Tag Archives: writing

How do the choices we make impact the world? Blending Science and English in an Investigative Writing Unit of Study

Saturday, April 8th is the #EdCollabGathering, an free online conference addressing innovative ideas in education.

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The Educator Collaborative, LLC, is a think tank and educational consulting organization working to innovate the ways educators learn together.

Founded by internationally recognized educator, author, and consultant Christopher Lehman, we aim to serve children and the adults who teach, learn, and grow alongside them.

I will be presenting, “How do the choices we make impact the world? Blending Science and English in an Investigative Writing Unit of Study.” The presentation will address inquiry based content area writing with investigative science research and feature articles. Grounded in informational text and research, students write their own science based investigative journalism article with the guiding question: How do the choices we make impact the world?

Below are the slides for the presentation.

Check out an archive of the presentation here.

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Lessons from the Past: Building a Multi-genre Humanities Unit on the Holocaust

I am currently working with two social studies teachers to create a unit of study on the Holocaust. This collaborative unit will tap into the new 3C Framework  for Social Studies Standards and the Common Core Learning Standards for Literacy to promote critical thinking, close reading and students creating their own multigenre text.  

This 6-8 week unit on World War II incorporates multigenre texts (book excerpts, poetry, plays, letters, primary documents, speeches, political cartoons, and additional art work), project based activities, and co-teaching among ELA and Social Studies teachers. Over the course of the unit students will write their own multigenre text as a formative assessment based on some aspect of World War II. This unit of study will be a skills based unit that requires students to look at aspects of humanity within war and conflict.

Below are five learning stations that highlight the voices and testimony of Holocaust survivors and victims.

Station One: Concentration Camp Life

1. Read the story of Holocaust survivor Erma Sonnenberg Menkel (http://www.ou.org/holidays/the-three-weeks/saw-anne-frank-die/)

What did you learn after reading this article?

What happened to Anne Frank after she was taken out of the secret annex?

2. Watch the survivor video testimonies of Norbert Wolheim (http://www.ushmm.org/wlc/en/media_oi.php?ModuleId=10007143&MediaId=5721) and Alice Lok Cahana (http://www.ushmm.org/wlc/en/media_oi.php?MediaId=1081)

How were their stories similar or different from Erma’s?

Would you have done the same things they did if you were in their position(s)?

3. Choose to complete 20 Words Activity or Found Poem

Station Two: Reading Diaries of Teenagers Who Lived in the Ghetto

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1. Read excerpts from diaries, written by teenagers, about their life in the ghettos, and their physical and emotional conditions there.

The story of Yitskhok Rudashevski from Vilna Ghetto began writing his diary when he approached his fifteenth birthday. He wrote about his academic pursuits and of how he sees himself contributing to the intellectual and literary life of the Ghetto.

On September 1943, the liquidation of the ghetto began. He and his family went into hiding; later on, the family was found and taken to Ponar, where they were shot to death. His friend, who survived, returned to the hiding place where she discovered the diary.

2. Complete the Think Dots Activity: Each person at your table will take turns rolling the dice and complete the learning task from the corresponding dot.

Station Three: Poetry & The Holocaust

1.Read the poem three times. Then answer the following questions:

What are some words in the poem that brings images to your mind?

What do you think is the theme (message) of the poem? What line or lines from the poem gave you that indication?

What is the poet’s purpose for the reader (How did the poet stir you?)

Emotional- Does the poet wants the reader to become emotional about the message? (angry, sad, happy, peaceful, complacent, courage, fear, etc.) What is your evidence?- Share a line.

Reflective: Think about the message in terms of your own life, be inspired. Share a line and make a connection.

Homesick

(from I never saw another butterfly)

I’ve lived in the ghetto here for more than a year,

In Terezin, in the black town now,

And when I remember my old home so dear, I can love it more than I did, somehow.

Ah, home, home,

Why did they tear me away?

Here the weak die easy as feather And when they die, they die forever.

I’d like to go back home again,

It makes me think of sweet spring flowers. Before, when I used to live at home,

It never seemed so dear and fair.

I remember now those golden days…

But maybe I’ll be going there soon again.

People walk along the street,

You see at once on each you meet That there’s ghetto here,

A place of evil and of fear.

There’s little to eat and much to want, Where bit by bit, it’s horror to live. But no one must give up!

The world turns and times change.

Yet we all hope the time will come When we’ll go home again.

Now I know how dear it is

And often I remember it.

Station Four: Art and the Holocaust
What does the text say?Read the picture carefully. What do you notice? (Literal Understanding)

About the artist: Samual Bak is one of many artists that choose to express in their artwork their feelings and thoughts about the Holocaust. Samuel Bak is a survivor of the Holocaust and for many years he painted subject surrounding the Holocaust. The painting The ghetto, as Samuel Bak explains it is “An inclined surface with no horizon and no possibility of escape. Indeed, when we were thrown into the ghetto like human garbage, it felt like being in a deep hole. This hole is in the shape of the Star of David, the emblem of the ghetto. Near it lies our badge of identification.”
What does the text mean? What is the artist’s purpose in taking this photo? Who did Samual Bak hope would see his artwork? Why?

Station Five: Terrible Things

When a child is born, it has no prejudices.

Bias is learned, and someone

Has to model the behavior.

  1. Read aloud in your group Eve Bunting’s picture book Terrible Things.
  2. Discuss with your small group your thoughts and reactions.
  3. Write a reflective response drawing connections to the picture book and the following passage by Holocaust survivor and author Eli Wiesel:

Never shall I forget that night, the first night in the camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky.

Never shall I forget those flames which consumed my faith forever.  

Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live.

Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God himself. Never. (Night, 32)

4. The question that is always asked in why do we learn what we do in school, with that question looming in many student’s mind,  Why study the Holocaust, something that happened more than 50 years ago? What are the important lessons that you take away from the testimonies of people who were witnesses, allies, targets, and rebels during this time.  

 

 

 

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Writing Revolution Part 2: The Power of An Outline

A few weeks ago I wrote a blog post on building better sentences based on the Hochman Method of writing. The writing strategies require continuous practice starting with sentences so that students build their expository writing skills, clarify their thoughts, and express themselves with precision, accuracy, and clarity. The two primary goals of the program are  “to raise linguistic complexity of students’ sentences and to improve the organization of their compositions” (2014).

When it comes to paragraphs and compositions, a quick outline can help students structure their ideas and understanding for larger essays. Outlines enable students to develop their writing as a cohesive whole and visualize a beginning, middle, and end in their writing. Outlines can also help students distinguish essential versus nonessential material and sequencing information.

An outline has the following benefits:

  1. Provides Structure
  2. Eliminates Repetition
  3. Improves Adherence to Topic
  4. Aids in sequencing

Teachers should model a quick outline for the class before requiring students to complete outlines on their own.

Before beginning outlines one might give students a Topic Sense and Supporting Detail and have students identify which is the TS and which detail is SD. For example:

__________ Mitosis is a process of cell division.

__________ In the cell nucleus, chromosomes are separated into two identical sets.

This might be a do now for a science class posted on the board. Once students can identify the topic sentence, the class might follow up with a conversation to articulate their reasoning.

Another activity would be to give students four (4) sentences and have students sequence the sentences for a paragraph. For example:

_______ Harriet Tubman helped slaves to freedom.

_______ John Brown led a small rebellion against slavery.

_______ The anti slavery movement began to grow in the 1850s.

_______ Abraham Lincoln won the presidential election.

A third strategy that can be used as quick do now or exit ticket is to have students identify the topic sentence and eliminate irrelevant details by listing different information or giving students an entire paragraph of information.

All of these activities help students to think about the elements of paragraph writing and building stamina and critical thinking for essay writing.

The Hochman Method’s Quick Outline includes a Topic Sentence, Four details from the text and a Concluding Sentence. A teacher might give students a topic sentence and then ask students to find four textual details based on the course material before having students draft a concluding sentence that synthesizing the information learned as a way to scaffold the outlining process.

tapco_quick_outline_clean_copy

Note the dotted lines for the textual details. The dotted lines suggest to students that the do not have to write in complete sentences, rather include key words and phrases. The TS and CS are solid lines that require a complete, specific, and detailed sentence.

The Quick Outline template above is for a single paragraph.

Additional lessons for outlining include:

Students are given details and must generate a topic sentence.

Generate concluding sentence from a given topic sentence and details.

Given a paragraph, convert it into a quick outline.

Given a topic, generate a Quick Outline independently.

I will be embedding some of these practices into my lessons to help students develop their writing and make connections with the material we are studying. These strategies work across the content area as well. For the next essay assignment my students will write at the end of the month I am considering have them outline their thinking and grade the outline rather than write out the entire essay. Again, my intentions are to help my students become better communicators and write with clarity and precision while effectively articulating their thinking about reading.

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Powerful Writing Starts with Strong Sentences: 8 Sentence Activities to Use Across the Content Areas

“It does not do well to dwell on dreams and forget to live, remember that.” —J.K. Rowling,

Harry Potter and the Sorcerer’s Stone

“One must be careful of books, and what is inside them, for words have the power to change us.” 

—Cassandra Clare, The Infernal Devices

 

How do we get our students to write well?

How can teachers help students to string words together with poetry, grace, and meaning?

I recently attended a workshop on The Writing Revolution: The Hochman Method, an instructional approach to teaching writing and communication skills. Dr. Judith C. Hochman is the creator of the Hochman Method and founder of The Writing Revolution. Dr. Hochman was the Head of Windward School an independent school focused on teaching students with learning disabilities.  

We began with sentences and sentence activities. The idea is to start small in order to help students to write better. Focusing on sentences improves the substance of writing to raise the level of linguistic complexity and clarity, enhance revision and editing skills, and improve reading comprehension.

The following 8 sentence activities were presented to help student take command of their sentence writing and become better writers.

Sentence Fragments – A group of words that is not a grammatically complete sentence. Usually a fragment lacks a subject, verb or both or is a dependent clause that is not attached to an independent clause.  Teachers can post sentence fragments for students to repair. The aim is to address what is necessary to write complete sentences. For example, as a bell ringer have students identify the sentence fragments and change the fragments into complete sentences adding necessary words, capitalization, and punctuation.

the town of Macomb

does not remember her mother well

atticus finch is a lawyer

Scrambled Sentences – Another five minute do now is to have 7-9 words maximum for students to put together to make a complete sentence. One way to help students with this activity is to bold the first word of the sentence to help them unscramble the sentence.

Sentence Types – We use four different kinds of sentences when speaking and writing: Statements or Declaratives, Questions or Interrogatives, Exclamations, and Commands or Imperatives. Give students a topic or an image for them to write a sentence, question, exclamation, and command for. This strategy encourages students to think about the text and encourage precise language. To differentiate this activity  you can offer an answer and have students create a question that shows synthesis, comparison, and frames their academic vocabulary.

Q: _____________________________________

A: direction and magnitude

Possible question: What are the two defining characteristics of a vector?

Because, But, So – Because tells why, But changes direction, and So shows cause and effect. If we want students to think critically and not regurgitate information we can have students extend a sentence with but, because, and so. Each of these conjunctions help to change the meaning of the sentence.

Hammurabi created a written code of laws . . . .

Students can complete the sentence based on what they know and understand.

Hammurabi created a written code of laws because ________________________________________________

Hammurabi created a written code of laws, but ___________________________________________________

Hammurabi created a written code of laws, so ____________________________________________________

These three conjunctions can help students learn linguistically complex language and change of direction language that can help writing counterclaims. Additional transition words for but includes:  although, while, even though, however, on the other hand.

Subordinating Conjunctions – After, Before, If, While, Although, Even though, Unless, Since, When, Whenever. Rather than asking students questions about the text or material, use subordinating conjunction  sentence stems to evaluate comprehension and knowledge. For example,

Since Lennie has a mild mental disability in Of Mice and Men, ________________________________________

After Lennie meet’s Curley’s wife, _________________________________________________________________

Although Lennie promised to keep the farm a secret, ________________________________________________

Students can use a given subordinating conjunction to write a sentence about a character.

Although __________________________________________________________

Even though ________________________________________________________

If I was using the above activity with To Kill a Mockingbird, I might anticipate a student to write,

Although Tom Robinson was innocent and defended himself well, he was found guilty.

Even though Tom Robinson’s case seemed doomed from the start, Atticus agreed to defend him.

Appositives are a noun or noun phrase placed next to another noun to rename, or explain it more fully. Teachers can have students practice writing topic sentences with appositives. Another activity is to have student match appositives or fill in the appositives. Introducing appositives provides students a strategy to vary writing and help the reader provide more information. In addition, it improves reading comprehension. Another strategy is to give students an appositive and have students write a sentence around it.

Sentence Combining helps to teach grammar and usage because it requires students to gain syntactic control.

This strategy is from The Teacher’s Guide to Effective Sentence Writing by Bruce Saddler.

Let’s take the following five sentences:

People are innocent.

People are innocent according to a principle.

The principle is American.

The principle is legal.

They are proven guilty.

 

What did you come up with?

According to an American legal principle, people are innocent until proven guilty.

To scaffold this sentence activity you can give hints for students to use a conjunction or appositive. Additionally, you can differentiate the activity by giving the high fliers a challenge, the middle level students a hint, and for struggling or ELLs offer them a sentence starter.

Kernel Sentences – A simple, active, declarative sentence with only one verb and containing no modifiers or connectives. This activity is helpful for note taking because it gets at the who, what, when, where why, and how.

Snow fell.

Cells divide.

Pyramids were built.

Students state the when, where, and why.  Think of this like a puzzle, students need to complete every piece of information to write an expanded sentence.

In ancient times, pyramids were built in Egypt to protect the body of the deceased pharaoh.
Whether you try all the sentence activities or just a few, activities should be embedded in the content. Teacher demonstration and modelling is beneficial. Sentence strategies can be practiced in do nows and warm ups, stop and jots, exit slips or even test items.

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What’s With TEXAS Paragraphs

It wasn’t until I arrived at my current school that writing was streamlined across the middle school with a specific format for introductory paragraphs, body paragraphs, and conclusions. We follow a TEXAS format for the body paragraphs of argumentative and literary essays. TEXAS stands for:

Topic Sentence

contExt

textual eXample

Analysis

So What?

The body paragraphs are the meat of an essay. Body paragraphs must include specific textual evidence to support a claim and provide analysis of the textual evidence describing how it supports the claim. Stating “This quote proves . . . “ is not enough. Analysis needs to hold the reader’s hand and walk them through the connection between the textual evidence and the claim. At the eighth grade level, students are required to include three or more examples (2 direct quotes and one indirect example) per paragraph to really prove a claim is valid.

The hardest part for my students is the analysis after finding the strongest evidence to support one’s claim. What is good analysis? And how do students know what to say in the ANALYSIS? I tell my students to get rid of the word “proves” and begin with the words “This shows that” following the quote. This will forces students to EXPLAIN and elaborate on their thinking without summarizing the connection between the evidence and the claim.

Let’s look at a student exemplar.

texas-exemplar

So to help students write off of a quote and practice analysis, I created this graphic organizer

It is not enough to find valid evidence, because evidence itself doesn’t support an argument. What supports an argument is the way students UNPACK or EXPLAIN evidence. Students need lots of opportunities to help articulate their understanding of a text. Explaining and elaborating is a skill students build throughout schooling to help unpack the layers of a text.

How do you help students analyze and articulate their understanding of a text? Share your ideas in the comment section of this blog. I am always interested to know what is working for other teachers and students.

 

 

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Is All Evidence Equal: Weighing Textual Evidence

This week I gave my students a short response prompt based on the propaganda presented in their dystopian texts. Students are reading Animal Farm, The Giver and Unwind. The prompt was as follows:

A variety of propaganda techniques are used throughout the fable in small and incremental measures to confuse, influence, and keep the other animals on the farm under control, as well as to make outsiders think that Animal Farm was successful.

There are six types of propaganda that are commonly recognized: 1) Bandwagon, 2) Scapegoating, 3) Unapproved Assertions, 4) Slogans, and 5) Fear.

Which type of propaganda did those in control use to their advantage most effectively?

Why did that type of propaganda work so well on the members of the community?

In your short response be sure to identify the type of propaganda used effectively with two or more examples textual support. Also include why this type of propaganda worked so well on the others.

Whereas my students know to include direct textual evidence in their writing, the question remains: Is the evidence students are selecting the strongest evidence to support their claim? 

This year I am requiring students to organize textual evidence using graphic organizers I create to use in tandem with the foldables that go in their Interactive English Notebooks. But is not just about students mastering the ability to pull any evidence from the text, it is necessary  students also weigh and debate the evidence selected so that it is the strongest in supporting their claims.

Sonja Cherry-Paul and Dana Johansen address this same topic in their book Teaching Interpretation Using Text-Based Evidence to Construct Meaning (Heinemann, 2014).

small-group-work-rank-the-evidence-presented-in-the-envelopes-which-is-the-strongest-evidence-and-why-be-prepared-to-defend-your-answers

Based on the ideas presented in their text, I have created a foldable for my students to remember that not all evidence is equal. To reiterate this idea about evidence, I have taken various quotes about fear from each of the three dystopian texts for students to work in small groups and rank the evidence for use in the short response prompt above: Which is the strongest evidence? Why? Which is the weakest evidence? Why? What makes the strongest evidence the strongest? What makes the weakest evidence the weakest? Which evidence tells? Which evidence shows?

 

 

 

 

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Metaphors and Analogies for Teaching Writing

Writing is an abstract idea for many students in middle school. Particularly, essay writing. In an attempt to make writing more accessible to my students, I have been using metaphors and analogies to help my students understand the elements of writing an essay.

Lindsey Richland, professor at University of Chicago, has written many research articles on the use of analogies in mathematics classroom. She lists six cognitive supports for the use of analogies in the mathematics classroom. These supports include:

  1. The teacher uses a familiar source analog to compare to the target analog being taught
  2. The teacher presents the source analog visually
  3. The teacher keeps the source visible to learners during comparison with the target.
  4. The teacher uses spatial cues to highlight the alignment between corresponding elements of the source and target (e.g., diagramming)
  5. The teacher uses hand or arm gestures that signaled an intended comparison (e.g., pointing back and forth between a scale and an equation)
  6. The teacher uses mental imagery or visualizations

Richland’s work is also relevant across content areas. I have found that using metaphors and analogies with my students helps them to visualize and make connections with the content being taught. For example, while working on revising our summer reading essays, I made the following analogies:

Introductory Paragraphs are like Birthday Invitations – The first paragraph of your essay is extremely important.  You will need to get the reader’s attention, build interest, preview the topic and offer necessary background information, and most importantly state your claim clearly and concisely. Similarly, when you send out a birthday invitation to your friends you need to get your friend’s attention, build interest, preview what is going to happen at the party and include any necessary background information, and most importantly, state where and when the party is is going to happen clearly and concisely.

When teaching the claim, I borrowed an analogy from author,  Katherine Bomer, “Essays, like a music composition,  circle around a central idea, riffing on it with stories, questions, and observations, but ultimately cohering around the CORE IDEA.”

I also talked about writer’s having to navigate their thinking on a page the way Google Maps and Waze helps to navigate us home. Unfortunately, there is no app to help teachers and students navigate through an essay. Thus, writers need to always be explaining or clarifying the relationship they are creating between evidence and ideas. Writers need to be sure and clarify or explain each piece of evidence from the text so that readers don’t get lost, confused, or the wrong idea.

What are the metaphors and analogies that you use to teach writing with your students to help them visualize the task at hand? Share your ideas in the Comments below.

 

 

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What did you Read this summer? A Back-to-School Summer Reading Assessment

Summer reading is a political topic these days. Should students be assigned a required summer reading book or should summer be about reading what ever one likes? Should students be allowed to have choice in what they read? How many texts should students be required or expected to read over the summer?

This year, my colleagues and I decided that instead of a required summer reading text, students could read any book of their choice. Incoming students were given a suggested book list created by students that included many contemporary titles both fiction and nonfiction.

With a wide range of summer reading books, how does one assess students? Rather than a creative book reflection and project, I have turned to the traditional essay to assess student reading. This assessment is not one that is graded, but used as a gauge of reading tastes and gain data of students’ reading and writing strengths and weaknesses. I use these assessments to help guide my teaching of reading and writing at the start of the school year.

My summer reading assessment prompt stems from the poignant essay What we Hunger For written by Roxanne Gay.

This essay is honest, harrowing, reflective, and offers a personal response to the Hunger Games trilogy.  The author begins by highlighting the representations of strength in women like Katniss and then brings in her own personal experiences that shaped her reading and admiration of strength in the “flawed” protagonist of Suzanne Collin’s books. Gay addresses the negative response to the violence in the trilogy and through her personal confession offers a counter claim against telling young people what they can and should read. She brings in supportive arguments from contemporary YA authors like Sherman Alexie to support her claims.  Gay concludes with her analysis of Katniss as a strong and relatable character by highlighting imperfection in and all around us. This essay is powerful and inspiring. I knew it was something I wanted to share with my students.

For my 8th graders, I have edited the essay to use as a mentor text. I want students to think about the central ideas in their summer reading books and how it shapes their thinking. How do the books we read over summer time support us and sustain us?

summer reading essay 2016

I look forward to what my students share with me. What are the books they read over summer vacation, and the lessons they share with me.

Do you have a unique or thoughtful summer reading assessment? Feel free to share in the Comments section on this blog.

 

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#ILA16 Take Aways

In her essay “Beyond Bread and Cheese: The Artisanal Approach to Teaching and Learning” (2016, Moffly Media) author and Head of School at The Ethel Walker School in Connecticut, Meera Viswanathan describes a trend in education away from “industrialized learning” towards something that more personalized, relational, and authentic.

Good teaching is not mass produced and neither are best practices. Engaged learning is artisinally-produced. Viswanathan writes, “Rather than following dicta set by others without reconsideration, the craftsman aspires to something more ideal, a transcendent possibility in both small and large ways.” Hence, good teachers are personal, relational, embrace possibility, and are always perfecting their craft – “that each endeavor is not a replica of what came before, but rather creative experimentation within a limited framework towards some new possibility, something better, something approaching the ideal.”

Attending the International Literacy Association Annual Conference this past weekend encouraged introspection, self-reflection, and critique of artisanal teaching practices and intentions.

  1. The classroom is a place to introduce students to new worlds, worlds that we could not have imagined and imagine for the better. Key note speakers, Adora Svitak and Kwame Alexander emphasized the need for teachers and students to work on understanding suffering that is going on in our communities as well as the suffering happening around the world in order to help imagine a better world. Literature is a catalyst to transform the world. Teachers need to teach diverse books and tackle tough topics. We gain so much when we read and write.IMG_6720
  2. The classroom should introduce students to the possibility of deep sustained engagement and wonder with ideas, the world, and life around us. Students are more invested when they are engaged. The theme of the conference was “Transforming Lives Through Literacy 2.0” – Students have the power of technology to search and seek what they want to know. Learning in the classroom is not about the acquisition of information anymore. Our classrooms need to be places where students have VOICE and CHOICE to discover, explore, wonder about the world and their own interests. Reading and Writing Workshop, Genius Hour, and Passion Projects are all teaching practices that allow students to personalize learning and transcend what is. Technology has the power to expand the walls of our classrooms around the world and across the universe.IMG_6718
  3. Teachers and students must learn to question their own assumptions and recognize the limitations of their thoughts, thereby expanding horizons. Critique and self reflection are for the cultivation of alternative viewpoints and perspectives. Compassion and empathy are based on opening oneself up to others, ideas, and experiences. Students need to hear, read, and see diverse texts, genres, to learn about the world and what is possible. Engaging in conversations about the world and the recent events in our community can help empower young people. This can also help transform our classrooms into authentic, active, and relevant learning spaces all students want to participate and be a part of.
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Literacy 2.0 – Genius Hour Digital Inspirations

My friend and colleague, Carol Varsalona, author of the blog Beyond Literacy Link has collected numerous photographs and poems from published writers and teachers which she calls “digital inspirations.” These digital inspirations are artistic expressions and short poems that showcase both images and words. All of the inspirations written by Varsalona herself, and an expanding community of writers, are cataloged online in thematic galleries on her blog.

cv-2bfirst2bblush2bof2bautumn2b

For a Genius Hour assignment, I asked my students to create a digital inspiration highlighting their Genius Hour project this spring. These digital inspirations became an advertisement of sorts to inform and inspire others of their work this semester. Below is a slideshow of their work. The inspirations highlight the array of passion projects and the creativity among my students.


As technology continues to expand the ways students and teachers engage in literacy, teachers need to embrace the role of digital media in the classroom to foster a culture of creativity and innovation.  Literacy 2.0 brings to the forefront digital tech tools that enhance learning and literacy in the digital age where students are content creators and critical thinkers.

Passion is a powerful agent of change (Lucy Calkin) in a student-centered classroom. As Fisher and Frey have noted in their article, “Collaborative Conversations,” instructional leaders should focus attention on the Common Core Learning Standard Anchor Standard 1 for Speaking and Listening that asks that we prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively. Adherence to the ELA Anchor Standard 1 for Listening and Speaking is essential to move educators from the sage on the stage to a more reflective practitioner, facilitator, and instructional coach who aims to create engaged, risk-taking classroom environments where passion exists and writers thrive.

The ideas presented above stem from a workshop Carol Varsalona, poet extraordinaire,  Laura Purdie Salas, and myself will be presenting at ILA 2016 in Boston, MA this upcoming July titled Transforming Lives Through Literacy 2.0.

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