Tag Archives: writing

Mash Up March: App Smashing for Effective Feedback

When students are writing, Google Docs is a great tool to help brainstorm, draft, edit, and revise their work. I have been thinking about the most effective ways that I can offer effective feedback on their writing throughout the writing process beyond the Comments feature on Google Docs. Here are a few apps to utilize when giving feedback on student writing.

Flipped Lessons with Exemplar Writing – I often share an exemplar essay from a student from the previous year as a model and mentor for student writing. Using the SMARTBoard or Document Camera I am able to show the writing model and talk through the craft moves the student made that make it an exemplar paper. But, I can also make a recording of this and provide students with easy accessibility to the model essay, annotations highlighting the key writing moves, and explanation why the essay an exemplar. Using Google Slides, Google Drawing, and Screencast-O-Matic, I am able to record this lesson and have it available for students to view any time. Additionally, students can respond to the elements of the exemplar they notice, like, and want to model in their own writing with Padlet. Padlet is a collaborative platform or “board” for students to share feedback, answer questions, respond to a prompt, or brainstorm together.

MultiModal Feedback – Google Comments allow teachers to add comments on Google Docs. This is helpful to address specific concerns and highlights on a student’s essay. Additionally, the extension Checkmarks is an easy commenting tool that has popular pre-made or custom comments. Another possibility is to add vocal feedback with extensions like Read & Write or Talk & Comment. Teachers or peer editors can record their comments on these apps and the writer is able to listen to helpful suggestions to make their essay clear and concise.

App Smashing the Entire Writing Process – Using a semantic map tool like Popplet or Bubbl.us can help students in the beginning stages of writing to jot down ideas what they will write about and gather necessary textual evidence. Then, to help students build an outline, they might demonstrate their thinking using Explain Everything or using a voice recording app like Audacity. When students are writing Google Docs is a trustworthy tool. Then, reading aloud their essay to get peer feedback and check for correct grammar and usage, students can read and respond to each other’s writing on Flipgrid. Students can compile all their work on Thinglink posting links to showcase their writing process.

 

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Are the Common Core Standards Dead? Advanced Literacy & Lifelong Learning

At the start of the semester, one of my graduate students told me, “Education Secretary Betsy DeVos declares the Common Core is dead, so why do I need to to include the standards in all of my lesson planning?”

Well, I didn’t expect that question the first day.

And I wanted to be positive and not political.

So, here is how I did respond.

Forty-two states have adopted the Common Core Standards to define literacy and academic success. The Common Core does not tell teachers how to teach or what to teach. Rather the standards were created to be learning targets to prepare students for life long learning. New York State, the state which we live in and teach in, the state which this pre-service teacher is obtaining certification, follow the Common Core Standards and since its adoption in 2011 have revised, added, deleted, and clarified the standards with the goal of developing students to “participate in academic, civic, and professional communities, where knowledge is shared and generated.”

How does one measure student success?

How do we develop literate students who are able to communication and navigate the world?

What are the most important practices that teachers can employ to support their students as literacy learners?

Now there are benefits and limitations to the standards, any standards. I choose to see them as a guide to help support our students as life long readers and writers. Do not allow standardized tests to define what the Common Core is and is not. “The New York Education Department remains committed to encouraging teachers and schools to choose the literature and informational texts they use as they detail their ELA curriculum or programs.” What are the lifelong practices of reading and writing that you hope to offer in your classroom? How do the CCSS support these practices and develop a love of reading, help develop strong and effective writers, and build effective speaking and communication skills? Tell me what you uncover.

After this discussion with the graduate student I attended a workshop on the revised New York State Next Generation English Language Arts Learning Standards and the integration of Advanced Literacy.

“Advanced literacies denote a set of skills and competencies that enable communication, spoken and written, in increasingly diverse ways and with increasingly diverse audiences. This requires writing with precision, reading with understanding, and speaking in ways that communicate thinking clearly. Advanced literacies also promote the understanding and use of texts for a variety of purposes” (2017).

So, before we “throw out the baby with the bathwater,” let’s examine what is working with Common Core, 21st Century realities, and guiding principles, continue to revise where there are limitations and gaps in order to support each student in this changing educational landscape.

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Working Your Way Towards Argumentative Writing with Gameboards

Last spring I came across an amazing Revision Gameboard created by Lisa Guardino, a middle school teacher and blogger in California. I was immediately inspired and in awe. 

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My students are currently writing an argumentative investigative journalism piece and they started their research and have just finished creating an Annotated Bibliography for the evidence they collected. But how do I help them get from their Annotated Bibliography, to write their Lede, to expanding their writing into an entire essay? That is when Lisa’s game board popped into my mind.

Her game board focuses on revision and is has a Monopoly layout. I imagined more of a Snakes and Ladder’s template to help students move across and around the board to write, elaborate, incubate, and revise their work. Based on Lisa’s work here is what I came up with. Click on the image to link to the actual document.

Revision Gameboards

My intentions are to help my students think through their writing and build their ideas into a well developed investigative journalism article that utilizes ethos, pathos, and logos. I have used Lisa’s Revision Game Board for steps 6-11 when students are revising and editing their work before submission. Hopefully, this will help my students put together an essay that is packed with evidence, elaboration, and utilizes elements of rhetoric.

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Writing & Blogging About YA Lit

This semester I am teaching a young adult literature class to graduate students. The students are required to keep a blog that catalogues all the books that they read for the course. There are many ways that they can respond to young adult literature and I thought it would be interesting and engaging to have them write each post in a different format. These are the blog post choices they were assigned.

“When one has read a book, I think there is nothing so nice as discussing it with someone else – even though it sometimes produces rather fierce arguments.”

– CS Lewis in a letter to Arthur Greaves

Introductory Blog Post Assignment  – This first blog post will ask you to think about, explore, and document your own relationship to and experiences with reading. Using words and images, address the following in your first blog post:

  1. How did you learn to read? Who and what influenced your relationship to reading and writing in and out of school?
  2. What do you believe are the purposes of reading, in and out of school?
  3. How does your relationship and experiences with reading shape your approach to teaching reading?
  4. What are the top ten books that have influenced your reading life? How have those books influenced you?
  5. What do you hope to get out of this class, both personally and professionally, in terms of your relationship with reading? Do you have any reading goals?

 

Book Talk Flier – Create a one page document that briefly describes, summarizes, and sells the book to young adults. Your fliers must include key information about the book, who might be interested in reading it, key review quotes that you (find or create) that suggest the importance of the book and why young adults might find it interesting. Your flier must also include visuals – a picture of the cover of the book and any other images that you think might help adolescents to be drawn into the book. Be creative and use interesting layouts and fonts.

Book Trailer – Create an original video presentation designed to motivate teens to check out the book.

Top Ten Post  – Also known as the If You Like  . . .  Check Out . . .  

Create a list of ten related titles that share similar themes, issues, or genre. For more ideas about this type of post, check out https://nerdybookclub.wordpress.com/category/top-ten-lists/

Book Review – Write a review of the book. Book reviews contain both summary and personal response. For sample book reviews check out The New York Times Book Review or The Nerdy Book Club Book Reviews. Feel free to write your book review, create a podcast or video cast of your book review.

Ways In/Ways Out/Ways Through the Text – Design three activities/lessons that actively involves young adults in reading the text. “Ways In” is an introductory activity that motivates students to engage with the text. What specific literacy strategies will you use? “Ways Through” are the literacy strategies and tools to help students make sense of and understand the text. “Ways Out” are activities that let students demonstrate their relationship to the text and their comprehension of the key ideas they encountered with the text.

Discussion Questions for Novels – Develop 10-15 questions that would prompt deep discussion about each novel. Work towards open-ended questions that have no correct answer; questions that would challenge us to think deeply, thereby prompting an engaging conversation. These questions should pertain directly to your book and your personal reading experience, rather than to general analysis of literary elements or queries over authorial intentions.  

Book Q & A – Based on Richard Peck’s 10 Questions to Ask About a A Novel

  1. What would the story be like if the main character was the opposite sex?
  2. Why is the story set where it is?
  3. If you were to film this story, what characters would you eliminate if you could not use them all?
  4. Would you film this story in black or white or color?
  5. How is the main character different from you?
  6. Why or why not would this story make a good TV series?
  7. Name something in this story that has happened to you?
  8. Reread the first paragraphs of chapter one. What is in it to make you want to continue reading?
  9. If you had to design a cover for this book, what would it look like?
  10. What does the title tell you about this book? Does it tell the truth?

Booksnaps – Create five or more different Booksnaps of your favorite or most telling passages in the text. Once you snap images of your favorite quotes, create visual representation of your thoughts with bitmojis and emojis, and adding them to a “Snap Story.” Check out Tara M. Martin @trarmartinEDUon social media for more.

#Booksnaps

Exit Blog PostDescribe in narrative format the development of your relationship with reading during your time in this class.

  1. What was (were) your favorite book(s) that you read this semester?
  2. Did your personal relationship with reading grow or change during this course? If so, how? What classroom practices do you think contributed to your development?
  3. What practices/philosophies regarding reading and children’s literature do you plan to carry forward to your future students, and why?

What books from the book list and mentioned in class would you still like to read?

 

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Flipped Writing Instruction

This week I had to be out of the classroom for meetings and I wanted to make sure my students had productive writing workshop to begin working on literary essays. I decided to make screencasts to review the elements of essay writing: introductory paragraphs, building better body paragraphs, and writing a conclusion. Using Screencast-O-Matic, a free screen recording program, I recorded my mini lesson to go along with each slide deck covering the elements of and essay. These screen recording were to help my students begin writing their Multi-Paragraph Outline for their literary essay.

Dana Johansen and Sonja Cherry-Paul wrote the book Flip Your Writing Workshop: A Blended Learning Approach (Heinemann, 2016) describing how students can access instruction independently, in small groups, and at home through flipped learning.  Johansen and Cherry-Paul write,

“Flipped learning is a blended approach to instruction. Catlin R. Tucker (2012) defines blended learning as a hybrid style in which educators “combine traditional face-to-face instruction with an online component” (11). Teachers “flip” lessons online so students can access them at school or at home and work at their own pace. Jonathan Bergmann and Aaron Sams (2012), leaders of the flipped learning movement, state that “time is freed up to explore and discover concepts in an inquiry-based fashion” (46). Troy Cockrum (2014) says educators can use flipped learning to transform their learning environment. As with other teaching methods, flipped learning can play a central or a minor role in your writing workshop.”

With the ideas presented in the book fresh in my mind, I took my slide deck that I would have presented in my classroom as a large class lesson and screen-casted each lesson –recorded my voice thinking aloud through the elements of the essay. By screen casting my lesson and posting them in Google Classroom, my students can reference the videos when they get stuck writing. The notes that my students take from the flipped lesson go into their Interactive English Notebooks to help students to learn strategies like six ways to start an essay. The videos let students manage their own writing workshop time, work at their own pace, and return to key elements of essay writing throughout the school year.

Check out the three videos I have made so far. I can see myself creating a few others to touch upon leading in and leading out of textual evidence and formulating a claim.

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Awe Struck: Poetry & Art Collide with Chihuly

The New York Botanical Gardens is currently showcasing artworks by world-renowned artist Dale Chihuly. There are more than 20 installations, including drawings and early works that reveal the evolution and development of Chihuly’s artistic process during his world renown career.

Chihuly is known for his vibrant glass sculptures. His work is included in more than 200 museum collections worldwide. He has been the recipient of many awards, including twelve honorary doctorates and two fellowships from the National Endowment for the Arts. Glass as an art form is relatively new in regards to American art history. Glass as an art form did not flourish until the 1960s. Dale Chihuly was introduced to glass while studying interior design at the University of Washington. After graduating in 1965, Chihuly enrolled in the first glass program in the country, at the University of Wisconsin. He continued his studies at the Rhode Island School of Design (RISD), where he later established the glass program and taught for more than a decade. Due in part to the influence of Dale Chihuly and his founding of Pilchuck Glass School, glass has taken on an unique form of expression and art (http://www.chihuly.com/learn).

Chihuly’s work and installation at the New York Botanical Gardens is breath-taking and inspiring. In fact, The New York Botanical Garden, in partnership with Poetry Society of America, presents a Poetry Contest for kids in elementary, middle, and high school who live or study in New York, New Jersey and Connecticut. Students are invited to submit poems (written individually or with student collaborators) inspired by the installations on view at The New York Botanical Garden. The poems are judged by Newbury Award Winning poet, Jaqueline Woodson.

Here are three of my favorite poems on display with Chihuly’s work.

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Sapphire Star

Oh Sapphire Star, your beauty and grace
To see you completely
I’d have my eyes, detached from my face.
You are simple and complicated, but never overrated Whenever I see you, my amazement is automatically instigated. To pronounce your greatness, I’d have to say it with my mind When I rst saw you

You put your signature on my subconscious
Which will forever be signed.
You are a ne work of art, seeming to be made by da Vinci You have my awe, and everyone else’s
Across every sea.
Sapphire Star, you have also taught me a lesson
That of which my heart and mind is taped
To be yourself
No matter who you are
Or what type of abstract shape.

 

Marcus Lopez-Pierre, 6th Grade
Success Academy Midtown West New York, New York

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Sol

Spirals like the way dance makes my hips move left and right
Overjoy people’s faces with the vibrant colors, allusions
Loops like the way natural hair does in its natural state bouncy and coily

del

Dazzles you with brightness that may blind your eyes in a snap of a hand Exquisite like the sparkles sparkling on a disco ball
Luxurious for everyone to enjoy going beyond what they can imagine

Citrón

Curves like the way a worm slithers back into its habitat
Injects you with freedom into a new world like Chihuly
Ties all the pieces together to make it unique
Rams all the ideas, differences in your mind that it suddenly goes “poof” Ongoing into my brain was rst a little thing that wasn’t possible

Now it’s a large scale glass curling sculpture Sol del Citrón

 

Essence Sanders, 8th Grade

Harlem Academy New York, New York

 

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Skillfully Sculpted

Glistening in the sun The way water does On days where
The sun

Like a diamond Sparkles
On its throne in the sky

Fountaining up
With bubbles Perched
Where the
Column of water Breaks at the top Into a petaly array And cascading down Sending ripples out From its landing point

Delphinium Sibley-Wilson, 4th Grade
Bronx Community Charter School Bronx, New York

 

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The Hero’s Journey: A Study in Film

Years ago I attended the National Gallery for Art‘s Summer Workshop focusing on Mythology. I spent a week in Washington, DC with fifty other educators learning from academics, teachers, and visiting every museum in the District. One evening we attended the National Air and Space Museum to see an exhibit highlighting the Joseph Cambell’s The Hero Journey through the lens of George Lucas’ Star Wars. The exhibit paralleled two stories, making visible a plot structure and trope that plays out continuously in film and story canon.

Joseph Campbell, an American mythological researcher, wrote a famous book entitled The Hero with a Thousand Faces.  As MythologyTeacher.com points out, “in his lifelong research Campbell discovered many common patterns running through hero myths and stories from around the world.  Years of research lead Campbell to discover several basic stages that almost every hero-quest goes through (no matter what culture the myth is a part of).  He calls this common structure “the monomyth.” It is commonly referred to as “The Hero’s Journey.'”

monomyth

When George Lucas was writing his drafts of the early Star Wars movies he had read Joseph Campbell’s work and there is a clear structure of the Hero’s Journey in Lucas’ films.

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Star Wars is not the only films that follows the Hero’s Journey. Many of Disney’s Films also use this plot structure in their animated feature films: Finding Nemo, Mulan, The Lion King, The Incredibles, and Moana. Additional movies include Shrek, and Kung Fu Panda. Major feature films like Harry Potter, The Hunger Games, Spiderman, Matrix, and The Hobbit also follow this trope.

I am using The Hero’s Journey with in my Media Literacy class to teach about plot structure, character motivation, and theme in the stories they write and films they create. I started by asking students to think about what qualities they associate with heroes. Are heroes born or are they made? Are there heroes in real-life or must they be larger-than-life? Who are the heroes in our society.

Students viewed short films about the Hero’s Journey to understand the monomyth. Then we brainstormed possible movies, books, and stories that would fit within this structure. Students were given a graphic organizer of the The Hero’s Journey to map out a text on their own. The graphic organizer on MythologyTeacher.com was clear and specific to help students articulate their understanding. I found out among my students that not many have seen animated Disney Films, The Hunger Games, or the new Spiderman Homecoming movie. With this in mind, I will be showing the class the movie  Spirited Away by MIYAZAKI (2001), one of my favorite filmmakers.

Many of Miyazaki’s films follow the Hero’s Journey and are great to use with students. Once we view a film in it’s entirety together, we will discuss and plot out the Hero’s Journey in the film. Students will use this foundation for writing their own Hero’s Journey story that they will make into a movie. Additionally, students will apply the foundations of film knowledge (Types of Shots, Color, Sound, and Style) to effectively tell their Hero’s Journey story.

 

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Writing to Learn

In her book Writing Across the Curriculum in Middle School and High Schools (1995), Rhoda Maxwell states, “Writing is not used in content areas so that students will improve their writing skills, but because students understand content better when writing becomes part of their learning activities.”

We write to learn, to deepen our understanding, emphasize skills and strategies, to deepen thinking, look for clarity of ideas, it even acts as a toolbox for our thinking.

The Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects address the importance of both content and form to develop students’ writing skills. One of the best ways to encourage students to become critical thinkers and strategic learners is to incorporate writing into the content areas. The CCLS place a strong focus on argument writing and informative/explanatory writing. The CCLS call for students to become well-rounded individuals who write different types of texts for different purposes and audiences.

Writing doesn’t just happen in English class, nor should English teachers be the sole teachers of reading and writing. Here are three places content area teachers like science and humanities can help teach writing skills:

The Thesis Statement/Claim – The thesis is the map of an essay. It not only states the argument but also gives an indication of the organization of the essay. All subjects must standardize the need to see one thesis statement in a student’s argument regardless of content.

Evidence – Evidence is the quote, the computation, the data, the statistics, and the findings. Evidence backs up the argument made in the thesis statement.

Commentary – Commentary is individual thought. It is not just about translating the data but also bringing a new layer to the information.

The real goal is to help all students master the knowledge, procedures, and skills of the academic disciplines that run the secondary school curriculum, and which serve as the gatekeeper to success in college, work, and other facets of adult life. Teachers working to improve adolescent literacy instruction must integrate the teaching of reading and writing more fully into academic content areas.

When teachers take steps to incorporate more writing into the content areas, students begin to deepen their understanding of the steps they are taking to solve problems and to learn. They expand their capacity to answer the “why,” to understand the big ideas, and to see the real-world relevance of what they are learning. Through various literacy-based content activities that are purposeful and meaningful, students develop the skills required to successfully master content and increase problem-solving and critical thinking skills.

Here are 10 ideas to think and apply in any content area and classroom:

Create Reader’s Theater on Mitosis

Debate whether genetically modified foods are safe to eat

Write a research paper and find information Boyle’s Law: The inversely proportional relationship between pressue and volume on a confined gas

Have students write and produce a music video on factoring

Create a screencast the influence of global warming on glaciers

Write a newspaper article on whether your school should invest in Solar Panels on the Rooftop

Start a classroom blog for students to reflect on classroom inquiries

Design a RAFT (Role, Audience, Format, Topic) choice project for students

Write a persuasive letter to your state senator on the first amendment and whether or not to revise the constitution

Have students script and record a podcast on a science topic they want to know more about

The bottom line: Teachers should create assignments for real audiences and with real purpose that require students to read, write, and  think critically.

 

Writing to Learn

Short, exploratory, unedited, & informal writing opportunities

Public Writing

Planned, audience driven, drafted and edited

Notes

Lists

Sketches

Brainstorming

Charts and Graphic Organizers

Journaling

Freewrites

Exit/Admit Slips

Mapping

Research Papers

Articles

Proposal

Projects (RAFT, Brochure, Webquests, Newspapers)

Essays

Stories
In lieu of essays:

Make a cartoon strip

Design a questionnaire

Write a play

Create a teacher’s guide

Create a scrapbook

Write a television show script, poem, commercial, song, monologue

Write a letter

Write a press release

Design a slide show, Prezi, or Screencast

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Integral to Instruction: Assessment

“Assessment should always have more to do with helping students grow than with cataloging their mistakes.” — Carol Tomlinson

Assessment in an integral part of instruction determining whether or not the goals of education are being met. It is used to measure the current knowledge that a student has. It meets many needs for many individuals. Through assessments we continually ask the questions,

Are we teaching what we think we are teaching?

Are students learning what they are suppose to be learning?

Is there a way to teach the subject better, therefore promoting better learning?

Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and in some cases, school funding.

Teachers are engaged in assessment every minute they are in the classroom. As teachers, we are always observing, noting, and evaluating. Because assessment in completed integrated into the fabric of curriculum, our evaluations are just as accurate (or not) as the classroom experiences we design for our students. The learning standards and Common Core lead us to give particular kinds of assignments. The key is to offer a variety of assessments, both formative and summative, to help our students show us they are meeting the learning targets.

I am currently in the process of designing a multi genre inquiry unit on WWII and the Holocaust with a social studies teacher and amazing colleague.

The unit brings social studies and English together in order to promote coteaching and collaboration among these two content areas with a focus on building students literacy skills and historical knowledge.  Combining the new C3 social studies standards and the Common Core literacy standards promotes critical thinking, close reading and students creating their own multigenre text on a specific topic and theme about World War II.

For the final project (and summative assessment) students will create a Multi-genre blog that incorporates five different texts (fiction and nonfiction) grounded in specific historical documents to highlight a common theme prevalent in WWII.

Reading closely and writing narrative, argumentative, and informative/explanatory are core learning targets for 8th grade students as described in the CCLS. There are limitations to each of these writing genres when taught in isolation. Allowing students analyze, synthesize, and evaluate historical text (primary and secondary sources) in multigenres allows students to see the depth of history and personal accounts. This in turn builds empathy and understanding that history is living and breathing. Allowing students to be researchers and writers enables students to use higher order thinking and comprehension skills while at the same time tap into 21st Century skills as digital citizens and creators. Students will utilize technology for research and writing to produce a blog that presents their understanding and learning of this inquiry unit on WWII and the Holocaust.

Additionally, throughout this four week unit there will also be formative assessments to help teachers gauge students knowledge and understanding about historical events and the writing process. Formative assessments range in “formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.”

Examples of formative assessments for the unit include:

Teacher observations

Student-teacher reading and writing conferences

Weekly Literature Circles Discussions and Reading Notes Presented on Google Slides

Weekly Articles of the Week with Written Short Response Reflections with Actively Learn

Fishbowls, Socratic Seminars, and Class Discussions

Constructive Quizzes

Graphic Organizers

Google Forms

Summaries

Write Arounds

Sketchnotes

Jigsaws

Self Assessments & Reflections

 

 

 

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To Kill A Mockingbird Socratic Seminar

This year I implemented socratic seminar into my classroom to encourage close reading. The trial scene in To Kill A Mockingbird is a perfect place to encourage discussion and deep reading. Prior to the seminar, students were to prepare a “One Pager” – A one pager is a single-page response to reading. Some might say that the purpose of a one pager is for students to own their reading and showcase their understanding with images and words.

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The One Pager Contains the following:

  1. Choose three or more meaningful quotes from the reading: passages/quotes that relate to the theme or main idea of the story. Be sure to use quotation marks, and include the page number where you found the quote.
  2. Provide a thought provoking explanation of the importance and meaning of the quote: (how does it help you, the reader, get a better understanding of the story, character, theme, etc.).
  3. Use graphic representations: a drawing, magazine pictures, or computer graphics that go with the piece you read, and the quotes you chose.
  4. Include a personal response to what you have read: this is NOT a summary of the story. This is a thoughtful, insightful response. Think about the message the author is trying to get across, how the author uses different types of literary devices (suspense, mood, point-of-view) to make the story more interesting. This response must be a paragraph minimum, with specific examples from the story.
  5. Remember the following guidelines for this assignment:
    •   It MUST be on a standard sized (81⁄2 x 11) unlined sheet of paper.
    •   It MUST fill the entire page (no white space showing)
    •   Writing MUST be in ink or typed…no pencil.
    •   Use colored pencils, crayons, or markers
    •   The title and author of the story (correctly formatted) MUST appear somewhere on the front of the paper.
    •   Reference the page number in parentheses after each excerpt.

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To help guide my students’ analysis of the trial scene in Mockingbird, I included eight (8) questions on the back of the one-pager assignment and suggested that students answer three (3) questions regarding the trial and to answer with direct textual support. The questions addressed how likely is it that Tom Robinson committed the crime of which he is accused, Mayella Ewell’s attitude about race, the response the children had to the trial, who is the mockingbird, was Atticus successful during the trial, and Atticus’ character displayed during and after the trial. For students not sure which quotes to pull from the text, these questions helped students hone in on some key ideas. In addition, they were the jumping off points for our Socratic Seminar.

The one pager assignment was completed in class and then if extra time was needed, students could work on it outside of class. The quality of the one-pagers I received from 95% of my students was exceptional and helped to carry out a robust Socratic Seminar.

IMG_8610  TKAM One Pager

The procedure for the Socratic Seminar included moving all the desks into a large circle for all the participants to see each other. Students put all books away and only had their one-pagers out in front of them with the text. I reminded my students that this is a conversation and not a debate, rather it is a chance to uncover deeper meanings about the author’s central ideas within the text and communicate our interpretations with the class. I told students that there are no right  or wrong answers. In even posted discussion stems on the SMARTBoard to help students frame their conversations and support one another throughout the discussion.

While students were speaking, I kept track of who spoke and contributed to the discussion in meaningful ways. I told students that in order to earn points during the discussion they had to speak at least three times and build on another’s point using specific examples. I told students that I won’t call on them to speak, they are to jump into the conversation and say something to receive full credit for the discussion. In one class, students spoke around the first question for more than twenty minutes.

I have to give credit to my amazing co-teacher for introducing me to both the one-pager and encouraging me to do a Socratic Seminar with my students. It was such a success that I wish I had done these activities earlier in the school year and conducted the seminar more often. This is something that I will implement with all the units that students read and write in the new school year.

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