Creative Writing Ornaments

This lesson's focus is about how to write very detailed descriptions.  The process:
1) students are given a photocopy of a large circle on white paper, the rest is blank
2) criteria for step one: decorate your ornament using only shapes and patterns (no drawings/words) must have at least 3 colours used and no white showing, do not put name on it
3)write a very detailed description of your ornament.  I have modelled examples of detailed vs not by saying "a girl in class, who is it" not enough info so add details, brown hair, glasses, wearing a red shirt, etc and they easily guess who it is
4) hand in the two papers that you have been keeping hidden from prying eyes while creating
5) number all the ornaments with large felt from 1-27 in this case for number of students participating and display them clearly on the front board
They have been mixed up at this point and no one knows who each ornament belongs to.
6) hand back written descriptions to the owners and have them list the numbers 1-27 in the margin on the back
7) each student takes a turn reading out their description and the rest of the class attempts to figure out which ornament is theirs and write that person's name beside the corresponding number.  The goal was to write your description in a way that it would be easy to guess because it was so detailed and clear!  Read each description twice giving think time between
The students show they can be amazing attentive listeners during this activity.  It is a "contest" to see who can match the most ornaments correctly from the descriptions.  I awarded little prizes at the end.
8)exchange guess papers and reveal time!  Go through each ornamnet and find out who it belongs to, students mark, total it up and you have a winner!  24 correct in this case.
I asked the students for their thoughts about the activity, some of the comments were: they definitely enjoyed it, thought it was fun, they were engaged throughout.  Creating first helped them get more details down when it was time to write, hearing all the descriptions helped them decide what kind of details were important and different ideas for how to write them if they were to do something like this again, helped make a picture in my mind.  Frustrating when peers presented not enough information or not clear lacking detail.
Think I need to do a similar activity for a follow up to see if their descriptive writing improves further now that they've had this experience.

Head, Shoulders, Knees, and Government?

To help students prepare for an assessment on the services the 3 levels of government provide students worked together in groups of 3 to write songs to the tune of "Head and shoulders, knees, and toes..." only with one level of governement as the focus.  E.G. Fireman, police, and library...municipal, municipal, etc.  They needed to include actions for everything in their songs (pretty funny, especially sewer and water actions!).  They did a great job on these, had a lot of fun with it.  Engagement was high, presentations had accurate information and enthusiastic participants!  This was after doing a tableau activity where they had to demonstrate a government service in their group for the class.  Again they did very well with the activity.

So did these fun engaging activities help them learn the content?  The assessment was a cut and paste quiz where they were given 20 different government services to cut up on one sheet of paper and a 3 column (sp?) chart on another paper, they had to glue the service in the correct level of govt collumn.  I spoke with the class after the assessment about what they thought of the cut and paste quiz format.  The responses was unanimously positive. 
Some of the things they said were: didn't have to but all my energy into remembering the big list, could think about where it belonged, didn't have to do a lot of writing, makes my hand hurt, don't like to write that much (which might lead to reluctance to complete and maybe not a true assessment of what they know).  Could move them around in my hands before gluing to think about where they went, change my mind. 
These comments make me think that we probably got a more accurate measurement of what the students actually knew by removing the writing/memory barriers and increasing the tactile methods for some of our students who respond better to this learning style.
Overall the marks were good.  A few students were not very successful, they were students who often have difficulty academically.  So now to figure out why?  Is it a reading barrier?  This is my suspicion, when these students see a fair bit of text they need to extract meaning from they often "shut down" as they struggle with their reading.  So I think I will re-test them orally to find out if their knowledge is better represented if  it is read to them first one item at a time then they decide which level of governemnt the service described belongs in.

Big Brother's Note Taking Walkabout

Judy, Jeff, and I had the opportunity to plan a quick unit on government that we are now a couple of lessons into.  Engagement and energy seem to be high.  Next lesson we will find out how well the students are learning the desired outcomes.
Today we set up the flip cam to record what happened after lunch if the teacher didn't show up for a few minutes.  We had had a discussion/debate after the last class about should students have more freedom at school (interesting result: student majority said no).  Combined the classes once Judy and I finally showed up from our extended lunch (actually we were frantically setting up the activity around the school).  Judy led a discussion while I fought with technology and finally showed the students the video.  A variety of things going on, some (not many) even actually started the assignment left on the board.  Students loved seeing themselves on the video, energized them a lot.
They were raring to go on the note taking walkabout.  About 30 different little chunks (thanks for preparing these Judy!) of notes were taped up in the gym, halls, library and students had the scavenger hunt to find them and write them down in the category they believed they fit best (municipal, provincial, federal).  Engagement was high, students were discussing each piece of text they found, all students were on task.  Reluctant writers and/or at risk students got a lot down, it was clear that adding the physical movement with the social small group discussion aspect had the students much more enthused about what was essentially copying down notes.  Judy and I got some good video of the students at work during the activity.  Will be interesting to see tomorrow what understanding and retention the students have of the content.

Engagement vs Learning

An eye opener on this challenging key component of our practice.  To help with learning geography of Canada (which is a review concept) I moved away from worksheet type activities and went for more creative, fun, hopefully learning activities.  We played games with the atlases, movement around the classroom games, we developed mnemonics as a class: individually, in pairs shared them had a lot of fun in learning how to train our memory to help remember things.  We played memory games, cut out all the provinces, capitals, etc used a map to match while playing, flipping over 2 to find a match, repeated saying/chanting "BC's capital is Victoria"  Student engagement was very high, many "this is fun" type comments.  I was feeling pretty smart, until I assessed them today!  Retention of learning certainly was not what I hoped it would be.  Disappointing overall result with a third of the class really not learnng it.  So back to the drawing board.  More of a balance needed with practice type activities and some of the games we learned, or...???  With that many kids not being successful I need to look at what I did and try to find a different, different lens!

Remembrance Letters

Having organized about a dozen Remembrance assemblies I am always trying to come up with something to keep them somewhat fresh and engaging.  This year we completed a class partnered project with my class and Judy's class.  So the kids would be exposed to a partnered teaching experience and work in groups of 4 with a couple of students they hadn't worked with this year.  We met before hand to plan the project together and create balanced groups.  The project involved sharing real letters found online from soldiers to their loved ones from WWII.  I took half of the kids and Judy the other half, we read aloud 3 differnet letters each giving time for 2 of the 4 group members to discuss and record main ideas things that struck them as interesting (the other 2 members of the group were in the other classroom).  When they came back together they had to teach each other about the letters they'd heard, led to some good work in the groups.  Their task was to write a letter together as a group either to a soldier from home or from a soldier to home.  They were given a planning sheet (thanks for putting it together Judy!) that gave them headings to develop ideas under and made sure key elements/criteria were met.  They had to agree on and assign each member of the group a job (discuss each others strengths/share the load, jobs were: recorder, reporter, editor, manager.  They completed group/self evaluations on the provided checklist at the end.  The focus of the letters was to be creative, empathetic, use imagination to think about what wartime would be like for the people involved.  They wrote their lettters  and read them out to the large group.  The letters turned out really well.  Debriefing after the students really enjoyed the project and the opportunity to work with another class.  Judy and I then compiled the letters into just 2 class letters, one from a soldier, one to a soldier.  The results were surprisingly good.  Now we will have auditions for interested students to present these letters at our assembly this week.  Will be interesting to see what the response is to them.

Choice Power

Our class is currently doing a read aloud novel together.  After hearing the chapter(s) each day we do a reading response.  I have taught several different methods for the response.  The main one practiced most is retelling to a partner first then use the first, then, finally frame.  Additions to this have been a 3 panel comic with captions to do the first then finally, and things like diary writing as a character in the story.  Even though the kids are really enjoying the story the reading response is not all that well liked for several and can be difficult for some to complete.  Now that they all know how to do the  different kinds of responding I let them choose in what way they'd like to complete their response and suddenly engagement went up, complaining went down and their work improved.  Me thinks there is something to this choice stuff!

School Uniforms for Columbia?!!!

During math I was happy to see the Ss retention of concepts learned on Friday, checked with C and he was able to demonstrate understanding successfully.  N is feeling very successful with this, great participation with hand up much more enthusiasm.
A lesson today that was part LA part SS was learning how to debate (sort of).  The topic was: Should our school have school uniforms?  To set the stage I stressed no outbursts/comments that may influence others opinions, needed the opportunity to think independently first, later you'd have a chance to influence manipulate others views (they liked that!).  We viewed many examples of what these uniforms might look like on the projector.  I introduced the "T" Chart for a Pros/Cons list, talked about how it is a great tool for helping make all kinds of decisions throughout life.  Students independently brainstormed for pros/cons for their chart in their writing book then answered the question either yes or no because... (the important part giving your reasons/backing up your opinion).  After some time to do this, mixed results through the class, N took 3 reminders to get out his book and once out almost no writing occurred, a very reluctant writer at times (should he be given a different option, needs to write but... ideas/thoughts...) Next I randomly grouped the students into groups of about 4 and went over what to do in the groups, modelled good listening, speaking, etc.  Each person was to take a turn sharing their pro/con list and their yes/no opinion, others were not to comment or interrupt at all, after everyone has a chance to share then move to discussion, again modelled ("I like what you said, I hadn't thought of.., yes but...) While the students were working in their groups I went around and recorded with the Flip thinking I will share the movie with them so they can see their group interactions and we as a class can discuss).  Next back to your desks to update lists with any "fresh" ideas/thoughts from the discussion.  Create pro/con list on the board together Ss can choose to add to either collumn if they think it is relevant to their thinking.  Then had them "pick sides" yes or no in favour of opposed to getting school uniforms.  20 against 6 for.  Moved them so they were sitting facing each other the yes and no group.  "Debate" begins using the microphone and following guidelines similar to class meetings taking turns, listening, responding.  I did some paraphrasing for clarity purposes.  Return to seats and outline highlights.  Now some think time (lunch time).  After lunch reviewed and asked them to now write their opinion yes or no, why?  Now 13 for and 13 opposed.  Focussed on the importance of not judging too quickly, listening to other's opinions, being open to possibilities, etc.
Think I'd like to do more debates with them, their engagement seemed really positive.  Am thinking that for a follow up to this lesson we'll use all those pros/cons we generated to write a persuasive paragraph (will require teaching paragraph structure first) and perhaps giving opportunities for presenting opinions orally, maybe developing a skit in groups demonstrating the side you agree with,....just thinking, tossing around ideas...

Math Lesson Place Value

Today's (Fri Oct 14) math went really well.  Some good reminders for me for learning with 9 and 10 year olds.  We started by all making our own place value odometers.  A fair bit of scissor work, good to provide opportunities for them to keep these skills sharp.  The youthful exuberance of cutting and following the directions to make sure theirs turned out created great energy in the room.  Fast finishers helped slower students, really positive friendly interactions.  Once done teacher led (TL) 3 column chart on the board, Ss followed along copied into notebook (a common element, slowly completed helps keep them together, allows all to be successful).  Intro a dice give Ss turns rolling to create a 4 digit number: multiple challenges opportunities completed with the number: create the biggest number, the smallest, one in between, had students up in front of class in group of four holding number cards and arranging themselves accordingly (I am the ones, tens, etc). to build four digit number.  Had another student build the number using manipulatives in the middle of the room where all could see them then had 4 more students represent each place value hold the manipulatives up,etc.  TL record the number on the board in column one standard form, have all students make the number on their place value odometer, invite one student up to show, have all students check read out the number to their elbow partner.  Record the same number in column 2 expanded form/relate numbers to groups on odometer, have student read number out write word form in column 3, have Ss copy in their books.  Repeat process with 2 more 4 digit numbers, then a five digit number (switched from dice to pick a number between 0-9 randomly throughout the room helps keep them all on their toes-used name sticks for some of this).  Repeated process with 6 digit number, and 7 digit introducing millions (Gr5 concept).  Concluding activity was a partner (I quickly partnered while distributing dice) dice game modelled between me and P (one of 4 students identified for "Lens" project).  Take turns rolling die decide where to place digit on place value odometer to build biggest number, win the round score a point, race to 5 points.  Ss had fun playing the game and really demonstrated solid understanding of the concept.
2 at risk Ss, C and N struggled getting going, can't find scissors, making mistakes, etc. removed barriers, lent them scissors, partners with a stronger student, had them copy their partner.  Both ended up being successful, N had more smiles than have seen in a long time, doesn't seem happy most of the time.  C, enjoyed was more engaged but not sure if he really understands the concept well will have to follow up check for understanding one on one next class with him.
Lessons for me: when possible make it hands on/keep them busy with things they can experience success with, they want to be busy, short instructions, more action, single step at a time, must keep a strong element of structure to keep whole group moving in desired direction together (too much freedom can lead to being lost/struggles), keep it fun try to include low risk high reward games whenever possible, make use of student leaders/partnerships to help each other beneficial to the Ss and me.
Challenge is to create a similar lesson/learning environment for LA lesson, thinking about how to do.

Welcome to Blog World

This is my first experience with blogging for myself.  I read several other people's blogs regularly but haven't tried it myself.  The self reflection will be a positive practice if I can stay disciplined enough to record my thoughts regularly.  First of many hopefully!