I showed my students two pictures and asked them to create poetry based on their impression of the who, what, when, where, why and how of the image.
Here are slides from my LACUE 2013 Presentation
Tech + CCSS = Engagement
Integrating technology into your classes can help to cover Common Core State Standards.
Many tech tools can aid students in reading and connecting with written and visual text.
Key Ideas and Details
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the visual or written text.
R.2 Determine central ideas or themes of a visual or written text and analyze their development; summarize the key supporting details and ideas.
R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a visual or written text.
Craft and Structure
R.4 Interpret words and phrases as they are used in a visual or written text, including determining technical, connotative, and figurative meanings, and analyze how specific word or image choices shape meaning or tone.
R.5 Analyze the structure of visual or written texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.6 Assess how point of view or purpose shapes the content and style of a visual or written text.
Integration of Knowledge and Ideas
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
R.8 Delineate and evaluate the argument and specific claims in a visual or written text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
R.9 Analyze how two or more visual or written texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Text Types and Purposes
W.1 Write arguments to support claims in an analysis of substantive topics using valid reasoning and relevant and sufficient evidence.
W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
Comprehension and Collaboration
SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Reform Symposium Free Online Conference (RSCON) is an online worldwide event that took place this weekend, October 11th – 13th. Shelly Terrell invited me to present and it was awesome. October is Connected Educator Month and The Future of Education hosted the conference online in Blackboard Collaborate webinar rooms. It was a great experience to be a part of this awesome group of educators.
In my session Saturday morning, I shared with people from Texas, Amsterdam, Australia, Africa and elsewhere in the world. How great is it that we have the opportunity to learn from colleagues from around the world?
My weekend has been one filled with tons of great, inspirational moments. I will be taking the next couple of days to process and make changes in my life and my classroom.
Here are some of the tweets from today
Exit Tickets can be used to gauge whether or not students have processed new concepts. It is a quick way to have them reflect on information learned or to express their thoughts about new information. Students need to respond to a prompt and it is an easy way to incorporate writing into many different content areas. Here are a few examples of exit tickets that can be used:
At the end of class, have students complete exit tickets to:
- have students summarize key points from the lesson
- make sure that students can solve a problem
- highlight an essential question from the day’s activities
- answer a significant question based on the lesson
- allow students to ask questions they still have about the lesson
They can be as structured or un-structured as you need them to be.
‘Tis the season to present…. fa-la-la-la-laaaaaa-la-la-la-la
I really do believe that to blog is to share and to learn. I love being able to present, blog, share and learn/teach.
Shelly Sanchez Terrell offered me the opportunity to present at this year’s 4th annual Reform Symposium Free Online Conference (RSCON), I was awe-struck when I received her invite because I have followed her for so long and I was giddy to realize that she thought enough about what I do to deem me a valuable educational resource. I will be sharing the importance and ease of creating ePortfolios using Weebly.com. I found this tweet from July, 2010 in which I shared the schedule for that year’s conference.
How cool is that? 3 years later and I will be one of the presenters who will (hopefully) inspire someone to share the conference so that others can benefit from these amazing resources. Whoo Hoo!!!! I am feeling just a little awesome and geeked out but lovvvvving it!!!
I am currently scheduled to present at the Louisiana Council of Teachers of English Convention.
Conference dates: Friday, November 1, 2013
Conference location: Northwestern State University Friedman Student Union, Natchitoches
I will be demonstrating ways to increase the engagement level of students as they connect with text in their classes. My presentation will focus on the need to provide students with opportunities to think and discuss ideas and themes within and beyond the text.
How? By creating assignments that require students to answer pre-reading questions, read (and re-read, if lucky) text while taking notes/annotating, share their notes and questions during shared inquiry discussions and post-discussion writing.
My proposals for presenting at the Texas Computer Using Educators Association’s Convention. I will be presenting at the TCEA 2014 Convention & Exposition, February 3-7, 2014, in Austin, Texas. I will be sharing ways to connect through
PLNs and ways to engage students using technology in the classroom. I have presented both of these sessions in the past but I feel that they are topics that must be shared and re-shared regularly because they are so important.
Session Title: Are You Online and Connected?
When: 05/Feb/2014, 5:00pm – 6:30pm
Where: Room 5C
Session Title: 30 students + Computers = Engagement
When: 06/Feb/2014, 1:30pm – 3:00pm
Where: Room 8A
Closer to home, I have submitted a proposal for LACUE. I hope to be accepted. I want to share with other Louisiana Educators ways to integrate technology into their lessons. Session: Tech + CCSS = Engaging Lessons
Description: What does it look like when you integrate technology into your Common Core classroom?
~Google Docs to activate background knowledge.
~Piclits to identify tone.
~Wikis to examine author’s style.
~Blogs to analyze and reflect upon text.
~Padlet to post questions about nonfiction.
‘Tis the month to connect…. fa-la-la-la-laaaaaa-la-la-la-la
Presenting is my way of connecting with the world and sharing what I do with others. It has always been important to me to show teachers and students what can be done in the classroom if you are willing to try out new tools and open the doors and windows of the classroom. Some of what we do is ‘good’ and some of what we do is merely ‘mediocre.’ Either way,
I hope to inspire and encourage.
On Monday and Tuesday, July 1 and 2 (11:00 – 12:00 EST, NPR’s Tell Me More will host two live radio broadcasts and Twitter chats from the Aspen Ideas Festival.
Education has been a critical topic for Michel Martin at NPR’s Tell Me More, and they are eager to engage once again around the topic of learning and education.
On the radio, Michel will be joined by major players, thinkers and innovators, including John Deasy, superintendent of Los Angeles schools; Shirley Ann Jackson, president of Rensselaer Polytechnic Institute; Joel Klein, former Chancellor of New York City Schools; Shabana Basij-Rasikh, co-founder of the School of Leadership Afghanistan; Pamela Cantor, CEO of Turnaround for Children; Danny Kim, founder and CEO of Lit Motors; Joseph P. Parkes, President of the Cristo Rey New York High School; Lawrence Scripp, founding director of the Center for Music-In-Education; Jessie Woolley-Wilson, CEO of DreamBox Learning; and authors Madeline Levine, Meg Jay and Paul Tough.
On Twitter, Twitter conversation will revolve around the online discussion and the following questions:
- Is America still the land of opportunity?
- Who is responsible for making our schools better?
- What skills do you really need to compete and succeed in school and beyond?
#NPRAspen will include the views of Educators from all over the U.S. including school teachers from New Orleans, Miami and Washington D.C., a school administrator in Chester, New Jersey, a Latina education blogger from North Carolina, a political science Professor from Johns Hopkins, a social media researcher from Harvard’s Berkmann Center, a poet from Washington D.C., an expert on educational technology and mobile learning…
- Twitter Chat Moderator: Davar Ardalan, @TellMeMoreNPR; Senior Producer of Tell Me More and moderator of #NPRAspen Twitter chat. Also on @idavar
- Participant: Valerie Burton, @MsBisOnline; English teacher and blogger from New Orleans, Louisiana
- Participant: Roxanna Elden, @Roxanna_Elden; National Board Certified Teacher, Miami Public Schools. Author of See Me After Class: Advice for Teachers by Teachers
- Participant: Monica Olivera, @LatinMami; MommyMaestra.com Voted ‘Best Latina Education Blogger’ at the 2011 and 2012 LATISM Awards
- Participant: Rey Junco, @reyjunco; Social Media Researcher, Associate Professor@PurdueLibraries / Faculty Associate @BerkmanCenter
- Participant: Brad Currie, @bcurrie5; School administrator in Chester, NJ. Co-founder of #Satchat
- Participant: Alan King, @aking020881: Alan is an author, poet and teacher in the DC metropolitan area. He teaches at Duke Ellington School of the Arts
- Participant: Lester Spence, @LesterSpence; Lester Spence is an associate professor of Political Science and Africana Studies at Johns Hopkins University
- Participant: Bill Horniak @vikoles1 Bill is an author, veteran educator in North Carolina and education consultant. He has also worked as a Middle School Principal in Amman, Jordan www.youthcoachinginfo.com
- Participant: Lucy Gray @elemenous Lucy began her career in Chicago Public Schools as an elementary teacher. She is an Education Consultant with an emphasis on educational technology and mobile and online learning. www.lucygrayconsulting.com
- Participant: Holly Bass, @HollyBass360; Holly is a writer, performer and teaching artist in Washington D.C. She has curated Tell Me More’s poetry series for the past three years #TMMPoetry
Use #NPRAspen to share your ideas about improving education and learning.
I am and I know that many of you are too.
None of us wants to fall short and embarrass ourselves or do a disservice to our students. My parish, and many others, is creating a toolbox of items to be used for research, resources and continuity. These toolboxes have information available on ways to get faculty buy-in, how to explain the differences in the CCSS and our current GLEs, how PARCC assessments will look, how to develop new Unit plans and much much more.
I have taken numerous webinars/seminars, read many books and articles, participated in many Twitter chats, joined numerous online study groups and thrown pennies in fountains in hopes that I would be able to successfully implement these new standards.
What stands out to me most is not that I have to do many things differently BUT that I have to create opportunities that require my students to create and respond in ways that go beyond pen and paper responses. I currently teach AP Literature and the key to providing successful experiences for my students is to raise the bar and require them to analyze the ‘hows? whys? and what fors?’ that authors use in their selection of character deeds, plot element turns and figurative language used.
CCSS expects that these strategies and requirements be used for all students, not just the ones taking AP classes. Duhhhh. I have started feeling a little stupid. If we are given the charge of preparing these kids for successful college experiences we must treat them like they are mini college students. THAT DOESN’T MEAN THROWING WORK AT THEM and watching them fail. We first must create an atmosphere in which they take the baby steps of analyzing primary documents, writing in response to text, etc.
Below, I have listed many links for resources that can be reviewed, downloaded, adapted, adopted, ignored, shared, ……… This is just my first listing of items to look at. So, if you don’t see anything here that might be of use to you, wait for it…..
Resources used by our Team Leaders for CCSS training
The Gettysburg Address: Literary Nonfiction and the Common Core Article by Todd Finley that discusses how we will ‘teach’ differently
Articles on Education Week to peruse
Articles on Edutopia to read
Here is a tool to add to your PUBLISH and SHARE tech tools toolbox.
Smore.com allows you to create quality posters, newsletters and flyers for projects, presentations, and events.
It is easy to create a poster:
1st – Sign up.
2nd – Choose your desired layout.
3rd – Arrange the elements to your purpose.
4th - Add your text, upload pictures and embed calendars or videos.
With Smore.com posters you have the power to change backgrounds, designs, colors, and fonts to cater to your own needs. Publish the link for your Smore poster or embed it on your website.
What can I use my Smore poster for…?
- Embed assignment posters to keep students and parents up to date
- Publicize an upcoming event
- Share resources with colleagues
- Student created projects –online word walls, essays, culminating summary posters, character (object) analysis, etc.
Below are screenshots of other Smore posters that I have created for my PLN. I have just started to create a collection for my classroom. They are attractive ways to organize information. Create one to advertise your upcoming grammar unit, historical period, methods of solving geometry problems, etc.
Once you create your first one, you too will be addicted.
There is also a new Educator’s Account that allows you to track traffic to your newsletters, remove the Smore logo, and personalize it with more background options.
I am thrilled to be part of the Discovery Educator Network Leadership Council. I have been participating in their DEN-Techformation series as we highlight tech tools worth using.
Common Core this…
Common Core that….
Raise the bar…..
I have been bombarded by the following terms and many more (Student Learning Target, Professional Growth Plan, Formal Observation, Informal Observation, etc.) for the past two years and I am trying to use my wits and resources to find ways to make this happen to the satisfaction of my evaluators, students, parents and lastly, myself.
I am creating a standard operating manual when dealing with text be it poetry, nonfiction or prose. Below are the questions that I need my students to be able to answer and discuss as they analyze poetry.
Whether these questions are answered as a whole class discussion, small group activity or an individual assignment, these questions can function as a framework to be used as a trigger to get my students to examine the language, images and theme of assigned poems.
- Who is the speaker in the poem? Who is the audience?
- What is the setting of the poem?
- What is the author’s purpose in creating the poem?
- Identify the poem’s theme in a single sentence.
- Identify and explain the poem’s tone.
- Identify and explain all allusions found within the poem. Do they share a common/contrasting idea?
- Describe the structure of the poem? What is the meter and form?
- Note the metaphors, similes and personification in the poem. Discuss their effects.
- Discuss examples of paradox, overstatement or understatement that might occur in the poem.
- Explain the significance of any sound repetition (alliteration, assonance, rhyme, rhythm.)
- Are the poem’s structure and content related?
- What is the tone of the poem? How is it achieved?
- Discuss the diction used in the poem.
- Identify and explain significance of images within the poem.
- Identify and explain significance of symbols used within the poem.
I want us to get into the habit of reading poetry and mapping it by marking it up and identifying the answers to the above questions. Talking to the text, or mapping the text, is the only way to get my students to get more involved in the poetry so that they can create in depth (or partially deep) analyses of the poems we read. Below is a picture of what I want them to do with our poems.
Before we begin our poetry study, I do need to be sure that they are familiar with poetry vocabulary. We can begin with
and end with a much, much longer list of poetic terms. My current plan is not so different from what I have been doing in the past but I want to be sure that the consistency is there so that they always think about the questions (at least some of them) when asked to analyze poetry.
→Nothing new, just refined and revamped←
When you READ CLOSELY….
Keep in mind that the author does Everything for a reason.
Below are some flags that authors use to indicate something of importance. Take note and when you see any of these flags, ask yourself, “WHY is he using this flag?”
FLAG 1: Remember when…
Signal: a character stops current events to look back at previous acts. Flashbacks can serve as a way of signaling some ‘turn’ in the text.
Literary importance: This flag helps readers comprehend character development, internal conflict, theme and the relationship between setting and plot.
FLAG 2: Contradictions
Signal: there is a contrast contradiction to what we expect to happen and what we see actually happening in text. There is a reason that the author has a character behave in a way that contradicts previous personal behavior or societal behavior patterns.
Literary importance: This flag helps readers recognize character development, internal conflict, theme and the relationship between setting and plot.
FLAG 3: REPEAT
Signal: events, images and words are repeated and sometimes used in unusual ways throughout the story.
Literary Importance: This flag helps readers see the development of conflict, tone, plot, setting, symbolism, theme or character development.
FLAG 4: Lightbulb moment
Signal: a character begins to question circumstances and motivations before they have realizations and shift their understanding of others, the world or themselves. The character might say phases like: “It dawned on me that..”; “I knew in an instant that ..”; “Now I realized ..”; or “Suddenly I understood…”
Literary importance: This flag helps readers see a plot twist, character development or a connection to theme, tone or conflict development.
These are just a few of the flags that an author can raise to catch your attention and make you examine what you are reading just a little closer. These flags point out important details within the text.