7:30-3:30
Schedule:
- Prompt: "Has developing the materials for your own campaign helped you to understand what it takes to be a "real" political candidate? Explain."
- Lab time: Conferencing
- Campaign tweets
- Completion of display boards
- Parent showcase
Today was my last day with the writing camp. Although I must admit I am glad to officially start my "summer break," I have enjoyed learning from the teachers and students. My most significant take-away is that I really feel like I could work with middle school students. I have wondered about that for the last couple of years, considering that I could enjoy middle school much more than primary. I believe the last three weeks have confirmed that for me.
Today's showcase was probably the best yet. The students' essays were right on target, and their commercials and Voice Threads were engaging and entertaining. I felt that the parents seemed to truly enjoy all of the work from this week, not only the work belonging to their own child. It was nice to see their affirmation for each other.
I currently teach only reading, but I feel that the last three weeks have strengthened me overall as a language arts teacher, and I will be much more prepared to teach writing if opportunity calls. :)
Friday, June 22, 2012
Thursday, June 21, 2012
RMWP Camp Day 14
7:40-9:30, 1:15-3:30
Schedule:
- Journal prompt
- Review Voice Threads
- Political Cartoons
- Famous speeches
- Argumentative essays
I missed this morning's journal prompt because I was pulling students out to record their commercials in the computer lab. The students wrote the scripts for these commercials yesterday, so they were ready to record directly into iMovie today. I felt that using the webcam to record in the lab really limited their creativity. I think that if I was doing this in my own classroom, I would prefer to record with a flip camera and then use the computers for editing and special effects.
I had to leave for part of the day because I presented on "The Developing Role of E-readers and Other Technologies in the Classroom" at the MidSouth Reading and Writing Conference. As I thought about technology so much today, I realized that literacy instruction is changing rapidly. Writing instruction is no longer limited to traditional five-paragraph essays in composition notebooks. In this digital age, we must teach our students about a variety of methods of expression and communication of ideas - including speeches, digital videos, and other visual presentations like Voice Threads and animated cartoons created in Paint or on the Internet.
Schedule:
- Journal prompt
- Review Voice Threads
- Political Cartoons
- Famous speeches
- Argumentative essays
I missed this morning's journal prompt because I was pulling students out to record their commercials in the computer lab. The students wrote the scripts for these commercials yesterday, so they were ready to record directly into iMovie today. I felt that using the webcam to record in the lab really limited their creativity. I think that if I was doing this in my own classroom, I would prefer to record with a flip camera and then use the computers for editing and special effects.
I had to leave for part of the day because I presented on "The Developing Role of E-readers and Other Technologies in the Classroom" at the MidSouth Reading and Writing Conference. As I thought about technology so much today, I realized that literacy instruction is changing rapidly. Writing instruction is no longer limited to traditional five-paragraph essays in composition notebooks. In this digital age, we must teach our students about a variety of methods of expression and communication of ideas - including speeches, digital videos, and other visual presentations like Voice Threads and animated cartoons created in Paint or on the Internet.
Wednesday, June 20, 2012
RMWP Camp Day 13
7:40-3:30
Schedule:
- Prompt: "What have you learned so far this week? What would you like to accomplish by the end of the week?"
- Review of propaganda techniques
- Commercial scripts/practice
- Revise and edit argumentative essay drafts
- Computer lab: Type essays and create Voice Threads
Today, I continued to help the students revise and extend their argumentative essays. I spoke to the group and tried to encourage them to avoid cliches and to show me examples of their qualifications rather than just tell me about them. Then I went around and read some of their work. I also noticed that although they were understanding the format of a refute/rebuttal, they weren't really using them successfully. For example, one student wrote a paragraph about how he is honest. Then he tried to conclude it with, "Some people might say that I lie, but I tell the truth even when it hurts." I tried to explain to him, and then later to the whole class, that if I was a voter, I would be focused on why some people accuse him of lying. All of a sudden, I would feel really suspicious and wonder who to believe. I tried to explain that politicians try to spin everything they say so that it makes them look good. Then we worked on writing refutes that would not alarm a voter. For instance, "Some people say that I lie," or, "Some people say that I'm always late," cautions me as a prospective voter because those could turn into problems that affect me. However, when a kid claims that they are organized and then says, "Some might think my locker is messy, but I know exactly where everything is," I don't have to worry because a messy locker wouldn't really affect me.
Schedule:
- Prompt: "What have you learned so far this week? What would you like to accomplish by the end of the week?"
- Review of propaganda techniques
- Commercial scripts/practice
- Revise and edit argumentative essay drafts
- Computer lab: Type essays and create Voice Threads
Today, I continued to help the students revise and extend their argumentative essays. I spoke to the group and tried to encourage them to avoid cliches and to show me examples of their qualifications rather than just tell me about them. Then I went around and read some of their work. I also noticed that although they were understanding the format of a refute/rebuttal, they weren't really using them successfully. For example, one student wrote a paragraph about how he is honest. Then he tried to conclude it with, "Some people might say that I lie, but I tell the truth even when it hurts." I tried to explain to him, and then later to the whole class, that if I was a voter, I would be focused on why some people accuse him of lying. All of a sudden, I would feel really suspicious and wonder who to believe. I tried to explain that politicians try to spin everything they say so that it makes them look good. Then we worked on writing refutes that would not alarm a voter. For instance, "Some people say that I lie," or, "Some people say that I'm always late," cautions me as a prospective voter because those could turn into problems that affect me. However, when a kid claims that they are organized and then says, "Some might think my locker is messy, but I know exactly where everything is," I don't have to worry because a messy locker wouldn't really affect me.
Tuesday, June 19, 2012
RMWP Camp Day 12
7:40-3:30
Schedule:
- Prompt: "What student government position are you running for and what makes you the best candidate?"
- Review of SGA roles and responsibilities
- Personal definition of student council
- Discuss and debate SGA scenarios in small groups
- Complete argumentative essay graphic organizer and rough draft
I have been really impressed with the way Mrs. Owens is scaffolding the students' writing process. Their journal prompt helped them to brainstorm their qualifications and strengths. It's interesting to see how some of them are battling a strong humility that is making it more challenging to focus so much on themselves. I was impressed with the clear organization of the graphic organizer, and I'm glad that Mrs. Owens took the time to model with her own examples. The students caught on well to the concept of refutes and rebuttals, and they quickly copied the ideas from the graphic organizer into their journals in paragraph form.
As I walked around to read their drafts and offer feedback, my only concern was to see ways that they overused cliches or failed to provide clear examples and details in their writing. For example, one student repeatedly used phrases about "fighting for your rights," but he did not clearly communicate what that really means. I tried to encourage him to give at least one example of what he meant by "students' rights." I also tried to read their essays from the perspective of a voter, so I hope I am able to help strengthen their work by offering helpful critiques and asking questions.
Schedule:
- Prompt: "What student government position are you running for and what makes you the best candidate?"
- Review of SGA roles and responsibilities
- Personal definition of student council
- Discuss and debate SGA scenarios in small groups
- Complete argumentative essay graphic organizer and rough draft
I have been really impressed with the way Mrs. Owens is scaffolding the students' writing process. Their journal prompt helped them to brainstorm their qualifications and strengths. It's interesting to see how some of them are battling a strong humility that is making it more challenging to focus so much on themselves. I was impressed with the clear organization of the graphic organizer, and I'm glad that Mrs. Owens took the time to model with her own examples. The students caught on well to the concept of refutes and rebuttals, and they quickly copied the ideas from the graphic organizer into their journals in paragraph form.
As I walked around to read their drafts and offer feedback, my only concern was to see ways that they overused cliches or failed to provide clear examples and details in their writing. For example, one student repeatedly used phrases about "fighting for your rights," but he did not clearly communicate what that really means. I tried to encourage him to give at least one example of what he meant by "students' rights." I also tried to read their essays from the perspective of a voter, so I hope I am able to help strengthen their work by offering helpful critiques and asking questions.
RMWP Camp Day 11
7:40-3:30
Schedule:
- Prompt: "What historical figure or famous person do you look up to? Why?"
- Icebreaker: Famous historical figure game
- Introductions
- Introduction to "Campaigning Away"
- Sample campaign ads
- Overview of elected offices and propaganda techniques
- Brainstorm and create slogans and campaign flyers
- Computer lab: Create flyers in Word or Publisher
- Candidate profile sheet
- Computer lab: Identify propaganda methods in YouTube commercials
This week is really good for me! Propaganda techniques are on the Alabama Course of Study for 5th grade, and I definitely did not adequately cover them this year. I don't feel confident in my own personal knowledge of each one, so I enjoyed watching the YouTube videos and hearing the explanations and examples. I always enjoy seeing ways other teachers teach the same things that I need to teach. It's really frustrating sometimes that we cannot access resources on YouTube at school for instructional purposes.
The ultimate goal for this week is to work with the students to write persuasive/argumentative essay. I have already been impressed by the way Mrs. Owens has clearly explained the goals and expectations to the students. The activities are building onto each other to prepare the students to write their essays.
Schedule:
- Prompt: "What historical figure or famous person do you look up to? Why?"
- Icebreaker: Famous historical figure game
- Introductions
- Introduction to "Campaigning Away"
- Sample campaign ads
- Overview of elected offices and propaganda techniques
- Brainstorm and create slogans and campaign flyers
- Computer lab: Create flyers in Word or Publisher
- Candidate profile sheet
- Computer lab: Identify propaganda methods in YouTube commercials
This week is really good for me! Propaganda techniques are on the Alabama Course of Study for 5th grade, and I definitely did not adequately cover them this year. I don't feel confident in my own personal knowledge of each one, so I enjoyed watching the YouTube videos and hearing the explanations and examples. I always enjoy seeing ways other teachers teach the same things that I need to teach. It's really frustrating sometimes that we cannot access resources on YouTube at school for instructional purposes.
The ultimate goal for this week is to work with the students to write persuasive/argumentative essay. I have already been impressed by the way Mrs. Owens has clearly explained the goals and expectations to the students. The activities are building onto each other to prepare the students to write their essays.
Friday, June 15, 2012
RMWP Camp Day 10
7:40-3:20
Schedule:
- Prompt: "As an experienced book reviewer, come up with a plan for students at your school to share books."
- Mini-lesson on writing a conclusion
- Drafting conclusions
- Computer lab: Typing literary analysis and making final revisions
- "Farce-book" poster of main character
- Parent showcase
Two weeks down, one to go! Today, I actually caught myself thinking out loud, "I could teach middle school!" Haha... I have enjoyed getting to know these students and seeing the quality of their work. Even though analysis and logical argument may not come naturally to them at this point, their depth of thought and precision with words is impressive.
I thought that today's lesson on conclusions was the clearest lesson of the week, and the students were very successful! Mrs. Simms gave them a list of common examples of phrases used to conclude essays, and that was an excellent resource... When it was all said and done, I really felt like their conclusions turned out to be their strongest paragraphs. Even though writing literary analysis essays may not seem like the most interesting summer activity, I hope this week can really benefit the students in the future!
Schedule:
- Prompt: "As an experienced book reviewer, come up with a plan for students at your school to share books."
- Mini-lesson on writing a conclusion
- Drafting conclusions
- Computer lab: Typing literary analysis and making final revisions
- "Farce-book" poster of main character
- Parent showcase
Two weeks down, one to go! Today, I actually caught myself thinking out loud, "I could teach middle school!" Haha... I have enjoyed getting to know these students and seeing the quality of their work. Even though analysis and logical argument may not come naturally to them at this point, their depth of thought and precision with words is impressive.
I thought that today's lesson on conclusions was the clearest lesson of the week, and the students were very successful! Mrs. Simms gave them a list of common examples of phrases used to conclude essays, and that was an excellent resource... When it was all said and done, I really felt like their conclusions turned out to be their strongest paragraphs. Even though writing literary analysis essays may not seem like the most interesting summer activity, I hope this week can really benefit the students in the future!
Thursday, June 14, 2012
RMWP Camp Day 9
7:40-3:20
Schedule:
- Prompt: "Reading novels with a critical eye can help you become a better writer. What could someone learn from studying the craft of a book?"
- Write thank you letters/book reviews for Mr. Threatt
- Writing time: Draft two remaining body paragraphs
- Computer lab: Type literary analysis and submit Scholastic reviews
I spent a lot of time supervising the computer lab time today. That was interesting because when we split the group last week, I was the one who stayed in the classroom. It's incredible how poor keyboarding skills can really limit some of these students. However, I was impressed with their focus and productivity this afternoon.
Their essays are improving. Mrs. Simms clarified that most should build the three body paragraphs around character(s), setting, and plot. However, they are still clinging to summaries. We had a good discussion during snack today about the move toward argumentative writing in the Common Core. I really believe that students who learn to write and think this way will be so well-prepared for college and for any form of communication that involves logical reasoning.
I also enjoyed hanging out with some of the girls today. I really believe that teachers can have a tremendous impact of students, if they are willing to get to know them and build a relationship with them. There is one specific student that challenged me a bit last week. However, I feel like we have finally found a great balance of sarcasm and respect, and I'm thankful for that. :)
Schedule:
- Prompt: "Reading novels with a critical eye can help you become a better writer. What could someone learn from studying the craft of a book?"
- Write thank you letters/book reviews for Mr. Threatt
- Writing time: Draft two remaining body paragraphs
- Computer lab: Type literary analysis and submit Scholastic reviews
I spent a lot of time supervising the computer lab time today. That was interesting because when we split the group last week, I was the one who stayed in the classroom. It's incredible how poor keyboarding skills can really limit some of these students. However, I was impressed with their focus and productivity this afternoon.
Their essays are improving. Mrs. Simms clarified that most should build the three body paragraphs around character(s), setting, and plot. However, they are still clinging to summaries. We had a good discussion during snack today about the move toward argumentative writing in the Common Core. I really believe that students who learn to write and think this way will be so well-prepared for college and for any form of communication that involves logical reasoning.
I also enjoyed hanging out with some of the girls today. I really believe that teachers can have a tremendous impact of students, if they are willing to get to know them and build a relationship with them. There is one specific student that challenged me a bit last week. However, I feel like we have finally found a great balance of sarcasm and respect, and I'm thankful for that. :)
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