Tuesday, September 3, 2013

Community Gardens in the Bayview

Aims:
1. IWBAT describe how community activists transformed a rough median strip on Quesada Avenue into a community garden.
2. IWBAT explain how the gardens on Quesada Avenue are similar to the garden in Seedfolks.


Tasks:
1. Do Now: Adjectives & Adverbs

2. Finish Seedfolks Unit Assessment

3. Learn about the Quesada Gardens Initiative:
A) Watch a video:

B) Read an article from the San Francisco Chronicle: "A Little Bit of Eden in the Bayview"

C) Think and writerespond to some questions about the article here

D) If there is enough time, discuss the transformation of Quesada Avenue and the influence of the community gardens on area: Pomona / Dartmouth / MSU

4. Exit Slip on Socrative: In one paragraph, explain how the gardens on Quesada Avenue in the Bayview are similar to the garden in the book Seedfolks.


Thursday, August 29, 2013

Figurative Language

Aims:
1. IWBAT present my dream for a better future.
2. IWBAT identify the internal and external traits of Amir from Seedfolks.
3. IWBAT define and identify similes and metaphors.

Figurative language is when you mean
something that's not exactly what you say.

Tasks:
1. Do Now: complete sentence or fragment review

2. I, Too, Have a Dream: share visualizations of MLK's dream and present speech
"Our lives begin to end the day we become silent about things that matter."
-Dr. Martin Luther King, Jr.
 

3. Seedfolks:

  • Review jigsaw presentation characters: Curtis, Nora, Maricela
  • Read and analyze Amir (pp. 73-81)

4. Figurative Language Rap: complete the blanks with the words you hear

5. Figurative Language Notes & Practice:
  • a SIMILE compares two unlike things using like or as
  • a METAPHOR directly compares two unlike things (no like or as)
  • a HYPERBOLE is an exaggeration 

6. Independent Practice:

7. Exit Slip: Socrative


Homework: Complete Sentence or Fragment? #3



Tuesday, August 20, 2013

Subjects and Predicates

Aims:
1. IWBAT identify internal and external traits of Virgil from Seedfolks.
2. IWBAT identify subjects and predicates in sentences.
3. IWBAT write in complete sentences by echoing the words of the question.


Key Points:
1. A complete sentence has two parts: a subject and the predicate.
  • The subject is the doer, the person or thing (a noun) that does the action.
  • The predicate is the action that occurs in the sentence (a verb).
2. Generally, you can split a sentence into its subject and predicate parts by drawing a line just before the main verb (simple predicate).


Tasks:
1. Subject / Predicate Rags to Riches Game: mild / spicy!

2. Practice Together! Socrative

3. Independent Practice: 



4. Take your first quiz! Socrative



Homework: Subjects & Predicates / Subjects & Predicates Review / "Hard at Work" (TFK)



Monday, August 19, 2013

Previewing Seedfolks

Aim:
IWBAT read the first chapter of Seedfolks by Paul Fleischman, in order to identify the character's internal traits, external traits, contribution, and reason for involvement.


Tasks:
1. Do Now & Homework Check

2. Preview Socrative: Go to Socrative. Enter the room number kba. Click Join Room.

3. Define Community:


4. Anticipation Questions: On Socrative, you will show how strongly you agree or disagree with a statement.

5. Preview the Book: Complete this form.

6. Learn About the Author:
Paul Fleischman is a Californian who likes to read while he enjoys his morning cup of coffee and a bagel. Frustrated when he couldn't find a copy of the local newspaper, he picked up a free new age newspaper and was “instantly rewarded.” There he found an article about a psychotherapist who used gardening as therapy. She mentioned that doctors in ancient Egypt prescribed walking through a garden as a cure for the insane. “That’s the line that set the hook deep,” he stated in an interview.
From there, he began to develop memories, ideas, and newspaper stories. Interviewing others who have experienced therapeutic gardening, he began to develop the various characters for his new book, Seedfolks. It is set in the present where the story is told from the points of view of 13 different multicultural characters. The setting is a patchwork of plots in the community garden. Several characters are developed from his association with people and their experiences, while others are completely fictional. “For me, the ancient Egyptians were right. A stroll through a community garden leaves me happy and hopeful,cheered by the sight of what we can accomplish together.” 


7. Questions for the Author:
Where did the idea for Seedfolks come from?
In a place where many of my books have started: the newspaper. I spotted an article about a local psychologist who used gardening as a therapy for her clients. I’d been looking for a setting that would bring a varied cast together. Suddenly, I realized I’d found one—not the garden in the article, but a community garden.

Are parts of the book autobiographical?
My parents were true plant people, gradually replacing the front lawn with fruit trees and even a cornfield. My mother had also volunteered in a garden at a veterans’ hospital, teaching shell- shocked soldiers how to raise plants. There’s a little of her in Nora, the nurse, and a little of me in Sam. Like him, I like to bring people together. I’m also in Kim, since my mother had recently died and I was wishing she could read the books I was writing—especially this one.

How did you choose the title?
Seedfolks is an old word for ancestors. I’d come across it somewhere in my reading and had planned to use it for a very different book—interviews with first- generation immigrants who’d planted their families in the United States. It’s a subject close to me, having two sons adopted from Mexico.

What research did you have to do?
I’ve never lived in Cleveland and have never had a plot in a community garden. So I visited gardens, took notes, asked questions. I read books on Cleveland, recent immigrants, and gardening. I remembered the melting pot neighborhoods I’d lived in Berkeley, Omaha, and Albuquerque. Writers learn how to find out what they need to know.

Why did you tell the story from many characters’ points of view?
I seem to have been born with a multitrack mind and wanted to write music rather than books when I was young. Before Seedfolks I’d written two collections of poems for two speakers. Then came Bull Run, an account of the Civil War battle from sixteen characters’ points of view, my attempt at something symphonic. That work was the first use of the form in novels for children as far as I know. It’s now commonplace because of its many advantages: Writers get to write in different voices, can show events from different perspectives, and get to present an unpredictable, kaleidoscopic surface to their readers.

8. Read Chapter 1: Kim



9. A Local Connection: The Quesada Garden Initiative, Bayview-Hunter's Point, San Francisco




Homework: Help for the Homeless and Capital-less


Friday, August 16, 2013

STAR Test

Aim:
IWBAT identify my zone of proximal development (ZPD) by completing a reading diagnostic.



Today, you will take the STAR assessment.

  1. Go to this link.
  2. Click I'm a Student.
  3. Enter your login credentials:
    • username: flast (first letter of first name, first 4 letters of last name)
    • password: abc
  4. Click Take a Test under the STAR Reading tab.
  5. Click Start Test.
  6. Take the assessment. There are about 30-35 questions total. Take your time.
  7. When you finish, read your Time for Kids magazine silently.




Thursday, August 15, 2013

Echoing the Words of the Question

Aims:
1. IWBAT complete a Google form.
2. IWBAT answer a question in complete sentences by echoing the words of the question.

Key Points:
1. In sixth grade, we ALWAYS write in complete sentences to help prepare us for challenging work in rigorous high schools and universities.
2. A complete sentence always contains both a subject (noun) and a predicate (verb).
3. An easy way to write a great complete sentence is to echo the words of the prompt: to use the same words from the question when writing the answer.

Today's Tasks:
1. Google Form: Complete the 6th grade orchestra application below. If you finish early, you may play the parts of speech review game from yesterday's lesson.




2. Echoing the Words of the Question: Track Mr. T as he explains how to write in complete sentences by echoing the words of the question:
  • In an echo, sounds are repeated.
  • In an echoed sentence, words from the question are repeated.
  • Echoing the words of the prompt is an excellent way to write complete sentence responses.

  • OK, Cool! Now, how do I do it?
    1. Remove who, what, where, when, why, how.
    2. Move the verb to the end.
    3. Change the words you and your to I and my.
    4. Answer the question with your response after the verb.
    5. Check to make sure the verb and subject agree. 
    6. Capitalize the first word, and add a period at the end.

3. Practice: Answer the following questions in complete sentences by echoing the words of the question. Your exit slip (assessment) is the last two questions.




Finished Early?



HomeworkBooks and More Books



NOUNS:


VERBS:



Wednesday, August 14, 2013

Introduction to Chromebooks - Part 2


Aim
IWBAT meet all expectations and demonstrate correct procedures when using Chromebooks in class.

Key Points:
1. Technology is a tool, not a toy.
2. We use technology tools to help us learn both about English and how to prepare for college and careers.
3. Technology can help us think critically and be creative.


Tasks:

1. Review KBA's Chromebook usage agreement again.

2. Watch this video to learn how to properly handle a Chromebook when carrying to or from your desk:


3. When everyone in your table group is reading silently, Mr. T will dismiss your group to retrieve a Chromebook. Be sure to use two hands and follow the procedures you just learned.

4. Play this parts of speech review game.

5. Take a Chromebook tour with Mr. T.

6. Complete the 6th grade orchestra application below. If you finish early, you may continue playing the parts of speech review game in Task #4.




Homework: Paragraphs & Sentence Edits


NOUNS:


VERBS:

Tuesday, August 13, 2013

Introduction to Chromebooks


Aim
IWBAT explain the procedures and expectations when using Chromebooks in class.

Key Points:
1. Technology is a tool, not a toy.
2. We use technology tools to help us learn both about English and how to prepare for college and careers.
3. Technology can help us think critically and be creative.


Today's Tasks:

1. Review Mr. T's Chromebook usage agreement. You will need to commit to these procedures and sign the document before you can use a Chromebook for the first time.

2. Watch this video to learn how to properly handle a Chromebook when carrying to or from your desk:

3. When everyone in your table group is reading silently, Mr. T will dismiss your group to retrieve a Chromebook. Be sure to use two hands and follow the procedures you just learned.

4. Visit Mr. T's class website by typing in mrtwarek.blogspot.com in the search bar. To bookmark this website, click the white star on the upper left corner of the window, and then click Done.

5. Play this parts of speech game until we put computers away.


Homework: Parent Signature on Chromebook Usage Agreement

Monday, August 12, 2013

Managing Chromebooks in Your Class

Objectives:

  • Understand processes for managing Chromebooks in class
  • Understand policies and expectations for using online content
  • Identify additional areas that require school-wide policies and procedures
  • Discuss effective routines for online learning


Chromebooks:
1. Overview of Chromebooks:
  • solely cloud-based
  • no powering up/down, no installing programs, no viruses
  • configured by account login
  • information and docs automatically saved to the account / drive

2. Before Students Use Chromebooks:

3. How to Distribute Chromebooks:
  • give independent work while other students retrieve their Chromebooks
  • control the flow and number of students moving around (dismiss table by table)
  • require students to use two hands, with thumbs up, while carrying Chromebooks
  • have a designated start-up task (do now, when students have their Chromebook)

4. Other Chromebook Handling Notes:
  • no hands on screen
  • use keys gently
  • only use Chromebook when on a flat, stationary surface
  • don't write (or place things) on top of it
  • always carry with two hands on sides, thumbs up, screen closed

5. How to Log In to Chromebooks:
  • click to add a user
  • username: first.last@kippbastudent.org
  • password: MMDDYYYY (student's birthday)

6. Differences From Laptops:
  • closing the screen does not power down
  • press power button = log out
  • hold power button = log out and power off
  • apps menu / quick launch bar to launch Chrome apps (install more via Chrome webstore)
  • start-up screens and bookmarks are configurable
  • extensions are "behind-the-scenes" apps
    • define a word by double clicking
    • gmail counter
  • keyboard differences / navigation buttons
    • ALT + search = caps lock
    • ALT + backspace = delete letter
    • CTRL + backspace = delete word
    • click with two fingers = right click
    • swipe with two fingers = scroll up/down

7. Other Management Notes:
  • While giving directions or working full group, have students close their screens entirely.
  • Students work at different paces and have different levels of computer proficiency:
    • differentiate!
    • provide early finisher activities
    • clearly state directions in central place
    • if comfortable, allow students to help one another (let them talk!)
  • Not all students can access the Internet at home, so provide alternatives if you want them to complete homework online (either an alternate assignment or alternate time to complete the assignment).
  • Soon, you will have access to Hapara Teacher Dashboard to manage students' google accounts and control their screens (to a certain extent...): we will review this at the beginning of September

8. Putting Chromebooks Away & Storing Them:
  • Grade levels can determine whether students keep their Chromebooks with them or only use them for particular classes (and take them out only for these classes)
  • dismiss groups--or better yet, assign an order--to place Chromebooks in cart
  • count the Chromebooks at the end of each period

  • one student (assign a job) should attach the power cords at the end of the day
  • make sure the cart is locked when not in use
  • students may never take Chromebooks home
  • they should remain with students in his/her homeroom (8th grade: you decide)

9. What Happens If a Student Mistreats a Chromebook?
  • mistreats hardware:
    • replace hardware to janky laptop
  • misuses technology
    • preferential seating: only work on computer while directly in front of teacher
  • repeat offenses:
    • must attend 2-hour (?) Chromebook care class on Saturday (during Saturday detention) -- similar to traffic school
    • if student skips (or offends again): in ISS until student completes proper computer use workbook, then may reenter class
  • ideally, your consequence is not disallowing technology use because then you have to provide alternative assignments

10. Other Notes / Questions / Resources:


Tuesday, July 30, 2013

KSS: Creating the 21st Century ELA Classroom

Objectives: KIPP teachers will be able to:
  • identify online tools to be used at various stages of the lesson cycle
  • describe what these online tools look like and may be used for
  • (prepare to) implement at least one online tool in their own classrooms

Impact on Student Achievement: KIPP teachers will be able to implement online tools, in order to:
  • improve student-to-teacher ratio
  • better check for understanding
  • better differentiate
  • increase engagement
  • teach essential 21st Century and technology-related skills. 

The KIPP Framework for Excellent Teaching
  • 2.3 Routines and Systems A. Designs efficient behavioral and academic systems. 
  • 3.6 Ratio A. Frequently engages all students in opportunities to think, speak, and write. 
  • 3.8 Assessment C. Uses a variety of individual and whole group methods daily, weekly, and beyond to check for understanding. 
  • 4.4 Differentiation F. Is resourceful and creative in leveraging a variety of resources to help all students achieve learning goals.

Have something more to ask or say? Add it to our session's parking lot.



Learning Activities:

1. Do Now: Please complete this opening survey (a Google form).

2. Session Overview:
  • Meet the presenter, Bryan Twarek / BT / Mr. T (more information)
  • Review the objectives, student impact, and KFET competencies at the top of the page.
  • Describe the format of the session: interactive, adaptive, differentiated, useful!
Two sixth grade students (Dammian and Manny) used Xtranormal to bring The Outsiders to life.
You can do the same in your own classroom: use technology to bring instruction to life!


3. Previewing a Selection of Online Tools: Take notes on this interactive handout.

  • 3B) Socrative: Open Socrative and enter room number kba. Then click Join Room. Answer the questions to complete a quick roll call. Then, share and vote on a topic for conversation:  In order to capitalize on the great wealth of knowledge in our current collective, what type of best practice would you most like to learn about (and share)?

  • 3C) Google Moderator: Based on the topic we have selected as a group, open Google Moderator and write a specific question that we could then discuss as a group. After submitting your question, evaluate other participants' questions by clicking the check (good) or X (not so good).

  • 3D) TodaysMeet: Open this private chatroom and respond to the most popular questions that our group just generated. Strive to continue the conversation by agreeing with, disagreeing with, and clarifying other responses.

  • 3E) Writing with Google Docs: Share a best practice or challenge with the group!
    1. Open Google Drive and log in with your email address and password. 
      • If you don't already have a Google account, please sign up. (It's very quick!)
    2. Click Create (upper right corner) and select Document. A blank document should open.
    3. Write about one paragraph to share something you're good at, or if you'd rather, pose a particular challenge you are having (both related to the topic that we selected).
    4. Finished early? Go here. 

  • 3F) Collaborating with Google Docs: Read and respond to your teammates' best practices and challenges!
    1. Share your document as view and comment only.
      • In the upper right corner of the Google doc, click Share (a blue button).
      • Under Who Has Access, click the blue hyperlink Change. Select Anyone with the link.
      • Next to Access, select Can comment from the drop-down menu that currently says Can view. Then, click Save.
    2. Copy the link (URL or web address) to your document (at the top of the dialogue box).
    3. Paste the link to your document in the form below, and complete the other fields.
    4. Open this spreadsheet with links to participants' documents.
    5. Identify another participant who teaches the same (or similar) grade level as you, and open his/her document by clicking the hyperlink.
    6. Read what your teammate wrote, and respond to the writing by making comments.
      • To add a comment, click Comment under the Insert menu, or use Ctrl+Alt+M.
      • If other participants are accessing the same document, you can also use the chat function to discuss the writing in real time.
      • Strive to offer feedback and/or suggestions to your teammates. Our goal is to share ideas and learn from one another, like a virtual consultancy group.

4. Independent Practice: (Prepare to) implement at least one tool into your classroom! (They're all free!)

  • Preview other neat (and free) tools:
    • Edmodo: a social learning platform, like Facebook for schools
    • GoodReads: a social reading platform, like Facebook just for books and reading
    • NoRedInk: an adaptive and fun way to practice grammar and writing skills
    • YouTube for Teachers: exactly what it sounds like (YouTube videos curated for education)
    • Quizlet: online flashcards (with games) that you can embed into your own website

5. Exit Slip: Provide feedback to BT and KIPP by completing both the online form and paper form. 






Finished Early?
Check out these sample online lessons:
  • a revision lesson: Objective: Students will be able to revise their memos that advise Deng Xiaoping whether or not China should implement the one-child policy, in order to improve the organization and sentence fluency.
  • a grammar review lesson: Objective: Students will be able to define and identify simple, compound, complex, and compound-complex sentences.
  • a reading analysis lesson and the following lesson (a continuation): Objective: Students will be able to identify bias and propaganda in nonfiction articles.
  • another reading analysis lesson: Objective: Students will be able to confirm or reject my prediction of what China's reeducation centers are.



About the Presenter:
Bryan Twarek (“BT”) graduated from Yale University with a degree in human neuroscience and psychology. However, it was during his time off from college--while teaching English in Mexico, China, Argentina, and the U.S.--that he discovered his true passion for education. After graduating from Yale, BT joined Teach For America, and he has worked at KIPP Bayview Academy in southeastern San Francisco, California since 2010, where he currently serves as sixth grade dean and English-language arts teacher. Over the past three years, BT has worked to encourage all students to meet their independent reading goals, to develop an integrated literacy curriculum, to teach literacy skills across all content areas, and to transform the school's literacy model. Most recently, BT has created a paperless classroom, in which students use Chromebooks to access his English curriculum online. This year, he will also act as tech integration specialist, as his school goes one-to-one with students and computers for the first time. In his free time, BT enjoys photography (in the darkroom, when possible), hiking, playing sports, and people watching.


Tuesday, July 23, 2013

KBA Google Apps Training

Aims: Participants will be able to use Google Apps in meaningful ways to increase efficiency, collaboration and engagement. More specifically, participants will be able to:
  • Gmail: Add links, mark priority, change subject lines in messages, and create an email signature.
  • Gmail: Manage the inbox by using labels, folders, and filters and creating new contact groups.
  • Calendars: Create and share a calendar with a colleague.
  • Drive: Access Google Drive; create docs, sheets, and slides; and transfer existing files to it.
  • Drive: Collaborate with colleagues by sharing files/folders and commenting on colleagues' files.
  • Forms: Create and customize forms to deliver surveys, quizzes, and feedback.
  • Forms: Collect, view, and share form responses.
  • And Beyond! Provide feedback regarding priorities for future technology-related PD.
Agenda:
  1. Do Now (5 minutes)
  2. Session Overview & Tool Preview (10 minutes)
  3. GMail (20 minutes)
  4. Calendars (10 minutes)
  5. Drive (30 minutes)
  6. Forms (10 minutes)
  7. Close-Out (5 minutes)

Please note:  BT will determine the pacing of this session based on participants' comfortability and feedback with the content and tasks. Throughout the training (and afterwards), you can refer to the Google Apps Reference Guide, which contains detailed and illustrated step-by-step instructions for using each app, and the PowerPoint presentation.

Also note:  If at any time you have unanswered questions, please add them to the parking lot. We will address these questions/concerns at the end of the session or a later time.

------------------------------------------------------------------------------------------------------

Tasks:

1. Do Now: Complete this survey.

2. Pulse Check: Open Socrative. Enter the room number kba and click Join Room.

3a. Gmail: Email Like a Champion!
  • Mild
    • Respond to BT's email entitled "Email Like a Champion"
    • Write a one-sentence message (saying whatever you wish!)
    • Attach a file to the message (it can anything--the easiest thing to find!)
    • Send the message to BT (bryan.twarek@kippbayview.org)
  • Medium
    • Complete all of the mild tasks, plus:
    • Add a link to your message
    • Change the subject line of your response (make it creative!)
    • Format your signature (you can copy and paste the ones from BT or Kerianne's emails)
  • Spicy
    • Complete all of the mild and medium tasks, plus:
    • Add a photo/image into the body of the message
    • Change the formatting of the text: the color, font, size, style, bulleted/numbered lists
    • Super picante! Add an email delivery delay, so you can undo a prematurely sent email


3b. Gmail: Manage Your Inbox
  • Mild:
    • Create a contact group for communicating with all KBA staff using the information in this spreadsheet containing (some of the) results from the opening survey
  • Medium:
    • Complete the mild task, plus:
    • Create labels/folders for sorting your mail (consider: grade level team, department, whole staff PD, technology, content classes, homeroom, personal, etc.)
  • Spicy:
    • Complete the mild and medium tasks, plus:
    • Create a filter to automatically sort incoming messages into a folder (consider sorting emails containing "tech" or "technology" to a folder)


4. Create a Google Calendar
  • Mild:
    • Create a classroom calendar (for your content area class).
    • Create an event (or assignment/test) in your calendar.
  • Medium:
    • Complete the mild tasks, plus:
    • Share your calendar with a colleague or your manager.
    • Color code your calendar.
    • Change the time, place, or title of your event.
  • Spicy:
    • Complete the medium tasks, plus:
    • Create additional calendars (and color code them).
    • Add an interesting preexisting calendar to your account.
    • Super picante! Embed your calendar into a website or blog.


5a. Collaborate Using Google Drive
  1. Create a new document.
  2. Title the document "My Dream Paycheck."
  3. In 1-2 paragraphs, describe your ideal vision for students' paychecks at KBA.
    • Consider: what paychecks look like, how students earn/lose money, how students receive paychecks, how students spend paycheck money... Be creative! Dream big!
  4. Share your document with a colleague (in a partnership or trio).
  5. Read a colleague's document and make about two comments on his/her work.
  6. Extension:
    1. With your pair/trio, create a second document entitled "Our Dream Paycheck."
    2. Share the document (with editing access) to all members of your small group.
    3. Working on separate computers but on the same document at the same time, collaboratively incorporate all teammates' best ideas into one unified vision.
    4. Share your document with Kerianne and BT (to help us revamp the paycheck system!).
View how BT uses a similar process in his classroom for student revision here.

5b. Organize Your Google Drive (if time allows)
  • Mild:
    • Create folders to organize your (future) files.
    • File "My Dream Paycheck," "Our Dream Paycheck," and other documents you have into these folders.
  • Medium:
    • Complete the mild activities, plus:
    • Download and install the Google Drive application for your computer.
    • Upload important (existing) files to your Google Drive, or organize files into your Google Drive using the desktop application.
    • Use the star function to bookmark frequently used documents.
  • Spicy:
    • Complete the medium activities, plus:
    • Share a folder with a colleague or manager, specifying whether you want him/her have the ability to view, comment, or edit the contents.
    • Add a hyperlink to "My Dream Paycheck" inside the "Our Dream Paycheck" file.
    • File the documents from Kerianne's recent PD email into a folder designated for PD.
    • Download the Google Drive app for your iPhone, Android, or smart phone.


6. Create a Classroom Survey Using Google Forms
  • Mild:
    • Create a form to collect students' names, email addresses, and homerooms (with a drop-down list or multiple-choice).
    • Change the theme of your form.
  • Medium:
    • Complete the mild tasks, plus:
    • Require students to use their @kippbayarea.org accounts to access the form, and automatically collect their usernames when they respond.
    • Collect additional information from students, including their best contact number, favorite things, and other interesting stuff you'd like to know about them.
    • Share your form with a colleague, have him/her take it, and view the results.
  • Spicy:
    • Add another page to your form.
    • Add a scale, grid, or other type of question to your form.
    • Change the message on the confirmation page (when students complete the form).
    • Super picante! Embed the form into an email, website, or blog.

7. Exit Slip: Complete this survey.

8. Close-Out


Finished Early? Try these Extension Activities!


Thursday, July 11, 2013

Using Google Docs for Revising

 KIPP Bay Area Schools Tech Tip

Objective:
Students will be able to use Google Docs as an effective tool for drafting, revising, and sharing their writing in a collaborative manner.

Procedure:
  1. Students draft writing in a new Google document.
  2. Students share the document as read and comment only.
  3. Students complete a teacher-created form to collect names and links to documents.
  4. Teacher leads revision mini-lesson.
  5. After guided practice of the revision skill, students apply the same skill to their writing.
  6. Students open spreadsheet to locate and open links to their teammates' writing.
  7. Students comment on their teammates' writing, focusing on the particular revision skill (using sentence starters, if needed or useful).
  8. Students read comments and make additional revisions to their writing.
  9. The teacher comments / assesses students' writing.

Benefits:
  • Students are able to work at their own pace 
  • Students can more easily read their teammates’ writing 
  • Students can collaboratively write and revise writing, in real time 
  • Students learn to evaluate their teammates’ writing, a higher level skill 
  • Students receive more feedback on their writing 
  • That feedback is also more targeted 
  • The teacher can assess just one skill (in a more time efficient manner)
  • A lot of time, paper, and student engagement/sanity is saved by not having to rewrite drafts over and over again

See It In Action:
  • Check out a sample lesson: click here
  • See students' work and their revisions/comments:
    • Valerio (responding to teammates' comments): click here
    • Diamond (responding to students' and teacher's comments): click here
    • Assata (responding to teacher's comments): click here 

Friday, June 7, 2013

Sixth Grade Celebration of Learning

After...
    • 89,000 minutes of instruction (189 days of school)
    • 1,200 more minutes of instruction on Saturdays
    • 720 homework assignments
    • 280 reading logs
We have a lot to celebrate!
  • We have each read about 507,810 words in class
  • Sixth graders have independently read 61,305,718 words in 3,212 books
  • 61% of sixth graders are now above grade level in reading ability
    (twice as high when compared to the start of the year!)
  • 92% of students met their reading MAP goals!
  • 89% of students met their language usage MAP goals!
  • 89% of students met their math MAP goals!

Watch our students describe what they learned
and their favorite memories from this school year:

Wednesday, June 5, 2013

ELA Reflection & Portrait Poems

Aims:
1. IWBAT describe my strengths and areas for improvement and reflect on my growth and experiences in English-language arts class this year.
2. IWBAT publish a portrait poem ("I Am," "Where I'm From," or an acrostic poem).


Tasks:
1. End-of-Year ELA Reflection (complete on paper)

2. Homework Check: Share your persuasive "The Lottery" letter with your teammates.

3. Publish a Portrait Poem 


Tuesday, June 4, 2013

Revising Seedfolks Narratives - Part 2

Aim:
IWBAT revise and edit my Bayview Seedfolks narrative, in order to add properly capitalized and punctuated dialogue to my story.


Tasks:
1. Do Now: Review how to correctly capitalize and punctuate dialogue:
  • practice capitalizing quotations: click here
  • practice adding commas to quotations: click here
  • practice deciding when to add quotation marks: click here
  • finished early? continue practicing these activities or read silently

2. Partner Revision:
  • Open a spreadsheet with the link to your teammates' narratives: click here
  • Find the teammates' names from your table group. Click on the link to one of their narratives.
  • Read each of your tablemates' narrative. 
  • For each narrative, write at least 1 positive (Something I loved...) and 1 constructive (Something you could improve...) piece of feedback.
    • Remember, you can make comments by clicking Comment in the Insert menu, or you can just click Ctrl + Alt + M.

3. Practice Correctly Writing Dialogue: 

  • Open "Dialogue Practice #2" in the Writing Portfolio of your Google Drive 
  • Remember these rules:
    • start new paragraphs when a speaker changes
    • add quotation marks before and after a character's direct words
    • use a comma between the speech tag and the dialogue
    • place punctuation marks (commas, periods) inside the quotation marks
    • capitalize the first word of dialogue
    • do not capitalize the second part of interrupted dialogue
    • do not use quotation marks when describing a character’s inner thoughts

4. Revise & Edit for Dialogue:
  • Find places in your narrative where you could add dialogue, in order to show, rather than tell.
  • Use words besides say and said.
    • For a list of over 100 synonyms for said, go to this link
  • Remember, you can also add sounds or noises.
  • Edit for the capitalization and punctuation rules listed in Task #3.
    • Remember, each time a new character speaks, you need to begin a new paragraph (press Enter to skip to the next line and Tab to indent)

5. Continue Revising: You can never be done improving your writing. If you cannot think of how to improve your writing, try these ideas:
  • vary the way you write dialogue
    • Put the speaker tag ("Quiet!" moaned Mr. T) in different places. It can be in the front, in the middle, or after the dialogue. Or, speakers can be identified in a separate sentence.
  • make dialogue sound more authentic
    •  Reread your dialogue to make sure it sounds realistic. Ask yourself, would the character say this in real life? If not, revise the dialogue to sound more authentic.
  • vary sentence length and type
    • Writing becomes more interesting when authors make the sentences different lengths. Long sentences can offer a lot of information but are harder to read. Short sentences  are fast and easy to read, but using only short sentences is boring. Revise your writing so that you have a combination of shorter, medium, and longer sentences.
    • You can also vary sentence structure by writing a combination of simple, compound, and complex sentences.
  • add a simile, a metaphor, or personification
    • A simile compares to unlike things using like or as (examples: Don't just sit there like a bump on a log. Watching the dance recital was like watching grass grow. You were brave as a lion.)
    • A metaphor compares to unlike things directly (examples: I rode the roller coaster of emotions. Your love is an ocean. Her home was a prison.)
    • Personification gives nonliving things human (or person)-like qualities (examples: The stars danced playfully in the moonlit sky. The wind howled. My computer throws a fit every time I try to use it.)
  • add sensory details
    • Writing becomes more realistic and interesting when authors make the reader feel like he/she is actually there. Add sights, sounds, smells, tastes, and feelings (sensory details) in order to add imagery to your narrative.
  • add foreshadowing or suspense
    • Does something bad happen in your story? If so, at the beginning of your story, hint that something bad will happen, but don't say it!
    • You can add suspense by waiting until the very last moment to reveal important details and keep your reader guessing until the very end.
  • change the ending to make it more memorable
    • You can make your story immediately better by having a stellar ending. Maybe you reveal an unexpected twist, or you add an especially strong/memorable image or dialogue at the end. Maybe you circle back to the beginning of the story, or you force the reader to imagine exactly what occurred.
  • make it funny
    • Everyone likes humor, especially when it's not expected and not over-the-top. Add in funny little descriptions, events, or dialogue.
  • improve your word choice
    • Find boring, dull, or imprecise words and find more colorful, vibrant, and specific words to replace them. You can use your own head or a thesaurus (there's one on the side of the class website). Note, if you use a thesaurus, only use the words that you know.

6. Edit Your Writing. Check for these things:

  • you have capitalized the first word of each sentence
  • you have a punctuation mark at the end of each sentence
  • there is a space after each period and each comma
  • you have indented each paragraph using the TAB key
  • you have skipped to next line when starting a new paragraph
  • there are no misspelled words (no words with squiggly red line underneath)

You must finish your narrative by the end of the day!

Homework: "The Lottery"