I decided to end my final year of teaching with a challenge for me as well as my ELLs. I hoped Shakespeare’s play with its eternal themes of relationships would act as a bridge for entering regular English 10.
It was fun. I taught out of my comfort zone, knowing the students would have to spend most of the time acting. The students rapped one of Juliet’s soliloquies, mimed cooking , ironing and folding laundry while acting. They certainly got into the rhythm of the play.
I invited Gadi for our second drama workshop to help my ELLs review the big ideas of the play for their final.
Students made a list of their favorite scenes, got into groups , rehearsed their scenes using the original text, and finally acted them out.
The directions were that when the students acted the scenes in chronological order, they would create a summary of the big ideas of the play. They had only 20 minutes to prepare.
Gadi asked them one guiding question:
What do the characters want?
A lot is being written about the value of assigning homework.
I explain the assignment (usually a first draft reading), and make sure my ELLs have everything they need in order to successfully complete it. I often tell them how much time they should set aside in order to compete the task. Next lesson, the students deepen their understanding by sharing their ideas in the form of chat stations, guided discussions or answer an open question using a backchannel such as TodaysMeet.
We are going to read A Long Way Gone by Ishmael Beah; and in order to give the students background knowledge, I assigned an Upfront article on child soldiers. The goal of the reading was to notice big ideas and confusions.
This time I tried one of Larry Ferlazzo’s TOK homework presentations. In class I grouped the students, and each group had to clarify one section of the text by designing a thought-provoking poster using each other’s notes.
Then each student in the group was responsible for deepening their peers’ understanding by presenting her/his poster. The goal of the presenter was to infer, question, and add to their “first draft” knowledge.
The students collaborated well, produced interesting posters and some insight. The audience, for their part, had to generate high level questions.
Needless to say, this was a great way for me to check their understanding as well as their ability to go beyond the text. However, we need to continue practicing crafting high level questions.
I will be using more of Ferlazzo’s homework presentations and hope they will engage my students as much as this one.
This is a gallery walk of chat; a great activity to deepen understanding of a text, or as Kelly Gallagher would say, ‘2nd draft reading’. In addition, this task promotes group discussions
I got the idea from Jennifer Gonzalez from the Cult of Pegadogy, a direct approach to student engagement.
My ELLs are in the midst of our ‘text tour’ of a unit on survival. One of the texts is on the survival skills of the cockroach (an idea I got from Jeff Wilhelm). To deepen their understanding of this complex article, I generated a few questions. By the way, I copied several questions from this excellent blog post.
We then reviewed the protocols for respectful group discussions. (I have written about this in more detail in a previous post).
I then simply followed Gonzalez’ clear directions.
Next time, after learning about generating high level questions, the students will come up with their own questions.
All of a sudden the red tomato kitchen timer has become ubiquitous.
At the moment I am in the middle of Dave Stuart’s engaging workshop – Teaching with Articles (more of that in the next post). One of the issues Dave addresses is grading, of course. His #1 advice is to use the pomodoro technique.
I will discuss with my students how they can apply these tips to their study habits. The video pairs very well with the Learning How to Learn course I blogged about a couple of weeks ago.
I don’t know where I first read about the shrinking notes strategy for summarizing. It was our final lesson and my ELLs just wanted finals to be over and for school to be out. I needed an engaging activity to review the themes of Fahrenheit 451 by Ray Bradbury and remembered the shrinking notes. In groups, students wrote the big ideas of the novel on a large sticky note, narrowed them down to a medium sized notes and finally chose the three most significant ideas on a small post it. We then had a short discussion on each group’s choices, supporting ideas with textual evidence, of course.
LI was looking through my twitter feed about 10 minutes before my ELLs arrived in class when I read the following:
Although the students resist, I insist they keep an idea/thought/interactive notebook.
I always stress that note taking is one of the essential skills they’ll need in high school and college. They practice Cornell, discussion and even sketch note taking in the hope that they find a system that works best for them. All notes are handwritten.
For this morning’s warm up, I projected and read an article in The Chronicle of Higher Education, written only yesterday, with up to date research on the benefits of written rather than typed notes. We had an interesting discussion about low distractions such as drawing and doodling. I explained that according to research, that also helps you think.
It appears that I am not the only teacher who insists on hand written notes. Their social studies teacher has the same idea.
How do you teach note taking?