SHared Activities
Dialectical Journals:
Dialectical Journals were a tool that Mrs. Ryan had used before. I love the idea of using journaling in the classroom. Students made their own journals out of loose leaf paper and construction paper with the rubric stapled inside. They were asked to pick 3 quotes from their most current reading, write down the quote and page number and write a one paragraph reflection for each quote. This paragraph could include:
-Foreshadowing
-Summary
-Analysis of character or event
-Put yourself in their place thinking.
The students did not seem to love this activity while we were doing it, however, when asked on their final exam what activity helped them understand the book the best, it was unanimously the dialectical journals. Even students who struggled with writing them said that they were the most beneficial.
Using this kind of journaling will be key not only in my future classroom but in future units that I do with these classes. When you can see student growth through their writing and when students give you positive feedback on an assessment, you know it is something that can be used again!
Dialectical Journals were a tool that Mrs. Ryan had used before. I love the idea of using journaling in the classroom. Students made their own journals out of loose leaf paper and construction paper with the rubric stapled inside. They were asked to pick 3 quotes from their most current reading, write down the quote and page number and write a one paragraph reflection for each quote. This paragraph could include:
-Foreshadowing
-Summary
-Analysis of character or event
-Put yourself in their place thinking.
The students did not seem to love this activity while we were doing it, however, when asked on their final exam what activity helped them understand the book the best, it was unanimously the dialectical journals. Even students who struggled with writing them said that they were the most beneficial.
Using this kind of journaling will be key not only in my future classroom but in future units that I do with these classes. When you can see student growth through their writing and when students give you positive feedback on an assessment, you know it is something that can be used again!
Social Injustice Website creations:
For our social injustice unit, I asked students to create their own weebly website. Yet another thing Mrs. Ryan had used in the past with her 8th graders and seen success. Each student chose a social injustice topic such as the holocaust or women's suffrage. They were then asked to compose their notes and information into an essay, a timeline, an interactive homepage, gallery, and bibliography onto their website.
This activity made writing a research paper on a historical event useful, applicable to their lives and fun to make. Each site is their own creation and unique to each student. This project also opened up a huge door for me and one of my student's. I had a student who had been struggling all year to be motivated in my class. He was very smart but lacked ambition and rarely turned anything in. Before this project he was failing 7th grade. When I saw his homepage, I realized I had finally struck a chord and we had found his calling. He is now a consistent participant in my class and not only improving his grade, but helping others with their project as well. Not only was this a learning experience for my students, it proved to be a huge learning experience for me. Below is the link to my student's website homepage, we are still working on finishing them.
http://konyic.weebly.com/
For our social injustice unit, I asked students to create their own weebly website. Yet another thing Mrs. Ryan had used in the past with her 8th graders and seen success. Each student chose a social injustice topic such as the holocaust or women's suffrage. They were then asked to compose their notes and information into an essay, a timeline, an interactive homepage, gallery, and bibliography onto their website.
This activity made writing a research paper on a historical event useful, applicable to their lives and fun to make. Each site is their own creation and unique to each student. This project also opened up a huge door for me and one of my student's. I had a student who had been struggling all year to be motivated in my class. He was very smart but lacked ambition and rarely turned anything in. Before this project he was failing 7th grade. When I saw his homepage, I realized I had finally struck a chord and we had found his calling. He is now a consistent participant in my class and not only improving his grade, but helping others with their project as well. Not only was this a learning experience for my students, it proved to be a huge learning experience for me. Below is the link to my student's website homepage, we are still working on finishing them.
http://konyic.weebly.com/
Grammar Notebooks:
Audubon Elementary is a school without a Reading curriculum, therefore they do not have a set grammar curriculum or universal text that each grade level uses. In order to come up with something comprehensive, during our professional development days, our middle school team brainstormed methods that would best serve students long term. We came up with the use of grammar notebooks.
Every Tuesday and Thursday in my class, students get a grammar rule and glue it into their notebooks. The rule is very short typically one-two sentences on specific comma usage or the placement of an antecedent. We then discuss the rule, give examples, ask questions and write our own sentence as a class.
I believe that this works for several reasons.
1. Students are able to look back at the rules that they have learned for reference. It is not a one time, throw away worksheet.
2. The lesson is short, sweet and to the point. I do not nail the topic into the ground, Grammar can often times be 'over taught' and students lose interest after long periods of time because the fact is, it is not that thrilling.
3. They have a routine. They know on Tuesdays and Thursdays that it is Grammar day and that is what we will be doing for 15 minutes. They don't throw fits and complain, they expect it and they do well with it .
Depending on the curriculum at an future schools where I work, I may choose to implement something like this again, even as a refresher for my students. Or a great reference guide for my targeted students who struggle with grammar comprehension.
Audubon Elementary is a school without a Reading curriculum, therefore they do not have a set grammar curriculum or universal text that each grade level uses. In order to come up with something comprehensive, during our professional development days, our middle school team brainstormed methods that would best serve students long term. We came up with the use of grammar notebooks.
Every Tuesday and Thursday in my class, students get a grammar rule and glue it into their notebooks. The rule is very short typically one-two sentences on specific comma usage or the placement of an antecedent. We then discuss the rule, give examples, ask questions and write our own sentence as a class.
I believe that this works for several reasons.
1. Students are able to look back at the rules that they have learned for reference. It is not a one time, throw away worksheet.
2. The lesson is short, sweet and to the point. I do not nail the topic into the ground, Grammar can often times be 'over taught' and students lose interest after long periods of time because the fact is, it is not that thrilling.
3. They have a routine. They know on Tuesdays and Thursdays that it is Grammar day and that is what we will be doing for 15 minutes. They don't throw fits and complain, they expect it and they do well with it .
Depending on the curriculum at an future schools where I work, I may choose to implement something like this again, even as a refresher for my students. Or a great reference guide for my targeted students who struggle with grammar comprehension.
PASS an after school homework club:
For the second 6 weeks of school, I watched as two of my favorite, most charismatic students stopped caring about school. They began to slip through the cracks and it seemed as though their teachers had given up on the fact that they could graduate 8th grade. They were not the only ones failing Reading and Writing, several of their other classmates with high potential were too. After parent meetings and the depressed behavior of these students in my class, I knew I had to take initiative and make a change.
I spoke with the two 8th grade boys who had at one time been trying in my class. It seemed to me as though they just needed extra guidance and support outside of the classroom. I made a deal with them, or more so told them that failing while I was their teacher was not an option anymore. I told them for an hour every day after school they were going to stay after, get help, get caught up until the day they walked across the stage and graduated. Of course this deal came with my providing snacks and letting them listen to music, but on Monday, they showed up and asked where to sit.
On Tuesday, they were joined by 3 more of their struggling classmates, and by Wednesday I had a class full of 8 students working and getting help. This turned into our PASS after school homework club. I don't even have to talk them into staying anymore and Mrs. Ryan has filled out a grant so that I may be able to get paid.
My greatest reward both in my student teaching and in my life will be if those students pass 8th grade. I hope I am able to see that day for each of them.
For the second 6 weeks of school, I watched as two of my favorite, most charismatic students stopped caring about school. They began to slip through the cracks and it seemed as though their teachers had given up on the fact that they could graduate 8th grade. They were not the only ones failing Reading and Writing, several of their other classmates with high potential were too. After parent meetings and the depressed behavior of these students in my class, I knew I had to take initiative and make a change.
I spoke with the two 8th grade boys who had at one time been trying in my class. It seemed to me as though they just needed extra guidance and support outside of the classroom. I made a deal with them, or more so told them that failing while I was their teacher was not an option anymore. I told them for an hour every day after school they were going to stay after, get help, get caught up until the day they walked across the stage and graduated. Of course this deal came with my providing snacks and letting them listen to music, but on Monday, they showed up and asked where to sit.
On Tuesday, they were joined by 3 more of their struggling classmates, and by Wednesday I had a class full of 8 students working and getting help. This turned into our PASS after school homework club. I don't even have to talk them into staying anymore and Mrs. Ryan has filled out a grant so that I may be able to get paid.
My greatest reward both in my student teaching and in my life will be if those students pass 8th grade. I hope I am able to see that day for each of them.