Flat Classroom Challenges

Thursday, May 2, 2013

Challenge 14

I do think that it is very possible for students and teachers to share a workshop day and both parties benefit from the learning experience. Sure teachers have a degree, but students are also able to teach teachers things that they do not know. Everyone is able learn from others. This is not a different situation. I have created an agenda for a workshop if students and teachers were working together on team work. Team work is an important concept for everyone to learn. Team work will carry you through school to a job. Being a team player is essential to life. Learning how to work in groups and cooperate professionally is a great skill to have.

Team Work Workshop

8:00—8:15 Welcome Introduction Candace Smith

8:15—8:45 Team Spirit Guest Speaker

*Discuss the importance of working effectively and efficiently in groups. Participants should have the desire or spirit to part of a team.

8:45—9:00 Break

9:00—9:30 Divide into groups and receive topics

1. Why have group assignments?

2. Does working with a group benefit or hinder an individual from learning?

3. How do you delegate group assignments amongst the group?

4. How do you maintain group communication throughout the project?

*Students and Teachers will both meet as a mixed group to discuss assigned topic. They will be working in a group while discussing group topics. Teachers will be able to model group communication skills while processing how students feel about team work in a group.

9:30—11:30 Work Together Workshop

*Participants work together in groups to produce answer to the topic question and will prepare for a unique way to present the topic to the group.

11:30—1:00 Lunch

1:00—2:00 Present topics to Group

2:00—2:15 Break

2:15—3:15 Present topics to Group

3:15—3:45 Collaboration Time

*Teacher will collaborate about what they learned from the students.

*Students will collaborate about what they learned from the teachers.

*One person from each group will be delegated as recorder to record and submit results to workshop instructor.

3:45—4:00 Workshop Conclusion

Challenge 11

For Challenge 10, I used a lesson plan that I found on ALEX. This particular website provides all of the standards that are set in place by the state. I did not need to realign the standards. I do think however, I need to "learn by doing." I think that I need to actually teach the lesson before I will know if my students will enjoy it or not. The students will set standards for me that I will need to follow when teaching the lesson again. Teaching is all about reflection. Reflecting on what has been done helps teachers to grow. From the first time, a teacher teaches a lesson they should be thinking about ways that the lesson could go better. That may mean changing the order in which the lesson is taught or even being a little more prepared. Every time the lesson is taught it should become better as the teacher becomes more comfortable and experienced with the lesson.

Challenge 10

clsmith10|My Wikis|Help|Sign Out

	Hey Alliteration!
Author:	Julie Powell
System:	Elmore County
School:	Elmore County High School

Lesson Plan ID:	30898
Title:	Producing Poetic Podcasts (Hey, That's Alliteration!)
Overview/Annotation:	In this culminating lesson for a poetry unit, students will create a video podcast that summarizes a specific poem, analyzes the poet's use of literary elements, and infers the meaning of the poem (theme). The podcast must use a talk show format to discuss the literary elements and theme. The talk show may feature the students or animated characters using xtranormal.com.
Content Standard(s):		ELA(9)	1. Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials.
ELA(9)	2. Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres.
TC2(9-12) Computer Applications	12. Use digital tools to publish curriculum-related content.
BMA(9-12) Business Technology Applications	9. Utilize digital tools to deliver commerce and information technology curriculum-related content to an audience.
ELA2010(9)	1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
ELA2010(9)	2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]
ELA2010(9)	3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
ELA2010(9)	8. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9]
ELA2010(9)	11. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]
ELA2010(9)	12. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3]
ELA2010(9)	34. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]
Local/National Standards:	NCTE (National Council of Teachers of English) Standards: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Common Core State Standards (Reading Standards for Literature 6-12): 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze in detail its developments over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices or meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone).
Primary Learning Objective(s):	(English Primary Learning Objective) Students will be able to summarize a poem, analyze the use of literary elements, and infer the poem's theme. (Technology Primary Learning Objective) Students will be able to create a podcast to present their findings to their classmates and others. [Objectives are also stated as essential questions. See unit question and content (lesson) questions below.] Unit Question: What are the distinguishing characteristics and elements of the poetry genre? Content Questions: (English) How do we identify, understand, and analyze literary elements and figures of speech in a poem in order to infer the theme? (Technology) How can we use technology to present our ideas to a global community?
Additional Learning Objective(s):
Approximate Duration of the Lesson:	Greater than 120 Minutes
Materials and Equipment:	1. Copies of poems or poetry books -- The teacher may pre-select the poems for the podcast, or the teacher may allow the students to select their own poems from poetry anthologies or collections. 2. Producing Poetry Podcasts Assignment Sheet - attached 3. Poetry Analysis Graphic Organizer - attached 4. Storyboard Planning Form & Sample Form- attached 5. Script Form - attached 6. Poetry Podcast Assessment Rubric - attached 7. Student notes from poetry unit - Because this is the final poetry unit project, students should have notes from previous guided poem analyses. The format of the notes (PowerPoint handouts, graphic organizers, hand-written, etc.) is dependent upon the instructional strategies employed by the teacher throughout the unit. 8. Pens, pencils, & paper NOTE: All resources marked ATTACHED are in one Word file titled Producing Poetry Podcast.doc (File contains 9 pages).
Technology Resources Needed:	1. Computers and/or Laptops 2. Podcasting Equipment (software such as iMovie or Movie Maker, digital camera, video/flip camera) 3. Suggested websites: xtranormal.com & wordle.net; websites with free and public domain images and music 4. Sample Podcast ("American Hero" Podcast) - available at following link: http://www.mediafire.com/?2nhrylm761ikl2w 5. Podcast Viewing Tools (iPods, iPads, laptops/computers, or projector/interactive white board)
Background/Preparation:	Prerequisite learning material: This lesson is designed as a culminating project for a poetry unit. Therefore, students should already be familiar with poetry literary elements such as alliteration, assonance, onomatopoeia, rhyme, rhyme scheme, setting, stanza, speaker, theme, personification, hyperbole, connotation, metaphor, simile, conflict, point-of-view, mood, tone, imagery, etc. By this point in the unit, students should be prepared to summarize a poem, analyze the literary elements, and infer the theme. ***Suggested poems for study in poetry unit as preparation for this project: "I Wandered Lonely as a Cloud" by William Wordsworth "My Papa's Waltz" by Theodore Roethke "'Hope' is the thing with feathers" by Emily Dickinson "Harlem" by Langston Hughes "American Hero" by Essex Hemphill "Fifteen" by William Stafford "Seven Ages of Man" by William Shakespeare (from As You Like It) "The Road Not Taken" by Robert Frost "Fire and Ice" by Robert Frost Before beginning this project, the teacher should be familiar with creating podcasts and podcast tools as well as with the suggested websites xtranormal.com and wordle.net.
Procedures/Activities:	Step 1 Project Introduction/Group Assignments - During this class session, the teacher should introduce the project to his/her students by showing an example podcast, distributing the project assignment sheet, and assigning cooperative groups. The number of cooperative groups will vary according to class size, student ability, and availability of technological resources. If students are not familiar with the term "podcast," then the teacher will need to provide an explanation along with the project introduction. NOTE: The sample podcast includes an animated talk show clip created on xtranormal.com. The podcasts created by the students may utilize this web resource, other web sources for animating (ex. blabberize.com) or the students may video their own talk show clip. Estimated Duration: One 50 minute class period Lesson Materials to be attached: Title: "American Hero" Podcast Annotation: This teacher created podcast analyzes the theme and the literary elements used in Essex Hemphill's "American Hero." After watching this podcast, students should have a clearer idea of the project expectations and format. Title: Producing Poetry Podcasts Annotation: This handout outlines the project requirements and expectations. It is in a word format and may be edited to meet individual classroom needs. Web Links: Title xtranormal.com, wordle.net URL http://www.xtranormal.com/ http://www.wordle.net/ Annotation xtranormal.com is an animated movie-making site. The site requires registration and assigns each user with 300 points to publish movies. Most movies can be created for under 300 points. Students should use the Plagoz sets for maximum choices in sets and characters. xtranormal.com may include some posted videos that are inappropriate for school viewing. [In the account settings, videos rated 18+ can be blocked.] Because students are working in groups, only one account will be needed per group, not student. wordle.net is a site that creates word collages based on the text that you input. Users can then alter the color scheme, layout, and font. Using the screen shot feature, students can capture their word collages for use in their podcast. *[The example podcast uses an xtranormal.com video; however, the podcast can be created using video featuring students instead.]* Step 2 Poem Analysis - During this class session, students will analyze their group's poem. Estimated duration: One 50 minute class period Lesson Materials to be attached: Title:Poetry Analysis Graphic Organizer Annotation: *This handout guides students in the analysis of literary elements and inference of the theme.* It is helpful if the students are familiar with the analysis graphic organizer. Therefore, incorporating the use of the graphic organizer during the poetry unit is advised, but not required. Step 3 Podcast Planning - During this class session, students will plan their podcast using their completed Poetry Analysis Graphic Organizer, the Storyboard Planning Form, and the Script Form. Estimated duration: One 50 minute class period and time outside of class Lesson Materials to be attached: Title: Storyboard Planning Sheet Annotation: This handout will allow students to plan the visual and auditory aspects of their podcast. Title: Talk Show Script Annotation: This handout will aid students in writing the talk show portion of their podcast. Step 4 Podcast Creation - Students will create their podcast using xtranormal.com or by videoing themselves in a talk show format. This may take several days depending on the technological abilities of the students and the amount of time spent on the project outside of the regular class time. The podcast should include a tittle slide, related images/pictures, poetry talk show segment, and credits. Transitions, music, sound effects, and other features may be added as time and ability allow. Estimated duration: Two 50 minute class period Web Links: Title xtranormal.com, wordle.net URL http://www.xtranormal.com/ http://www.wordle.net/ Annotation xtranormal.com is an animated movie-making site. The site requires registration and assigns each user with 300 points to publish movies. Most movies can be created for under 300 points. Students should use the Plagoz sets for maximum choices in sets and characters. xtranormal.com may include some posted videos that are inappropriate for school viewing. [In the account settings, videos rated 18+ can be blocked.] Because students are working in groups, only one account will be needed per group, not student. wordle.net is a site that creates word collages based on the text that you input. Users can then alter the color scheme, layout, and font. Using the screen shot feature, students can capture their word collages for use in their podcast. Step 5 Podcast Presentation Party - Celebrate your students' achievements! Host a Podcast Presentation Party! If i-pods or i-pads are available in the classroom, they can be used for viewing, or laptops/computers can be used for individual viewing. A projector/interactive white board can be used for whole class viewing. Estimated duration: One 50 minute class period Lesson Materials to be attached: Title: Poetry Podcast Assessment Rubric Annotation: During podcast presentations, the rubric can be used to assess the unit project. The rubric scores students based on content, requirements, originality, workload, and attractiveness. The attached rubric was created at http://rubistar.4teachers.org.
Attachments:Some files will display in a new window. Others will prompt you to download.	ProducingPoetryPodcast.doc
Assessment Strategies:	The student created podcast is the assessment product. A rubric will be used to determine student grade. Rubric attached.
Extension:	Students who have already achieved the primary learning objective may be asked to compare/contrast two assigned poems (e.g. Langston Hughes's "Harlem" and Emily Dickinson's "'Hope' is the thing with feathers.") Or, students may be asked to write their own poem as the subject of the podcast. Another option for advanced students is the addition of an expository essay that explains how the literary elements in the poem contribute to the theme.
Remediation:**	Small group instruction can be used throughout the poetry unit to aid learners who are deficient in making inferences and/or analyzing literary elements. Students who do not demonstrate sound inference and/or analysis skills can be assigned a cooperative group with a peer tutor. After the culminating project, if a student does not exhibit mastery of stated objectives, intensive, individualized instruction may be needed.
		Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

I chose this lesson plan from ALEX to work with. I think that the author of this lesson has a great plan and I feel that the students will truly enjoy this lesson. Sounds like lots of fun to me. I tried to submit it on my wiki page and something is just not working correctly.

http://clsmith10.wikispaces.com/Hey+Alliteration here is the link to my wiki page.

Sunday, April 14, 2013

Challenge 15

There have been so many things that I have learned throughout this semester. I wished that I could have been in a regular teaching environment so that I could have incorporated all that I have learned. I think that learning is best when it is hands on--that is for teachers as well as for students. If you think about it, we teachers are students too. I am always open to learn new things. Most of my students that I have had in the past know just as much if not more about today's technology. It is hard to keep up with the changing times unless you participate in professional development or stay in school. I have enjoyed learning about all the new ways to collaborate globally. During this class, I have learned that collaborating is essential to learning. It is a huge help if as a teacher you have peers to communicate and plan with. It is also extremely important for students to have the opportunity to collaborate with their peers as well. I have not had the opportunity to actually participate in a real global project. Although, when I get my own classroom I plan to have my class participate in a few global projects. Through this class, I have learned many things. A few of the things I have learned have been personal challenges. I have learned that make-up is not a necessity. I have learned that a spotless house is not always possible, and that getting to shower in peace is a luxury. I have also learned that a single smile at 3:00 AM from a sweet newborn baby will make everything alright no matter how tired I am. I have learned that things I thought were difficult with one child has proven to be even more challenging with two. I have learned not to sweat the small stuff and to enjoy each day to the fullest. It is amazing how children are able to teach adults things that we never knew could be taught. It is the same way in the teaching field. Students teach us things everyday; sometimes we are just too busy to learn. During my first year of teaching, I taught a 9th grade class of English/Language Arts. I had two college prep classes, one regular education class, and one life skills English class that had thirteen challenged students in it. There was one young man named James. He had a very difficult time speaking. He was not capable of learning the material that I was teaching to the rest of the class. I discussed his ability with my principal. I was unsure what my expectations should be of him. My principal told me just to grade him on what he could do. I thought to myself, "What can he do?" As the year began, I instructed James to just copy down the vocabulary off the board instead of writing sentences and looking up the definitions like the rest of the class. He was not even able to do this. He would begin writing one word and confuse it with the second word. He was truly struggling, but he continued to try. As the year progressed, James always had a smile on his face, and turned in his work on time. I began spending extra time with him to help him learn how to copy the words from the board. Finally, by the end of the year he was able to copy all of the words correctly. He was also able to match the word to the meaning. James progressed more than I ever thought possible. At the end of the school year, James brought me a note card, which is what they used to write vocabulary on. On the note card, in very sloppy hand writing it said "Thank you." James just smiled and walked away. Those two words meant more to me than any other thing that I taught or learned the entire semester. I knew at that moment that James did learn something, and I was very proud of him. He taught me not to give up and that the little things are the most important. Just like my two boys have taught me so much about being a mom, James taught me that not giving up is most important. Progress will come, and progress is all we need to achieve success.

Challenge 13

I am currently not teaching in a regular public classroom. I teach at-risk female adolescents in a girls' group home. At the current time, I am on maternity leave. I do however think that this project would be fun if I were to be teaching in a regular public classroom. Romeo and Juliet is a topic that I feel very passionately about, and I think that if students were able to understand the content within all of the confusing language, they too would truly enjoy Romeo and Juliet.

Project Name: Romeo and Juliet Hot Topic

Website URL: to be created

Location: Any 9th grade classroom studying Romeo and Juliet

Communication: Asynchronous and synchronous

Generation: 9th grade students studying Romeo and Juliet; teacher

Information: Students should create a blog, upload information, participate in peer discussion

Time: This project will last during the time span it will take to finish Romeo and Juliet approximately two weeks.
Learning Legacy: Students will take with them the memories and relevance to the characters in Romeo and Juliet. Students will gain knowledge about the topic and peer interaction.

Curriculum: English/Language Arts, Romeo and Juliet. Technology will play a very important part in this project. All students must have Internet connection, a blog, and a computer to work from.

Guiding Question: What is the inspiration behind the characters and the plot of Romeo and Juliet?

Project Aims: Students will discuss the each scene and act from Romeo and Juliet in a blog discussion. They will gain a broad spectrum of opinions, cultural differences, and an understanding of Shakespeare's language.

Focus Questions: Who is Shakespeare?
                             Who are Romeo and Juliet?
                             Why are the families fighting?
                             Who are all of the characters? To which family do they belong?
                             What is the basic plot of the play?
                              Compare the way of life then and now.
                              What ultimately happens to each of the characters?
Standards:

1.) Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials.

Examples: plot--exposition, conflict, rising action, climax, falling action, denouement
• Reading predominantly world literature

2.) Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres.

Examples:
- language--Standard English usage versus dialect, length and complexity of sentences, diction
- literary elements and devices--flashback, personification
• Interpreting symbolism and other figurative language

• Recognizing foreshadowing to anticipate events

• Making inferences about characters and their motives

• Determining effectiveness of diction

• Recognizing use of analogy

4.) Identify literary components that contribute to authors' styles.

Examples: length and complexity of sentences, diction, Standard English usage versus dialect

6.) Determine word meaning in world literature selections using word analysis and context clues.

• Identifying the etymology of words

9.) Identify factors that influence the development of language.

Examples: geographic location, wars and revolutions, technology, mass media

ISTE NETS-S

Prerequisites and Skill Level: The use of Web 2.0 technologies and blogs. Students will also need to be familiar with the Internet. Students will need to have an email and know how to respond and send messages.

Required Outcomes: Student are required to post comments on other student's blogs and write their own opinions and answer questions provided by the teacher on their blog.

Optional Outcomes: Students will need to pass a written exam with 80% accuracy.

Team Structure: Students will work with other students by digital interaction by commenting on each other's blogs.

Required Inputs: Students are expected to "handshake" with other students via email and blogs. Participation is required in order to maintain the digital discussions.

Optional Inputs: Students will need to manage their time and engagement of the project on a regular basis to maintain teacher requirements.

Assessment: Blog posts, discussions, and comments will be graded based on a rubric provided by the teacher.

Evaluation: Students will submit a survey on each peer who participated in the project. The teacher will provide the survey for each student. Students will also take an in class written exam provided by the regular classroom teacher. Students are also encouraged to reflect on their blog to discuss if the project enhanced their understanding of Romeo and Juliet.

Sunday, March 17, 2013

Challenge 12

Challenge 12 was a little on the difficult side for me. It was hard to think about what all that I have actually learned because I have been so unsure on all of the projects that I have completed. I knew that having two kids and taking on a class would be difficult from the beginning, but having a newborn in the NICU was not expected. I have fallen behind on some of my projects which is not usually in my nature. I always like to have assignments turned in on time because that is what I expect of my students. I am so thankful to have the group of classmates that I do. Everyone of you have been so helpful and understanding. After reviewing all that I have done thus far this semester, I realized that my mind has been so jumbled the entire semester. I thought that Wordle would suit this project appropriately. The layout that I chose resembles how I have felt as I have read through the chapters and attempted each project. All of the key words have ran through my brain. Luckily, through these past few weeks some information actually has stuck in my head. I really have learned more about technology than I thought that I could considering the circumstances. I am excited to see what else this course has to offer and what new teaching techniques I will learn to incorporate into my classroom.
Here is my Wordle...
http://www.wordle.net/show/wrdl/6495159/What_I_Haved_Learned

Wednesday, March 6, 2013

Challenge 7

Almost everyone, students included, use the popular social media site Facebook. Most people use it to keep up with the latest gossip, friends' activities, and communicate with people from all around the world. Some teachers that I know use it to send out homework assignments and contact a mass amount of students. Facebook is just like any other website. All of the rules and regulations should apply when using Facebook. When using Facebook, a person can communicate at the same time as someone else by instant messaging, or at different times by sending a post or sending a message. The student that I interviewed name is Jordan. Jordan told me that she really enjoys using Facebook. She said that she checks her notifications multiple times per day. The school that Jordan attends has recently received IPads. She explained that this makes it much easier for her to check her Facebook updates while she is at school. When asked about problems that she has encountered with Facebook, Jordan told me that sometimes her phone automatically updates Facebook. She expressed that she has had some problems trying to get pictures to upload when her phone completes the automatic updates. Jordan said that another problem that she has with Facebook is that most of her friends post relationship issues on Facebook for all to see, and then they complain that everyone is in their business. She said that although Facebook seems to be private, it is not necessarily private. Jordan said that she also does not like how Facebook is set-up now because when someone comments or likes a person's page that she is not friends with, it still shows up on her newsfeed the comment or like they received. When I asked her if any of these problems would keep her from using this social media site, she said, "No Way!" She said Facebook has almost become a way of life. She in turn asked me what my generation ever did without Facebook. I explained to her we called each other on the phone, or we met up face-to-face. I also told her that we did not even have text messaging when I was in high school. She was amazed. From interviewing Jordan, I learned that today's generation of students rely heavily on technology to make it throughout the day. Most of these students have never known a day without technology. They are living in a digital society. As a teacher, I have learned that students need to have technology incorporated into daily lessons and homework assignments so that they remain engaged in the class. Also one important fact that I learned is that older generations need to listen and learn from today's technological society. We can learn a thing or two from them as we teach them lessons as well.