So Much to do, so Little Time

The first week of school is over and it has gone by extremely fast.  Friday was nothing but a blur.  I am very grateful we decided to change our homebase from 40 minutes each day to 18 minutes every other day.  This has allowed us to add approximately 3-4 minutes to our core classes on Monday, Wednesday, and Friday.  With three sections of 7th and 8th grade I still feel, however, I need more time in each of my hours.  I now have about 53 minutes for each class.

After our evacuation drill and pictures causing my 3rd hour 7th grade class to get behind and the unscheduled shutdown of the Schoology website causing my 5th hour 8th grade class to fall behind, Friday was a bit of a catch up day. To be honest, it allowed me to catch my breath.  Remember, as wonderful as it is to integrate mobile devices and digital tools into your classroom, it is important to stand back and observe what is happening with your students, good or bad, and to make sure the digital tool you are using is enhancing your lesson, unit, or classroom the way you want it.  Trying to do too much will not only overwhelm students, but it will overwhelm you. As of Friday, the only major set-back I dealt with were the 7th and 8th graders who could not log-in to a laptop because the server or the computer was not accepting their username and password.  The problem should be resolved next week.

On Friday, students finished up 6 word memoirs for both 7th and 8th grade. 8th graders moved forward and we had very good discussions about “The Osage Orange Tree” by William Stafford. The students were assigned to read the short story for homework and in addition, they were asked to do some very minor research about what an Osage Orange is and if the orange itself or the tree has any valuable use. Prior to the students leaving class Thursday with their homework we discussed the different ways they could quickly access the answers to my questions.  Besides accessing the internet, the students said they could find information from:

  • Ask teacher (besides me), parent, relative, etc.
  • Ask a neighbor
  • Go to the school library or local library really quick
  • Look in a school science book

Needless to say I was impressed with their responses and I was even more impressed with their answers when they came back on Friday.  They even taught me a few things that I didn’t know. Yes, my students did some research during a narrative unit.  When my 8th graders started class on Friday I wanted to do a quick check on whether they did their reading.  So, I had the students post 3 questions on Celly.  Students who did not have a cell phone wrote in their journals or could post to Schoology.  With the students having plenty of choices on how to complete the task, they went to work.  After they were finished composing their questions I asked them to try to respond to two of their classmates.  In some groups they had to respond to three students.  The students did an excellent job of responding to each other and we had a very vibrant discussion at the conclusion of class.  Students were then assigned vocabulary homework and I demonstrated to them the use of dictionary.com and showed them the app you can download on an Ipad or smart phone.  Overall, it was a very productive day.

I left my 7th and 8th grade with a few nuggets of information before each of them left for their next class.  I told them we would be going at a very quick pace.  However, I was not going to neglect the fact they needed to know the curriculum presented and taught to them.  I asked them to come and talk to me if at anytime they felt they were drowning and couldn’t tread water anymore.  I think I may see a few students stopping in after school.

Next week we look grammar, This I believe essays, and twitter memoirs.

Below are the CCSS I used on Friday.  Mostly with my 8th graders.

  1. RL.8.2 –  Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
  2. RL.8.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
  3. W.8.8 – Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation (partially).

 

Cheers!


Celly and the Common Core Standards

This post has been long overdue.  I wanted to outline the connections I can make to the Common Core Standards (CCSS) with Celly.  Below I have chosen three strands from the CCSS that I use with Celly.  Each strand is followed by what I do in my classroom and what I hope my students take away from it.  Though these aren’t the only strands I can connect to, this is where I started at the beginning of the year.

1.)  8.W.6 – Production and Distribution of Writing: Use technology, including the internet to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

With the Common Core calling for teachers to use technology in their classroom, this is an easy connection to make.  Celly is internet based and requires students to use technology (a.k.a. – cell phones).  One of the greatest benefits of this digital tool is the fact students can interact and collaborate about ideas presented either by the teacher or other students.  One of the ways my 8th graders are going to collaborate is to discuss their ideas about alternate endings for The Giver by Louis Lowry.  Then, after discussing their ideas, they will extend their ideas by working on an alternate ending using Google Docs.

2.)  8.W.2 – Text Types and Purposes: Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
This strand is the most common strand I use when connecting Celly to the CCSS.  A simple example can be using Celly one day a week in your classroom in place of an every day journal writing in a composition notebook.  The big difference between the students using their cell phones instead of their journals is they can collaborate a lot easier and respond to multiple students who are using Celly.  Many times I might give students a topic to think about and to just write down their ideas about it.  Celly has helped generate some great classroom discussions and has helped create that safe writing community where students can share and feel like their ideas are valued and accepted.
3.) 8.L.2 – Conventions of Standard English: Demonstrate the command of the conventions of standard English, capitalization, punctuation, and spelling when writing.
     This is an easy one, at least for me.  Today there is a lot of debate over how texting has influenced students and the way they write.  Teachers complain about how they find text “lingo” in the papers their students are turning in for a grade.  For example, students might write “u” instead of “you” or they might not capitalize “i”.  Regardless of what the students might do, the overall lesson goes back to teaching our students how to be digital citizens and modeling for them when it is acceptable to use their “lingo”.
     I make it very clear to my students there is nothing wrong with using a text language, they just need to know the difference between formal and non-formal writing.  It could be argued that using cell phones and a platform such as Celly is non-formal.  I disagree because I believe it is up to the teacher how they want to use Celly.  To help my students define the differences, I require my students to use formal writing when we use Celly.  I often give them a grade for their written responses and if they are not following the conventions of Standard English, they lose points.
Cheers!