It is about 2 boys who figure out a way to get a lego into space--- and SUCCEED. The book walks students through their process, materials, etc. The best part is after you read the book you can watch the YouTube link of a news article done on them and the actual footage they captured from space.
If I have your attention--- imagine your students- especially with the new Lego movie out. :)
After we read the book, students took part in a book pass, to find a topic about space for a mini research project. I had my librarian gather as many books as she had about space and planets and they moved in rotations around the room with their notebooks to browse the books and explore topics they were interested in.
The next day I did a mini-lesson on non-fiction features-- heading, topic, sub topic, details, captions, bullet points, lists, etc. From their list, they chose a topic. With their writers notebook they gathered the book that closely addressed their topic and took a spot in the room to read and took notes. Once they reached a stopping point (i.e. getting up, asking me questions) I had them share their notes with a partner.
During out literacy block during purposeful practice I gave students a sheet I had made to include their facts about their topic and decorate a Lego graphic however the spirit led them. I love seeing what they create when they have the freedom to do so. They definitely did not disappoint!
I am currently taking a class on Curriculum Integration. Our professor is big on having us do the assignments that we would have our students do- which I love. No better way to figure it out than get into the trenches yourself!
Our task was to find a problem like they do on myth busters and make a film about it. The video had to be linked to math, science, social students, and ELA is some way. After brainstorming over frozen margaritas -- we were inspired "How Do you Get Rid of A Brain Freeze?" Mexican (and margaritas) can make for some of the best ideas! :)
We quickly realized we were the lab rats, but took on the challenge along with a few Tylenol! After using what methods to get rid of a brain freeze and a little searching online we came up with a plan. We went to the local gas station, filled up our cups, drank.... and here is what we came up with.
When using this in the classroom this is something that could be done whole/small group, or as individuals depending on the class/project. I am planning on using it in the Spring with soils and methods to keep plants a live longer-stay tuned :). I teach 2nd grade so this would be a project we would use whole group using iMovie.
Here are some great links/resources on how to use it:
For you formed my inward parts; you knitted me together in my mother's womb. I praise you, for I am fearfully and wonderfully made. Wonderful are your works; my soul knows it very well. My frame was not hidden from you, when I was being made in secret, intricately woven in the depths of the earth. Your eyes saw my unformed substance; in your book were written, every one of them, the days that were formed for me, when as yet there was none of them.
-Psalms 139:13-16
We have a powerful creator who intentionally created each and everyone of us. I have 2 friends from college who have a son that reminds them daily that we are fearfully and wonderfully made. But before we get to Malachi, let's talk about his incredible parents. Jake and Leah are 2 of the most hilarious down to earth people you will ever meet and have been lovebirds since Jr. High. Both are outdoorsy and adventurous characters from Ohio who settled in a small town outside of Cleveland, TN after college. They are teachers in the public schools (Jake- math/coach, Leah-special ed.) and help lead the youth organization at their church. You spend 30 seconds with them in their log cabin and you have never felt so at ease and comfortable in your whole life. I became close with Leah because we were both were in Special Education and the same sorority at Lee University. Never have I experienced the true gritty love of God wrapped in such a tiny, optimistic, powerful package. Strength, consistent, and joyful are words that go hand in hand and cannot be separated from Jake and Leah.
Jake and Leah have been kept on their toes to say the least when their son, Malachi, who was due May 21 was born February 4, 2013. You can watch the video they made about him here…. to get a glimpse into their last year. Don't move on until you've viewed it. It will rock your world.
One of the many things I love about Jake and Leah is that they have managed to keep up with a blog. If we can teach our students anything- it is that writing has power. Absolute power. The story of Malachi cannot be separated from the story of the love of God for us- and Jake and Leah capture it eloquently and honestly. Despite what their moment, day, hour, or week has contained you finish reading the last sentence absolutely encouraged and overwhelmed with God's love for us. Our words and our words collectively hold power. Whatever background you come from, I ask you to lift up Jake, Leah, and Malachi in prayer- and please don't stop. This little buddy needs it more than ever and we thank God for him. We are expecting miracles for Malachi. Isaiah 65:24 Before they call I will answer; while they are yet speaking I will hear. Phillipians 4:6Do not be anxious about anything, but in everything, by prayer and petition, with thanksgiving, present your requests to God. John 14:13-14Whatever you ask in my name, this I will do, that the Father may be glorified in the Son. If you ask me anything in my name, I will do it. Follow their blog here www.caringbridge.com/visit/malachicarroll
Here is their Facebook album that they update frequently with pictures of the little dude!
This post has been a long time in the making- lots of hours formulating with my students has created a process we are proud of and highly invested. We are over AR tests and lame book reports. Are you? We were before we even started! Like many educators, I am not the biggest
fans of Accelerated Reader (AR) testing for my students. I think the low-level questions can be fine
to see if a student generally gets the book in an abcd fashion, but doesn’t do
much beyond that, and the question often miss some of the main messages of the
text.
I want my students to be able to show and share what they
know in an authentic way- that doesn't end once they sit back at their desk or leave my room. Book Reports can be good, but there is not longevity
to the work and a truly authentic ways to get our students to publish what they
know and do.
I took a course with an amazing professor, Dr. Jeanne Fain,
who introduced me to the concept of book trailers. This was a huge leap in the right direction
for students to demonstrate a deeper understanding of a text and doing so in an
authentic and engaging way for any age/ability.
So what the heck is a book trailer?
Watch these examples from some of the students I work with…
Book trailers are essentially the equivalent of a preview to
the movie. Students create a book
trailer on an iPad using iMovie, (or similar program) based upon their understanding
of a book and try to convince viewers to read that book. These trailers provide an excellent platform
for students to really synthesize what they know into a short amount of
space.
I started my first year in the classroom and it was a goal
to introduce students to letting them use the iPad’s in such a way. I was unsure of how I was going to do this
without wanting to pull my hair out with my sweet, but questioning,
seven-year-olds. At first I introduced
them in a very haphazard way- 5 minutes on the carpet, watching a few clips,
and then let my high reading group give it a try- and took my cues from
there.
I first read through many blogs, but could not find any that
made book trailers except from middle school and above. There was no clear guide, rubric, message for
what to do with elementary school- and the lower primary grades at that.
Many students have not used iPads except for playing games and reading books,
so I knew I would step into this with somewhat of a learning curve. Not only did I have to teach how to use the
iPad to make a trailer, I had to teach them what to put into the trailer
itself. I began with showing the
students an example I had made using the iPad, then I showed many other book
trailers from books they would be interested in reading. We took notes and discussed as a class of
what got our attention, how the writing was structured, important elements to
add, what they left out, the importance of pictures, theme, etc.
One of the standards for 2nd grade is for
students to make a how-to book. So became the student (and sometimes/mostly adult) instructional manual on how to
craft a trailer. I wrote the vast
majority of the how-to-book with my students- them discussing on the carpet and
telling me what to do on the computer. It has served as a mentor text for their
personal how-to-books. They edited the
entire thing with me and I was amazed at how many specifics I had overlooked
that my seven-year-old wizards caught (insert teacher vulnerability here). By creating the task with them, they really
became engaged in the project and are HIGHLY motivated to create their own book
trailers. We put our book in page protectors and it constantly sits near our book trailer materials as a reference. They don't ask me questions-- they wrote the book, and if they didn't write the book they know where to find it!
From there, with our read aloud chapter book, I modeled
writing sticky notes. I showed them that
sticky notes are something that I still use as an adult and that as students
they would use them for the same purpose.
We write sticky notes for summaries, questions, vocabulary, and
something important we want to remember.
Our sticky notes are just thoughts, not detailed retells- so if it
doesn’t fit onto the sticky note we are saying too much. We tell who, what,
where, when, how—sometimes using all, sometimes just 1 or 2 of those
questions depending on the genre. Students organize their
sticky notes into their reading journal binders and create them during our
literacy block and if they are overachievers- at home.
After they write their sticky notes, they then analyze the
text onto a Text Analysis sheet. This
again was created with my class and they decided what was important to know
about a text. We initially went straight
from the sticky notes into the storyboards, but as we began to reflect with
strengths and teaching points during the book trailer premieres, they decided
that they needed to process their thinking more. Again, it was them in this process deciding
what they needed to make the best product not the old teacher lady. This really helps them synthesize their
thoughts and reflect deeply on the text in a form they are comfortable with. They chose to leave the boxes blank so that they could write
or draw pictures- which opens up the text analysis sheet to a wider audience
and supports their thinking. They wanted
to include adjectives and internal/external conflicts into the characters and
settings so that in their trailers they could say more with their words by actually
using less words and leading their audience to clearer imagery.
Next, they choose a theme on the iPad that matches the
theme or general idea of the book. I
have created a binder with storyboards in clear plastic sheets for each theme that they can go and
choose from. They are given the choice
to create a book trailer by themselves or with a group. I modeled writing a storyboard with the class
on a book we had read and then created a book trailer from that. Initially, we were just downloading pre-made storyboards from the internet, but found that they weren't always accurate so we decided I got the honor of going through iMovie and making them for our class. Yippee!!
Finally, I told my students it was up to them to make a
book trailer. I didn't know how exactly
they would respond when rubber met the road, because there is so much involved. I knew they would be motivated to be able to
use the iPads, but I did not know how they would respond to the front load of
work that had to be done. By the end of
the next week, I had four groups with their pages of sticky notes ready to
begin work. I was elated and they were
ready to work.
There
is time daily during our literacy blocks to meet with groups to work on the book trailer process. In fact, I no longer
need a structured literacy block rotation schedule because while I am calling
groups for guided reading, they are moving independently from read to self,
read to someone, and purposeful practice (sticky notes, text analysis, and
iPad) based upon their need to complete their current stage in the book trailer
process. We had to create the routine of expectation during this time-- and it took MANY months before they could handle it 95% independently and I didn't want to pull my hair out.
I do not require students to make book trailers. I have left
the option open for them and every single student is in the process of making
one without me saying a word. I give
students the complete choice to choose what book they want to work on and who
(if anybody) will be in their group.
Part of me feels like I’ve tricked them into working so hard, but they
are pumping out incredible work and the conversations that they are having about
books blows me away.
Daily I hear conversation of who is making a book trailer,
where they are at in the process, and finding other friends who want to work on
the book trailers together. I teach an
inclusion classroom, and for a girl who has a good cry about every 2 years, I
get knots in my throat nearly daily now watching them engage in so many forms
of literacy authentically. Students, who
in previous settings would have never collaborated, are huddled over a book
together, collaborating, laughing (in a mostly 6 inch whisper), and
creating. It honestly chokes me up more
than I care to admit because all of my students, at all levels, are taking
pride in their work and in each other’s work.
I get to sit back, guide, and book talk with some of the cleverest minds
I know. Not a shabby way to spend my
days.
They keep track independently of what stage of the process
they are on using a process board that we created together. This allows us to see where students are,
when I need to edit, and who I should encourage. They move up and down using clothes pins, and
it is one more layer of independence.
They sign up daily if they need to use the iPads and know
that they have 20 minutes before giving it to the next person on the list. They do all of this independently and we have
modeled how to communicate when they need to share the iPad or edit and the positive/constructive
language to do so. Again, this is all by
themselves. They know that if I have to
intervene on any level, they are choosing to forfeit their rights to making a
book trailer for the time that I deem appropriate because they chose not to
handle it.
The best part is that anybody can now come into our room and
my students can explain the whole process of it and really take ownership over
their learning. The sharing part of the
book trailers is really what makes it so powerful. Book trailers aren’t a one-time book report,
but something that can be viewed over and over, and each time it reinforces so
many skills. I upload their videos, for
the time being, to a private YouTube site (I’ve got to keep my job and protect
my babies).
When a student finishes a book trailer we have a mini
premiere with the class (and any warm body in the hall that we can pull
in). The students are able to reflect
about the process, and introduce their piece of work. Once they are finished they take questions
and their peers in response give them a strength and a teaching point. This continues to make each trailer stronger
than the one before. We have created a rubric as a class, if I ever want to use
their trailer as a formative assessment and it has created a common language of
expectations.
In addition to sharing their trailer with the class, I make
the students a QR code for their book trailer.
We have a basket in class that holds the books they have made trailers
off of with the QR codes on the back. We
also have a mini-photo album to house all of the QR codes as I don’t personally
own all of the books they read, but I want their hard work to not get
lost. Students can then take the iPads
or other devices to read the QR code and watch the trailers to find a book they
are interested in. It supports wide
reading and introduces them to so much quality literature and writing. I make a personal label for them to keep so
they can take it home so friends and family can join in- it is almost a trading
card that they take pride in. When we
have a guest they always want to show them their book trailer and recommend
their books. “Hey- get out your phone so
you can scan my code and see my trailer-you’ll love the book!”
I know that this process will continue to be
fine-tuned as more minds get involved. There is so much
authenticity in making these trailers and what you could use them for in the
classroom as a learning community. I
think the biggest thing I have noticed is the way students take ownership and analyzing
texts thoroughly by talking about what they read and thinking about it in
deeper ways- no matter what reading level they are on. Plus, they are so motivated and proud they
would spend the whole day making them if I would let them. I now have had a few students making them
about their own writing, a person they are interested in, something they are an
expert in, or something they learned over the weekend- things I had never
thought about! I am excited to see what they are producing as we continue to
refine our skills and become more fluent in the process. If you, as a reader, and now a stakeholder in
this process ever have a suggestion of what worked for you—please let us
know! We are constantly trying to be
more efficient in the process, become stronger readers and communicators, and
want to get the word out of what students can do!
Being new to 2nd grade, I have had a hard time keeping my math centers up with all of the content and making them differentiated. Like many teachers, I teach a WIDE ability group and for every content standard I have to have multiple layers and activities. I went to a Curriculum Integration conference @MTSU a few weekends ago and saw how a teacher used dominoes for math which inspired me! For so long, I have spent many late evenings playing dominoes with my Granny and Grandpa in Idaho-- this is a nice change of pace. :) So I just took the core of what they needed to keep working on and in an evening made a bunch of work mats for them to use. I am keeping them in a binder next to the dominoes in my math center area. When kids finish early, they open up the binder, grab the game they want, and get at it. I tried to make a few of the mats flexible so that I could have them do addition, subtraction, multiplication, and even fractions if they wanted to. I have sent this to some of my buddies K-5 and they have been able to easily implement them in.
Today we started the exciting but daunting task of learning cursive. To have them get a feel for cursive we did the ole shaving cream on the desk routine. It really helped them feel it and put it into their motor memory-- plus if just feels good. It was cool to see them at first struggle with the shape, but then with hand over hand they would understand the motion and had an "ah ha" moment. I like it because it sets them for success because if it isn't to their satisfaction--- wipe it away and nobody ever has to know. :)
So in the classic American form, we decided to merge two very distinctive traditions together---Chinese New Year and the Super Bowl. Students came dressed in red (for good luck) or their favorite team jersey. Initially, I was going to wear my Chinese silk pajamas...but since the Bronco's are in the Super Bowel I obviously had to wear my jersey. My Tim Tebow---what an amazing philanthropist, former Bronco's QB, current ESPN sportscaster (crossing my fingers-future husband) jersey. My students were created at the door "Ne-How" (hello in Chinese) and we went straight to work. I used the Chinese Pack I had made and we had an entire days worth of activities. I kept Pandora's Chinese Instrumental playing all day in the background--which was super soothing.
We started off the morning with our fabulous art teacher coming in to be our resident Bob Ross . She had the kids use bamboo brushes and taught them how to paint bamboo trees, koi fish, cherry blossom trees, and waterfalls. We had them practice on sketch paper and then gave them thicker water color paper so that they could make book marks and cards.
I read "The Runaway Wok" which is a Chinese New Year tale about this poor family getting ready for the festival but not having enough food and supplies. A chance trade for rusty, talking wok, and their lives changed. We brainstormed metaphors for the different elements of the story, as well as listed the strong action verbs the author uses.
To introduce Chinese New Year we watched this video. One of my students is also learning Mandarin Chinese and so he gave us a mini-language lesson.
For the next 1.5 hours we had a gallery walk in which my students were completely independent. I set up 7 stations around the room and had students in groups of approx. 3. I created cards with QR codes and website links that correlated with Chinese New Year and had students complete a mini-booklet that housed their responses to each station. I just monitored a bit, but really was able to just sit with them and hear about what they were learning.
I had students at each station for 8 minutes. I had a classroom timer that went off every 8 minutes and they rotate automatically. I LOVE LOVE LOVE gallery walks because students do them by themselves, they learn without me saying a word, and they have AMAZING collaborative conversations in the meantime.
We came back to the carpet and reflected on what they had learned. They then did a quick write about the Chinese New Year in their writing journals.
I did not get to all of the math activities, creating a fortune cookie, I have who has, and telling stories with yarn (to represent the never ending noodle), and writing a note in the red envelope... those will be squeezed in next week at some point.
At the end of the day, we had popcorn and some Chinese Treats and watched about 10 minutes of this gem after they packed up. My original idea was to have popcorn and pop rocks (to replicate the fireworks) but could not find any at the local grocery store this morning (procrastination station).
Hope you are able to eat some dumplings and get a stellar fortune in your cookie!
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