I would have tweeted this post, but there are going to be too many characters.
Admittedly, in the beginning I was daunted by my Social Media Course. I signed up for "Neuroscience for Educators." To my disappointment, this elective was canceled and I was forced to sign up for "The Creativity Challenge" (umm...ew) or "The Paperless Classroom." I thought that the second option sounded practical enough and enrolled.
While I am in the admittance mood, I was discouraged initially by my instructor's (Shelly's) enthusiasm. I thought he was a quack. A quack that plays World of Warcraft (well I was right) has like 956840956849056890548690548690 online accounts, doesn't interact outside of cyberspace, and was attempting to brainwash us all. This initial impression lasted for a few class meetings...(maybe more than a few...)
In all seriousness, I am glad I learned to use these tools to my advantage. (Yes, Shelly, you may tweet "I told you so") Twitter, blogs, and many other awesome sites (shout out to delicious!!) are totally a part of my classroom experience now. I really wish this class would have lasted a bit longer actually (although I am not bitter about being out of class early for my birthday this week...YES!). We were finally working together--planning as professionals.
I am a fan of the practical. I think the social media movement is fine and potentially perfect for the classroom. However, if I could offer any advice to Shelly it would be this: 1. Say hi to your grad students upon their entry to the classroom. They can see you (you are "online" and "visible" so to speak.) A tweet would suffice :-). 2. Spend more time talking about how this stuff relates in the classroom! I felt like we didn't spend enough time with that. This class would totally have drawn everyone in earlier had you shown us a lesson day one, day two, day three...you get the idea. We are teachers, dude. 3. Keep it up. The world is waiting.
Wednesday, November 4, 2009
Thursday, October 22, 2009
Review: Library of Congress lesson plan
I had an opportunity to check out the Library of Congress website selection of lesson plans. I read over this one. I thought this was such an amazing cross curricular lesson plan. Music, history, and language arts teachers could easily collaborate on this lesson. It meets standards in each category.
As an English teacher, I was particularly intrigued by the usage of research. While this assignment is particularly guided, it still reinforces some media literacy. Student are also required to interpret and understand media.
I enjoy lessons that demonstrate to students how all of their courses are interrelated. The songs written by historical persons demanding reform are just as important as the articles written by other people in that time period. Retrieving the main idea from any text is a crucial skill. I am impressed by the way in which that is incorporated into this activity. It is also interesting how the students are required to present an argument in the form of a song. This skill may seem simple, but is actually a rhetorical tool.
My only concern about this assignment is that the creator did not use more technology for students to publish their work. Why is everything a worksheet? This activity is cool and innovative, the products could have been greener. Why not have students blog their songs--they could create an online song book and include the pictures that they chose to go along with them. Why not show the world the awesome products!!??
I could see myself doing something like this with the other teachers at my school.
As an English teacher, I was particularly intrigued by the usage of research. While this assignment is particularly guided, it still reinforces some media literacy. Student are also required to interpret and understand media.
I enjoy lessons that demonstrate to students how all of their courses are interrelated. The songs written by historical persons demanding reform are just as important as the articles written by other people in that time period. Retrieving the main idea from any text is a crucial skill. I am impressed by the way in which that is incorporated into this activity. It is also interesting how the students are required to present an argument in the form of a song. This skill may seem simple, but is actually a rhetorical tool.
My only concern about this assignment is that the creator did not use more technology for students to publish their work. Why is everything a worksheet? This activity is cool and innovative, the products could have been greener. Why not have students blog their songs--they could create an online song book and include the pictures that they chose to go along with them. Why not show the world the awesome products!!??
I could see myself doing something like this with the other teachers at my school.
Wednesday, October 14, 2009
Who waits for reincarnation anymore? (Second life post)
Currently thinking: that was pretty cool.
I sat in for a lecture (the first one was free) on Second Life. It was hosted by Giovanni Tweak.
What does this mean for education? It means that the global community that everyone is always referencing is real. It is finally here. I can learn pretty much anywhere without having to rent a crappy apartment, buy a plane ticket, fill out an application...I can just go. Then, I can go back to my life. I don't have to take weeks off of work (although I would like to). How cool is that?
To participate in this lecture a person needed to have skype and sound, which makes sense. I definitely think I'd like to take in more lectures this way. What if one were able to get a degree from a college that was only on Second Life...like a S.L. university? Think of how much time and travel could be saved! Of course, if a degree is to be earned there have to be some minor changes and added security, but I'm optimistic. I can see myself using this more over the break.
I don't think I would use SL for field trips with my students.. I am still a fan of actually being there when I can. I am, however, becoming a social media advocate. (Not that I am keeping score, but I think that's 1 point for my nerdy professor.)
Well, I'm off to fumble around SL for a while longer. TTYL
Thursday, October 8, 2009
Paperless English Lesson
State Standards Addressed:
1.1.3. Students will confirm understanding after reading, viewing, or listening to a text.
1.2.1. Students will identify the contributions of literary elements in classical and contemporary texts.
1.3.1. Students will write effective informative or expository texts
Student Objectives:
Students will demonstrate their understanding of the elements of plot (exposition, conflict, rising action, climax, falling action, resolution) by diagramming the plot of a narrative poem and blogging to defend their choices of climax and conflict.
Modalities used:
linguistic, musical
Materials Needed (including links):
Headphones
Computer lab
www.blogger.com
www.twitter.com
http://www.stlyrics.com/lyrics/grandtheftautosanandreas/childrensstory.htm
http://www.readwritethink.org/materials/plot-diagram/
www.google.com
http://theliterarylink.com/flowers.html
Timeline: One 40-50 minute class period.
Warm Up:
1. Log into your twitter account
2. Log into your blogger account
3. Think about what we learned yesterday,[tweet] what do you think is the MOST important aspect of a story?*
*The previous lesson would be on the structure of plot. This lesson serves to assess and offer practice to the student.
Direct Instruction:
I will tweet the audio file “Children’s Story” by Slick Rick. I will explain to students that this song is actually a narrative poem. Ask: Could someone google “narrative poem” and post the definition to twitter? Once students have seen that a narrative poem is a poem that has a plot they will actually listen to the song and follow along with the lyrics. http://www.stlyrics.com/lyrics/grandtheftautosanandreas/childrensstory.htm
After they have had a chance to listen and read the lyrics they will tweet their initial reactions to the song.
Guided Practice:
Now that students have tweeted their initial reactions to the song they will go to http://www.readwritethink.org/materials/plot-diagram/. Using this website, they will do a plot diagram about the song. They may use twitter #haleeng2 as a back channel to use their peers as a life line during this activity.
Next, I will ask students to take their hands off the computers and turn their chairs into the circle (this is dependent upon the arrangement of the computer lab. Whatever arrangement you choose, make sure you can conduct discussion without having students look at the computers). We will now discuss what everyone chose as the conflict and climax. Students will be expected to defend why they chose what they chose.
Independent Practice [to be completed alone]:
Now students will do this alone. They will read Alice Walker’s “Flowers” http://theliterarylink.com/flowers.html. Next, they will blog the following:
What are the elements of the plot?
Assign parts of “Flowers” to each of those elements.
Now defend both the climax and the conflict that you chose eloquently (no one-liners please!)
Homework:
Respectfully comment on two of your classmates’ blogs
1.1.3. Students will confirm understanding after reading, viewing, or listening to a text.
1.2.1. Students will identify the contributions of literary elements in classical and contemporary texts.
1.3.1. Students will write effective informative or expository texts
Student Objectives:
Students will demonstrate their understanding of the elements of plot (exposition, conflict, rising action, climax, falling action, resolution) by diagramming the plot of a narrative poem and blogging to defend their choices of climax and conflict.
Modalities used:
linguistic, musical
Materials Needed (including links):
Headphones
Computer lab
www.blogger.com
www.twitter.com
http://www.stlyrics.com/lyrics/grandtheftautosanandreas/childrensstory.htm
http://www.readwritethink.org/materials/plot-diagram/
www.google.com
http://theliterarylink.com/flowers.html
Timeline: One 40-50 minute class period.
Warm Up:
1. Log into your twitter account
2. Log into your blogger account
3. Think about what we learned yesterday,[tweet] what do you think is the MOST important aspect of a story?*
*The previous lesson would be on the structure of plot. This lesson serves to assess and offer practice to the student.
Direct Instruction:
I will tweet the audio file “Children’s Story” by Slick Rick. I will explain to students that this song is actually a narrative poem. Ask: Could someone google “narrative poem” and post the definition to twitter? Once students have seen that a narrative poem is a poem that has a plot they will actually listen to the song and follow along with the lyrics. http://www.stlyrics.com/lyrics/grandtheftautosanandreas/childrensstory.htm
After they have had a chance to listen and read the lyrics they will tweet their initial reactions to the song.
Guided Practice:
Now that students have tweeted their initial reactions to the song they will go to http://www.readwritethink.org/materials/plot-diagram/. Using this website, they will do a plot diagram about the song. They may use twitter #haleeng2 as a back channel to use their peers as a life line during this activity.
Next, I will ask students to take their hands off the computers and turn their chairs into the circle (this is dependent upon the arrangement of the computer lab. Whatever arrangement you choose, make sure you can conduct discussion without having students look at the computers). We will now discuss what everyone chose as the conflict and climax. Students will be expected to defend why they chose what they chose.
Independent Practice [to be completed alone]:
Now students will do this alone. They will read Alice Walker’s “Flowers” http://theliterarylink.com/flowers.html. Next, they will blog the following:
What are the elements of the plot?
Assign parts of “Flowers” to each of those elements.
Now defend both the climax and the conflict that you chose eloquently (no one-liners please!)
Homework:
Respectfully comment on two of your classmates’ blogs
Thursday, October 1, 2009
Wtf is up with the ending of the wasteland?
So, the wasteland ends with this schizophrenic-sounding prayer. It includes first allusions that have sad/hopeful tones. Next, the "London Bridge is..." segment presents an element of disaster... In short, it seems that this "prayer" is a plea for some higher power to step in and address the sadness and disaster that is plaguing the land.
K. Hale
C. Dagnino
K. Hale
C. Dagnino
Eliot "The Waste Land"
Alliteration-Summer surprised us, coming over the Starnbergersee
little life, winter kept us warm, forgetful snow feeding
roots rain
winter kept us warm
Allusion:
To be continued I suppose.
little life, winter kept us warm, forgetful snow feeding
roots rain
winter kept us warm
Allusion:
To be continued I suppose.
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