Music in the Classroom

THE PROPOSAL:  In a 2012 article by the New York Times, author Admish Padnani writes that "those who listened to music completed their tasks more quicly and came up with better ideas than thos who didn't because the music improved their mood." Shouldn't students, then be permitted to listen to music as they work?  

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THE PROBLEM:  First, I have seen a classroom turn into a scene straight out of Fame as all "heck" breaks loose, and yes -- it would be fun, but from a teacher's viewpoint, it wouldn't be very productive.  I have also witnessed WWIII over the type of music played; should it be country, pop, rap, or Heaven-only-knows-what genre.  Let's not even begin to THINK about the downloading of "free music" laden with computer viruses and band width-hogging qualities that come along with thirty different students listening to thirty different stations while they work!  If the ear-buds go in to appease each individual taste, some of these kids would go deaf before they don their graduation garb, and Heaven-only-knows-what lyrics are being ingested during class-time!

THE SOLUTION:  Pandora's free site promises to play "only songs I like."  And yes -- they DO have some advertising from time to time, but overall, it's a great online channel!  If I put it on my computer to play for the kiddos, then it's only one station "hogging band width," and I get to control the genre!



Now that I've found a virus-free solution, how do I address the argument over genre.  It's simple: Hans Zimmer!

Who is he, you ask?  You might not have heard of him, but you HAVE heard his music.  Have you ever watched a movie made in the last thirty years, you've heard his music.  Ever watch Castaway?  The Lion King?  Batman?  Mission Impossible?  Pirates of the Caribbean?  Iron Man?  Sherlock Holmes?  Divergent?  Shall I continue?  Well -- the music behind the movie was created by none-other-than Hans Zimmer.

WHY ZIMMER?  One of the problems I have found with playing music while working in class -- particularly in a Language Arts class -- is the one concept we're trying to teach:  WORDS.  Often, lyrics make up a good portion of the song, and that can be great, but lyrics take the mind to a specific place.  If I have thirty different minds thinking in thirty different directions as students work on different questions on a worksheet, read different pages of a novel at different paces, write different stories or essays, then I need to have music that lacks lyrics.  Face it -- we all, at one time or another, find ourselves singing with the lyrics on the radio as we drive; the same thing happens in the classroom, and when it DOES happen, focus on work is lost -- but not with music from Hans Zimmer.

Additionally, the music has been described as"epic" and "inspirational."  It is the type of music that is classical in nature but modern enough to keep the focus of even the students who have the attention span of a pine cone.

OF COURSE, as with any classroom strategy, we cannot listen to music all of the time; there are times when we must practice having the stamina the work both quietly and independently for standardized testing.  "Whistling while we work" is not always appropriate, but sometimes -- it works like a charm!

AS A SIDE NOTE:  Have you ever taken a group of students to the symphony?  Thanks to the kindness and generosity of our local chamber of commerce, the students at our school are blessed with the opportunity to attend performances by the Pittsburgh Symphony Orchestra; yes -- this is the same orchestra that has played in the Vatican and is up for yet another Grammy Award!  When the kids attend, it's the "real deal!"

The last time I took the kiddos, a few were veterans, but most had no idea what to expect -- they just knew that it was free and that they needed to look nice and behave.  After it was over, here are a few of their comments:

• "It was so beautiful!"  
• "I can't believe I liked it so much!"
• "I was amazed -- it sounded even better than it does in class!"  (They recognized Hans Zimmer's music and were excited to hear it live!)
• "Will you take us again?"

My answer to that last question:  Of course.  

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Student Choice WITH Differentiated Instruction?

A few months ago during an in-service meeting, co-workers who work in the Special Education department  presented this "great new site."  www.NewsELA.com.  I must admit that my heart wasn't into experiencing one more bit of technological genius; after all, we had a new administrator, a new grading program, and lots of new expectations coupled with lots of new paperwork. Learning something else "new" wasn't on my list of priorities However, this week, even though it's the week before Christmas break and I'd be crazy try something new, I decided to try it. After all, it actually sounded like a decent idea.  In fact, NewsELA brags to be: "an innovative way to build reading comprehension with nonfiction that's always relevant:  daily news."  The program promises to be "easy and amazing."  

I thought, "What the heck; let's see how it works."  I'm so glad I did!

WHY NewsELA?

1. It is easy to sign up. 
2. It is free.
3. It is user-friendly.

THE SET UP:  Creating classes was easy; I just followed the prompts after signing up, and my classes practically registered themselves. 

The next part had me a little worried, “How to assign my kids to the classes.”  I shouldn’t have worried one bit.  The LS Teachers explained that they created accounts for their kids -- something I wasn’t looking forward to doing.  Instead, I had my kids simply click on “Sign Up” at the top of the page.  Using their school username and password they registered, used the classroom code (Look in your my "settings cog" icon), and were ready to roll!

HOW TO USE IT:  First, I showed students how the program worked for me -- the icons for what I could see in the settings cog and my binder.  I can monitor the date they accessed the program, the title, the reading level, and the student’s percentage on each quiz. It's actually pretty amazing!

Then, I had students select a heading (in the blue) of their choice.  Some wanted to read something specific about their shop, so they clicked on the magnifying glass icon (with a + sign), typed a key word in the search bar, and found success! 

Next, I asked students to discover the differences between articles – other than a picture and the title.  “What does this article have that the other article does not?”  They were able to see the date of publication, the resource, the number of likes.  Most important to the manner I want to use the program, the fact that one article might have a light bulb while the other might not was what I wanted them to discover; this light bulb indicates that there is a 4-question quiz (designed to mimmic a standardized testing format).  

Finally, I briefly explained Lexile Levels to them. The kiddos basically understood that the levels with the smaller numbers are easier to read, and the MAX level might be read by someone studying in college. 

KIDS CAN OWN THEIR PROGRESS:  I invited my students to select an article of their choice and set the reading to the level they on which they wish to read.  For the next few moments, you could have heard a pin drop as they did as I asked – THAT’s the power of student-choice. 

 I always love approaching a conversation that is on-task
to the purpose; here, Matt, an electriical occupations student,
 is demonstrating with his hand the gist of the article.
about prosthetic devices with robotic mechanisims.  He was 
suprised when I caught him making connections to his 
shop and actually enjoying using the program!  
Mission accomplished!

As they finished, some scored perfectly (thanks to selecting a level that was too simple for them), and some struggled (thanks to over-reaching for a level too challenging).  This is where I set the challenge.  I returned to my binder to show them the results on my side. I showed the how I select CLASSES, hover my mouse over the class to expand to a drop down message, “EXPAND TO VIEW ALL STUDENT ACTIVITY,” and clicked on that message bar.  I then clicked on a student name to see their article, grade level read, date, and quiz percentage.   

I then asked, “If you go to a gym to exercise but never sweat, are you really getting the best exercise possible?  If you go to a gym and overdo it and hurt yourself, are you really getting the best exercise?”  Most begin to understand my point.  “The mind is like a muscle.  If you don’t exercise it, you can’t make it stronger; if you overuse it to the point of injury, you only experience frustration.” 

Of course I had a student who told me that a mind is, “in fact, NOT a muscle; it’s an organ.” 

My joking response to that student was, “And if you know that, YOU should have selected a higher reading level!” 

 

SETTING GOALS:  I told the kids, “If you read on a certain level and get 100%, the next time you read, try a higher level.  If the level you read is too frustrating or if you earned less than 50% on the quiz, then change your level so it’s not so challenging.”  I encouraged them that when they began scoring 100% scores, they should then they should challenge themselves on next level! 

GRADING – SAFETY ZONE:  While I DO believe in holding kids accountable with grades, I also believe that it is appropriate to use data to guide instruction.  Once the kids select their perfect reading level, I tell them that I’m not going to grade their scores; I’m going to grade their attempts to improve those scores.  “At first, we will use NewsELA as homework about two times a week.  If you don’t have a computer, I can give you a printed copy of the article of our choice.  If you read and take a quiz on two different days, then I’ll give you full credit for homework.”  This creates a safety-zone where kids feel comfortable to try and fail and try again!     

Josh checks over a problem he missed.  Having a
safety net to miss a problem and the the opportunity to
learn from mistakes is crucial in education. Kids need
to learn to work through their confusion, and programs
like NewsELA help in that endeavor.  The task of the teacher
is now to simply monitor the room and keep the 
kids on-task -- easy to do when you have a great site like this!

I did tell them that they will move up quicker if they make sure they understand their mistakes.  They can do this by clicking on the red circle that marks their incorrect answer after they finish their quiz.  If they still don’t understand, I have built it in to my classroom procedures so they ask a partner in their group before they ask me.  I facilitate the review process and only intervene to clarify and re-teach concepts.  I can also “kill two birds” by sharing the mini-lesson with the partner, as well. 

MODIFYING:  Because our standardized tests are still in paper form, I make sure I modify by giving special-needs kiddos a printed copy so they can use highlighting and note-making skills throughout – just as I hope they would on state tests.  This way, they can also take the piece home if they need extended time.   

Overall, students seemed to enjoy using NewsELA.  Some students are going to buck every lesson, no matter what hoops a teacher might tap-dance through; remember, that it’s still important to try. 

WAIT, STICK TO MY GUNS, AND SEE:  I look forward to learning to use the site to assign specific articles that blend with our discussion; I REALLY look forward to seeing if this helps the kids improve their reading levels!  I just need to be patient, be consistent in assigning homework, and evaluate the effectiveness as I contine trying the program.  It DOES seem to be worth it!

Binge Reading

THE BIRTH OF A READER:  Our book talk today started like this:  "My name is _____, and I'm a 'binge-reader'."  (Insert about about a minute of laughter here.)  

In order to completely understand the rest of this story, you must understand this self-admitted reluctant reader whom I will call, 'Mary'.  Even her friends chuckle, "What page of the novel are you on now?"  

Mary's answer: "Two."  

PEER PRESSURE:  Society always talks about the negativity of peer pressure, but in some cases, it can be good!  

Case in point:  This summer, the incoming college prep students were asked to read Veronica Roth's Divergent and participate in a reading event; for those who could not attend, they could select a reading of their choice and complete a project-based assignment of their choice.  

Choosing to avoid an event where reading was the focus, Mary selected to do the project-based assignment.  
    Thank Heaven for Diana Mitchell's "Fifty Alternatives to the Book Report!  
    If you haven't used it with your kids, it's a MUST!

Our reluctant reader...glowing
 because our classroom library 
has the next book in the series.

For the first two months of class, we would listen as Mary talked about her frustration of feeling left out when others gushed over books they read, loved, and lived.  When the class headed to the library for a book to read over Thanksgiving break, Mary caved. After hearing her friends gush on about the series and the movies, she finally chose to give Divergent a try.  

"Mary!" the kids encouraged when they saw her with the novel, "Are you finally deciding to join us?" 

Mary's reluctant smile said it all.  "I'm certainly going to try!"

After break, when the kids asked what page she was on, Mary proudly replied, "I'm on chapter twenty-three!" (Insert about a minute of clapping at this point.)

Today during our book talk/project presentation, four weeks from the date she checked out Divergent, Mary confessed to her new secret obsession:  Reading.  

After admitting to binge-reading so she could find out what happened next, she giggled,"I wish I would have found books earlier!  This is great!"  And then, with a sheepish grin, she asked, "Do you have the next book, Insurgent?"  

I thought her head might explode when I told her that I not only had Insurgent -- I have Allegiant ... AND Four!  ...and her smile stretched from ear to ear.

Mission accomplished.  

Bibiophile created.  

Career Search: Finishing Touches ~ Part 3 of 3

Students working together to put finishing touches,
 the "editing phase" on their building project.

REVIEW:  In Part 1, Career Search, we discussed laying the groundwork for selecting the topic. establishing a thesis, and constructing the topic sentences that help guide body of the essay.  Part 2 featured the framework and working parts of the MLA essay; it builds the actual structure. Now, in Part 3 it is time for the finishing touches.

ADDING THE BLING:  Sure, a house can be a house without the the paint and trim, but it might not be much to look at.

This is similar to the editing process.

LET MSWORD BE YOUR "RED PEN":
Above and beyond a spell check, Word features GRAMMAR AND STYLE check.

• In Word 2007, students can click on the REVIEW tab at the top, SPELLING AND GRAMMAR, and OPTIONS in the bottom left corner. 
• In Word 2010, students can click on the Outlook icon in the upper left corner and select OPTIONS.  

From here, students should click on the "Grammar Only" dropdown arrow above RECHECK DOCUMENT and change it to GRAMMAR & STYLE.  Now, click on SETTINGS to the right of the dropdown box, and then click OK.  

http://visual.ly/oxford-comma-0 

Now, it's time to check out what's inside!  I always click "comma required before last list item" because I like the oxford comma.  

Other common errors that the Grammar and Style check will find are:

• fragments and runons
• comma splices
• fragments
• misused apostrophes
• unclear pronouns
• wordiness

Using this feature in Word not only saves the life of a teacher's red pen, it helps a student own his or her independent  revisions BEFORE they show it to another soul.  One important mini lesson I always give starts with: Why?

"Why is the computer suggesting you add a comma after this phrase.  Do you agree with the computer's suggestion?"

WHAT IF A STUDENT DISAGREES WITH THE COMPUTER'S SUGGESTION?

"YOU are the author. You CAN tell the computer, 'Thank you for your suggestion, but I'm going to keep it how I wrote it'."  Knowing that they can choose to ignore a blue or green underlined correction, also leads to the understanding that, if they decide to take the computer's suggestion for edits, they own that change and should know why the change is recommended; when they don't, the procedure has been for them to ask; in the end, they will be tested on the concept, so they may as well learn it now!

FIND:  I also show students the FIND icon in the HOME tab.  I click on the binoculars and show them how to type in words like "thing" so they can find all their typically used "wimpy words."  Word will highlight ever combination that has "thing" inside.  I then chalenge the kiddos to select a more concise, precise word.    I also scan the paper and have students find words like "so," "and," and the like.   Too many repeats of aword.  Finally, I scan for repeats of the same word at the beginning of the sentences.  .  

SYNONYMS:  Just as a realtor will complete a final walk-through to fix finishing touches before putting the house on the market for all to see, a writer should make last minute fix-it before publishing.  

PEER EDITS:  Typically, after completing an initial edit on their paper, students are ready to have someone look over their paper, but this editing process is another topic for another time.  I take the column where the students can earn the most points, and change into a peer review checklist.  Students will be able to become exposed to other student's good and bad ideas.  

Before I collect the essays, I distribute the rubrics for students to staple onto their papers; this is another opportunity for students to have clear expectations.  After all, students should understand WHY they earned the grade on the paper.  

REFLECTION:  "It's like having you sit with me but there's less nagging and and it saves your red pen!"  

Career I-Search: Building the Essay ~ Part 2 of 3

"A thesis provides the firm foundation of an
essay.  It is the strongest point a writer can make and it
bears the weight of your ideas."

REVIEW ~ "THE FIRM FOUNDATION":  The wise man built his house upon the rock, right?  Just like every house needs to have a firm foundation, our kiddos need to have a strong understanding of the purpose for their writing. This is where a thesis statement comes in.

• I sometimes avoid calling it research right at first; the word tends to scare off students who will want to naturally want to investigate resources to find answers to questions.

"Topic sentences frame your writing.  They provide
an organized place for the supporting details."

TOPIC SENTENCES ~ "THE BASIC FRAME": created in "Career I-Search Part 1":  Now that they have a hook (their career, why they chose that career, what they already know about it), and their purpose or thesis (that they have questions -- even listing the questions as a roadmap statement), they're ready to consider topic sentences -- their questions from yesterday's lesson at the top of each page of the worksheet packet, Body 1-3.

I tell the students this:  These topic sentences support the essay.  They become a blueprint that shapes the essay.  They invite the writer to stick to the plan, and if there IS a change in direction, the topic sentences allow for a constructive change that will not topple the overall design.

RESOURCES ~ "THE WORKABLE COMPONENTS":  Next, I invite students to consider WHERE they will find their answers.  Most just say, "Google," but when I ask them WHICH site on google, they're not sure.  Again -- I encourage them to go to www.bls.gov.

"Resources are the working part of an essay.
They illuminate your ideas and make your
points clear and credible.

"But where else can you go to find the answers to what you want to know?" I ask.  Yes -- the internet is a great place to go to find just about anything; also, resources like eLibrary will help students locate legitimate resources, but there are more places to find information than from a computer.  Yes -- there are more places to find information than from a book or any type of publication.  If a teacher keeps at it, these are typical responses.

"Consider this:  Do you now of anyone you can go to and ask them a few questions?"  Yes -- primary resources can and should be utilized for this project.   For my kids, they go to their shop teachers for information; some may know of business leaders or members of the career community who would love to share what they know about their career.   Regardless, interviewing an expert in the field of study is a solid idea.

CITING THE SITE:  From our trips to the library and the presentation about how to avoid plagiarism, students know that it's not cool to steal someone else's ideas.  Now they know how important it is to give the author credit, they need to know this: How can students cite their sources?

In addition to our school's citation reference books, I also show students how they can use citation tools like www.easybib.com and www.citationmachine.net.

Students working together to put finishing touches,
 the "editing phase" on their building project.

Citing resources can be compared to the working part of the essay.  If a writer uses his or her own point of view, the essay becomes no more than opinion.  When a writer uses outside resources to make connections, he or she takes the essay to a whole new level!  It can be compared to the wiring and pluming in a house.  Without these two features, the house is no more than a shed.

ADDING THE BLING:  Sure, a house can be a house without the finishing touches, but it might not be much to look at.

This is similar to the editing process.

Above and beyond a spell check, Word features GRAMMAR AND STYLE check; In Microsoft Office 2007, .

Career I-Search: Laying the Groundwork ~ Part 1 of 3

What better way to get kids to research than to have them research a topic that interests them?

Let's first consider the fact that it is the job of the teacher to make sure our students are prepared to leave our classrooms ready to go out into the world as contributing citizens.  Agreed?  Yes -- we also have to prepare them for standardized tests and to prepare them to succeed at the next level of school, but ultimately, they must be college and career-ready!  This is where I can promote the greatest selling point of this project:  What will I be when I grow up?  This is where I "trick" the kids into actually WANTING to research.

LAY THE GROUNDWORK:  First, I share Confuscius' quote:  "Choose a job you love and you'll never work a day in your life." Through discussion, we discover the meaning of this quote; I'm sure you have already found a job you love or you wouldn't be reading this blog with the precious spare time you have right now!  Am I right? I pass out the Confuscius Worksheet for students to use as their note-making tool, and we then discuss  if they agree with the quote.  Believe me -- kids have opinions about EVERYTHING!  Go ahead -- play devil's advocate.  If they automatically agree, then question them:  "Does EVERYONE enjoy their jobs?  Why not?"  If they agree, then do the opposite.  Get them to think!   

Students then complete the section on the worksheet where it asks them to consider a career that they'd enjoy.  For some, this can be tricky; heck -- if you ask some adults, they STILL don't know what they want to be when they grow up.  In the end, I simply tell the kids to think about someone who loves their job and write about that career for now.  Don't worry -- these are the kids who will change their minds a million times; encourage them to select one topic to start with, just for the sake of completing the assignment today.  If they switch topics, at least they'll know how to complete this first leg of the project.

Once he gets to his fifth line, I will reward him with a stamp

• My kiddos have already considered this step (I teach English in a comprehensive career and technical center), but before they came to the school, they took a survey like this to help them with the decision-making process.  If your students need to take a career interest survey, then consider using this resource from the US Department of Labor:  "Career Wonders".  

THINK ON PAPER:  For the next step, have the students write a 5-Line.  This writing technique is a "safe" activity that simply requires that the student answer a basic question without the stress of a right or wrong grade; they get credit for thinking about the topic in writing.  When the student reaches the fifth line, they earn a stamp, and strangely enough, they'll just about do anything for a stamp!  For this 5-line, my students answer the questions:  "What job would you select so that you would "never work a day in YOUR life?  Why would you choose this job?"

Have the kiddos "turn and talk" as they exchange turns reading their response to their partner or small group (I suggest groups of no more than 2-3).  Encourage students to read what they write instead of talking; it makes them realize that they need to write with complete ideas.  This is a learned activity, so be patient if the kids are trying this for the first time; it's worth it to have students learn to complete this activity.

• Check out the video to see how you might adapt it for use it in your classroom:  Think Pair Share  Don't let the age of the students in the video disuade you from trying this in your classroom; I have successfully used this strategy with students from elementary school to the college level.
• This activity appeals to students who are reluctant to share with the large group; it gives each person a voice.  

Once students have finished their discussion, have them write down as many details as they can about what they already know about this career.  Encourage them to use the back of the worksheet if they need extra space.

I'm now ready to work my magic:  I am blessed to work in a school where I have daily classroom access to interactive board software, so I project the website from the United States Department of Labor's Bureau of Labor Statistics.  Thankfully, the government had enough insight to keep their web address short and somewhat memorable:  www.bls.gov 

ENGAGE:  I ask one of my kids to call out a job they'd like to have one day, I type it into the search bar in the upper right corner ("Search BLS.gov"), and then I click "enter".  From there, I select the web link that includes "Occupational Outlook Handbook" (OOH) in the title, and for the next several minutes, I engage the future carpenters, doctors, chefs, and hairdressers in the captive audience with information the may never have ever fully considered.  

The Occupational Outlook Handbook from BLS.gov
Project this on the board and show your students how to
navigate through the tabs!  Watch -- you'll catch yourself
being interested, too!

What pops up is a first page summary;  I don't hover at this page much because the tabs in the OOH are where the "juicy stuff" is located.  I read over the tabs and ask them what they want to know about:  "What they do", the "Work Environment", "How to Become One."  I might ask a question like, "Who wants to know how much an graphic designer makes?  If that's your question, then circle the word PAY at the bottom of your worksheet."  I do this for a few more topics, scanning and describing the information within that tab; each time, if they found that they had a question about a particular tab, they should circle the main idea word at the bottom of the worksheet.  I make sure I show them the "similar occupations" tab and click on one that might interest them; there, we find a similar looking page with information for that specific career.  I ask for one or two more different type of careers -- I don't want to show them every site because I want them to WANT to look it all up for themselves.  With this large group preview of the BLS.gov site, we have now established a purpose for research:  to answer their questions.

WRAP UP:  As a ticket out the door, I pass out the packet, Body 1-3. Students take three of their circled questions and write them out in complete sentence questions at the top of each page of this Body 1-3 packet.  Tomorrow, we'll utilize this packet, so make sure the kids either keep their packets or turn them in; I suggest you collect the Confucius worksheet so you can make sure the kiddos are progressing in a research-worthy direction with their topic.

TA DAAAAA!  Here's the magic of the assignment:  The students have just completed writing a rough draft of the first paragraph of their research paper!  Can you believe it??  It was painless, and actually, it was quite enjoyable!  Think about it:  When is the last time you got them -- ALL of them -- to begin a multiple paragraph paper, and when was the last time you got them -- ALL of them -- to WANT to research information that will form the body of a paper?  

Library Scavenger Hunt

Once my students have followed my classroom procedures on a consistent basis, I make an appointment to visit to the happiest place on earth, the library.  I want the kiddos to discover the library's resources, become familiar with the physical space, and meet our friendly librarian!

PREPARATION:  After discussing future projects that might involve classroom and individual student visits to the library, Mrs. G. adapts her scavenger hunt to fit our needs!  Collaboration is one of the most important tools any educator can use; work with those around you.  After all -- you're both there to help the kids!  After the session, one of the benefits for our librarian was that she was able to experience real-time feedback of student interests for future book and novel purchases.


SET THEM LOOSE:  After a quick presentation that consists of a tour of the general layout, the kids break out into pairs with each set starting on a different number on the Library Scavenger Hunt worksheet; this way, we avoid the inevitable traffic jam if they all would have started at number one.

Dragging her feet
in the fiction section

Students discover our fiction, nonfiction, career center, and standardized test prep center. Many don't realize they could find a resource books to help them study for SAT, ACT, and ASVAB tests.

Checking out the
"New Books" section

Of course, the kiddos know about the computers, but many don't know that our library has eLibrary, the "perfect resource for delivering full-text and multimedia reference materials."  Students often report that it makes research less stressful knowing they have access to a legitimate resource instead of crossing their fingers to find a good source when they search Google. They learn that searching through eLibrary is easy to use and accessible at both school and at home!  

As they search for tasks that ask them to find an author's initials that match their own, they also locat the author's name and figur out how to locate publication information in novels, magazines, and newspapers.  They have already learned that they must give the author credit -- thus, avoiding plagiarism!

Discovering that "books"
are more than just novels

CAREER CONNECTION:  Students search the non-fiction section to find a book that they might use in their shop.  All the students need to do is find a book and record the title and author.  This step is always interesting because the kiddos typically go beyond just glancing at the cover to record the answer.  As they hover together rifling through the pages of the book that houses knowledge of their trade, I "catch" them reading.  I actually need to tell them to put the book down and continue on their hunt so they can finish the assignment.

Interestingly enough, when I discuss "reading" with students, many consider novels the only type of reading there is; one of our topics of discussion begins with the question, "What do you read?"  Eventually, we include the following sources as reading:  manuals, textbooks, magazine articles, directions, Facebook posts, blogs, letters, cereal boxes, and the list goes on and on and on...

CLOSING:  Students learn how many books they could check out, how long they could borrow the books, and what late fees they might incur; it is true that IF you "lead a horse to water," he or she might just enjoy a drink!  By the end of the session, most voluntarily check out at least one book and a few leave with an armload.  Whenever this happens, I count the lesson a success.

"SuperSize Your Vocabulary!"

My first blog begins with an idea-harvest from Pinterest.

...Please tell me you Pinterest!  If you don't, you must go now -- do not delay!  There is a plethora of fabulous ideas -- patiently waiting for you to discover them.  Believe me, it will help you develop your own successful strategies for your classroom!

Image Source:  http://www.pinterest.com/pin/413346072023212604/

As I browsed through Pinterest one evening looking for ideas of good "stuff" from great educators, I came across a bulletin board idea from smeckenseducation.com which utilized French fry containers from a fast food restaurant; it invited kiddos to "beef up their writing by challenging them to supersize their sentences."  

And then BOOM!  It hit me!  Yes, it happened just like that; Pinterest will do that to you!  I thought:  "I can do this with my next unit on Vocabulary!"  

One of our standards challenges students to acquire a robust vocabulary to assist in the construction of meaning, so I like to incorporate lessons that introduce my 10th graders to one of the most beautiful resources created by mankind:  The Thesarus.

Image Source:  http://stephanieskolmoski.com/blog/wp-content/uploads/2013/02/dino-thesaurus-300x232.jpg

To introduce the lesson, I decided that I would challenge my kiddos with an interactive bulletin board that invites them to SUPERSIZE YOUR VOCABULARY!! 

At first, I was a bit unsure as to the overall appeal to this activity.  Think about it:  These kids are surrounded with fast food advertisements wherever they go!  Many frequent the establishments once -- maybe even twice a day!  Some of them even spend several hours each week working at the very same establishments I was about to feature on the walls of their own classroom haven.  However, I plodded on, willing to give it a try.  If it didn't work, then I could file it in my "lesson learned" folder in my mind, but if it did...Hmmmmmmm...

Once I take down this title, I'll probably laminate it so it
can be used for many, many, many years to come!

CREATING THE BOARD'S TITLE:  I began pasting pre-cut letters to a base of copy paper. As I needed a little more base, I joined another piece of paper with a strip of tape on the back -- thus, creating one long, solid, reusable title.  I hate wasting resources, don't you?  Centering the title at the top where the title should be placed, I stapled it to the board.

LAYING OUT THE FRY "POCKETS":  If I were a carpenter, I would have carefully measured once, measured twice, and perfectly executed the next step; however, I'm an English teacher, so I eyeballed the center of the board (There's actually a screw in the frame that helps me with this), and I centered the first piece of cardstock an inch-or-so (Yes -- another precise unit of measurement I often use when decorating) above my border.  I left a few inches between each piece of cardstock and layed out both the horizontal and vertical rows filling in the area of the board not taken by the title. Fortunately, with the mistakes I made by my imprecise measurements (I can literally HEAR my math-teacher mother rolling her eyes at me), I was able to allow space to include an area for directions, so it all worked out!  To act as pockets, I used one regular-size fry box per piece of cardstock and attached it to the cardstock two staples for stability.

You could probably use a computer to print these words under
each box; I found that it was just as easy to hand write them.

Wait -- where did I get the fry boxes?  Don't worry -- It didn't take months of indulging in the golden deliciousness of the tasty treats; I simply requested a donation form from my local fast food establishment and in about two weeks, I was in business!  

CREATING THE FRIES:  What would this project be without a few french fries?  

1. Count the number of fry boxes that were attached to the board.  
2. Select basic, simple, first-draft words -- one word per box. Write these words on the cardstock below the fry box on the bulletin board.  Leave one box at the bottom blank to serve as your "home-base" so that even wheelchair-bound or vertically-challenged students can participate in the activity.
3. Cut 1" x 5" strips of yellow cardstock -- enough for 4-5 strips per word; these strips become the "fries." 



I ended up trimming these fries so
that they wouldn't "droop".

4. Using a thesarus, select 3-4 common "super-sized" words that enhance the word choice, and write each word on a strip -- one word per fry.  Select 1 or 2 challenging words that students might not recognize -- one word per fry; this is where you "trick" the students into talking about them or even (heaven-forbid) looking them up!  I suggest that you have five (5) total fries for each box. 

HINT:  These words and fries can be changed out as the year progresses!  Instead of words and synonyms, you could feature characters and traits, dates and events that occured, main ideas and details -- stop me now before I go on and on and on!

DIRECTIONS:  Students can now begin to play, and believe me -- they will!  Post the directions and challenge them to go above and beyond with a bonus activity.  My directions were pretty simple:

1. Match the fry to the word.  
2. There are 5 fries per word.  
3. Before you look them up, work together to discover the meaning.  (Place a classroom thesarus close by for their reference).  

OFFER A BONUS:  Once students have figured out the correct fries for each box (Hint:  You can create an answer key but pull the incorrect words only, pronounce the word, and have the student research to figure out the correct placement; heaven forbid -- don't tell them the word!  Make them discover it on their own!), challenge them with a bonus activity.  I gave them a few choices:  

• alphabetize the fries in each box and write them down
• find antonyms and create a t-chart using the two boxes



"Oooh!  What's that?  Can we do that?  Can we do it now?"
During the first five minutes of class for three days straight, these
four kiddos worked on matching the fries to the boxes.  Each day,
they improved their timing and by that third day, they were
ready to complete the bonus activity!  ...and they DID!

• use connotation to categorize the words from a box on a paint chip (the type from a home improvement store that shows shades of a possible color)  -- the most profound connotation should be written in the darkest shade 

For the bonus activity, there are as many possibilities as you can imagine!  My suggestion -- check out Pinterest!

CONNECTION TO CAREER:  Critical thinking, teamwork, and pushing to finish the task at hand are all skills in today's workforce. This activity achieves these goals and more!