Applied Vocabulary: A Couple Strategies

This wasn't a planned blog post, but today I created a tweet that showed an activity my Juniors did in class that required them to apply some vocabulary knowledge. I had some requests for the activity. I figured I could write a quick post about it AND throw in one I did a few weeks ago with my World History Sophomores that I was very pleased with.

Because teaching vocabulary is so important. And not always exciting. Copy the definition. Draw a picture. Blah.

BUT I love good activities for vocabulary that help kids either understand the concept in CONTEXT of our historical time period OR that "spice it up" a little.

So here ya go. Two simple, but effective vocabulary strategies that I have used in January.

Picture Matching Vocabulary: The activity I posted on Twitter today. This was done at the beginning of our Great Depression unit (days 1-2).

1.  Day 1 is not super exciting. I prep the kids with this unit, explaining that there is some heavy vocab. So we start with a simple KIM Vocab worksheet. (Yep. Worksheet. Sometimes they're necessary for basic knowledge level assignments). This is really to help set up the activity for day 2. There are 16 terms, difficult words. They fill out the simple worksheet during class. I allow them to work with teams, it's really relaxed type of day, but they're busy. 
2. I make sure they know that the worksheet needs to be done tomorrow for our vocab competition. 
3. Day 2: I created a slide presentation with pictures/images that represent each word. I give each image a number 1-16. Sometimes I prefer to make things in slides, even if I'm going to print. Easier to manipulate the images. 
4. Print off the pictures and tape them up to the wall (I did this in the hallway so there was more room to move around.) 
5. Students each get a 1/2 sheet of paper with the terms only and a space next to it. Their task is to wonder around looking at the images and attempt to match the term with the correct one. They may use their vocab sheets from Day 1, but this is INDIVIDUAL and a competition. The student with the most correct gets a prize. 

RESULTS: 

• Kids find this hard (for the most part). They're not just regurgitating what they did the day before. They're studying HARD their own copied definitions and illustrations and attempting to figure out how they connect to each image. 
• Often times I have to remind them during the activity, that it is supposed to be challenging. It is supposed to make them think and APPLY what they learned yesterday.
• I have always had at least one student get them all right. Most kids are impressed with themselves and how many they were able to figure out, even though it is hard. 
• I try to make the prizes "worth it." A cool pen or a package of microwave popcorn. Cheap prizes that kids get excited about. 

Want that lesson? Click HERE >>> Great Depression Vocab Matching

Frequently Asked Question: What do I grade with this? Answer: Nothing. Of course the kids don't know that. :) 

Image Introduction Activity: This was done as the very first activity of the year. Our World History scope and sequence has us starting with Renaissance. There is a little need for comparison to Middle Ages to Renaissance. I used this as a way to get students talking about differences before giving them ANY content knowledge. 

1. I found 8 examples of Renaissance art, architecture, and science. I found 8 examples of Middle Age art, architecture, and science. I attempted to find similar images creating "buddy images". (Last Supper Renaissance and Last Supper Mid Ages). 
2. I taped them up around the room next to their "buddy image" 
3. Students were given a simple record form that aske them the station # they were at and what the similarities and differences were between the two pictures. 
4. Kids paired up, walked around, analyzed images and had conversations. 

How is this vocabulary? 

Because these kids, through just simple conversations, were already USING the vocabulary I was going to be teaching them in our Renaissance unit...and they didn't even know it! They were pointing out characteristics of Renaissance art (realism, perspective, light and shade). They were applying knowledge they didn't even know they had! I love it! 

Plus this made a simple activity that I could refer back to when I was explaining in more detail some of the changes that occurred during the Renaissance. 

Want those pictures? Click HERE >>> Renaissance Image Introduction

Cool right!?!

Both of these activities require students to DO things. Requires them to apply information and think at a higher level. Both of these are engaging and I rarely have to redirect someone back on task. (Though, it does happen. There are no perfect teachers). Both of these allow me to sit back and watch them learn...I facilitate the learning, I don't just tell them what they need to know. 

Don't be afraid to allow kids to try things on their own. Will they fail? Sure, sometimes. But they will also have moments of success. They may just surprise more than themselves with how much they're capable of.

Small Changes = Big Impacts

One of the huge advantages to a "Four Block" schedule and teaching an entire year's worth of material in a semester is the second semester. I get to start over and try new things, tackle those sticky-notes of changes I stuck all over my unit notebooks.

Over Christmas break I had a list full of big ideas.

And then I crumbled it up and tossed it into the trash.

Reality check. I spent more time at school the first semester than I had in 13 years. My first year teaching. Makes since, since I'm basically a first year teacher in her 14th year with new content and age level. BUT this time around I have so much more going on outside of school. That time at the school, while necessary and valuable to the classroom, was a sacrifice somewhere else.

So I need to slow down. Give myself grace. And time.

I have time to tackle those big ideas. Over the summer.

Now I can change my focus. To the little things. Little changes that, in turn, have made a big impact on the start of this semester. What are those little changes?

I'm glad you asked.

1. Bell Work
I always used bell work at the middle school level. It took about a week to get the 7th and 8th graders trained to come in and get started with the intro task. When I moved to high school, I figured I wouldn't need it. We'd have our "good things" talk and move right into the lesson of the day. Turns out, the structure of starting class with a simple expectation everyday is good for Sophomores and Juniors too.

2. Phones in the wall pockets. 
Ok...so I wrote a blog post before the first day of school about self-regulation and how it is important to allow kids to develop this skill. (read that post here) While I still believe that we need to teach kids the skills of self-regulation, I decided to use this semester as a little experiment. You see, for the most part my Juniors would put their phones away or upside down when I asked, but when it comes to self-regulation these kids THINK THEY'VE GOT IT. They think they are on task and working. They think the phones aren't a distraction. For the most part, they're wrong. They just don't realize how often and long they spend on the phone during a class period. Causing lessons and projects to take longer than necessary, and I don't have that kind of time. Plus...I didn't want to have to start class everyday with... "Ok, let's put your phones away or upside down and take your ear-buds out." And thanks to my bell work class starts with them beginning on their own (for the most part...some need a little nudge). For the record. I haven't given up on the idea of using phones to teach kids self-regulation. For now, starting the semester, this is working.

3. Note Prep
I don't lecture a ton, but I still do some. I make it a point to keep my lectures at 20 minutes or less. If it goes over that time, I want it to be due to a great conversation and awesome questions from the audience, not because I have to pause and wait for them to write things down. I got frustrated with my classes last semester. Even though we practiced note-taking skills and I repeatedly told them they didn't need to write everything down. They still did. Every word. Ugh! Made things take twice as long. So this semester I changed it up. On a day I have a lecture, I try to set the bell work as note prep time. I place my slide show in Google Classroom and let the kids have 10-15 minutes to prep. This allows for them to get a head start...or copy it all down if they feel like they need to. While I lecture and discuss the information they can either add to, highlight, or just close the notebook and listen. This allows me to get the material covered at a reasonable pace, they ask better questions, and if they miss anything, they always have the presentation available in Google Classroom.

4. Scaffolding and Expectations
High school kids are quicker and smarter than middle school. But they still need guidance. They need clear expectations and they need to know the process for thinking historically. It was pretty easy to just assume, last semester, that these kids can get it because they are older and wiser. This time around I'm taking the time early in the semester to teach HOW to analyze documents, how to recognize perspective, and how to place it all in the context of the time period. As we finish up our first unit this week, I feel like this group of kids are already more critical thinkers with primary and secondary sources.  Just because they are turning 17 this year, doesn't mean they're too old for "I do - we do - you do" type of activities. I will be writing a blog post on how I use scaffolding at the HS level to teach historical thinking skills. So be watching for that!

Sometimes you don't have to do big things to make a big difference. Try something small.

The Continuous Acrostic

Good morning to you all. School sleep schedule has my internal clock waking up by 5:00 AM. This morning I forced myself to stay in bed until 5:45. Now I've got a pot of coffee brewing and I decided to start your week off with a quick strategy that I have fallen in love with.

The Continuous Acrostic Poem.

I don't know if that's the actual name or if I just made it up. I know from my elementary school days that an Acrostic poem is where you come up with a word for each letter of the "primary word". I always remember doing them with my name in elementary schoool. J I L L = Jolly Intelligent Lovable Loud.

I love using poetry in social studies. It is a great way for students to make a deeper connection with the content as well as stretch their vocabulary. And when done in collaboration with your ELA teachers, kids can create some pretty awesome poetry. Two of my favorites that I've blogged about before are the Haiku and Blackout Poetry. Check those posts out, cool stuff.

Sometimes I don't want the activity to be a long project. Sometimes I just want it to be something quick and easy. That's where the continuous acrostic comes in. I give my students one of the main vocabulary words for our unit of study and they are required to write a poem that continues through the letters of the word. Instead of using one word (like elementary "JILL") or even stand alone statements, this challenges kids to write something continuously through the letters. It should all read as on long statement, or group of statements about the topic.

I LOVE this strategy because in order for the kids to be successful at it, they HAVE to include details and examples about the word that they have learned in class. Some students' poems read just like a paragraph, while others really dive into the creativity of the poetry and make a truly moving poem. I have used these in conjunction with a larger project, as an assignment at the end of a lesson, as a review activity, part of a choice board, and as a station rotation task. It can even be used to summarize an analysis of a primary source. So versatile!

Here are a few examples from my high school students this year. I have also done this in the past with middle school.

By: Keton

 

By: Nina

By: Sam

Enjoy! Have a great week :)

The Amazon Review of the New Deal

Ok...so it's been a little while since my last blog post. I've been a bit busy. But that doesn't mean that I haven't had ideas of posts ready to type. Time has been on the short side this last semester.

I want to start out the new year with an activity idea that I got from a conversation with one of the best in our state, T.J. Warsnak. Who in turn got the idea from talking with one of our former KS Teacher of the Year, Sam Neill. (See how the magic of a PLN works?)
Follow them on twitter @thewarsnak and @SJNeill13

The idea is to have students give an "Amazon Review" of a moment, event, or policy in history. I think the original idea was one for teachers to use to reflect on our school year. Give yourself a 5-Star Amazon Review, then give yourself a 1-Star. What did you do well? What do you need to do to improve? TJ thought this would work for content.

And it does.

The conversation was perfect timing. We were just about to start our unit on the Great Depression and I figured I could use this for having kids give BOTH a 5-Star and 1-Star review of FDR's New Deal Programs. After some sharing and emailing back and forth with TJ and @coachschutte (another teacher rockstar in my PLN) this is what I ended up giving to the students.

1. I created this Google Slide template to push to the kids in classroom giving each student his/her own copy. >>>CLICK HERE FOR TEMPLATE

2. At the suggestion of Derek Schutte, I included review examples of the Rumba, so kids could see how something could have both a 1-star and 5-star review. Plus both reviews were great to show students how specific examples and reasons for the review...which would, of course, be required in their assignment.

3. We talked about how reviews can be very helpful to potential buyers, but that not all reviews are helpful. The more specific details someone gives for the reason behind the star ranking the more "useful" the review is to the reader. Their task is to create a very helpful review.

4. This was done after we had completed a SHEG activity on the New Deal and looked at both positive and negative outcomes. (Find that lesson here)

5. Each student was required to create BOTH a 5-Star and 1-Star review. Explaining both the good things and not-so-good things about this program. They had to list specific details to support their reasoning from the evidence they studied in the SHEG activity and learned in class discussions, assignments, and lectures.

REFLECTION:

• Great activity! I love that it gets kids writing, but in a different format. So much of the time in school their writing assignments are more formal. This is more of a casual writing assignment that is relevant to kids in their everyday lives. They will, or have, written reviews online about a product or service. This assignment can give kids the chance to practice a different form of writing, but writing that still requires you to support your claim. 
• I love the flexibility of this. I can use this for programs, events, people...all kinds of topics that come up in social studies. 
• I also love that I can use this for non-history type things as well. Reflection for the students on themselves at the end of the semester...what they did well and what needed work. This could even be the end of the semester evaluation for me, the teacher. What did I do that would earn me a 5 star Amazon review? What would cause me to get a 1? Just a different spin on ways to provide feedback. 
• Finally, if you didn't pick up on it through the post, this activity was a combination of conversations and sharing ideas and feedback between teachers around our state. We don't work in the same building, but because of the connections made both online and at conferences we are able to collaborate on activities in the classroom. Surround yourself with those who make you better! 

Give it a try! Let me know how it goes!

And chat up that PLN...ideas are everywhere!

It Finally Happened.

This is me.

In the middle full-on melt down.

It is day 2 of Thanksgiving Break.

It is finally coming out in the only way I know how. The only way I have left. Tears. They started an hour ago. They're still flowing. I can't stop. Months of stress built up come pouring out, as I try desperately to stop before my kids notice or my husband gets done with work. Hoping that no one asks how I'm doing, only to start the flood of tears all over again.

Thanksgiving has always been my favorite holiday. Just enough time to slow down and relax.

Not this year.

Some of it is my own doing. The cooking, baking, and decorating. BUT I love cooking, it brings me joy. But this year it is just another thing on a list that I need to rush to finish up in the tiny window I have of "nap time". The decorating has to happen this week if it's going to happen. It has to happen. We have kiddos who are VERY excited to get the house ready. They ask every day. Multiple times.

I just feel like I'm pulled in 20 different directions and I become the "jerk" if I say no to any one of them. And they're all legitimate "fun" activities that I should "want" to be a part of. So many obligations...

But right now it's just another thing on a list that too long, with time dwindling away.

This was bound to happen at some point.

So I write. Because I cannot be alone in this struggle.

And it is worth it. It is just really, really hard right now.

New Deal Run

I never regret it when I get my kids up and moving. When I'm able to imbed content into some sort of physical activity. Sometimes it's as simple as reading them a statement on content and having them move to one side of the room if they "agree" and the other side if they "Disagree."

Sometimes it's a little more involved. Application. Action. Engagement. Today's activity comes originally from John Meehan (@MeehanEDU) I ran into the idea when Derek Schutte (@coachschutte) posted his "Constitution Run" on Twitter. I immediately tagged my colleague Becca Hawthorne (@MsHawthorne266) mentioning that we should do this sometime. Luckily for me, "sometime" to her meant the next day. She created the New Deal Run and our kids have all benefited from the simple, active-learning, application activity!

Here are the details.

We have been studying the Great Depression and done a few things with FDR's Alphabet Soup New Deal programs. Today the activity centers on applying what they have learned with senarios of different people and then deciding which New Deal Program would have been best for that person's situation. This is mixed with the idea of a "run".

1. Warm Up: Like anytime prior to activity, we should warm up. So I had the students "warm up their brains"  They were given a reading from pages in the text book. I decided NOT to staple them together so teams could "divide and conquer" allowing each person to take a page. They were given highlighters and told to read through the information highlighting anything that seemed important. I gave about 10-15 minutes for this and then allowed each group to discuss among themselves what was most important. ***This worked out great in the end because each person was able to recognize when they had read or highlighted something that was important in the scenarios later. This made sure everyone participated***

2. There were 10 scenarios cut apart and placed in a box in the middle of the room (we actually went to a vacant room in order to be able to spread out more. BUT this can be done in your own room as well).

3. Rules: Teams were to send ONE person to "run" to the box in the middle of the room. Grab ONE scenario and take it back to their team. Working together they answer the question, glue to scenario to the larger 11x17 paper and then bring the page up to me for approval. If they are wrong, they have to go back and try again until they find the correct answer. (immediate feedback...BOOM!) Once I approve it, someone from their team can "run" back to the box and grab another scenario. The first group to get all 10 scenarios answered correctly (with my signature) and glued to the paper (in any order) wins. Prizes for the first two groups to finish.

This activity was awesome. Not only did I have most students participating in various ways, they were applying what we learned and practicing for their test. Such a great way to engage the students in an activity with content. Plus...I haven't met a student yet who doesn't love getting prizes. Even something as simple as a Jolly Rancher.

Want the scenarios created by @MsHawthorne266 --> CLICK HERE

Just a side note. While I have very high student engagement with this activity. I did not have 100% of the students with me. It is my hope that I am able to provide an engaging classroom for my students and many times I have most of the kids with me. BUT I am not perfect. There are no perfect teachers. Those students who did not participate fully miss out on participation points and a chance to practice scnearios that will be VERY SIMILAR to what they will see on the test. Choices have consequences. 

Game Changers - Project and Reflection

Reflection is the name of my game this year. I have told my HS students this semester that they are my guinea pigs all year. Everything I do is the first time I try it. Even if it's something I have done before, this is the first time I try it with this age group of students.

Changes are coming. My notebook is riddled with sticky notes of changes to make next time.

I thought I would write a blog, giving you an idea of what that looks like. I share the stuff I use in the classroom, but I don't always share my thought process at the end. So, here it is.

Project Title: Game Changers of the United States

Descriptions: Working in teams, students will identify a person, document, or moment in history that caused our country to shift directions. They will decorate a ceiling tile to dedicate in that Game Changer's honor. A speech will be written and delivered during the "Dedication Ceremony" in class.

Project Instruction Sheet and Rubric >>> CLICK HERE

This project is something I have done on a smaller scale with my middle school students in the past. If you want to read the blog post detailing that project >>> CLICK HERE

Results:

Aren't those cool?? I just love how they turned out. But that doesn't mean it was perfect. That doesn't mean there isn't room for improvement. When I reflect on what I look at both what went well and what changes need to be made in order to make it better.

What went well?

• The end result was awesome. The tiles look great in the ceiling and my super artistic students had an opportunity to shine. 
• On the first day, I had the students make a list of their academic strengths and weaknesses, things they add to a team when tasked with an assignment or project. I had them share the lists with their groups. This helped the groups delegate tasks based on the strengths and weaknesses of their members.
• For the most part students used their time wisely. There wasn't a bunch of wasted time, but there was time that could have been better organized...for example all 3 group members spend a day and a half researching and writing their speech, then were stressed to finish their tile on time. They could have "divided and conquered" the work so they weren't stressed with finishing the tile at the end.
• I was worried initially about "content" and what might be covered, but I was insistent that students have choice in their "Game Changers." The great thing was that all groups except for two chose a topic that falls within my scope and sequence. Many choosing something from what we could consider modern history.
• I took a risk and put together a group that was made entirely of the kids who struggle to participate. They ABSOLUTELY ROCKED IT. I saw leadership, delegation, engagement and I didn't ONCE have to tell them to get to work. They picked a topic they were interested in and have one of the coolest tile designs! I am so proud of them!
• In general students love working on projects, but to just move from one project to another can be taxing. We are moving into more "traditional" learning methods for the next couple weeks. The students are excited for those and seem to approach class with more confidence and energy. It's almost as if they recognize they got to do something cool and fun and want to do well on even the "regular" assignments so they can keep doing things that are different.
• The cool thing about this project (one of the many) is that it automatically provides advertisement for the things we will do in class. My Sophomores were asking if they get to do this. Its one of the first things kids see when they enter the classroom and one of the first things they ask about. The tiles create a buzz of excitement.
• Grouping worked decent. I used a strategy that I detail HERE in this post about differentiating the students who are artistically talented. This made sure that every team had someone who could hold a pencil. For the most part my groups were good. Maybe a couple changes here and there...but grouping kids is the HARDEST part of any project or assignment for me. 
• The kids are PROUD of their work. They bring in friends from other classes to show off their hard work. :) 

What is needed next time?

• Each team member will complete the research and write their own speech before we begin working on the tiles. Then they can compare speeches and create one "MEGA-Speech" out of the best of each. This way I am ensuring that each student does the research and content portion of the project. This can also be a part of their assessment. 
• I will be more specific on what elements I want on the tile. I was pretty general with my tile requirements in order to allow for creativity. And while I got that with some, other's needed more guidance. I think I can find a happy medium. 
• Timing...The original idea had this be the final project of the year. I was worried though, that I may run out of time and end up cutting it. I still like the idea of the end of the year, BUT it worked well as a mid-term type project. Knowing that this project will be a priority may keep the project in the middle of the semester, but I have flexibility depending on when I want to use it.
• I try to have a good balance of checking in with the groups and allowing them time to work on self-regulation and time management. They cannot learn how to manage time without me giving them time to have to manage. I always feel like I can do better and helping them with those skills.
• Looking at how I can increase our audience base. Do I have some sort of online presentation and voting to share out? Do I invite guests? How can I increase the stakes of the presentation pieces.
• I would love to make over my classroom so it looks like an actual ceremony. Black table cloths, fake candles, snacks and have the kids dress up for their presentation OR dress in character. That would be a cool way to wrap up the project. 

There you have it. A look inside my head and how I analyze the things I do in my classroom. Many changes to come and my classroom is slowly starting to resemble who I am as an educator and reflect my education philosophy. It takes work. But it is worth it!