#GrowthMindset: A Mini-Lesson

Today was an odd day on campus with PSAT/PACT testing in the morning and our Homecoming Parade in the afternoon, so I had one class that was 20 minutes long. Not long enough to start our next thing, but too long to give the students their desired "Free Day." It was the perfect chance to throw out a topic I have been circling onto for a while now online. I didn't plan to do this, so it was very spur of the moment. I didn't realize that we would have so short of a time initially, and so my TEDTalk analysis (which is short) was too long for this chunk of time.

I went to the Ol' Reliable: YouTube and found this video.
Showed this in class to my students and used it as a spring board to a conversation about GrowthMindset.

 I showed them this picture. That I pulled from a basic Google Search.

And then we headed out to our Outdoor Learning Space that has dry erase boards. (This is the only pre-planning I did.) I went out before the class and wrote #GrowthMindset on the board and made a T-Chart just like what I showed them in the classroom. I had them write their own (or even use these) and make it ours. Several of my artsy students drew their version of the concept instead. 

Mini Lesson in the Outdoor Learning Space #GrowthMindset #MISDProud #Differentiation pic.twitter.com/vfYyp0TOMd

— Autumn Riley (@MrsAutumnRiley) October 19, 2016

 This turned out to be a great Mini-Lesson, and I will definitely revisit this concept with my other classes.

Post it Notes in the Classroom

There are schools in our district with big beautiful dry erase board walls. And unfortunately, it is not my campus. I see a lot of cool things happening on these walls, but I had a mini "ah-ha" moment this week. 

Sometimes you don't need fancy - just functional. 

After student-teacher writing conferences, I had students share out via Post-It notes one strength and one struggle in their essay. This was a great way to visually see our collective strengths and struggles. It also provided students with a built in feeling of safety because students could see that at least one other person shared their same struggles.

Other Ways I Use Post-It Notes in High School English:

- Brainstorming examples for essays that can move from the "Kernel Essay" to the draft

- Easy (no cutting or gluing) "foldables" in our notebooks. We use stickies to create flaps and write info under them.

- Hashtag lists for themes

There are a million other great ways to use Post-It's. If you don't have walls to write on, you can still make it work! 

To Kill A Mockingbird Project Options

These project options are not my own (okay one of them is, but the other three aren't). In fact these projects options have been around for so long, I don't even know where they came from. :(

What I wanted to share is the format and opportunities of another published Google Slide presentation. This year I have chosen to allow some students to turn in hard copy projects while others turn in digital versions of the same project (character journals versus character blogs).

Click the interactive slide below to preview each assignment opportunity. 

Julius Caesar Social Media Project

This year, I have fallen madly in love with one feature of Google: "Publish to Web".

This feature allows me to provide a permanent link without sharing to presentations, documents, spreadsheets, etc. I don't always love the formatting on the published docs, but I absolutely ADORE publishing Google Slides!

I can create linked direction that are interactive! Check out my Julius Caesar Social Media Project below. The permanent link to this project is tiny.cc/jcsocialmedia

A Happy Little Lesson

Lately, we have been reading Night by Elie Wiesel in our class. It is a great, high-interest read for the students! However, it is all about the Holocaust and reading it for weeks can bring down the mood of the classroom. This lesson is a happy little break from the very serious book, but it still has its own academic merit. 

Before the Lesson

There is very little prep-work for this lesson, and in fact, it's not really mandatory that you do these things ahead of time. 

Last week, we used our "My Writing" time one day to build a thesis statement. To do this I gave students a STAAR style persuasive prompt. (My prompt came from The Curly Classroom Persuasive Prompt Pack.) Ultimately the question we are answering is: Is Happiness a Choice? 

[This is a super serious question in some class periods, and others find it really silly... just be ready for the wide variety.] Then, another day for our "My Writing" time, students spent 10 minutes answering that same question in a free-writing. 

The Lesson

1. I began the lesson showing two short video clips to get students in the mood of our theme day. I show Hakuna Matata and a clip of Mumble tap dancing from Happy Feet. We have a mini-class-discussion on the tone and mood of these clips. 

2. In small groups, I have students generate a list of 10 songs that are "happy" songs. (Yes, they all ask if they can write down the song "Happy"!) 

- After they generate their list, they have to hashtag it: two hashtags per song. They are not allowed to use the #happy. (I encourage them to think more globally about the song, and I don't let them use the artist name or a line from the song as their hashtag.) [Stolen Idea: Hashtag Lists come from The Curly Classroom Mayday Menus. Seriously, I loooove their ideas!]

- I gave them the example of "Tim McGraw" by Taylor Swift. We would say #younglove. 

3. Groups pick the best songs/hashtags on their list and write them on a sticky note. (This is their exit ticket for the day.) 

4. Then, we address the counterargument to this idea that happiness is a choice. I show them this video.  She is very human, and I think my students listened to her side of the argument more than they would have from me. (It also offers safety for the kids who don't feel happy in general.)

- We again have a small discussion about this video.

5. The last thing students do is a 10 minute timed write in their My Writing section. Their prompt: "Write about a character who chose to be happy despite their circumstances."

After the Lesson 

All this is prep-work for a class period long timed write. Students will write the full STAAR style essay another day. 

I love this little upbeat lesson. While students are working I play my "Happiness" Spotify playlist.

What's the Score?

As we draw closer and closer to the infamous test the acronyms EOC and STAAR are in my life a LOT! I am not afraid to talk to my kids about the test. I do not think this means I teach to the test. In fact, I often use it as a great example of how every job (no matter what) has some form of performance measure. For my non-college bound kiddos, I talk about welding exams, cosmetology exams, and the plethora of other tests that exist in the world. Taking the EOC is about so much more than the knowledge they are testing you on. It's about knowing the information AND how they want it because let's be honest here: pick the better answer is seriously one of the most frustrating things for all of us in the world.

One of my favorite strategies is to play a "game" of What's the Score?

This can be done with short answers or the essay. I have done this cold before (meaning my kids hadn't written the same essay or read the short answer story before), but I find it works best with a bit of ground work.

The Background Work: 

At Region 10 training this summer, we learned a strategy called "unpacking" the rubric. You provide students with a copy of the state scoring rubric (all materials for this entire activity are found here). I put them into groups and have them create a "student voice" version of the rubric. I mean VERY student voice. I have them create a table with the same number of bullet points in each box.  I give them example from the Development of Ideas in Score Point 2. The state rubric says something about the argument being superficial and inappropriate to the task: "Mini-Skirt Barbie argument" is how I tell them to write it down.

This year, I learned that GOAT means Greatest of All Time. (That's what one group wrote for their explanation of the necessary sentences in Score Point 4.

I take the best pieces from allllll the groups to create one giant Student Voice Rubric, and I end up with something like this. It's not perfect: That isn't the point!

Then, they have to represent a score point 4 visually... Some of them get a little bit crazy! (See Unicorn Pooping a rainbow below) They explain their poster to the class, and we hung them in the hallway.

I do this activity in small pieces over a week's time:

Monday: Score Point One (10 minutes)
Tuesday: Score Points Two & Three (10-12 minutes)
Wednesday: Score Point Four & Begin work on Visual (10-12 minutes)
Thursday: Work on Visual (10 minutes)
Friday: Finish Visual (10 minutes)

The Background Work Continued: 
I, also, make sure that my students have already written the essay/short answer themselves BEFORE we play. I think it gives them a better understanding of the essay or the short answer piece, so that when you are playing the game, it is about those answers not about comprehension.

I had my students pick between the Big City vs Small Towns essay and the Learning is Positive essay from the Released Tests (again found here) from 2014 and 2013 for their fall semester exam. (I know I'm not the most careful and thoughtful grader the day before Christmas Break, so I save these essays to use when we return for second semester (that way it's not a waste for the kids).

For the short answer, I used the excerpt from "The Custom of the Country" from the 2013 state release. I have them read the piece and do the short answer question for homework in advance. I send no other questions home with the piece, just the one short answer question... because I really want them to do it and pay attention.

Side Note: I told my kids to quit focusing on "the strategy" that we have been drilling into their brains to answer the SAQ. (We use ROQC. It's super similar to APE.) Instead, I said write a paragraph answer. For SO MANY kids, this explanation clicked like NEVER before!!! 

Okay, so that is the background work.

What's the Score?
On the day of the game (these are two separate days worth of games, and they probably take about 20 minutes a piece), I give each group a packet of essays or short answers. They must work together to determine the score of each piece. [I make them enter their answers independently into the clickers, so I have a daily grade. Plus, I can see where each group is at. AND if someone disagrees with their group, they can enter their own choice.] I project the student rubric we created together.

Then, I use my Google Slides presentation to go through the answers with them. I make them tell me out loud why each essay is score what it is. We have quality discussion about why each essay or short answer received it's given score. It is awesome when they argue for what they believe, and with all the background work they feel like they have a firm foundation to argue from.

Here are my presentations - again all this material is taken from the state scoring guides. I have just formatted it in a way that works for classroom use.





Here are links to each show, if you want to use them in your classroom.

Short Answer
Persuasive

I would love to hear how you work with the EOC rubric in your class! Let me know in the comments below.

Sketch Notes Round 2

Last year, I toyed with Sketch Notes as a technique for note taking. Some of my kids really latched on and loved it! It is super visual and keeps busy hands moving during note-taking time. Those that are easily distracted can channel their doodling tendencies into something productive.  I loved the concept, but I couldn't fully figure out how to support my students in the technique. I put it to the side for a while...

Then... I FIGURED it out!

We are a Schlechty district, here, so I have the design quality words etched in my brain (not to get into the whole lesson design thing because that its whole own topic). I am constantly trying to think of ways to give students content in an organized way that compels them to focus on the end product, while protecting them from initial failure, providing them with choice, novelty, and variety, and giving them an authentic task.

We read Night by Elie Wiesel, and I have transformed my question packets into reading note boxes over the years because I felt like this was more authentic to the task. However, this year, I decided to GO for it. I presented students 3 options for note-taking:

Traditional Notes

Digital Notes

Sketch Notes

I provided boxes with chapters and page numbers for the traditional and digital kiddos. (The digital option is the same as traditional, but they have to share it with me through Google Drive and are able to type in class.) I explained that I would be supporting the folks that choose sketch notes.

It's not the easiest thing for ME, but it's working great for THEM.

Each day, in every single class, I take the notes while we read on my document camera. I model for them in REAL time - I think that part is important. Sometimes, I think we don't want to look dumb in front of our students and are therefore afraid to create in front of them. They need to see you work. They need to see the process, so right now, I take these notes 5 times each day. (They get much better by fifth period.)

This seems to have unlocked something magical in my kids. I have modeled the first two chapters entirely, and I plan to continue through about chapter 4-5. Then slowly, I will begin to do less with them and less and less. Until, they are ultimately taking their own notes in the end.  My kids (who were initially reluctant to try this because they said they aren't artists) are LOVING it.... They tell me they understand the book. They remember the book.

Here are some pictures of my Notebook for Chapters 1 & 2: (Note how much they change and get better each class)

Chapter 1 Page 1 (5 times)

Chapter 1 Page 2 (5 times)

Chapter 2 Page 1 (5 times)

The 10 Minute Class

If you teach, you already know that the attention span of a student is limited. For a lot of my students, their attention span is very limited. We live in such a time of instant gratification and fast paced change that even my non-blocked 45 minute class period is too long for them! So how do we fight it? How do we get students with such short attention spans to stay focused? Only teach for 10 minutes.

Use the Google Timer - Super Easy... Google the word Timer 

"Wait - Do what? Did I take a crazy pill this morning?" 

I don't mean that I only teach for 10 minutes of my class (gosh, wouldn't my sophomores just love that). I mean I only teach any given thing in short increments. Sometimes these are 5 minute chunks, others they are 10 minutes, and ultimately sometimes you really do need a full 20 minutes. This means I do approximately 4-5 different things/lessons/activities (whatever you need to call it) in a class period. 

Again, I stop to ask, "Am I crazy?" 

The answer is: No, I'm not crazy.

This is seriously, actually doable, and it's really pretty manageable, even if you aren't a super OCD planner. Take any activity/lesson/thing you've done in a 40 minute class period in the past. Now, break it up over 4 days. Voila! 10 minute chunks are born. 

"But they need to write a whole essay for me..."

Okay, so set your timer. They get 10 minutes each day.

"But we are reading a short story; I can't just stop halfway through."

Um - why not? I do it all the time (now). 

"But when do we take notes?"

Take notes in 10 minute bursts over an entire week; your students will relish not sitting through 45 minutes of Charlie Brown's teacher, "Wah, wah, wah, wah..." 

I facilitate my class chunks with the daily use of my class notebook, but more on that in another post.

Classroom Tour 2014

Welcome to Mrs. Riley's Classroom for 2014

I am a bit behind in sharing my classroom with the world... (I wonder why? Could it be that I am super super pregnant, as in due in less than 11 days? Well, yes I'm sure that has something to do with it!) Despite the fact that I will be missing part of the fall semester very soon, I wanted to be sure that my classroom was done top to bottom this year! We changed rooms with the opening of a new high school (which is a whole other way too complicated story), and I finally got a big classroom. 

I knew that I would be gone, and so this year I have gone above and beyond what I normally to do set-up my organizational systems. We are also going a bit more "Curly" with our lessons as a sophomore team this year, and can I just say, "WOW!" What a difference it is making? I feel like I am constantly sprinting through class, but my kids are seriously getting so much. They aren't asleep, bored, or texting under their desks... ok they might still be texting under their desks, but they are engaged SO incredibly much more than I ever saw with what I did last year. If you aren't a fan of the Curly Classroom, you need to go see their site. NOW. 

Ok without further ado...

My Student Turn In/Absent Work Station 

Information Board: I have also posted their clicker numbers here, now. 

My somewhat creepy shrine to Kurt Cobain in the back of the room. 

My cringe-worthy pun... I hate that I spelled it like this for the sake of the pun, but the kid's love it. (Though, they want to take these jeans off the wall and wear them for whatever reason.) The table under is overflow student supplies that aren't in their table baskets.

A view from the side?

Behind my door, some leftover decor from last year's college themed door decorating contest. Our class slogan was "There's a College for everyone!"

My Teacher Corner aka The Greatest Teacher Space I've EVER EVER had:

Two desks, gorgeous bulletin boards, Audrey Hepburn, and organization out the wazoo! (Since we are having a second boy very soon, all of my girlie guest bedroom decor has now found it's way to my classroom... hence the pink/damask overkill corner!) My inspiration for these boards was of course a pinterest pin... to this site. 

My Microwave in the back of the room with allllll those cabinets! Woohoo

My Crazy Full Weekly Agenda Board! 

Two of my best friends... My Lesson Plan Binder & My Curly Shared Readings 

Say, "Hello" to my brand new interactive notebook! I have five tabs: "About Me," "Toolbox," "My Reading," "Close Reading" and "My Writing."

Below is a picture of a Star Point in my Toolbox. I take pictures of our notebook each day and upload them to our class blog for the absent kiddos, too... Which REALLY seems to be working for me! With four segments of class, they need pictures. 

Finally, my final pic... Shirts hanging on a line? No, it's my first day of school "Get to know me speech." I have T-shirts to represent the significant moments in my life. I use this to talk to my students about who I am. Then, the next day they make a shirt to represent themselves. We hang it on the "Jeanius Work" clothesline! 

I cannot believe it's already so far into the first semester, but I am still 100% in love with my classroom and the style that we are teaching class! 

Lots of Love,

Mrs. Riley

What is a Classroom Blog?

Google defines blog: 

Blogs in General 
I love to Blog... I have a personal blog all about my pregnancies and my babies, so it's probably just in my blood. I stalk teacher blogs allllll the time. My personal favorite teaching blog is The Curly Classroom! That's me, though, so how can a non-blog-fanatic teacher successfully use Blogger in the classroom? There are tons of different ways.

Blogger

(Images from this PDF by WestEd for Google) 


Some teachers use them to share their lessons, experiences, decorations, findings, complaints, and so on with other teachers. These blogs can be extremely useful when you are stuck in a rut, but also, they can help you see what possibilities there are in the land of blogging.

Links to Different Classroom Blogs 
Check out these links to get an idea of the different ways people use blogger. 

Teacher Blogs for Teachers 
The Amazing Classroom(elementary)
A Cupcake for the Teacher (tons of elementary printables)
Fast Times of a Middle School Math Teacher
Confessions of a Middle School English Teacher (Not a blogger blog)
Clutter Free Classroom (Classroom Organization)
The Curly Classroom (secondary English) 
Following My Heart to First (first grade) 
Fourth & Ten (fourth grade) 
7th Grade Math Teacher Extraordinaire
Students of History (middle school History) 

Teacher Blogs for Student Use
Ms. Groesser's 9th grade World History Class
Ms. Morris' Science Classroom 
Mrs. Dufort's 3rd Grade Class
Mrs. Nicholas's 7th Grade Language Arts
Mrs. Dyer's 5th Grade Class (more for parents but great) 

Other Ideas For Use
- Absent Work: Take pictures of your board or anchor chart each day. (With the free app, you can take pictures on your phone and upload them to your class blog in seconds!) 
- Parent Communication: Link to Google Forms for sign-ups 
- Webquests: Easier hosting of links for webquests or specific websites for student use

Create Your Own Blog 
Google Directions for Creating a Blog 

Sketchnotes

 

I am an avid Pinterest user, which as most people know can get dangerously addicting.  I have tried lately to channel my Pinterest addiction into something useful, so I have been scouring teaching pins.  Lesson planning at the beginning of the school year with a four month old can be a little bit scary, but I think I stumbled onto something AWESOME!

Sketchnotes are all the rage in tech land.  (BUT It's crazy hard to find examples that aren't done by insane artists or about conference type things.) Being a high school English teacher, I see that not all students are bullet and list note-takers.  This year I wanted to provide more options for notes, instead of just showing the same PowerPoint over and over.  That used to be tech savvy and hip... now the kids are bored of it! So I took last year's version of the notes and voila, I transformed them!

This is my teacher version of the notes we took today.  

 

These are the pre-reading notes that we discuss before reading "The Lottery" by Shirley Jackson.  They are fairly short notes (3 literary terms and 3 "buzz words"), so I thought they would be ideal to try this new strategy with.

I began the lesson by showing the students some google image examples of sketch notes. I explained to them that sketchnotes were just a technique in lieu of traditional note-taking.  I allowed those linear thinkers to take notes in traditional bullets. 

I drew the sections on the board for them and actually sketched the notes out along with them.  (I modeled them this time, and I think I will the next couple of times I use this technique.) Eventually, I think my sophomores could do this without my guidance (and my terrible art skills). 

We took these notes in our interactive notebooks (composition books). 

Below is an actual student copy.  I think it was a successful day of notes! 

Our notes covered:
Irony: dramatic, situational, and verbal
Symbolism
Tone
Buzz words: tradition, community, lottery

PS Yes, I used Buffy as an example of situational irony!

Tell me, have you used this technique before? Would you be willing to try it in class?

First Week Ideas

Welcome back to school y'all! I cannot believe the first week is already done. I am still frantically trying to learn about 130 student names #secondaryprobz!

This is my second year to teach sophomore English. Last year was my official  first year of teaching (after teaching half a year of 7th grade English it was a cake walk!) I am really excited about some of the new things I'm trying in my room this year.

This new bulletin board is probably my favorite thing... Here is what it looked like for the first day of school. The picture isn't super, but it basically says if blank had twitter.  I will fill it in with different people, authors, or things we are studying.  For the first day I had, if our mascots had a twitter. Then, I made up goofy hashtags for them. (#yourmascotsuitsmells) I used sentence strips and had our librarians laminate them.  I used dry erase markers to write my different hashtags. 

I already updated it from their Root Words List for the week. One of their roots is "derm," so I wrote a a hashtag that said #mileyshowedtoomuchepidermis Many of my students noticed the board and got a kick out of it! I can't wait to keep updating it this year! 

The first day of school can be a little bit scary, so I always introduce myself to the students.  I want them to see where I come from.  I tried this last year and improved upon it this time around.  I used all different shirts from periods in my life (high school, college, runs, wedding, and baby pjs) to tell them all about me.  

Then, I had them create a t-shirt out of construction paper to describe themselves. I didn't give them a template or any very strict rules.  It is really cool to see who wants to use scissors, who wants to make a tank top, and that type of stuff! I hung a clothesline from the Dollar Store around the room and had the students hang their shirts on the line.

I really love how my personal area turned out this year.  I have a chair to sit in and teach from the back of the room, when I have to use the computer.  (So that I can control the mouse and all that without sitting behind my desk) I also reoriented my desk to create an "L". It keeps the students from coming behind the desk now, since I have almost a counter for them.  I stapled fabric right to the wall behind my desk since there was no bulletin board there.  I am using thumb tacks to hang things on it! Works for me...

This year I am trying some different things. Including dipping my toes in the "interactive notebook pool."  I will try to get some more pictures of what's happening in Mrs. Riley's class to show off my new improved systems management for the year. :) 

Good Luck to all!