The best site was readwritethink.org, this website has such a variety of resources! Even if I can’t find something I like exactly it’s a great jumping off point to starting a lesson and getting my brain thinking.

I think I will continue finding resources because it’s always to learn new things, read new strategies, and be new and improved when teaching. If something doesn’t work for my students I want to find something better that will help them learn. It’s all about the students and the learning environment.

I may continue my blog, I think it depends on if I actually remember to update. I hope to one day get organized and have a classroom blog for me and my students.

URL: http://www.teachervision.fen.com/lesson-plan/teaching-methods/48609.html

I’ve taught analogies to my 7th grade class.  I used this lesson to help myself review and to teach it to my 7th graders.

1. Explain to students what an analogy is:

That an analogy shows a relationship between words. Explain that analogies can help them learn new words if they first determine the relationship between the words. Write the following analogy on the board:

up:down :: hot:cold

Up is to down as hot is to cold.

Up is the opposite of down. Hot is the opposite of cold.

2. Explain the different types of analogies/their relationships:

Such as: synonyms, part-whole, cause to effect, category, etc.

3. In whole group give examples of analogies for each type of analogy

4. Pass out worksheet for students to work on their analogies.

Lesson plan URL: http://edsitement.neh.gov/view_lesson_plan.asp?id=256

I actually used some of this lesson plan to teach “Sleepy Hollow” to my 8th grade class, I thought it went pretty well.

Intro: Ask students about what they already know about the story via movies, oral tradition, etc. Ask them to define what a legend is, talk about archetype and jock vs. nerd which is present in Irving’s tale.

Annotations: Since “Sleepy Hollow” is a higher reading level text have students underline and define words they don’t know as they are reading the story.

Read the text: I had my students in one class read in partners and in the other class we read the story out loud.

After reading: Analyze the text. Talk about how Ichabod is a comedic character, suspense in the story, how does Ichabod’s desires for food, wealth, and romance drive the plot?, explain why Ichabod and Brom Bones are archetypes of the jock vs. nerd and give examples, compare and contrast the story to Hollywood’s version. Did the students think that Ichabod died or ran away from embarrassment? Was the Headless Horseman a ghost or Brom Bones, explain why.

I also enjoyed looking at the I-poem examples. I feel that the students had to have had a good sense of content and vocabulary to write these. I know I want to use these in my teaching career.

Summary and Response:

Moulton’s article talks about changing the research paper from something that both teachers and students dread to something that is creative and exciting (as far as research papers go).  The multigenre paper allows students to think above and beyond just facts and citations.  It allows to really get indepth with the subject that they are researching. The best part about the multigenre projects were the endnotes to each different genre, this allows the students to justify their writing with facts about what they researched why they did what they did for the genre. And with doing a multigenre research paper it is important to set up guidelines, so that the whole thing doesn’t become confusing and chaotic. By choosing students to particpate in a multigenre project it allows them to experiment with real life writing such as letters, newspaper articles, memos, recipes, flyers, and other everyday writings. The best part about a multigenre project is that it allows students to think about what they have learned from their research, and to make use of what they learned by creating different genres.

I really enjoy multigenre projects, I’ve done a few in high school and here at ASU. Even though I’ve had my fair share of traditional research papers I would have much rather done a multigenre research paper instead.

Thinking Questions:

1. How do I get students to do thorough research when doing an multigenre project?

2. How would I go about grading a multigenre project when their are different levels of creativity and work for different types of genres?

3. How could I emphasize the research over the artfulness of the project?

Summary and Response:

Because students read first person narratives, having them write in first person allows them to express their own voices as well as deepen their literary understanding. With “I” Poems the students are the narrator which allows them to express their own thoughts and feelings from the “I” or narrator’s point of view.  It also helps them to look at situations they may have never experienced before. I poems can be a good pre-reading activity for students to learn more about the novel they are about to read, such as the examples from Sarah, Plain and Tall. By writing I poems students will gain a meaningful artifact for what they are reading.

I’ve done “I” Poems in school and here at ASU. I really enjoyed doing these types of poems. I think by using “I” poems students will be able to fully understand and comprehend the texts that they read.

Thinking Questions:

1. Is there are right or wrong answer to an “I” poem?

2. How do I get students motivated who are scared of writing poetry?

3. How do I encourage high level thinking when students are writing “I” poems?

Your Name: Amy Butler

Name of Strategy: Song, Rap, Rhyme, or Poem

Source (Where did this come from?): The Organization for Educational Technology & Curriculum (OETC)

Link to the Strategy: http://pdc.oetc.org/node/1393

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Use with small groups to solidify meaning on a topic.
Form small groups of 3-4 participants.

1. Ask groups to write a song, rap, rhyme, or poem that focus on the content or topic of study.
2. Provide time for groups to practice.
3. Have groups share their song, rap, rhyme, or poem with the whole group.

It is easier to recall song lyrics than conversation because a song’s beat, melody, and harmony assist the brain in carrying semantic information (Jensen, 2001). Music also connects multiple brain sites by activating and synchronizing neurons’ firing patterns (Jensen, 2001). As read in Marcia Tate, Sit and Get Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain.

Explain what part of the standard course of study is addressed by this activity.

Grade 7

COMPETENCY GOAL 4
The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials.

COMPETENCY GOAL 5
The learner will respond to various literary genres using interpretive and evaluative processes.

Explain why you think this strategy will work. How does the strategy help your students learn?

Students will reflect on the content and use this as a review to show their content knowledge.  The students will be able to recall the content because by using a melody/beat it will be easier for them to recall. This strategy is an effective way to have students embed anything they need to learn for mastery or to memorize, and it also is a way for them to interact with each by teaching and learning together.

Your Name: Amy Butler

Name of Strategy: KWL Chart

Source (Where did this come from?): Pennsylvania Department of Education: Before-During-After (BDA) Reading Strategies

Link to the Strategy: http://www.pde.state.pa.us/reading_writing/cwp/view.asp?a=196&q=98031

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

A KWL Chart is a three-column chart that helps the before & after reading components for the text.
K = What you know       W = What you want to know L = What you’ve learned

1. Create one as a class on the boardor have students work individually on a template or a blank sheet of paper.
2. Create three columns labeled K, W and L.
3. A topic is introduced by name or title only.
4. Before reading some text, students complete the K column, listing everything they know about the given topic or title. This can be done silently or in unison, with teacher recording the ideas on the class chart.
5. Students are then to complete the W column, listing everything they might want to know about the given subject. This is done in unison at first; eventually students do this independently.
6. If done independently, have several students share their K and W columns aloud with the class before the text is read.
7. After reading the given text, have students complete the L column, listing everything they learned from their reading, especially paying attention to W questions that were answered by the text. Again, it is best to do this in unison the first few times. (The L column serves as a review of what was read and as notes to study later!)

Explain what part of the standard course of study is addressed by this activity.

Grade 7

COMPETENCY GOAL 1
The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.

COMPETENCY GOAL 2
The learner will synthesize and use information from a variety of sources.

COMPETENCY GOAL 4
The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials.

COMPETENCY GOAL 5
The learner will respond to various literary genres using interpretive and evaluative processes.

Explain why you think this strategy will work. How does the strategy help your students learn?

This strategy scaffolds students by seeing what they already know about a subject, what they would like to know to further increase their knowledge, and then to reflect and write down what they have learned during the course of the unit.

Your Name: Amy Butler

Name of Strategy: Interactive Notebook

Source (Where did this come from?): Greece Central School District Reading Strategies

Link to the Strategy: http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/interactivenotebook.htm

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Each student has a spiral notebook that they use to record information for the class.  Each pair of pages is designated for different purposes.  The right side of the notebook is used for the students to record notes from lessons, lecture, readings, class discussion, etc. The left side of the notebook is used only for the purpose of the student’s individual interaction with the information the right side of the page. This interaction is not directed by the teacher other than a list of ways students wish to respond.

Example from website:

Explain what part of the standard course of study is addressed by this activity.

Grade 7:

COMPETENCY GOAL 1

The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.

COMPETENCY GOAL 4

The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials.

COMPETENCY GOAL 5

The learner will respond to various literary genres using interpretive and evaluative processes.

Explain why you think this strategy will work. How does the strategy help your students learn?

· Condense or summarize ideas from one or more texts

· Distinguish between relevant and irrelevant information

· Compare/contrast information from one or more texts

· Make text-to-text, text-to-self, and/or text-to-world connections

Your Name: Amy Butler

Name of Strategy: Admit Slips

Source (Where did this come from?): Reading Strategies in Action

Link to the Strategy: http://www.jackson.k12.ky.us/readingstrategies/glossary.htm#admitslips

Give a thorough description of the strategy and how it will be implemented. This should be a summary of the strategy according to the original source:

Admit slips is a before reading strategy that uses prior knowledge and encourages students to make predictions about reading. This is used at the beginning of class or as a homework assignment.  Students are given a slip of paper or an index card and a specific prompt (either printed on paper, written on board, or delivered orally by teacher). Students may keep their admit slips throughout the class to refer to them and add as they read.  Alternatively, the teacher can also ask for volunteers to read their admit slips to the class or turn in for the teacher to read and respond.

Explain what part of the standard course of study is addressed by this activity:

Grade 7: COMPETENCY GOAL 5

The learner will respond to various literary genres using interpretive and evaluative processes.

Explain why you think this strategy will work. How does the strategy help your students learn?

This strategy has students think critically about the text to infer, make predictions, and analyze text.