March 24
Today was the final lesson with the first grade. Tuesday we did an activity with sound words that related to the Dr. Seuss book, today the activity was with actual sounds which related closer to the nonfiction book. I took in a trifold project board to use as screen and created sounds using real objects that the students the students had to identify. We used velcro, bubble wrap, tape, a soda can opening, a bell and a t-mobile phone (which got the biggest response). These students have so much energy, they love to learn and have been such a treat. I will miss them.
Tonight I took all of the pictures that the students drew for the sound words project and created a picture quilt on the project board that I had used for todays lesson. I also added in some stills of the pictures I took while these masterpieces were created. Then using animoto I created a digital story of my time with Ms Michele's class. I will deliver these to the class tomorrow.
3 hrs.
Sunday, March 28, 2010
Tuesday, March 23, 2010
March 21 & 22
This week I have bee working with a 1st grade teacher using primarily two books as reading enhancement for a science lesson on sound. Yesterday, I read the two books to the class. The non-fiction book, Hearing Things by Allan Fowler went into recognizing voices, loud vs soft sounds, high vs low pitches and the three main parts of the ear. The favorite page was the one depicting the parts of the ear, the students thought it was cool but gross (one boy said the inner ear looked like a snail), but the favorite activity related to the book was a toss up between making low and high sounds and closing their eyes to really "hear" the quiet. The fiction book was Dr. Seuss's Mr. Brown Can MOO! Can You? I am reasonably sure the classes on either side heard the success of this book...with each "can you?" the students proved that they could! The favorite here was the fish kiss - again rated "gross" by some. We discussed the term "sound word" in relation to such words as "moo" and "tick tock" that represent a sound. I also tied in a quick discussion of fiction vs non-fiction and author vs illustrator.
Today I returned to the class to do two activities based on sound words. I asked the students if they remembered what the term for a word that represented sound was and then asked them for 5 or 6 examples. I got some direct from Seuss's book such as "moo" and "boom", but also got some new ones: "vroom" and "sssss". Then I asked the students to choose two of the words and draw a picture of something that made that sound. The second activity was an even bigger hit. I bought 24 masks - 4 each of 6 animals. The class was divided into 6 groups. One at a time each group was blindfolded and had one style of mask put on. They had to ask "what sound do I make?" and then guess what they were.
Tonight I gathered more materials and went over the plans for the final lesson on Thursday. Friday I will take the class a slide story from the pictures I took today and will take Thursday. (They all wanted their picture taken today so it will be tough selecting a limited number.) We are going to make a display using this and the pictures that the students drew today.
4 hours
This week I have bee working with a 1st grade teacher using primarily two books as reading enhancement for a science lesson on sound. Yesterday, I read the two books to the class. The non-fiction book, Hearing Things by Allan Fowler went into recognizing voices, loud vs soft sounds, high vs low pitches and the three main parts of the ear. The favorite page was the one depicting the parts of the ear, the students thought it was cool but gross (one boy said the inner ear looked like a snail), but the favorite activity related to the book was a toss up between making low and high sounds and closing their eyes to really "hear" the quiet. The fiction book was Dr. Seuss's Mr. Brown Can MOO! Can You? I am reasonably sure the classes on either side heard the success of this book...with each "can you?" the students proved that they could! The favorite here was the fish kiss - again rated "gross" by some. We discussed the term "sound word" in relation to such words as "moo" and "tick tock" that represent a sound. I also tied in a quick discussion of fiction vs non-fiction and author vs illustrator.
Today I returned to the class to do two activities based on sound words. I asked the students if they remembered what the term for a word that represented sound was and then asked them for 5 or 6 examples. I got some direct from Seuss's book such as "moo" and "boom", but also got some new ones: "vroom" and "sssss". Then I asked the students to choose two of the words and draw a picture of something that made that sound. The second activity was an even bigger hit. I bought 24 masks - 4 each of 6 animals. The class was divided into 6 groups. One at a time each group was blindfolded and had one style of mask put on. They had to ask "what sound do I make?" and then guess what they were.
Tonight I gathered more materials and went over the plans for the final lesson on Thursday. Friday I will take the class a slide story from the pictures I took today and will take Thursday. (They all wanted their picture taken today so it will be tough selecting a limited number.) We are going to make a display using this and the pictures that the students drew today.
4 hours
Saturday, March 20, 2010
March 19:
I had another meeting with the high school teacher I am collaborating with. We basically had to start over on the actual unit we will be working on. Since I had to be out of town for so long, time passed for the original lesson. Fortunately the lesson I planned to give on the guidelines for choosing an internet site will still work for the new lesson. The new lesson will deal with one of the stages of developement and the different views of several researchers and psychologists.
1 hour
March 17:
While a large portion of Savannah and its guests were downtown, I was catching up on some of my projects and happy not to be in the madness. Some of my time was spent running a few errands, picking up some things for next weeks lesson on sounds with the 1st graders. I bought a trifold board to hide behind while we make the sounds that the students will guess and some animal masks for the students. The board will be used afterward to display the artwork created by the students during one of the lessons. I thought I might put a mask on each student without them seeing the mask, then guess what animal they are by asking what sound they make.
The rest of the day, I began work on a powerpoint for a lesson on how to create a wiki that I will be presenting to a group of teachers next month. The PowerPoint will be used to introduce them to the concept of collaboration through wikis and give them some step by step instructions to refer to later. I also set up a new wiki that I will use with them to demonstrate how they can use these in class and amonst themselves for planning.
7 hours
I had another meeting with the high school teacher I am collaborating with. We basically had to start over on the actual unit we will be working on. Since I had to be out of town for so long, time passed for the original lesson. Fortunately the lesson I planned to give on the guidelines for choosing an internet site will still work for the new lesson. The new lesson will deal with one of the stages of developement and the different views of several researchers and psychologists.
1 hour
March 17:
While a large portion of Savannah and its guests were downtown, I was catching up on some of my projects and happy not to be in the madness. Some of my time was spent running a few errands, picking up some things for next weeks lesson on sounds with the 1st graders. I bought a trifold board to hide behind while we make the sounds that the students will guess and some animal masks for the students. The board will be used afterward to display the artwork created by the students during one of the lessons. I thought I might put a mask on each student without them seeing the mask, then guess what animal they are by asking what sound they make.
The rest of the day, I began work on a powerpoint for a lesson on how to create a wiki that I will be presenting to a group of teachers next month. The PowerPoint will be used to introduce them to the concept of collaboration through wikis and give them some step by step instructions to refer to later. I also set up a new wiki that I will use with them to demonstrate how they can use these in class and amonst themselves for planning.
7 hours
Monday, March 15, 2010
March 15: Ellis
I went back to Ellis this afternoon to deliver my finalized lesson plan to the first grade teacher. I am really looking forward to this reading enrichment lesson. I also spent some more time with the Media Specialist. We looked at grants and she gave me some suggestions. When I got home I worked on this and have just finished it. I am "applying" for an Ezra Keats grant. It will be for money to create two 2-part creative reading aloud lessons for parents of pre-K and Kindergarten teachers. I read some studies that found that how you read to young children not only created more interest for them, but also showed improvement on cognitive progress as well. The money will buy 2 books for each parent (one fiction, one non-fiction) and allow for lessons in the importance of reading to your child, ideas on how to read and fun activities to do with your child that involve the book (illustrations, reader's theater, etc). This grant has no real deadline, so I am keeping it in my computer. When I have my own media center, I may try to apply.
3 hours
I went back to Ellis this afternoon to deliver my finalized lesson plan to the first grade teacher. I am really looking forward to this reading enrichment lesson. I also spent some more time with the Media Specialist. We looked at grants and she gave me some suggestions. When I got home I worked on this and have just finished it. I am "applying" for an Ezra Keats grant. It will be for money to create two 2-part creative reading aloud lessons for parents of pre-K and Kindergarten teachers. I read some studies that found that how you read to young children not only created more interest for them, but also showed improvement on cognitive progress as well. The money will buy 2 books for each parent (one fiction, one non-fiction) and allow for lessons in the importance of reading to your child, ideas on how to read and fun activities to do with your child that involve the book (illustrations, reader's theater, etc). This grant has no real deadline, so I am keeping it in my computer. When I have my own media center, I may try to apply.
3 hours
March 14: Home
I spent the weekend organizing my portfolio and re-evaluating some of my projects. I would like to rework some since I have learned a lot over the last year, but unfortunately my trial periods are over and I am not sure how to solve that other than subscribe - which I cannot afford. Also due to my lack of knowledge I did not save some of the original pre-completed work, so reworking was made difficult....I know better now!
I really made headway with the portfolio though and am beginning to feel a little more hopeful about actually finishing this on time. My biggest worries are the Instructional Partner and Leader requirements which I lost momentum on and also had to reschedule because I was away.
7 hours
I spent the weekend organizing my portfolio and re-evaluating some of my projects. I would like to rework some since I have learned a lot over the last year, but unfortunately my trial periods are over and I am not sure how to solve that other than subscribe - which I cannot afford. Also due to my lack of knowledge I did not save some of the original pre-completed work, so reworking was made difficult....I know better now!
I really made headway with the portfolio though and am beginning to feel a little more hopeful about actually finishing this on time. My biggest worries are the Instructional Partner and Leader requirements which I lost momentum on and also had to reschedule because I was away.
7 hours
Thursday, March 11, 2010
March 11: Charles Ellis
This afternoon I met with a 1st grade teacher to go over some ideas I had worked on for a science unit on sound that we will conduct the week of the 22nd. I will be conducting three sessions - one each on Monday, Tuesday and Thursday - with her class as well as create a wiki for her that will list the resources in her school library plus some on-line resources. We plan to get together again on Monday the 15th to concrete the details, but so far it looks pretty good. On Monday, I will read one non-fiction book (Hearing Things by Allan Fowler) and one fiction book (Mr. Brown Can Moo, Can You?). I chose these because both deal with sounds, but each in a unique way. We will discuss sounds and the fact that the sounds have to be written as words such as buzz or swish to represent the actual sound. I will also cover some book basics such as the difference in fiction and non-fiction, title and author. Since one of the books is by Seuss, I will also discuss the rhythm of sound. (covers indicators 1.1.1., 1.1.2, 1.1.3 , 1.1.4, 1.1.9) On Tuesday we will readdress the sound words by reading some of the words and having the students draw a picture of something that makes that sound - we will read "buzzz" and they will draw a bee, insect, etc. (indicator 1.1.6). On Thursday we will reinforce actual sounds by creating a sound test. We will make actual sounds (velcro, pop bottle opening, etc). The source of the sound will be hidden. The children will work in small groups to decide what they believe created the sound. Also, because the non-fiction book makes a point to say that you can recognize and differentiate the voices of different people, we will invite some "secret quests" (principal, art teacher, etc.) who will talk behind the screen and the students will guess who they are. (indicators 1.1.9 & 2.1.5) 3.5 hours
This afternoon I met with a 1st grade teacher to go over some ideas I had worked on for a science unit on sound that we will conduct the week of the 22nd. I will be conducting three sessions - one each on Monday, Tuesday and Thursday - with her class as well as create a wiki for her that will list the resources in her school library plus some on-line resources. We plan to get together again on Monday the 15th to concrete the details, but so far it looks pretty good. On Monday, I will read one non-fiction book (Hearing Things by Allan Fowler) and one fiction book (Mr. Brown Can Moo, Can You?). I chose these because both deal with sounds, but each in a unique way. We will discuss sounds and the fact that the sounds have to be written as words such as buzz or swish to represent the actual sound. I will also cover some book basics such as the difference in fiction and non-fiction, title and author. Since one of the books is by Seuss, I will also discuss the rhythm of sound. (covers indicators 1.1.1., 1.1.2, 1.1.3 , 1.1.4, 1.1.9) On Tuesday we will readdress the sound words by reading some of the words and having the students draw a picture of something that makes that sound - we will read "buzzz" and they will draw a bee, insect, etc. (indicator 1.1.6). On Thursday we will reinforce actual sounds by creating a sound test. We will make actual sounds (velcro, pop bottle opening, etc). The source of the sound will be hidden. The children will work in small groups to decide what they believe created the sound. Also, because the non-fiction book makes a point to say that you can recognize and differentiate the voices of different people, we will invite some "secret quests" (principal, art teacher, etc.) who will talk behind the screen and the students will guess who they are. (indicators 1.1.9 & 2.1.5) 3.5 hours
Saturday, March 6, 2010
Feb 26: I have been out of touch for the last couple of weeks. My mother had a stroke on the 15th and I was in LaGrange with her until she passed away on the 24th and then remained for the funeral on the 27th.
I did take some time on the 26th to visit the new Frank and Laura Lewis Library at LaGrange College. (My brother is a chemistry professor there and introduced me to two of the professors who were extreamely welcoming and helpful.) Loren Pinkerman, Director, gave me a wonderful tour of the facility. The Electron Resources Librarian, Mary Lou Dabbs gave me a virtual tour of the resources she deals with and graciously helped me with some problems I was having with a couple of projects. The most popular area of the library is the coffee house/study hall that is open often when the library itself is closed. It is a friendly comfortable place for students to gather and work together - something that is stressed for lower school libraries as well. I could really see the reality of this idea working in this space. The library also offers other comfortable reading areas on each of the three floors as well as private study/conference rooms. The classroom/lecture halls are equiped with all the latest technology and Dr. Pinkerman eagerly showed me how some of them functioned. But dispite the technology, which included electronic books that could be borrowed, I was pleased to see thousands of books on the shelves with room for growth and a large archival room which contained artifacts along with primary source written materials. Both Dr. Pinkerman and Mary Lou agreed that these would always be an important part of the library. (2 hours)
I did take some time on the 26th to visit the new Frank and Laura Lewis Library at LaGrange College. (My brother is a chemistry professor there and introduced me to two of the professors who were extreamely welcoming and helpful.) Loren Pinkerman, Director, gave me a wonderful tour of the facility. The Electron Resources Librarian, Mary Lou Dabbs gave me a virtual tour of the resources she deals with and graciously helped me with some problems I was having with a couple of projects. The most popular area of the library is the coffee house/study hall that is open often when the library itself is closed. It is a friendly comfortable place for students to gather and work together - something that is stressed for lower school libraries as well. I could really see the reality of this idea working in this space. The library also offers other comfortable reading areas on each of the three floors as well as private study/conference rooms. The classroom/lecture halls are equiped with all the latest technology and Dr. Pinkerman eagerly showed me how some of them functioned. But dispite the technology, which included electronic books that could be borrowed, I was pleased to see thousands of books on the shelves with room for growth and a large archival room which contained artifacts along with primary source written materials. Both Dr. Pinkerman and Mary Lou agreed that these would always be an important part of the library. (2 hours)
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