my classroom

As my students wind down their work on their persuasive/environmental science essay projects, they are also beginning to work on the accompanying “media project” that will complement the message of their essay through some other means. It may involve technology, but it may not, too. Right now, some are working on Glogs; some are working are webcomics; some are developing Powerpoint presentations; others are shooting and editing video; and others are doing some traditional posters and 3D projects (one girl is developing a model of the three worst nuclear disasters in the world).

I shared the three samples that I did with them last week for my essay on Fuel Cell Technology. What I wanted them to see is that while the platform may change, the message of supporting research into this alternative fuel is something that remained constant. How to use media to create a rhetorical, argumentative stance is what this is all about.

Here is my Glog:

Here is my Webcomic:

Here is my Powerpoint:

Peace (in the argument),
Kevin

It’s not often that the perfect resource lands on your doorstep just when you need it, and yet, this year, the magazine Time for Kids has seemed to be consistently doing that. Perhaps it because we are doing so much work around environmental issues, but the magazine for students has been a wonderful resource for my classroom. (No, I am not a paid flack for Time, but really, for five bucks a year, this magazine is a steal, particularly when it comes to non-fiction reading and current events.)

Yesterday is a prime example. I’ve written about our work around developing a persuasive essay on an environmental theme. We’ve done the brainstorming, and the graphic organizing, and today, they will begin the writing of the introductory paragraph. I was looking around for some reading to keep exposing them to environmental topics when, bam, here comes my supply of Time for Kids with a double issue all about the environment. It was jam-packed with interesting articles on rain forests, the Everglades, endangered animals, kids who are making a difference and more.

We read through a few of the articles, sparking a lot of discussion around the balance between environmental projects and economic growth. One feature in particular was helpful — the opinion piece on the phase out of incandescent light bulbs in which both sides of the debate laid out their case. This is exactly what they are doing in their essays, so we were able to pick apart some of the rhetorical devices and weighed words used when making an argument to persuade the other side.

Meanwhile, today, as they start working on how to begin their essay in an interesting way, I am going to share my opening paragraph on my own essay I am writing (with them) on Fuel Cell Technology. I have used the comment feature in Word to make notes to them about what I was thinking as I was writing — a sort of meta-writing made visible. A lot of my students were feeling as if they weren’t sure what goes into an introduction as opposed to what goes into the body of the essay.

Here is what I will share with them:
Opening Paragraph Sample for Essay
Peace (in the world),
Kevin

The Monday after spring vacation is always an odd day, as kids re-adjust to the routines even as they are staring at the end of the school year not long down the road (I think, for us, in about eight weeks). And let’s face it: it’s a bit odd for me, too, to get back into my rhythm of teaching.

As usual, I was up way too early, thinking about the day’s plans and how to engage them back into our work. I decided we’re going to hold off for a day on digging into the sections of the novels they were to read over vacation (The Watsons Go to Birmingham and The True Confessions of Charlotte Doyle) since I know there are going to be some who did not read or did not remember to bring their books home. This gives them an extra night to catch up before we head into the center of both stories.

We will likely spend a bit of time working on our graphic organizer for our Environmental Essay Project as I work with them on organizing thoughts on the wide range of topics they have chosen to write about.  Later this week, the real writing begins and I want them to have as many organizational strategies as we can muster to keep them focused.

So, what will we do, then?

Poetry.

I won’t get to our official poetry writing/reading unit for another few weeks, but still — it is April. I think what I will do is pull out Walt Whitman’s O Captain, My Captain and read it to them. We used a Time for Kids article before vacation to learn more about the Civil War and we talked a lot about President Lincoln’s role, and assassination.  (And who can resist the classic scene in The Dead Poet’s Society, right? Poetry is of the heart).

And then, I am going to pull out some of our Poems for Multiple Voices, and see what kind of cacophony of words and voices we can create with poetry as a class. (And in a bit of a connection to my book review the other day of Practical Poets, I have a whole collection of poems for two voices that celebrate mathematical ideas which are a hoot to read.)

We’re easing back into learning …

Peace (after the break),
Kevin

One of my students drew Anime versions of her four sixth grade teachers for their sixth grade yearbook. This one is of me. She did a great job, don’t you think?

Peace (with big anime eyes),
Kevin