Made by _viva.licious_ on insta!! Feel free to message me with what you made I’d love to see it! https://www.instagram.com/_viva.licious_?igsh=bDZmenp1bnJ5ZHNl PS I messed up on the bangs lol ur gonna have to adjust those sorry I own all art used in this picrew, while you’re free to make an oc out of it, you are not allowed to sell/trade my art. This picrew is non-commercial!! My th is https://toyhou.se/TheMeowstermind Thanks for reading and have fun ❤️
This post is about a chart I created with my friends over a three day period. It was really review for us, so the lessons were sort of quick hits. We did a section of the chart, they practiced in their writer's notebook with a quick share. My goal was just to review some areas in writing and grammar that I've seen they need a little reminding about. This is what the chart looked like at the end of day three: As you can see, it's a busy chart. That's why I really suggest doing it as a quick lesson over a few days. I will explain how I did it and give you some changes you might make so that it's a better fit for your friends. Day 1 Learning Goal: Using more descriptive verbs that relate mood This was the chart at the start of the lesson. We started with a simple sentence: The boy went up the stairs. I then focused my friends on the first column, the different moods I might want to create as a writer. We discussed how our simple sentence just doesn't do it. As a class, we brainstormed some different verb choices that better suited the moods. I charted these, and then we read the sentence again, substituting the new verb choices each time. To practice, my friends then worked with a partner for a minute or two to brainstorm their own verb choice for the same sentence and write it in their writer's notebook. We did a quick share of some and then off they went for independent writing. Modifications: This could be the extent of your entire chart. You don't have to go on and do the other sections. For younger friends, working on verb choice alone may be enough. You could also focus this lesson on synonyms for verb choice. How many verbs can you think of that would show someone going up the stairs in a happy mood? Bounced up? Jumped up? Pranced up? Skipped up? Danced up? Day 2 Learning Goal: Using adjectives or more descriptive phrases to relate mood and stronger visual images For Day 2, we briefly reviewed the previous day's lesson and then discussed how we could add adjectives or descriptive phrases to help relate mood and create a more powerful mental picture for the reader. We brainstormed together to fill in the last column. Notice that for our happy and carefree mood, we didn't really change anything. It was important for them to see that sometimes you just may not be able to think of a way to change the sentence. I come back to this at the end of day three, so I'll explain then. For independent practice, my friends followed the same procedure at Day 1 using the same sentence in their writer's notebook. Modifications: To simplify it, you could focus on just adding one adjective in front of the word stairs in the original sentence. Note: I'm a little embarrassed! It wasn't until I was looking at the chart after school on day 3 that I realized I wrote "creeped" when "crept" is grammatically correct. I did go back and correct it with my friends, but it's not in these pictures. Oh well, it's probably good for them to see that even teachers (this teacher anyway) need to proofread! Moving on. . . Day 3 Learning Goal: Correctly using and punctuating dependent clauses and creating vivid, descriptive mental images Dependent Clauses have been a stickler for some of my friends, especially using commas correctly with them. For this section, we worked on adding dependent clauses that related mood. As you can see, we also threw in some adjectives for the boy. I also highlighted the use of the comma. For independent practice, my friends went on to add a dependent clause to the sentence they had been working on in their writer's notebook. We did a quick share, and then I had them write their "Power Sentence" on a sentence strip. We hung them up in the room, and of course I forgot to take a picture of them! But, I think you get the idea. Modifications: Dependent clause is definitely an upper elementary focus, so you might want to simplify this section. In all, this would be a great chart for a simple adjective lesson. Your friends could focus on simply adding adjectives for the boy. You could also remove the "mood" section altogether if you wanted to just focus on adjectives, but I do think the mood really guides this lesson no matter how you modify it. So, as you can see from the chart, we went from the simple sentence, "The boy went up the stairs" to: With a gleam in his eye, the boy race up to the top of the staircase. Head bowed, the boy sighed and dragged himself up the long staircase. With a nervous glance up, the timid boy crept up the dark and shadowed stairs. While humming a silly tune, the boy bounced up the stairs. With a scowl on his face, the boy stomped up each step of the staircase. As I noted, these were quick lessons each day. They were meant to be a quick, meaningful review, not take up our whole writing period. The new sentences are complex sentences that create mood and vivid mental pictures. This is a skill my friends can always use practice with. On day 2, we never changed "the stairs" section of the sentence. One of the reasons I let this go was to point out to my friends that every part of a sentence doesn't need to be bedazzled. We sometimes use that term in class. I will tell my friends that their writing needs some bedazzling! It's a silly way for them to see that they have fallen back into the habit of using only "simple" writing. It's also important to point out that every sentence shouldn't be so involved. We have done lessons on varying sentences for structure and length, so my friends know not to "over bedazzle" their writing. Does that make sense to anyone but me?!! So, that's my chart that I call the chart that just keeps on giving. :-D I like charts that you can go back to over time. I find that my friends tend to get those lessons better when we are able to go back to the same chart a couple of days in a row. It just seems to imprint on their brains a bit more than the anchor charts you hit for one day only and then hang up. Hopefully there is something in this chart you can use. Have a happy weekend! See you tomorrow!
Well, I may be a bit late to the party, but least I arrived, right??? In the last few posts I really focused on Close Reading and
Every English language arts teacher needs a variety of successful, student led discussion strategies that will provide opportunities for student learning.
I may have had to clean out my purse before beginning this activity. No matter HOW organized I am… somehow my purse is always a failure of organization. I am CONSTANTLY digging through the black hole to find my keys. Super annoying. However, when I saw this activity from Abby I knew my kids would love it too. Recording sheet inspired by Leslie Ann. Am I a sassy bride or what? And how cute are my students inferences? Another activity I found on blogs for inferencing was from Cara Carroll. We used the book "David Gets in Trouble", which is perfect for inferencing. I intended to use the book "No David" like Cara used, however when I could not find that one I did a lil' quick change to this book. This book works well too! Thanks girls for the inspiration! Made my life a little easier when planning :)
Find educational resources and infographics for grade ELA, RL.7.6 standard on Lumos learning.
Lovely
Passionné par la peinture et le dessin depuis sa plus tendre enfance, l'artiste américain John Holcroft s'intéresse aux nouvelles technologies depuis 2001 pour créer des illustrations ironiques et pleine d'humour. Ses…
Anchor chart inspiration for elementary teachers. Use my Not-So-Pinteresty Anchor Charts for Reading, Math, Grammar, and Writing.
Did I ever mention that Faith Ringgold is one of my favorite artists? I love the messages in her story quilts: community, heritage, harmony... Ever since I walked into the Chicago Cultural Center back in 2000 to view her quilt exhibit, I was hooked on her quilts. I was even a great honor to shake her hand after receiving my bachelor's diploma at my commencement ceremony at the School of the Art Institute of Chicago back in 2001. And yes, I've met her again since then. My students think it's cool that I've met a famous artist. When I show them the picture, they always say, "You met her? That is so cool!" or I'll even get, "She's real?" Yes...I get that. I like to introduce a project inspired by Faith Ringgold's community quilts around the end of February/beginning of March. I tie in Black History Month and continue with Women's History Month since this project could take a few weeks. Before the students know what the project is about, we spend time reading a story written by Faith Ringgold called "How the People Became Color Blind." The link takes you directly to her website with a story you can print out and read to your class. After we read the story, the students and I have a discussion about the story, asking questions about how we would feel if the world was all one color. Here are the materials for the project: -10.5" x 10.5" white paper, 60lb. (thin paper will rip from the paint) -12" x 12" color paper (if you frame each picture) -pencils -paper plates (my palettes) -multicultural tempura paints for skin and hair -tempura paint -brushes -water and water bowls -black markers When I'm ready to start the project, I go over step by step how to draw the face. This project is also my main portrait project with 4th grade, so many of them are starting to draw faces for the first time (my district has a high transient rate). I start with the oval face, then show where to draw the guidelines for the eyes, nose, mouth, and hairline. The students are always fascinated that their ears start and end on their nose lines too! Here are two print-outs I found on Pinterest that can be used as guides for the students: After showing the students how to draw the face and shoulders, I encourage students to draw other details that would define who they are (for example, flags that represent pride and heritage, or drawings that represent what the student likes and cares about). The point is to have all the students create painting of their individual selves, then combine them together to show our school community. Day 1 of painting is for the neutrals and flesh tones. I put out a plate of different peaches, browns, and tans, along with black and white. I tell the students to paint their face, leaving the eyes open (sometimes the students paint over the eyes!), and to not forget the ears and neck (yeah, that happens too!). I also encourage students to paint their hair color, and if they have brown eyes. Day 2 of painting is for the other colors of the rainbow, which can be used for clothing, background, eyes, and jewelry. Day 3 is for touch ups. It's a pain trying to carry ALL those colors on a cart or to pour ALL the colors for the students who were absent or behind, but it has to happen. I normally have a bin for neutrals/flesh tone paints and a bin for the other colors, and I have students carry the bins for me back to the storage room. Also, don't pour every single color out on the plates, it takes too much time and not every student needs all the colors! Instead, I have the students at each table tell me what colors they need and I can pour it twice as fast as I would pouring all the colors out. Many students may be done with painting on this day too, so I have them trace their pictures with black markers. This helps bring the eyes, noses, and mouths back from painting over them. Day 4 is for final tracing and display. You can choose to have each picture framed themselves, or you can display the paintings together as a "quilt" by gluing each block onto a sheet of kraft paper from the big tools. I also trim strips of colored paper to add a top frame to each project (which protects the paintings from students bumping into the displays on the walls in the hallway). Here are some close-ups of student projects from past displays!
When I was in grade school, I loved to work with similes and metaphors. Such fun! Years later, I realized that just because I enjoyed something doesn't guarantee that my children will feel the same way. Some children just need a little extra practice before a concept is understood and mastered.
Ron Hicks was born in Columbus, Ohio but spent most of his childhood growing up in the modest and friendly neighborhood of Park Hill in Denver, Colorado. He shared a dream with a close childhood friend early on... "He just always knew he would go to college and become an artist", remembers Ron's friend.
Hi Folks!! Hope everyone is well. My family has been plagued with the stomach bug for almost two weeks now. We are just starting to emerge from the haze and put ourselves back together again. (I've had to miss two days of school, and as you know, there is nothing worse than unplanned sick days when you are a teacher!) Phew!! It was a tough one. I can't ever remember being THIS ready for spring to arrive!! Anyway, I've got a quick one for you today, but trust me when I tell you that this lesson is a HOOT! This is second year that I've done this with my students and we all have such a blast. The idea is for the students to write a parody of a song. I start by showing Adele's "Hello." Next, I show them this AMAZING parody done by third grade teacher, Mary Morris, from Tennessee. Then, we discuss the meaning of "parody" (an imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect) and I show BOTH videos again while we note the parts of the performance Mary Morris parodied. Finally, the FUN part! The kids write and perform their own parodies! Now, you can allow them to select their own song, but in order to keep this lesson short (we spend three class periods total), I have them all use "Hello." For students who struggle with this, have them select a topic and then brainstorm some vocabulary associated with their topic. In the picture above, the girls wanted to do a song about softball, so they made a list of words that go with sport to help them while the compose. Last year, each and every kid SANG their parody to the class! This year, only about half sang... the other half read theirs like they were at a poetry reading while the "Hello" instrumental music played in the background. Unfortunately, I didn't record our performances so I don't have any to show you (blogger FAIL!!) and I don't collect their papers because this is a speaking/listening grade (so I grade them on the spot while they perform). So, you are just going to have to trust me that this lesson is a blast! And it served as the perfect little "break" in between our compare/contrast and argument units :) Let me know if you give this a try and how it works out! I'd love to hear from you!
A Taxonomy Tree: A Bloom's Revised Taxonomy Graphic
Are you teaching poetry? Find poetry blog posts, freebies, and poetry resources that will have your students fall in love with reading and writing poetry.
Anchor chart inspiration for elementary teachers. Use my Not-So-Pinteresty Anchor Charts for Reading, Math, Grammar, and Writing.
Some days you just need a break from the monotony! Preparing for exams, transitioning to a new unit, days when half your students are gone for a basketball tour
I LOVE saving figurative language until June - it's such a fun language unit ... and perfect for our "dreaming of summer brains". We finished up our EQAO testing mid week, and this onomatopoeia activity was the perfect break from testing. How fun is that??? Students chose two contrasting colours - one for the background and one for the word and border "bursting out of the page". They also needed newspaper (cut just a fraction smaller that the "bursting out of the page border" and glued the newspaper on top. They glued their word on top of that (we had brainstormed a lot of onomatopoeia words, but for some reason most of them chose SPLAT for their word). I also had them do a little shading under their letters for that little extra POP (see, I know some onomatopoeia words, too). ;) I had seen this awesome idea on Pinterest and followed it back to Artisan des Arts. Her examples are FANTASTIC!! We also wrote simile poems this week. I found a little template HERE for the students to use for their rough copies. When students were finished their templates, I had them write out their good copies, and illustrate a few lines with a small image. I hung these up, too ... LOVING our bulletin board switch up ... even this late in the school year!!! (I have two of these "smART class" bulletin boards side by side in the classroom. 15 more school days left ... I think I can ... I think I can ... Happy Friday!!!
Two great champions of reading for pleasure return to remind us that it really is an important thing to do – and that libraries create literate citizens
Anchor chart inspiration for elementary teachers. Use my Not-So-Pinteresty Anchor Charts for Reading, Math, Grammar, and Writing.
The post "John Gray: Waiting for an Atheist Morality is Like Waiting for Godot" sparked something resembling a debate the last two days. Some of it was
Explore anyjazz65's 19221 photos on Flickr!
When trying to differentiate instruction for our students, it's easy to feel overwhelmed. Here are 6 Easy Ways to Differentiate Instruction
Would you like to decorate your classroom with fun, hand-drawn anchor charts/posters? Do you simply not have the time to get them done? Well, you have come to the perfect place! I love making these engaging and appealing anchor charts. I also can draw/create any other topic you would like, just contact me directly and ask! My students absolutely love these posters and references them every day. Many of them are visual learners, so the colorful images really help them connect and remember what they have learned. This particular anchor chart is for readers/writers practicing how to summarize. This helps them learn a strategy of how to include the characters, the problem, and the solution. It breaks summarizing down into 5 steps of how to do this, and helps them mentally imagine the beginning, the middle, and the end of a story! **These will be copies unless asked otherwise for a custom poster. They are not laminated, and are printed on normal, anchor chart paper. I ship these out ASAP after being ordered, but please keep in mind once shipped, it is outside of my control. Therefore, if shipping does not meet your expectations, I highly encourage you to please reach out to me first, and we have always been able to work something out to make up for anything that may have occurred after I have sent your package, thanks so much!! Hope you love it :)
my dream would be to get this to 1 million notes by the 1 year anniversary of me posting it, january 4th :)
