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The best Dialectical Behavior Therapy resources, activities and assignments all in one place
What are sketchnotes? Sketchnotes are becoming an increasingly popular way for students to take notes for lectures. However, there is much value to be gained from using them along with – or instead of – traditional methods like Cornell notes and annotation. Studies have shown that engaging the visual part of the brain as ... Read more
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This post is dedicated to Mor over at A Teacher's Treasure. Last weekend I watched her video on Interactive Student Notebooks (click on the link to check it out for yourself) ... and I was so inspired I knew I couldn't wait to "kick it up a notch" again in my math journals. This was the piece I was missing in my math journals - and before I watched the video I didn't even realize I was missing something. Her interactive student notebooks are based on the right side and left side pages. The students' right side of the notebooks all contain the same information (direct from the teacher). The left side of the notebook contains the students' thinking, knowledge, and reflection on the lesson. She has a terrific resource packed with over 100 templates for "left side of the page thinking". You can see it by clicking here (and it's even on sale right now!). I couldn't wait until September to start using the ideas in her fabulous resource, so we started using her strategies this week. On Monday we were learning about Order of Operations. I took them outside for a fun order of operations hopscotch, then we used the sidewalk chalk to fill the basketball court with problems and solutions. You can read my post about it here. So of course, we needed a foldable to go along with our new knowledge. I needed it to be quick and easy because I wanted to spend time discussing our new "left side" thinking. So, quick and easy it was. We used sticky notes and arranged them in a hopscotch pattern (to tie in our outside activity). Underneath each sticky note was the word for each step (under the "B" was brackets). I added a little extra information (including our learning goal) for them to copy, and that was that. This is the left side of the journals. Students rewrite the learning goal from the right side of the page (in student-friendly language). Then they write "What I Know". We do this before we do the lesson (it's highlighted in green to show that now we can "go" on with the rest of the lesson). After the lesson they write "What I Learned", "Proof" (where I want them to write a problem and solve it), and then a "Reflection" - this one is completely up to them - they can reflect on and show their learning in ANY way they want. This particular student wrote a mnemonic device for memorizing the steps to order of operations. After our test midweek, we started our next unit. This short unit encompasses angles, triangles, and polygons. We started with angles. I wanted to do a fun, interactive element to our journals, so we made angles using two coloured pieces of construction paper cut into arrows, and attached them to our pages with a brass fastener. I had them glue the bottom arrow to the page, leaving the second arrow free to move into whatever angle needed. We practiced how to measure an angle, then I had them create angles of various degrees. The red colour made it very easy for me to see who had the concept right away, and who needed a little extra assistance. We added a foldable underneath our interactive angle tool. It was a three fold foldable. We wrote the titles of the angles on the outside. Underneath each flap we had a diagram of the angle, a definition, and examples from the classroom. The students really enjoyed finding the different examples in the classroom. The students also completed a "left side" for this activity, too. For the reflection, a lot of my students completed a picture of some sort of picture with the different angles labelled. But one of my favourite reflections was this girl who wrote a little song to remember the different angles. I'm so excited about the evolution of my math journals!!! My mind is already swimming with ideas for next year. Thank-you SO much, Mor! Happy Sunday!!! Interactive Math Journal Interactive Math Journal 2 Building Better Math Responses Math Concept Posters InLinkz.com
You can use these goal setting worksheets and templates to work through your goals and future dreams creating motivation & momentum. There are 9 to choose from!
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Blogging about Christian living, application, growing in Christ and the home of all the Journal and Doodle Bible studies!
Voici un article que j’ai prévu d’écrire depuis des mois - depuis que j’ai terminé le superbe manga Le Chant des Souliers Rouges - mais j’ai repoussé le moment de m’y mettre jusqu’à la dernière minute. En effet, le sujet me tient énormément à cœur mais reste pour moi difficile à aborder, même 25 ans après. Cependant, à l’occasion de la journée nationale de prévention contre le harcèlement scolaire ce 9 novembre, j’ai voulu apporter ma pierre à l’édifice à travers un média que j’aime : le manga.
When I start to feel overwhelmed with work, life, dreams, purpose, and all the things… I like to journal because it helps me work through my problems in real time. Here are some of the thoughts that I run through to help me get back into alignment with myself.
I'm super excited about my latest Energy for Interactive Notebook Pages templates. I was able to branch out from some of my other templates and
Well a MUCH better week this week and a long weekend! Whoohoooo! Here are some of my math interactive notes, I love how math is coming tog...
Salut! Comment ça va? The subjunctive is a pretty hard verb tense for English speakers who are learning French so today we are going to review the regular verb form and also some irregular verbs. On commence? The subjonctif présent is formed with the root of the third person plural of the verb in the
To get what you want in life, you must be able to communicate effectively in person. Here's how to be a better communicator even when you're stressed out...
SWOT analysis is the study undertaken to identify its internal strengths and weaknesses and its external opportunities and threats.
Want to know what your kids are really thinking? These Conversation Starters for Kids will help you find out.
Family rituals allow you to slow down and connect, and they’re associated with all sorts of powerful benefits. You probably have several family rituals and traditions of your own, perhaps without even realizing it. But if you don’t have rituals yet, or if you’d like to create some new ones, read on for inspiring examples of family traditions and rituals!
Click below for free printable PDF versions: Full Color or Coloring Page
Developing a strong sense-of-self is a crucial part in strengthening self-esteem. Judging ourselves by character traits that we think we ought to have and not the traits that we possess naturally sets us up for disappointment. The trick to developing a powerful sense-of-self and self-esteem is by finding out what our 'genius' is. Children and teenagers have a hard time recognizing their 'genius' or character traits. Limited vocabulary and cultural stereotypes hinder their ability to find and understand their strengths and realize their full potential. In essence: they are fish that are comparing themselves with squirrels. They spend the majority of their
Fantastic Flexible Foldables.
Ever find yourself struggling to remember Kanban terminology? Forget the struggle of setting up your new board with this Kanban cheat sheet!
Ok, just because I've been gone from 'blogging land' doesn't mean we haven't been working hard in 4B. I've definitely been documenting a lot of what we've been doing! To start, it was clear to me that our old way of peer conferencing just wasn't working. Kids seemed to be goofing around, not really helping each other, and it was a waste of everyone's time. It frustrated me when most of my one-on-one conference time was spent managing unruly PEER conferences. I knew something had to change. I decided to revamp our workshop so that our peer conferences would hold both the author and the peer more accountable AND work on our 6-traits language. I introduced our 'new' method for peer conferencing using this anchor chart to document our process. After students finish drafting, they are to grab a 6-traits peer conferencing sheet and assess themselves by circling all the descriptors for each trait that they feel match their own writing. Mind you, we did a lot of whole-class practice with scoring writing based on the 6-traits criteria so students would feel comfortable doing this process on their own (and being HONEST!). Through our mini-lessons we've learned that it's possible to have high scores in some traits but lower scores in others. That's how we grow! Here you see Devin circling where he thinks his writing falls on our 6-traits rubric. (Note: The link to the 6-traits peer conferencing sheet above will bring you to an even more updated version than the one shown in this blog posting! Just FYI!) Here's another student assessing her own writing after she's drafted. This student has finished assessing her writing using our rubric. She decides on a final number score and circles it to the left of the descriptors. Then it's time to meet with a peer. (We have a peer conference sign-up sheet in our room which helps students know which other students in the room are also ready to peer conference.) Here you see this author reading his story to his peer. After he's done reading, he will explain to his peer the scores he gave himself and why. It's important for the peer to listen carefully to the author because it will soon be her turn to assign a score to this author for each trait . On the lines on the rubric, she will write to explain the scores she gives him. The peer needs to follow the following sentence stems in his/her scoring response: * I give this a writer a ___ because... * This writer needs to work on ... This process requires peers to truly work together, hold each other accountable, and it gets the kids using our 6-traits language a lot more. The second sentence stem helps the writer establish a goal for what to work on when revising! To see more of this peer conferencing process, watch a clip of us practicing this stage! Our focus lately has been on the trait of organization. We've been looking thoroughly at different beginnings and endings of both student and published writing. Here is our anchor chart documenting what we noticed! In other Writer's Workshop news, these are a few additional anchor charts we have in our room to help keep our writing organized. This anchor chart reminds us of powerful words to use to spice up 'said'! In reading we have been working hard on purposeful talk.This is so very important to the social construction of knowledge in any classroom! It's essential to teach students purposeful talk behaviors before even considering literature discussion groups (LDGs). The majority of kids talk like...well, KIDS! So, if we expect kids to talk like mature young people about different texts they read, we need to explicitly teach them how! Talking about Text by Maria Nichols is a great place to start if you're interesting in learning more about purposeful talk behaviors. I taught each of the behaviors individually through two separate mini-lessons - one day to explain 'hearing all voices' in a concrete way (without text), and a second day to practice 'hearing all voices' using text. Then I taught 'saying something meaningful' in a concrete way without using text, and the next day we practiced 'saying something meaningful' using text , and so on. Eventually all of the purposeful talk behaviors kind of blended together and kids started to discover that we often need to use all of these things at the same time in order to truly talk purposefully about anything! We did a lot of practicing, and I've been taping students in this process. Here is a clip of students practicing their behaviors while they talk about their families. (We had read a few books about different kinds of families to foster a safe environment to celebrate the fact that we all have different kinds of families!) We also had students practice their purposeful talk behaviors while discussing their best or worst memory in school (which helped warm up their brains for a timed writing activity we did during writer's workshop). Here is a clip! As a class, we watched these video clips to analyze our body language and other purposeful talk behaviors. I think taping and analyzing is a very effective way for students to learn how they should look and sound in an LDG. 'Keeping the lines of thinking alive' is a tough concept for many youngsters. Sometimes what happens is that students take turns talking, but they don't really build on what the person before them said. In other words, they don't really DISCUSS, they just share and listen. We applauded the first group in this clip because they had good body language and were respectful as listeners, but we discovered their conversation needed to be more 'alive' by asking questions and making connections to each other's ideas and thoughts. Mrs. Pierce and I taped ourselves doing a weak LDG and a strong LDG. As we watched each example, we used dots and lines to 'map out' our conversations (see chart below). In the weak LDG, we discovered Mrs. Pierce and I shared a lot of individual thoughts. The thought started, and then it stopped. There was really no discussion about anything we said; and Mrs. Pierce wasn't even looking at me during part of our time together! How rude! ;) In the strong LDG example, we mapped out a lot of dots and lines that were connected because we took each other's ideas and built on them. We truly discussed the text to dig deeper. We introduced several conversational moves for students to use to help get their voice heard in a conversation. Students also have these conversational moves on a bookmark that they keep in their LDG books. After we learned the respectful ways to speak and act when discussing with others, it was time to teach our kids how to flag their thinking. This is a crucial step to holding a successful literature discussion group because it allows the kids to track their important thoughts while reading so they have ideas for discussion the next day. Here are the 'codes' we use to track our thinking on post-its. We encourage students to use one of our codes to categorize the kind of thought they have and then write a few words to trigger their thought. This helps them when they get into a discussion group; they'll actually have pinpointed ideas to discuss! Students kept a chart in their Thoughtful Logs with all of our codes on it for easy reference. Here's a clip of our students as they practice flagging their thinking for the first time. The next day, students put all their new learning to the test. We put them in small groups to discuss the text "Slower Than the Rest" which is a short realistic fiction story out of Cynthia Rylant's book Every Living Thing. On another day, we used a high-interest two-page non-fiction text about leeches to continue practicing flagging our thoughts. Here's a clip of our kids flagging their thinking just after we modeled it during our mini-lesson. Below are some pictures of the kids' flagged thoughts. In addition to purposeful talk, we've also been studying the historical fiction genre. We've read several mentor texts, including Dakota Dugout by Ann Turner and Dandelions by Eve Bunting. Our first round of literature discussion books are all within the historical fiction genre. Here are a few of our historical fiction LDGs hard at work: Dear Levi: Letters from the Overland Trail Scraps of Time: Abby Takes a Stand The River and the Trace (I think I put my finger over the microphone at minute 2:00!) Oftentimes, historical fiction books will have a flashback in them. One group's book, called A Scrap of Time: Abby Takes a Stand by Patricia McKissick, has a flashback that occurs towards the beginning of the story. I photocopied some of the pages to try to explain this technique during a whole class mini-lesson. In the first section of the book, three grandkids are spending time with their grandma in her attic. They find an old menu and ask their grandma why she saved it. Chapters 1 through 12 flash back to 1960, where 'grandma' is just 10-years-old, living in Nashville, Tennessee at the time of a lot of civil rights protests. The menu is from a restaurant where a lot of sit-ins took place. Through the flashback a reader learns all about life during the 1960s. In the final section of the book, a reader finds him/herself back in the present - in grandma's attic, where the three grandkids ask their grandma some questions about her life during the sixties. There was also another flashback in the story Dakota Dugout by Ann Turner. We also read The Wreck of the Zephyr by Chris VanAllsburg as an example of a flashback in a fantasy book! In other reading news, here is a picture of the anchor chart that stored all the non-fiction text features we've learned. In social studies, we've been studying the economy of the five U.S. regions. Students have been reading small sections of non-fiction leveled readers to summarize a product or industry that is important to each region's economy. Students are typing up their summaries and we're calling those summaries 'articles' as they each create a magazine of our economy. Through this project, students have learned to: * Summarize main ideas * Center and left-justify their cursor * Use the tab key to indent * Change font size, color, and style * Bold, underline, and italicize * Safe image searches * Copy and paste * Cite their picture resources Here is the inside of one student's magazine. Next week we will be using this site to create magazine covers! Lastly, we had a chance to meet with our second-grade buddies earlier this month. We split the buddies up into two groups and one group stayed with Mrs. Adams to play holiday bingo. The other group was with me in the computer lab. Buddies used this site to play a variety of math and English games. One of the most popular games to play was called 'Story Plant' where students could click on different leaves to create the beginning to a unique story. Depending on what leaves were clicked, you would get a different combination of characters, settings, problems, etc. The computer generates a beginning to a story that the kids can print off and finish during writer's workshop! Have a wonderful weekend!
It's taken YEARS to get my wall of wisdom. When I teach, I learn. I learn that kids are visual creatures. Stuff just sticks better if you show it with a picture. So, all the wise things I have learned over the 15 plus years of teaching I have put into a poster form. There's still a lot of ideas floating around in my brain, but it takes time to get them all out. I know not all art teachers have time to make their own posters. So i decided a few years back that very time I make a poster, I scan it and put it on TPT (Teacher Pay Teacher) to share the opportunity for other teachers to use it in their classrooms as well. Please visit my store. Here you will download the image of the poster only. You take that download and print it from your printer, send it to an online photo center and get it shipped to your house, or take you download to a photo store to have printed in house. My secret? I sign up for CVS and Walgreen photo coupons and wait for a 50% off everything sale. Then I print me some poster. That is how I get all mine down. People always ask me how they print out, are they pix led or high quality? I scan them at home on the highest digital capability on my scanner. so, when you print them big, it looks great too. Visit Store Here... https://www.teacherspayteachers.com/Store/The-Lost-Sock-Art-Teacher I have included a lot of pictures below of how they turn out in real life. Tired of saying the same thing OVER AND OVER to your students! JUST A DOT, NOT A LOT!! I was. That's why I started making posters in the first place, just for me and my classroom. But things are so much more peaceful now when I have posters that say it. A poster speaks a thousand words, you know. Go see what I have I store for you and your classroom walls.. Oh, if only walls could speak.. WAIT, they can! https://www.teacherspayteachers.com/Store/The-Lost-Sock-Art-Teacher My Newest Poster Get it here... https://www.teacherspayteachers.com/Product/Creativity-Takes-Courage-Poster-3413925 Visit my TeacherPayTeacher store here. Got lots of colorful designs to give your classroom "class" and brighten up your walls. https://www.teacherspayteachers.com/Store/The-Lost-Sock-Art-Teacher Check it out Yall'. All of these poster ideas come from 14 years of teaching! I repeat the same phrases, rules or rhymes to my students and it just didn't seem to stick. Then I just started making illustrations of those things and there I was... with a big WALL OF WISDOM! I just keep adding and adding. Now I'm addicted to making POSTERS! I love lettering and illustrating. I love color and details. I love ART! If you have an idea for a design, something that you have learned or teach your kids, let me know. It may be my next poster! Please visit my Teachers Pay Teachers store where you can get your own posters for your classroom! Yay, you might just find a free one there... https://www.teacherspayteachers.com/Store/The-Lost-Sock-Art-Teacher As an art teacher, there are things that I am continually telling my students. Things like... "You are responsible for your own mess", or "Art requires patience above talent!", "There's no excuse for messiness!", "Don't use a waste a new piece of paper when you can use an eraser!". Instead of repeating myself, I decided years ago to make a "Wall of Wisdom". It is full of ideas to make your art better or my philosophy of a good art attitude. This was my old wall of poster... New wall at new school... I've went Art Elementary in 2014 ;) after 10 years of MIddle School Elementary boys = PAPER AIRPLANES!!! WHat's the deal? And they are not even CREATIVE! Maybe if they drew windows with passengers peeking through... or something, but NO! SO, I have decided to BAN THEM FROM MY ROOM! "Let your Imagination fly... NOT YOUR PAPER!" T. Morgan Kill the dead space! Fill it up with life, learn to turn! Dear art student, I am not impressed by your speed. It's slow and steady that won. Love, Mrs. Morgan Improved version Purchase this Poster here... https://www.teacherspayteachers.com/Product/Slow-and-Steady-Wins-the-A-2710822 I have some kids that get super excited when they are the first ones done with their work. Being quick is not always a good thing. Remember the tortoise and the hare? Sometimes that means they did not take the time to be neat or to complete the work. So, slow and STEADY wins the race. Some kids work hard at first, then get tired, then quit doing their best. If you start neat, finished neat. Be consistent with your work. I let kids know on the first day of school, that I do not grade them based on talent. Nobody can pick their talents when they are born. I am sure if they had a choice, all students would choose to be artistically inclined. So, I grade on their "ARTtitude". Do they try, do the fix mistakes, do they improve, do they listen to advice? Or do they give up, give half effort, or turn work in knowing it could be better? It takes blood, sweat, and tears. It's about distance vs. speed. My pet peeve is when kids waste paper! They put one measly mark down and then throw it away! UGHHHHH! I want to just throw erasers at those wasters! So, I made this sarcastic ad for the NEWEST INVENTION... THE ERASER! You don't have to be talented to be neat. It just takes special care and patience. All you have to do is a back and forth motion with your hand while holding a crayon... it's not that hard. So, I do grade hard on kids who are sloppy. It is just them telling me they don't care. It's a bad "art"titiude. In most cases, it is best to color dark. It shows up better, it pops out, and it reveals the true color. At least if you don't color the inside dark, then emphasize it by outlining dark on the outside. Plus, coloring darker is harder and more time consuming, which in the end shows more care. I tell the kids that if the paper is big, draw big. Fill the space up. The picture is more important than the emptiness behind it. Drawing bigger allows the artist to include more detail as well. If you have the room, use it! Otherwise, you are wasting. Patience is a virtue... You have to practice patience while you create art. When my students work hard by showing patience, I like to post their work online. The great educational philosopher Harry Wong said something like this when I saw him speak. I just took what he said and make a poster for it. I let the kids talk while they work. As long as they do this responsibly, But, if they talk more than they work, inhibit others from working because of their talking, or they fail because of their mouth, then they have a problem that needs to be fixed. Art, the most important meal of the day. Shhhhhhh!.... Draw secret, soft & light lines if you're not sure in the beginning stages. If you draw hard, yiu make it harder on yourself to fix. I try to teach kids to avoid putting the too much pressure on their pencils in the beginning stages of drawing. So many times, they mess up, try to erase, but can't get rid of their original drawing lines. Then I make them use the back of the paper. If they already did, then I make them erase the lightest side. I do this to teach them to draw light till they KNOW they have it right. Kids beat, bang, and drop colored pencils. This tears them apart! Then they try to sharpen them and the lead falls out. It is a horrible result of an abused supply. I have this to encourage them to treat the pencils like glass. I keep the markers in a vertical storage tip down. This allows the flow of the ink to travel to the tip. It increases the life of the markers. Some kids do not close the glue. This open hole lets air in and that air hardens the remaining glue under the cap. Then kids think that jabbing a larger hole in a clogged up glue bottle will make it work better. It will temporarily make it work better for them right then, but in the long run, this massive hole they poked just makes the tip get clogged even more from the extra air that gets in it. This is a never ending cycle! Since this annoys me, I made a poster to try to get my point across. I also get tired of kids not cleaning brushes out. Then the paint dries on the brush, hardens the tip and it is never able to be used again. Or, they do clean it, but leave it with the bristles down. Then it dries bent and is permanently bent. My are teacher from High School, Mrs. Liddell, had a poster like this one. I liked it, so I made one for my classroom. "Your mamma doesn't live here, so clean up your own mess". My self made Principles chart... Self made Elements chart... Somplified my charts for elementary ;) I decided to make this motivational poster for my classroom just recently. I did some research behind it and found the history of the original very interesting. So, this is my parody of the We Can Do It poster. ------------ Think positive! Mini Masterpiece wall (Index card art) 4 kids per table, everybody has a purpose. Rules and rewards... Palette of positivity. Each class has a paper palette that colored stickers are added to for noticeable efforts. http://tabithaannthelostsock.blogspot.com/2013/04/we-can-do-itart-classroom-encouragment.html And that is my Art Class. Hope you are more the wiser!
My new obsession this year has been making and using anchor charts for my lessons. Here are just some of the anchor charts I have made this year. Some of these charts are original ideas but many are ideas I have seen and used from other teachers. I am not good at drawing so I use clipart from my computer to add pictures to my anchor charts. I print them out and glue them onto the chart! It’s so much easier and looks so much better than what I could draw! I also laminate my anchor charts so I can use them year to year. By laminating the charts I can easily write and erase on them by using an Expo marker. Click HERE to download the worksheet writing templates for opinion writing, informative writing, step writing, personal narrative writing, fictional narrative writing, and postcard writing that match these anchor charts from my TpT store! Click HERE to download the files needed to make the Sequence of Events and Transitional Word Examples anchor charts from my TpT store! Click HERE to download the file needed to make the Fiction/Non-Fiction Sort anchor chart from my TpT store! Click HERE to download the words I used on these anchor charts on my TpT store!
We all look at the world through different eyes. But we all have hidden secrets. Are you eager to know the secrets of your personality? Take this quiz now!
38702878021834479 good morning and happy friday! are you enjoying your in-between time? 165085142564946522 i love the days that separate the hubbub and mayhem. they’re filled with moments tha…
Keep this chart handy!
I was talking about this book with a colleague the other day. More like singing its praises. It was then that I thought I needed to share this resource with my blog friends. If you teach intermediate grade writers, YOU WANT THIS BOOK! The title of this gem is Razzle Dazzle Writing: Achieving Excellence Through 50 Target Skills by Melissa Forney. I love this book! It is so on-target with the skills it covers and so appropriate for intermediate grade writers. This book is perfect for 3rd grade through middle school. If I don't tell you another thing about it, you should just go buy the book because it is selling on Amazon.com for a very cheap $13.57! Honestly, I would quickly pay at least twice that for this book without blinking. Ms. Forney also has a sister book for the K-2 set called Primary Pizzazz Writing. I haven't seen it in person, but it looks like a winner. The pages of Razzle Dazzle Writing are meant to be copied for your friends and used as a teaching and reference tool. Here is a checklist from the book that notes the 50 skills covered: As you can see, the topic lend themselves to your everyday teaching throughout the year. However, this book is also great for test prep. Ugghhhh! I hate to even utter those words, but they are a fact of life for us these days. Let me be clear though that Ms. Forney is very clear in the book that it's not all about the writing prompt. She does state that our friends need to know the difference between prompted writing and free writing. I also believe this. As much as we would like our friends to embrace writing and freely write as they are inspired, the reality is when the state test comes they are going to be directed via a prompt to do a very specific type of writing. I used the mini lessons in this book to create an anchor chart on understanding the different types of prompts: And, here is another chart I created using one of Melissa Forney's lessons on using a "writing glove" to help your friends properly address narrative prompts. Sigh! Just noticed that I spelled dilemma incorrectly on the chart. Will be fixing that in class ASAP. Sorry about that! Ms. Forney has great ideas for this mini lesson. The book even includes reproducible gloves for your friends to cut out and put on a stick. The creation of these two anchor charts is directly inspired, if not copied, right from Razzle Dazzle Writing. I tweaked a bit for my friends, but the book is so well put together you can essentially photocopy what you need and do your lesson with minimal prep. Razzle Dazzle Writing includes tons of pages you can copy for your friends to keep as reference, there are also poems and reader's theater scripts that are included to reinforce many of the lessons. The poems are fun and easily understandable for your friends. The reader's theater scripts get right to the point in a fun way , yet they are short enough to be done as part of a mini lesson. I have yet to find anything in this book that isn't a perfect fit for my friends. Melissa Forney has an incredible web site where you can learn more about her books and philosophy. Click HERE to be taken to Forney Educational, Inc. There are also free downloads available on the site. THIS PDF DOWNLOAD is for a booklet titled Young Writer's Survival Guide. It is an excellent resource for your friends. Many of the topics in this guide are topics covered in more depth as different mini lessons in Razzle Dazzle Writing. That PDF alone should convince you to buy the book! So, have I gushed enough? I hope so! This is not a paid endorsement. This is a post on a book that I find myself going back to again and again and think you will, too. If you know this book, please share your thoughts. If you end up getting this book, let us know how you like it. On a totally different topic, every time I think of the name of this book, it makes me think of this scene from the movie Stripes with Bill Murray. I know, totally dating myself yet again! Also, don't forget to enter my giveaway to win a copy of Testing Miss Malarkey and assorted other goodies!
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This past week in class we started my FAVORITE type of math to teach! ALGEBRA!! I'm not sure what I love so much about it, but I just think that the possibilities are ENDLESS with the fun things that you can do with it! I remember when I was in school and was in Algebra-it was book/paper activities ALL. THE. TIME. However, I plan to do some out of the box things this 9 weeks with my Expressions and Equations 6th Grade CCSS. :) So, here is a peek at what I did this past week in class to introduce Expressions and Equations. First, we took some note in our Interactive Notebooks on the difference between Expressions and Equations, vocabulary, the Distributive Property (with Algebra), and did some stick and solves (with post-its). It was hard for the students to grasp the distributive property a little with algebra since we learned about it a little with Number Systems, but with numbers not variables. They got stuck for awhile thinking that you could SOLVE these expressions with a number, so we spent a LOT of time talking about the difference between an expression and an equation. We then got into like terms and combining them. This sparked my higher students to go crazy with this, and all week during enrichment, I spent giving CHALLENGES with maybe 7 terms that had to be distributed to, powers and mixed variables! Even though we got into some CRAZY variables, powers, and combining (7th or 8th grade stuff), they had a BLAST! It really challenged them to understand the process-so I think that it really pushed my higher students! Not to mention they were having FUN---and who wants to stop that? :) We did an Algebraic Expression Mix and Mingle, too. I did it on note cards for now, unless anyone expresses an interest for me to put all of my Mix and Mingle games on Teachers Pay Teachers, then I will make them cute and fancy. :) Just send me a message or comment, First, I made expressions that the students needed to solve using the distributive property: I then also made cards in blue ink that had the answers written on them. The students paired up and were each given a question card and a random, answer card. The pairs of students then worked out the question on their card: Once everyone had worked out their questions, they mingled with each other to try to find the group with their answer card. They had a lot of fun--plus it included an aspect that ALL middle school students LOVE to do---MINGLE! :) The last thing that we got to this past week was translating words into algebraic expressions. Ugh. I was dreading this one because even when I taught math at the community college they struggled with this one. We started with some Pinspired notes in our interactive notebooks: Then we did some practice whole class. That is about as far as we got this week. We did a Mix and Mingle activity with this too. Everyone got a card-some were the words and some were the expressions, and they had to match up the correct words to expression. :) We only have two and a half days this next week of school, and I am planning to have them work on our Thanksgiving Math Centers as a review (shameless plug-they're on sale the rest of today!!!). :) Plus, I have math planning on Monday, so I won't be in the classroom. Have a great week everyone! :)
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