Wednesday, March 14, 2012

Character Education and Laptops in the Library

Karen Newman, curriculum director at Montclair Kimberly Academy, came to our school to talk about character education and technology. We met with the librarians and IT teachers to discuss what we are doing and what we can do differently to improve our practices as educators. When reflecting on how students use technology in the lower school library, I realized that I can improve our after school check out of laptops for students in grades 3-5. Starting in grade 4 (1:1 begins then)  Montclair Kimberly requires students to go through their driver's manual, http://driversmanual.mka.org, which is a technology manual that basically gets students to think responsibly about how they are using their laptops. The videos are produced by students and there are a set of questions that students must answer.



I have a video that I have students watch before they can check out and use laptops in the fall. The character SpongeBob tells students how to care for their laptops and check them out but I like the idea of having students answering 5 questions about how they use the laptops in a responsible way. Rather than spitting out a list of rules, this forces them to think about how they use them. I also like how Montclair Kimberly has students make the videos such as those found under Good Habits & FAQ. For instance, students always ask about Cisco Agent, how to save to the mainshare, how to use the wireless. Grade 5 students could put together a how-to video. Or better yet I could tie it in with a nonfiction curriculum unit. I thought about doing it this year but we are getting new laptops next year and the issues will be completely different than this year.

Sunday, March 11, 2012

Top 10 Collaborative Book Project

Grade 4 students compared their top 10 books with students at the International School of Bangkok. I created a Google doc for students to survey and put the link to it on the Follett Home Page. Students logged on and voted for their 10 three books. There was a total of 150 students. We discussed what influences us when choosing books for the enjoyment of reading. Students said they were influenced by the cover, summary on the back, title, series, subheading for nonfiction, genre, reviews, author, artwork, recommendations. They discovered that students in Bangkok choose books in the same way such as the blurb, book covers appealing, series, recommendations (from various people), and popularity.

I took the top 10 books and created another survey where 4th graders ranked their favorite books. They discovered that new book releases or movies based on books had a big impact on people's top 10 book choices. Diary of a Wimpy Kid had just released Cabin Fever, Big Nate had a new release, and so did the Heroe's of Olympus and Warriors. ISB had more graphic novels on their top 10 and Roald Dahl books.



 

 

 

 

 

One thing I would do differently is make sure there were no holiday breaks when doing this project. It got a little stretched out because of Christmas and Chinese New Year. It might be nice to do it at the end of the year to get students excited about summer reading.

Wednesday, February 22, 2012

Storytelling with iTouch

[youtube]http://www.youtube.com/watch?v=qRydAEuxFmU[/youtube]

After reading the story, I Wanna New Room, to grade 2 and kindergarten I asked if anyone wanted to do a book talk on the book using the iRig microphone connected to the iTouch. Two girls from grade 2 volunteered and while students found books they did a book talk. I didn't help them. The girl in the video did it on her own three times and kept adding details with each practice. She also noticed that if she had the microphone too close to her mouth the sound wasn't clear. With each new attempt she improved on both those things. The other 2nd grader held the iTouch and would tell her to move the microphone down or hold up the book.

The next group was kindergarteners. They loved hamming it up using the microphone. While students looked for books about 6 girls decided to book talk on the book we read called, Zero. It is interesting seeing what kindergarteners remember about the book. I used Corel Studio and will put it on the LCD screen outside the library. The video buffers a lot and for the Internet so I redid it from a .wmv file to a .flv.

.wmv file

[youtube]http://www.youtube.com/watch?v=iNC4qII1JEk[/youtube]

.flv file

[youtube]http://www.youtube.com/watch?v=aud-3eljQDc[/youtube]

 

Tuesday, February 21, 2012

The Garbage Barge

Fun read aloud with older students. It is a longer book so students need a good attention span. YouTube has an interesting video on how the book was made. I showed this first to the students. Make sure you use your New York accent when reading the story. There's one line where the New Yorker says, "forget-about-it" but the spelling is funky so I completely misread it. The kids laughed the hardest at that... I sounded like a baby gurgling. You can also use a crusty sailor voice so it is a fun read aloud. Make sure to tell students it's based on a real story.

I have had some interesting conversations about recycling because I live in Taiwan and their recycling program is incredible - about the only thing I throw away is tissue paper and tape. Everything else is recycled 6 days a week. Ironically, when the garbage truck in Taiwan shows up it plays a similar tune that the ice cream truck used to play when it came to my neighborhood in the U.S. in the 70s (Well maybe not a similar tune - I don't think the ice cream truck's tune was Beethoven like the Taiwan garbage truck but the dinging bells are similar.)

If you don't get into reading this book and ham it up, it will be a long, dull read aloud. You have to have fun with it. One teacher told me that the illustrations reminded her of the creepy Lady Elaine on Mr. Rogers Neighborhood. Ha! Do you remember her?

 

 

Monday, February 20, 2012

Little Red Riding Hood Reader's Theater

Grade 1 students did a reader's theater of Little Red Riding Hood from a series called, Playtales, by Moira Butterfield. The books include ways to build costumes and props. I used some of them but the students mainly did backdrops. I also have a box of props that are odds and ends I've collected over the years and students took from the box whatever grabbed their fancy. I have done this holding the book in front of me and turning the pages for the students or as in the video I scanned the pages and had the story on the smartboard (or LCD projector) for students to read from. This way everyone reads along and I find the rest of the class is more engaged. The microphone helps project students voices that are too soft and lets others ham it up. I also have a student run the computer, a video camera, and regular camera. Usually the comment is, "My arm is sore!" by the time they finish the play. I also choose a have only one child read one narrator speech bubble. This way the entire class is included. You could also add two narrators per speech bubble if you run out of parts. The speech bubbles are color coded which helps students with reading their parts. Some of the vocabulary is hard for 1st grade.

Here's a short video:

[youtube]http://www.youtube.com/watch?v=huahP4t3CDE[/youtube]

 

Sunday, February 19, 2012

Book Trailer and Review of 2012 Newbery Medal winner



[youtube]http://www.youtube.com/watch?v=c_PIRA9vcJg[/youtube]

Here's a good book trailer for the 2012 Newbery Medal winner, Dead End in Norvelt.

Here's my review:

I finally finished this book and not because it was bad. Quite the opposite. I kept writing in my reading log all the one-liners I liked - inking up 13 pages.  Then I started to read the first chapter out loud to the grade 5 classes - many laughing hysterically at the outlandish behavior of the characters. There are 8 classes and it takes 10 days to see them all – throw in the fact I got bronchitis and it got dragged out another week - but voila, I am finally done with the 2012 Newbery Medal winner… and oh boy, is it a winner, from the nose-bleeding main character-named-after-the author, Jack Gantos, to the no-nonsense, unsqueamish, Norvelt historian, Miss Volker.

Gantos is grounded for the summer for shooting off his dad’s rifle and mowing down his mother’s cornfield. He acts first and thinks later – or doesn’t think at all in some cases. He’s like a Sherman tank. Plus, his chronic nose-bleeding problem makes it hard for him to hide any emotions; his nose becomes a geiser when he is frightened or lies or gets excited or sees dead people. And this is the summer of death. Death of a town. Death of his neighbors. Death of deer, rodents, corn and his summer vacation. When Gantos becomes  the “hired hands” for Miss Volker, little does he realize that his new job involves not only typing the obituaries for Miss Volker who writes for the newspaper, but it means donning his Grim Reaper costume from Halloween, and driving Miss Volker, who also happens to be the Norvelt Medical Examiner, to examine the bodies of people who have died in town. Things become suspicious after about half a dozen old ladies die in the town and whispers of murder spread like “air leaking out of a crypt.”

Miss Volker has arthritis that has transformed her hands into “talons of a hawk perched on a fence” and some funny images surround them throughout the story. She asks Gantos to line up her Girl Scout Thin Mints on the kitchen counter so she can sweep them off the edge and into her mouth like she is “scoring a goal in hockey.”  This will make a fine meal she claims and asks him to also leave a glass of milk with a straw. At one point Gantos who is on his way to play baseball gets stopped by Miss Volker who wants to write an obituary and he knows he’s going to miss the game because “Miss Volker always liked to take her time. The hands on her kitchen clock were just as useless to her as her own two hands.” Later when they examine a dead body, Miss Volker has to sign the death certificate but she can’t write so she has Gantos (whom she calls her hired hands) help her, “I pressed the pen between my hand and Miss Volker’s twisted palm and together we managed to slowly scrawl her name; letter by letter, as if we were receiving it from an Ouija board.” She drops the phone often when calling Gantos and one time hollers as the phone clatters on the floor, “Dang phone!” When she sees Gantos father hauling a Norvelt home out of town on a flatbed truck she “tried desperately to open the door handle but her fingers were so rusted together she gave up trying and leaned out the open window. ‘You should be ashamed of yourself! These are Norvelt homes,’ she shouted, “Mrs. Roosevelt said our homes should stay right in town and never, ever be destroyed!’”

Miss Volker talks to Gantos about how each of us carries history within ourselves. How “every living soul is a book of their own history which sits on the ever-growing shelf in the library of human memories.” This is why Miss Volker always links the obituary of a townsperson to a famous story in history. This book did remind me of my own history growing up with five siblings in the suburbs and having a brother who had nose-bleeds that had to be cauterized by a doctor. But there’s more to the story than just a person’s history. It is the importance of learning from history and learning from past mistakes.

Some readers might find the nose-bleeding gross while others will find it funny. The dad is disrespectful toward other cultures calling the Russians “Commies” and the Japanese “Japs” and some might find it offensive. However, later in the story it is balanced by Miss Volker’s obituary that talks about being respectful and shows his dad was scarred by the war. While Ganto’s dad is a little crude, insensitive, funny, and sneaky; he’s more like an immature boy versus a cruel man. The reader can see where Jack gets his sneaky ways. The two are like conspirators as they defy his mom and plot behind her back to mow down a cornfield, build a bomb shelter, get out of punishment and fly an airplane.

Here are some of the great lines. Have a good laugh.

When Gantos learns to drive Miss Volker comments: “You’re a fast learner,” she remarked. “You’ve gone from slow poke to safety hazard in one day.”

“Something had to be wrong with me, but one advantage about being dirt-poor is that you can’t afford to go to the doctor and get bad news.”

Gantos dad bought a military plane at an auction that was cheaper than a car and joked that at the next auction he’d see what Sherman tanks were. “That would be so cool, I thought. I wouldn’t have to learn to steer – I could just drive in a straight line and run things over.”

Tuesday, January 17, 2012

Chinese New Year Lesson

I show students our Chinese lion puppet and we choose a name for it. My favorite so far is "Lena" although the boy who suggested "Hello Kitty" got lots of laughs.

Next we read the book, Chinatown by William Low, which is written in first person about a boy who travels through Chinatown with his Grandma. I have each student take a turn holding the puppet on each page. The story has the two walking so the students have to walk the puppet and do what is on the page. I insert the name the kids gave the lion so it sounds like Grandma, Lena, and I travel together through Chinatown. On the page where the main characters meet the cobbler I have the students say "hello" in Chinese and English. At the end we say "Happy New Year" in Chinese and Cantonese.

 The Chinese Librarian, Rose, overheard us and said she wants to expand on the story and do even more with Chinese words with the students connecting the story to the Mandarin curriculum. She explained that the students just had a guest puppeteer and are making puppets in Mandarin classes. Next they will tell stories using the puppet stage. She wants to connect with that lesson. I have quite a few hand puppets - maybe they can make up stories using the hand puppets. I'll have to talk to the kindergarten teachers. Let me know if you have a good puppet lesson. They sure love puppets!