Tag Archives: Virtual learning

Lesson Plan – Teaching the Civil Rights Movement

As we celebrate the holiday in honor of Dr. King and move into Black History month in February, I want to share one of my favorite resources for teaching the Civil Rights Movement with you. As an extra bonus, these BOOM Cards are digital, so you can use them no matter your teaching situation! Here is how I used these BOOM Cards this year in person, AND how I modified the lesson last year for remote learning. Whatever your teaching situation, I’ve got you covered!

In Person Instruction

Activate Background Knowledge:

I begin the lesson by asking students, “What are Civil Rights? Who has Civil Rights? Do you?” This question activates students’ background knowledge and also their curiosity. In truth, the phrase Civil Rights is used so frequently that it has kind of lost its meaning. So, we have a brief discussion about Civil Rights.

This year, one of my students gave a great example. He said that Civil Rights are the rights that people have but that he doesn’t have as many civil rights as adults because he is a child. He used driving as an example. My class had a great discussion about the rights, and responsibilities, of being a driver. We then talked about other examples of people who had, or did not have, Civil Rights. They mentioned voting rights, rights to an education, and the right to choose your own job.

Objective:

After we activate background knowledge and curiousity about Civil Rights, I give students the objective for the lesson. Along with this main objective, they will also have the opportunity to practice inferring and deepen their understanding of key vocabulary.

After completing these digital task cards, students will be able to summarize key events from the Civil Rights Movement and place them in order on a timeline.

Teaching the Content:

For this lesson, I ask each student to log into the BOOM Cards on their own computer, but sit in groups of three. As the lesson progresses, we will bounce back and forth from whole class to small group to independent work.

The task cards begin with the arrival of the first Africans on the White Lion. (If you want a more detailed resource about that, be sure to check out this resource – The First Africans; a leveled reading passage with comprehension questions.) I ask my students to read the text on the first task card to themselves. Then, in their group, I ask them to discuss what they see in the image on the Task Card. In this case, a picture really is worth a thousand words.

The next two Task Cards talk about the Emancipation Proclamation and Jim Crow laws. I teach students how to read Emancipation Proclamation, and then ask them to read the next two cards in their group. As a class, we discuss the mearning of the word segregation, and the students answer the question on the task card independently.

The next three task cards deal with desegregating the military, schools, and busses. Students read these task cards in their groups, and then we discuss boycotts. I begin the discussion by asking students, “Do you think a boycott can be successful at changing something in society?” It’s a good discussion because the text evidence is all about the Supreme Court making the changes, and so students are divided on whether or not they think the boycotts were effective.

-Lesson Break-

This is usually a good place to break the lesson up. One of the things I love about BOOM Cards is that they automatically save a student’s progress. I think it is more powerful to spread this content over two days than to cram it all into one day. The kids need time to process this information, and they usually come back on the second day even more eager to learn the next part of the story.

If you break the lesson up, begin the second day by projecting the task cards your students have already read. I gather the students on the rug WITHOUT their computers and we go through the first task cards together. This helps remind them of what they already know, and also gives ELLs and struggling readers a chance to revisit key vocabulary and ideas.

The next card teaches students about the sit-ins at the Woolworths counters. We discuss what it means to be denied service and then I ask, “Do you think a sit-in will be effective?” Just like with the boycotts, students are usually mixed on their views.

The next card is about the Children’s Crusade, and in my opinion, is the card that students have the strongest reaction too. For that reason, I always read that task card aloud to them. After I read the card, I turn to the next card and we analyze the photo of the Children’s Crusade as a class. Together, these two task cards really are the meat of the resource. Once we have discussed the photo, students usually have no trouble making an inference about the photographer’s purpose in taking the photo.

At this point in the lesson, it is time to release students to work independently on the rest of the task cards. I always try to gradually release responsibility to the students, and this is a good place to get them to work independently. They will answer a question about the March on Washington, organize key events on a timeline and fill in the blank to answer vocabulary questions.

Remote Learning

The basic flow of the lesson is the same, whether or not I teach in person or remotely. However, these digital tools help the lesson go better remotely.

Activate Background Knowledge:

I use a Jamboard for this. I asked each student to respond to one of the Jamboards. Engaging students remotely is very difficult. By giving them a choice (which question do you want to respond to?) and requiring their participation, I was able to hook the students. We then briefly discussed and organized their responses to group similar ideas.

Objective:

This doesn’t change for remote learning.

Teaching the Content:

For remote learning, I did not break the lesson up over two days. I began the lesson by reading the first 3 slides to the kids and working through them as a whole group. I then sent them to Breakout Rooms to work on the rest of the slides as a group of three – again, gradually releasing resposibility to the students. I checked in on the groups often to help keep them on track. And then I ask each student to complete, in addition to the BOOM Cards, a padlet answering the question, “Which event from the BOOM Cards do you think was most important in increasing Civil Rights for African Americans? Why was it important?”

I hope that this lesson plan helps you see ways to use these BOOM Cards in your classroom, no matter what your teaching situation is. If you have never used BOOM Cards, you can get a free trial here. Start with these FREE BOOM Cards about the Women’s Suffrage Movement from my TPT store, and if you love them, grab the Civil Rights Movement BOOM Cards. I think you will find that they are a versatile tool for your classroom, no matter your teaching situation.

Happy Teaching!

Using Digital Escape Rooms to Connect with Content

It’s Monday morning, and I spent a few minutes this morning mulling over my weekend reading. Saturday morning found me, coffee in hand, perusing the New York Times for the latest news. Saturday I also reviewed some websites about fixing a running toilet and finished a mystery I’ve been working on this week. Sunday I spent some time reading about how to fix florescent lights, started reading a book on life for Colonial Women, researched a fix for a problem with my Google Classroom, read some lesson plans on teaching language skills and read the first few pages of a new mystery. You may be noticing a trend – three fourths of my weekend reading was non-fiction. Take a minute and think about your own life as a reader. How much non-fiction do you typically read compared to fiction? Most adults read more non-fiction, so I suspect you will find that to be true for yourself as well.

When I was reading those websites about fixing things in my house, I used lots of essential skills like skimming and scanning that don’t work well in fiction but are essential for non-fiction reading. I don’t have time to read an entire blog post that won’t answer my questions, so I skimmed the headings, scanned the text and found my answers. (If you’re wondering, the toilet is fixed and the electrician will be here Wednesday!). I used the Table of Contents to help me find the lesson plans that my students need, and the captions and photos helped me digest and understand the news in the newspaper. The CCSS call for equal reading of fiction and non-fiction, and even if your standards don’t include that requirement, it’s important that intermediate grades step up with non-fiction to prepare our students for a successful adult life.

I’ve written about the importance in other posts. Be sure to check out Nab Some Non-fiction – a post about 5 essential non-fiction picture books to start with and also some of my reviews of other great non-fiction texts (Click the Biblio-files tab for all the links!) And this post from the ASCD website clearly explains why non-fiction matters. Non-fiction reading not only helps students prepare for their adult life, it improves their reading comprehension, builds vocabulary, and increases grades in science and social studies classes. And still, most of us struggle to bring in enough non-fiction. My district adopted reading program includes only about 10% non-fiction, nowhere near the 50% required my state standards.

So, how do we fill the gap? How do we get kids jazzed about non-fiction, and hook them on content? One strategy I’ve used to bring more non-fiction text to my classroom is Digital Escape Rooms!

Why Digital Escape Rooms?

Well, first and foremost, Escape Rooms are fun! But why digital, you ask? Kids are already spending too much time on screens. Shouldn’t we move away from that every chance we get?

Well, yes and no. The first Escape Room I tried was a paper and pencil format. It took me approximately 2 hours to copy, cut, stuff the envelopes, place them around the room, gather the boxes, locks, etc., and get things set up. For me, that time commitment is not practical, so I turned to digital Escape Rooms. Kids get all the fun of an Escape Room and you have no prep. That’s right, no prep! Just assign through your Google Classroom (click here for a blog post with step by step instructions) or other LMS and then watch the fun! And, you get automatic results if you use a Google Form Escape Room. The digital format makes this a more practical option, which means you’ll use it frequently. Your students will be doing a lot of reading, and they will also gain practice with the riddles and ciphers embedded in Escape Rooms, helping them be more successful!

The amount of non-fiction text in a digital Escape Room can vary, so if that is your goal, make sure you check it out carefully. This digital Escape Room about the States of Matter includes an embedded non-fiction text that teaches the science content and then asks students to answer questions about the text to unlock the doors. Click the image to check it out on TPT!

This Google Form Escape Room contains both fiction and non-fiction texts in addition the story that carries students through the adventure. One fiction text is a traditional Irish myth about the formation of the Giant’s Causeway and the other is a retelling of a traditional tale about a leprechaun. The non-fiction text is a biography of St. Patrick. All of the texts include comprehension questions that help students move to the next section of the adventure. Click the image to check it out on TPT!

Adventure in the Chocolate Factory contains text and video about the history of chocolate, and the chemistry behind the making of the world’s favorite flavor. Again, the focus is on comprehension, and the questions help students focus on content. Click the image to check it out on TPT!

Digital Escape Rooms are an easy way to bring more non-fiction text into your classroom. I hope that you give one a try. I think you’ll love it, and so will your students! I’m always creating more Escape Rooms, so be sure to follow me on TPT and check back frequently to see what I’ve been cooking up!

Happy teaching!

Launching the virtual Classroom – Escape Room!

So, week one of virtual instruction in in the books. We are doing a soft start so it’s more like Day One is in the books! Even though I’m not with my kids in person, I still have the same goals for the first day – launch academics, make connections and surprise them so they want to come back for more! Be sure to check out how I do that in person with this blog post. Here is how I accomplished that virtually.

I wanted to really catch the students’ attention right away and launch some academics. I also wanted to surprise them. So, I decided to start with a digital Escape Room through the year (click the link to get a copy of the Escape Room I created. Edit and use it if you would like to!). Escape Rooms are so engaging because the story carries students through an adventure. The codes and puzzles bring a level of mystery and challenge that is also very engaging.

I created a story line that gave students a preview of the content we are going to study together. That helped accomplish my goal to launch academics. I decided to use Google Slides instead of Forms because I wanted to get the kids used to working with Slides because we will use them a lot in our virtual classroom . I structured the Escape Room with some of the codes that we will use in other Escape Rooms so that I could introduce them as well.

Here are a few of the slides in the Escape Room. You can download your own copy and modify it to fit your content! And if you like this type of activity, be sure to check out some of the digital Escape Rooms I have on TPT!

As we worked through the first challenge together, I was able to reinforce the content we will be learning and also begin to build connections with the kiddos. For the second code, I sent them to breakout rooms. We will use the same breakout groups for several weeks. This was their first time in the groups, and working on the second code helped them begin to get to know each other. We will build those connections over the next weeks with more opportunities to work with the same group.

For homework, each student clicked on one of the links to watch a video or read an article. Then they left a comment on the Graffiti Wall. That gave them practice with inserting a text box – an essential skill that they will use a lot this year and also gave me insights into what they are looking forward to.

This activity worked so well that I will use it again next year! The kids were definitely hooked and I accomplished my three goals – we launched academics, built connections, and did something surprising!

A Beginner’s Guide to Creating Engaging Digital Lessons

In the past two years I’ve been teaching online as well as in a brick and mortar school. I have learned that some things that work really well in class don’t translate very well to online learning. For example, in my class we use Task Cards as a way to move around the room and build in discussion and collaboration. But online, Task Cards don’t work the same way. So, how do you keep the learning substantive and keep the engagement high?

Just the other day, a parent emailed me after a one-hour introduction to Democracy class. She said, “Great class. I wasn’t sure if my eleven-year-old would enjoy it or not (she gets bored easily) but she was riveted to the screen the entire time. When the class was finished, she said she thought it was really interesting. That gets a thumbs up from me!” Here’s how to achieve that in your own virtual lesson.

Personalize the lesson – This is very hard to do. Keep in mind that I didn’t know that student before the class, and I may never see them again. Even in the classes I am teaching virtually to my brick and mortar students, it is hard to have that personal touch. I can’t look at them or use proximity. But you can build in personal touches to virtual lessons. I begin each Introduction to Democracy class with a map where we put an arrow to represent each student. About 10 minutes into the class, we revisit the map, this time in context of learning about representation from their own state. Within the first ten minutes I have made the information personal to the students twice and that helps to engage them.

I have another online class where I teach 4- and 5-year-olds to read color words. For that class, I embed their name into everything. Students love rhymes, so we begin with a color rhyme. Instead of saying the name of the color, I change it to a student’s name. At the end of the rhyme, a student’s name pops up on the screen. They love this, and right away they are engaged in reading their own name and the name of the other students in the class.

You can find this editable PowerPoint on TPT. I just change the poem to include the kids’ names. And find a free related practice page, also on TPT.

Names are powerful. When I see a student looking away from the camera or their body language signal dis-engagement, just as I do in my brick-and-mortar classroom, I ask them a question. I think it’s important to help them feel comfortable – remember, this is not a risk-free environment for them, so I always say, “Tom, I’d like you to take this next question.” Then I give a little information and ask them a question related to it. The purpose of the question is to re-engage the student, so it can be simple. Usually the student answers, I give them a high five or thumbs up, and we move on.

Be Positive – If you are using a presentation tool like Zoom, there are built in reactions. But if you are new to this, don’t dive into the deep end. A physical high five (right into your camera) or thumbs up works great. Also, your tone is extra important. Chances are, you are small on the screen, so your facial expressions carry less weight than your tone. Before I taught anything online, I opened my video camera and video-taped myself teaching a bit of the lesson. I’m so glad I did! Turns out my serious, I-love-this-content face and tone didn’t sound or look great on a video. So, I put a sticky note on my computer and I practiced until I remembered to smile – a lot! Another side benefit, it slows down my pacing.

A smile is worth 1,000 words!

Translate what you know about instruction to the screen – I begin by thinking about the old 10 and 2 rule. For every 10 minutes of a presentation, the kids talk for 2 minutes. Since I use PowerPoint and Google Slides as the bones of my presentations, I needed to translate that into slides. Think in terms of 2-4-8. One slide every 2 minutes, no more than 4 bullets per slide, no more than 8 words per bullet.

One slide every 2 minutes, no more than 4 bullets per slide, no more than 8 words per bullet.

If you do the math, that means every fourth slide it’s the kids’ turn. When I create a presentation, I try to build in a response every four slides. Again, if you are comfortable using the tools in the tech, that can be pretty easy. Ask a question like, “If you think that a representative democracy is a better system than a direct democracy, use the thumbs up tool. If you think a direct democracy is better, use the applause tool.” Offering a choice works as long as you hold every student accountable. But the tech isn’t the only way to hold everyone accountable.

I ask students to fold an index card in half. They write A on the first section, B on the second, flip the card over and write C and D on the sections on the back. Every few slides I slip in a multiple choice question and students show the letter of the answer they choose. It helps me formatively assess, but more importantly, every child has to engage. Again, holding them accountable is key.

Harness the power of the technology – An image can often carry more meaning than your words. Be sure to embed images in interesting ways. I love this blog post on where to find free images and how to manipulate them in interesting ways. And kids love bells and whistles. I know the prevailing wisdom is to keep it simple, but I think interesting transitions, colorful and interesting fonts and animations, used strategically, engage students.

And don’t under estimate the power of video and music. It is certainly possible to overuse them. But a quick, 3-minute video embedded into an hour-long lesson can provide a great break for kids, and engage them in the content in a new way.

Tell a Story – I recently created a series of online classes to teach grammar. Not the most interesting content for most students, but entirely necessary. I wove a story of a search for Missing Mayan Medallions throughout the story. For five days those kids logged on and we spent an hour traveling through Guatemala and Mexico, learning about parts of speech and types of sentences. They completed 20 pages of grammar practice, all embedded in the story. And their motivation was high because along the way they found 24 missing medallions.

Humans love stories. Our brains are hard-wired for them. Use short stories, anecdotes, and longer stories to keep kids engaged for longer periods of time.

Don’t be overwhelmed by the transition from classroom teaching to online learning. You can do this. Start small.

  1. Personalize the lesson.
  2. Be positive.
  3. Translate what you know about instruction to the screen.
  4. Harness the power of the technology.
  5. Tell a story.

Start small, and remember, your students love you. Taking a risk and trying something new is a powerful model for them, and they will give you grace.

You got this!

Be sure to check out my other blog posts on digital learning.

Digital Tools for Distance Learning – Google Forms

Eight Things I’ve Learned about Virtual Teaching in the Past Two Years

Happy teaching!

ID 29899410 © Sabina Pensek | Dreamstime.com

Digital Tools for Distance Learning – Google Forms

Today I want to start a new series about tools that work well for digital learning. There are tons of blog posts out there that will give you tips and tricks for using digital tools. I’m definitely a novice there. What I’d like to add to the conversation is how the tools can be used to deliver effective and engaging instruction.

First, I have been teaching online in addition to teaching in a brick and mortar classroom for the past two years. And in that time, I’ve definitely learned a lot about engaging kids long distance. For more tips and advice about how to get started with distance learning, check out my post, Eight Things I’ve Learned about Virtual Teaching in the Past Two Years.

Today I want to dive into Google Forms. This is a free tool to anyone who has a gmail account, which is also free. Google has put a lot of effort into creating tools that allow people to communicate and work together virtually. Forms was originally meant as a survey tool. But savvy educators realized it could be used for teaching. It is very easy to create multiple choice, short answer, long answer, and other types of questions.

So, clearly Google forms is a great tool for a quiz. Under the Settings, you can set up three different types of Forms – Presentation, General and Quiz.

I almost always set things up as a Quiz. One of my favorite benefits of Quizzes is auto-grading. As soon as the students submit their answers, they receive their score. Additionally, you can provide general feedback for them. I usually set it up so that the feedback is targeted towards common errors. For example, I’ve just created a resource for my students to practice Order of Operations (FREE on TPT!). One typical mistake they make is not expressing ordered pairs as a pair, or reversing the order of the pair. So, I targeted the feedback towards those errors. This image shows what a student would see after they submit their work. Their answer is highlighted in red because it is incorrect. The correct answers are shown and the feedback points out a likely cause of the error.

What I love about this is that it puts the responsibility firmly where it belongs – with the student. Certainly, they might just skip the feedback – I know some students will be tempted to do that. But most won’t. Most students are genuinely interested in learning, and this gives them the power to take charge of that learning, to notice what they know and what they don’t, and to figure out how to do better next time. And it happens immediately, when the students’ interest in their progress is the strongest. Even at my best, (and I’m not great at grading papers in a timely manner!) I can’t give feedback to every student that quickly.

Another thing I love about Google Forms is how easy it is to embed a video. For distance learning, that is a key strategy for engaging kids and also for teaching. It allows me to be with them in their living room for a moment. Sometimes the videos I embed are created by me, and sometimes I find them on the internet. Check back in a few days for my next post about how I create short videos to teach my students.

Last week I gave my students a Pizza Fractions lesson on equivalent fractions. I started the lesson with this scenario:

After students had a chance to do some thinking and enter a short answer, I provided this video with the teaching point. (Click here to watch the video on You Tube.)

Because the video is embedded into the Google Form, the students DO NOT go to You Tube. I really love that. You and I both know once they go to You Tube, we’ll never get them back. The video is a short, mini-lesson on equivalent fractions that I made using an app called Explain Everything.

Besides quizzes and teaching, Google Forms is great for Escape Rooms – something my kids are really loving right now! With not a lot of effort, you can set up a scenario, embed questions, and even videos and photos, and students are off on a learning adventure! I’ve just finished an Escape Room on Order of Operations for my kids for this week. Here is the scenario:

I think my students will be highly motivated to work through some Order of Operations problems as they try to get into the Escape Pod!

The final way I use Google Forms is for reflection. I am constantly working to help students reflect on their own behavior and learning. Google forms has this great feature called a Checkbox Grid. You can use that to help students tap into their own thinking. I’ve used it in several ways – for self-reflection on Habits of Mind during a project, to help students form an opinion about a topic and to give them help reflecting on their own behavior in class. Here is part of the tool I use to have students reflect on their Growth/Fixed Mindset (FREE on TPT!).

After students complete the self-reflection tool, I receive their responses, and then I have an individual conference with each one. This gives them a chance to reflect first, and also gives me a chance to think about the shape of the conference before we have it.

In this time when many of us are exploring distance learning, Google Forms can be a great way to create quizzes, to embed learning, and to help students self-reflect. There is a lot of power in this tool, and it’s intuitive and simple to use. Leave a comment about how you’ve used this tool or a question about something you’d like to know. Let’s get the dialogue started!

Click here to find these, and other Google apps products on TPT.

8 Things I’ve learned about virtual teaching in the past two years

In addition to being a brick and mortar teacher, I also create and teach classes online. It’s a great side gig for lots of reasons – I get to make additional income by doing what I love, I get to share my interests that fall outside of the standard curriculum, I get to teach in my slippers….

Now, my school is closed for the next few weeks, and I’m having to put that skill to use for all of my students. Many teacher friends are reaching out to me to ask for some advice, so here are the tips I’ve been sharing with them.

  1. Think about the big picture. – Just as we do every day, it’s important to teach kids in a consistent, holistic way. If your inbox is like mine, every company I’ve ever come in contact with is offering me free resources right now. I’m grateful, but if it’s overwhelming to me, it will overwhelm my kids. Think of the big picture, and then choose wisely, just as you do in your classroom every day.
  2. Use the power of the technology to engage students. – It can be difficult to keep students engaged electronically. I’ve found that their attention span is about half of what it is in my classroom. They don’t have anyone to turn and talk with, there is no teacher using proximity…. So, think in short bursts. I put together hour-long PowerPoints and keep the kids’ attention by embedding videos, songs, questions, color, new fonts, pictures…. When you can’t give them the evil eye, interesting technology can be almost as effective! For more about that, check out this blog post on using Google Forms.
  3. Try something new. – It is always a great idea to model learning for our students. In the past week I have been experimenting with an app called Explain Everything. This app is a digital whiteboard that captures whatever is on my screen, and also captures voice over. By careful layering, I am beginning to create short videos to teach my students. They know that I am learning this, and that encourages them to try new things too.
  4. Meet them where they are at. – After I created my first video using Explain Everything, I posted it to You Tube. Even before I had sent my students the link, they found it! They are all over the digital world, and they are very excited when we enter their territory. Check out my first video about equivalent fractions.
  5. Don’t forget the Social-emotional aspect of learning. – In these times, people need each other more than ever. Two days ago I posted an optional Reading Response assignment in my Google Classroom. Using Flipgrid, the students were supposed to give a brief summary of a book they are reading independently. In two days, my students have already spent 10 hours recording videos, watching each other’s videos and responding. They are hungry to connect with each other right now, and technology like Flipgrid and Google Hangouts can meet the need. If you don’t have a Flipgrid account, they are free and easy to open.
  6. Support your parents. – Even during normal times, as a virtual teacher I rely on parents to support the students. Parents are very stressed out right now and hoping that you, the expert, can solve at least one of their problems for them. Be available, and let them know the best ways to contact you. If you send work for students to do at home, send the answer keys so that parents know what you are looking for and can steer their child in the right direction. (If the Answer Key is part of the pdf, use free services like I Love PDF to split the resource that you have downloaded or created so that the Answer Key is separate.) Understand that parents generally don’t feel qualified to teach their children, and it is daunting for them!
  7. Find your village. – One of the most difficult things about this is teaching in isolation. I learned early in my virtual teaching career that teaching from home is much more lonely than teaching in a brick and mortar school. Schedule digital hangouts with your friends, text and call, and most importantly, share! Celebrate your successes! Bemoan your failures. And pick each other up and try again. Together, we can do this! To help with this, I will be uploading at least two free resources for distance learning every week for the next 6 weeks. Check my freebies page and follow my blog so you are notified about each new upload. The freebies for distance learning will include things like this “I Can Write Colors” practice page for K-1 students and resources for upper elementary students like this non-fiction article, “Chocolate – the sweet history of the world’s favorite flavor.”
  8. Take care of yourself. – You know how there is always one more project to plan, one more set of papers to grade, one more cool set of task cards to laminate…. Well, online teaching is no different. Once you jump in, your creative juices will start flowing, you’ll head down a rabbit track, and 3 hours will go by! Set healthy limits, and get up to move around periodically. Exercise, and spend time in the sun. You will be more creative and energetic about tackling this if you do it wisely.

This is a whole new paradigm for many of us, and for our students and parents. But if there is one thing I know, it is this. We can do this! We have done hard things in the past and we got this!

Keep calm and teach on!

UPDATE

I’ve just added some new freebies to my TPT page. Check out this Google Forms on 5th Grade Order of Operations.

Decimals and Dollars is a free Google forms lesson with an embedded video so instruction and practice are combined!