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Archive for October, 2010

Persona Poetry

After learning what persona poetry is, I realize what an asset it is to have this type of poetry in a classroom This helps students use their knowledge as well as their creativity to create a poem from the point of view of the person the students are studying. By reading this powerpoint, I noticed that there were examples of student work where he/she wrote down what they thought they knew about, for instance, a pirate or pirates in general. The student drew a picture and wrote a description. Then, after learning about pirates, the student returned to the page next to his/her initial thought and wrote down a description of pirates, famous pirates, etc. on the adjoining page of the original page. So, it was right there in front of the student and the teacher the progress that was made as well as the understanding of pirates without having a formal assessment. Also, writing persona poems allows students to learn how to do research on a person. This is shown in all of the poems about one pirate or another. Students had scaffolding from the teacher where he/she used a chart for specific information about the pirate. From there, the student filled it out with the research that he/she found and was able to have all the information organized and easily accessible for taking the next step and writing a poem about the pirate. I think this is an incredible idea to integrate various information that should be covered by a teacher all in one activity. Also, students are just writing information down in a list, but they are learning how to organize information from their research, then using that research to create something. It is an awesome idea!

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Seals and Science

Seals and Science-Internet Workshop

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On these two websites, teachers are asking students to do different things. Reciprocal Reading is when students have different tasks in a small group. These tasks are summarizer, question generator, clarifier, and predictor. The students must have an opportunity to get used to being each of these leaders to feel comfortable with each responsibility. The summarizer will go through the story and highlight the main important parts so as to gather the important information all together. The question generator will create questions which challenge each person in the group to think about what they have read. The clarifier will focus on the difficult sections in the text to make sure the difficult information is understood by all, and the predictor will try to predict where the author will take them in the story next or will try to predict what will happen. This strategy is used in small groups where the students do the discussion leading.

The site where the discussion director is the topic describes only on position for the students. When the student is the discussion director, he/she will create  “x” amount of questions for the other students to answer. The purpose of the questions asked is to get the students to think about the information in the story instead of just remember what happened. Discussion directors come up with questions which involve a variety of types of question such as cause and effect, If/Then questions, characterization questions, or problem solving questions. These students are responsible for asking questions that require students more than simple memorization. The goal of the discussion director is for the other students to “dig” deeper into the text to find out more information about things that go on beyond what is on the page.

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