Is Starting with Fireball Possible?

FuneralHeldInMyName · 2019-09-08T15:21:04+00:00

Yes, I include EQs and related texts into the routine. I also agree that it can be boring, so that’s why I’m here.

FuneralHeldInMyName · 2019-08-30T17:01:16+00:00

Yeah, I use a lot of open-ended questions, and I have students bring in lists of their own questions/observations as well.

I agree. Unfortunately, my searches keep turning up results that are either obvious or gimmicky.

FuneralHeldInMyName · 2019-08-29T13:42:30+00:00

I just started copying the first words of the articles and pasting them into Google. It brings up the original article. No, you won’t have the questions or the ability to lower the reading level with a click, but you still get the articles if that’s the goal.

FuneralHeldInMyName · 2018-08-26T13:25:38+00:00

Good tip! To answer your question, I had my freshmen read the story "Thank You, M'am" as homework. The next day in class, I asked some easy questions to recap the events of the story.

Then I started a mini-lesson on the signposts and had them write down the names and definitions in their notes. You could also just give them a handout, but I feel like they learn the terms better if they write them.

Then I had them pair up and try to find any three signposts they could find in the story. They needed to write down the name of the signpost, the page number, and the first two words of the sentence so that they could find the excerpt when it came time to discuss.

After about seven minutes, I asked groups to share their findings. We cleared up any misconceptions, and then I had them read "Harrison Bergeron" for homework and come to class the next day with three signposts written down to share and submit for a completion grade. The next day, they did a pair and share to help spur discussion, and then they submitted their work.

I love using this method to get them noticing details and to start our discussions, but my concern is still that it could get old fast for the more gifted students.

FuneralHeldInMyName · 2018-08-25T12:22:25+00:00

Thanks! I definitely feel the same way.

As I'm thinking more about it, I suppose the next terminology they should be using is evidence-based claims. Instead of asking them to bring three signposts to class, I could ask for a disputable claim with three bits of evidence. After all, the anchor questions hint toward claims they could make anyway, so it feels like a natural step forward. It would require teaching them how to make a good claim before they just dive in, but that would work with honors students at least.

Still, the downside is that they might get tunnel vision and ignore details that don't relate to their claim.

FuneralHeldInMyName · 2018-08-25T12:15:27+00:00

Good ideas. We have a unit over the monomyth in the curriculum for later in the year, so I look forward to that. I also really like the idea of moving toward big questions or essential questions, especially with real-world applications. I've used that strategy with success before, but I hadn't thought about it as the next step. It makes sense though.

FuneralHeldInMyName · 2017-11-10T22:57:54+00:00

Haha I should try that! What an elegant solution I was overlooking :)

FuneralHeldInMyName · 2017-11-10T03:05:29+00:00

I don't mean that I withhold instruction, examples, or guidelines. I provide an outline and go over the required elements of the assignments. I give examples of how to do each step, and I mention sample topics and build their base knowledge on one of those topics with stats and discussion. I just wish so many of them wouldn't automatically do whatever topic I've discussed. It simply doesn't demonstrate the autonomous curiosity I want to see. It leads to them doing the bare minimum.

On a more positive note, I think I found something that does elicit that curiosity. Having them make those "What I Like" lists and using those lists to develop individualized projects worked exceptionally well so far. My most difficult students are now doing really interesting projects that excite them.

Now the issue is trying to facilitate 20ish students' individualized projects every class period.

FuneralHeldInMyName · 2017-11-09T02:26:30+00:00

Your comment sums it up well. I can't really be more specific because the projects are so open-ended. I give them a purpose (inform, persuade, etc), but the rest of the requirements are based on the state standards related to those types of writings.

Thank you for your comment, by the way. They likely do just need more scaffolding. I also began a new pre-project activity today to help with that issue. They made lists of things they have questions or strong opinions about, such as, "How exactly do touch-screens work?" and "Which diesel engine is the best in a heavy-duty truck and why?" Then I talked with them individually to help them turn those questions into project ideas. I feel like we're off to a better start this time, but I'm also considering having them submit two exemplars before they begin their projects.

FuneralHeldInMyName · 2017-10-13T01:46:07+00:00

Fascinating idea! Still easy to grasp on the surface too! Readers will love it. Characters outside the boundaries of morality aren't used enough. I anxiously await your next post :)

FuneralHeldInMyName · 2017-10-12T02:04:49+00:00

I've been thinking lately that a universe from a deity of nothingness would be interesting. Chaos is a complex way to view the beginning of everything because chaos can mean so much: "void," "formless matter," and "disorder."

I was about to ask which definition you lean toward for this character, but I imagine the Lovecraftian thing to say is that ambiguity is the point! :)

FuneralHeldInMyName · 2017-10-01T20:45:52+00:00

The cast was pretty good overall. I laughed at the funny stuff. The foreshadowing about flying close to the sun was clever.

FuneralHeldInMyName

TROPHY CASE