I have decided that for procedural writing, it might be better to have my students write computer algorithms instead of step by step instructions on how to do something like make a sandwich. They understand that a procedure is a series of finite steps used to complete a task. Well, so is an algorithm. The only key differences might be that there are rules at each step in the series. Maybe there is a loop and you can’t leave step 4 until a condition is true or false. Maybe step 7 tells you to repeat step 4 until another condition occurs.
I think computer algorithms are the perfect next steps for any kid who really gets procedural writing. This is where Scratch comes in from MIT. Using the software, students can drag code snippets into linking blocks to create algorithms. Each sprite on the screen can have an algorithm applied to it to animate. I’ve seen High School students re-create the first level of the NES version of Mario Bros. from 1985. It was very well done.
Now my students are not senior computer science majors so I am going to have them create a Pong-like game of table tennis. This game will also include a huge math component with angles etc. Some of the stronger kids will create 2 player versions with loading screens while other modified kids might just create 1 player versions without any loaders.
You don’t have to use Scratch to create games, it can also be used to create video animations or stories, which might also be useful for narrative writing. Heck, kids could event recount or persuade their audiences through Scratch animations.
Well, our class has almost met their goals of 50 books. Once completed, we will be having a Guitar Hero / Rock Band party using the school’s old TVs and the SMARTBoard.
Afterward, I can already tell the quality of the students’ recounts will be better. They will probably write me some persuasive arguments about having another party sooner than later.
So, although fun and games in the moment, GH and RB are physical activities that can always be tied to writing, and its something most kids want to write about!
- Use of Ipod / MP3 in classroom
- Extra long summer vacation
- Chewing gum at school
- Free time once a week
- Longer Phys Ed periods
- Principal for a day
- School uniforms
- Homework (too much?)
- Litter
- Convince others to come to your school
- A friend thinks he/she needs to lose weight
- Smoking
- Drugs & Alcohol
- Best vacation spot
- Best sports team
Here is another fantastic SMARTBoard resource. www.tumblebooks.com. The site is split into 3 sections:
TumbleBookLibrary is an online collection of TumbleBooks – animated, talking picture books which teach kids the joy of reading in a format they’ll love. TumbleBooks are created by adding animation, sound, music and narration to existing picture books in order to produce an electronic picture book which you can read, or have read to you.
TumbleReadables is an online collection of read-along titles for elementary, middle school, and high school students which features adjustable online text and complete audio narration. Sentences are highlited as they are being read and the pages turn automatically.
TumbleTalkingBooks: Your Online Audio Library – is an online audio book library collection for public libraries and schools. A subscription to TumbleTalkingBooks gives your patrons/students UNLIMITED remote access to your audio book collection.
TumbleBooks offers a 30 day free trial. What a great spot to find those mentor texts for your different writing forms.
As a follow up to this inference lesson, I showed my students 15 short Mac vs PC ads and we discussed the persuasiveness of Apple computer. Why is the Mac guy younger? hipper? more modern? etc. How does he try to persuade you?
Its a great discussion piece about persuasive ads and how Apple tries to persuade you away from a PC. The kids all know itunes, imovie, movie maker etc. so they easily relate to the commercials.
When it comes to writing forms (recount, persuasive, explanatory, narrative) it is important to have a status of the class chart showing where each student is in terms of progress (rough draft, editing, good copy). This is all part of the writing process.
I have had a few conversations over the course of this year. Some teachers feel the chart must always be posted and exist at the front of the room. I argue that it can, and should be, electronic (hence, on the SMARTBoard) and can be visible during those writing tasks only (so as to not overwhelm students working on other tasks as well). This way teachers are able to have multiple statuses (sp?) / states of the class for different writing tasks.
If a class is working on a recount writing piece, but also a Science procedure, isn’t the writing process status of the class relevent to both subjects? With one chart at the front of the room, which project gets posted on the chart? Using a SMART Notebook file allows multiple charts to be visible during specific writing tasks.
I see the arguement from both sides, but still lean towards the eletronic (and multiple) versions.
It is also important to note that many teachers are creating anchor charts on the SMARTBoard which only get posted during those specific tasks and not all the time on chart paper. Why should the status of the class be any different?
I’m on the concept of advertising right now and how it can be used in the classroom. I remember a lesson from a friend who used still images to get her point across about advertising. Students looked at the pictures below and determined the message the company was trying to get across. Students are bombarded with advertisements everyday so why not look at them little closer, especially if you wish to tie into the persuasive writing piece.
I love the concept our primary division is doing. Each student will develop a TV commercial to persuade you to buy a product or use a service.
Immediately I think of the countless commercial videos available online to watch on the SMARTBoard. What better way to model this concept through readily available media literacy.
