Wednesday, May 13, 2015

#NJPAECET2 is Looking for YOU!

I am on the steering committee of NJPAECT2, and we are seeking proposals for workshops and nominations for attendees of our convening on September 19-20, 2015. You can learn more about the event by visiting our site

Workshop session proposals can focus on any subject area (ELA, math, science, and social studies) or other area in education, such as technology integration, special education, digital literacy, CCSS, and differentiation of instruction. Please know you are not limited to these, and we encourage any and all ideas you have for a session you'd like to lead. Part of the NJ/PA ECET2 experience will be structured in a traditional conference format, where sessions will be 60 minutes in length. Please use this form to propose your idea for a workshop. Another part of the experience will be structured in an unconference style format, where sessions will be approximately 30 minutes in length. In an unconference experience, anyone can start or lead a conversation about any topic. The sessions for the unconference will be put together on the day of the event. If your session proposal is selected, please also consider having a discussion topic you'd like to lead during the unconference portion and bring it with you to NJ/PA ECET2. Proposals to present must be received by June 5, 2015 to be considered. Those selected to present will be notified via e-mail by June 19, 2015.

What we're looking to do is identify teachers who have teacher-leadership skills, are doing great things in their classroom, or would benefit from becoming more connected. We'd like to feature more pre-serv Ts and young alum of colleges/universities to build their presentation skills, PLN, and give them more contacts when they are out in the field looking for work.

Last year we had 56 breakout sessions, Ted style-talks, breakfast/snack/lunch/snack/dinner/open bar, plus the second day was full unconference. We trended #1 on Twitter for both days, 15% of our attendees wrote blog posts, and we were even featured in the Star Ledger.

Anyone from NJ and PA can propose a presentation, nominate someone to attend, etc. We're looking for people who are just looking to give back. Are you interested in presenting or passing this on to folks you know who would give excellent presentations? Also, please nominate any NJ/PA educator that you think would benefit from attending this event

Monday, April 27, 2015

Homework is an Oxymoron

Oxymoron = a figure of speech in which apparently contradictory terms appear in conjunction

Homework is an oxymoron.  Home and work are two separate places. Do I have plenty of work to do at home? Absolutely, things like laundry, dishes, cleaning.  I have plenty of home work to do... so why would I want to bring more work home?  And do I bring my work from home to school? Absolutely not!  That would be unprofessional, so why is it ok that work can infiltrate my home life?

As a parent, I have a new level of loathing for homework.  After being in a classroom all day, the last thing I want my girls to do is sit at the kitchen table working on homework.  I want them outside playing with their friends, climbing trees in the woods behind our house, riding bikes around the neighborhood... Actually my youngest daughter figured out that if she does her homework on the 30 minute bus-ride home, she won't have any work to do at home. Smart cookie! I do check it over, but rarely does she need to redo her buswork. She learned rather quickly to do it right on the bus or she would get stuck inside at home.

I want the same opportunity for my students.  After being confined to an uncomfortable desk for eight 43-minute periods, the last thing I want for my students is be stuck to a seat at home doing more work.

Homework for my students is finishing what they were not able to complete in class.  I make sure that students have plenty of time to complete their work in class, but not all students are studious in class, so they must bring some work home to finish.

Friday, April 24, 2015

One Word: Vocab in Context Mystery

Earlier this week, I was asked on Voxer by California colleague Beth Oing if I knew what "oam" means in Book IV of Samuel Butler's translation of The Odyssey.   The understanding of the meaning of this one three letter word has sparked a journey of discovery spanning across various states and social media.

Here is the passage in question, as captured from The Internet Classics Archive:

In context, Helen is stating that during this time in the Trojan War she has begun to yearn or long for home.  But why didn't Butler just use the words "yearn" or "long"? There has to be a particular reason for that particular word. If readers understand "oam", will we see something more into Helen's character and mindset during this period?

Refiling through my Latin dictionary, I didn't recognize "oam" and assumed,  since I'm not versed in Greek, that "oam" must be some sort of play on words and Butler was using a Greek word as a pun. But why would there be a Greek word mixed in with the Latin names of Ulysses and Menelaus?  That didn't make sense either.

Carrying the conversation over to Twitter, I consulted 2014 Indiana State Teacher of the Year and Latin teacher Steve Perkins....

Thinking about diction and author's purpose, the literal English translation of the Greek as "her heart has turned to go toward home." By stating that Helen's heart had "turned" toward home, it implies that at one point she had turned away from home.  So the mystery of the Rape of Helen -- whether she went willingly with Paris or was forcibly kidnapped-- seems to have an answer in Homer: Helen wanted to go with Paris!  Could the word "oam" in Butler's translation signify this as well?  But then why didn't Butler use the literal translation? I love reading The Odyssey with my students for so many reasons, but being able to explore word choice in the various translations (Lattimore is still my favorite) and discuss how individual words can shape the meaning has taught my students that words do matter!

Still not satisfied, Steve then broached the topic with contacts via email and  his Latin educators group on Facebook....

Did you catch that??? Steve's friend at Cambridge looked at THE Butler manuscripts. Talk about consulting the source!  This is like six degrees of separation-- with a few tweets, emails, and posts we were able to find a scholar with access to an original document to guide our understanding.  What else can we research?! 

This has be such an engaging and fun use of modern social media to solve an ancient mystery. I echo Mr. Steve Perkins' sentiments!

I contacted the Classics professor at my local university, but we still haven't come upon an answer for oam.

The mystery continues!  

Friday, April 17, 2015

Happy Telemachus Appreciation Day!

I LOVE it when students are just as nerdy as I am.

Last year reading Homer's Odyssey and watching the 1997 made-for-TV movie starring Armand Assante, a trio of students were so intrigued (read: obssessed) with Odysseus' son Telemachus, that they tracked down the actor, Alan Stenson, who played him in the film, created fan club t-shirts (including one for me!), and shared pictures of the us wearing the shirts via social media, declaring themselves "Stensonites."

And if that wasn't enough, almost a year later on Valentine's Day, one of these same students sent me Telemachus themed valentines via Twitter and, of course, tweeted them to Mr. Stenson.

So here we are, April 17th, and this year's crop of students are reading/watching The Odyssey, and in honor of seeing Telemachus projected on the screen in my room, my wonderfully nerdy former students deemed today "Telemachus Appreciation Day."

My current senior students aren't as impressed with our nerdiness, but one joined the fun, tweeting...

So in honor of Telemachus Appreciation Day, we wore our shirts again...

And tweeted more pics to Alan Stenson....

Thank the gods, actor Alan Stenson is a good sport!

Monday, March 9, 2015

Reading for the Jaded Student & All: Curriculet partners with USA Today

I'm super stoked for today's announcement from Curriculet.

Curriculet has proven its worth and merit as I flip summer and independent reading, PARCC prep, and novel studies. Building on what they already do well--creating authentic reading experiences for students and behind the scenes data for teachers to use to drive instruction--  Curriculet is announcing a partnership with USA Today:

"Now, students and teachers can access relevant and timely news from USA TODAY through Curriculet's dynamic reading platform. In addition to its free on-demand digital library filled with popular books, Curriculet now allows students to read news articles with embedded assessments that develop literacy skills and build subject area knowledge. Known as "curriculets," these integrated checkpoints focus on specific skills and Common Core Standards.

Every day, Curriculet delivers articles curated for classrooms and pre-loaded with interactive layers of instruction that include annotations, rich media and question sets. Every article includes three differentiated layers targeted to elementary, middle and high school reading levels so that each student can interact with the text.

Curriculet’s real-time reporting feature lets teachers track student achievement in every assignment. Teachers can assess progress on standards and literacy skills, track time spent on-task, and identify where individual learning gaps are.
Whereas other news services for students offer outdated news stories, Curriculet’s partnership with USA TODAY makes it possible to supply students with articles the day after publication, in their original form."

Here's why I am excited about this announcement:  Curriculet is providing me with another way to reach struggling readers and jaded students.  To be honest, I'm not worried about my Honors students-- they will read whatever I give them--but, I'm worried about getting and keeping my lower-level freshmen and disaffected seniors reading. Asking them to sustain their attention for a whole novel is a Herculean feat. They often give up before they ever get started, intimidated by the length and preconceived notions about reading for class. But reading one, heck, even two short, high-interest articles a day (and answering a few questions and clicking on a few annotations) will build a daily habit for reading because they can do it.

Curriculet's partnership will enable me to give my students relevant and current SHORT reading pieces that appeal to their interests AND provides me with data on their skills--and I don't have to do any extra work. Like reading the newspaper, I can keep my students up to date on current events, sports, national news, international events, and my favorite category, "Good News" featuring positive focused human interest stories.
Selection of articles updated daily with older ones still available.

My seniors who usually fight me on EVERYTHING I ask them to do can't complain about reading a short article.  My reluctant freshmen who don't feel like they are competent readers can feel competent with Curriculet. There's no harm; there's nothing to fear.  High interest, appropriate reading level-- read it, enjoy it, and answer a few questions for me...  nothing too arduous.  And since each article targets one specific Common Core Standard at a time, I can keep an eye on their skills and alignment to the standards with little effort on my part.

Data on student reading performance:
available by student & question
Beta-testing the USA-Today feature two weeks ago, it was seamless to choose articles and assign them to my students. Clicking on USA Today in the navigation ribbon, I selected and assigned texts the same way as I normally do in Curriculet.   Since the students are already familiar with reading via Curriculet, it didn't seem like anything new to them either. I started off with articles on Mars exploration, high school basketball, and the movie American Sniper.

Whole class progress bar for easy viewing

In each of my 5 classes the same thing happened each day: my better-performing, compliant students got started right away, opened the articles, and I listened to them chat with their neighbors... "Hey, this is cool what the team did for this girl. Reminds me of the Challenger League we have here at Southern... Oh, I want to see that American Sniper movie...  Wow, it is based on a true story?... Whoa they showed this movie in Baghdad? People had to freak!... What?1 There was a contest to go to Mars? That is crazy!... I think it would be cool to be part of that...No way dude, I'm happy here on Earth." 

From the article, What moviegoers in Baghdad think of American Sniper,
students answer questions embedded in the text.

Overhearing the conversations, my lower-performing, not-always-compliant students were intrigued and, not wanting to miss out, opened Curriculet and started reading. I circulated around the room checking in with groups of students and then called the class together for a wrap up discussion. We talked about perspective and audience perception, inclusion of special needs folks, and setting and achieving long term goals.  All of that was accomplished with three short, nonfiction articles. On days two and three of our beta-testing, I didn't need to prod any students to get started, they jumped right into reading new articles and we had a repeat of engaging class discussions.  The positive energy carried into the rest of the period as we switched to reading Hamlet (seniors) or The Odyssey (also in Curriculet).

I really like that I'm not sending my students to another site for nonfiction, digital reading.  Within Curriculet, students can read anything and everything from contemporary YA lit novels from publishers to canonical texts to documents I upload to current nonfiction articles.  With its broad service offerings, Curriculet once again proves to me that is the only digital reading tool I need to get all my students reading.

I envision using the Curriculet-USA Today articles as a daily Do Now/Bell Ringer activity for all of my classes. Students enter the classroom, grab a Chromebook or sign on their smartphones and spend the first few minutes of class reading, answering questions, and discussing the articles with their neighbors. We could continue to do a quick round-robin discussion of the articles and what they found interesting in each. Students are staying informed on current events AND demonstrating valuable life reading skills.

There are so many MORE activities I could do with Curriculet & USA Today!
I'd love to read about your ideas, too. Please comment and share!

Sunday, March 8, 2015

Literally Up in the Air with Google Cloud Printing

So I am on my way to the #SxSWEdu conference and I'm typing this post while sitting in seat 34C on a Delta airplane.  In the mad dash to get out of the house on time (ugh, 5:30 am), I didn't have a chance to write up information about family schedules and lunches for my husband who will be running the show while I'm gone.

I splurged ($16) for the Go-Go Inflight wifi access, and thank heavens I did! Working on the plane, I typed up the schedule and notes for school in a Google Doc, shared it with my husband so he could read it on his phone, and sent the doc to our home printer on which I had previously set up the Google Cloud Printing services.  With a quick text message to my husband to make sure the printer was turned on, I sent it off from 10,000 feet in the air. And, wa-la, magically the document was printed!

Google Cloud Printing is literally a life saver helping to make sure things run smoothly at home.

Monday, February 23, 2015

#Flipclass Flashblog: Deeper Learning w The Odyssey

February is Odyssey time for my students.  I have been teaching Homer's Odyssey for every year of my career, even during student teaching.  If there is a text to dive into deeply, this is it.  There are so many topics I cover with this epic.

To name a few...

  • Joseph Campbell's Hero Journey-- students analyze how both Odysseus and Telemachus undergo a heroic transformation
  • Oral storytelling techniques-- Trojan War Stories, Odysseus' guest-gift of the story of his journey to the Phaiakians
  • Persuasive techniques-- compare and contrast Telemachus' speech at the Assembly (Book 2) with Athena's request to Zeus during the Council of the Gods (Book 1).  
  • Societal Norms-- how literature teaches readers to behave in society and what happens when one doesn't behave (oh, those haughty suitors!)
  • Poetry Explications-- analyze contemporary poems inspired by the epic and write poetry explications

How I get students to dive deep into the Odyssey has changed over the years as I've tried different pedagogical approaches and infused educational technology tools. Last year was the first attempt at gamifying my instruction and, boy, did I get in over my head. While the delivery of the content and the tasks for completion were effective, I got swamped with managing "the game".  I had too many moving pieces and I couldn't effectively "level up" individual students. The content was organized in one Edmodo group with subtopics divided into small groups.  Students had to be manually added to the small groups when they were ready to level up.

Problem solving this with my colleagues in my Master of Arts in Instructional Technology cohort, Mr. Astin recommended automating the leveling up by using Google Forms and Flubaroo.  Rather than keeping all the content in one Edmodo group, Mr. Astin recommended having an Edmodo group for each topic, students complete the tasks, then take a mastery test on a Google Form with Flubaroo set to automatically score the test.  If students scored proficiently, they would receive an email with join URL for the next group.  I would get a notification stating that a student wanted to join the group and I could quickly see if they completed the previous group's tasks.  If so, I approved access; if not, I sent a message to the student that he/she needed to make sure all tasks were completed proficiently.

So far, this tweaked "game" design has worked very well!  I front loaded the content in each group and let students begin their epic quest to become an #OdysseyExpert.  Students are engaged, taking responsibility for their learning, and diving in deep.

My students have done some really cool things during our study of The Odyssey from tracking down on social media the actor who played Telemachus in the made for TV movie (and decorating t-shirts to honor said actor) to creating found poems to writing screenplays based on Trojan War stories to creating personal epithet Vokis to publishing projects on the #OdysseyExperts blog. There are so many things!

And if this evident of having an impact, one of my students from last year tweeted me on Valentine's Day with Telemachus themed cards she made! My favorite is the one on the right.

In addition to all this awesome deeper learning, I'm surreptitiously preparing my students for the PARCC -- they are using the exact digital literacy skills needed to be successful on the PARCC without me teaching to the test.  By the way, we begin PARCC testing on Monday. And my opinions on the PARCC are reserved for another blog post...

Sunday, February 22, 2015

Evolution of the Lecture: Trojan War Stories

My freshmen students have begun learning about the background information for our study of Homer's Odyssey.  In years past, I would give a two day lecture to the entire freshmen class on the Trojan War, repeating the stories during seven 43 minute periods per day.  It was an epic task-- I had to keep my pace and remembered the tales as I channeled the muses, but I enjoyed every minute of it, modeling age old oral storytelling techniques: pacing, repetition, voice variation, etc.

Years later due to scheduling constraints and other curricular demands, the other freshmen teachers and I decided not to continue with the live lecture. I still would tell the stories to my students in class. But when I started to give the tales last week, something changed.  My enthusiasm waned as it became an epic task to keep my freshmen students focused for the lecture.  I tried. I really did, but when they constantly wanted to interrupt and needed to be redirected back to listening, I realized I didn't have the strength of Hercules to continue.

Not wanting to face defeat, I decided to take a different approach.  Saturday morning, I wrote up a 10 page script to go with my Trojan War Stories slides and I recorded a screencast of the tales.  Using TechSmith's Camtasia to record and edit, my 90 minute lecture became a 54 minute video that still made students focus on listening skills.

Anticipating that playing the video for the whole class would still result in me having to redirect student behavior, I pulled it into EDpuzzle today and spent about 30 minutes putting in questions in the video to check for student understanding.  I purposely chose where to insert the questions, chunking the material.

Tomorrow students will wear headphones, watch my lecture in EDpuzzle, complete the questions, and submit a reflective writing task in Edmodo on the process and comparing/contrast the live lecture to the recorded one. I am looking forward to the formative data and reading what the students write, and I anticipate that most will state that they enjoyed the video more than the live lecture.  I will share screenshots of the data and student feedback later.

For now, you can check out the Stories of the Trojan War as told by me, Mrs. Baker.....

Tuesday, February 17, 2015

Manipulating Texts: Unmagnetic Poetry

Since reading Steinbeck's Of Mice and Men, my 9th grade students have been focusing on the concept of the American Dream, analyzing companion texts such as Steve Jobs' 2005 Commencement Speech at Stanford University, MLK's I Have a Dream, and Ashton Kutcher's  2013 Teen Choice Award Acceptance Speech. We close read them, answered comprehension questions, and made comparisons with how each text answers the question, "What is the American Dream, and how does one achieve it?" Wanting to provide them with a "fun" (ok English teacher's definition of fun) way to engage with the texts, I divided my students into groups and had them compose original poems from the words a la magnetic poetry. 

I'm sure we all remember the magnetic poetry kits.  I may still have a few hiding in a box somewhere from when we moved to our house four years ago.... Magnetic poetry kits are useful for sparking creativity, but there is no need to rush out to the store (or in my case, tear apart boxes in the attic).

Wordle: MLK I Have  Dream
To create the kits, I copy/pasted each speech into a Google Doc (Word works fine, too), played with the font and size of the text, and deleted common words, then cut the words out by hand and stashing them in their own envelope.  At first I tried creating word clouds of the speeches in Wordle, but the variation of font size and the way in which the words were laid out on the page made it difficult for cutting the words out. I was also running out of time and had to quickly devise a new method when I realized the word cloud wasn't working out as planned.  The Word doc worked fine and I varied the font per speech.

Students got into groups of 3 or 4, making a table top out of their desks. Each group received an unmarked envelope and got to work composing their poems and snapping pictures that were uploaded to our Edmodo class group. It was interesting to see how students initially maintained a linear structure for their unmagnetic poems, and it took prompting by me to try out other formations.

Towards the end of the period, I reconvened the class and we discussed their artistic choices and if they recognized the original text. Students easily figured out which speech was which, and we had a lively discussion about diction and theme.

Check out some of their poems below:

Monday, February 16, 2015

Mentor Texts & Writing

Recently, during my English department meeting, we discussed ways to incorporate more nonfiction writing, especially writing that is research based, in our classrooms. Many of us agree that the 8 week research paper unit in which skills are taught in isolation to the rest of the curriculum is not an effective strategy, and while I've done well with integrating research skills into daily tasks, I know my students are still weak at pulling it all together into a cohesive writing piece.

In the beginning of the school year, I introduced my students to Joseph Campbell's Hero Journey concept and used the short stories read in class as mentor texts for fiction writing.  Rather than having my students write an original hero journey story (which would be a novel!), students drew a plot diagram for an original concept of a story and wrote one scene as if ripped from the pages of a book.  The students attempted to emulate the writing techniques of Richard Connell, Edgar Allan Poe, and Richard Peck in their original stories.  Using the short stories as mentor texts provided my students with models of effective writing techniques and the entire project was a success!  You can read some of their stories here, which we published on a website.

The mentor text strategy worked so well for fiction-based writing that I thought, "why not use this same strategy for nonfiction writing?" Students can read nonfiction pieces from acclaimed authors, identify the writing techniques used, and then write a nonfiction piece attempting to use the same techniques.  Sounds good, right?  Ok, well this is where I need YOUR HELP.

I think using mentor texts is a very viable strategy, but I don't know where to start!  There are so many texts to choose from!  I started this collaborative Google Doc in the hope that we can crowdsource some ideas for using mentor texts for nonfiction writing.  PLEASE, oh PLEASE, click on this link and add your resources, texts, and writing task ideas to this page. You can view the document below.