While I was away on maternity leave, my long-term sub taught Arthur Miller’s The Crucible and Johnathan Edwards’ “Sinners in the Hands of an Angry God” to my on-level junior classes. She did a great job and the students had working knowledge of both pieces when I returned and questioned them.
However, since the theme of the quarter is “The Manipulation of Man,” I wanted to round out the quarter and confirm what they learned while I was away.
Could they apply their knowledge of past “crucibles” and the use of fear tactics in that society to modern “crucibles” and use of fear tactics today?
We began the class period with this article and discussed how social media has become a place where fear tactics are used from politicians to friends at your school. The students read and annotated the piece and then looked at several tweets from Donald Trump as well as tweets from Hillary Clinton (as this election is such a hot topic and great example of both sides using fear tactics). I then had the class brainstorm some modern day “crucibles” as a table and post them to a class Padlet, the most prominent being Islamophobia, but overall this served to be a huge challenge for them.
I provided the students with their partner presentation assignment and sent them off to research fear tactics in modern day speeches, advertisements, campaigns, etc. They also went hunting online for other “witch hunts” in modern day crucibles and what they found was amazing, but it took some research which I liked. I was happy they didn’t just type in “modern day crucible” into Google and immediately get examples, this assignment made them think first and find second instead of the other way around.
Overall, I liked how the assignment synthesized for them the pieces they read in class and also forced them to use their researching skills and connect to the real world. It was a nice way to lead into their explanatory synthesis writing final on tools of manipulation in society.
I hope you all have a fantastic Winter Break and a very Merry Christmas!
Hello! Thank you for stopping by! While I am away on maternity leave from having my baby boy, Miles, on September 21, 2016, I thought I would link my three top viewed blog posts below and for anyone with baby fever, a picture of my new little buddy!
I will be back to teaching and blogging in December!
This quarter my juniors are engaging in a unit themed around the idea of how an individual shapes American society. The students began with learning about the ideas of collectivism vs. individualism as they relate to social media. I began with this to draw them into the quarter’s theme with something more modern that most are familiar with. Students looked at different venues of social media (Snapchat, Twitter, Pinterest, Facebook, etc.) and analyzed for their impact on the individual and society, as well as individualism vs. collectivism.
We then worked through some excerpts from Emerson’s “Self-Reliance”. While searching for some lessons/activities that would help the students close read this piece online, I came across this amazing website that has several different lesson ideas and online activities for students to work through and complete. I especially liked the Dr. Ralph’s Tweets activity that was included as it was the perfect transition from the social media introduction to the quarter into Emerson’s tough piece.
Once students had a firm understanding of Emerson’s piece, I brought in a more modern work from Barbara Lazera Ascher called “On Compassion”. Before reading the piece, I provided them with three scenarios that occur in the text to discuss with their learning teams and then share out their responses to the rest of the class; for instance one of the scenarios was:
You own a bakery shop. The same homeless man loiters in your shop everyday. He smells of urine and stale cigarettes. What do you do?
These scenarios sparked great discussion from the students. I then read the piece aloud to the whole class and each student annotated based on my specific instructions. We finished with a station rotation activity for a more in-depth analysis of the piece. I wanted to find a counter-argument to Emerson and Ascher’s piece does this well. The students were able to identify the main arguments in both pieces and relate them to the quarter theme of how an individual shapes society.
With all this in the student’s mind, it was time to tackle Fitzgerald and the argument he makes about the individual and society in his famous novel The Great Gatsby. In lieu of a study guide, we focused on analyzing color symbolism and character development in each chapter in order to determine how these strategies impacted Fitzgerald’s overall argument in the novel. I wanted the students to be able to keep the quarter theme in mind as we read through the novel as well and thus the Gatsby Invitation Assignment was born!
I provided each student with a mailing envelope which they decorated using descriptions from the novel that I provided on the front board (they picked between Tom and Daisy’s house, the Valley of Ashes, etc). This was a great way to show them textual evidence from the novel before reading it and analyzing Fitzgerald’s syntax and use of color symbolism. They loved it – plus they were able to color too!
We then began reading the novel. In almost every chapter there is a “party” of some sort (in other words some type of get together with food and drinks). For instance, the first party invitation they made was for the dinner Nick attends at the Buchanan’s. The students will create seven invitations (using colored index cards they purchased) over the course of the unit. After each chapter, students create their invitation and then place it in their envelope for storage. It has been a great way to track the events of the novel while also analyzing for strategies that impact the author’s purpose. Overall, the students know they were working towards being able to answer the following prompt in a well-written, in-class, timed analysis essay:
Through his use of characterization and color symbolism in the novel, what argument is F. Scott Fitzgerald making in The Great Gatsby about the individual and society?
Through these activities and lessons, at the end of the quarter, the students will be able to tie each piece together to determine how individuals shape American society. This could be done through a Socratic seminar, a presentation, or a research paper where they research individuals and their impact and synthesize it with what they have learned throughout the course of the quarter. I am not sure how it will be done as I am leaving for maternity leave this week; however, I have already graded five invitations before I left from my students and know they are on the right track!
I have to say, I can’t wait to get back to work. My colleagues and I have done so much planning, prepping, creating, and discussing over the summer for our classes that I am so excited to start a new school year and rock 2016-2017! I am returning to my former school this year so I had to move and create a new classroom environment. With the help of friends and family, mainly my mother (love you mom), I am pretty dang proud of my new classroom and am hoping it survives a 12 week maternity leave coming up soon!
***I plan on using the QR codes on the back of the table numbers to link to my classroom Symbaloo for easy access for students if I need them to go to a video link or get to a Google Doc assignment, etc.
This year I have decided to update my cell phone daycare from the desk towers to the wall. I saw this happening all over Pinterest and thought that it would be worth a try. I have noticed that my students, especially mid-morning through the rest of the school day, ask to be able to charge their phones in my room. I have always accommodated this request because usually it is 10 more phones I don’t have to worry about them trying to sneak out during a lesson or activity. However, it becomes a little unsightly with phones and cords lining the bottom edges of my classroom.
With this all in mind, and the help of my hubs to get all the cords and electric stuff correct as not to overload any plugs, I decided to create a “Cell-Phone Daycare” in my own classroom this year with the following policy:
Each class period, on the daily slide, Mrs. Bingold will indicate if it is a “cell phone on desk” or a “cell phone daycare” day.
If it is a “cell phone daycare” day the student has two options:
To charge his/her phone in Mrs. Bingold’s Cell Phone Daycare (on silent) the entire period.
To keep his/her phone in their backpack (on silent) the entire period.
If the student chooses the “daycare” option they will be allowed to charge their phone during class; however, they will not be able to get their phone from daycare until the end of the class period. The student must provide their own charging cable. Mrs. Bingold and High School are not responsible for lost, stolen, or damaged cell phones in the cell phone “daycare”. Students are charging their phone and choosing this option at their own risk.
If it is a “cell phone on desk day” the student has two options:
To keep his/her phone face-down (on silent) on their desk until Mrs. Bingold prompts him/her to use phone for educational purposes during class that period.
To keep his/her phone in their backpack (on silent) the entire period.
If the student chooses to keep their phone on the desk they may not use phone during the desk period to play games or browse/post on social media, they may not take or post recordings of still or moving images or voice recordings of students or the teacher to online websites or apps without permission and they must adhere to the BYOT acceptable use agreement and practice internet safety with online resources.
I am really hoping that this policy will do two things: motivate students to detach from their phones for 55 minutes a day (which many have told me they want but just don’t know how, it has become an addiction for them) and help them stay focused in class, especially during team learning activities.
A couple of things I have to be aware of, although I am sure I am missing something: I cannot make this mandatory for students and I do not want phones easily accessible for others to be able to take and I will need to use the end of class time more wisely in order to send small groups up at a time to retrieve their phones. I am also banking on them being able to charge their phone in class as enough incentive to drop their “little darling” off at my daycare but we will see, it could be a bust! Stay tuned.
First Day of School Station Rotation
Finally, I would like to share with you my first day of school activity: a station rotation. Now, it probably doesn’t seem too exciting to most but starting the year 8 months pregnant means figuring out ways to not have to stand very long in class but still keep the students engaged. I have to work harder for the teacher “buy-in” this year because I want them to at least sort of get a feel for my class before I leave in September to have my baby boy.
Students will engage in a station rotation activity the first day of school that will take them through the syllabus at one station, a video at another station, a video response station, an article annotation activity station (sort of a pre-assessment), a get-to-know-you activity station (Six-Word Snapchat), and a get-to-know-the-teacher station (classroom tour and questions).
This activity will introduce the students to each other and to me without having to do the typical ice breakers or my students having to sit through another syllabus being read to them the first day.
My pregnancy waddle and my pregnancy brain might be at an all time high but nevertheless I am hoping my back-to-school excitement in spite of these things shows through to my students and colleagues next week! Happy new school year everyone, it is going to be an wild ride.
Southeast Arizona Teachers Academy Conference this June 6-8, 2016!
For materials from the classes I am teaching this week, please click here.
To meet the needs of our PreK-12 educators, we will have over 90 break-out sessions focusing on best practices across the curriculum.
Attendees will earn up to 24 hours of professional development credit.
SEATA is open to certified educators, early childhood education providers, and pre-service educators who will be certified and contracted to teach by August 2016.
Some of the confirmed session subjects, with more being added daily:
- Google iPad Apps
- QR Codes
- Big Ideas of Early Mathematics for PreK-1
- Writing with Pizzazz
- iTeach AZ
- Integrating Art into Science, Math, Social Studies
- Digital Storytelling
- K-12 Science
- K-12 Math
- K-12 Language Arts
- Plickers and Web Tools
- Creating Embedded Assessments*
- Integrating Children’s Literature in Math/Science
- Mt. Graham International Observatory Trips
- Bar Models and Tape Diagrams
Plus –technology integration sessions for all subjects!
To register, go to: http://www.graham.az.gov/school superintendent/workshops/
Everyone attending should complete process. Your schedule of sessions will be provided at SEATA when you check-in at the Gherald Hoopes Activity Center at EAC.
Cost: $50 per day (you may attend one, two, three or all four days). Lunch is on your own. Checks, money orders or P.O. should be sent to:
Graham County School Office Office 921 Thatcher Blvd. Safford, AZ 85546
Purchase Orders can be emailed to Chief Deputy Jill Davis at firstname.lastname@example.org or faxed to 928-428-8824. Office phone: 928-428-2880. SEATA is brought to you by the Graham County School Superintendent Donna McGaughey and Greenlee County School Superintendent Tom Powers.