Interestingly enough I think today was one of my better lessons. It was very free. Extremely free even. I knew what we were going to do – I would opened with some quick videos of Usain Bolt!
Wednesday I showed the kids this –
And they had the nerve to not understand why lil homie in the back was so excited for that moment in his life right there. Imagine if Usain Bolt gave you dap before he won the 200m Olympic Gold medal in London. That’s a once in a lifetime experience right there. They needed to be schooled!
So, For today’s lesson I opened with a few video clips I found during 1st period’s English class on Vimeo. I had of course forgotten to find clips on youtube these movie links:
Usain running the 200 Final in London Olympics – http://vimeo.com/47280401
Usain doing a quick documentary of his 100 meter gold medal run – http://vimeo.com/46634479
I also reviewed this picture and compared Usain’s speed to the animals shown here.
Interesting Media clip of the day: After watching the videos the kids were in awe of Usain and seeing him in action against some of the world’s best athletes. I walked us through the previous 5 world record holders and through all of the animals. By this time I had honestly forgotten that I was supposed to tie this into the first slide. Luckily, when I shifted back to the powerpoint we returned to the slide with the gif file. Then, the kids were able to see why the young man was so excited to share that moment. Usain Bolt gave him dap before one of his big races infront of thousands of people. That’s really freaking dope!! LoL.
Launch: Finally after realizing and admitting I had wasted far more time than I thought I moved on to our launch:
What goals do you want to accomplish before you graduate high school? What do you think will be the first step you need to take to make this happen?
After what was scheduled for 5 minutes drifted into 6/7 minutes of writing or so I asked them to share out. 2 of the 6 students volunteered which was cool. I never forced them to share if they didn’t want to. But I always created the space for those who did want to share for the day.
Project: At this point I directed the students back into their Invention Projects. They complain constantly about not wanting to do the boring work in the class. So, I decided to let them create an invention that they could use to do their classwork for them. The invention could be anything they wanted as long as they tied its features to the tips and strategies we’ve learned in the class. For example: closed syllables, open syllables, tapping, marking, ect… In reflection, I was wayyyy to lax on pushing them on linking their invention to an actual skill we’ve learned. And next time I plan to use an example to show them the kind of features/evidence I expect them to create. But overall they were really engaged and I was able to individually check in with each of them to set them on a path to decent projects.
The students were responsible for creating an (a) illustration of their invention along with a description of the inventions features (b) a narrative/commercial explaining and introducing their invention to an audience and justifying why we should purchase it. (c) a student on self/teacher on student grading rubric for the project (d) a marking/syllable worksheet that they would use to show their invention worked. Which was really just a ways of me saying….Yup. I’m still making you do worksheets, too. LoL
This entire assignment is inspired by a project from last semester’s TAL 855 class that I currently have an incomplete in… Yes I’m that far behind, and no I’m not really sure why that’s my current crisis I’m trying to figure the fuck out right now. I got chewed out by one of my professors on Monday. It was deserved… but it still felt like crap. She letting me turn in my reflection assignment that I had no idea I was so late on until 2 weeks ago go figure. As I’ve stated many times grad school is a wreck right now. And I’m still probably under-exaggerating how bad it really is.
Halfway through my lesson my principal comes in with two guests. I can’t remember if they walk in and walk out. Or if they walk in and sit down unexpectedly. But at some point I realize they had probably listened to me ramble for 90 seconds and had actually sat down to stay for a bit… and had no idea what the hell I was talking about. So instinctively I grab a set of worksheets for the two visitors and my mentor to explain what the lesson was about. I didn’t realize it until later on, but I literally jumped in and treated these people like students in my classroom. I gave them the quick 30 second explanation and directions, asked them if they understood, got an affirmative and even gave them both 2 starbursts each, like I had given all of my students without missing a single beat.
(Quick Sidenote – I actually normally only give my students healthy snacks. Earlier in the year a student laughed that I was giving them starbursts/candy in class because I was essentially treating them like babies and fattening them up on candy every single day for giving simple answers and participation. From that point on, lets call it October/November, I’ve been only giving fruits, almonds, and granola bars to students every few now and then when I decide to bring them snacks. I’ve even brought cups for them to go get water before. This was the frist time I decided to go with candy, and it was because the students really had been participating a lot recently and truly deserved a treat for once. Students love dry almonds from Trader Joes in the individual packs and Spanish crackers from the bodega across the street. Food can really calm a brooding classroom of children.)
Anyways I dont know what message that sent… But here I am a young black guy. Teaching this class in an aloofly-organized way. So caught up in the act of teaching my brown and black students and mentor in my classroom that I automatically engaged other visitors into the learning that’s trying to take place. We acknowledged these two white professional visitors as guests, we wanted them to be a part of our experience as well. They eventually left after probably 3 minutes max. One of the students alerted me that they didn’t even take their starbursts. I looked over, first noticing their absence, then realizing that they hadn’t taken the handouts I had given them either. I halfway hated seeing that… I mean you stepped into my classroom to see something… you should really take the worksheet I give you with you so you can continue to process even after you’ve left. Especially if I take my time to pull you into what we’re doing also! Anyways… the students swiftly asked to get the starbursts they left behind and I obliged… LoL
Somewhere within the last 20 minutes I did a few marking examples on the board for the students who needed a little practice while doing their projects. Interestingly enough my two female students who almost went to serious blows 2 weeks ago in class were the only two interested in my mini lesson. It was so crazy how well they communicated about the work with each other in a friendly way just weeks after I literally had to pick one of the girls up and carry her down the stairs in order to diffuse what was almost a sure fire nasty fight in the 2nd floor stairwell. I ended up carrying one of the girls away from the fight to diffuse the situation. And now these girls are best buddies in class… That’s the craziness teacher deal with every minute of everyday.
I got them to come up to the board and construct their own marked up examples from memory and with no pushback. One of the girls even gave detailed explanation about vowel marking as the other young lady openly listened and processed.
I supplied the class with colored pencils, markers, gel ink pens, construction paper, glue, scissors, and story cubes to help them express their creativity in whatever way they could. At the end of the day I went to my mentor’s room to debrief. She expressed that she enjoyed the class, and almost felt sad to leave. She especially liked how I had one of the girls so involved in the lesson. She noted that the same young girl was very insecure about her English abilities during the first marking period. She plans to spruce up her notes and send them my way within the next few days. perhaps I’ll post them for you guys too.
Lesson powerpoint – JW Invention Lesson Ppt
There was an additional worksheet that I copied out of the students Just Words Workbooks.