5 Pinterest Collaborative Boards: Teaching & Education

I must confess that I am now an official Pinterest addict and I have spent more than an hour of my waking day to devote to building content of my awesome Pinterest teacher boards since its inception in November. The great news is that I'm now opening them up for collaboration!
What are Pinterest Collaborative Boards? They are actually boards on Pinterest that allow other pinners to pin content on the board. Yes, it's that plain and simple! I believe that I have great colleagues who are also Pinterest users (like YOU!) who would want to share pins centered around teaching and special education. Collaborative boards on Pinterest are a great way to share your information to other teachers and networkers, while also generating great back links to your blog or website.
My Pinterest boards are now open, please leave a comment on the latest post and I will certainly add you. Let's start sharing!
#1. Books and Reading Resources. This is all about the written word. Please leave me a comment on the most recent pin if you are interested in sharing your books and everything about books on this board.
#2 Great Ideas From Teachers. Need ideas for the kiddos? Get authentic teacher-made classroom resources, fun kid-friendly games, craftivities and more from our amazing teachers. If you want to share your awesome classroom pins, please leave me a comment on the most recent pin! We currently have 75 teachers collaborating on this board, join us!

#3 Social Media and Technology in Education. For social media savvy teachers, this board is for you! Blog, Twitter, Facebook, Pinterest, Google + tips and tricks to make all of them grow and glow...follow this board! Let me know if you want to be a pinner to this board by leaving a comment on the most recent pin.

#4 100+ Education Quotes. Get your education quotes from the most political edreform sayings to the most inspirational wisdom laden and famous proverbs from this board! Same process, share your pins by leaving a comment on the most recent pin and I will add you as a collaborator.
#5 National Board Certification and Teacherpreneurship. When the going gets tough, what do you do? Here are some resources that you might need if you are going through the process of National Board Certification or are just looking for teaching standards and best practices for effective teacher leaders. If you have something to share about NBC or Teacherpreneurship, please leave a comment on the most recent post.


The Girl Who Married the Moon by Joseph Bruchac (Week 2)

MONDAY and TUESDAY (11.17-18.2008)

DCPS Standard: 6IT-E3
Identify and use organizational structures in text, including chronological order, comparison & contrast, cause & effect, logical order, and classification schemes.

WARM-UP (BCR):List down the things that you do from the time you eat your dinner until you sleep.

Goal(s):Make a timeline of events in the story The Girl Who Married the Moon.

ESSENTIAL QUESTION:How can you show the events in the story chronologically using illustrations or story timeline?

PRODUCT:Completed Story Map Graphic Organizer from this story http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf


Lead the students on a picture walk, using these prompts:
Page 171: Who is the man in the illustration? Who is the woman? Where are they? What is the man holding in his left hand?
Page 172-173: Where are the girls sitting? What are they looking at? What is behind their backs?
Page 174: Who is this man? Why is his face hidden? What do you think his clothing is made of?

Page 177: Why does the girl the Moon is carrying have her eyes closed? Why is the other girl falling? What has happened to her hair?
Pages 178-179: Who are these people? What are they doing? Why do they have only one eye?
Page 181: What are both the moon and his wife holding in this picture? What is on the wall above them?


Ask the students to work with a partner. Now that they completed the story, they can already sequence the events that happened.

Show this activity on the Promethean Board and sequence it with the students:

Put the events from the story "The Girl Who Married the Moon" in the correct sequence.
(use Promethean Board to show this graphic organizer: http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf

Closure of Lesson

Online Sequencing Story Game:http://pbskids.org/arthur/games/storyscramble/scramble.html

As a closing activity, have students write short journal entries about how this activity helped them to better understand the story of the Girl Who Married The Moon.

WEDNESDAY (11.19.2008)

DCPS Standard: 6LT-T3 Apply knowledge that theme, whether stated or implied, refers to the basic meaning of a literary text.
WARM-UP (BCR):Do you have a job that you share with someone else in the family? If so, what is the job? Do you think it is important for family members to work together? Why or why not?
Goal(s):Summarize the plot in the story.
ESSENTIAL QUESTION:What do you think happened to the impatient cousin? Do you think her life will be different now that her cousin has married the moon?
PRODUCT:Completed Plot Graphic Organizer http://www.readwritethink.org/lesson_images/lesson800/IdentifyPlot.pdf
WHOLE GROUP INSTRUCTION:Show this Elements of a Plot PPT on the Promethean Board http://alex.state.al.us/uploads/6991/Elements%20of%20a%20Plot%20Diagram].ppt
SMALL GROUP INSTRUCTION: Ask the students to work with a partner. From the story, ask the students to complete the graphic organizer:http://www.readwritethink.org/lesson_images/lesson800/IdentifyPlot.pdf
Closure of Lesson: Q & A: What is your favorite part in the story? Why?

THURSDAY (11.20.2008)

DCPS Standard: 6IT-E3
Identify and use organizational structures in text, including chronological order, comparison & contrast, cause & effect, logical order, and classification schemes.
WARM-UP (BCR): From your science class, recall the phases of the moon. Describe them in a clear night sky. Do you think the characters in the story have seen the same thing at night?
Goal(s): Predict what will happen given another ending to the story.
ESSENTIAL QUESTION: What can happen if the Moon refused to share the job of carrying the light across the sky with his wife?
PRODUCT: Completed Graphic Organizer of the story http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf
WHOLE GROUP INSTRUCTION: Show this Elements of a Story PPT on the Promethean Board http://www.nebo.edu/misc/learning_resources/ppt/6-12/story_elements.ppt

Show the summary of the story on the Promethean Board: Master ELL 2-5, and the pictures. Ask a couple of students to retell the story mentioning all the elements discussed, use the pictures to help them.

SMALL GROUP INSTRUCTION: Ask the students to work with a partner. Now that they have finished reading, they can already analyze the story. Ask them to complete this graphic organizer http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf
Closure of Lesson: Who is your favorite character in the story? Why?

FRIDAY (11.21.2008)

DCPS Standard: Identify and use organizational structures in text, including chronological order, comparison & contrast, cause & effect, logical order, and classification schemes.
WARM-UP (BCR):Have students each draw four horizontal lines on a sheet of paper to create five sections. Have them label the sections morning, noon, afternoon, evening, and night. In each section, have them write about what they do during that part of the day. Then invite them to share what they wrote.
Goal(s):Use a Venn Diagram to compare and contrast information in a text.
ESSENTIAL QUESTION: How can you make a distinction between day and night based from the story? Tell about what happens and what you do during each time of the day.
PRODUCT: Comparison and Contrast Graphic Organizer on the different times of the day.
WHOLE GROUP INSTRUCTION: Show this Compare and Contrast PPT on the Promethean Board http://people.clarkson.edu/~liebleln/comm214/images.ppt
SMALL GROUP INSTRUCTION: Ask the students to work with a partner. Now that they have finished reading, they can already analyze the story. Ask them to compare and contrast night and day using this graphic organizer http://www.eduplace.com/graphicorganizer/pdf/venn.pdf
Closure of Lesson: Jeopardy Game using the Promethean Board http://misseckert.net/files/jeopardy_round_two.ppt

WORD LIST: Spelling Rule: Homophones

BACHELORS (Easy) = sole, soul; pore, pour; loan, lone; poll, pole; main, mane
MASTERS (Average) = cereal, serial; stationary, stationery; canvas, canvass; patience, patients; prey, pray
PhD (Challenge) = aisle, isle; dissent, descent; barren, baron; assent, ascent; kernel, colonel

HOMEWORK: You can now do your homework online here, click on "Progress Zone" (yellow button on the right), log in code: WE9967. Please do not forget to type in your first name and last initial so I know that you did your homework for this week. Completion of all 5 prompts means plus 5 points to your Capital Gains points. If you do not have a computer at home, please visit your nearest Public Library. You may write your answers in your Jefferson Agenda Book also. No more excuses for missed homework!

1 comment:

Lisa said...

Thanks for sharing ReadWriteThink materials with your class! If you are interested in writing lesson plans or sharing teaching ideas with the site, please let me know.

WELCOME SY 2014-2015!

Teachers & parents tell me that this blog is like a "One-Stop-Shop", here's why ---

There are tons of lesson plans, printables, activity sheets and other resources that special education teachers can find in this blog! It's all for you to get the lil ones engaged in their seats and lovin' what they're doin'!

This blog is also our class portal to communicate information about our class, to archive course materials, to publish the course curriculum, syllabus, class rules, lessons, homework assignments, rubrics, and presentations. Yes, everything is in this blog for our students to review our lessons at home!

Parents love the transparency and the ability to access class materials in this blog. It's easy for parents to follow along as my students post their work. This holds true for their psychologists, social workers, general education teachers, and other special ed providers. This is another way for us to collaborate with the Multi-Disciplinary Team members of our students!

This class blog also serves as our students' e-portfolio. Our students collect the work they want to consider highlighting and then publish those that represent their best work. They then reflect on their work as they share them to their parents and teachers for positive comments and feedback. It's very easy for them to look back over their work and see the growth they've accomplished!

We invite you to please leave a message to our students. Beside the tiny envelope just after each entry is the comments link. Your positive feedback will surely encourage our students to do their best in school.

Thank you for visiting our class portal!