Writing Prompts and Mini-lessons for June 1

Tomorrow is June 1st... and it is a Friday...

It seems nowadays there is some kind of holiday or celebration every day of the year. June starts the countdown to the end of the school-year (okay, so some started their countdown weeks ago) but as a TTOC it is nice to have some kind of writing prompt of mini-lesson handy, especially during the chaotic month of June.

To kick off June 1st, here are some ideas:

1. National Doughnut Day in the USA is June 1st:

National Doughnut Day is on the first Friday of June each year, succeeding the Doughnut Day event created by The Salvation Army in 1938 to honor the women who served doughnuts to soldiers during World War I.

* Try: The Teachers Corner Writing Prompt to write about donuts as a breakfast food, or a favourite breakfast food. Or Cut out paper donuts and decorate them, or have them write a poem about donuts on the shape.

2. International Children's Day is celebrate June 1 in China, and some other countries:

Children's Day is celebrated on various days in many places around the world, in particular to honor children. Major global variants include a Universal Children's Day on November 20, by United Nations recommendation.^[1] Children's Day is often celebrated on other days as well.

*Try Reading: Barefoot Books: Here We Go Round the Mulberry Bush which looks at children around the world and their different ways to do their morning routines.
3. Oscar the Grouch from Sesame Street celebrates his birthday:

June 1st is Oscar the Grouch's birthday - the day when he is at his absolute grouchiest. In episode 3866 of Sesame Street, after Oscar reads a birthday card from his mother, and after hearing Oscar tell the viewers that it was his birthday, Telly Monster tried to give Oscar a grouchy birthday party, something that Oscar thought he couldn't do. In the end, however, Oscar was proved wrong. He received many grouchy rotten gifts.

*Try: Writing about what makes you feel grumpy, or how you deal with a bad day.

Game: Sentence Race

Sentence Race

Level: Any Level
A good game for large classes and for reviewing vocabulary lessons.

Prepare a list of review vocabulary words.

1. Write the word list on two pieces of paper (One per team).
2. Cut up the words and organize the pieces into two bundles (One per team).
3. Divide the class into 2 teams.
4. Distribute a bundle to each team, distribute one word to each student on their team. Both teams have the same words.
5. When you call a word fromt he list, the students with the words race to the blackboard (one student from each team) The students must then race to write a sentence using their word.

The winner is the one with a correct and clearly written sentence. (You can do who ever is first, or give points to both teams if the word is used correctly)

This is always a hit with kids. For more advanced students, use tougher words.

[Source]

Short activities to do using a newspaper

I love the idea of using Current Events in the classroom. I really love the "What in the World" series that some schools subscribe to. But, when you don't have access to that, this is a great way to use newspapers for numerous activities.... This website had some great ideas...

Icebreaker:
Before class begins, select an interesting or timely newspaper story or editorial.

•	Make copies of the article and place one on each student's desk.
•	As students arrive, have them read the article.
•	After a few minutes, open a class discussion about the article. Encourage lively conversation, allowing students to interject their own ideas and opinions.
•	After a brief debate, ask students if they read the newspaper each day.
•	Remind students that the newspaper can be an exciting and thought-provoking source of information. Tell them that they can also use the newspaper to practice and review grammar skills, as they will be doing today.

Stress Reliever:
If the class energy level rises too high, give your students an opportunity to relax and read a newspaper for pleasure.

•	Encourage them to select articles or features they find interesting.
•	They can look at advertisements, read advice columns, study editorials, solve puzzles, or skim the day's news.
•	After reading, students can share with the class what they have read.
•	Encourage them to tell why they selected the sections they did and what they learned.

Transition:
If you have a few free minutes, you can challenge students to newspaper grammar searches, such as the following:

•	Copy a sentence and highlight its subject and predicate.
•	Find a sentence in the past perfect tense.
•	Find a sentence that has a subordinate clause. Find the subordinate conjunction.
•	Find a fact and an opinion in one article.

Grammar Hunt:
Materials: newspapers, What's In the News? Activities
Give pairs of students a newspaper or a section of a newspaper.

•	Tell students they will be using the newspaper for a grammar scavenger hunt.
•	Pass out the What's In the News? Activities and read the rules.
•	Review the grammatical elements in the chart and provide examples. You may wish to have students use their grammar textbooks as references.
•	Have pairs search for about 20 minutes. Be sure to assist students when necessary.
•	At the end of the hunt, have pairs total their points. If possible, provide a small reward for the winners.
•	Encourage students to share the examples of each grammatical element they found.
•	You may wish to provide additional rewards for teams that found especially difficult or unique examples.

The Proofers:
Materials: newspapers, highlighting pens
Tell students that the newspaper is carefully proofread before it is printed. Explain, however, that even the best proofreaders occasionally make mistakes.

•	Give each student one or more articles, preferably ones that have grammar, spelling, or punctuation errors.
•	Instruct students to proofread their articles, asking questions such as: – Do all sentences have a subject and a verb? – Do all subjects and verbs agree? – Are possessives used correctly? – Is there an antecedent for every pronoun? – Are there any unnecessary or confusing shifts in tense? – Are all words spelled correctly? – Are all sentences punctuated properly?
•	Have students gather in groups to decide how to correct the mistakes.

Diagramming:
Materials: newspapers
If your students need practice diagramming sentences, direct their attention to the front page of a newspaper.

•	Select the lead sentence in one of the stories.
•	Write the sentence on the board, and model diagramming as appropriate.
•	Have students gather in pairs and select their own sentences from the newspaper to diagram.
•	If necessary, use appropriate pages in a grammar textbook to review diagramming.
•	Walk around the class, guiding and prompting students as needed.

Mixed-Up Articles:
Materials: newspapers
Invite students to play Mixed-Up Articles, a variation of the popular fill-in-the-part-of-speech game.

•	Ask each student to copy the first two paragraphs of a newspaper article on a sheet of lined paper. Be sure they are using pencils.
•	Have students erase a word from each sentence and draw a write-on line in its place. Then have them write the part of speech of the erased word below the write-on line. Encourage students to erase words that represent a variety of parts of speech.
•	Ask students to work in pairs. The first student should read the missing parts of speech and ask the other student to provide words.
•	Once the words are inserted, the first student should read it aloud. Students can then switch places.
•	Encourage students to share their funniest mixed-up articles with the class.

There are many more great ideas, Read more on TeacherVision: http://www.teachervision.fen.com/current-events/curriculum-planning/6215.html#ixzz1wKG3V7LQ

Poetry Jam

I am in a temporary highschool English position until the end of the year and I am planning the poetry unit. I came across this awesome site with some poetry infused mini-lesson plans, activities and classroom management strategies.

I love poetry and trying to make it fun for students, so these activities were right up my alley. They are great for classroom teachers and TTOCs who are in for a day or more.

Poetry in the classroom:

Icebreaker:
Before students arrive, write your favorite short poem on the board.

•

As students enter the classroom, direct their attention to the poem. Explain to them why this poem is important to you. Point out the language and imagery that the poet uses and explain why it appeals to you. If the poem reminds you of a particular feeling or experience, share that with the class as well.

•	Ask volunteers to tell the class about poems they enjoy. (If students are stuck, remind them that song lyrics are also poetry.) Encourage students to tell what they like about their favorite poem. What do they think of when they read or hear it?
•	Then point to the poem on the board and ask, "Are you sure this is a poem? How do you know?" Invite students to brainstorm answers to the question. List student ideas on the board.
•	After students generate a short list of poem characteristics, ask students to work in pairs or small groups to think of more poems they like. Where do they see and hear poetry? How is poetry used in the world around them?

Stress Reliever:
If the intensity level gets high, you might want to encourage relaxation and good listening skills by having periodic "poetry breaks."

•	Invite students to get comfortable and listen as you read a soothing poem.
•	Encourage students to pay attention to the images in the poem. Ask them to visualize the scenes and feelings that the poem describes. You can also have students sketch what they "see" as they listen to the poem.
•	Ask volunteers to share their ideas and drawings with the class.

Poetry Bank:
Create a poetry bank in the classroom! [or as a TTOC on your USB drive or binder/bag of tricks] Collect books of poetry and copies of poems and lyrics that students might enjoy. The class can use these poems as models and read them when they have free time.

Ask the school librarian for suggestions. Good starting points include:

•	The Norton Anthology of Poetry by Margaret Ferguson
•	100 Great Poems by Women by Carolyn Kizer
•	The Collected Poems of Langston Hughes by Langston Hughes
•	And Still I Rise: Poems by Maya Anglou What Is a Poem, Anyway? Materials: research materials, tape or CD player, and audio recordings What is a poem? Invite students to think about this question. Encourage them to use textbooks, library books, and other sources to help them explore. • Write the question on the board, and ask the class to brainstorm a list of ideas. • Divide students into pairs or small groups. Give each group a different writing sample. Examples include: a journal entry, a narrative poem, a limerick, a letter, an e. e. cummings poem, a short biographical sketch, and several jazz and hip-hop songs. (If possible, provide students with lyrics and recordings.) • Have each group work together to decide whether their writing sample is a poem. Ask them to list reasons for their conclusion. • Have each group present their ideas to the class. • Finally, write a class definition of the word "poem." Cracking the Code: Materials: a poem of your choice Choose a poem that has lots of interesting language and imagery, such as Robert Frost's "The Road Not Taken" or Rudyard Kipling's "If." Then invite the class to work together to "crack" the poem's "code." • Distribute copies of the poem or display it on the overhead projector. Ask students to work in pairs or small groups. • Ask students to use what they know to answer questions such as: What type of poem is this? How can you tell? What is the poem about? How does the poet feel about the topic? What point is the poet trying to make? How does the poet use language? Can you find rhymes, alliteration, similes, or metaphors? What kind of images does this poet use? What do you see, hear, smell, taste, and feel as you read it?

This site has many more great, simple ideas to try. Read more on TeacherVision: http://www.teachervision.fen.com/poetry/curriculum-planning/6218.html#ixzz1wKDVDcri

B.C. teachers warn threat of legislated contract amounts to fighting words

Vancouver Sun
Canadian Press
May 28, 2012


VANCOUVER — The BC Teachers' Federation says it won't back down despite threats of back-to-work legislation if a bitter contract dispute is not resolved by the end of June.


BCTF president Susan Lambert warns her members will be ready to fight if Education Minister George Abbott makes good on suggestions that a new contract could be imposed over the summer.


Abbott says he would be ready to act if a government-appointed mediator can't reach a deal with teachers before June 30.


Lambert responds by saying the union has a court-mandated order for the right to free collective bargaining, something she says the B.C. Liberal government is continuing to ignore.

Read more: http://www.vancouversun.com/teachers+warn+threat+legislated+contract+amounts+fighting+words/6690521/story.html#ixzz1wCtTpWfG

Questions Students Ask Teachers-On-Call

I read a great post over at Sub Hub about questions TTOCs get from students. The questions are the same as the ones I hear day to day but my answers are a little bit different....

No matter if I am subbing for an afternoon, a whole day, or an extended stay, not a day goes by that I don't hear these questions. I have gotten to where I have some fairly standard responses to them.

1. Where is Ms. So-and-So?
I usually say, "I am not sure, but they should be back tomorrow (or whenever I am scheduled until, if I don't know I say "soon") Sometimes it is fun to use a silly response. Here are some I read on another blog:

She's visiting Candyland today; she's spending the whole day doing nothing but eating cotton candy; she's auditioning for American Idol... anything crazily outlandish, and the sillier the better. Sometimes the students even get a kick out of trying to figure out if I am kidding or not.

2. What time is recess/lunch/specials?Usually I tell them how long, but I like this response:

It doesn't seem to matter whether it's kindergarten or fifth grade, someone always asks about times for standard parts of the schedule. In that case, I always have the same response. "It's the same time it's been all year." I know, it's sarcastic. But I always follow it up with a correct response.

3. Is this for a grade?I always tell them that their teacher asked me to collect it, so I would guess it is for marks. This is because if it isn't for marks, they tend to not put forth any effort.

4. Can we use markers? (or some toy, game, book)I ALWAYS say, "what is the usual rule?" Generally I try to stick to the regular classroom rules, if they aren't sure if they are usually allowed, I say no. Here is the subhub's response to this question:

Oh my, how those elementary kiddos love their markers! It makes them positively giddy if you say yes to that question. If it's something I know is a graded assignment, I ask what the normal rule is in the classroom. If it's something I know is enrichment or extra practice, I might say yes just to make them happy.

5. Can we work in partners/groups?
Depending on the class, I usually say yes, but that if it becomes too loud/off task/disruptive, the privilege is lost.
I also hear this a lot:

Ms. So-and-so does this....
I often look around and ask if I look like Ms. so-and-so... with younger children I usually start my day letting them know that while I love to learn how they do (this and that) in their classroom, that I go to a lot of different classrooms and I may do things a little bit different, just for today. Calendar time tends to be the thing most Primary classes need to be "exactly the same" every day, every teacher, no matter what.

I think it is important children learn to adapt to new faces and routines, but also to keep them feeling safe and comfortable. I try to have a helpful student run the show. Luckily, most primary classes have a "special friend" of the day who gets to run calendar and they usually know EXACTLY how it is done!

What questions do you hear often? How do you respond to those questions or any of these questions?

Midsummer Night's Dream Facebook Assignment

So I decided to do fake facebook accounts with my Grade 9 Highschool Class for Midsummer Night's Dream. I saw "Shakesbook" and "Fakebook" assignments online and used them as inspiration to create this project. Students had 2 computer lab classes to complete the assignment and most finished easily in that time, while some needed to take extra time at home to finish.

Below I have posted the instructions, marking rubric and sources as well as some links to a few samples from my students.

Fakebook Profile for a Main Character
1. Choose one of the main characters.
2. Create a "fakebook" profile for the character that reflects what you know about them.
3. Write 5 status updates for the character that relate to major events in the plot and
    accurately reflect the characters personality.
4.Create 10 or more responses to the statuses from other characters.
5. You may have MORE posts if you wish.
6. Ensure the statuses are in reverse chronological order with most recent at the top.
7. Include your name and block at the bottom of the page.
8. Save a copy for your files and print a copy to turn in.
Marking Rubric

Minimum 5 Status Updates that reflect characters personalities and refer to major events in the
plot in chronological order. /5

Minimum 10 replies reflect characters personalities and relationships. /5

Profile details reflect character and show understanding of character. /5

Creative, correct formatting, appearance resembles template/examples. /5

Total:    /20

Resources

You may use any of the below resources to create your page or create your own as long as it
contains all the criteria:

1. Fakebook is an online ap. You can click to edit and create a page then save and print.
http://www.classtools.net/fb/home/page
2. Facebook template for Microsoft Word.
http://office.microsoft.com/en-ca/templates/facebook-template-word-TC102239159.aspx

3. I have several templates I will share with the class.

Samples

*Please note at the time of posting these links are active and accurate, but may become unactive or edited in the future without my knowledge. These are a random selection of examples.

Demetrius: http://www.classtools.net/fb/31/BCYd7a

Nick Bottom: http://www.classtools.net/fb/36/WUbGMA

Puck: http://www.classtools.net/fb/56/JegDDX

Hermia: http://www.classtools.net/fb/17/g8mU4D

Lysander: http://www.classtools.net/fb/35/hHdYTW

Nick Bottom: http://www.classtools.net/fb/25/hKJDeB

Helena: http://www.classtools.net/fb/74/BgUNgi

Helena: http://www.classtools.net/fb/67/3Ee2Ci

Twitter
Two students paired up to use twitter to create their own version of the project:

Helena: https://twitter.com/#!/helenalovesdem
Demetrius: https://twitter.com/#!/2cool4helena