Tag: 21-A9

This year I have taught Introduction to Spanish and Spanish 1 completely asynchronously. It is no mystery that teaching 7th and 8th graders a new language in itself is a challenge. Throwing the asynchronous element in there made it feel almost impossible. When I first entered my placement, my CT nor I, knew the best plan of action. How were we going to create instruction that was engaging, meaningful, and (especially) differentiated for students that we were going to have little to no contact with. That is where our saving grace came in: EdPuzzle.com.

Through EdPuzzle I was able to provide instruction in both classes in a way that was engaging and allowed me to do formative assessment that I otherwise wouldn’t be able to do so easily. It kept track of the students who were completing the comprehension questions and I eventually learned to enjoy being in front of the camera.

This specific lesson is focused on reading and reading comprehension in Spanish. I really wanted Spanish 1 students to read a short novel in Spanish and work on this skill before entering Spanish 2 in high school which would be more focused on producing language. EdPuzzle was the best option to provide instruction for this novel and through months of trial and error I am confident I found the best method of instruction for my students.

For each chapter of the book I created two different EdPuzzle videos- an independent reading, where students read and answered the comprehension questions themselves, and a supported option, where there was more explicit focus on things like grammar and more scaffolding to support the students who may need extra help with their literacy skills including “circling” which is a comprehensible input methodology. This allowed me to create videos that were more specific to my students needs while still being completely asynchronous.

Each week students selected the video that best fit their needs and completed the same comprehension questions about their novel “Brandon Brown quiere un perro”. The success rate with this method was higher than I had seen all year due to the different supports I was able to provide. Was it more work? Oh, yeah. Was it worth it for my students and their language acquisition? 100%.

Feautured Photo by Ugur Akdemir on Unsplash

The purpose of this screencast is to show kids how to create an OverDrive account using their own address for free! Overdrive allows students to access hundreds of thousands of audiobooks and ebooks for free. It is an awesome tool in covid times when you can’t go to the library, but it’s also helpful anytime. I’ve been using it for about 6 years and have used it to read over 500 books.

It is great for getting students exposed to all kinds of books for free. They can try out different books and if they don’t like them, just return them and find a new one within minutes. Also, as a student with dyslexia and ocular motor disorder (a birth defect that prevents eyes from tracking together), I relied on audiobooks when I was younger. At the time, I could only go to the library to loan books out, but OverDrive would’ve been a great resource for me, so I know it can be an amazing resource for all kids!

I am shocked at how many people do not know about OverDrive, and I am constantly showing my friends how to sign up. So, hopefully, this is helpful for not just students, but everyone!

Overdrive is available for iPads, iPhones, and most other smart phones. Unfortunately, it is not available on computers yet. However, in order to read the books that are not audio books, you do have to also have the kindle app, which is available on computers. Hopefully, if a student doesn’t have direct access to their own device, a parent will be happy to give their child access to reading on a family device or even their own devices. And for some schools, iPads are given to all students.

Directions:

1. Grab a parent or guardian
2. Open up your app store
3. In the search Tab type in Overdrive
4. It should be one of the top search options, a blue icon with an O in the middle
5. Click on it and download the app with the help of an adult
6. Once it is downloaded, open the app
7. You should see an option to sign in or sign up, click the signup
8. Next, you’ll see an option to put in your library card or sign up without one
9. Using your name, email, and a password, sign up for your overdrive account
10. The next page should show a spot to add a library, click that and add your zip code
11. When it shows you all the library options scroll down to M and search for the first Multnomah county option and click
12. This should take you to their overdrive homepage, at the top there should be an option to click create library card
13. This will take you to a new page and you should click apply now
14. Enter all the information with the help of an adult
15. Head back over to your overdrive account and use the credentials you just created to sign in to your account
16. Read and listen away!!

A few book recommendations from Ms. Rockett:

1. Smile by Raina Telgemeier
2. Holes by Louis Sachar
3. Esperanza Rising by Pam Muñoz Ryan
4. Freak the Mighty by Rodman Philbrick
5. Out of my Mind by Sharon M. Draper
6. Al Capone Does my Shirts by Gennifer Choldenko
7. I am Malala (Young Reader’s Edition) by Malala Yousafzai
8. The Secret Garden by Frances Hodgson Burnett *My personal favorite from when I was your age!)
9. Bridge to Terabithia by Katherine Paterson
10. The City of Ember by Jeanne DuPrau

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

This lesson should help 3rd grade students learn a simple, and magical method for multiplying by 9 up to the 10s place. Larger numbers are scary at times, but the number 9 has some magical properties that help it to be less scary!

Lesson Context:

This screencast is a brief YouTube video that I pushed out to 9th and 10th Grade Geometry students in the middle of our Similarity and Congruence Unit. This was intended to give students a chance to review Similarity Flow Charts and was released with practice HW.

Featured Image Credit:

“Group of baboon-figures First or Second Dynasty 3100-2686 BC From the early Osiris-temple at Abydos, Chamber M69 Deposit Similar figures have been found at Hierakonpolis and Elephantine. They may represent the divinity Hedjwer. These are made of glazed” byakhenatenator is marked with CC0 1.0

Hey everyone! This video specifically for a history class learning about Ancient Egypt, but I mainly wanted to share something I learned doing this screencast.

Using the Loom extension on the Chrome browser, I was able to make a screencast of a scene from a documentary on Hulu. I’ve looked at several other streaming services and Loom works very well recording those as well!

This can allow you to share scenes and documentaries with your students without having to worry if students have access to Netflix/Hulu/Amazon Prime outside of the classroom especially if you want to assign students scenes to view as homework. This also allows students more time to process the information from the scene you’re sharing when they’re viewing the video individually.

With Loom, you can still pause the documentary, as I did in the end of my screencast video, and address your students. This gives you time to ask students to jot down notes real quick or ponder certain themes you want them to.

Loom also allows viewers to leave emojis and comments, so your students can watch the videos and leave comments on questions they might have or concerns.

Citations

Photo by Alex Litvin on Unsplash

Lesson Context:

As we are living through the pandemic and students are completing work virtually, the difficulty of students sharing their own writing has increased. I’ve struggled thoroughly to view student work as we have created persuasive papers, fairy tale adaptions, and more. This mini lesson through Loom is meant to aid student’s in sharing their hard work when using Google Tools such as Google Docs and Google Slides.

Audience:

This video can help any new users of Google Tools.

Purpose:

To aid new users of Google Tools and teach them to share their work.

Notes:

• Students may be better aided by having the specific email to use.
• Sharing work across all Google Tools is the same.
• A video like this may save you time if your students are using Google Tools, especially in the younger grades. You will have to remind student’s often to share their work and they will need reminding on how to do so.

Featured Image:

Photo by Mitchell Luo on Unsplash 

My screencast assignment is intended for a 3rd grade Spanish Immersion class. A screencast is helpful for this assignment because it provides these students who are learning a new language the opportunity to hear the instructions in Spanish. This also allows them to replay any parts of the instructions. It will be helpful for students to re-hear any unknown words and use the context of the other sentences to make meaning.

Activity:

1. Watch the video to learn about the homework assignment. https://www.loom.com/share/df5429b2dc844ff791399b0aab595198
2. Read ¡Tu Puedes! https://www.getepic.com/app/read/36973
3. Complete the Jamboard: Is the protagonist an inspiration? Why, or why now? Use a sticky note to explain your thoughts, and place it under the correct column. https://jamboard.google.com/d/1nvNobNA-_BGTCDJiLf7nVsF8SY7c0M4ScDEUlbgo4bs/edit?usp=sharing

Materials

Featured Image: https://unsplash.com/photos/zIx5wzjHRnE

Lesson Context: This video is intended to supplement instruction during my students’ asynchronous class period. It is in the middle of a unit on Supply and Demand, and we just learned about the Law of Supply in the previous synchronous lesson.

Audience: The audience for this video is students in my 10th grade Economics class or anyone else who wants help learning Economics.

Purpose: The purpose of this video is to aid my students in understanding how to take information from a supply schedule and graph it to create a supply curve. This is intended to help them with their asynchronous assignment, which asks them to graph supply curves.

Using A Screencast: Recording a screencast of this process helps my students’ understanding of their assignment because to illustrates the step by step process they should follow. This is especially helpful during asynchronous classes where I am not there to help them in person.

 Video: How to Graph a Supply Curve

For my activity, I used a screencast to demonstrate how to use a feature of Desmos that will be helpful for their activity. I showed how students can use a slider to see the effect that a constant value has on a given graph of f(x). I demonstrated the effect that c, a constant, has on a graph of f(x) = c x². I showed how once a constant is used in an f(x) function in Desmos, there is an option to add a slider for c.

Once the students have watched the demo, I would ask them to do the same for the functions, f(x) = a + b x + c x². I would ask them to describe the effect of a, b, and c as they become greater, smaller, and negative. I would also ask them to look at f(x) = sin(a x) vs f(x) = b sinx and compare the effect of a vs. b.

This screencast helps students understand how to use this feature in Desmos if they do not yet know how to use it. The activity goal is for student be able to understand visually the effect that constant have on the f(x) functions they have been looking at.

Audience: Kindergarteners

Lesson Context & Purpose:

This mini-lesson would be included in a math lesson that talks about different ways and strategies to add single digit numbers, such as using your fingers, number lines, and the dot method.

How can screencast assist you with the lesson or communicate your goal?

Screencast allows easy access for teachers to give visuals in their lesson while also narrating. These videos are easily accessible, and could be sped up or slowed down, depending on the student’s skill level. Parents also have the accessibility to pull up these videos to give their child a refresher when practicing addition problems or finishing up their homework.

Previously, we learned about acids and bases (you can view the post HERE or be taken directly to my Google site by clicking HERE). One property is based on the pH value, where bases have a pH greater than 7 and acids have a pH less than 7. But how do we find the pH of an acidic solution? Or a basic one? Does acid/base strength matter? This lesson aims to answer all of these questions through the use of Loom screen-casting. Thus, this lesson is for chemistry students with a general understanding of acids, bases, and pH.

Directions to students:

1. Watch the lesson videos on how to find the pH of an acidic/basic solution
2. Download a copy of the Jamboard and complete the problems
3. Check your responses by watching the corresponding videos for each question.
4. If you still have questions, try watching the lesson video again. You can also review the Google site for more information on pH and acids and bases.

The Lessons: Watch these two videos. One covers how to find the pH for STRONG acids/bases and the other explains the process for WEAK acids/bases.

The Jamboard Activity: Click Here to View.

Here are the videos showing the correct process for each question from the Jamboard activity:

Why Loom ? Loom allows for easy recording. I can have any given document on my screen and viewers can watch as I interact with that document. Since it records whatever is on my screen, I can easily switch between documents (like a Jamboard activity and a whiteboard) to better relay information to students. Screen-casting is really useful for explaining the process behind a given chemistry problem. It can also be used as a study tool at a later date. Since the screen-casting provides a video, the content can easily be shared as well, which might be handy for parents.

Instructions:
This activity is part of a lesson I am designing for my seventh grade class, which is currently working on a food unit. To add both practical application and an element of culture, students will explore the website for Monoprix (https://www.monoprix.fr/courses-en-ligne), a French grocery store similar to our Fred Meyer. The video above is an explanation of how students will navigate the site and do imaginary shopping for themselves. They will create a shopping list with the names of all of the items they wish to purchase (food, clothing, home goods), as well as the price. After they have completed the activity, students will be able to share their shopping lists with others, discuss new vocabulary, comment on cultural differences and costs, etc. This activity should be done entirely in French (as are the directions).

Goals:
-Students can navigate a [virtual] French grocery store to shop for necessities and desired products.
-Students can use their food vocabulary and context clues to successfully identify foods, clothing, home goods, etc.
-Students can gain experience with shopping in a French-speaking environment, anticipate costs relative to in the US, and understand associated cultural expectations.