Week 3: What’s up with Feebly?

This week we were asked to explore the blogging site Feebly.  As a blogging newbie, I was excited at the opportunity to see so many great blogs in one site.  The prospect of going to many blogging sites seemed time consuming, which is why the premise of Feebly is great!

I found in actuality the website confused me initially.  Early on I ran into issues with adding too many blogs and the site asking me to pay to add any more blog.  I waited a few days and tried again and found it worked much better!  Based on my interests I created a few categories.  Indg content, feminism and education.  I found the most blogs for education and have seemed to be reading mostly education blogs.

I found sources by searching key terms and cruising through lists of different blogs.  Using what I learned in our last Zoom lesson, I looked at the pictures and looking to see how interesting the blogs looked.

Here is a screenshot of my Feebly feed. Screen Shot 2018-01-30 at 9.30.46 PM.png

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Week One: Who am I?

IMG_6259

This is a picture of my face. 

Hi!

For any of those who do not know me, my name is Madi and I am in my final semester of my undergrad degree in elementary education.  I love yoga, being outside and shopping.  My experience with technology in the classroom has been limited thus far.   I am very intrigued by the idea and in an ‘ideal’ classroom I would love to be able to meaningfully incorporate it everyday.  My experience has been limited as I have felt the limitations of access to technology.  Access to chrome books, apps and iPads can all be quite tricky when working within the constraints both budget and rules implemented within the division (copyright, confidentiality).  It is my hope with time and experience I will be met with more open spaces that encourage technology and that have devices for us to use as a class!

My thoughts about blogging; I love it! I love blogs and read quite a few different blogs, both education related and fashion related.  I find them to be a good source for new idea, whether that be education or personal.  One blog I follow is Holly’s blog called Teach Me Style .

Grade 1: CR1.1:Every Child Matters

Name: Miss. Shearer                                           Date:

Subject:   Treaty Education                              Grade: 1

 

Content: (Topic)

 

Orange Shirt Day: Truth and reconciliation.

Every Child Matters.

Instructional Strategies: (Specific)

·      Direct Instruction

·

Outcomes:

CR1.1

Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., All About Me) community (e.g., Friends and Family) social responsibility (e.g., Conservation) and relate to own feelings, ideas, and experiences.

Indicators:

  1. View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility.
  1. Make and share connections among texts, prior knowledge, and personal experiences (e.g., family traditions).
  1. Relate aspects of stories and characters from various texts to personal feelings and experiences.
  1. Show awareness of the experiences and ideas of other persons encountered through texts.
  1. Describe characters, the way they might feel, and the way situations might cause them to feel.
  1. Show respect for own culture and the various cultures, lifestyles, and experiences represented in texts including First Nations and Métis cultures.

 

Cross Curricula Competencies:

Goals to develop Identity and Interdependence are:

Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)

Understand, value, and care for others

Understand and value social, economic, and environmental interdependence and sustainability.

 

Goals to develop Social Responsibility are:

Use moral reasoning processes

Engage in communitarian thinking.

Take social action.

 

Prerequisite Learning:

·      Ability to comprehend and empathize with story.

Adaptive Dimension:

·

Preparation: (Equipment/materials/set-up)

 

·      Materials:

·      Photo copies of the shirt

·      Bin of scissors

·      Chart paper

·      Markers

 

Set (5 min)

·      Begin lesson by watching the following video on the SMART board.

(https://www.youtube.com/watch?v=E3vUqr01kAk&list=PLVg-FIBeiIGSaZsQbDigVuSBogxkgsvQK)

·      Briefly talk about what orange shirt day, why we wear orange and stickers.

·      Ask students to retell why we have orange shirt day.

Development (30 min)

·      Have students move to the carpet and pull out a flip chart paper and a marker.

·      Begin by writing every child matters in the middle of the page, creating a bubble.

·      Explain what it means to ‘matter’ and how the kids at residential schools didn’t feel like they mattered.

·      How this day is about talking about how they felt and learning how to make sure all children know they matter now.

·      As a class brainstorm ways to show that other children matter.

·      Write the ideas on the flip chart in a web.

·      Ask for students to return to their desks once chart paper has a wide variety of ways to show someone matters.

·      Once students have returned to their desks, pull up on the smart board the t-shirt.

·      Pick something from the chart paper to write on the line.

·      Explain instructions for all the students to color their shirt orange and to try and write something from the flip chart about how we can show someone matters.

·      As they work walk around writing words for students who need help.

·      Once all students are done have them put their shirt on the right corner of the desk and get their attention back to the SMART board.

 

Closure (15 min)

 

·      Pull up the you tube video:

·      https://www.youtube.com/watch?v=LSBrkJn3NeI&list=PLVg-FIBeiIGSaZsQbDigVuSBogxkgsvQK&index=2 (when I was eight)

·      Ask the students to listen to the story and to think while they watch if they feel Margret feels like she matters. If people around her are showing her ways to feel like she matters.

·      Following the video, have a couple students give examples of times they felt Margret didn’t feel like she mattered, and how the person who made her feel like that could have done it different so she did feel like she mattered.

·      Close by reminding students we always want to act with love and make everyone around us know that they matter to us.

Student Engagement/Classroom Management Strategies

 

·      Freedom Friday Minutes: Give or take away minutes when students are on task, done, early or any other behavior deserving of a reward.

·      Attention Chant: “your eyes on my eyes”

·      Use of Clock timer to give students time perspective.

·      Return to desk for a minute if cannot handle carpet or paint time.

·      Whisper talks level when working.

·      Hand up to ask a question.

·      Attention grabber: countdown from 5 to 1.

 

 

 

 

 

 

 

Grade 1: CC1.2 : Syllable Counting

Syllable Unit

By Madisson Shearer

First Grade

 

Outcomes:

CC1.2: Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings).

 

Indicators:

  1. Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when using various forms of representing.

 

Essential Questions:

What is a syllable?

How can we figure out how many syllables are in a word?

How many different ways can we split a word in terms of syllables?

How can we show we know how to split words into syllables?

I Can Statements:

I can show I know what a syllable both verbally and written.

I can show I know how to split a word by syllable both verbally and written.

I can show I know how to count syllables in various ways.

 

Cross Curricular Competencies:

  • Goals to develop Literacies are:
    o Construct knowledge related to various literacies
    o Explore and interpret the world using various literacies
    o Express understanding and communicate meaning using various literacies.

Sequence:

Lesson 1: What is a syllable?

Overview- Introduce the idea that words have syllables, explain what a syllable is and ways we can figure out how many syllables are in a word. Go over the different strategies. Finally practice finding the syllables as a class.

Assessment: observation

 

Lesson 2: The difference between 1 & 2 syllable words

Overview- Review what a syllable is and how we can figure out what a syllable is using strategies. Go through examples of 1 word syllable vs. 2 word syllables, go through the examples as a class.

Assessment: observation

 

Lesson 3: Practicing 1 & 2 word syllable words

Overview Review 1 & 2 word syllables as a group before having students work on several worksheets cutting and sorting activities working to figure out 1 and 2 syllable words.

Assessment: sorting activity

Lesson 4: 3 syllable words

Overview- students will review 2 syllable words. Students will be introduced to 3 syllable words, we will practice as a group identifying the syllables in the word. Go over examples.

Assessment: questioning

 

Lesson 5: Practicing identifying 3 syllable words

Overview- students will review identifying 3 syllable words before moving into practicing 3 syllable words with worksheets.

Assessment: worksheets

 

Lesson 6: 4 syllable words

Overview- students will be introduced to the idea that words can have 4 syllables we will practice a number of 4 syllables as a group.

Assessment: observation

 

Lesson 7: Practicing 4 syllable words

Overview- Students will review 4 syllable words before practicing identifying through a number of worksheets.

Assessment: worksheets

 

Lesson 8: syllable review

Overview- students will review being able to identify all syllables through a series of stations that will be rotated. Each station will focus on a different syllable.

Assessment: Observation through centers

Lesson 9: Syllable walk

Overview- students will be given numbers 1-4 and they will go on a walk through the class, outside and the school and count the syllables of the words of commonly found objects like bookshelf. Once they have figured out how many syllables they will place the number there.

Assessment: Questioning

 

 

 

Health 1: USCI 1.1 – Brushing our Teeth

Content: (Topic)

How do we brush our teeth and Why?

Instructional Strategies: (Specific)

Direct instruction

Experiential learning

Outcomes:

 

USC1.1

Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

 

Indicators:

a. Use common and respectful language to talk about healthy behaviours (e.g., habits, choices, actions).

b. Communicate observations of what “healthy” and “unhealthy” looks like, sounds like, and feels like.

c. Ask questions and seek answers about healthy/unhealthy behaviours and opportunities.

d. Recognize that making healthy choices can be difficult at times.

e. Illustrate the importance of basic daily behaviours (e.g., washing hands, brushing teeth, eating fruits and vegetables, wearing sun screen and sun protective clothing, being physically active, playing, drinking water, respecting other living things) for good health.

f. Determine the daily healthy behaviours that can be performed individually and those that may need support (e.g., washing hands on own, applying sun screen with support, smudging with support).

g. Recognize daily opportunities for demonstrating healthy behaviours (e.g., drinking water as a thirst quencher, walking on the sidewalk, flossing teeth, helping others).

h. Discuss a variety of healthy behaviours over which one has control (e.g., brushing teeth, being active, engaging in quiet time, seeking shade).

i.   Consider opportunities to access support for healthy behaviours (e.g., recess time provides opportunities to play and be physically active, a trusted peer walks with you to school which provides safety and friendship).

j.   Examine factors influencing own healthy choices (e.g., allergies, cultural traditions, money, family habits, fear).

 

 

Cross Curricula Competencies:

Developing Thinking (Related to CEL of Critical and Creative Thinking)

Constructing knowledge (i.e., factual, conceptual, procedural, and metacognitive) is how people come to know and understand the world around them. Deep understanding develops through thinking and learning contextually, creatively, and critically in a variety of situations, both independently and with others.

 

Prerequisite Learning:

What are teeth?

What do teeth do?

We keep teeth clean

What are sugar bugs?

Adaptive Dimension:

·       K.B.Y:   -10 minutes of work for 20 minutes of quiet/ playtime.

-Check marks for on task for long term reward (prize)

 

·      Avery, Alyna, Arika: – Ask each to repeat portions of the instruction back to you before beginning.

 

Preparation: (Equipment/materials/set-up)

·      Laminated teeth pictures (12)

·      White Board Markers

·      Picture Book –

·      Video –

·      Mini Booklet – labeling page

·      Teeth posters (from previous class)

·      Tooth brushes (6)

·      Tooth paste

·      Floss

·      Mouth wash

·      Magic bag ( regular bag)

 

 

 

 

 

 

 

Set

 

·      Open the lesson by pulling out the teeth posters from the previous class, specifically look at the one about how we keep our teeth healthy.

·      Review ways we thought we could keep our teeth healthy, stopping to point out brushing our teeth.

·      Explain that this class we will learn about brushing our teeth, specifically how we brush our teeth and why.

·      Ask students to watch the following video and think about how they brush their teeth.

·      Video: https://www.youtube.com/watch?v=aOebfGGcjVw&t=182s

·      Ask students how many times a day they think they should brush their teeth? (3)

·      *Assessment: does anyone remember why we brush our teeth? (Check for understanding)

·      What do we need to brush our teeth? ( tooth brush, toothpaste, floss)

·      As students tell you the different things they need, pull them out of your magic bag.

·      Once students have identified why we brush our teeth, with what and when move on to..

 

 

Development

 

·      Ask students to open their healthy teeth booklet and turn to the matching page.

·      Ask students to match the words to the pictures and write how many times they think we need to brush our teeth.

·      *Assessment: take in booklet and mark to check for understanding.

·      Now that we know why we brush our teeth, we need to learn how we brush our teeth.

·      Ask students to stand up while you put on a dance video for brushing our teeth.

·      Video: https://www.youtube.com/watch?v=Ku-ForS6G3I

·      Have students follow along with both the words and actions.

 

 

 

 

 

 

 

 

Closure

·      While students are singing and following the actions in the their table pairs hand out laminated smiles with dry erase sugar bugs drawn on them.

·      Hand out a tooth brush for the table group to share.

·      Once the song is finished explain that we will be practicing getting rid of our sugar bugs by brushing off our fake sugar bugs.

·      Students will take turns brushing their smiles using the small circular motions they just practiced.

·      Once all the teeth are clean have students bring both their teeth and tooth brushes to the back table and sit back down at their desks.

Student Engagement/Classroom Management Strategies

 

·      Freedom Friday Minutes: Give or take away minutes when students are on task, done, early or any other behavior deserving of a reward.

·      Attention Chant: “your eyes on my eyes”

·      Use of Clock timer to give students time perspective.

·      Return to desk for a minute if cannot handle carpet or paint time.

·      Whisper talks level when working.

·      Hand up to ask a question.

·      Attention grabber: countdown from 5 to 1.

 

Let’s get this knitting show on the road!

As the ever indecisive person, I turned to twitter to help me decide on what exactly it is I should learn for my learning project.  I love learning new things and had a list a mile long of different things I want to learn how to do.  With the help of twitter I have decided I shall learn to knit.

It is my hope by learning how to knit I can learn a hobby that will help combat my anxiety and give me a calming activity that will also produce jazzy scarves and things for me to wear and put on my coffee mug.  Essentially I am looking to become the newest knitting queen to make all my Pinterest dreams come true.

Things I have learned since embarking on a knitting queen journey.  There are millions of different yarns in Michaels.  Apparently they are all different despite looking exactly the same.  There are multiple different kinds of knitting needles, you need different needles for different kinds of projects.  ( I only learned this after purchasing my needles.  I picked mine because I liked the colour and I thought the metal would make a nice ‘clink, clink’ sound, like I imagine a professional knitter sounds like).  If you are anyone in the knitting world you have a nice little knitting bag to store all of your knitting thingies in.  Lastly, granny’s are knitting wizards who make knitting look MUCH easily then it actually is, we should give them much more respect for their ability to make mittens, because it is in fact, quite hard.

To begin my knitting experience I began with a long trip to Micheals where I googled what one needs to be a knitter and visited quite a few blogs.  After I got all the essentials according to the blogs, I went home and watched the linked video I found on youtube to begin my journey to knitting Pinterest queen.

 

 

The video was informative but requires a lot of pausing, confusion, twisted fingers and replaying.  I have no product to show at this point, I will keep you updated as I go.