NF UNIT P2 Final Days

Poem A Day:

No time for Poems on this day. Students are presenting their projects!!

Mini-lesson:

I originally planned one day for students to share their presentations. I mean, our classes are 80 minutes. Surely, that is enough time for 20 presentations.

Wrong.

Students WILDLY EXCEEDED MY EXPECTATIONS FOR THIS PROJECT.

I mean, really, I am still completely blown away. I wish I had recorded a few of the presentations that still have my mind spinning.

Here are some of the final products!

Website about emotions

Website about Nuclear weapons

Website about the ocean

Website about flu vaccine

Website about Bitcoin

Video about the disappearance of a flight MH370

Video about the history of South America- warning, it’s hilarious 

Active Engagement:

Students listened to their peers

giphy

Closure:

Some of the kids wanted to see my completed TED Talk. So, I gave it.

After students were finished presenting, I gave students this reflection form.

Here are some of the responses I got on this reflection. This is real evidence of learning. When a student can articulate clearly what they have learned, that means they have learned it. (my capacity for logic is, frighteningly impressive, I know).

 

 

 

 

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NFUNIT P2 Day 5 (3/9) SNOW UPDATE

Today ROUGH drafts were due. I conferred with each student.

There have been about a million snow days disrupting our progress in this unit the past few weeks.

Just for everyone’s sanity, today’s blog will simply relay due dates for the rest of the unit.

B DAY

Tuesday 3/13: Citing sources and making revisions

Thursday 3/15: Peer-Revision (projects should be close to DONE on this day)

Monday 3/19: Projects due for presentation. NO LATE WORK ACCEPTED.

A DAY

Monday 3/12 ROUGH drafts due- confer with Minto

Wednesday 3/14 Citing sources and making revisions

Friday 3/16 Peer-Revision (projects should be close to DONE on this day)

Tuesday 3/20: Projects due for presentation. NO LATE WORK ACCEPTED.

NF UNIT P2 Day 4

Day 4

Poem A Day:

None today.

Mini-lesson:

The objective today: Students will identify craft moves they have noticed in their research that nonfiction writers use AND choose two to try.

For today’s lesson I will remind students that reading nonfiction like a writer looks like this:

HOW TO READ LIKE A WRITER

  1. Notice something about the writing.
  2. Name it, using words that make sense to you.
  3. Come up with a theory that explain why the writer used this technique.
  4. Try it in your own writing.

Today, we finally get to step 4!

I showed students which moves I noticed in my research that I want to use in my nonfiction product. I talked about how I tried those moves and showed examples.

Active Engagement:

Students worked in groups to create anchor charts (big posters) of the moves they noticed and want to use.

Then they had to select two moves they will use in their nonfiction products.

After completing the posters, students filled out this handout. 

Any extra time was used to continue working on their final products.

Closure

Students shared out the moves they want to use and also posted their two choices into the comments on a thread in Google Classroom.

I reminded students that their rough drafts are due next week (A day Monday 3/5) and (B day Tuesday 3/6). Final projects are due for presentation (A day Friday 3/9) and (B day Monday 3/12).

 

NFUNIT P2 Day 3

Day 3

Poem A Day:

No Poem today. Too much to do 🙂

Mini-lesson:

The objective today: Students will think about the kinds of media their peers like to consume, and choose the best media for their own projects.

Today I showed students four different student exemplars from this project last year. I gave a speech with slides, showed a podcast, a video and an essay. Students blew me away when they identified the rhetoric used by these student writers last year!!

Next, some students inquired about how to create a website as they wanted to try it versus writing an essay. I showed them how to navigate wix.com which provides free templates and user-friendly editing tools.

Active Engagement:

Next students had time to work on composing their products.

Closure

I reminded students that their rough drafts are due next week (A day Monday 3/5) and (B day Tuesday 3/6). Final projects are due for presentation (A day Friday 3/9) and (B day Monday 3/12).

NF UNIT P2 Day 2

Day 2

Poem A Day:

Today’s piece of media speaks to the main idea of my own product of nonfiction that I am creating as a result of my Space Exploration research. It is called “The Uncertainty of Knowledge” by Richard Feynman (one of my favorite humans). I played only the first minute of the clip and we discussed it briefly.

 

Mini-lesson:

Today begins the second bend of our Nonfiction unit. Today we will move from researchers of nonfiction to creators of nonfiction. Or in other words, we move from readers into writers. 

The objective today: Students will identify the “truth” of their topics and try various strategies for organizing their research and crafting an original narrative to communicate their understanding of their topic.

For today’s lesson, I actually used my whiteboard to create a mind map. You can also use something like Coggle. 

I started by reviewing all of the sources I have consulted so far, and started talking about how I could really talk about ANYTHING in my nonfiction media. I have to choose a focus. I have to choose a purpose. In other words, I have some work to do.

I started by trying to name my project. This is really just to try and identify a jumping-off point for your ideas. The goal is to boil down your ideas into one phrase that sums it up.

Mine was: “curiosity is valuable.”

Then I talked about how this leads me to lots of questions to try and answer. What do I mean, “valuable”? What value does curiosity have? why is it valuable? how? etc.

I made an old-school mind-map of my thoughts as they came to me and modeled for the students my process of getting ideas onto paper (or a white board).

I then shared an outlining strategy that was very similar which I put on Google Classroom for them to use.

Next, I showed them how I filled out the form so far for my project…

It shouldn’t be perfect. It should be messy. Learning is not tidy.

I referred them to this video to get this point across #feynmanismyhero

 

 

Active Engagement:

Next students had time to work on Chromebooks or in their notebooks to plan and organize their ideas.

Closure

I reminded students that an outline or complete mind-map (with source material incorporated) is due next class.

Image result for richard feynman

Image result for richard feynman

NF UNIT P2 Day 1

Day 1

Poem A Day:

You won’t have to ask, but go ahead: Ask the students how they “feel.”

Mini-lesson:

Today begins the second bend of our Nonfiction unit. Today we will move from researchers of nonfiction to creators of nonfiction. Or in other words, we move from readers into writers. 

The objective today: Students will understand how nonfiction writers use rhetoric to persuade readers to think a certain way or to act.

For today’s lesson, I stuck to the basics- many of these students have zero background knowledge about rhetoric (the art of persuasion).

I defined the types of rhetoric on the smart board and then showed various examples of each. It’s a pretty straight-forward lesson, but the kids love it if you pick good videos.

For Pathos, we discussed the emotions we feel that are strong enough to compel us to act, (fear, hate, love) and discussed how each of the following ads evoked those emotions in the viewer (music, graphics, imagery, suspense, word choice, etc.).

I showed:

Then:

And, finally, of course: (cue the water works).

For Ethos, I gave some examples off of the top of my head (I may or may not have made up a story wherein Ben Roethlisberger takes NyQuil in order to prepare for the big game).

Finally, for Logos, we watched some mac vs. pc ads. There are lots of fun things to choose from out there.

Next, I modeled for students how I found rhetoric in my nonfiction sources for my Space project. 

This tied the whole lesson together. I cannot stress the importance of modeling your thinking and reading for students. This is how they learn to do it.

We also watched a few funny videos about Flat Earth in order to discuss common logical pitfalls that happen in the fun world of researching a topic. 

Active Engagement:

Next students had time to delve into their sources and look for ethos, pathos or logos. They worked on this assignment “Searching for Rhetoric” and discussed their findings with peers.

Closure

We reviewed the purposes of today’s lesson:

Why are we learning about Rhetoric?

-You need to be wise and critical consumers of information.

-You certainly can use it yourself when you are a writer.

Students were to finish “Searching for Rhetoric” for homework.