Week, 3, y’all! Author studies, Folktales Around the World, Dot Day!
Our first full week of school. Bring. It. On. 🙂
Week 2 in our 3 week Audrey Wood series featured King Bidgood’s in the Bathtub and Piggies. At the end of the lesson, students can: show where the E section is, explain the job of an author.
A quick introduction of the spine label – and the E meaning “everybody” – was done.
One of my big thoughts for the year – genrefying the entire E section (and whole library a la Mr. Plemmons in GA) using genres found in our local public library (KCLS).
Week 3 of Folktales Around the World. This crew really enjoyed trickster tales with Anansi last week, so we shared another: Anansi and the Moss-Covered Rock.
At the end of the lesson, students can: sing and locate the continents of the world, explain what a trickster tale is, identify key traits of folktales (retellers, from 6 continents, stories passed down orally).
Dot Day 2016!
Having never celebrated International Dot Day, I wanted to do something exciting and memorable. Skype visits were booked way in advance (note to self: book EARLY…as soon as the specialist schedule is released!), but the 2nd graders didn’t know any better. They were so excited to listen, to create, and to augment reality.
At the end of the lesson, students can: identify a word that best describes who they want to be this year, appropriately manipulate AR technology, create and save an image using AR technology.
Our 40 minute lessons looked a bit like this:
8 minutes: reading Peter Reynolds’s The Dot, discussing a word that best describes who Vashti wants to be
2 minutes: brainstorming words to describe who we want to be this year, sharing words (if willing)
5 minutes: whole-class modeling of AR tech, including quick explanation of augmented reality (according to M-W: an enhanced version of reality created by the use of technology to overlay digital information on an image of something being viewed through a device) and a self-created example
12 minutes: student work time to write, draw, and use AR tech. Work stations were set up at our tables (work mat, sharpie, crayon buckets). Students requested iPads pre-loaded with the free Quiver app when ready.
3 minutes: regrouping to discuss new learning (there was some!), challenges (always), and share how to access the information at home.
10 minutes: check out
Students received the Quiver dot on a half-sheet of paper – less space meant less coloring, meaning less time to complete. At the end, they received a blank dot on a 1/4 sheet. Shrinking the dot did not impact the size or quality of the AR…but did allow me to save resources and give students blank templates to create with their families.
After completion, the dots were printed and displayed on the library windows in time for Back to School Night. They were a huge visual hit, causing many parents to stop and look twice!