A Recycled Playground
A recycled playground was right outside.
It would be a place for us all to run, seek, jump, and hide.
How had it all been made?
The bright red and shiny metal monkey bars,
were made from rough textured plumbers pipes and used parts of Toyota cars.
The black and green swings that dangled so perfectly,
were made from thread and old tires and positioned right under the trees.
The slide was bright yellow and about five feet high,
it came from refurbished trash cans just nearby.
Last but not least was the clubhouse!
The rosy wooden doors and windows were perfectly aligned,
made from carpenters scraps that were not too tough to find.
The only thing left to do was play!
That goodness for recycling, or this playground would not be here today.
Sunday, April 26, 2009
Saturday, April 11, 2009
How To & Poetry
How to Make your School into a Recycling Success:
Supplies Needed:
· Eight new plastic trash bins.
· Bright green construction paper.
· Arts and crafts supplies: (tape, glue, scissors, etc.)
· Large and visible labels (best to use 8 ½ by 11 piece of computer paper)
· A group of fellow classmates (about eight students would be enough.)
1.) First, cut out eight recycle symbols using the bright green construction paper. EX:
2.) Second, take a piece of computer paper to make your labels. You will need to have three labels titled PAPER, two labels titled PLASTICS, another two labels titled CANS, and one container titled ELECTRONICS.
3.) Third, each student involved is to decorate their own trash bin with the recycling symbol and the proper label.
4.) Next, place the trash bins at any entrances or exits to the school or main meeting places such as the cafeteria, gym, etc.
5.) Once the bins have been created and put in different areas, place used paper, plastics, can goods, or electronic materials in the proper container where they belong.
6.) SPREAD THE WORD! Continue to tell your fellow classmates and peers about the importance of recycling and get them involved.
Poetry:
My Beard
My beard grows down to my toes,
I never wears no clothes,
I wraps my hair
Around my bare,
And down the road I goes.
By: Shel Silverstein
This poem has great imagery. Using this poem in the class room would be a great opportunity to see how vivid and lifelike the poem comes to life. A great example of how to test and explain imagery to the students would be to have the students read the poem aloud or even read it to them. Next have the students draw a picture of what they imagine this beard and person would look like. Once they have created their own pictures they can even compare it to the one by Shel Silverstein. Lastly, it would be essential to explain the imagery component to the students by telling them that a paper, poem, or letter can be so descriptive but not too overcrowded with words that it can cause the reader to picture or imagine what the character or situation looks like.
Supplies Needed:
· Eight new plastic trash bins.
· Bright green construction paper.
· Arts and crafts supplies: (tape, glue, scissors, etc.)
· Large and visible labels (best to use 8 ½ by 11 piece of computer paper)
· A group of fellow classmates (about eight students would be enough.)
1.) First, cut out eight recycle symbols using the bright green construction paper. EX:
2.) Second, take a piece of computer paper to make your labels. You will need to have three labels titled PAPER, two labels titled PLASTICS, another two labels titled CANS, and one container titled ELECTRONICS.
3.) Third, each student involved is to decorate their own trash bin with the recycling symbol and the proper label.
4.) Next, place the trash bins at any entrances or exits to the school or main meeting places such as the cafeteria, gym, etc.
5.) Once the bins have been created and put in different areas, place used paper, plastics, can goods, or electronic materials in the proper container where they belong.
6.) SPREAD THE WORD! Continue to tell your fellow classmates and peers about the importance of recycling and get them involved.
Poetry:
My Beard
My beard grows down to my toes,
I never wears no clothes,
I wraps my hair
Around my bare,
And down the road I goes.
By: Shel Silverstein
This poem has great imagery. Using this poem in the class room would be a great opportunity to see how vivid and lifelike the poem comes to life. A great example of how to test and explain imagery to the students would be to have the students read the poem aloud or even read it to them. Next have the students draw a picture of what they imagine this beard and person would look like. Once they have created their own pictures they can even compare it to the one by Shel Silverstein. Lastly, it would be essential to explain the imagery component to the students by telling them that a paper, poem, or letter can be so descriptive but not too overcrowded with words that it can cause the reader to picture or imagine what the character or situation looks like.
Sunday, April 5, 2009
Narrative Story
A Narrative is a story that shows a sequence of events. A narrative includes other components as well. The genre of the story can be true, fiction, fantasy, etc. A narrative story portrays a crystal clear sense of a beginning, middle, and end. This is a great way for students to define their introduction, body, and conclusion of their paper. Like other stories, a narrative must also have significant details and an audience other than the writer.
Writing workshop is a great opportunity for students to reflect on their own pieces of work as well as those of their fellow classmates. After the students have formed a circle, one person is allowed to read their piece while the other students maintain respect and practice their listening skills. Once the student has read their paper, the listeners have the opportunity to give their own comments and this can be applied through the sandwich theory. In the sandwich theory the students can state what they liked about the paper, ask any questions they may have had, and then finish the sandwich up with a positive statement that can provide a different insight to the writer. Eventually everyone in the story has the opportunity to do this and lastly everyone will do their own editing. Overall this is a great process for the students as they can reflect on their work and any changes that they may make to increase the quality of their paper.
Sunday, March 29, 2009
MGP Plans
I will be doing my MGP for third grade, science, and recycling.
Narrative: I will write a short story about the importance of recycling.
Expository: I will create a step by step pamphlet on how recycling should be carried out.
Persuassive: I will write a letter from an animal in danger who wants to convince the class that recycling can save his habitat.
Descriptive: I will create a poem on details of the benefits of recycling.
Narrative: I will write a short story about the importance of recycling.
Expository: I will create a step by step pamphlet on how recycling should be carried out.
Persuassive: I will write a letter from an animal in danger who wants to convince the class that recycling can save his habitat.
Descriptive: I will create a poem on details of the benefits of recycling.
Friday, March 20, 2009
Talking:
A basic definition of talking is to converse by means of spoken language. Talking allows people to communicate and exchange information.
Talking...Beneficial???
Talking can be beneficial in a classroom if it is applied in the right maner. Communication is a great key for successs! Talking allows students to speak with one another and when students are at the same age levels, they typically have a different way of presenting information to other students in the classroom. Comparing strategies to math problems or ideas for english papers can be discussed on a whole new level between students themselves....rather than the typical student teacher discussions.
Talking in the Classroom:
There are several types of methods that can engage talking in the class room such as literature circles, group chats, KWL charts, debates, drama, Readers Theatre, etc. You can have one on one conversations or small groups of about three to five students. One on one, partner, or even small groups allow students to feed off of eachothers ideas. For example, in literature circles the students can share with their group what feelings they had about the reading or topics they were assigned. One idea will eventually spark another, and creativity is always essential in a students writing. Another way to use talking in the classroom, which is also a fun way, is using it in dramas. Allowing the students to take part in reading different roles of characters in a story can be fun for them as they have the chance to put their own spark into the story.
A basic definition of talking is to converse by means of spoken language. Talking allows people to communicate and exchange information.
Talking...Beneficial???
Talking can be beneficial in a classroom if it is applied in the right maner. Communication is a great key for successs! Talking allows students to speak with one another and when students are at the same age levels, they typically have a different way of presenting information to other students in the classroom. Comparing strategies to math problems or ideas for english papers can be discussed on a whole new level between students themselves....rather than the typical student teacher discussions.
Talking in the Classroom:
There are several types of methods that can engage talking in the class room such as literature circles, group chats, KWL charts, debates, drama, Readers Theatre, etc. You can have one on one conversations or small groups of about three to five students. One on one, partner, or even small groups allow students to feed off of eachothers ideas. For example, in literature circles the students can share with their group what feelings they had about the reading or topics they were assigned. One idea will eventually spark another, and creativity is always essential in a students writing. Another way to use talking in the classroom, which is also a fun way, is using it in dramas. Allowing the students to take part in reading different roles of characters in a story can be fun for them as they have the chance to put their own spark into the story.
Thursday, March 5, 2009
LISTENING:
Listening is such an important factor no matter where you are. Whether its school, work, home, or even out on the road driving listening is what allows us to communicate and respond to the world around us. The definition of listening is to be able to communicate with another being and understand the meaning of what they are saying. The four different types of listening are discriminative, aesthetic, efferent, and critical listening. I can personally say that I have used each one of these types of listening on a daily basis. For example, discriminative listening is kind of the one I feel a little guilty about as I simply pick and choose what I want to hear. I sometimes tend to do this to when my sister calls me and tells me about all of the ‘drama’ and exaggerations she makes about her situations. I simply choose to hear bits and pieces of information but I never manage to hear the whole story. Within aesthetic listening, I find that I use this type the most. I prefer to listen to particular songs or music and I’d much rather listen to my friends than listen to the news on television. While I prefer aesthetic listening it also ties in with discriminative listening as I’m choosing what I like best to listen to. Efferent listening seems to be what calls for more determination and focus in my point of view. If I’m watching the news and listening about Obama and his new ideals, then I’d be practicing efferent listening; however, I’d also have to fight falling asleep as in this particular example I find my self not interested at all. Lastly is critical listening, and here I think the best example of this was the debate we had in class. It was amazing how this section of listening was tested as I had wanted to find every way to come up with the best responses for our team in the debate, yet I still had to listen carefully to what the other team said to prove that our candy was still the best.
DEBATE:
The most challenging part of the debate was being able to listen to what the other team had to say. This was similar to how many people react when they get into an argument. The main reason why this is so tough is because no matter what the situation either a debate or an argument each side wants to be right and wants to win. I can definitely say I used the discriminative aspect of listening as I heard just enough of what I wanted to turn that into a point that could be argued. It was taking a small piece of information, proving it wrong, and discharging whatever else was being said. The one thing that made it so difficult was wanting to win the debate…even though the other team still had some really really really good points about why their candy was the best.
CHAPTER 2:
“Remember the first week when we had to really work at walking quietly? Now you guys do it automatically”
This is the teacher talk I found most important. The reason why is because it reminds students of their past actions or learning abilities and still gives them room for improvement to see that they have made progress. This also allows the students to reflect on their past abilities such as reading or writing and ask them how they have seen that have improved. More than anything, this give the students a boost of self-esteem and in a sense leaves them only wanting to continue doing better. Lastly, this not only gives students a chance to reflect but it also gives them the opportunity to set goals for their short and long term futures.
Listening is such an important factor no matter where you are. Whether its school, work, home, or even out on the road driving listening is what allows us to communicate and respond to the world around us. The definition of listening is to be able to communicate with another being and understand the meaning of what they are saying. The four different types of listening are discriminative, aesthetic, efferent, and critical listening. I can personally say that I have used each one of these types of listening on a daily basis. For example, discriminative listening is kind of the one I feel a little guilty about as I simply pick and choose what I want to hear. I sometimes tend to do this to when my sister calls me and tells me about all of the ‘drama’ and exaggerations she makes about her situations. I simply choose to hear bits and pieces of information but I never manage to hear the whole story. Within aesthetic listening, I find that I use this type the most. I prefer to listen to particular songs or music and I’d much rather listen to my friends than listen to the news on television. While I prefer aesthetic listening it also ties in with discriminative listening as I’m choosing what I like best to listen to. Efferent listening seems to be what calls for more determination and focus in my point of view. If I’m watching the news and listening about Obama and his new ideals, then I’d be practicing efferent listening; however, I’d also have to fight falling asleep as in this particular example I find my self not interested at all. Lastly is critical listening, and here I think the best example of this was the debate we had in class. It was amazing how this section of listening was tested as I had wanted to find every way to come up with the best responses for our team in the debate, yet I still had to listen carefully to what the other team said to prove that our candy was still the best.
DEBATE:
The most challenging part of the debate was being able to listen to what the other team had to say. This was similar to how many people react when they get into an argument. The main reason why this is so tough is because no matter what the situation either a debate or an argument each side wants to be right and wants to win. I can definitely say I used the discriminative aspect of listening as I heard just enough of what I wanted to turn that into a point that could be argued. It was taking a small piece of information, proving it wrong, and discharging whatever else was being said. The one thing that made it so difficult was wanting to win the debate…even though the other team still had some really really really good points about why their candy was the best.
CHAPTER 2:
“Remember the first week when we had to really work at walking quietly? Now you guys do it automatically”
This is the teacher talk I found most important. The reason why is because it reminds students of their past actions or learning abilities and still gives them room for improvement to see that they have made progress. This also allows the students to reflect on their past abilities such as reading or writing and ask them how they have seen that have improved. More than anything, this give the students a boost of self-esteem and in a sense leaves them only wanting to continue doing better. Lastly, this not only gives students a chance to reflect but it also gives them the opportunity to set goals for their short and long term futures.
Sunday, March 1, 2009
RAFT & Capable Writing
RAFT Response:
Role: Bill in Congress
Audience: Congressperson
Format: Lecture
Topic: Why I need to be passed, Strong Verb: Compromise
Some important things we need to discuss today are the importance of myself and reasons for my place in society. The reason I'm addressing this is because I am in no room for compromise, as I am here to make this economy better. As you do know I must be passed and funded before anything that I stand for can come to pass. The new information that I have chosen to present to you deals with what changes need to be made to today economy. I will replace any kind of welfare program that seems to benefit people who simply take advantage of it and replace the welfare program with a help aid/work program. In this program adults will be placed on a two week help study in which funds and any other aid can be provided to them. After the two week period the adult must begin looking for a job or looking into another education option to further their career opportunities. There will be extensive help and advice provided during this time as well by trained officials. After this two week period adults will be making their way into a new career and thus will no longer need the welfare program for extended periods of time. The extra money that is provided will be placed into a different program to benefit and fund schools that are not financially funded as well as others. There is obvious explanation and reasoning for passing me, as I bring nothing but positive into today’s society.
Capable Writer???
I would have to say that I personally do use many of the strategies that capable writers do. For example, I choose to present my material in a matter that will please the reader. If I am simply talking about my own interests which may seem amazing to me and yet dead boring to another person, I will try my best to enhance the reader and get them involved in my writing. Secondly I also value my peer responses to a great magnitude. If I get positive or even negative feedback from other peers who have read my writing, I choose to reread and redraft my paper. After all, having an outsiders perspective on my paper is always a helpful tool to let me know if what I am trying to say is being understood or not. One of the strategies of a capable writer that I find a bit difficult to use is postponing the editing until the end. As we discussed in class it is almost impossible to ignore the red and green squiggly lines that come about when you are typing a paper. Lastly I also find it a tad bit difficult to judge the quality of writing especially if I am judging my own writing. I usually tend to be harder on myself when it comes to thinking about my own paper and writing abilities rather than when it comes to reading some one else’s work. Over all I guess I would say I lean more towards a capable writer but still have a few areas I need to brush up on.
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