Collaborative Teaching and Planning

These are screen shots of our co-planning document.
The first shot is of our dashboard where we add all the documents that are necessary for our grade level. The EAL accomodations are also on this document. This makes it easy for us to make references to it whenever the need arises.
The second  two shots  are of our planning meetings where are have worked on it together and decide projects, assignments, asessments, due dates, and lessons. 
We have regular co-planning time to make sure that our instruction is focused on the program of studies for our content. We are also very fluid in our planning times as the three of us check with each other regularly and work on to improve upon next lesson. Victoria and Rob take the lead on content, while I take the lead with strategies, materials, and extra resources.
We both teach content in our respective classes and use the co-teaching models.
We are a great team!!!

Neighborhood Map-Out of Eden

The grade 6 students are working on a project this semester called Out of Eden Learn. This was created by project zero at Harvard University following the footsteps of Paul Salopeck. Every 100 miles, Paul stops and records a narrative and takes a picture of the sky, ground, and the sound at that location. As part of the project the students go through six footsteps.At this point they are on footstep two, and the following is an explaination for the acitivity they currently worked on.
The aim of this activity is to have students think about where they live and to know more of their neighborhood.
They sketched a map of their neighborhood or local area, as they see it. They drew this map on paper and took photographs it to upload to the site. Some also used an oline drawing program to create their maps.
The then, wrote a story about their map some of whom described a typical day in their life around their neighborhood, a memorable moment they have had in their home, or a story they have heard from someone else.

Here are some examples of their work along with their story.

~Miyu~

1. I live in Injambakkam on about half year. My house is next to the Futa’s house. And near the VGP and sea.
2. Near the my house, bloom the pink’s flower.
3. This place is construction.

     E.  There are palm trees in a someone’s house.

Hi, my name is Yoobin and I am 13 years old. I have lived in Chennai for a bit more than two years but I still don’t know my neighborhood really well.. To me who lived in South Korea for 11 years, India was quite new to me. Everything was new, such as loads, buildings, and people. When I first moved to India, I never even knew where I would live or where my school would be located. But as time went on and on, two years just flew by quickly.
There are many buildings in my neighborhood. There are huge hotels and apartments around my apartments. One of the hotels in my town is ‘OOOOO Palace’. Sometimes, my mom and I go to the bakery there and buy some macarons for a snack. There is a ‘Subway’ though I never went inside. Sometimes I go to the apartment near my house where my friend lives. Over time, my neighborhood has changed a bit. I feel like the pigeons that disrupt my sleep every morning have increased, but the homeless dogs around my apartment have decreased. I will always remember the smell of my neighborhood which is pleasant all the time.

Classroom environment

              
An important aspect of effective teaching that I learned during the past year relates to creating a supportive classroom environment. A warm, safe, and caring environment allows students to take take risks in learning. Seating is flexible and organized to facilitate collobaration and discussion among the students. The classroom is a safe place for them to understand their strengths and difficulties and be able to ask questions and work together to succeed.The students are given feedback to both inviduals and to the whole class and are encouraged to take pride in their work. Student work work in displayed in the classroom.

Infographic

"A picture is worth a thousand words" refers to the notion that a complex idea can be conveyed with just a single still image. Information graphics or infographics are graphic visual representations of information,data or knowledge to present elaborate information quickly and clearly.

The students researched and found information on various aspects of Mesopotamia and created an infographic. They worked in small groups and here are some examples of their work.

https://magic.piktochart.com/output/3823221-religion-yumisigne-amalija

https://magic.piktochart.com/output/3823198-government-miyu-alice-l#.VNRBslmqlqU.gmail

Plot Structure

A plot is the sequence of events that make up a story. Aristotle stated in his book The Poetics that plot structure had "a beginning, a middle and an end". It is much more than the telling of events one after another. A plot needs a motivating purpose to drive the story to its resolution, and a connection between these events.

Elements of plot structure

Gustav Freytag (1816 - 1895) was a German dramatist and novelist. He came up with the structure for the way stories are told in ancient Greek and Shakespearean drama. This analysis is known as Freytag's analysis. His analysis consisted of dividing a play into FIVE parts:

1. exposition

2. rising action

3. climax

4. falling action

5. resolution/denouement

These five elements of plot structure can differ slightly, but for the most part you will see the gradual build-up of events, the climax, followed by a resolution. Here's some information on each element and some student examples. The students used the plot structure and explained the elements using their own book.

Conflict

STUDENT OBJECTIVES

• Identify elements of setting development within multiple texts.
• Recognize picture books as model texts that exemplify multiple literary elements.
• Identify four types of conflict in literature (character vs. character, character vs. self, character vs. nature, and character vs. society).
• Apply the elements of plot development and conflict resolution to revisions of their own writing.

The students read Red Riding Hood and identified the different types of conflict in the reading.

Here are some student examples:-

Blabberize

                                                

Objective:

In this lesson, the students were given the opportunity to be imaginative and expressive through the writing of a monologue or dialogue for a book they were reading or have recently read. The objective is to promote a book they are reading using Blabberize, a program that allows people to animate photos and add audio to bring them to life. This project was used to assess their understanding of the book being read, as well as a way to promote the book.

Directions:-

Using an image of the main character from the book or the author, you will create: 1) a brief video ‘diary’ about how the character feels about an event or events from the story (no spoilers), or 2) a video from the point of view of the author thinking as he/she wrote the book.

Rubric

Here are some examples:-

Rin and Miyu

Woon Ji