Is it Worth it?

8th graders recently raised $1,100 as part of our One Penny, One Soul project.  CLICK HERE to learn more.

I Think I Want to be a Teacher...

A student, the popular kid who is so confident in himself that he doesn't let anything that others may say about him shake him, sits as a junior in my classroom - unconfident about what he wants to do after high school.  Is he personable? Absolutely.  Does he have social skills? Some of the best.  Is he intelligent? A's and B's.  But up until now, throughout the course of his Iowa I Have a Plan...he has had no plan.

So imagine my surprise when he announces, "I think I want to be an English teacher."

You Hungry?

To see how serious he was, I invited him over for dinner to discuss his new revelation.  This was easy, since he was also my neighbor.

Listening to him talk about wanting to be a teacher reminded me of myself my senior year and coming to the same revelation.  He wanted to inspire, to spark passion for English, etc.  But then he asked me..."Is teaching worth it, though?  I've heard some things that can make it sound...frustrating."  And as soon as he asked that, I immediately reflected back on my last 6 years of teaching.

I'm not sure what I said after that to answer his question, but I always do better when I write it.  So here is my attempt.

Is it Worth it?

The short answer - yes.  But let's be honest.  There have been some really good teachers to get out of the profession in the first five years of their career.  There's a reason why they call it "Teacher Burnout." So there must be something there to scare them away.

I imagine the politics that go along with teaching that NOBODY told me in my methods courses in college might have something to do with it.  Or perhaps the parents that believe their child could do no wrong.  Or maybe the outdated 20th century standardized testing that we have to prepare students for in a 21st century setting.  Or the politicians who push for education legislation without even consulting real teachers.  Or maybe it's seeing stories on the news of BAD teachers doing inappropriate things with the profession and giving the rest of us teachers a black eye in the eyes of society.  All of these may have something to do with it...but I'm just assuming, and that's wrong of me.

But despite these...frustrations...there is still something artful and pure about the profession.  Through the bureaucratic red tape and looming pressure of standardized tests, I believe there is a light that still shines where teachers can still have a positive impact on not just one student's life, but every student that enters their classroom.  Teachers that are ethical and genuinely care can find the greatest self-gratification from the profession.

THOSE Stories...

8th graders finish our mock trial at the courthouse.  The mock trial is part
of The Outsiders unit.

Every teacher has those stories of when a student let them know they made a difference.  Some have more stories than others.

I feel very lucky to teach in a school district where the students are not afraid of letting you know that you made a difference.  From little emails to messages on Facebook to college students returning to your classroom on their time off to let you know, a teacher will take a compliment anyway they can.  It's what drives us to continue in the profession.  It's what pushes past the negative aspects that may come along with the job.  It's the fuel that keeps the spark ignited within us and helps us avoid "burnout."

So to the kindgartner who wishes to be a teacher when they grow up, to the 50-year-old wondering still how they can make a difference, to the high school student who initially had "no clue" what to do but was ignited with the teaching spark...I say YES...it is worth it!

I get up everyday and teach for the students.  The paycheck is the bonus.


Mr. Bormann
English Rocks!

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Epic Holocaust Writing Project #6 #engchat

This is the sixth of several posts that will talk about an epic Holocaust writing project that we are embarking on.  Too much for just one post, so enjoy.  Click here to read the previous post.

To Recap...

The students worked hard to spread the word.  I even did my part to help by joining Jeff Bradbury of TeacherCast.net on his TeacherCast.tv network and discuss the One Penny, One Soul Project.

And to use a crab fishing term, we needed to "let the pots soak."  The collection jugs collected.  The website and PayPal account collected.  And the students collected from businesses.  Now it was time for the grand total.

The Pay Off

It was our goal to raise $2,500 in a town of 1,500 people.  We knew the goal was lofty, but the students felt we needed to go big - and I wasn't about to stop them.  But after we totaled it all up, it looked like this...

Obviously it's short of our goal, but the students and myself were happy with the response the community gave us during the project.  Together we helped to honor over 110,000 souls lost during the Holocaust.  

Assessing

I will admit, this is the part that I struggled with the most, but I received some great feedback from my grad school cohort.

Because I still wanted to make this academically related (in order to justify eating up 3-4 weeks of school that I did not originally have planned in my curriculum), I still felt I needed to assess their overall work.  But their writing wasn't for me - it was for the public.  How could I assess their work without hindering their creativity to market effectively?

I decided a writing portfolio would be best.  Here was the process we followed during the course of our project...

1. Students draft publications, emails, documents, or whatever writing was necessary.
2. Students print it first and brings it to me, the Marketing Director.
3. I only CIRCLE where corrections need to be made.  I may make other design suggestions, but the focus was primarily the writing.
4. If there are circles, the student must use what resources and notes they have to figure out what needs to be corrected.  
5. They make the necessary corrections and submit again.
6. Steps 2-5 repeat as necessary.
7. Once polished, they use the publication for whatever purpose they intended.  They print a second copy to go in their writing portfolio.

I gave a score out of 100 overall on their writing portfolio.  This score is based on the grammatical and mechanical correctness of ALL publications in that folder (this includes any printed emails they may have sent out in order to seek outside help).

But I know what you're thinking...You corrected everything as you went through the process! YES!  The PROCESS was the most important thing in this project...at least to me it was.  But everyone had to include one more piece of writing that was not viewed by me until the final submission: a reflection.

Reflection is Key

Students had to reflect on this whole process and answer four essential questions found in this Writing Portfolio Criteria document.

1. Why did you decide to do these specific publications? I'm asking the student to reflect on traits that he or she processes that led him or her to choose those specific publications.
2. What was the process you went through to complete this publication? I wanted the student to reflect on the overall process they have just gone through...from beginning to end.  I wanted them to realize the hard work they have put in (or lack thereof).
3. What was the hardest part?  I told the students, "If you hit a road bump, ask Google.  If you hit a road block, ask me."  I wanted them to struggle through this process a little and feel empowered when they found a work around.
4. What skills do you feel you will remember and carry with you past 8th grade?  I wanted them to realize that they did learn real adult skills that they will utilize in the future.  

This reflection was only peer reviewed before submitting it with the Writing Portfolio.

Final Thoughts

I feel very blessed that Mrs. Bezdek and her West Middle School 8th graders allowed us to help in their endeavor.  It gave me the ideal teaching scenario for my students and me.  And honestly, I'm a little sad to see it end.  I hope this unit has been one that my students will remember and see the value of it through their adult years.  

"EveryONE has some good in them." ~Anne Frank

Mr. Bormann

English Rocks!

P.S. Our website will be available for an entire year.  That means anyone can still donate through PayPal.  

P.S.S. Are you interested in helping Mrs. Bezdek and her 8th graders and would like to start your own initiative to help them out?  Email me, and I can put in touch (jbormann@central.k12.ia.us).

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Readng Comprehension Apps for the UDL Classroom #edchat #engchat

In order to reach the levels of all learners, educators need to carefully tailor their lessons to the needs of all the learners in their classroom.  This is referred to as UDL (Universal Design for Learning).  This video does a better job of explaining it...

So as part of an assignment for grad school, and because I teach in a school that is 1:1 with iPads in grades 9-12, I thought I would give a list of 10 apps that aide in UDL instruction, particularly reading comprehension for our current book, The Odyssey.

By the Numbers

Choosing the right apps is not based on app reviews.  They have to based on my students' learning needs, for that's the primary focus of any UDL lesson.  Using Edmodo to poll my 17 students in one class of juniors, I have discovered there are a few needs when it comes to reading comprehension.

1. 12 students learn best by working collaboratively through something (they just need time and space to work through it).
2. 2 are auditory learners.
3. 1 prefers to work independently.
4. 2 need pictures to better comprehend what they read.

Knowing this, I was able to do some digging and find some apps that (hopefully) meet ALL of the needs listed above.  

It's important to note that one app may not meet all of the needs, but a combination of some should be able to satisfy what ALL students need.

A Toolbox of Apps for UDL (Reading Comprehension)

I will give the app, a brief description, which UDL category it suits, and how the identified students above can benefit from the app.

Notability

What it does...  

- Annotate PDF's

- Record Audio

- A variety of drawing and highlighting tools.

- Customizable for right-handed and left-handed people.

- Insert various media.

How students can use it...
- Can be used as a "whiteboard" to draw and organize discussions in small groups.
- Students can take notes and audio record their own notes.
- Students can insert pictures they snap with their camera or draw their own.
- Notes sync to a shared Google Drive or Dropbox for collaboration.

UDL Principle(s)

 

iBooks

What it does...
- Download books from the iBook Store
- Highlight text
- Built-in dictionary to define new vocabulary
- Add sticky notes
- Search the book of Wikipedia

How students can use it...
- Identify confusing parts, parts of interest, discussion starters, etc. with the sticky notes feature.
- Highlight in various colors to organize the identification process.
- Build individual vocabulary with built in dictionary.
- Various reading modes and text options for reading.  Choose one that makes the text comfortable to read.
- Email highlights to a friend for discussion.

UDL Principle(s)

 

Popplet

What it does...
- A tool primarily for mind-mapping.
- Import images and PDF's.
- Collaborate and create mind-mapping boards in real time!
- Pan and Zoom
- Create text boxes.
- Organize and link content

How students can use it...
- Organize ideas in small groups in real time to better understand textual ideas.
- Organize pictures of characters to show relationships between them.

UDL Principle(s)

 


SyncSpace

What it does...
- Allows users to draw together in real time on a virtual whiteboard.
- Export in various formats.
- Features for right and left-handed people.

How students can use it...
- Can collaboratively draw out interpretations of text.
- Draw picture interpretations individually and then share out through the export feature.
- Organize ideas through drawing them.

UDL Principle(s)

 


Odyssey (by Homer)

What it does...
- This is the audio book form of The Odyssey.
- Sleep Timer
- Playback controls (including speed)
- Chapter timings.
- Auto-Bookmarking

How students can use it...
- Any audio version (usually in combination with reading visually) offers good support for auditory learners.
- Speed up or slow down the reading based on how quickly you comprehend.
- Simply pause and rewind for clarification.
*Although this is an audio version of the book we are currently reading, any audio version of any book will serve a similar purpose.

UDL Principle(s)

Toontastic

What it does...
- Create stories with pre-made puppets and backgrounds or draw your own.
- Video and Audio record animations as you move, pinch zoom, and narrate multiple characters.
- Export video options.

How students can use it...
- Either one or more students (on a single iPad only) can move and animate characters.
- Students can create a video that summarizes the events of a chapter in the book.
- Students can use built in characters or create their own.

UDL Principle(s)

 


Explain Everything

What it does...
- Create how-to videos by importing virtually anything (including video) and annotating over top of it.
- Record your annotations and voice as you explain...well...everything!

How students can use it...
- Students can work independently or with a partner to create chapter summaries.
- Students can literally organize and explain it according to how they interpreted it.

UDL Principle(s)

 



Ulysses

What it does...
- An interactive story book of Ulysses (Odysseus) through his journey.
- View a map of his journey.
- Turn on/off narration
- Chapter selection.

How students can use it...
- Part audio book, part book.  Reader gets text and audio in one app.
- Interactivity is highly engaging.  Includes a few interactive challenges to keep the story going.
- Although it is a watered down version of the story, it helps to strengthen the comprehension for students from a visual aspect.

UDL Principle(s)

Subtext

What it does...
- Download books designed for Subtext.
- Students can read the same book.
- Students can essentially do what they can in iBooks, but now they can share these highlights and comments in REAL TIME!
- Small groups can be formed with a single text in order to create small lit groups.
- Teachers can view all comments and discussions, plus add their own to keep book discussions guided.
- Think iBooks meets Google Docs!

How students can use it...
- All capabilities as iBooks, but now they can create these all in the same book.
- Students can add predictions at the end of chapters, further strengthening reading comprehension and engagement.
- Looks to be VERY promising for small or large lit groups.

UDL Principle(s)

 



Prezi

What it does...

- Can organize ideas similar to Popplet.

- Move from objects in an orderly manner similar to timeline fashion.

- Can visually present what was organized with the fluid movement from object to object.

- Images can be imported and text can be added. 

- "Frames" provide another way to visually organize ideas.

How students can use it...

- Organize order of events and present.

- Organize characters based on relationships.

- Create effective timelines that can easily be presented.

UDL Principle(s)

 

Final Thoughts

UDL is critical when reaching all learners, not just one particular group.  Hopefully these apps (or ones similar to them) help when looking to build reading comprehension in your English classroom.

Mr. Bormann

English Rocks!

P.S.  What do you think?  Should one be added?  What apps have you used for building reading comprehension?  Let me know in the comments below.

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Epic Holocaust Writing Project #5 #engchat

This is the fifth of several posts that will talk about an epic Holocaust writing project that we are embarking on.  Too much for just one post, so enjoy.  Click here to read the previous post.

To recap...

My students had the chance to Skype with the 8th grade class in Muscatine.  We felt like we got some essential questions answered, and now we were ready to really spread the word!

Spread it Like Wildfire

The students came up with a few different ways to get people in the community to donate:

1. Collection jugs set up in area businesses.
2. Send letters to other businesses asking for a donation.
3. Sell wristbands that read "100 SOULS HONORED" for $1.00.

To spread the word about these options to donate as well as our cause, students came up with several different methods (click on each to see a video)...

1. Press Release
• Two students worked together to write an article for the local paper.  They even emailed the Editor and asked for some help!  The Editor was glad to come in.
2. Radio Ad
• Two students scripted a radio commercial and recorded it.  They emailed the owner of the local radio station and had it aired a few times a day for a week.
3. Bracelets
• Three students designed silicone bracelets and got price quotes.  They discovered a website that allowed them to buy 100 for $50 and get another 100 free!  The bracelets arrived early and will be sold for a $1.00 each at school.
4. Posters
• Several students designed posters and asked to hang them up in the window of area businesses.
5. Letters to Businesses
• Four students used Google Docs to draft one letter to area businesses asking for a donation.  They tailored the greeting to each business.  If a business donates, they get their picture taken saying how many souls they are honoring.  Those pictures end up on the website.
6. Website (www.1penny1soul.com)



The ad that appeared at the local movie theater
before the previews.

• One student is in the process of working with a graphic designer on designing a website using either Google Sites or Wordpress.  The website should be coming in the next week.
7. Promo Video
• One group produced a script and storyboard to create a promo video about the project.
8. Movie Theater Ad (see picture)
• Three students designed an ad that appeared before the previews at our local movie theater.
9. Parade
• The timing of this project was perfect for our local St. Patrick's Day parade.  They created posters and designed the layout for our part of the parade.  A picture of them even ended up in the paper!  We had some students taking donations from the crowd while others passed out 200 flyers with information.
  
  

  

  This picture ended up in the local paper.

10. Special Days

A collection jug is set up
at the local coffee shop.

• Here at school, two students came up with special days for all students to participate in, including Sunglasses Day, iPod Permission Day, and Hat Day.  For each day, any student that wants to be permitted to participate, must pay $1.00.  The two students even had to talk with the principal to get these days ok'd.
1. Collection Jugs (see picture)
• I spoke with the local Culligan dealer to see if we could use 10 empty jugs for our collection at businesses.  He agreed.  A handful of students then had to create posters to put with each jug.
2. YouTube Channel
• I, myself, wanted to capture our progress for my own purposes.  But one student recommended creating a YouTube channel to show everyone else what we're doing.  The videos then can be spread through Facebook and Twitter.

A Bump vs. a Dead End

All of these methods were student driven.  I only assisted as a last resort if they absolutely needed help. They way I explained it to the students, "If you hit a bump in the road, Google it.  If you hit a complete dead end, ask me."  We talked about the difference and why it's important in a project like this that they develop independence and responsibility in completing tasks.  

Final Thoughts

As of right now, all publications are out, our website is in the works, and the YouTube channel is up.

The students and myself look forward to the results come April 22nd.

If you would like to donate or purchase wristbands, please email me at jbormann@central.k12.ia.us.

In my next post, I will be sharing how I went about assessing a project like this.  After all, academics need to be at the forefront of all projects within the class.

Mr. Bormann
English Rocks!

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Epic Holocaust Writing Project #4 #engchat

This is the fourth of several posts that will talk about an epic Holocaust writing project that we are embarking on.  Too much for just one post, so enjoy.  Click here to read the previous post.

To recap, at this point we have established:

1. Project title.
2. Project slogan.
3. Marketing methods that use the three appeals.
4. Publication ideas and jobs assigned.

But like I said before, we still had some questions.  So rather than me simply emailing the other teacher in Muscatine, I thought....Why not have my students ask the other students themselves?!

The Skype Hype

I have heard of teachers using Skype to connect their class with others from around the world.  Ever since hearing this, I have been very eager to try it out myself.  But I wanted to do it right.  I wanted to experience to be something that my students would remember and appreciate for what it is - an opportunity to break down the walls of my classroom.  

The Setup

In preparing for our Skype session, a fellow classmate in my grad school cohort offered some tips:

1. Test Skype's bandwidth during school peak hours.
2. Arrange desks so all students are in the frame.
3. Position a chair in front of the camera so individual students can ask/answer questions.
4. Lighting is important so the other class can see us accordingly.
5. Have questions prepared ahead of time in order to avoid any awkward dead air.

In this video, you will see that we did our best for all of these.

Final Thoughts

Skype can be a very powerful way to reach experts, breakdown classroom walls, or collaborate from a distance.  In our session, I will say that my students seemed timid although excited.  It was something new, something different, and nerves got the best of them a little, I think.  But nonetheless, we were able to ask our questions and share what we had planned in order to help them reach their goal.  They also shared some great ideas that we could add too.  All in all, I feel the Skype session served its purpose.

The next step is now to begin our publications!

Mr. Bormann
English Rocks!

P.S. Have you used Skype in your classroom?  If so, how have you used it.  Do you have any tips for me for next time?

P.S.S.  Check out our YouTube channel for video updates on our progress and technology being used.

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Technology Integration through TPaCKing #edtech

The TPaCK framework is like using the right tools for the job.  Photo by Flickr user OZinOH

What is TPaCK?

TPaCK is an acronym for Technological, Pedagogical and Content Knowledge.  It is a technology integration framework that brings all aspects of the classroom together.  But the purpose of this post is not to inform of what it exactly is, but rather to reflect on how I may use this framework in my own classroom in order to better integrate technology into my curriculum.  So if you wish to know more, visit these links:

• tpack.org
• Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development
• Or simply Google it ;)

Choosing the Right Tool

In a blog post by Mark Fijor, he uses a great analogy when integrating technology.  I'll let you read the whole post, but he emphasizes that teachers need to focus on the task first, then choose the tool accordingly.  As a teacher in an English classroom, it doesn't make sense to use Garageband to have my students type their research paper.  The tool has to fit the task.

TPaCKing My Curriculum

In my own classroom, I have always tried to keep this in the forefront of my curriculum.  When relating this to the TPaCK framework, my classroom would look like this:

Technology Knowledge: Depends on the task, but could be a number of things.

Pedagogical Knowledge: Lots of reading comprehension and literacy strategies, although I feel I'm adding to this every day. 

Content Knowledge: A 4-year degree in English, but learning much more through experience.  

This video is an example of how I consider these three Knowledges in order to fuse them together.  I also write about this particular activity in this blog post.

Applying TPaCK

In developing this activity, I first considered the goal I want the students to achieve.  I wanted them to look at a particular part of Ch. 6 in Huck Finn more critically (Content Knowledge).  I also wanted them to learn a new strategy when attempting to understand confusing parts of a text - a strategy that includes drawing (Pedagogy).  Now that I have established the tasks necessary, I then choose the "tool" that allows the goals to happen more seamlessly.  In this case I used QR codes that contain the text needed.  I also have students use their iPads and an app called QR Scanner to collect the text.  Then they use another app called Notability to synthesize the information into a drawing as well as a typed hypothesis (Technology).  And all of this, of course exists within a junior level English classroom (Context).

TPaCK School Wide

How do you get your entire teaching staff to think within the TPaCK framework?  Professional Development is key.  In another one of his posts, Fijor suggests focusing on a handful of tools throughout the school year and how to integrate them into each teacher's curriculum in order to suit the necessary task.  Doing this can help alleviate some of the stress that is felt by teachers to "master" as many technology tools as possible.  This can lead to resistance and eventual failure of the technology's sustainability in education.  Punya Mishra, Matthew J. Koehler, and Kristen Kereluik discuss this issue in their article "The Song Remains the Same: Looking Back to the Future of Educational Technology."

Final Thoughts

The TPaCK framework really helps an educator understand what to consider when applying all of his or her Knowledges.  It brings together what a teacher knows in order to make the lesson more effective.  It is also a good framework to use when taking inventory of your own Knowledges.  If one area seems weak, then you know where to spend your professional development or required coursework for licensure renewal.  

If you're an educator looking to improve yourself, I recommend looking at the TPaCK framework.

Mr. Bormann

English Rocks!

P.S. Have you heard of the TPaCK framework?  How has it improved your teaching?  Reply in the comments.

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Epic Holocaust Writing Project #3 #engchat

This is the third of several posts that will talk about an epic Holocaust writing project that we are embarking on.  Too much for just one post, so enjoy.  Click here to read the previous post.

As I mentioned in my previous post, we are attacking this project in two phases...

           Phase 1 - Spread the Word
           Phase 2 - Collect the Money

So how do we spread the word within our community about our mission?  

Product Pitchmen

In a Language Arts hex (a six-week class in middle school where I focus only on writing, grammar, and mechanics) we do a project called Product Pitchmen.  We first go over Ethos, Pathos, and Logos and look at numerous advertisements to identify these appeals.  Then the real fun begins...

1. Students work in pairs.
2. I give them a product that has been removed from the package.
3. They brainstorm all of the different ways that product can be used.
4. They decide on the best most marketable use. 
5. They create a name for the product and their company.
6. They begin creating various pieces of publication to sell the product (i.e. brochure, TV ad with script, radio ad with script, press release, magazine ad, user manual, keynote presentation that reveals their big product, etc.).
7. Each of these publications must be printed and submitted to me, the Marketing Director.
8. If the product is 100% free of grammatical and mechanical errors, then they get paid (in Monopoly money).  If not, then I ONLY circle errors and hand back.  It is their job to figure out what is wrong and fix it, because we have gone over those elements in the two previous years.
9. At the end, we hold an auction with real donations from area businesses that they can bid on and take home.

Applying the Appeals

So when it came time to brainstorm how we could spread the word about our project, we came up with a lot of the same methods in this Google Doc.  That part wasn't too hard.  It was the how do we market this that gave the students some trouble.

So back to Google Docs.  I created a Doc that had a few categories: Ethos, Pathos, Logos, Project Title, Project Slogan.  The students in both sections then worked in pairs to brainstorm methods used to appeal to our audience and list them.   We had a fairly big list in each category, but it seemed like a common theme was occurring in each category.  After some cleaning up of the Doc, the students came up with this.  Now the students are on the same page with how we plan to market this and can use these appeals in their publications.

One Penny, One Soul

We got the project name in place, and the creative juices were flowing.  On the whiteboard I was basically doodling a design for our One Penny, One Soul project, but together we settled on something like this...

The brown circles are pennies.  However, one student thought to put Anne Frank's picture on the penny instead of Lincoln's.  BRILLIANT!  And leave it to a tech-savvy student to come back to school two days later with this generated logo.

The entire grade was floored.  The penny's year is even the year that Anne Frank lost her life during the Holocaust.  

We felt like this project was really coming together.  At this point we had:

1. Project title.
2. Project slogan.
3. Marketing methods that use the three appeals.
4. Publication ideas and jobs assigned.

However, we still had some more questions - we wanted to explore if there might be more options.  I felt we needed talk with the other 8th grade class in Muscatine.  Next step...Skyping!

To be continued...

Mr. Bormann

English Rocks!

P.S.  Check out our YouTube channel for video updates on our progress and technology being used.

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Epic Holocaust Writing Project #2 #engchat

This is the second of several posts that will talk about an epic Holocaust writing project that we are embarking on.  Too much for just one post, so enjoy.  Click here to read the previous post.

As we, my 8th graders and I, decided to go all in with our penny project, we soon found ourselves faced with a big question...Where do we start? 

The Right Tool for the Job - Google Apps 

Google Drive Icon

I knew right away that in order for us to collaborate, create, and share materials my 8th graders would need school issued Google accounts.  Our Tech Director did so, but we felt we better not give email privileges.  Next year when they are in high school, they will have this feature to use on their iPads.  But for now, we really need to utilize Google Drive.

Got to Start Somewhere

I personally wanted to get ideas from the students individually first.  I felt if we just started brainstorming together as a large class, some students wouldn't get their ideas voiced, and it could become a mess fast.  So I created this Google Survey.

When they finished, we were able to see the results and see what recurring ideas there were.  As we identified some ideas up on the Smartboard, I had a student record them on a separate Google Doc that was shared with the whole grade.  It wasn't until this step that I realized this project needs to be broken into two phases:

           Phase 1 - Spread the Word
           Phase 2 - Collect the Money

Go Big or Go Home

Before we dismissed from class, we needed to set a goal: How much did we really want to raise?  We considered a few things before setting the amount.

1. We are a small school that has roughly 140 students total in the high school.
2. The population of our community is approximately 1,500.  
3. We have technology resources available for our use.
4. One penny represents one soul that was tragically lost in the Holocaust.  
5. Anne Franks' quote - "Everyone has some good in them."

We started thinking in terms of souls rather than just money, and the numbers rose.  We thought $1,000 would be attainable, and that honors 100,000 souls.  But the students were enthused, driven, and determined.  We agreed that we would try our best to honor 250,000 souls or $2,500.  It was a number that would really challenge us.  Then, after a brief moment of realization, one student spoke up, "That's not even 1,000,000.  That's not even close to 6,000,000!"  And that's when I could see students' faces attempt to fathom just how many souls were lost.  

And that's when a small grin formed on my face.  The purpose of this project had just set in.

To be continued...

Mr. Bormann

English Rocks!

P.S.  Check out our YouTube channel for video updates on on our progress and technology being used.

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Epic Holocaust Writing Project #1 #engchat

This is the first of several posts that will talk about an epic Holocaust writing project that we are embarking on.  Too much for just one post, so enjoy.

A project has fallen into my lap.  It's real-world.  It's life-teaching.  It's academically driven.  It utilizes technology.   It's the kind of project that teachers dream of.

The Discovery

I'm friends with another teacher on Facebook who teaches at a middle school three hours away in Muscatine, Iowa.  She was a roommate of my wife's in college, and she went through the same English Ed program I did.  However, I haven't talked to her since our days at Iowa State.  That is until she posted on Facebook about a project that she and her 8th graders are embarking on: raise 6 million pennies to represent the 6 million lives lost in the Holocaust.  That's when the light bulb went off.

I messaged her and asked if we could help raise money and donate it to them to help their cause.  She welcomed the idea with excitement.

Presenting the Idea

I took the idea to my 8th graders.  I explained that the other class read the Diary of Anne Frank (as did we this year), and they are looking to raise $60,000 dollars or 6 million pennies.  The money would be donated to a local charity in Muscatine.  The kids' eyes lit up and instantly became as excited as I did.

We knew this was for a good cause.  It's a project that exemplifies what Anne Frank believed - "That despite all evil, everyone has some good in them."  What better way to spread that message than two 8th grades coming together for a good cause?  Will there be others?

But questions soon arose...How do we organize such an effort?  How do we spread the message in our own community?  How can I tie this in academically?  How do I grade this?!  

In the following posts to come, I will share the answers to these questions.

To be continued...

Mr. Bormann
English Rocks!

P.S.  Check out our YouTube channel for video updates on on our progress and technology being used.

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Use Facebook to Create a Positive Learning Community #edchat

Social media is changing the communication landscape before our eyes.  Now with 1:1 programs popping up all over, companies like Edmodo, Moodle, and Schoology are developing safe ways for teachers and students to communicate outside of the regularly scheduled class time.  But even these online models base themselves off of Facebook.

Fear the Facebook!

The whole reason for educators to fear Facebook was because "it's unsafe and can't be monitored."  Which is partially true, but wasn't convincing enough for me.  Free websites like Edmodo, Moodle, and Schoology are great alternatives, because they operate on a more closed basis.  However, I don't run my class like that.  My class is open, ideas are shared, and if someone goes along the lines of inappropriate, then that's just another opportunity for me to teach.

Go to the students!

Five years ago, before Edmodo and others, I decided to start an Engish with Mr. Bormann Facebook page based on the same rules that I apply in my classroom.  At first, it operated as nothing more than a way for me to remind those students of projects, deadlines, etc.  Of course, these are only the students that have Facebook and "like" my page.  Then I realized that it could be more than that.  And pretty soon, it became something that resembled a PLC - Positive Learning Community.

Got a Question?

Pretty soon after starting the page, students began using the page to ask me questions about homework (because calling me is so "old school").  I would try to answer them, but sometimes another student would beat me to it.  They were using the page to discuss, something I did not require or request.  It just...happened.

Show and Tell...

After about a year, I noticed parents started to like the page as well.  So I thought I should show them what we've been doing in class. I began posting photos and videos from class using my iPod Touch.  I also encourage students to post to the page if they wish, with permission first of course.  Parents were "like"ing these too.

Make Connections...

When teaching an old text like The Odyssey, it can be difficult to get juniors to see how a book like that relates to their own life or current topics in the news.  I began sharing some of those connections in class, but I also post them to my Facebook page for others.  I also encourage students to take a picture and post if they see a vocab word, misused grammar, or anything they noticed could relate to class.  Powerful connections take place, and these connections are shared and demonstrated for everyone.  

Spread the Positive...

We find things everyday that inspire us.  I even have a sign that hangs outside my door..."Only positive attitudes allowed beyond this point."  Along with anything else, the willingness to learn and be positive is a mindset.  So why not spread that outside my classroom as well?  If I or my students see something inspiring, we post it and pass it along.

Just for fun!

Although I may not fully integrate gamification in my classroom, I realize students are playing video and online games outside my classroom.  If I see one related to grammar, I'll be sure to post it.

Final Thoughts...

I can go on and on about all of the positives that have come from this.  But what I like most is I am demonstrating and inviting my students (and even parents) to be responsible digital citizens.  Facebook is normally the catalyst for cyber bullying.  What better way to show how to battle it than use it to do the opposite?

If a teacher basis their class-specific Facebook page on the same rules and morals as their real classroom, then I believe you will see the same benefits.  

Mr. Bormann

English Rocks!

P.S. Do you use Facebook?  What benefits have you seen?  How do you use it exactly?  What's your justification for using it?  Share in the comments below.

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Introduce The Crucible with a QR Code Scavenger Hunt #edchat #engchat

Go ahead! Try scanning this QR code with your mobile device and QR scanning app.

In an earlier post I wrote about how I used QR codes to create a crime scene from Huck Finn.

Now we're on to The Crucible.  The play offers many opportunities for teaching in an English classroom.  But every year when I teach it, students quickly become confused by all of the characters that present themselves early in the play.  So I decided to take a different approach this year.

Frontloading

Since the characters are the hardest to nail down, I decided to start with them BEFORE we read the play.  But I didn't want to just talk about the characters.  I thought this would be an opportunity to use a QR code scavenger hunt.

The Preparation

1. By using www.qrstuff.com, I created QR codes that have brief descriptions of the main characters - 15 in total.  
2. I printed these QR codes.
3. Hang them up in various places around the school.

Let the Hunt Begin

1. Students search for the QR Codes (CLICK HERE to access the codes that I created and download for yourself).
2. They use Scanner to scan the code.
3. When the character description pops up, students copy the text and paste it into Notability (or another app of their choice).
4. When all were scanned, they use Notability (or even paper and pencil) and begin creating a visual organizer of some kind to show...
1. How the characters are related?
2. Who lives in what household?
3. Who doesn't get along with whom and why?

For fun, I even added small prizes to the top three finishers in each class. 

The visual organizer will continue to be added to throughout the course of the first act, but at least the students have a more solid base to build upon as they begin reading, and they must construct their own understanding of the text clippings.

Final Thoughts

QR codes can be used dozens of different ways.  The scavenger hunt is a popular one.  I know my juniors certainly enjoyed it!

Have fun with text!

Mr. Bormann

English Rocks!

P.S.  How have you used a QR Code scavenger hunt?  Tell me in the comments below.

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Student Blogging with iPads #ipaded #edchat

In a previous post, I shared some neat experiences we've had so far in our student blogging venture.  Since we are 1:1 with iPads, I thought some may be interested in knowing our process we go through to create a post.

What Makes a Good Blog?

Good blogs are like informal, but well organized, interactive research papers.  Most (at least the ones I read) consist of synthesized information with links, photos, and videos embedded that lead to their sources.  So how do you do that with an iPad?

The Right Tools for the Task

When researching this, it was a matter of trial and error.  I had to determine two things:

1. Which blogging service would be the best? 
2. Which app worked the best for creating such media rich posts?  

Since the students already have school gmail accounts, I decided to have them use Blogger (a Google service) to create their blog.  As far as an app?  Well, to be honest there wasn't one that allowed students to really embed and organize different bits of media.  But then I found Blogsy.  Hands down, Blogsy is far more superior than other apps.  Sure they have a Blogger app now, but really you can only add pictures.  Once the right tools were in place, it was time to get started.

The Process

1. Students create Blogger accounts.
2. Students use Blogsy to link to their Blogger account (but it can link to almost ANY blogging site).
3. Students begin drafting their post.
4. They insert appropriate pictures that they take from their Camera Roll, Picasa account, or Flickr account.
5. They insert links where necessary.
6. Videos are added within Blogy that also link to their YouTube account.
7. Proof read for organization.
8. Proof read for mechanics.
9. Post!

Here's a video I made to explain some of this to my students...

Final Thoughts

Blogsy has allowed us to really create blogs that consist of more than just words, which is what blogs should be.  I don't want to say that this is the ONLY option out there for student blogging with iPads, but it's the process that has worked the best for us.

Write on!

Mr. Bormann

English Rocks!

P.S.  Do you use Blogsy?  Is there another app that you use in your classroom?  Let me know in the comments.

P.S.S.  Here are my students' blogs.  Feel free to read, share, or comment on them.

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