The One With Writing Practice

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Project pages continue on, even though we’ve been away on a field trip. Planning Partner and I have been working on writing scaffolds for a few years and it kind of feels like we’re getting somewhere (though I wish I’d made it clearer to students that they can either choose the more scaffolded version on one side or the less scaffolded version on the other. Womp)

Photo: Student writing drafts2017-07-10 14.30.07-2What do you observe? What do you wonder?

(Swear I did not bribe them to put “quietness” as their answer. Though in retrospect)

(Also, apologies to the 1 or 2 of you who might possibly subscribed to get immediate blog posts. I’m about to go back and fill in some gaps. There’s apparently a way to get a digest instead of individual posts, so…)

Day 64: The One Where I Collect the Business Plan Project

“And just like that it’s over.”-somewhere in Hamilton, I think. 

I partner up the kiddos, give them time to practice their presentations (some with Google Slides, most just with their hefty packets), have them present, and then we vote for the best design in each class (which is a pleasant throwback to our elections unit).

I collect the packets. I will grade them later. I will tally the votes later. We’re onto coordinate geometry tomorrow. 

(I also remind myself that, no matter how ridiculous it sounds, if I have the kiddos staple their new pages to their packet every day, their turn-in rate is much higher).

What do you notice? What do you wonder?

Day 63: The One with Google Slides

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With the writing theoretically behind us, we move on to presentation preparation. We write up a basic script, then try to transfer it over to Google Slides. This is largely to get our kiddos ready to do presentations for their semester portfolios (which are rapidly approaching).

Most kiddos log into their Google accounts and make a copy of the template. That’s good enough for now.

Some kiddos get a little further. What do you notice? What do you wonder?2016-11-16-23-14-17-2

Day 62: The One with the Essay

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As a school with 100% emerging multilinguals, there is English Language Development integrated into all of our curriculum. It means we do quite a bit of reading and writing, even in mathematics.

This is convenient when doing projects as we get a chance to help the kiddos connect and summarize what they’ve learned.

We are in an odd place today since half of our kiddos walked out in protest on Friday (and about a quarter of those kiddos trickled back in towards the end of the day, meaning classes and groups are in very different places).

Photo: writing by one kiddo, who was gone Friday, but got some support from their group today. What do you notice? What do you wonder?2016-11-14-18-48-12-1

Day 59: The One With Cost *and* Revenue

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Today we took the cost equation and table and graphed it. Then, we graphed the revenue equation and table for each of 2 prices onto the same graphs.

Here’s one of the first work samples that we used as a model for the class. (In grading the projects, a lot of kiddos only have one line and I need to think about how to make that clearer when we teach it again in 2 years).

What do you notice?

What do you wonder?2016-11-08-08-53-42-2

Day 56: The One With Logos

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To start off the Business Plan Project (where the kiddos design clothing and then come up with a business plan to sell it), we talk about logos. Not pictured: kiddos wearing my clothing while ostensibly talking about the logos on them. Also not pictured: Me telling the kiddos I don’t believe in washing clothing. Definitely not pictured: Them removing my clothing as quickly as possible.

What do you notice?

What do you wonder?2016-11-03-18-59-30-1