The Hill We Climb – Examining Writer’s Craft

I am sharing our language/literacy focus this week. The pandemic days are getting harder, and the winter months are dragging. I needed this. 

Last week, one of my students, Julianne, shared with me how excited and emotional she was after hearing Amanda Gorman’s latest spoken word poem, “The Hill We Climb.” She watched it live about 5 minutes before our meeting, so I wasn’t prepared to focus my teaching on that just yet. I needed to think about it and find a way to bring this into an Enrichment class (As a special education enrichment teacher, I am mindful of the style and method of delivering my lessons. I work with a group of students who are often identified as exceptional with Individual Education Plans in place). 

That night, after I watched Amanda Gorman recite her words, my head was spinning with excitement. My brain moved up a gear, and the process of developing an enriched lesson for a variety of age groups and learners began.

First – I tap into the brilliance of experts: I reached out to Tom Shea, a Secondary English Teacher and musician from Hamilton. I followed this up by doing an “all call” using my Twitter feed (see below). So many people jumped in to share ideas and advice. I am so thankful for this.

LESSON: A brief teaching opportunity- The Hill We Climb, Amanda Gorman – What gave it a melody?

Time: 1-3 Hours (or more depending on how much time you want to take and how deep you dig.

Environment: Online Remote Lesson

Focus: Word choice, word development, voice, rhythm and literacy devices (alliteration, repetition, parallel structure)

Level: Grade 6, 7, 8

1.Build the excitement prior to class.

  “I hope you are enjoying the gorgeous snowfall! The wind is singing, and the trees are swaying and twinkling in the twilight. ✨ It’s “WILD, WHIMSICAL AND WONDERFUL WORDCRAFT WEEK!  I am super excited about our Enrichment Meeting. Not only are we are going to examine exactly why Amanda Gorman’s Poem, “The Hill We Climb, is so AMAZING, but we are ALSO going to PLAY with literary devices, use our own voice, words, ideas, and phrases and INVENT works of Art through WORD CRAFTING.

2.Open Meeting. Poetry^J Amanda Gorman .pptx

Students participate in a series of challenges, mini-lessons, discussion and reflection.

First (Model and Share), we talk about a theme, focus or story. This isn’t an easy task for some, so we share ideas together.

  • We talk about the value of narrowing down a big idea such as ‘The Pandemic” to smaller ideas within.
  • We make a list – “Time, change, struggle, worry…” We decide on ONE WORD. Time.
  • Students work together to create related words. “Never-ending, blended, slow, fast, on-going, grey, unknown, lasting…”.
  • To model the process of the lesson, we created alliterative words: “Tackling time, loving, learning, rest, renew.

Finally, we create a brief poem called, “Time”. Time spent tackling my sense of self. Time to be more loving and living through learning. Time to rest, renew and rejoice and time to recognize the power and privilege before us so we can act, insist and assist those weathered and wanting.

Work time!  I use a SLIDES presentation (shared above) to guide the challenges. (I gave a link in the chat space of the remote class for students to access a shared workspace and tools)

Challenge One: Students are given a 5 minute challenge (and the use of resources and tools) to create a list of words related to THEIR OWN idea, theme or story.

5-minute mini-lesson (teacher talking). What is ALLITERATION, Why it is used?

Challenge Two: Students are a given 4-minute challenge to form alliteration with their words. They can use the Alliteration Generator should they wish.

10-minute mini-lesson. The whole Group examines the TEXT version of Amanda Gorman’s “The Hill We Climb”. Students are asked to point out phrases that use alliteration. We watch and discuss the Video,

Challenge Three: 15 minute Challenge. Connecting the alliterative words.  Based on the vocabulary they chose in the previous challenge, students being to use tie it together. They use a shared document (Microsoft Word or Google docs) that is open and viewable. (I created a table and gave each student a section).

3. Final/Assessment: Students are asked to submit/share one or more alliterative phrases before leaving class. Could they create a meaningful phrase or idea? Did they use alliterative words creatively following some of the examples? *They are also reminded that the process of creative writing takes time and thought and they may want to spend a few days just thinking about it. We will revisit the lessons again next week.

4. Reflection and Discussion

We talked about how poetry and text can feel like art and music. One student used a metaphor that words are like colours of paint and how you use and mix the paint will impact the beauty and message in the final product. We talked about how paintings can be viewed and examined over and over (one student said she watched Amanda Gorman recite, The Hill We Climb thirteen times and “feels” something different each time.

A few students asked me to share their sample writing: 

Cailyn
A composition and repetition of competition of inhibition. I am not perfect and I am not pristine, this shell on the outside is not what it seems.
Naomi
It is life to listen, listen to the light, the bright, the big and small. Follow the fallen, hear the worth of the winners, lend an ear to the stifled, speechless. So strong is it to listen. Connect and compare the art that’s a part of what we hear.
Barret
Togetherness through this endless. When can we end this? Repetitive Demise.Endless cries. Hope.
Adiba

cold and covered, cornered messy and dense

we’re living in a den of disoriented decoration

 stuffy with stuff, annoyed enough

but won’t clean up

the trees covered in snow, the snow that is blown

fallen row, by row, annoyed to anticipate

patience is delicate,

winter is worrisome, but everyone’s bolder

the snow blows harder

but we can survive rather

They don’t

Resources:

 

 

 

 

 

 

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Remote Learning Activity – DiXit Game is more than just Vocabulary

Social-Emotional Learning through Language Skills and Higher-Order Thinking 

Dixit (Latin: dixit, Latin pronunciation: [ˈdiːksitə], “he/she/it said”), is a French card game created by Jean-Louis Roubira, illustrated by Marie Cardouat, and published by Libellud.
This is a fun family-friendly game that can be adapted to use with a variety of age groups, literacy levels and cultural differences.

LESSON FOR REMOTE:

  1. Whole Group or Small Group, Jamboard: Make a COPY: https://jamboard.google.com/d/1lxVFLZR_kS7jb2EBwl4nDEsPY-VuJ188DDpYhkkDN-Y/copy

I do this with the WHOLE GROUP together. I make the link so anyone can edit. In this Jamboard, I have students each pick a card and come up with a word, or words to describe the feeling or action. The trick is to think and share through symbols and metaphors.

2. Whole Group and Breakout Rooms: Make a COPY: https://docs.google.com/presentation/d/1hLCXgvHbYVxd1MsCZxFg9iWFqDIHIKsl6Ge_uamF-cg/copy

 

In this Slides activity, students will be put into small groups, be given a theme, serious of words or types of words or may create their own. Students will use symbols, ideas, feelings and thoughts to match themes to an abstract image. In LARGE GROUP,  small groups will present their word or phrase and others will guess what pictures they feel works with it (explaining why).

Dixit is a fantasy association game. The game contains large playing sized cards each with different images. The fantasy and story-telling images are extremely detailed and provide room for interpretation and abstract thinking.  Children and adults alike enjoy reading the cards and finding creative ways to interpret the meaning and symbols. 

At home, I play this with my family (ages 16, 17, 20 and adults). I also have an ELL student living with us who loves using this game to learn vocabulary. He uses a translater to help him express his ideas.

As an educator, I play this with my students as a guided language lesson. We dig into higher-order thinking skills, comprehension, symbolism and abstract thinking. We use the pictures to discuss elements of a story as well as point of view and perspective.  I dug through the curriculum (Ontario) for examples of higher-level language skills that can be practiced when using this tool. 

Picture Comprehension/Abstract Thinking and Skills to Practice and Learn: 

Understanding the content of the picture and being able to think abstractly about associations that may be made with that picture is a required skill for the game” 

Skills: 

  • Comprehension
  • Abstract Thinking
  • Expressive Language
  • Verbal Language
  • Interpersonal and social skills
  • Use of critical and creative thinking skills and/or processes. 
  • Communicating and conveying meaning through various forms
  • Transfer of knowledge and skills (e.g., concepts, strategies, processes) to new contexts
  • Real, purposeful talk
  • analyze texts and images in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences
  • use appropriate words, phrases, and terminology from the full range of vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning 
  • develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
  • analyze a variety of text forms and explain how their particular characteristics help communicate meaning, 
  • identify various elements of style – including metaphor, and symbolism – and explain how they help communicate meaning and enhance the effectiveness 
  • regularly use vivid and/or figurative language and innovative expressions
  • develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations 
  • use vivid and/or figurative language and innovative expressions in their writing 

Resources:

https://teachinggamesefl.com/2017/08/24/how-to-use-dixit-in-the-classroom/

https://www.teachershouseshop.com/archives/1230

http://c-raine.com/2013/11/12/dixit-storytelling-cards-inspire-esl-class/

https://samblanco.com/2013/10/22/dixit/

https://samblanco.com/2013/10/22/dixit/

Video: https://www.youtube.com/watch?v=J6UlbxeDE0w

https://www.teachershouseshop.com/archives/1230

Picture Comprehension/Abstract Thinking – Understanding the content of the picture and being able to think abstractly about associations that may be made with that picture is a required skill for the game. For some learners, I focus on the “clues” they give by narrowing the possible choices they can use. For example, if I have a student that loves movies, all clues must relate to movie titles.

Describing Pictures/Expressive Language/Intraverbal Conversation – After all, cards have been displayed, players discuss which card they believe is the correct choice for the clue. They must be able to provide their reasons for the choice they have made.

https://samblanco.com/2013/10/22/dixit/

Video: https://www.youtube.com/watch?v=J6UlbxeDE0w

https://www.teachershouseshop.com/archives/1230

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Thinking about Sleep.

 “A good laugh and a long sleep are the two best cures for anything.” Irish Proverb

Around 350 B.C., Aristotle wrote an essay, “On Sleep and Sleeplessness,” wondering just what we were doing and why. For the next 2,300 years, no one had a good answer. https://www.nationalgeographic.com/magazine/2018/08/science-of-sleep/ 

What we do know is that our body needs sleep to be healthy. Sleep is as necessary to our health as good nutrition and exercise.  We know that sleep impacts our emotional health and behaviour and can influence our choices.  As an educator, the topic of sleep has often been at the forefront. When my students (or my own kids) are NOT getting enough of it, learning is hampered. A good night’s sleep, on the other hand, can support learning, processing of information, decision making and problem-solving.

This is why I am often asking, “How are you? How was your sleep?”.  It is rather fun talking about dreams or sharing sleep strategies. One student shared a mindfulness technique that she uses to help her get between the first and second stage of sleep,

“I’m walking on a soft pine needle covered path in a brightly lit forest. I can sense the tingling feeling of the needless on the bottoms of my feet and through my toes.  I wiggle them. I feel the cool air on my skin. I stop and look up and see the sun beaming through the leaves and can hear the trees dancing, making that shhhhhhh…..sound  in the wind….I keep walking…

I do something similar and imagine myself running. I use run as a natural remedy for stress and anxiety, so this works well for me.

I lace up my shoes and step out in front of my house. I think of a familiar route and start slowly. I run to the end of the street and make a right. I notice the house on the corner is still for sale and the cat in the window. I cross the street and head down the zig-zag path toward the waterfront…

I usually drift off before I get to the second kilometre.

While not all used in the order you see them, these slides were a useful tool to engage students in the inquiry and discussion about sleep. Where did it lead?

    • Sleep and the impact on health
    • Sleep and our lifespan
    • How much sleep do we get in our lifetime?
    • What is Melatonin, and why do we need it?
    • What happens to us when we don’t sleep?
    • What factors contribute to a good night’s sleep?
    • Do income and demographics influence our sleep? Why?
    • How do poverty and hunger impact sleep?

Link to the SLIDE DECK: https://drive.google.com/file/d/1nu4–f9GKM0LL6UrlCBLpTK7LScNtfic/copy

 

 

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A Makerspace Inquiry Lesson – Minecraft, Yarn, Smoothies and the Honeybee…

What does a ball of yarn, a quilt, a Makespace, the Honey Bee, a podcast, Green Smoothie and a Minecraft Museum all have in common?

The following is an example Inquiry Lesson that infuses Maker Space, Collaborative tools, Inquiry and Design thinking, including Minecraft. We facilitated this lesson at the Enrichment and Innovation Centre in our Grade Six Journalism Program, for Gifted Students.

This Video is the lesson consolidation. Everything is connected. “How Wolves Change Rivers”.

Interconnectivity.

We ask: Is Interconnectedness essential for our survival?

DSC_0290_2*How does the interconnectedness of anything change its course or direction in life?

*What does it mean to depend on someone or something?

*Will the disappearance of the honey bee impact human life at the local to international level? In what ways?

*How can we strengthen our own connectedness to the earth? To each other?

 


Curriculum Connections:

Copy of IMG_20160110_183417 (1)

Social Studies: People and Environments, Political and Physical Regions of Canada (Ontario Curriculum)  For More Detailed Curriculum follow this link

Connections to Sustainable Development Goals:

Goal 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

Goal 13:Take urgent action to combat climate change and its impacts

Goal 3: Ensure healthy lives and promote well-being for all at all ages


Pre-Lesson and Critical Literacy/Inquiry

To begin, we would use a “Flipped” approach. First, students would be given a task to investigate content related to the local and global issue of disappearing bees. Students explore, find, read,watch/listen and discover information related to why honey bees are disappearing. Second, students are  asked to bring a leafy green vegetable and a fruit (and any type of super food such as chia or hemp). Contributing means feeling part of something and recognizing the value you bring in- your importance. This piece is vital. It strengthens community and builds trust.

EXAMPLE LETTER: LINK


YES, Space is IMPORTANT!

Room Design, Bulletin Boards and Relevant Activities (Self-Directed Activities)

Kitchen (connection back to home/family)

healthMock kitchen is created. Vegetables are displayed along with a nutritional information focus; Students would also share in a Tea Circle Discussion upon arrival (as they do most days); The kitchen would also have an assortment of plants (especially those with obvious pollen); A variety of honey types would be on display for students to explore the texture and taste and begin to make personal connections to the topic.

Science:

15375There is also a worm compost bin (vermi composting) to maintain the importance of connections and emphasize the value balancing what we take and give back to the earth.-Flowering plants on display for students to explore with microscope; A variety of informational videos available.

 

Living Room Area (literacy)

alternative spaces DSC_0087_4

Word wall and activities; Knitting/crochet activities (in shape of honeycomb; Sewing (creating a beehive pattern activity); A variety of books, magazines, newspapers and literature

 

Math Area

DSC_0096_4Collaborative puzzle for hands-on activities (an explicit way to demonstrate the connectedness of each individual piece and its necessity for the whole); A display that demonstrates facts and data, along with inquiry questions; A map display showing areas that are impacted; Honey Comb is be available  to help students learn about the geometry of the Bee Hive and how the HoneyComb is made.

Maker and Art Space

DSC_0296_2

Students will have access to lego; Sewing Machine Activities; 3D printer; Programming activities (using scratch to program geometric shapes);Green Screen applications; Pencil Sketching, Math and GeometryDesigning

 


Introductory

IMG_8002With a cup of tea, the lesson will begin around the “Kitchen Table” where we will feel, touch, smell and taste some of the fruits and veggies that will go into the Smoothies. We will discuss how the veggies change their attributes and nutritional impacts when the are paired with one another (i.e., vitamin C with Iron). As a group we begin asking questions about what we know and don’t know about the vegetables, their interconnections to each other as well as to the earth. We will ask, what would happen if they weren’t available?

Here, we would begin our inquiry.

DSC_0216_2Following our Tea Circle, students will begin an independent exploratory activity where they will participate in a  ‘shared’ Google Document and contribute to collaborative inquiry. (Here, a link is created by opening the document to anyone with link to make the process efficient.) Students contribute to information search focusing solely on the specific foods they brought in (or assigned to) and make explicit connections to nutrients. They use the information to create recipes that focus on a certain need or ailment.

We call it “Brain and Body On”.

LINK to the DOCUMENT

  • We would later use this activity to make the connection that healthy foods are a necessity in our lives and begin the inquiry of WHY so many people continue to suffer obesity and health problems – relating this to our connections to the people and world around us.
  • We would discuss Nutrition in the context of wealth and poverty and further explore the Global Goals.
  • We would connect this to the biodiversity of our planet and examine the impact – the cause and effects of loss and gain. Students would see the chain reaction of how a honey bee can impact the lives of humans, food and climate change, and the impact this has for Ontario Farmers, Trade relations and cost of food. This article would provide a context: http://www.davidsuzuki.org/what-you-can-do/food-and-our-planet/food-and-climate-change/
  • We would connect this to rising prices of fruits and vegetables due to lower yields of farmer crops, to the grocery store and finally to the consumer.  We would discuss Trade. This link would provide a context: http://www.cbc.ca/news/business/loonie-grocery-costs-1.3399841
  • Students would discover that this loss would perpetuate poverty and would lead to a health crisis since our most valuable resources (as they’ve discover) are only accessible to people who can afford the high costs.

Minds-on & Hands-On

DSC_0226_2Together:  Students begin the day, together in a large circle (this process helps students understand the impact of being connected and interconnected). Students are encouraged to be mindful of the fact that they all share in the moment, the day.  One by one, students pass a ball of yarn while celebrating and sharing one connection (a team, a family, a friend, a book…). They form a web of direct and indirect connections and would learn that they can be impacted indirectly when the yarn is yanked or dropped by anyone in the circle, even those that aren’t directly linked.

  • compare this to our connections to our planet, to other living organism,  to the foods we eat, to others – near and far.
  • bring this realization of interconnectedness back to the Big Idea (Is interconnectedness essential for our survival?)

Individual: Students are given time to explore hands-on activities provided throughout the classroom – all that demonstrate concepts of interconnectedness. This can be done at the start of class (when they arrive, or throughout the class as time allows.

  • puzzles
  • knitting, crocheting (co-creating a quilt)
  • sewing
  • Circuits and Programming activities
  • 3D printing
  • Creating Smoothies

(Assessment Opportunity – Teacher/Student time)


Inquiry – Student Driven:

As a class, students create a COLLABORATIVE book that identifies a variety of topics/issues involving the plight of the honey bees and the interconnectedness of the environment and humans. Together, students create a list of issues involving the disappearing bees ( focus on trade, farmers crops, use of pesticides, GMO’s, cause and effect on environment…). Upon completion, each of the Inquiries will be posted.

List of topics will focus on specific learning curriculum expectations

*connections between natural environment, employment, jobs and consumer (relating to bees)

*Jobs, land and organizations dependent on survival of bees

*Impact and connection of environment effects and land use (cause and effect)

*Environmental issues at an international scale and its impact on Canada

In partners or individually, students  are given a full period (or more) to research and discuss the topic of their choice, but always relating it back to the inquiry topic of the Honey Bee and its interconnected value to the world.


 

Staying engaged… feeding the body and soul…

*Note – Throughout “Worktime”, students will have an opportunity to make SMOOTHIES based on their recipes and ingredients (from earlier activity). During this small group time, students will be asked to share how the ingredients and the nutrients are directly connected to their inquiry topic. AT this time, we will make connections back to the land and its impact on farming and then back to the consumer.

(Assessment Opportunity – Teacher/Student time)


Product (Culminating) – What are students working to create/produce?

Copy of DSC_0228_2*Podcast – Students learn to use Audacity and begin exploring podcasting techniques. As part of Interconnectivity, students use SKYPE to discuss Podcasting techniques with an expet in podcasting -Rodd Lucier.. Students are given examples and podcasting techniques -how to express voice, to conduct an interview, to use voice to convey a message, etc. Students will create a podcast interview, informational podcast or a skit.

 

*Blog Students upload their podcast to their blog along with a blog describing the topic and inquiry question.Students have a prior knowledge of blogging. They will be reminded to use more than one medium in their blog and to end their blog with an inquiry question.

*Collaborative Book – Students will contribute to a Collaborative book using OneNote or Google Drive

Copy of IMG_ldwr7qStudents will add their information to the WHOLE class creation using Google Drive or OneNote, thus demonstrating and participating in a connected activity

*MinecraftEDU – Students will design their solution or their information topic in a collaborative world. Here students will design a collaborative museum, where they will add their information through design and interactivity.


Assessment

Learning criteria will be established with the students. As a group we will discuss some of these expectations:

  • Research and Information produced must contain local and international data that explains a topic.
  • Students address connections to themselves as well as looking at connections at a large scale (consumer, poverty, land use)
  • Students will ask relevant and critical questions as part of their research
  • Students recognize the impact that the topic has at a larger scale and discuss reasons for this
  • Students use appropriate vocabulary
  • Students recommend solutions

Specific Expectations

*describe some major connections between features of the natural environment and the type of employment that is available in a region, with reference to two or more municipal regions in Ontario

* “Why are some jobs dependent on the seasons?” “What are some of the jobs that are connected to forests, lakes, and rivers? What sorts of jobs are connected to agricultural land use?”

*gather and organize a variety of data and information on the environmental effects of different land and/or resource use and measures taken to reduce the negative impact of that use

*evaluate evidence and draw conclusions about issues related to the impact of natural resource extraction/harvesting and/or use around the world

*communicate the results of their inquiries using appropriate vocabulary (e.g., non-renewable, renewable, flow resources; extraction; sustainability; deforestation; fossil fuels; aquifer) and formats appropriate for specific audiences

*explain why some environmental issues are of international importance and require the participation of other regions of the world, along with that of Canada, if they are to be effectively addressed

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Design Thinking, Teaching and Learning with Minecraft and Lego

Our Class Picture

This lesson was facilitated with Grade Five Gifted Students. This is an example of how to combine a variety of collaborative tools (Collaborative thinking/planning, Blog, Web2.0 Doc, Minecraft) with a hands-on approach to building and designing prototypes that focus on world problems. Minecraftedu, large amount of assorted lego, a class full of engaged students and a teacher/facilitator provided the necessary resources. 

It was incredible to witness the dialogue, creativity and critical thinking as the students explored and designed their ideas into something concrete. 

Inventions

Big Idea: How do past and present inventions impact our world of today?

IMG_0441

This is a sample lesson that can be used at a variety of ages and grades. Because this lesson is based on the concepts around Design Thinking, it is easily adapted to a variety of curriculum and standards (Writing, Oral, Research, Presentation, Media, Social Studies, Digital Citizenship).Students will engage in a workshop involving a problem solving and design process. They will connect their knowledge of inventions as well as the literature/history they are studying (in this case, DaVinci) and will plan, design and co-create inventions that focus around a real-world problems.

 

Students will use a variety of collaborative (face-to-face and online) tools and will be challenged to think creatively. Is this a new invention? What was the inspiration? How will this invention impact the world? Why is it needed? What are the important details that need consideration?

What is the role of collaboration and sharing when designing and creating a concept? How does creativity change when we change the mediums (talking to writing, to drawing, to designing, to building….etc.)

 1) Introduction and Group Discussion (Breaking the ice)

In Circle, have students share and discuss a favourite invention and why. Ask them to think of the problem that the invention solved. Encourage strong open ended questions and descriptive vocabulary. Introduce the “Big Idea” …and discuss.

IMG_0259

Connect the topic “Inventions” to the overall theme of “DaVinci” (relevant in our situation). How did DaVinci get inspired? What triggered his ideas? Were they realistic? Which inventions were meant to solve a problem and why?

2) Mini-Lesson and Task Overview

IMG_0570*Discuss the terms “Concept”; “Concrete”; “Idea” and “Abstract”

*Connecting back to the DaVinci theme, show students TedX video – Robot that flies like a bird http://www.ted.com/talks/a_robot_that_flies_like_a_bird.html

  • How does this invention impact the world?
  • How does this invention impact a single human being?
  • What problem can be solved by this invention and why?

 Share and discuss (whole group, pairs…) the following information: Canadian Inventions http://www.mediatrainingtoronto.com/blog/2013/6/29/50-great-inventions-canada-gave-the-world

IMG_0450Ask students, in partners, to once again think of the above questions as it relates to each invention and then  create “Criteria” that makes a good invention (and post)

  • impact on environment
  • safety
  • medicine and healing
  • social justice
  • realistic, creative
  • positive impact on world

 3) Task, Process, and Sharing →


IMG_0565Students will collaboratively design and build their own invention using inspiration from real-world problems.

Screen Shot 2014-01-23 at 6.47.37 PMThey will (depending on age, post these steps for reference during work time)

 

  1.  in teams, first think of a concept/idea that relates to criteria
  2. draw, discuss and describe their invention
  3. use Minecraftedu – flat world to co-create a model of their invention/idea
  4. return to their drawing and description and edit, change and add as needed
  5. using their plans and model, students will build their invention using lego
  6. Access the collaborative document (in our case this was posted on blog) and add description, picture and screen
  7. Whole class sharing -* In pairs/groups students can give ‘virtual’ tours of their inventions using a shared Minecraft Server

(At some point, demonstrate how to take and retrieve screen shots from Minecraft and insert into Shared Google Presentation)

Congrats to the students who shared in the excitement of writing this collaborative book: 

Extension:

* Persuasive Writing Activity

* Dragon’s Den Type presentation

* Advertisement/Media Literacy

* Science Fiction Story

* Trade Inventions…write and describe about each

* Add on to each other’s inventions

* Descriptive Writing

* Poetry

 

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