Great idea to support an important theme Third graders in bilingual teacher Ms. Emily Butts’ class are pretty emoji-savvy! They read Jake Drake: Bully Buster by Andrew Clements as a whole class novel study using Google Classroom. After reading and analyzing the book in many ways the students completed a final project incorporating emoji. The students were very engaged since they had wanted to use emoji throughout the novel study! Emily considered the students' desire to use emoji and created a project where students would retell/summarize the entire book using only emoji. Emily had an image of an iPhone with text bubbles but no words. She shared it with her students via Google Classroom. They took a screenshot and uploaded to Seesaw so that they could put emoji on top of the texting bubbles. Students worked in pairs to encourage discussion about what details were important to include and which emoji best represented the details in the story. Didn’t go smoothly at first Emily’s first thought was to put the iPhone template into a Google Slide presentation and share. Using iPads the students would type emoji into text boxes. We discovered that many of the iPad emoji didn’t show up! This is certainly due to some disconnect between Apple and Google. (Boo!) Emily adapted quickly and discovered that Seesaw worked perfectly. Include speaking fluency After the students retold the story with emoji they recorded themselves explaining the story verbally within Seesaw. Students could now see and hear each other's version of the emoji retell. This, in turn, sparked even more conversation about the theme of Jake Drake: Bully Buster as well as discussion about the retellings. Common Core home run
This project supported many third grade Common Core standards. CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-LITERACY.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. CCSS.ELA-LITERACY.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
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Alison MahoneyLearning with third through fifth grade students and teachers! Archives
December 2018
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