Game of Phones

Games, Content, and Tech

Have you heard of this game, Game of Phones? If you haven’t yet it’s pretty much the same as Apples to Apples or Horrible Apples to Apples aka Cards Against Humanity. Students love both games, as we know and they also love this thing called their cellphone. Usually in school we are not about letting students on their phones, but what if we could engage them in a quick game that combined content. I’m not saying everyday, but we could possibly trick them into learning using their phone for a quick second.

Below are what the Game of Phones game cards look like. You can see the directions and buy the cards yourself here. 

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Basically what I’ve done is taken the idea of Game of Phones and added some content questions. I did not add YOUR content, I don’t know what subject you teach and I think this would work will all content areas. Instead I made generic questions that students could use and you would fill in the blank adding whatever you were learning about content wise. Check out the directions on this Slidebook below, open it up so you can click on links and print and make your own copy by clicking here. 

If I was doing this in my own class, I think I would change up how I would do it all the time. I might start with the whole class as one group with me being the judge for a few rounds to show them how to fairly judge once they get in groups. I think to keep the competition alive I would keep the groups between 6-10. Too small and it’s not that fun, too large and you never win. I think this could be a SUPER fun way to review, so there is a place for you to click and add your own questions once you understand and play the game with students. Please add to it and I’ll keep changing the big Slidebook. YAY! Let me know what you think below.

MORE DAYS

Real 21st Century Learning

As administrators, teachers, and students jump aboard the Digital Citizenship and Portfolio bandwagon I get both SO excited and also SO hesitant. Let’s start with my hesitance. I am afraid that if we sell digital portfolios or citizenship incorrectly to students, it will ruin them both forever. Wow, that might seem a bit dramatic.. BUT hear me out. I think if we begin to say “Hey students, let’s put all your digital essays and posters and notes on this cool site for your parents to look at” then it just becomes another digital copy out on the web, and since they are digital natives they know that the internet world could care less about their protected website that only their parents can see.

I just recently listened to a Podcast (Replyall maybe? Radiolab, eek?) where the girls they were interviewing were basically saying that you are not even noticed until you have over 500,000 followers on Youtube. 500K! Whaaaaat. Now, am I saying our students should get on Youtube and we shouldn’t even NOTICE or congratulate them until they have that many followers? Absolutely not. What I am saying is that our students are MUCH more aware of what internet notoriety and purpose is than we may be. Our students are aware that the protected blog they are sharing their opinions on is not being seen by others. They are aware that the cute podcast they make in class isn’t being listened to by anyone but possibly their classmates. And that alone should be a red flag for us as educators.

I recently read a wonderful blog post by Ross Cooper, where he put into words and agreed with a lot of what I’ve been feeling for a while now. I’m going to continue my thoughts and expand a bit with some REAL examples of how I think we should be letting students use social media sites for digital portfolios, blogs, and PLCS in order to get REAL authentic feedback from people their own age, experts in the field, other teachers, adults, and just real people they may not know. Why would we do that? That is scary. That is dangerous. Well, first students are already on many of the sites at home that we don’t want them to be on at school, so it’s a bit confusing to protect them from something they are already using. But what is most important here is that we are given the opportunity to teach them Digital Citizenship and Footprint authentically and we don’t. Instead we don’t teach it at all or we teach it as an extension and then go back to using things that keep them from practicing that Digital Citizenship in the real life protected classroom. Remember, for some of our students our classroom is more protected than their home, so let’s provide a safe space for them to practice some of that digital citizenship. 

Anyway, let’s get back to the REAL examples. Here are my suggestions for what I would use in my class to get students rolling.

Google Everything: I honestly think Google could be the perfect space for everything student. While GAFE already is used, are there some features you may not use with your students that you should? For example, many districts block Google Sites and Gmail for students. Shouldn’t those be things we should be using with students? I’m going to start with the basics and go down the list of what you could use (which you may already be using) with students.

Gmail and Calendar: Students need access to email to plan events, email experts, share their work, develop PLCS, and communicate with students in other schools and districts. If they don’t have access to gmail all of this can be very difficult. While many districts are doing this, I know it can be time consuming and difficult to teach students the basics of how to best organize and use Gmail. Just like we train teachers to create labels, tasks, and schedule events through Gmail, we should be teaching students those things in class through authentic projects in order to prepare them for 21st Century Learning. Calendar should work exactly the same way. Students should be planning with groups, scheduling Google Hangouts, watching webinars, and more to learn. Let’s show them how and why they should use Google Calendar, not just expect that they can because they are “digital natives.”

Google Sites: Or any site for that matter that can be unblocked that allow students to blog, post their work, events, digital resume, and LEAVE a digital footprint. Allow a place for students to organize their work in a manner that isn’t guided by you. Give them example of course, (for example on my own site I post tutorials in one section, blog in another, and have events and an about me here.) For students to truly have ownership over their site and want to share it out, they need to be in control of how things are posted. BADGES are a way for students to share about them achievements that happen in school and outside of school. Let the about me section of their site include a digital resume of volunteer hours, sample work, badges done in class and outside of class, and whatever else they can think of. Install plugins to wordpress like .aboutme to get a simple infograph or have students create their own. It’s their site, their resume, give them examples and let them run! While Google Sites is amazing because you can attach Google everything (calendar, docs, draw, etc) super simply, WordPress is great because it easily allows for a blog and site all in one. Maybe give your students the option?

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Google+: While you may not currently use Google+ as much as you may use Twitter, I want you to think about everything it has to offer. Communities, Spaces, Keep, and Collections are amazing places for students to do everything for group projects. Manage your group by all joining a community to chat, plan events on a calendar, and post hangouts and invite other collaborators (experts, teachers, other students). Spaces or collections can be your place to brainstorm and post resources just like Pinterest but ALL IN ONE PLACE! Now, if you love Pinterest and think your students may like it better than use that, but I’m thinking let’s get it all in one space for students. Find other students and communities maybe working on the same project or idea using Google+ searching other communities and collections or spaces. Teach students to market their ideas using Google+ by posting their blogs, events, or advertising their community to expand their PLC. While there are more users on Twitter, education seems to be a huge part of Google+ and may be a bit safer environment then Twitter. But if you want your students on Twitter too then got them on there!

I know there will be bumps in the road, districts wanting to block what seems unsafe for kids seems the wise thing to do. But, if you have junior highers or high schoolers, maybe design one project based lesson and try just a couple of these things out slowly. I think if we can allow students to work like we do, building PLCS, planning events, twitter or google chats, building community, and sharing resources, then we will get them excited to learn authentically and help prepare students for the 21st century world.

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Why we should be merging classrooms and how to do it!

We as teachers are having students that are making AMAZING things. I have seen students create videos, websites, blogs, infographs, games, and SO much more. But there is still something missing with our classroom, our lesson plans, and we need to take it one step further. No one is seeing our student’s amazing work except our student’s (and sometimes a parent or two). I would love to think that if NO one saw what I made that I would still make it, but I think I would be a bit discouraged. Do we really expect our student’s to continue to spend hours making and creating without the incentive that anyone will see it. We live in an age where it is very EASY to connect our students with other students that may be completing the same assignment, can provide feedback, advice, and encouragement. Why don’t we do it? How do we do it? Let’s chat because as you may see, this is my new favorite thing to discuss.

The first thing that teachers may think is how do I protect the privacy of my students and still connect them with others?

Aw, you are such a good teacher considering their privacy. Way to practice great digital citizenship. Now you can go about this a variety of ways. Have your students change their privacy settings to access only if the person has the link, and then just provide the links to your students stuff to a teacher you have decided to merge with. If you are on Google, you can do this by clicking Share and changing the settings to View with Link. If you are on Youtube or Blogger, it’s still possible to do this. Let me know if you need help with this. Now if your students are junior high and high school, and your district is fine with allowing students to post things online, then allow them to create a digital portfolio and show off. Use Google Sites, Weebly, WordPress, their own Youtube Channel ANYWHERE that allows for Comments and a quick share of a link or a Google Search.

What is this “merging” classrooms business you are talking about?!

Wouldn’t school be amazing if you didn’t just live in a classroom and learn about everything sheltered in that room?! What if you interacted with other students, in other grades, in other areas of the country and learned together. Shouldn’t that be how we allow our students to learn? YES, it will be a lot of work for the teacher. I’m not telling you it will be easy to find classrooms and plan together with other teachers. But won’t it be worth it?

CLASS MERGE

We HAVE to ensure that our students work is seen, discussed, and given feedback on. We know that our students will put more effort in if we can give them the incentive to do so.

Imagine your student’s face when they see people they do not know comment and discuss with them what they are learning. Imagine the digital citizenship teaching possibilities. Imagine what they will do when they have their own learning community online with people across the country. I want you to see the potential, it could be huge. 

Okay, so how do I find teachers that are willing?

This is where this gets difficult. I would LOVE to say there is one website you can go to and you can find a teacher who is willing to merge with you today (I really really want to make one of these, but for now lets stick with what we have). Unfortunately, it’s not that easy. So here are the resources I have found..

  1. Quadblogging: If you are looking to blog with three other classrooms, head to quadblogging and they will match ya up!
  2. Google+: If you frequent Google+ this community, Connected Classrooms Workshop is a place you can post what you are trying to merge on and hopefully find other classrooms willing to do the same. You will just have to message anyone that responds to you or look through the board. Unfortunately and fortunately, 22,000 members doesn’t always make it easy.
  3. Twitter: I have found SO many teacher friends on Twitter from all over the place. BUT, I want to make this an EASY process for you. SO, if you want to merge with a classroom and you are looking to connect throw out this hashtag: #classmerge. Then, anyone searching for a class to merge with on an assignment can EASILY find you. Also, to make your life even EASIER, you can find some amazing Hyperdocs you may want to merge on by adding @TsGiveTs.

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Let me know what ideas you have for merging and how you plan to find teachers willing to merge. Yay for wonderful classrooms and authentic fun! 

movies

My students watch a movie at the end of the year, and yours can TOO!

Now we all know how it is after testing towards the last two weeks of school. We want movies, the kids want movies, and Netflix is just calling our name. BUT I know you, your a good teacher and wouldn’t dare use your precious teaching time to show a MOVIE, shoot that would be horrendous right? What if I told you I specifically pick movies to show at the end of the year to show and have activities to go with them. Would you be horrified? Well, take a look at what I do and then you can decide.

When I taught US History I always ended the year with National Treasure.

If you have seen this movie and know any of the US History standards, you can see why it sort of works. It allows students to visualize all of the places we have been learning about all year, but it also addresses a much bigger issue that I think all students need to learn. That is.. FACT VS FICTION! Historical reality! What is made up and what isn’t? Just because it sounds possible, is it? Just because it sounds crazy, can it not be real? Students need to be able to take something in and decipher between fact and fiction. So, I created a Hyperdoc that allows them to research what they are seeing as they watch the movie.

Check it out below and then click here to get your own copy. 

When I taught 7th Grade World History I watched Mulan, Pocahontas, and Robin Hood.

Now you might think I’m really crazy. You want me to show 7th graders Disney movies?! FOR WHAT EDUCATIONAL VALUE! Well, it’s a similar argument as above. What is fact and what is fiction? For someone who is unfamiliar with Native American History, they may believe that Pocahontas is a real picture of the relationship between the Natives and the Europeans.

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Students need to learn how to be critical of what media they view, and find the truth. I would do a similar assignment as above but have students finish by writing a movie review based on what they learned in their class about Native Americans OR Chinese culture and give the movies a rating of historical accuracy. During this process students studied movie reviews, had practice writing and researching, and thought they were just watching movies. WIN WIN! 

Watching the movies to books you read in English allows for great conversation about director’s choice and interpretations.
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I’m going to let that one basically stand alone. If you aren’t showing the movie to books you read, you can always wait until the end of the year to get them thinking back! Or, high school teachers get your kids really pumped and watch a movie based on some Shakespeare like 10 Things I Hate About You. Have your students write a paper explaining how it is based on Taming of the Shrew.

 

 

So should you be showing movies the entire month after testing, probably not. But, I’m not going to judge you if you can figure out how to implement movies into your own classroom. If you have a way you’ve done it in your classroom post below! 🙂

qandablog

Google Slides Q+A: for Staff PD and Students!

Google Slides Q and A is out, and people are LOSING THEIR MINDS EXCITED. If you don’t know what I am talking about go check this article out by Google on how it was implemented at a middle school by a presenter.

Now, after the excitement wears out you might be hesitant to use this with your students if you have similar students to mine. Our everyday use of technology chats and Google Classroom questions haven’t gone exactly as planned sometimes. Let me show you what I mean…

badclassroom

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In Google Classroom I ask them to think of thoughtful questions to comment and have a conversation with their peers and I get a lot of “true, true, I agree”, or one simple question. Their responses are always well developed when I ask them a question but if they have to ask someone else a question they have no idea where to start, and honestly they don’t know why they would need to. Then in the box on the right we’ve got kids who have no idea what a chat is for any reason other than to literally say Hi, how are you. Yes, they have been told you can collaborate and chat about your project or you assignment, but they don’t really know how to do that. Keep in mind, I teach junior high (which for you junior high teachers you get why I’m putting the misnomer) but, I think this a problem beyond middle school.

So, instead of avoiding having students ask questions just because it can be difficult and time consuming, let’s conquer it head on. Here are some ideas I have come up with…

1. Give students a sample list of questions and tell them to add questions they come up with or they hear from you in class.

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2. Model, model, model. Show them how to use Google Chat effectively, take a PD presentation during staff time and use Google Slides Q and A. Save that conversation and show it to your students.  (PLUS, what a better way than just having a Principal or Teacher present!)

3. Like I said in the Google Slides above, STOP when students don’t ask questions correctly and use this as a negative model. If we keep letting it go, it will keep happening!

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See my question above, this is appropriate conversation. The comment that just says “yes” doesn’t really tell me much kids.. How can we fix that? 

4. Bring in a guest speaker through Google Hangouts or into your classroom and have them practice.

Well that’s all I’ve got folks.. if you have other suggestions or resources please holler below! Hope this helps and you see some success with students.

 

highlighter

Hyperdocs making Group Projects: Accountable and Creative

If you don’t know what a Hyperdoc is.. Hi, STOP! Go read Karly Moura’s blog because it’s pure gold on Hyperdocs. Then go look at my Hyperdoc home page and read some ideas of what could go into Hyperdocs.

Now, you may have thought, Hyperdocs are great individually paced differentiated learning tools, you would be correct. But they are also WONDERFULLY packaged group  projects that hold students accountable for completing work before they meet with the group and track student progress throughout the time. Let me show you what I mean…

For a longer group project Hyperdoc I always start out students with an individual section they must complete before they get into their groups. This ensures that students are not taking advantage of what the group has to offer and no one is exploited into doing all of the work from the beginning. This forces students to bring content and knowledge into their group and has resulted in MUCH better conversation and ideas from the get go. So here is an example of what an individual section of a Hyperdoc may appear as…

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(images would link to sites and Reform Movements would link to a pdf on some major reformers)

While this may appear very simple, many teachers want to get students started SO quickly in group work and activities that they skip students forming knowledge for themselves at their own pace. This is SUCH an important part of the process and students need this time to develop their own understanding before they can get into a group and start taking it into deeper levels of thinking forming opinions and creating with that content.

Step two of many of my group Hyperdocs is to get students into groups based on choice. I often will create a Google Form that is linked to the Hyperdoc that asks them to focus on one topic that they would like to study further and students are grouped that way. In the example below students are already put into groups/partners and are just selecting their choices on the form.

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Now that students have had some choice in the matter it’s time to use group time effectively. Students already have a foundation from their individual content or research done, but as a group they will build upon that knowledge now that they have a specific topic chosen. I always provide new group directions in a Hyperdoc that group members will go over before they divvy up work so that they have clear direction of what to do as a group. I will usually post this as a link to a Google Doc embedded into the Hyperdoc.

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Just because students are in a group doesn’t mean that they don’t still need individual responsibilities still. In those group directions or new group document I always make sure students have their own copy and must complete and turn in that document to make sure every student is accountable! This is especially during the planning process if students are creating something. 

Now this is the time in the project where students have researched as a group and have all of the content down and need to take it to a higher Bloom’s Taxonomy Level of learning. Students will then work as a group to create something (in this lesson it is a Public Service Announcement on a reformer, in another lesson it may be a timeline of a war in story format). Whatever it is, this is the time where you need to give the group choice in how they create what they create. Examples are DEFINITELY necessary, so make or borrow some already created ones and have the whole group watch and critique those. 

List LOTS of different applications or websites groups can use to create what they would like. I usually give them 5 options as to not overwhelm and have one option be other so if they would like to explore further they may. Usually I do it in this format so that students can just click on the pictures that are embedded links to try it all out before they create!

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Then they create something amazing and they work forever long at school and home and ta-da amazing group project. Anywho, hope this helped. I love Hyperdocs, I love ditching the textbook and designing authentic learning activities like this! Hope this helps.

slidebooks

Technology and Interactive Notebooks

This is 100% inspired by Ditch the Book writer Matt Miller using sketch notes and incorporation of technology. Go check him out if you haven’t already.

Now, on to what has worked in my room..

computer-and-pencil1Student’s need to use both the PENCIL and the COMPUTER. Interactive notebooks work SO SO well with full GAFE implementation.

What are Sketch Notes?

Sketch notes are awesome if taught correctly. To start students out I show them this video that kind of teaches them the difference between doodling and sketching with a purpose.

Now, since I have ditched the textbook I would have them take Sketch Notes using the technology. For example, as an introductory unit to Industrial Revolution students are reading a poem on the Industrial Revolution and annotating that as a whole class. After completing that it would go in the left side of their interactive notebook, because left side is kind of like whole class left brained stuff while right side tends to be individual student created stuff. If you need help here..

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What technology goes with the Sketch Notes?

My two favorite technology tools to have students do Sketch Notes with are Hyperdocs (as maybe a culminating activity at the end of the Hyperdoc) OR Slidebooks. Not all of my Hyperdocs are like this, but say a Hyperdoc with some reading, activities, and videos ask students to take notes on the side. They could choose to do that OR they could take sketch notes in their interactive notebook. Choices! Here’s an introductory Slidebook to the Industrial Revolution by the awesome Matt MacFarlane (I have a few posted on my site, more to come.) You could have students use this at the beginning of the unit to take sketch notes to preview what is going to come. My students LOVE the freedom of their notes and the ability to work at their own time on each slide.

Can students really use both at once?

You might think, too much multi-tasking come on. I have found that students remember much more for some reason and perform higher on task when using both the notebook and the computer in comparison with just Google Drive notes or just the interactive notebook and a worksheet or textbook. While this is just the very beginning of students starting their sketch notes look how well they work and flow from computer to text.

highlighter

Read & Write for Chrome saves my life..

ReadWrite-logoThe extension that saves the day in many cases just happens to be read&write for Chrome. You might be thinking, cool Kendra it highlights, anything can highlight, and we have to PAY for it!?

Well.. it comes with a free trial for students.. which I’ve used up. I haven’t bought it for students yet, but let me just tell you how much I love it for the FREE stuff that stays on your computer past the free trial.

What does it even do and how do I download it?

Once you’ve downloaded by clicking on that link, and added it up top you need to agree to run by clicking that blue agree button when the box pops up. Now, whenever you want to use read&write in any Google application, website, or more, just click that purple puzzle piece and it will begin.

RRAddressBar(Only place I have found it doesn’t always work are pdfs) Once you have clicked that puzzle piece, it should open up the menu. The menu will have all features for the first 30 days with an .edu email, and after 30 days you will still have access to the audio portion.

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Read & Write has become basically an aid in my classroom.

All that I have left because I don’t pay for r&w for my students is the pause and play, but can I tell you how important that is for my students with IEP’s? I have over 5 kids in each one of my periods that are supposed to have each test read to them. How am I supposed to do that all at once?! Oh wait, put the test in Google Forms, and have them press play. The test is read to them, not by me, by the COMPUTER! It’s not a regular robot who just reads the whole page and kids have to keep up. Students can highlight with their cursor what they want read and then press play. One question at a time! Or, maybe they do the whole page but use that handy stop button to stop at each question. Maybe they need the questions re-read to them but are too afraid to ask me to do it because I’m a human. They aren’t afraid to ask a computer to re read the questions, not embarrassing!

I love it for tests, but it is also helpful for articles and difficult primary source readings. My English Learners benefit from hearing how words are said, and sometimes a first read on their own when they are four to five grade levels before reading level is just impossible. My students are at a place where they don’t need to be told to use it, if they need it, they just open it up.

Yes, yes, I know Google Docs has voice feature now.. but if you want EVERY site, every thing to be read, just use this! Plus for 30 days your students have  four sweet colored highlighters, a dictionary, picture dictionary, fact finder, and collector of highlights. Teachers, you get all of these things for FREE for LIFE. Register HERE!

and then once your students run out of their free trial: Just download Clearly to highlight. Let me know if you found anything else that saves your life like read&write does for me! 🙂

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5 Ways to Make Group Work More Successful (using TECH)

Sorry it’s been forever and a day since I have blogged last. I have been working extra hard on getting my website up and running and creating tutorials for you! (If you haven’t seen all of this stuff go back to home and check it out ASAP) Give me feedback on what you have seen, what you need help with, and keep introducing me to new applications to use in the classroom with my kids. Anyway, on to the point of today.. 5 ways to make group work more successful! Our district is PUSHING group work as it is a HUGE part of the Common Core Standards and just makes our students more thoughtful learners, so here’s a few tricks I have found that just plain work (hint: they all involve tech!)

1. Give students an individual task that must be completed before they get into groups.

For my class I almost always require students complete a simply Hyperdoc on a lesson before they are able to get into their groups. Why do I do this? Students must bring in some knowledge to actually assist the group in whatever they are doing that day. If students have yet to complete any work on their own, they have nothing to contribute to the group. In order to ensure everyone can actually have a conversation on the content and have FACTS (not just opinions!) to back something up, they’ve got to complete a Hyperdoc. For example, before students were able to get into their Mexican American War groups to create a lesson to teach other students about the Mexican American War, they were required to complete this hyperdoc:

2. Give students incentive by letting them pick what program they will use to create in groups.

Now I always give my students some ideas of what they could do. Let’s go back to the Mexican American War project, I gave ideas like you could create a comic on the Mexican American War, you could create a Prezi timeline, or a podcast telling the story of the war. Students want and need the options to see what you expect, so don’t just leave out options. I’m just saying let one of the options be you come up with something better than I could even come up for you. Make it a challenge. You will see students come alive in trying to make something better than you would have expected. Take this Youtube video for example that students wrote a script for and filmed in less than 45 minutes.

3. Provide a place for students to record ideas and group conversations.

Students need to be able to reference back to what was said in their groups. This is why students should be using Google Docs/Slides/whatever and opening up the chat box in order to write down some of the things that are said to each other. If a student wants to share a resource with everyone else they can do that in the chat.

caution.gif Google Chats will disappear when students log off for the day or exit out of their document or slides. Make sure you let students know they need to save any resources or important things said in the chat somewhere else. Google fix this please?

Another place you can go as a blank wall for groups is Padlet. Students do not need to login, and can access what they post on that blank wall anywhere as it creates a link for anyone to access. Videos, links, text, and pictures can all be posted EASILY and seen between all group members (and YOU teacher!)

4. Check in during and at the end the project on how all students feel as group members.

As you all know students can get a bit touchy during group projects if they don’t feel their opinions are being valued or if they are doing too much work. There are plenty of ways to check in on how a certain group member is doing privately without awkwardly pulling them aside away from their group so they do not feel as if they are tattling. You could privately message them on Google Classroom or send them a simple email. Or, send them a Google Form at the end of their group project to assess how they worked together and get feedback on the project.

5. Have students turn in their project on Google Classroom and grade as quickly as possible.

Wait, this doesn’t have to do with students this has to do with us! Sort of. Students need to hear feedback on group work in a manner of time where they will remember how well they worked with their group members. Sometimes we get behind and push grading those group projects back because we think it takes longer (which it may!) but create a rubric early and get it done as soon as possible. Provide some time in class to point out the positives (maybe even video recording positive group examples) so that the next time you do group work your students will have high expectations for themselves!

storybird

Writing stories to younger grades to simplify concepts

Sometimes your standards have you teach things that are FAR beyond your student’s developmental level. I feel that way when I teach pretty much all of US History to 8th graders, especially government. So, when I taught the Bill of Rights I thought.. how can I simplify this for an eighth grader to REALLY get it.

I started with a super simple hyperdoc that had students view the Bill of Rights and draw symbols into their interactive notebook. You can look at this hyperdoc here:

Now, here comes the fun part. After students understood the Bill of Rights they were asked to simplify it SO much that a 2nd grader could understand the Bill of Rights. In order to do that students used a website called Storybird to create a storybook teaching a second grader about some of their rights in the Bill of Rights. Storybird is AWESOME, pre-made pictures that students can choose to put into their stories (so it doesn’t become a five day project) and easy to use typing features that any age student could use! Students had to decide how to simplify these difficult rights so that 2nd graders could understand it, but if I wanted I could have picked any level of students (5th graders to 2nd, 2nd to Kinders) it works with whatever age!

Here are a couple pages from one of the books published..

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Writing the story wasn’t enough.. the class then voted on the best stories written and we had five winners. Those five winners walked over with me to the elementary school and actually shared their stories with 2nd graders! Talk about collaboration! Both age groups loved using the iPads to read their published stories (and if I had my act together I could have even bought the stories in a printed book.) Viewing the stories on iPad are pretty easy though, and we used Chromebooks to create the stories and it worked wonderful. Signing up is easy, and the students really felt like they created something. So much fun for every grade, try it with your students today. 🙂