Since it is a holiday weekend for most, I thought I would take a break from eating chocolate and jelly beans…mmmmmm jelly beans and make two videos on how I utilized my wikispace in the classroom.
In my classroom, I found my wikispaces to be a great source of collaboration and student engagement beyond the classroom. Students were always connected to the classroom – which they hated – and rarely had and excuse for not knowing about an assignments. Plus, as a teacher, it helped with my organization. Gone were the days of file cabinets and manilla folders!!!
Classroom wikis are free and easy to set up even for those who don’t describe themselves as “tech savvy”. It also works as a forum in which parents can look in on the classroom and keep up to date with student progress. I made sure to set up my wiki as private and allowed access through teacher invite only. Before I started this wiki, I consulted with my administration, technology director and parents. Anytime you venture into the “Interweb” (as my parents like to call it) it is good to cover your bases with the higher powers. I also invited all of my parents to join the wiki. This was partially done through back to school night. Parents would sign in with their name, student name and e-mail. I then explained to them what a wiki is and how we would be using it in the classroom. Parents were very receptive to this idea and loved having a consistent stream of classroom updates.
For my students and parents I first showed them a common craft video that simply explained a wiki.
After the video I prompted students with several questions:
HOW CAN WE USE THIS IN A CLASSROOM?
WHAT ARE THE BENEFITS OF A WIKI?
WHAT ARE THE NEGATIVE ASPECTS OF A WIKI? AND HOW COULD WE IMPROVE THEM?
HOW COULD YOU USE A WIKI OUTSIDE OF THE CLASSROOM?
Students provided great responses that generated a lengthy class discussion. I then modeled the basic elements of a wiki and provided a screenshot hand out that I made for them to reference in the early stages of accessing, using and posting on the wiki. Overall it was a success!
Provided a central hub for all class updates, projects and handouts
Great for student and teacher organization
Allowed parents to keep current with class assignments
Set aside at least one or two class periods for initial wiki introduction and set up. It may seem like you are distracting from teaching, but will benefit in the long run.
Consult administration, technology director and parents before using web based forums for classroom communication
Include Parents in the wiki!!
Here are two videos that I made through the use of JING and screencast.com. These are two great free resources – that allow upgrades to pro accounts – for any classroom.
I thought for my first official post on this site I would entertain my readers and fellow teachers with a new way to look at William Shakespeare’s Hamlet. Last spring I decided to turn Shakespeare’s world upside down by utilizing the “common craft” technique to storytelling. If you have not visited Lee LeFever’s website, please do now! Pass GO, collect your $200 and get to Common Craft!!!! Ken Rodoff, our technology coach at Springfield, introduced me to this site and we were both impressed by the simplicity and ability to glean difficult concepts via Mr. LeFever’s videos. We pondered….”How can we bring this concept into language arts?” Then we came up with this…
Hamlet in Plain English
If you are reading this, you…
A) …are alive.
B) …passed reading class a long, long time ago.
C) …just watched a witty Common Craft video.Yay!
Take a theme from Hamlet and create a Common Craft-esque video that represents your theme.
We will use class time to create this project, and we’ll have many special guest appearances by Ken Rodoff, aka the Lord of the Wiki! In class, we’ll break down each day into a different task. And at the end, we’ll screen our films.
1. Select a theme. We have discussed many themes threaded throughout Hamlet. Your job is to select one and propose your initial idea to me.
2. Once you have your theme, you will gather at least five textual examples that represent this theme. I want to see the act, scene, and line numbers.
3. Once you have gathered the textual evidence, you will organize it into an outline that you will eventually translate into a storyboard.
4. Create a storyboard. The storyboard will serve as the blueprint for the film. You must provide pictures along with the script for each storyboard scene. I must approve the storyboard before you begin filming.
5. After you have created your storyboard, you will begin to gather and create elements to use for the film. Keep in mind that you are using the blueprint of a Common Craft video to convey your theme simply. You may use a variety of options here.
6. Once you have completed all of the aforementioned tasks, you will begin filming.
Filming should take one class block. I suggest filming in sequential order to expedite the editing process.
7. The final stage of this project will consist of editing the film and doing the voice-over recording. This will be the longest stage of the project and will require a lot of input from all group members.
8. After you’ve finished your films, we will screen them all in class. We will show the films not only to our class but to other classes as well.
White board and storyboard
Laptop or desktop computer
Video Camera and Tape
Microsoft Movie Maker
Microphone and Audacity Sound Editor
The following are criteria for grading this project:
There is evidence of collaboration during research, storyboarding, filming, and editing.
The storyboard is clear and has extremely specific scenes and quotes. It identifies your theme and shows that your scenes reinforce and demonstrate that theme.
You do all your work within the allotted time. This includes your storyboarding, filming, and editing.
The film’s scenes sync up with the storyboard.
The storyboard is well written and free of grammatical and mechanical errors.
The film is at least one minute long, but not longer than two minutes.
Group members show that they had a good time and thoroughly enjoyed this “super happy-rific” project!
The entire project will be worth seventy points per group. Each group member will also anonymously grade the other members on their individual performance in the group. I will provide a rubric for this procedure.
Eureka! Shakespeare is fun, cool, collaborative, visual and engaging to senior, honors English students!!!
This lesson was introduced after we completed the reading and viewing of Hamlet. In class we would read and analyze the play. Each night students would read a section of the play and bring in their interpretations of what they felt were critical passages in the play. At the end of each Act students were quizzed on specific passages in which they had to identify the players, context, literary techniques used in the passage and a thorough analysis of the passage. Also, at the end of each act students were shown the Kenneth Branagh version of Hamlet.
Once we finished the play I started the Hamlet in Plain English lesson by showing my students one of Mr. LeFever’s Common Craft videos. I then asked, “Describe this video in one word.”
Some of the responses I received….
Then I asked them, “Why did I show you this video? Taking into consideration the current unit we were discussing.”
IT IS EVERYTHING SHAKESPEARE IS NOT
This was my inciting incident! With that student response the lesson was underway!
I want you to make a common craft video that focuses on a theme in Shakespeare’s Hamlet and make it CLEAN, SIMPLE, CLEAR, EFFICIENT, CLEVER, BASIC, PAINLESS!
I then handed them the aforementioned criteria and we were off. Here is an example of one of the videos and also the winner of Best Picture and Best use of Humor. Enjoy!
When we finished the lesson we had a screening day where I showed the films from all three of my English classes. We also held a mini-Oscar Award show in which students voted on categories such as, Best Picture, Best Editing, Best Use of Humor, etc. This day was a great conclusion to my Shakespeare/Hamlet unit.
Positive Outcomes of the Lesson
Student collaboration and engagement with the play
Understanding a complex text and its literary merit
Finished product students could share with friends and a teacher could model to other students.
Several videos that a teacher could show to Special Education students for a language arts lesson on Shakespeare.
This can be time consuming so make sure you provide your students with a time schedule. Creative productions can drag on if not properly time stamped.
If you have a tech coach in your building, make sure you sign up for his or her assistance!
Understand your video equipment, sound equipment and editing software on your computers! It is best to present a mini lesson on all of these tools before going forward. It is best to have the tech coach present with you if this option is available.
Any questions or comments on the lesson you can leave below or if you would like a PDF of any of my handouts from this lesson please feel free to e-mail me at firstname.lastname@example.org.
iTeach will be a forum for educators who are interested in synthesizing their content and curriculum with web 2.0 applications. There will be a variety of lesson plans from various disciplines and grade levels. It is my hope, that this site will generate creativity and progress in the classroom of the future as well as stimulating collaboration between educators all over the world.