Webb Leveling Questions

A colleague recently shared this document from the SD Department of Education website. The first two pages list the verbs that tend to be paired with each level and explore how to plan lessons that cover multiple levels. What I really like is the second half of the document. Pages three and four provide not only a more in-depth list of descriptors for each level, but also questions that correspond with each level. This is a great resource for thinking about what level of questions are being asked during the class period; it could also be helpful when writing a test to make sure questions are asking for higher level thinking.

Use of Online Textbooks

If you currently teach a course with a district textbook...

I would greatly appreciate one minute of your time. I am trying to get a rough idea of how many teachers connect their students with online access to the district textbook. If you have a moment, would you please take this survey? I swear, it really will only take one minute of your time! There are only three questions, and they are checkbox answers. It probably took you more time to read this post than it will take you to complete the survey.

2015 Optimist Oratorical Contest

The Sioux Falls branch of the Optimist Oratorical contest needs our help! The deadline for students to apply is next Monday, March 2nd, and the numbers are lacking. If you know of any student(s) who would consider giving a 4-5 minute speech in the hopes of earning scholarship money, please share the below contest flyer with them. (Currently, odds of winning are in their favor due to low numbers!)

2015 contest flyer and application information

Fate-Led Critical Thinking?

Remember making these? Origami fortune tellers (aka cootie-catchers) were all the rage back in, what...middle school? Maybe further back in elementary school? Bet you didn't anticipate that they would make a comeback as an interesting way to approach critical thinking!

The inspiration for this post came from a Romeo and Juliet lesson I saw by Creative English Classroom on Teachers Pay Teacher. (For $1, you can get her digital template, but you can easily make your own for free.)

The origami fortune teller fits quite nicely with a story like Romeo and Juliet where fate, destiny, the stars, and the like play (possibly) a large role. Students use the fortune teller (fate?) to lead them towards critical thinking questions about the text. It could be used as an actual in-class activity (a humorous way to approach pod discussions?) or the fortune teller could be available for those who finish early and need something productive to occupy their time.

If it has been a while since you last made one (or if you have never made one!), follow these folding instructions. (If you don't have square paper, you can start with a normal 8 1/2 x 11. Once you do the first large triangle fold, cut off the extra paper above the folded section.) Follow the directions through step 11 ("Write the numbers 1-8...") and then adapt according to your needs. Suggestions for adapting follow the illustrated instructions.

Possible Adaptation:

In step 12 ("Add your 8 fortunes..."), replace the fortunes with your set of critical thinking questions.

In step 13, replace the color or object with a symbol or word pertinent to your lesson. (For Romeo and Juliet, it could be character names, the family names, or words such as love, hate, fate, etc.)

Possible critical thinking statements/questions for Romeo and Juliet fortune tellers can be found in this previous post. The critical thinking questions listed below are adapted from questions I've used in the past and the Teachers Pay Teacher lesson. Really, you could use any set of questions.

• Was Juliet's nurse a good friend? What does she (or doesn't she) do to make you feel that way?
• Do Romeo and Juliet truly fall in love? What is your definition of love? How do they fit (or not fit) your definition?
• Do Juliet's parents truly love her? Why or why not?
• Who/what is most at fault for the deaths of Romeo and Juliet? Why?
• How could Romeo's parents have handled the situation better? How could Juliet's parents have handled the situation better?
• What would be the best alternate ending to Romeo and Juliet? Would your ending improve the play? Why or why not?
• What is Friar Lawrence's biggest mistake?
• Which character makes the wisest decisions throughout the play? Explain the wisdom behind the decisions.

Opinionated Romeo and Juliet Discussion Statements

I came across a few opinionated statements regarding Romeo and Juliet this afternoon, and it occurred to me that they could be great fodder for Socratic Circles or pod discussions. They are worded in a way that students would be apt to respond strongly one way or another. Plus, they would have to practice bringing evidence to the table. Without further ado, here are the (mostly) statements from Trent Lorcher at BrightHubEducation:

• Love vs. Lust: Romeo and Juliet are obsessed, infatuated, out of control, and irrational. Sounds like lust to me.

• Prejudice: The feuding families create tension and conflict, not unlike feuding cultures in today's society.

• The Role of Fate: Shakespeare calls the two lovers "star-crossed." Does fate, however, play a greater role than the numerous stupid choices made by Romeo and Juliet?

• Book Smarts vs. Street Smarts: Friar Lawrence knew a lot. Most of it was useless. After all, he had no real world experience. He just walked around all day collecting herbs.

• Suicide: It's the gigantic green elephant in the room. You might as well talk about it.

• The Role of Women: Verona society did not hold much for women, which makes Juliet's strength stand out even more.

• The Role of a Husband: Romeo's weakness dooms the relationship from the start.

• Friendship: Romeo's friend, Mercutio, causes his banishment. His other friend, Friar Lawrence, causes his death. Juliet's friend, the Nurse, abandons her in her time of need.

• Communication: Juliet and her father need to sit down and have a nice long talk.

Happy discussing!

One Book South Dakota 2015

If you happen to be looking for a novel idea for yourself (or possibly for your classroom?), here's a modern title you might consider.

Each year, the South Dakota Humanities Council seeks to promote unity through literacy by encouraging communities around the state to read and discuss a selected title, and to build upon the experience by hosting connected events. Ordinary Grace by Minnesota author William Kent Krueger was recently announced as the 2015 selection for One Book South Dakota. Amazon describes Ordinary Grace as "a brilliantly moving account of a boy standing at the door of his young manhood, trying to understand a world that seems to be falling apart around him. It is an unforgettable novel about discovering the terrible price of wisdom and the enduring grace of God." (Click here to read the rest.)

Ordinary Grace has received many awards, including the Mystery Writers of America's 2014 Edgar Award, which is bestowed upon the best mystery novel published during that year. The New York Times bestseller also boasts receiving the Barry Award, Anthony Award, DILYS Award, and Macavity Award for Best Novel.


And, if this particular title doesn't sound like a great fit for you (or your students), you may wish to check out the past One Book South Dakota titles.

*Please note: I have not personally read Ordinary Grace; please use at your discretion if considering this book for your classroom.

Calling Mulligan

Oops! Calling Mulligan is actually nothing like calling the Culligan man.

As someone who is not a golfer, I did not fully understand the title of this article until I read the piece (and then looked up the origins of the term). In ASCD's "Education Update" newsletter, the last page features a "Road Tested" technique or strategy from an educator. February's road tested idea focuses on two discussion/questioning techniques as explained by Lisa Arter in "Calling Mulligan! Two Rules for Dynamic Discourse."

In this quick read, Arter, a former middle school teacher and current college assistant professor, explains her version of academically "calling Mulligan" and the 5 Rs of Academic Discourse that she utilizes within some of her large group discussions. In short, calling Mulligan allows students to retract statements that come out wrongly or are misinterpreted, while the 5 Rs (respond, repeat, restate, rebut, reinforce) help encourage students to think more critically about their classmates' responses. If you'd like to hear more about these two ideas in action, take a few minutes to read her article.

The Big Read Book Resources

Each year, the National Endowment for the Arts selects one book to promote literacy across our nation. In their own words,

"The Big Read aims to address this crisis squarely and effectively. It provides citizens with the opportunity to read and discuss a single book within their communities."

Through The Big Read, communities may apply for grants to host events connected to the year's book. But the biggest draw perhaps is this: even if there are no events in your area, The Big Read provides (free!) online access to some fantastic resources for both current and past books. These books include both classics and modern literature, so if you are looking for some new resources, you may want to check out their website. The books currently include:

• Adventures of Tom Sawyer, The by Mark Twain
• Age of Innocence, The by Edith Wharton
• Beautiful Things that Heaven Bears, The by Dinaw Mengestu
• Bless Me, Ultima by Rudolfo Anaya
• Bridge of San Luis Rey and Our Town, The by Thornton Wilder
• Brother, I'm Dying by Edwidge Danticat New for 2015
• Call of the Wild, The by Jack London
• Death of Ivan Ilyich, The by Leo Tolstoy
• Fahrenheit 451 by Ray Bradbury
• Farewell to Arms, A by Ernest Hemingway
• Grapes of Wrath, The by John Steinbeck
• Great Gatsby, The by F. Scott Fitzgerald
• Heart is a Lonely Hunter, The by Carson McCullers
• Housekeeping by Marilynne Robinson
• In the Time of the Butterflies by Julia Alvarez
• Into the Beautiful North by Luis Alberto Urrea
• Joy Luck Club, The by Amy Tan
• Lesson Before Dying, A by Ernest J. Gaines
• Love Medicine by Louise Erdrich
• Maltese Falcon, The by Dashiell Hammett
• My Antonia by Willa Cather
• Namesake, The by Jhumpa Lahiri
• Old School by Tobias Wolff
• Poetry of Emily Dickinson, The
• Poetry of Henry Wadsworth Longfellow, The
• Poetry of Robinson Jeffers, The
• Shawl, The by Cynthia Ozick
• Stories and Poems of Edgar Allan Poe, The
• Sun, Stone, and Shadows edited by Jorge F. Hernandez
• Their Eyes Were Watching God by Zora Neale Hurston
• Thief and the Dogs, The by Naguib Mahfouz
• Things They Carried, The by Tim O'Brien
• To Kill a Mockingbird by Harper Lee
• True Grit by Charles Portis
• Washington Square by Henry James
• When the Emperor was Divine by Julie Otsuka
• Wizard of Earthsea, A by Ursula K. Le. Guin

The Big Read offers a variety of resources for each book, including a Reader's Guide, a Teacher's Guide, and a Media/Audio Guide. Within those guides, you gain access to resources related to the book's author, content, and historical and literary contexts. There are also lesson plans, discussion questions, and project ideas. If you happen to teach one of the above authors but not that particular book, the resources may still be worth checking out.

Research Paper Blendspace

Last spring, I put together this Research Project Blendspace for English IB students who needed to work more independently for various reasons. It is geared more towards the English I level in terms of introducing some of the concepts, but there may be pieces that can be spliced out for other classrooms, depending upon student needs.

If you'd like to use the Blendspace in its entirety, there is an accompanying Google document that provides students with places to record their learning, think critically about the content, and apply the information to their specific research topic.

Happy Blending!

Sorcerer's Apprentice Creative Writing Camp

The Dakota Writing Project's Sorcerer's Apprentice Creative Writing Camp is set for this spring! It typically takes place in the fall, but this year, it will be in March and expanded as the Dakota Writing Project pairs up with the Vermilion Literacy Project.

The camp itself is a one-day workshop for high school students with a genuine interest in writing and will take place on Saturday, March 28. This workshop is intended to bring "together high school writers with dedicated teacher-writer professionals...for a day of writing and collaboration that promises to be a magical apprenticeship." Throughout the day, students will have the opportunity to explore a variety of creative genres and partake in revision exercises. The day culminates with a chance to perform the day's work.

New this year is an expansion to include a few Friday events on March 27th. A 3-hour writing marathon will kick-off the day at 12:30, followed by a reading by USD faculty member and published author Natanya Pulley at 4 pm. The day will culminate with a poetry slam that evening.

If you have a student who may be interested, please encourage them to explore this writing opportunity. The camp website has not yet been updated, but eventually, more information will be available here, along with the registration form. In the past, student registration fees have included the workshop, a camp t-shirt, a copy of the Vermilion Literary Project magazine, lunch, and workshop refreshments. There are scholarships available for students with financial needs; please email dwp@usd.edu for more information.

Shakespeare: Uncovered (Season 2)

PBS is in the midst of a second season of Shakespeare: Uncovered. A series of six episodes, PBS has paired well-known faces who have experienced Shakespearean theatre first hand with their respective plays. Tonight's episodes feature Morgan Freeman with Taming of the Shrew (9 pm CST) and David Harewood with Othello (10 pm CST). If you are unable to tune-in tonight, PBS does offer the videos free online after they have aired. PBS also has various resources available for each episode. Both videos and resources can be found here.

Still to come in season two are Antony and Cleopatra and Romeo and Juliet, which will both air next week on February 13 starting at 9 pm CST.  Last week's episodes, A Midsummer Night's Dream and King Lear, can be viewed at the PBS website.

Other Shakespeare-based resources can be found on the PBS Shakespeare: Uncovered - Education page. These cover topics such as character analysis, women in disguise in Shakespearean comedies, the use of soliloquy, and moral/ethical dilemmas within Shakespearean characters, just to name a few.

Season one is also available online and includes Macbeth, the comedies, Richard II, Henry IV & V, Hamlet, and The Tempest.

Auschwitz: 70 Years Later

The end of January marked the 70th anniversary of the liberation of Auschwitz. The above video was captured by a drone that BBC News flew over what remains of Auschwitz (~6 min). Survivors and family members visited the site in remembrance, and other events took place the last week of January to commemorate the liberation. The BBC published videos and articles documenting these events.

If you are working with Elie Wiesel's Night or are examining social injustices, you may want to see if any of the resources tie in with your discussions.