Linda+Wawrzyniak

I would like to preface my entries with the fact that I do not currently have a Smartboard in my classroom. These lessons were conducted using my computer and an LCD projector. Student volunteers did the clicking, moving, etc throughout the activities.

I have used a “manipulative” version of this activity for several years. Small groups of students receive a group of envelopes containing progressively more complicated sentences. The sentences are cut into word chunks and students first unscramble the chunks to put the sentences back into correct order. I can teach several different grammar concepts from this one activity. Students realize that sometimes word order can change the meaning of a sentence and sometimes not. Students can identify different parts of speech. Students look for “clue words” and placement to help identify a particular part of speech such as “a” and “the” pointing to a noun. When I used this Smartboard activity, I found the entire group stayed more engaged. They would shout out corrections in the order. They heard reasons justifying moving words to other places in the sentence. Students helped other students by explaining key concepts – “No, that doesn’t make sense – garden has to be moved because it describes what kind of tool.” They were constructing their own understanding of words and sentence structures. This would make an excellent warm-up activity or small group rotation activity to practice these skills independently.
 * Sentence Scrambles**

[|Sentence Scrambles.notebook]

Each year in our noun unit, there are several students who have struggled with being able to identify the difference between a plural and a possessive noun. This year I gave a pretest to identify students that needed extra practice in this area. Instead of more worksheet practice, a small group of students completed this activity as a quick review and practice. They were all engaged – watching others when it wasn’t their turn, predicting the correctness of the answer, etc. In fact, some of the other students were busy watching the small group instead of reading their SSR books. I like the fact that the vortex is self-checking. I could see this being utilized in a more individualized setting as well – possibly independent practice on a classroom computer or ipad.
 * Plural – Possessive Vortex**

The vocabulary words for our reading selection “The First Emperor” are extensive – ten words. After our initial survey of the text, students usually complete vocabulary webs for each of the words – writing the definition, part of speech, synonym, and the sentence from the text. This usually was followed by a lengthy whole class review where students shared their various definitions and synonyms. It was difficult to maintain student engagement throughout this activity in the past. Last year I had even made a note to change this vocabulary activity to a more student friendly activity. I have used the “Riddle Me This” idea in the past as an alternate spelling activity. I like it because in using clues to identify the words, students are forced to look closely at prefixes, suffixes, base words, double letters, syllables, phonemic patterns, and parts of speech. So I created a series of four clues for each of the ten words using the information they should have gathered from completing their vocabulary webs. I did this as a whole class activity. One person was the “clicker” and revealed the clues one at a time. Rather like “Name that Tune,” students stood up to indicate they knew the word as soon as they were 100% positive based on the clues shown. I asked the first student who had stood to say the answer, and asked anyone who agreed with them to move next to them. The movement created some chatter but most classes settled down quickly as we moved on to the next clue. The “clicker” would reveal another clue to verify the student’s initial response. At times, the students were wrong and had to sit back down again. Some words needed all of the clues revealed while other words needed just one clue revealed. Student engagement was very high. Several comments were made about “how fun this was” during each class. It also provided an excellent on the spot review of various grammar and spelling terms. One drawback is that it took up nearly half of a class hour. In the future, I would like to see this activity done independently as an individual review or part of a center activity.
 * [|Plural-Possessive Vortex.notebook]**
 * [|Plural-Possessive 2 Vortex.notebook]**
 * Riddle Me This – First Emperor Vocabulary**

[|Riddle Me This - Emperor Vocab review.notebook] During our persuasive unit, students learn about the three basic persuasive appeals and common errors in logical or emotional appeals. I developed this notebook file to introduce students to these concepts. I basically combined the student notes page I formerly used with the ad samples and internet links that I have collected over the years. I added a "vocabulary check" midway through the presentation as a quick review of the important terms. Students enjoyed coming to the board (my computer since I don't have a smartboard) to match terms with definitions. I did like how all the resources I wanted to show students were combined in this one file - I did not have to switch between word documents and internet links. It became a much smoother presentation to students. The students enjoyed the "fade away" revealing of the terms they needed to write in their notes. I felt the ads and video links were much more effective this year since students could see the direct link on the corresponding topic page. They also didn't have to wait for me to fumble through a bunch of open internet tabs to play the correct link! After giving the first noun quiz on common, proper, and replacing common/proper nouns, it was apparent the several students were confused between a noun to replace (such Europe for country) and a noun category (geographical locations). I created this “Concentration” game to give the quick students extra practice. Once again, a handful of students completed this activity while I was working with the larger group. Engagement was high as well as some frustration as to their memory skills! I also liked the cooperation and teamwork I saw between the students. They helped and encouraged each other throughout the game. [|Proper-Common Noun concentration.notebook]
 * Persuasive Appeals and Bad Arguments Notes**
 * [|Persuasive Appeals and Bad Arguments.notebook]**
 * Common-Proper Noun Concentration**