First Day Activities: Get-to-Know-You Activity & Room Procedures Scavenger Hunt

Happy back to school season! I am currently feeling that special kind of tired which is end-of-the-first-week-back-at-school-tired. I’m trying out a few different activities this year, including my first breakout escape room game which I purchased from Teachers Pay Teachers.

The typical boring first day routine for me goes: icebreaker, syllabus, procedures, homework/regular teaching. I definitely wanted to change things up this year, but I needed to plan appropriately. For one, my sophomores don’t usually need a normal icebreaker activity. We only have about 50 sophomores so they already know each other, but I need to get to know them.

I came up with an introductory activity that takes about 10 minutes, which lets me get to know them in a not-too-cheesy way.

First of all, I made sure to have lots of pieces of construction paper on hand, as well as many markers. I asked students to draw a large circle in the center of their paper, then a vertical line above and below that circle, as well as a horizontal line to the left and the right.

On a powerpoint, I put the following instructions:

In the top left square: Write a list of strengths that you bring to class. These could be subject-related (i.e. I’m a fast reader) or personality-related (i.e. I’m fairly organized).
In the top right square: Write a list of weaknesses that you bring to class. Again, these could be subject-related (i.e. I really struggle with poetry) or personality-related (i.e. I’m a huge procrastinator).
In the bottom left square: What kind of learner are you?
Visual: You learn through pictures and spatial images
Auditory: You learn through lectures and audiobooks or podcasts
Kinesthetic: You learn through activities and physical      movement
Musical: You learn through songs and music
Artistic: You learn through doodling and sketching
Logical: You tend to learn by applying logic and reason
In the bottom right square: What are some goals you have for this year? These could be English-related or more personal. Try to make your goals specific and measurable.
In the middle circle: Write your name and surround it with images and/or words describing your personality and personal favorites.

As I said, this activity only took about 10 minutes and the students enjoyed it overall. It gave them the option to work together but it wasn’t required. When the students finished we posted them on the whiteboard, but I made sure to take them down at the end of each class. I looked them over to learn about each student and will retain them to reference later when making groups.

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The other activity that I introduced this week was a scavenger hunt guiding students through the procedures and resources in my classroom. It took a lot of prep work but I made sure to keep it organized so it would be all ready for me for the future.

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When students walked into class I asked them to organize themselves in six groups. Before they began, I emphasized the following directions (printed on the front of each envelope):

  1. Read the directions carefully.  
  2. THIS IS NOT A RACE. Points are given for accuracy, and some tasks are worth more than others. If I see you spending too long on a task that isn’t worth it, I will move you along.  
  3. Complete the tasks as a group. Try to work to get everyone involved, and under no circumstances should you split up.
  4. Do not ask other students for help. If you are stumped, ask me and I will help you along.  
  5. Have fun! 

Each task led them to a different resource or routine in my classroom.img_9268.jpg

Task 1: On a sheet of paper, students had to write the classroom number of various teachers common on their schedules. Astute students were able to locate the school fire escape map located in by the door to answer the questions. They then had to submit the sheet into our class’ homework bin (which they also had to find on their own).

Task 2: Students had to find out homework posted on Schoology and write it in a planner or digital calendar program. Then they had to show it to me to get credit.

Task 3: This one was the longest. Students had to write a works cited for three resources stowed in my room: a copy of Animal Farm, the movie 10 Things I Hate About You, and a magazine article about our local area. Students were not allowed to look up citations online (especially on EasyBib!). Instead, they learned that I have MLA formatting and citation styles on my wall all the time. Hello, Credible Hulk! Once again, the works cited had to be submitted to the homework bin. img_9005.jpg

Task 4: We are a Christian school, so we have a class verse posted in my room and we start each day in prayer. For this task students had to pick a topic for prayer (I have a cup of them written on popsicle sticks) and pray as a small group. Then they had to memorize the class verse and recite to me without error.

Task 5: In this task, students had to find the absent folder, where extra handouts are stored for each class. In that folder I had hidden brightly colored paper. The group had to take out 3 sheets of paper and staple them together, then three-hole punch them. On the first page, they had to write the Word of the Week. On the second page, they had to write the day’s learning target. On the third page, they had to write the two schools I attended for my Bachelor’s and Master’s degrees (this was mostly to remind students that I kind of know what I’m doing in our classroom). Once again, this was turned into the homework bin.

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Task 6: The final task asked students to examine our syllabus. They had to write various information from our syllabus, including the books we read over the year, the five rules of the classroom, and my email address (with my name spelled correctly!).

Overall, this task took about an hour to complete all the way through, so it was a great way to use our block period. After everyone was finished we went through the correct answers together. The activity introduced students to the classroom procedures and helped me correct some common mistakes they make throughout the year, such as turning homework in the wrong spot, not knowing where to access extra materials, or resorting to EasyBib instead of using simple classroom resources to create a citation. Plus, I didn’t have to spend a half an hour giving a boring tour of my classroom!

I don’t have this resource as a downloadable item on TpT because it is so highly customizable to my classroom, but please feel free to adapt and use it in your own teaching!

My Journey Toward a Writing Center – Part Three

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After four months of observation, preparation, and prayer, the day arrived to open our school’s writing center. And despite our modest beginnings, we had six different visitors on our first day alone!

We opened at the beginning of January, and in the four months we’ve been open we have had over 150 different appointments. For a school with only 325 secondary students, that is astounding!

Here are some pics of our coaches in action.

 

So much of our success is due to our amazing faculty members. Several teachers have offered extra credit for visiting the writing center, which is a wonderful promotion, as long as we know ahead of time! We learned quickly that when students are given this incentive oftentimes we have more visitors than writing coaches. But if I know to expect many students ahead of schedule, I am able to schedule extra coaches on for that day, and everyone is taken care of. So far this semester we have had 3 different “all-staff” days, where almost every coach was utilized due to our flood of traffic.

Some ways I’ve kept the writing center a well-oiled machine are through organized binders containing writing resources.

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I have a file box containing writing handouts given out in our school’s ELA classrooms, including quote integration, italicization vs. quotation marks, MLA formatting, and more. When a writing coach is stumped or I see them struggling to remember a concept, I can easily grab a handout from this box and bring it over to them. Receptionists often do this on their shifts as well.

 

All of our writing center resources are contained in these two locations: a shelf at the entrance of my room and a wooden organizer on a table near the entrance. The shelf holds the writing resource box (see above), binders containing assignment details and rubrics, sample essays, dictionaries, thesauruses, and other resources. Oftentimes the receptionist on shift will distribute these resources once visitors are checked in, and they know to re-file them when students leave.

The other container holds highlighters, post-it notes, a list of all writing coaches and skills (for receptionist use), scratch paper, and most importantly, the tutoring session form.

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This document is the most important in Writing Center success, in my opinion. It tells me what brought a student into the writing center, and gives feedback on each individual experience. The coach notes at the bottom are also very valuable. For example, one visitor gave positive feedback, but the writing coach noted that the student sat back and seemed to expect the writing coach to make all of the changes for her, which directly contradicts our policy. She even became angry when asked to do the work herself. This feedback was very useful to share with the assigning teacher, who was able to speak to the student directly about taking more initiative over her own assignment, rather than asking others to do the work for her.

Overall, the experience was grueling but incredibly rewarding. Our attendance is strong and so much of the work is done to implement an even stronger writing center program next year.

One benefit of going through this process is the ability to share what I’ve learned. I am so grateful to anyone who has taken the time to read this, especially if you read all three posts! To any teachers or administrators interested in forming their own writing center I have bundled all of my resources for training and running our writing center into a Writing Center Starter Kit, available at my Teachers Pay Teachers store.

Click here to read Part One or Part Two of this post series. Special shout-out to Nicole Case for some of the photography in this post 🙂

Research Source Sheet – Helping students record research quickly and ethically

Research Source Sheet

As a high school English teacher, I spend a lot of time grading essays. A lot. An eternity, really… But the hardest papers to grade, and to teach, are definitely research papers. And in 10th grade, proper research is not considered simply task, but more of a life skill.

Over the years I’ve seen the need for ethical research instruction grow more and more demanding. Every year I hear the horror stories from first-year college students about someone who didn’t cite properly and failed the assignment, or worse, the class, simply because of sloppy research. And then we hear the stories of students caught plagiarizing and face even worse consequences. I would pass these stories on to my students, but still struggled with finding ways to guarantee students were researching properly and ethically.

I looked around online and couldn’t find anything to my liking, so, being a creative teacher myself, I decided to design my own.

I wanted to create a resource that had the following components:

  • Simplicity – Students should see it as a relatively quick task that doesn’t take long to complete
  • Functionality – It should serve to assist them in conducting ethical research in an obvious way
  • Habit-Forming – I wanted students to become so used to completing this as an act of research that they returned to them in later years

The result was: The Reseach Source Sheet

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These little babies have been living in my classroom for the past few years, and the effect on my students’ research habits cannot be understated.

The front gives students a basic checklist to record any relevant information about their source. Then, using resources in my room about how to arrange this information, they create their citation as it will appear in their works cited page.

On the back, students only need to write three things. First, they should bulletpoint or list the main points they will use from this source. Secondly, they should record any direct quotes they wish to use from the source. Finally, they simply need to indicate where the source will be used, such as in the second body paragraph or their conclusion section.

Research Source Sheet 3

Every year I introduce this assessment during our first research project. Students must conduct research in class and have a certain number of sources required in their assignment. I usually give them a few days to research, outline, and draft in class. After those days, these source sheets are due and I assess them for formative points, based on the accuracy of their citations and how much useful information they record on the backside.

I love these source sheets, obviously. But it’s not just that it helps students with citations. Let’s face it, there are a lot of websites that do that (I’m looking at you, Easybib). The main reason I love it is that it teaches students to record information as they find it. Too often students skim websites for quotes, or simply copy and paste information without reading the whole article. Even worse, many students put the research into their own words and skip citing it entirely! By taking these simple notes during the research process, students learn to record detailed information during the research process, and it helps them learn the ethics behind proper research as well.

As the school year goes on, we return to these source sheets with every research assignment. It has become common practice in my classroom, and I’ve even passed them out to other teachers who assess research projects as well. And in case you’re wondering, yes, I’ve even had students return the following year later and request some source sheets voluntarily.

These research source sheets are available at my Teachers Pay Teachers store as a free download. Please download one for use in your own classroom, and feel free to customize them as necessary, as they are in an editable Word format. And please follow my store on TPT, and this blog, for more product updates and creative resources to use in your ELA classroom!