Posts Tagged Common Core
TeachersPayTeachers has grown immensely over the last decade. Back when I first started using it as a secondary market for my plays, products could be pretty simple. In fact, most were in black and white. These days there are a bazillion teacher-marketers selling product, so competition has become pretty fierce. Consequently, I’m constantly trying to update my Read Aloud Play packages and post new ones. Thanks to a couple of snow days here in southern Oregon, I was recently able to revamp several products. I’ve added comprehension activities, teacher notes, and answer keys to The Monkey’s Paw, W.W. Jacobs’ fabulous masterpiece about three wishes, The Birthmark, Nathaniel Hawthorne’s wickedly wonderful “mad scientist” story, and Cyclops, from Homer’s Odyssey. These three plays are perfect for introducing middle-schoolers to the otherwise difficult original stories. Whether you use the play before or after, student engagement and comprehension skyrocket when you pair the original with a play. But they’re also engaging stories for fourth and fifth graders to read and act aloud. (What could be better than your 5th grade Cyclops eating a bunch of 4th grade Greeks?) All three of these plays originally appeared in Scholastic classroom magazines, so they’ve been “vetted” by Scholastic’s professional editors. Add to that the new comprehension activities and they’re a fantastic deal.
I’ve also updated The Secret Soldier, which has previously appeared in both Scope and Storyworks. It’s the true story of Deborah Samson, the first woman to serve in the U.S. Military. Samson disguised herself as a man to enlist in the militia near the end of the American Revolution, was twice seriously wounded, and even performed surgery on herself to avoid being found out. It’s a must-have for any Revolution unit study. Like the other updated plays, it now comes with the additional support material—as do my other plays from the era. Be sure to check out Betsy Ross: Fact or Fiction, Two Plays from the American Revolution, and my newest product, So You Want to Be President. This last one is another “Two for One” pack. It comes with two of my favorite plays from my 2003 Scholastic title, Read Aloud Plays: Symbols of America, which is no longer in print. Both plays cover the history of the presidency and the character traits necessary to serve successfully. Given today’s political climate, they’re important additions to your history and reading curriculum, but they’re also a lot of fun to read and enact.
Finally, MLK Day and Black History Month are already upon us. If you haven’t yet read my earlier post about my Civil Rights and African-American history plays, be sure to scroll down and take a look.
We’ve been seeing it for the last year or so: the education pendulum on the verge of swinging. Standardized testing, Common Core standards, standards-based report cards (with all their annoying numbers), all being shown the door—or at least a dingy corner of the room. Enter, stage right, what I’m calling “purpose-driven instruction.” If you’re not familiar with it, check out this TED talk by education expert Sir Ken Robinson. He shows how the “factory model” of education created by the industrial revolution is outdated. The education documentary “Most Likely to Succeed,” which debuted not long ago at Sundance and is now in limited release, takes it a step further. It shows how “soft skills” such as critical thinking, collaboration, communication, and leadership need to be the focal point of instruction. Rather than having students memorize content (which is all readily available at our thumb-tips), we teach these soft skills through purpose-driven instruction.
Purpose-driven instruction involves having an end product. This end product determines the skills that need to be learned and provides the motivation to learn them. A person building a deck, for example, needs to know about the permit requirements, how to prepare the site, footings, measurement, using a chop saw, and a host of other things. Said person learns all this stuff, in a sense, “on the job,” while actually working on his or her deck. And because he or she is motivated to finish the project, said person is willing to learn the skills, even when it’s as uncomfortable as navigating the city’s building permit process. This person gains mastery through authentic application. (Sound like project-based learning, right? Sure, but keep reading.)
To teach those same skills independent of actually building a deck seems rather ludicrous, but it’s what we do in school all the time. For example, we typically teach calculus without any purpose other than that we might need to know it at some point in the future. No wonder kids ask, “Why do I need to know this?” And even when kids do “know it,” they usually don’t. The “Most Likely to Succeed” filmmakers demonstrate how even students who demonstrate assessed mastery forget pretty much everything within just a few months.
What’s all this got to do with Read Aloud Plays? Well, plays, by their nature, are purpose-driven. Simply by scheduling a performance and inviting an audience, a read aloud play becomes an authentic way to teach a host of “soft-skills.” Get this: in “Most Likely to Succeed,” a play performance is presented as the epitome of purpose-driven instruction and with amazing results (I can’t wait for you to see the documentary!). Plays are especially effective in that you can use them even with large classes (a fundamental symptom of our industrialized education approach). In any given month, I have my class of 34 split into three groups, each working on a play. Granted, these are rather simple performances. Sets are kept to a minimum, if at all, costuming is limited to just a few accessories to signify character (a parasol or a certain hat, for instance), and kids can carry their script in their hand if they want. But it remains that students must collaborate and cooperate, they must practice independently and as a team, and they must “finish” (the play must go on) regardless of broken legs, absenteeism, or fire bells. Students learn about subtle forms of communication such as inflection and innuendo, about body language and movement, all while happily developing their core reading skills. Instead of being forcibly required to read a text book, presumably to improve assessable fluency, they’re willingly—even eagerly—honing their fluency to present a successful performance. That’s a significant shift of the paradigm, as Robinson calls it.
With Read Aloud Plays, students can do more than just read and act, too. They can direct. They can build sets. They can write and adapt scripts. They can design and make costumes. They can create playbills. They can create tickets to the show. They can build online promos. They can create posters. They can film and post the video of the play online. They can serve as ushers. They can run a snack bar. They can write reviews. And, of special importance, they can self-evaluate and provide feedback. No letter grade, report card, or standardized test required.
Those of you who’ve been around for a couple decades have probably seen “purpose-driven instruction” under different names. And critical thinking skills certainly aren’t new to the education community. But whether you’re a proponent of project-based learning, student-led conferences, or reader’s theater who has had to fly under the radar of the standardized data miners, Read Aloud Plays are for you. Whether you’re someone looking to try something other than the text book, or someone who remains committed to teaching to the Common Core, Read Aloud Plays are for you. They’re a fantastic purpose-driven way to teach to the reading standards while simultaneously developing those essential “soft skills.”
Click on the Read Aloud Plays tab for access to a wide-variety of plays with focused content. You’ll find great classroom plays about explorers, the Revolution, Civil Rights, and more, or visit my store at TeachersPayTeachers. And if you haven’t yet seen “Most Likely to Succeed,” look for a screening near you.
Springfield, Oregon, has made national news for something other than being the birthplace of Bart Simpson. The Springfield School District Board of Education has openly rejected the state-mandated Smarter Balanced tests. Though unable to officially “opt-out” as a district, the Board has strongly encouraged its district families to refuse to allow their children to participate.
I haven’t seen the Simpson’s recently, but this is sounding a bit like one of its episodes. Imagine Bart and Lisa taking the Smarter Balanced test. Lisa would be stressed out. The test would dominate her world for weeks. There’d be sleepless nights, hair loss, perhaps counseling sessions. Bart, on the other hand, he’d get it. Despite Marge saying he’s neither smart nor balanced, Bart would understand that the test has no bearing on whether or not he’ll graduate, that he won’t even be at Springfield Elementary when the scores are finally released (and therefore Marge will probably never see them), and that the best way to stab at that teacher who made him stay in during recess is to punch in a bunch of random answers. Ask Bart or most any fifth grader about the Smarter Balanced test and they’ll tell you the same thing the Springfield Board of Education is saying: it’s a colossal waste of time.
The real Springfield isn’t some backwoods town rejecting the test because of some Ned Flanders-inspired Common Core conspiracy theory. Instead, it’s a thriving community of 60,000 just a stone’s throw from liberal-thinking Eugene and its University of Oregon, a driving force in education theory. With nearly 11,000 students, Springfield is the 13th largest school district in Oregon. Nor is the Board’s decision without consequences. Students who don’t test are counted among the number of students who don’t meet standards. If all of Springfield’s students reject the test, Springfield’s percentage of students meeting will appear as a zero. Furthermore, schools and districts that fall below a 95 percent participation rate on state tests are not eligible for awards or recognition. (State of Washington OSPI)
Smarter Balanced “was designed to compare districts and teachers, not to help students learn,” said one board member. I take it a step further by saying that the test itself so interferes with real instruction, its impact on learning should be classified along with bomb threats and snow days.
The Board also points out the cost. “These dollars could be spent in other, more productive areas for our students.” While the old Oregon test (OAKS) cost the state about $3 million annually, Smarter Balanced costs $27.3 million. For those who don’t want to do the math, that’s more than a 900% increase. Over ten years, the new test will cost taxpayers an extra quarter of a billion dollars. This in a state that has one of the highest class sizes in the nation and among the shortest school years. (Note: if I were a 5th grader taking the Smarter Balanced test, I’d have to spend the next several paragraphs explaining the details of that math, including the fact that I’ve rounded off that $300,000 because, well, I really don’t want to waste your time with trivialities…though I sense $300k is trivial only to bureaucrats and politicians.)
The Board also speaks to the fact that the test’s content and format is dramatically different than that of the SAT and ACT (which, when you get down to it, are the only standardized tests that have any real bearing on a student’s future), that the test is unfair, and that, well, it’s just too darn long. In my school, when we’re not sending kids off to show they’re both Smarter and more Balanced than their peers, we’re subjecting them to a long battery of data-driven tests with no relation to the classroom. Some kids even miss instruction so they can take the same test every week, over and over again, as if they’ll have magically changed in the four school days since the last one.
We’re told the test is important because it reveals which students need extra assistance and in which areas our instruction is deficient, but these are hollow excuses. Any good teacher can spot the real-world Barts without special testing. And when it comes to assessing our own instructional weaknesses, we were more able to discern them using the old OAKS test. In fact, data derived from the test benefits no one. Because my fifth graders have all moved on to middle school where it is unlikely anyone will examine their individual results when the data is finally released sometime next year, they will NEVER know their scores.
Concludes the Springfield board: “the Smarter Balanced test is neither smart nor balanced. It is poorly designed, discriminatory, often punitive and is of little benefit to our students. It does not inform student learning, and furthermore, does not make the best use of limited classroom time. It encumbers teachers and staff to focus both time and resources on an assessment that has shown little, if any, value.”
I say, three cheers for Springfield. I wish more school boards would stand with Springfield and reject this madness, but I guess maybe you have to have a little bit of Bart Simpson in your DNA for such bravado.
What does any of this have to do with read aloud plays? Well, if you’re using enriching activities such as plays, musicals, tensbooks, Storyworks magazine, read-alouds, hands-on Science, math games, or whatever it is you do to get kids excited about learning, three cheers to you. Don’t let testing stop you from teaching.
Fairies waving candied wands… Goblins drooling chocolate malt… Halloween has such a bizarre place in our classrooms. In my school it’s been informally “banned,” though the kinders still get to parade through the school in their costumes, and the rest of the student body gets to have an afternoon “party” that presumably has nothing to do with ghouls and ghosts. Personally, I like “Monte Carlo Day,” a party in which kids set-up, run, and risk candy tokens at a variety of “probability games” such as Roulette, 21, and the Shell Game. The kids still get their candy fix, but at least there’s a bit of math involved.
An even better approach to Halloween is to replace your parades and parties with a collection of play performances. Kids still get to dress up, you can serve treats at the performance, and it’s not only academically valid, but a fine way to satisfy standards. A trio of plays takes a few weeks to prepare and an afternoon to perform. You can also invite other classes to attend, thereby helping your colleagues with their Halloween alternatives. Though Halloween lands on a Saturday this year, a set of plays will make Friday the 30th a huge hit for all involved!
I have a number of Read Aloud Play titles that are perfect for Halloween. The Birth-mark, which is a classic short-story by Nathaniel Hawthorne, tells the story of a mad scientist who, in his quest to make his already beautiful bride “perfect,” kills her instead. The Monkey’s Paw is W.W. Jacobs’ classic Gothic tale about getting three wishes. The disturbing result will stay with your students long after Halloween has passed. The well-known Legend of Sleepy Hollow is available in my book, Read Aloud Plays: Classic Short Stories (you can purchase and download it instantly at Scholastic Teacher Express). Pair it with YouTube segments from the original Disney flick. You’ll also find Poe’s The Tell-Tale Heart in the same book, which can be paired with my modernized version, Penelope Ann Poe’s Amazing Cell Phone. (At least one of my reader’s has commented that it’s “too strange,” which I think makes it a lot of fun for Halloween.) Finally, A Piece of String has a ghostly conclusion and Cyclops has a ferocious monster. All of these plays were originally published in Scholastic classroom magazines such as Scope and Storyworks, so you know they’re up to snuff, and they all come with reproduction and performance rights.
Ready to give it a try but unsure how to start? Download my free guide to teaching with plays. It’ll give you tips and ideas on how to use plays to make your language arts block the best section of the day. But get to it right away…those ghouls and goblins are already knocking at your door.
Happy Halloween and happy directing!
Imagine saying the Pledge of Allegiance to a bright yellow flag featuring a coiled rattlesnake! The history of the flag of the United States is a compelling story, but historians are divided as to the facts. Did Betsy Ross really create the first flag? This play, which was originally published in my book, Read Aloud Plays: Symbols of America and later reprinted in the January 2002 issue of Scholastic’s Storyworks magazine, encourages readers to become history sleuths. It includes the play script, a short reading supplement, a bubble quiz, a comprehension activity built around William Canby’s 1870 treatise on the matter, answer keys, and extension activities.
Betsy Ross: Fact or Fiction? is the first of several old but new plays destined for TeachersPayTeachers this season. Having recently re-acquired full publishing rights to the plays in my book, Symbols of America, I’ll be packaging up all these old favorites for easy downloading on TpT.
As with all my plays, the Symbols collection is suitable for reader’s theater or full stage production. You can use the plays to build fluency and to satisfy a variety of Common Core standards in Literature and Informational Text. Best of all, the original purchaser is licensed to print one class set per year for use in his or her own classroom.
To preview or purchase Betsy Ross, click here. Be sure to check back often for “old but new plays” about MLK, Mount Rushmore, the War of 1812, World War Two, and more.