Posts Tagged Free stuff
I can gripe with the best of ‘em, and every year the teaching profession seems to provide plenty of new stuff to gripe about. My biggest gripe this year isn’t about class size (though I’ve had an exhausting 36 fourth graders), but instead, it’s about all the new bureaucracy associated with Common Core and the Smarter Balanced test. It seems to me our politicians and administrators have painted us into an academic corner. They’ve made teaching so complicated that it’s venturing toward the impossible
In my school, we’re currently mid-stream on the Smarter Balanced test. We’re finding the “performance task” to be a farce akin to safe-cracking and the test itself to be unnecessarily tricky and technologically unwieldy. It’s no wonder people all across the country are “opting-out”—156,000 in New York alone. The test is so bad and so unpopular that many of us are wondering if we’ll soon see the proverbial pendulum forced in the opposite direction. Let’s hope so. If you ask me, all this emphasis on testing is sucking the joy out of the classroom.
HBO’s “Tonight with John Oliver,” which you can find on YouTube, has a rant about standardized testing worth seeing (though it includes mature language). Oliver points out that the typical American public school student must complete as many as 130+ standardized tests during his or her school career. He also points out that since NCLB was enacted, our academic performance compared to the rest of the globe has actually decreased. So much for standardized testing saving the school system. Instead, the big winners in the testing game appear to be the test publishers. Corporate America. Go figure.
The experts say the point of all these tests is so that we can identify which of our students need extra help. Really? My hand is up! Pick me, please! I can already tell you which of my students need extra help. I can already tell you which of my students are unlikely to graduate. I can already tell you which of my students are likely to have a rough go of it in the real world. I don’t need a standardized test to figure it out. I can also tell you that testing these kids isn’t going to solve their problems.
I’m feeling sorry for my students right now. That they have to trudge down to our computer lab four times a week to endure this punishment is a travesty. I think they should love coming to school, so I’m trying to counteract the test by concluding the year with another bank of Read Aloud Plays. This week we’re splitting into three groups, assigning parts, and reading and re-reading our plays around a table and at home. Next week we’ll go outside into our courtyard and choreograph our on-stage movements, and a week or two later we’ll invite a couple of other classes to come watch. It’s simple, it’s academically valid, and it’s fun for kids–a nice contrast to the torture and unnecessary complexity of standardized testing.
Some enjoyable plays with which to end the year include Cyclops (that famed one-eyed monster!), O’ Henry’s A Retrieved Reformation (about safe-cracking ex-con Jimmy Valentine) and Penelope Ann Poe’s Amazing Cell Phone (a spoof of A Tell-Tale Heart). If you have my book, Read Aloud Plays: Classic Short Stories, try “The Nose”, “Rikki-Tikki-Tavi,” and “The Open Window.” Really, though, any of my Read Aloud Plays will do. This time of year it shouldn’t matter which CCSS or content strand they fit (although they fit many). This time of year, with that doggone standardized test soon behind us, it should just be for fun. For the love of reading. For the love of school.
Do something this month to make your kids love school. Try a set of Read Aloud Plays.
Let me help you get started: click here for a free download of “A Retrieved Reformation” (expired) and here for an always free copy of “Why Use Drama,” my popular guide to using reader’s theater in the classroom. If you like these products, please visit my storefront at TeachersPayTeachers and take a gander at my wide variety of classroom plays.
McKenna, one of my most “with-it” fourth graders, came up with a new concept I think is worth sharing here. The class was working from my book Super Sentences & Perfect Paragraphs (2009, Scholastic), writing “Dialogue Sentences with Alternate Tags.” My book teaches kids to use the phrases “open mouth” and “closed mouth” to describe open and closing quotation marks. Such a concrete image seems to help them understand where to place the marks. But another necessary punctuation mark in a dialogue sentence is that little comma separating what was said from who said it.
“I’d sure like a package of Necco Assorted Wafers,” drooled Freddie as he stared through the front window of Candy’s Candy Shop.
That little comma between “wafers” and “drooled” is often neglected by young writers, and even when remembered, it’s sometimes incorrectly placed outside the closing quotes. Young McKenna came up with a solution by referring to is as “the tongue.” “You need to pull your tongue in before you close your mouth,” she said, and the rest of the class has quickly capitalized on it.
I’m not surprised. Because “Super Sentences” facilitates thoughtful discussion of and feedback about writing, my students are constantly coming up with unique perspectives—and great sentences. True, they’re still just 4th graders and therefore subject to all the forgetfulness and sloppiness familiar to intermediate and middle school teachers everywhere. But Super Sentences has certainly improved their writing skills. You can purchase and immediately download a PDF version of Super Sentences from Scholastic Teacher Express for just a few bucks. You can also download a free sampler of Super Sentences and Perfect Paragraph here.
In an era when we seem to be over-complicating teaching to the point that we’re nearly dysfunctional, Super Sentences & Perfect Paragraphs is simple, easy-to-use, and fun to teach. It’s as straight forward as “pulling your tongue in before you close your mouth.”
In Nathaniel Hawthorne’s classic short story, The Birth-mark, the main character becomes obsessed with his beautiful wife’s one and only imperfection and ends up killing her in his attempt to remove it.
It’s a story about love, science, and perfection. It includes a mad scientist, a beautiful maiden, a bloody heart, an Igor-like lab assistant, secret potions, and fatal flaws. Kids love to enact it, and because it includes numerous literary devices that make for engaging discussions or fluid written responses, it’s a great way to teach to the Common Core.
Aylmer (the mad scientist), appears to be the main character, but is he really the protagonist or the antagonist? Both Aylmer and his beautiful wife (the victim) are dynamic characters. They both change significantly. How? What does Aylmer’s nightmare, in which he removes Georgiana’s heart, foreshadow? The play includes a character, James, who doesn’t appear in the original story. Why is he included and how does it impact point of view? Toss in the elements of setting, mood, imagery, and irony, and you have a made-to-order Common-Core-meeting reading activity.
I’ve been told by some that they just don’t have time to work “skits” or “drama” into their classroom; adherence to core reading, writing, and math leaves no room for fun stuff like Read Aloud Plays. But I protest! Drama is core reading. Read Aloud Plays, including such classics as The Birth-mark, The Monkey’s Paw, A Retrieved Reformation, and many others on my site, are a perfect way to teach to the CCSs. And now it’s even easier. Click here to download a FREE activity sheet. It addresses Literature: Key Ideas and Details, and can be used with any of my Read Aloud Plays from the classic short stories series.