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Chanticleer- literary and art publication
Chanticleer- literary and art publication
Chanticleer is Edgemont Jr./Sr. high school's literary and art publication. We meet weekly all year long, and in the spring we produce a publication, usually on paper. As a result of the pandemic and distance learning, we decided to go digital, which has also allowed us to include a set of podcasts created during the pandemic.
The editor is Jennifer Bortner, and Jade Jang was in charge of web design and assisted in editing.
Bitmoji Classroom
Bitmoji Classroom
The 3C virtual classroom provides students a space where they can access the morning message, assignments, and other resources. With a similar feel to a "point-and-click adventure," this interface is an exciting and engaging way for students to navigate their online learning. The essential and familiar parts of our physical classroom are mirrored in this virtual space, including core content areas and our peace corner with mindfulness exercises. Various 'objects' link to different slides, online resources, or our Google Classroom where students can engage in learning experiences. The virtual classroom enables students to access resources and assignments more easily. Student work is also showcased to build community and celebrate the students' hard work as they learn from one another.
8th grade highlight video- quarantine home project.mp4Building a Quarantine Space- 8th Grade Tech
Building a Quarantine Space- 8th Grade Tech
The 8th grade technology students were tasked with building their IDEAL Quarantine space using anything they want. They could build it out of cardboard, legos, trees in their backyard, or use other technology sources like Minecraft, Scratch, Google Sketchup, Roblox etc. Click the video to see some of their amazing designs!
The 8th grade technology students were tasked with building their IDEAL Quarantine space using anything they want. They could build it out of cardboard, legos, trees in their backyard, or use other technology sources like Minecraft, Scratch, Google Sketchup, Roblox etc. Click the video to see some of their amazing designs!
Culminating Weather - 3rd Grade
Culminating Weather - 3rd Grade
- During a 5-day period, students fill out a daily weather report by making observations of the weather (temperature, wind, precipitation, and cloud coverage).
- Students use the provided weather website to record the weather forecast for the following day.
- Students draw comparisons and evaluate the accuracy of the weather forecasts.
- To share their knowledge and observations with their classmates, students use FlipGrid record at least one video sharing a weather report on our “3C Family Flipboard.” After viewing the teacher’s model weather report video, students create their own.
Intro to Andrew Jackson: Early Impression of Jackson - Social Studies 7
Intro to Andrew Jackson: Early Impression of Jackson - Social Studies 7
In this eLearning Social Studies activity, 7th graders used FlipGrid explaining how Andrew Jackson was a very different president than the ones before him. The question that was posed to the students for their FlipGrid posts was: How is Andrew Jackson's background different than the presidents who served before him? How do you think these differences will affect the way he runs the nation?
In this eLearning Social Studies activity, 7th graders used FlipGrid explaining how Andrew Jackson was a very different president than the ones before him. The question that was posed to the students for their FlipGrid posts was: How is Andrew Jackson's background different than the presidents who served before him? How do you think these differences will affect the way he runs the nation?
Click on the images (above) to watch some of their videos.
Click on the images (above) to watch some of their videos.
Online Discussion- Spanish 5H
Online Discussion- Spanish 5H
Using the Parlay Ideas application students conducted an online discussion in Spanish 5H about use of technology. Students answered two questions in Spanish and replied to two other students in writing. Parlay Ideas gave the students visual feedback of what happened during the discussion. Discussion questions were as follows:
Students should not have access to phones between 830 and 3. Yes or no and why?
Los estudiantes NO deben tener acceso a los teléfonos entre las 8:30 y las 3:02. ¿Sí o no y por qué?
A fasting from technology is something I should try - why or why not?
Un ayuno (fasting - giving up) de tecnología por 48 horas es algo que yo DEBO hacer. ¿Sí o no y por qué?
What is the right age to get a smartphone and why?
¿Cuál es la edad apropiada para recibir un móvil inteligente? ¿Por qué?
Are you addicted to your phone? yes or no and why?
¿Eres adicto al teléfono? ¿Sí o no y por qué?
Virtual Learning Experiences in Kindergarten
Virtual Learning Experiences in Kindergarten
On Monday, April 26, 2020, we invited Ms. Meagan Smith, the educational director of the Buffalo Bill Center of the West in Wyoming to present a 20 min virtual field trip to my students. She was able to show artifacts and focus on the Lakota and Shoshani Native people (Plains Native AMericans).
On Monday, April 26, 2020, we invited Ms. Meagan Smith, the educational director of the Buffalo Bill Center of the West in Wyoming to present a 20 min virtual field trip to my students. She was able to show artifacts and focus on the Lakota and Shoshani Native people (Plains Native AMericans).
Why this presentation? We connected her virtual visit to our in-classroom November study of the Wampanoag people of Massachusetts who interacted with the Pilgrims. She also explained the Buffalo who roam the American Plains with hands-on objects. At the end of her presentation, the students asked questions (practicing Kindergarten standards of Speaking and Listening) and then made a project based on her information
Why this presentation? We connected her virtual visit to our in-classroom November study of the Wampanoag people of Massachusetts who interacted with the Pilgrims. She also explained the Buffalo who roam the American Plains with hands-on objects. At the end of her presentation, the students asked questions (practicing Kindergarten standards of Speaking and Listening) and then made a project based on her information
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