REGINA'S CONTEXT & LEARNERS:

I am at an independent, accelerated learning school in San Antonio, TX. The population is small but diverse, and I have the same groups of kids for two years in a row. We use a 1:1 iPad program.

Like Rachel, I have the freedom to create my own curriculum.

RACHEL'S CONTEXT & LEARNERS:

I work as an 8th grade ELA teacher in a charter school in Philadelphia, PA. Many of my students read under grade level and few have access to technology at home.

Like Regina, I have the pleasure of being able to write and implement my own curriculum. I am focusing on building confidence, curiosity, and ownership

REGINA'S PROJECT

THE PURPOSE OF OUR INQUIRY:

Regina's Inquiry: How can I encourage and scaffold students to create, participate, and instruct their own Bellringer screen and Brain Break activities?

LESSON SUMMARY:

Regina's summary: This lesson will introduce/reinforce the invitation for my students to create and present a Bellringer screen and Brain Break activity. for their class. I will model my expectations and allow them to practice both activities. An Exit Ticket will provide them with the chance for feedback and suggestions.

TEACHING GOALS:

Regina's Goals: Over two days and in Real Time, I will model two different activities: a meme using IMGFLIP for a Bell Ringer screen and a group movement activity using iMOVIE. For Any Time, I will share the slide show with the models as well as ask for suggestions for other Bell Ringer and Brain Break ideas and applications. These suggestions will be posted to a Padlet.

LEARNING OUTCOMES:

Regina's Learning Outcomes: My students will observe then practice creating a meme. Time will be set aside for small group sharing. This allows them to explain their meme as well as to practice screen sharing in Zoom breakout groups. On the second day, they will observe the "Explain, Demonstrate, Do" format for the iMovie movement activity and then be given time in breakout groups to identify websites with brain break activities that could be interpreted into

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE:

Regina:

• IMGFLIP will be used to create a sample meme for a possible Bell Ringer screen.

• IMovie will be used to create a sample movement activity for a future Brain Break.

• Padlet will be used to collect student responses and ideas.

RACHEL'S PROJECT

THE PURPOSE OF OUR INQUIRY:

Rachel's Inquiry: How do I build the love of reading in students who are seriously reluctant readers?

LESSON SUMMARY:

Rachel's summary: This lesson will encourage students to see the topic, genre, and stylistic connection between media types they regularly consume (movies, TV, video games, graphic novels, and books). Students will work on building their own "Personal Libraries" of media that they enjoy in order to explore and expand their idea about media types.

TEACHING GOALS:

Rachel's Goals: My anytime teaching practices will begin with students building their own Personal Libraries on Padlet. Students will collect, name, and label all the media they consume regularly (TV shows, you tube channels, albums or songs, comic books, video games, books, etc.). In real-time we will focus on the advantages of each type of media and the availability of each type. We will also begin to examine genre in order to build a "likes and dislikes" (example: I like my media to have costumes, magic, horror, and real-life issues. I dislike media that is historical or romantic).

LEARNING OUTCOMES:

Rachel's Learning Outcomes: My students will be able to curate and think about their own media preferences while they create their personal libraries. In real-time (zoom breakout groups) we will partner and share our our favorite titles and discuss what genres we seem to consume most. Students will begin searching for books and graphic novels for our long-term independent reading project.

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE:

Rachel:

• Padlet (a place to build their "libraries", share information about what they enjoyed and why)

• Online Library: Libby (in order to actually access and read these books)

Regina's Planning Guide

INSPIRE (Anytime): IMGFLIP memes and Padlet as a sharing space

ENGAGE (Anytime):

CONNECT (Real-time): Zoom breakout rooms to discuss ideas, brainstorms uses of media, and share projects while in progress.

CREATE (Anytime/Real-Time): Powerpoint with examples and links for instruction as to how to create a meme and an iMovie for a movement (Brain Break) activity during class.

Rachel's Planning Guide

INSPIRE (Anytime): Example Personal Library

ENGAGE (Anytime): Curating and creating Personal Libraries on Padlet, and adding to and commenting on Genre Padlets (like this one)

CONNECT (Real-time): Zoom breakout rooms to partner-share favorite media examples and categorize the media choices into genre

CREATE (Anytime): Create "Genre Groups" of students who like similar media in order to create a shared Padlet of book recommendations

Digital Product 2:

Regina's Real-Time Teaching Artifact: "Bell Work and Brain Games" Powerpoint slides with embedded links for IMGflip, iMovie, and Padlet.

Description: In real time, I will instruct and model the steps for creating a meme as well as a Brain Break movement activity. At the end of each day's of instruction, there will be time for the students to create and share their work and ideas either on Padlet (Day 1) or in Canvas Discussions (Day 2).

Digital Product 2:

Rachel's Real-Time Teaching Artifact: "Personal Library" Example

Description: In real-time we will go over the texts and examine what we added in our personal libraries. Students will then partner and work on grouping their media into genre in order to examine their own personal preferences.