One of the aspects of teaching that I most enjoy is the evolution of lesson design. It's pretty crazy, after you've been teaching for a while, to think back to how a certain lesson began and see where it has evolved.
   Once such lesson that has evolved over time for me is the most recently named McGordon Games. Nathan introduced me to the idea of a grammar competition five years ago with his awesome Garvin Cup. I think back then it was a series of lessons and games based solely on grammar that lasted about three weeks. The basic scenario of these Games is that each class competes in teams. They compete in challenges (grammar, writing, reading, whatever) and win points. Even if you come in last place, you earn points. Each "team" is usually comprised of 3-4 students that go by a new team name. The first challenge of the games is teams have to create a name and a team flag. The team names are always the best. Let's see: The Fire-Breathing Bunnies, Meowing Kittens from Outer-space, and Flaming Oversized Cheeseburgers...just to name a few. By the end of the Cup or Games, a winning team from each class is named. They get their picture taken for the Wall of Fame so that their, "legacy lives on for all generations to come." They also get some sweet prizes.
​  Since then, we've changed and grown the idea each year. One year, we even had a school-wide Olympic games with each of our ELA teachers representing a different continent and making it a school-wide competition. Our Opening Ceremonies were legit.
  This year, my team and I have decided to combine some grammar skills, expository writing, and the book  Chew on This to serve as the inspiration for our games. Since Chew on This is a book about fast food, that's been the theme this go-round. What has been the Gordon Cup is now called The McGordon Games. (I told my students that The Gordon Cup got bought by corporate sponsors...ha! It fits perfectly with the book.) We're learning various standards and then competing in games, both physical and mental. Usually we'll study a concept and then do some sort of weird minute-to-win-it style game. These Games always work so well because you can really use the students working in teams to your advantage and theirs. 
   I pre-select my teams to ensure that skill levels are pretty even across the classroom. This helps students who might struggle with certain concepts too because now they have a team with which to work. Then we do pretty much EVERYTHING to earn points. I leave Power Play clues hidden around the room sometimes (for example, if everyone in your team is silently working on Google Classroom when the bell rings, you'll get two extra points) ; teams play games to win points; teams earn points for turning in their homework on time; teams earn points for good behavior and positive sportsmanship, everything. They can also lose points. It's a great incentive to get students excited about class and what they're learning. 
  Lastly, we REALLY talk-up these games. We start talking about it on day one of school. This creates a super excited atmosphere on the day when you announce that it's FINALLY time! It also helps to play this song on repeat all day.
  I highly recommend doing a unit with some sort of friendly competition involved. It makes it more enjoyable for me and the students. I'm so thankful that my friend introduced me to the concept those many years ago! I could write so many things about all the various activities we do and how to keep up with scores and whatnot, so I'll be adding a few posts to this page over the next few weeks to show you some more McGordon Games tips and tricks!

Thanks for reading.
Megan
​7th grade ELA

 Our school has a tradition of creating an annual holiday video in which the teachers and staff pretty much act like fools for the enjoyment of our students. Last year, the tradition took a hiatus, so this year, my colleagues and I were determined to come back with a vengeance. 
  As the fall semester really is wrapping up, we here at TWD just want to say thanks for joining us on this journey for the last few months! It's been a great adventure so far, and we're definitely excited about where the new year will take us! Have no fear. There are plenty more posts, ideas, and ramblings to come. 
  We hope you have a restful break. Don't forget to take time to recharge and enjoy yourself.

 And without further ado, I present: "Jingle on that Bell."

   Wow, it's definitely been a few weeks since we posted last, and if you're a teacher, you can probably understand why. Let's be real. It's the holiday season, that glorious time when you're trying to fit in everything you need, create a semester exam, get enough grades, and hopefully do NOTHING over the short break you have. 
   In our 7th grade ELAR class, we're currently working on expository writing.  I'm a "themes" person, so I went with a Home Alone theme for our intro to expository writing. "Writing Alone." It helps make it fun, and gives me an excuse to wear my "Merry Christmas, ya filthy animal!" shirt. Just like Kevin Mccallister battles Marv and Harry, errr...the wet bandits, we have been battling expository writing prompts. And, just like Kevin attacks the invaders on his own, we too must have a plan of attack when we're alone with that pesky writing prompt. We watched clips of the film, made connections, and even drew our own battle plan map! 
   Our go-to battle plan of attack for initially addressing the prompt is TBWs. (T.B.Dubs, is how you say it.) 
T- Turn the prompt into a question
B- Brainstorm your responses
W- Write a thesis statement

This should at least help students get on the right track with their essay. Let's take a look at a sample prompt from the 7th Grade STAAR Writing Test in Texas:
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   So, our TBWs would sound something like this:
T: (Turn the prompt into a question.) Why is it important to have good friends?
B: (Brainstorm your responses.) They add humor to your life. You can have fun with them. They make your life more enjoyable. They make life worth living (hanging out, having fun, activities). They can help you. Etc.
W: (Write a controlling idea. Choose one or two brainstormed reasons that you will expound upon in the essay to guide your controlling idea.)
Friendship is the foundation of an enjoyable life.
OR Great friendship makes life worth living.
​OR Great friends are companions on the roller coaster of life.

   The H.M.S.C.S. up there is Henry Made Some Chocolate Shakes, and it's an acronym for historical examples, movie and book examples, sports and popculture examples, current event examples, and someone you know as an example. It helps them make sure their ideas have some depth and that they can ellaborate on them. Overall, it's going well. We're going to refine our TBWs process tomorrow and analyze some already-written introductions to identify the thesis statements. We'll see how they do! 
  How do you address writing? Do you tackle it in steps or by using a theme? I'm interested to hear! If you haven't found anything that works for you, give TBWs a try, and let us know how it goes.

Megan Gordon
ELAR 7th Grade

  For the last two weeks, my Pre-AP ELA classes have been brainstorming, storyboarding, writing, filming, and editing their own original short films for our study on drama.
  Last year, after my students had studied the elements of drama, they created their own original one-act plays. They wrote their one-act plays on Google Docs, collaborating together, then performed them. It was a hit. But this year, I thought, "Why not take it a step further?" So, I presented the idea of the First Annual Catdance Film Festival.
  We're the Wildcats at our school, so I thought I'd do a little riff on the Sundance Film Festival. Sundance. Catdance. No?! Oh well... it got the job done.
  My overall objective was for them to create a literary drama. Experience the inner workings of a drama on a higher level. Instead of just LEARNING about it, our learning would be much deeper if we CREATED our own drama. Instead of just learning what stage directions were, we were going to USE them to enhance our own original plot. You get the idea. No memorizing of terms. Putting into action!
  Here's how it went down.
1. We reviewed drama vocabulary terms: stage directions, playwright, dialogue, act, scene, etc.
2. We read, analyzed, and viewed the classic Twilight Zone Episode, "The Monsters are Due on Maple Street." ( I HIGHLY recommend using TWZ episodes to enhance the study of drama. Two thumbs up.)
3. I showed them this short film created by middle school students at a Orefield Middle School. It's pretty dark, but it provided a great example of editing, dialogue, and theme.
4. I gave them some guidelines and a rubric, but I'll be honest, this was an experiment for me as well, so I definitely learned a few things along the way too. I used a version of this last year, so this year, I changed it into this. 
5. I then basically gave my students the next two weeks to plan, write, edit scripts, produce, film, and edit their films. I checked in with them along the way and had them turn in a planning sheet and a storyboard before they began filming. They also turned in their collaborative script on Google Classroom.
6. After students created their films, they uploaded their videos to our Google Classroom assignment.
7. Today, all of their hard work paid off when we had our First Annual Catdance Film Festival. I supplied popcorn and drinks as we watched each submission.
8. After it was all said and done, students reflected on their experiences through writing, and we voted for a Fan-Favorite Award and Editing Award. 

  Overall, I'd definitely do this assignment again, but as most lessons go, there will always be tweaks to refine and innovate along the way. Most of my students told me that they really enjoyed this activity, and I had several, today, ask if we were going to do another one because they realized what they would do differently next time. Pretty cool. Already ready to improve.
  Have you ever had your students create films? If so, what worked or didn't work? I'd love to hear from you.

Megan Gordon
7th Grade ELAR

  I'm in my 9th year of teaching. I couldn't go a year without doing my annual Poetry Cafe. Not because it's a love lesson, and I can't let it go, but because each year, this activity has grown more and more powerful. There is authentic sharing going on here, and that makes me happy! THAT is something that will continue to happen in these young people's lives, and so I want them to have those same experiences in the classroom as well. Here's how it goes down.
The Pre-Learning
  Students spend a few weeks reviewing figurative language and poetic elements in class. This year, we tried out some really cool interactive Google Slides activities that put the students in charge of their own learning. It was also a bit scary for me because I had to let go of some of my control. I was a little nervous about the poetry they would create since I wasn't at the center of leading it, but looky there...they CAN do things on their own! (A good lesson for us teachers sometimes!)
  This interactive study was due at the poetry cafe, so it helped set the pace as well. We also watched videos as a class (Here are a few of my favorites!) and we wrote and analyzed a few poems together. Also, I should note that as students were completing their own interactive study ( I called it "The Espresso-Self Poetry Exploratorium") they were creating poetry that they knew they'd have an opportunity to share later. Providing an audience for students to share their own writing often creates a more meaningful and authentic experience. In their "Espresso-Self" Books, they were responsible for learning and using the following poetic elements: point of view, graphic elements, symbolism, and mood/tone. So as they studied, they created poems using these techniques. Before the cafe, I also do a quick overview of the origin of coffeehouses and beatniks. I show students some pics of beatniks from the 1950s and 60s and tell them that they can "show" their poetic style at our poetry cafe as well. I sure do!
The Set-Up
  I'm not going to lie. It's a lot of work for one day. But man, it's really worth it. Some years, my team and I have joined classes, sold hot chocolate and coffee, and transformed the science lab or library into a dim coffee joint. This year, we decided to kick it old school and each have our own in our own classrooms for the sake of time. This way, our students would have more opportunities to share. Both ways have been very successful for me. So, basically, as you can see in my pics up there, I kind of transform my classroom into Anna Monopeea's Poetry Cafe. (I even have the secretary print a school name badge with that name...ha!) I move in my own coffee tables, lamps, christmas lights, accessories, and a mic and amp from home. I leave the chairs, but move most of the desks into the hallway. I also created a menu this year, which was fun. I passed out "metaphors" and "alliteration." "Little Hugs" are a type of drink, and then I gave them the choice of a DumDum or a KitKat for alliteration. Finally, I create a sort of stage. Every year it's different. Some years I use sheets. Some years paper. I always try to make it look special.
That Day
  As students arrive that day, I'm dressed in my best beatnik/hipster outfit, I have a jazz playlist on the speaker, and I'm greeting them with beatnik phrases like, "Hey, Daddio!" or, "Come on in, you cool cats and lovely ladies!" They love it. I usually introduce myself, pass out the menu items, and sing them a little diddy. (I'm a singer-songwriter, so I try to fit it in sometimes.) Finally, I give them some ground rules on being respectful as people share. (We give everyone snaps, ya dig?) It's also a one strike and you're out rule. If they can't control themselves, they can sit in the hallway with an alternative assignment. (I didn't have to give any of those this year.) Then I just get to sit back and let the students find their own voices. It's amazing to see how each class is so different. Some classes have more of a silly vibe and some really take it seriously. I accept all vibes. I want them to be in control. Throughout the cafe, if I sense a lull, or students aren't sharing as much, I have some pre-planned poetry activities on my screen. Usually they watch a short poem then have about 5 minutes to create a poem on the same topic. Those creations are usually very interesting. This year, I had them watch Poetri's "Dating Myself" then spend 5 minutes writing a poem about relationships. It worked REALLY well. What junior high student has nothing to say about relationships?? 
Ya Dig?
  So that's about it! We continue to loop poetry throughout the year, but this is a great way to create a positive foundation and create some meaningful experiences with poetry. Take a look at my pics, and let me know if you have any questions or suggestions. 

Megan Gordon
7th Grade ELA

After I have introduced the parts of the plot chart, and we’ve reviewed them with the short film, I have my students use the parts of the plot chart to organize an original creative writing piece. I ask them to get out a sheet of paper and number it 1-5. In every class, some student will raise her hand and ask if she needs to skip lines. I’ll say it doesn’t matter to me. She’ll have a look on her face that lets me know she’s uncomfortable with this no-rules, do-whatever-you-want, libertarian numbering system that will eventually lead to total anarchy in the classroom, so I tell her, I changed my mind. I want you to skip lines.

Once their papers are numbered, I tell them that I’ll be showing them five slides. Each of the five slides has four pictures on it. Using any criteria they come up with, they have to choose one picture from each slide and write down their choices on the numbered (and skipped) lines. These will be difficult decisions. Tough choices will be made. I let them know these are personal, so they don’t need to share them with their neighbor. Here are the five slides:

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Once they make their choices, we go back and I tell them what they will do with them. Beside number 1, I tell them to write protagonist. Number 2 is the sidekick. Number 3 will be the setting. Number 4 is the antagonist (usually there are collective groans from the people who now wish they’d chosen Justin Bieber here). The last slide is a magical item. They get to decide how and why it’s magical.

Now it's time to create their own story. The purpose of the story is to demonstrate an understanding of the plot chart, so I make them begin by mapping out their story using a blank plot chart. They have to decide beforehand where their story is going. The stories they write for this assignment are usually extremely and wonderfully weird. Taylor Swift and her unicorn sidekick (because if they picked Taylor Swift, they almost certainly chose the unicorn on the second slide) take on the evil villain Barney in the creepy abandoned amusement park with nothing but the all-powerful magical egg.

Some of the stories are written well, some of them are not. But overall, the students are very happy with what they’ve produced. The day they’re due, I have them share their stories in small groups and discuss the stories with each other. See if their classmates can pick out the initiating event, the climax, etc.

One thing I’m going to do this year is work in some grammar lessons using these stories. I noticed that most of them aren’t capitalizing proper nouns, so that will be something we will address. Since we are doing a graphic novel unit, I’m also going to have them turn their story into a one-page mini-graphic novel.

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Teaching (or reviewing) the plot chart is usually one of the first things I do with my 6th grade English students. It provides a framework and vocabulary that we will use the rest of the year. Most of the students are familiar with it, but I’ve found it’s worth spending a couple of days on just to ensure we’re all on the same page. There are a million creative ways to teach it, but after much tweaking, I’ve landed on a way that I’m going to stick with. At least for one more year.

I begin by showing them this Oscar-nominated animated short. It’s six minutes long. You should watch it before you read the rest of this post. Do it. It’s that good​.​ ​

  As you can see, our rotation is hitting mediums that our students are usually already interested in: we’re watching/listening to music videos, we’re watching YouTube videos, we’re reading about current events, and we’re writing about issues that are important. And since we’re teaching ELAR skills, we can really choose topics that interest our students as well.

How it works
  So, each Friday an assignment is posted on Google Classroom, and it is due the next Thursday night. That’s one daily grade a week for the six weeks, and then on the fifth week, they’ll have no homework if they’ve stayed up-to-date with their assignments. If they haven’t, they’ll have that week to do some make-up work. Those 4 daily grades are then averaged together to create a major grade for the six weeks. This grading system really helps put emphasis on these assignments and the fact that they’re not just dumb and meaningless. We actually want the students to work hard on these.

  Additionally, we’ve built in some safeguards to differentiate and help our students become successful on these assignments. The first safeguard is that this first six weeks of school, we’re going through and modeling each type of assignment. This will help reinforce and clarify our expectations. Secondly,  on Thursdays, we’re using our Bellwork time at the beginning of class to go over the week’s assignment. That way, students can ask clarification questions and still have a chance to assess and adjust their own answers before they’re due that night.

  As far as grades go, we’re really pushing them to think deeply and defend their answers with text evidence. Here’s our grading rubric:
Google Homework Grading Rubric

• Did your responses show a thoughtful understanding of the assignment?
• If required, did you provide reflective and meaningful examples?
• Are your thoughts properly organized in a way that makes sense to the reader?
• Is your assignment complete?
• If written responses were required, did you use complete sentences and show appropriate grammar usage?
• Are you proud of the work that you are submitting?

Benefits
  Since we just started, we’re still adjusting, but I’ve already noticed some positive outcomes. The first being that we’re giving and taking a grade on much more meaningful assignments. As teachers, I hope I’m not alone here in saying, sometimes grading meaningful work is SUPER time consuming, often exhausting, and sometimes overwhelming. I like these assignments because they are short enough to grade, but deep enough to really assess the mastery of skills. I just finished grading the first Music Musing, and I felt really good about it. I felt like their time wasn’t wasted on a stupid assignment, and my time wasn’t wasted grading it. I learned more about them and their skills from grading this assignment, and to me, that’s a victory. The second benefit I see is this reinforcement that we really do use our ELAR skills in every aspect of our lives. We’re constantly reading things, analyzing videos, making connections, and drawing inferences. Having assignments where the students can transfer reading and writing skills to real-world activities is invaluable.

  Overall, we’re happy to test out this new plan. I’ll be giving you updates throughout the year--what’s working and what we’ve tweaked.

  But now I want to know. What are your thoughts on homework? Good? Bad? What do you do to create meaningful, gradable assignments in and out of the classroom? Let us know!

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