Aztec vs. Spanish Points of View

In reading, we have been focusing heavily on Point of View (first person, second person, third person-objective, limited, omniscient). I am always trying to integrate social studies into every subject and this particular standard blends perfectly! 

ELA: RL. 5.6 Describe how a narrator's or speaker's point of view influences how events are described.

Social Studies (MI): 5: 4.1 Describes the convergence of Europeans and American Indians in the Americas after 1492 from the perspective of each group. 

After learning about the reading skill through our reading program, we read two different accounts on the early interactions of Cortez and the Aztec empire. Using the pronouns, students identified whether the accounts were first, second, third (objective, limited, omniscient). 

If you are interested in trying this activity out with your kiddos, pick it up FOR FREE HERE!

We than did a CLOSE reading on an article that shared the misconceptions and cultural differences between the two groups. Students shared their thinking notes that they had jotted down with their table groups. 

Next, they worked on creating three different points of view from either an Aztec or a Spaniard. I required them to write a minimum of two sentences per point of view. Since fifth grade really only needs to know first and third person, I added a bonus where they could practice second person and third person limited - some did! 

Finally, they added their sentences to our class chart depending on who's POV they chose. 

 First Person POV - Spaniards

 Third Person limited POV - Spaniard

 Third Person Omniscient POV - Aztec and Spaniard perspective

In the end, it was really good for them to actually write in the different points of view and it really helped them be able to articulate "How a narrators point of view change how events are described." If you are interested in trying this activity out with your kiddos, pick it up FOR FREE HERE!

Hero or Villain: Perspectives on Columbus

Our reading program focuses on author's purpose and how that can changed the tone of a story. I like to take it a bit further and talk to the kiddos about Perspective. We also touch on biased text vs. unbiased text. This can also really help kids pick out facts vs. opinions as well as Point of View (first, second, third person). 

SO MANY BIRDS WITH ONE STONE! 

Right now, we are studying early european exploration, beginning in 1492 with Christopher Columbus (obviously he wasn't the first... Vikings and all...) There are SO many opinions and perspectives on Columbus that this works well with analyzing perspectives.
Using our reading program to catalyst the skill, we than watched three short videos sharing different perspectives on Columbus. 

If you are interested in trying this activity out with your kiddos, pick it up  HERE!

Students acted as movie critics and analyzed whether they were biased or unbiased toward the topic.
Below are the clips I used:

Biased - negative opinion toward Columbus 

Unbiased facts - History Channel

Biased - positive opinions toward Columbus

It is interesting when discussing perspectives and biases how often people (kids and adults) want to call something they agree with unbiased. Even if something is true, the way in which an author shares the information can still be biased either positively or negatively. 
Many people in 2016 agree with the portrayal provided by video one, however, the verbiage utilized causes the video to be biased negatively because they are trying to convince you that he was not the hero we thought he was ("Here is what really happened", "unleashed terror", "he was no hero") 
The second film shares facts and details but removes adjectives and phrases that show us how the narrator feels about the subject. We talk a lot about why a text book writer (which unfortunately can sometimes can have biases) or the history channel would want to share only the facts and not opinions (because they want us to create our own opinions on the subject).
The third film always shocks the kiddos due to its stereotypes, strange focus on skin color, exaggerations on Columbus, and of course, its complete removal of any issues between Columbus and the Natives. 

What I also really like about this lesson is that it helps students see the difference between hard facts and opinions which can totally change one's perspective. 

Finally, we applied our skill to literature by reading three different accounts of Columbus's journey. At this point I added the Point of View skill to our literature critic sheet. 

We did a CLOSE reading on a non-fiction article from our History Alive text book. We agreed that this was unbiased. It shared some shocking information but did not share the author's opinions or use adjectives that tried to persuade the reader to think one way or another. 

We then read the children's poetry book 1492. In this there are many positive adjectives and no reference to any native mistreatment. 

Last, we read Jane Yolan's Encounter - such a powerful book from the 1st person perspective of a Taino Boy biased against Columbus. Such incredible description and voice in this book! 

If you are interested in trying this activity out with your kiddos, pick it up  HERE!

At the end, students respond to the guiding question "How can the Point of View that the author chooses change the tone of a story?

In 1492, Columbus Sailed the Ocean Blue ...

BUT.....

Which OCEAN?? Continents and oceans are not particularly fifth grade standards, however, every year I discover that a large portion of my class still struggles to name and identify the 5 oceans and 7 continents. Hence our mini unit during Exploration. Here are some of my favorite activities for review:

After learning about longitude and latitude (a fifth grade standard), I separate the kiddos onto pairs to create a balloon globe. They really have to use good logical thinking skills, as well as maps and globes, to place the continents in their correct place between the Equator and the Prime Meridian. 

This activity really helps them visual the globe better. If you are interested in purchasing the globe set it is available on TPT HERE. 

During our centers, I have a small maps and globes booklet that is one of my CAN DO stations for the week. This booklet is a FREEBIE that you can get HERE!

HERE are some awesome FREE geography map and globe word wall words as well. 

Another great activity to do for review around the holidays is THIS  FREEBIE where students use map skills to track Santa. 

Hopefully you can use some of these activities to help your students review or teach vital geography knowledge :) 

Losing the Bill of Rights::Gaining a Teachable Moment

Today, we did one of my FAVORITE U.S. Government lessons! With all of the issues in the Middle East, it turned into an even more  POWERFUL lesson than usual about what people do when their rights are being violated. 

If you teach Government, and if you teach 4th - 5th grade or middle school, you MUST show your students "Future Fright - Losing the Bill of Rights". It is a bit on the mature side due to some language I actually skip the interrogation section because it isn't terribly necessary to the story and there is a pretty heavy swear word. However, the response and respect, that this video provides kids for the Bill of Rights, and the other protections we have built into our government, is unmatched!! There is such a deep appreciation and reflection that is so mature for fifth grade students. The video follows a family who have been physicians, for 7 years, in another country. While they were gone, America was taken over by a dictator who did away with the Bill of Rights. You can find the video in sections, FOR FREE, either on Discovery Education or Youtube. Viewing Guide available HERE.

Link to Future Fright Part 

While watching the video, I have the students keep an eye out for Right violations important vocabulary word. I provide a laminated copy of the Bill of Rights as a reference, for each table. They then keep track of a minimum of 3 violations. We then share out afterward and discuss what rights were violated. I also have them self reflect and answer a short exit slip, at the end of the lesson. 

In the video, the family realize how "different" America has become and they decide they don't want to be there any more so they start planning their escape. This year, that led to a POWERFUL discussion, due to the recent news coverage on the Syrian refugees. An impromptu learning opportunity opened up and I pulled out this weeks TIME for Kids magazine where the FIRST article was about the refugees, why they were fleeing, who was taking them, how they are escaping, what America is doing to help. etc. 

It. Was. So. COOL! 

The kids have made so many connections with this! We are currently reading Number the Stars during our read aloud because I love all the connections there are between what the Nazi Regime did and what our Government protects us from. 

We added to our classroom "Brain" that President Collins, in the movie, is acting like Hitler and how the Bill of Rights protects us from violations which the Jewish people were subjected to.

 I also believe in having a constantly VISIBLE not just "available" world map in the classroom to encourage geography connections. 

There was totally a moment today where the whole class was crowded around the map figuring out where the refugees were coming from and where they were headed. Later, someone asked, "Why don't they just come to America" and without my input or direction, another student pointed on the map and explained, "Because, look how far they would have to travel in their little boats, it would be just too far!" I love that this kind of critical thinking is possible when students have an available resource in the classroom. 

Don't you just LOVE it when connections are so fluidly made through curriculum and student brains!?!

On. Educator. Cloud. Nine. 

Here are more Government Activities: 

Behavior Clip Chart AH HA moment

 Like many teachers, our school utilizes the "clip" system for individual student behavior management. I also use pom poms for a collaborative table group incentive, but I will have to blog about that another time. 

My chart looks like many others I am sure. There is a space (green) where students start every day. They are able to move up or down depending on their behavior ... yada, yada, yada. NOTE: If you are unfamiliar with the clip system, just pinterest it :0) 

However, there were a few draw backs to this system in my classroom: 

     1. In our fifth grade, we team teach so my students go to my    

         partner teacher for 2 1/2 hours for math and science while     

         hers visit my room for reading, writing, and social studies. 

         This caused lots of problems with the clip chart. We tried   

         EVERYTHING. We would rely on us verbally reminding   

         students to move their clips up or down when they entered 

         and reentered the class room yeah right! Are we idiots?! 

         Maybe. Writing down who had moved on the clip chart on a 

         mini white board and passing that between us during 

         switching time. and more! Inevitably, there was confusion, 

         frustration, miscommunication, and always some kid who got 

         a way with something because the system was so inefficient. 

     2. When we traveled in the hallway, went to an assembly, the  

         library, activity outdoors, etc. Students would misbehave and 

         yet, because the "clip chart" was not there, it seemed 

         obsolete for both student and teacher. There is something 

         ridiculous about punishing an in the moment situation with 

         "When we get back to the classroom in 20 minutes, move your 

         clip" That is if you or I remember...

     3. At the end of the day, I would have a student bring me the 

         clips from the chart and write down where everyone had 

         been. This seemed a bit like remaking the wheel. .. 

ENTER: THE YARD STICK. 

Brought to our attention by our new fourth grade teacher, we decided to make our chart MOBILE! Oh the joy it has brought us! Yes, I now know, it has been on pinterest, however, I had never seen it before and give all the credit to my fabulous 4th grade teacher! And, if your like me and have not seen EVERYTHING there is to see on pinterest (with the amount of time I spend, you would think I would have seen this) this post may change your world ;0) 

It. is. this. simple. 

     1. Paint a yard stick according to your behavior chart. We still      

          have ours posted for students to reference the colors, 

          although you could write it on the stick itself as well. 

      2. Put their clothespins on. 

      3. Take it with you EVERYWHERE!!! 

Problems it eliminates: 

     1. The student in charge of clips brings the yard stick between 

         the classrooms when we switch, students move it when          

         necessary and that exact stick goes back with them at the end    

         of their time with me. no more keeping track of each others students 

     2. We simply BRING IT WITH US to the library, assemblies,  

         computer lab, even outside! It is amazing. 

     3. At the end of the day, the clip student simply lays it on my 

         desk and I can take care of which students earned rewards 

         and which need a note home, etc. 

I hope this inspires you as much as it did me. Perhaps you are thinking of something in your classroom that could become a little more mobile. It's the little things in management like this that can TOTALLY make a difference in a school day isn't it? 

Sincerely, a VERY Happy Teacher. 

Classroom Tour 2015

School started pretty late for us this year since we cannot start till after Labor Day thank you, Michigan!. Two weeks in, I think it is about time I put up my annual classroom tour pictures. To see my other classroom themes go HERE, HERE, HERE, or HERE. 

Since I focus so heavily on Social Studies throughout the year, I decided not to start with an actual "theme" but started out with our first social studies unit which is Government. You could call my classroom theme this year "black and white" since that is the only part of the room that will stay as I change it to match each social studies unit. Because of our first unit, we are looking very PATRIOTIC as of right now :) 

Please enjoy a picture tour of my 2015 classroom. 

Left side of the Room

Front of the room

Back of the room

Right side of the room

Walking Classroom: Teacher Feature!

I had the privilege of being The Walking Classroom's Teacher Feature for the Month of March! My students and I have truly been blessed by this incredible classroom resource! 

For more information on the Walking Classroom and how you can apply for this amazing grant, check out THIS post. 

March 2015 Newsletter This month's newsletter shares ways to get connected to TWC and other fabulous adopters, strategies to help students become better listeners, how to get involved in Every Kid Healthy Week coming up in April. Teacher Feature Brittany Bermingham Hoppin Elementary Three Rivers, Michigan A quick glance at Brittany's blog "The Art of Learning" will give you an idea of just what an incredible teacher she is.  It's clear she goes above and beyond to engage her students and to make learning meaningful -- just look at the picture above! She incorporates The Walking Classroom into her teaching to reinforce what she is teaching and graciously shares her ideas with others. We are grateful there are such dedicated educators, like Brittany, working hard everyday to ensure their students succeed!  Where were you born, and where did you grow up? I was born and raised in Mount Vernon, Ohio, however, my family is originally from Michigan so I returned as soon as I could and have now lived in this great state for eleven years.  How long have you been teaching and why did you decide to become a teacher? I have been teaching for five years. I have always been a part of an education world. I am a third generation teacher and grew up immersed in lesson planning, curriculum, and, of course, long family summer vacations.  My mother is a high school English teacher and my father, a high school history teacher and I knew at a very early age that I wanted to follow in their footsteps, much to the chagrin of my little sister whom I "taught" with teddy bears in the basement.  When have you been your "best self" as a teacher? I feel that I am "the best" teacher when my students are engaged in content and creating projects without my assistance -- when I am truly a facilitator. It is such a rewarding feeling to watch a classroom of students eager and focused, digging deeper in their learning independently. When I am able to provide a foundation where students can use their OWN knowledge and information to analyze, evaluate, and create, I feel like I am on top of the world!  As a teacher, for what are you most grateful? I am most grateful for the professional learning community I work in. My fellow teachers and partner fifth grade teacher, maintain the same moral/family values, they care deeply about all of "our" kids, and they are eager to learn, listen, and community and I know that it has made me a better teacher!  What are some educational resources that you utilize to help cover the curriculum? Obviously, Teacher Pay Teacher, a myriad of AMAZING classroom blogs, Teachertube, I LOVE using manipulatives to teach (especially in social studies) so I utilize a LOT of stuff form Good Will/garage sales/flee markets to help bring the content to life! The Walking Classroom, Pinterest, and so many more!  Please describe an experience that you and/or your students have had with The Walking Classroom. I use The Walking Classroom to help me integrate and solidify my student learning. I teach reading, writing and social studies for fifth grade and blend these three subjects as much as possible to allow for cross-curricular connections. The Walking Classroom helps me do this and is so easy to tie into their learning. While learning about the different explorers, for example, we researched the different technological advances which aided in exploration.  During one of our podcasts, they discussed these as well.  So after our walk, we went inside and created "astrolabes/quadrants" then we bundled back up and tested them out finding the distance of objects outside. I absolutely LOVE when The Walking Classroom reiterates what we are learning in the classroom and gets the kids even more pumped about the information.  It is like they are thinking "Whoa, Mrs. Bermingham must know what she is talking about because we just heard it from the kids over at The Walking Classroom!" and they take the content so much more seriously! HA!

Warmer Weather and the Walking Classroom

With the weather getting warmer here in Michigan, we are back OUTSIDE enjoying the Walking Classroom! 

 This last week, we traveled down the street to a local park and enjoyed some brisk, but VERY fresh air while learning about our nation's first president - George Washington. 

We learned the Washington had lots of important decisions to make not only as the first president, but also in his personal life, as a general for the French and Indian War as well as for the Revolution, and in creating our very new nation.

We utilized a great summary worksheet created by Stephanie at TeachinginRoom6 I swear it seems like I must stalk the woman ... okay, I might. Shamelessly. But I didn't even get this sheet from her, honestly, I got it from the Walking Classroom Newsletter. It isn't my fault she is so fabulous and everyone uses her stuff ;0) You can get a copy of the sheet HERE. 

 

For more information on the Walking Classroom, visit THIS post 

THE. TEST.

So this is how if feels, eh? Prep, Review, Practice, Freak out, REPEAT.

...this marks the first year that we will be taking our standardized test in the SPRING. It only makes sense, test the kids on what they learned at the end of the when they learned it. However, with this very logical notion, comes an incredible amount of stress that never existed back in the age of Fall testing. After having students for barely more than a month, they were tested on some mythical grade called "fourth". Of course, I reviewed key concepts, we learned test strategies, identified test vocabulary and got amped up for the big TEST. 

BUT. now it is a whole different ballpark! 

 What is being tested is no longer a mystery, not for me as their teacher and not for the students. Collectively, we can be engaged in authentic reviewing of what WE have learned, HOW we have learned it, and apply OUR strategies to THE TEST. This places so much more responsibility upon everyone.

It also produces a sense of urgency and drive for students during the year because they know it is looming ahead - The place at the end of the journey where they can show their learning off.

And so, fellow bloggers, as you post about test review and baggie your cute Easter egg and marshmallow peep test treats never could use those candies since my test was always in the fall I join you in the ranks!

Enjoy your Spring Break if you are on it! We started our break yesterday and begin the test the day after we get back - yippee.  

Good luck all of you Spring Testers!