All Things Vocabulary 1.1

Greetings, Jags!

You have your first vocabulary quiz this Friday, September 4th. Woohoo!!

IMG_4159To prepare, please watch the video below to make your vocabulary 1.1 foldable (this is not the same as your root word foldable).

The first portion of the video walks you through making the foldable, and the last two-thirds provides the definitions to your vocabulary words by walking you through the roots, prefixes, and suffixes that give the words their meanings.

This is a looooong video, probably the longest I will ever expect you to watch as a flipped video, so I suggest you tackle this beast by taking brain breaks in between sections.

Just make sure you finish it before I check your foldable for completion on Wednesday, September 2 (periods 1,3, and 5) or Thursday, September 3 (periods 2, 4, and 6). Also, make sure you study the dickens out of it before your first ever vocabulary quiz on Friday, September 4th!

As always, you can join me during lunch for a super fun video/foldable party any day before your quiz.


Ms. Hayes

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Write Rockin’ Sentences with Basic Sentence Structure

Good morning, Jags!

Today and tomorrow we’re going to talk about basic sentence structure, but because we’re transitioning to the flipped learning model we’re going to practice learning about sentence structure from a video in class.

First, please watch the video below with a partner or two. In part I, we’re only focusing on independent clauses, simple sentences, compound sentences, and coordinating conjunctions, so will only study Basic Sentence Structure Part I.

Excellent! Review your notes. Do you have clear, easy to understand notes on simple and compound sentences? How about on independent clauses and coordinating conjunctions? If you don’t, you’ll need to go back to the first video and rewatch the sections containing the information you’re missing so you can revise your notes.

Second, watch part II of the video below and complete your notes. You need to have clear notes on dependent clauses, subordinating conjunctions, complex sentences, and compound-complex sentences.

All done? Great! Review your notes. Do you have clear, easy to understand notes on complex and compound-complex sentences? How about on dependent clauses and subordinating conjunctions? If not, you’ll need to go back to the second video and rewatch the sections containing the missing, so you can revise your notes.

Third, take a moment to make up some test questions for the most important information within your notes (both parts one and two). When you’ve finished, quiz your partners! Do they understand simple, compound, complex, and compound-complex sentences as well as you do? How about independent and dependent clauses, and coordinating and subordinating conjunctions?

Fourth, if you have clear, rockin’ notes and if your partners are content with their notes, please check out the directions for your upcoming research paper here. You have the rest of the period to conduct research on your assigned deity.

You’re awesome! Enjoy the rest of your day!

Ms. Hayes

Root Word Foldables for Interactive Notebooks

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Ahoy there, Jags!

Thank you for an awesome second week of school. Today we set up our interactive student notebooks and made our first root word foldable for our first vocabulary unit of the year. Some of you still need to set up your interactive student notebook. If so, find those directions here. Many of you also need to create your Unit 1 root word foldable. Watch the directions explaining how to create the foldable in the video below!

Eager to study for your first vocabulary quiz on September 4th? Find your vocabulary words here!

Need to download the foldable template? Click here!

Need to download the list of vocabulary words for unit one? Click here!

Need to download the data sheet for unit one? Click here!

Have questions? Use the form below to shoot me a quick email. Make sure you mention your first and last name, your class period, and a valid email address so I can respond quickly and accurately.

See you on Monday! 🙂

My First Flippin’ Video

Hot diggity, dear reader! I finished editing my first flipped video last night, and I’m actually quite pleased with how it turned out! You can see it below.

Many thanks to Abacaba, Kate Gardoqui, and Gastondeluxe for the video clips!

Video Recording and Editing Software

I recorded some of the footage using QuickTime Player’s video recording and screen recording features on my school-issued MacBook Pro, and the rest of the footage came from YouTube. Finally, I edited the video using iMovie and PowerPoint. All free software!

I’m currently trying to get a more robust video editing software so I don’t have to use PowerPoint to create a picture-in-picture effect, but I’m hoping to get the software through my school so I don’t have to pay for it out of pocket.

Teaching Students to Learn from Videos

If you watched/read my seven tips for creating your own flipped videos, you may remember that you should teach your students how to learn from a video by showing flipped videos in class before assigning them as homework. Well, today I taught (most) of my students how to learn from videos using the video you see above.

Overall, I think it was a success! The students used visual cues to let me know when to pause the video, play the video, or rewind the video. Sometimes I paused the video myself and explained why I paused it, other times they told me to pause the video by holding up their hands. It worked pretty well, and it allowed the students to become familiar with the structure of my (soon to be created) videos, which will help them become more efficient and effective note-takers.

I learned quite a bit today as well. First of all, the video was only 15 minutes long, but between pausing, rewinding, rewatching, and note-taking, we needed a full 50 minutes to get through it. I’m sure the students will become more efficient with practice, but I will need to make sure future videos are no longer than 10 minutes if I expect the students to take thorough notes.

I also learned that visual cues within the video are very helpful for the students, but those cues don’t necessarily have to be text-based. In future videos, I may hold up a pencil when I want the students to write something down. That way I don’t have to do as much post-production editing, but the students will still know what they need to copy down. That’s a trick to perform later in the year as a way to scaffold good note-taking skills, and to teach the students how to differentiate between important information and fluff.

No Tech at Home? No Problem! 

Since coming back to school and sharing my flippin’ aspirations with my colleagues, many of them have raised a very valid concern about flipped learning for students who are unable to watch videos at home due to a lack of technology. I also had a handful of my new students express the same concern. In response, I created this Tech Letter for Parents which addresses those concerns. I’ve welcomed students to come into my class during lunch to watch the videos on the big screen, and I’ve also highlighted some of the resources within our community that students can use evenings and weekends, such as the public library and public transportation. Feel free to steal my letter and modify it to meet your own needs.

That’s all for today! Back to work for this busy teacher. If you want to read more about strategies using technology and the SAMR Model, check out my post on using Animoto in the classroom or my post on EDpuzzle. You can also read the first post in this series here.

Check out my prior post on practical tips for flipping your classroom!