Using Two Truths and a Lie to Encourage Thorough Research

We’ve all been there. You’re in the midst of an informational writing project. You ask students to search for information. They do a quick Google search, choose the first thing they find, and say, “I’m done”. It’s frustrating, but in an age where information is so fast to find, it’s understandable that they would want an instant answer and be done.

This year, ahead of 5th grade’s informational writing unit, we decided to do an exercise in research by using the book series Two Truths and Lie by Ammi-Joan Paquette and Laurie Ann Thompson.  Each chapter in the book is made up of 3 stories.  Two are truths and one is a lie.  The books have a great opening that explains that all of the stories are pretty unbelievable and that it will be a challenge to figure out which is false. I chose a section out of each book to make a copy of.  I put them in groups of three so that every table would have two truths and a lie on the table.

For the opening of the lesson, I asked students if everything on the Internet was true.  They immediately said no, but I reminded them that even though we say that, so often, we fall victim to something that is actually false.  We looked at Jennifer LaGarde’s infographic about identifying fake news so that we could review the importance of knowing the author, domain, and especially triangulation.

I read the opening of Two Truths and a Lie and explained the task at hand.

  1. In pairs, students would choose one folder to sit at.
  2. Pairs would read the article in the folder.
  3. Pairs would use our trusted databases in Galileo as well as do an independent Google search to find evidence to prove that the article was a truth or a lie.
  4. When pairs felt like they had enough evidence, they could talk with me about what they found.

Things got off to a great start. Pairs opened up folders and read their article.  However, when computers opened, things went downhill (at first). Hands started going up immediately because students had found an image that matched an image in the book or they found a video that matched their article. Those pieces of evidence alone were enough to prove something true in several students’ eyes.

It was a great teaching moment because I was able to go back to our infographic and repeat the questions about domain, author, and triangulation.  Students often didn’t know who made the video or where the picture came from, so we could dig around and look for that info. It was easier to send students back into our databases or Google because they simply didn’t have enough evidence to prove.  Many of them got serious after the conversations and started matching text in the article to text they found in sources. They began showing me that they weren’t just looking at Wikipedia as their only source and were instead using trusted news sites and museum sites.

By the end of our time, most groups had found enough evidence to make their case, and I revealed the truths and lies, which are found at the back of the book.  This is definitely not a one time lesson that will solve all of our research problems, but I loved that so many students were receptive to the idea of digging through multiple sources to prove something right or wrong. Now, my hope is that the momentum we gained from this experience will lead us into our informational writing.

 

Wolf in the Snow Puppets and Storytelling

In just 2 weeks, we will welcome author/illustrator Matthew Cordell to our school. Small groups of our Kindergarten students have been coming to the library to work on a special project. This project came about because our Kindergarten classes are unable to attend our regularly scheduled makerspace times. I wanted to offer them some special opportunities throughout the year because of this. Thankfully, I now have a high school intern, Andrea Arumburo, who is collaborating with me in the library most afternoons. Her focus is art, so I knew she would align perfectly with Kindergarten makerspace opportunities.

For this first round of classes, groups of 5 students from each Kindergarten class came to the library to create puppets based on Matthew Cordell’s Wolf in the Snow.  We began by refreshing students’ memories on what happened in the story with a quick flip through the book. Then, Andrea talked with the students about creating characters on paper plate circles. She offered that they could replicate the characters in the story, or they could design a character that looked more like themselves.  She had several examples to show them.

Next, students moved to tables and sketched out their characters on paper plate circles and colored them. We placed examples on each table as well as a copy of the book. As students finished a puppet, they glued a tongue depressor stick onto the circle to create the puppet. Most students chose to make a 2nd character so that they had one human and one wolf.

Once students finished, we sent them to spots around the library to practice retelling the story. Kindergarten talks a lot about 3 ways to read a book: read the words, read the pictures, retell the story. This was a great opportunity to practice retelling.  Some students referred back to the book. Others remembered every detail. Others used their artistic license to completely change the story and make it their own.

After practicing, they found a partner and shared their puppet show story with a partner.  For many, this was the stopping point in our time limit of 40 minutes.  However, a few students were able to come over to the green screen and practice retelling their story in front of the camera.

In one session, we decided we didn’t have enough time to film anyone so instead, we all sat on the carpet with our puppets and we walked back through the pages of the book together. I told the story and students used their puppets to act out the story.  I loved watching them hide puppets behind their backs when that character wasn’t in a scene.  This unexpected closing was actually something I wish I had done with the other groups because it made a connection between the puppets and the story.  I think it would have helped students in making their own puppet shows.

Our hope is that Andrea and I can continue to offer these opportunities throughout the year. Some will be low-tech, high-tech, or a mix of it all.

Join Us for the 2018 Poem In Your Pocket Poetry Readings

Each year, we celebrate poetry month by hosting Poem In Your Pocket days in the library.  Across 2 days, every class comes to the library to read aloud original and favorite poems into an open microphone.  We broadcast these readings over Youtube Live so that families, community, and beyond can enjoy our poetry too.

Our readings will take place from 8:00AM-2:30PM EST on April 12 and 13, 2018.

All the links to the Youtube events can be found at our 2018 Poem In Your Pocket Smore. https://www.smore.com/p9qbk

You can also view the schedule here:

Thursday April 12

8:00 2nd – VanderWall
8:30 2nd – Woodring
9:00 2nd-  B. Douglas
9:30 3rd-Morman
10:00 1st-Cunningham
10:30 1st Skinner
11:00 PreK-Trina
11:20 PreK-Heather
12:00 Lunch
12:30 1st Stuckey
1:00 K-Clarke
1:30 4th Coleman
2:00 4th Weaver

 

Friday April 13

8:00 2nd – Brink
8:30 K-Hocking
9:00 2nd-Boyle
9:30 3rd-Thompson
10:00 5th grade class 1 Freeman
10:30 1st Wyatt
11:00 5th grade class 2 Freeman
11:30 3rd-Haley
12:00 3rd-Arnold
12:30 K- Sandifer
1:00 5th grade class 3 Freeman
1:30 K- Lauren
2:00 4th Monroe

If you choose to watch our videos live or watch the archives, we encourage you to tweet comments to our students using the hashtag #barrowpoems  We’ll share your comments with students as they come in.  Happy Poetry Month!

The 2018 Barrow Peace Prize Goes To…

Our 2nd graders have been working on our annual Barrow Peace Prize project since January, and for the past few weeks you have been voting on which person from history will win the award.

On February 28, we all gathered in the library for the big announcement.  Prior to this day, students researched a civil rights leader, wrote a persuasive piece of writing, created artwork to accompany their writing, and recorded themselves in Flipgrid. We asked people around the world to view and vote on which civil rights leader should win.

People in 160 different locations around the world cast their votes.

During the Barrow Peace Prize Ceremony, we connected with Flipgrid via Skype. Brad Hosack set the stage for our ceremony by reminding us of the history of this project that has gone on for many years since Flipgrid was an emerging edtech tool.

Then, we launched into student recognitions. Each teacher selected 3 students to recognize for Prolific Persuader, Outstanding Opener, and Dynamic Designer.

A member of the Flipgrid team announced the winners in each category and I handed out certificates to rounds of applause.

Next, we recognized our Barrow Peace Prize designers. A few years ago, a student said that we needed an actual prize for the peace prize. Since then, a group of students designs the peace prize using Tinkercad and we 3D print it.  Every student who researches the winning civil rights leader receives a medal.

Finally, it was the moment we had been waiting for. Nate from Flipgrid announced the 2018 Barrow Peace Prize winner………………Martin Luther King Jr. The votes were super close and this was the first year that MLK was one of our finalists for the peace prize.  Every student who researched him received their peace prize medal and we also gave a medal to each classroom to share with all students in 2nd grade.

This ceremony really is a celebration of the collective work of 2nd grade. Yes, several students hear their names called, but we all celebrate knowing that our work has reached well beyond the walls of our school to inspire others.

Thank you to every person who watched the student videos, voted, and shared this project. It means the world to the students to know that their videos have been seen.

 

Love Projects: 3rd Grade Selfies

When Ms. Foretich (art teacher) and I finished sharing Love by Matt de la Pena & Loren Long with our 3rd graders, we flipped back to one image in the book.

This image always surprised students when I read the book aloud.  It’s the only image in the book that is zoomed in so close.  There was always a collective gasp or audible reaction, and we often had to stop and talk about what this image was all about. I was so glad that Ms. Foretich chose to focus on this image with a whole grade level.

We paired this image with another book called The Best Part of Me.

This book features voices of children as they talk about the favorite parts of their body and why. Each poem/prose is accompanied by a black & white image.

In response to Love and The Best Part of Me, students brainstormed about their own bodies and what they love.  We encouraged students to think about body parts, favorite activities, and personality as they brainstormed.   By the end of class, we wanted students to focus in on a particular aspect of themselves that they could photograph and write about.

Ms. Foretich continued this project in class by having students use iPads to take selfies of the favorite parts of themselves.  Students also finished the writing and typed up their words.  Ms. Foretich printed all of these to mount on black paper.

They are now displayed in the rotunda of our school.  I love standing in the center of the rotunda and looking around at all of the student images and voices staring back at me.  To see what each student loves about himself/herself is reassuring in a world that can sometimes seem mean and chaotic.

If you find yourself in our school, I hope you’ll take time to see (and be inspired by) their work too.

Two-Voice Poetry

5th grade spent two days reading and creating two voice poetry. This project came about after I met with Mrs. Freeman to brainstorm ideas for her ELA classes.  We were looking at this standard:

ELAGSE5RL6  Describe how a narrator’s or speaker’s point of view influences how events are described.

During our planning, we looked at books and poetry that featured multiple perspectives and decided that we would focus on poetry.  I found several books to serve as mentor texts.

  • Messing Around the Monkey Bars by Betsy Franco
  • Can I Touch Your Hair? Poems of Race, Mistakes, and Friendship by Irene Lathan & Charles Waters
  • Seeds, Bees, Butterflies, & More by Carole Gerber
  • Joyful Noise by Paul Fleischman
  • The Friendly Four by Eloise Greenfield
  • This is Just to Say by Joyce Sidman

During the 2-day project, the students, Mrs. Freeman, and I read aloud examples of poems from each book and talked about the perspectives and style of the poem.  Some were funny.  Some were serious or about historical events. Some were sarcastic. We tried to showcase examples that would appeal to many different interests.  Then, we set students up for their work session.

In pairs, students continued to read mentor poems from the featured books to get more familiar with how two voices could work together from two different perspectives.

When they felt ready, they moved to a brainstorming sheet. On the sheet, they thought of possible topics along with what two perspectives could talk about that topic in the poem.  We encouraged students to choose two perspectives that would offer a different take on the chosen topic.  We tried not to give too many examples, but if students were stuck, we made suggestions that might spark their own ideas: hot cheetos/hot takis, cell phone/landline, nintendo/xbox, school/home, twitter/instagram, etc.

Once they decided on the topic and perspectives they liked, they started trying out some lines of their poem.  Many students looked back to the mentor poems for a structure or style of writing.  Others picked topics like politics, where they needed to do some additional research in order to truly take on the perspective they were attempting.

Mrs. Freeman, Mr. Kinnaird (student teacher), Mrs. Mullins (collaborative spectrum teacher), Mrs. Kelley (special education teacher) and I all walked around and conferenced with writing pairs.  We nudged them to expand their voice, use descriptive language, and practice their poem before publishing.

The work session spanned both days.  Once students were ready to publish, they used their computers to record their poem on Flipgrid.  This is a piece of the project that will continue in the coming days as students finish their poetry.

There were several moments where I paused and looked around at the whole group of students working. What amazed me was how engaged each pair of students was.  Yes, students worked at different paces and some needed more support than others, but no student sat back and did nothing. They were focused on the task, and it made me wonder about this particular experience and what made all students engaged.  Was it the choice? Was it the partnership? Was it the freedom of poetry? Was it interest? Was it the authentic audience on Flipgrid?  I don’t have the answer, but what I do know is that I loved this experience and I hope I can continue to create these kinds of projects with teachers and students in the future.

Please take time to listen to the many student voices on this Flipgrid.  You can leave students comments on this post or use the emoji reactions on each video to let them know how their poetry made you feel.