Social Studies Lapbooks - Written Responses - Part 3 of 5

This is Part 3 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

Inquiry design is unique. It offers students an opportunity to ask questions, engage with one another, and consider opposing views. I love the way the small pieces throughout the inquiry lead to students constructing a response for the bigger question at the end of the inquiry. 

The three supporting questions posed during the inquiry are the pathway to formulating the summative response. As students build their evidence base with the three 2-point supporting questions, they are simultaneously building a draft for the summative 4-point response. When writing for their summative question, I expect students to use the evidence they have accumulated throughout the inquiry from their three supporting questions.

Before students are expected to navigate RADD writing on an independent level, I model the structure and the expectations for them during the first inquiry. I plan 2-3 lessons to break down RADD writing. I demonstrate how to restate the question, formulate an opinion, and cite the evidence that will support the answer. It can be a slow and torturous task, but it is worth slowing down and setting the expectations in the first part of the year. Eventually, students will be able to read, draft, and write a RADD response within one lesson block.

R.A.D.D. Writing: 2-point Responses

I have been using a writing process called "RADD" for quite a few years. The acronym stands for: 
Restate the Question
Answer the Question
Detail
Detail

Bulletin Board Display From My Coworker's Classroom

This simple acronym helps remind students of the steps needed to write a 2-point response. If they construct their writing around this acronym, they will easily earn full credit. Some students get into the habit of writing the acronym on the top of their paper and will check off each letter as they complete the steps.

Within my inquiry resources, students have each of the supporting questions prepared for them and the RADD method is built into the planning section of the page.

3rd Grade Migration Inquiry (mapping, graphics, and text for question 1)

Building a RADD

Restate the Question
This is basically the topic sentence. What is the question asking? What are we talking about? I encourage students to use the words already written within the question. Most of the time, students can change a couple of words and change the punctuation from a question mark to a period and have an excellent topic sentence crafted.

Answer the Question
This is the section where students state their opinion on the topic. Inquiry design often has more than one "correct" response. So, this step is critical for students to understand and master. It is their response to this section which will determine what evidence they need to find and cite to support their response. The answers in inquiry are oftentimes opinions. Two students can have diametrically opposing views with evidence to support their ideas and both students can earn full credit. Students choosing a position is one part of the process. They must then be able to find and cite the evidence which supports their opinion.

Detail, Detail
They say "the devil is in the details". For inquiry process, this is true. Students can answer the question in more than one way- so it is vital they choose one pathway. They will need to form an opinion and provide evidence (details) to support that opinion. Some students will struggle with the concept of there being more than one correct answer; or that the answer earns points because of the details provided. 

Some students may be uncomfortable choosing a position and will try to address the question by covering all options. I do give credit for those answers (if they provide evidence), but not full credit. It is the student's opinion on the topic that will determine the details they will need. 

Some students will need guidance on which details/evidence apply to a particular answer. While we move through the texts I will oftentimes have students notate on the text. Over the years I have tried different methods: highlighters, underlining, circling. They all work. 

One way I have used that works exceptionally well is color-coding. This is especially helpful when students will be marking up text for details that will support opposing views. I will select one color for one opinion and a different color for the other. Using color-coding helps the students find the correct evidence to support a particular opinion.

4-point Response versus 2-point Response

Once students have had an opportunity to explore and discuss the 3 supporting questions, they are ready to write a 4-point extended response. The 4-point response is the culminating writing activity for the inquiry.

Inquiry units are designed to make students think, consider opposing views, defend a position. For some, they will struggle with discussing their opinions because inquiries move beyond what students have encountered thus far in their educational career. Asking if people should live in ethnic enclaves is a much more complex subject than asking a student their favorite character in a book.

4-point responses are longer than a 2-point response. They encourage students to use evidence from the previous 2-point responses as well as any other evidence found within the inquiry. A 2-point response can be answered using 4-6 sentences whereas as a 4-point response may require 4-6 paragraphs.

Students who have thought through the 2-point questions can use them as a framework going into their 4-point response. I have the students use their 2-point responses to help them draft their 4-point question. If a students viewpoint has changed during the inquiry, or their 2-point response doesn't support their 4-point response, I guide them back to the text, graphics, and notes taken throughout the inquiry. Students are encouraged to use any evidence from the inquiry that will support their 4-point response.

5th Grade Segregation Inquiry (notes and graphics for question 3)

Rubrics

All inquiry resources include rubrics for the written responses. There are 2 different rubrics, one for the 2-point response and one for the 4-point response. The rubrics were constructed a few years back using a combination of the New York State rubrics and the input of my students.

The rubrics are written using student-friendly language. I use the same rubric with the students that i use to grade heir work. It is common practice to hand out copies of the rubrics and ask the students to grade their responses on the rubric. I then will collect their rubrics and attach a copy of my rubric with the grade. 

Rubrics aren't just used for grading. I use the rubrics to conference with students about their writing. They are also used when students meet in pairs or small groups to discuss their writing as well.

Another rubric that I started using last school year is a single point rubric. I am enjoying this new format of rubrics. It helps keep the students focused on the minimal parts needed to earn maximum points. I also like the way a single point rubric can demonstrate to the students and their families the work required to exceed expectations (and earn 4 points).

You can read an in-depth blog about single-point rubrics here:
Single Point Rubrics For Writing

Anchor Papers and Exemplars

I oftentimes get requests for anchor papers or exemplars. I hear you. I understand the need. I totally get it. Nonetheless, my answer is no. But before you grab your pitchforks and tiki torches, please let me explain.

In theory, I could provide exemplars. However, there are endless ways a student could answer any of the questions asked in an inquiry and receive full credit. By submitting one example for a teacher, I worry that it becomes THE example. 

I highly recommend walking your students through a couple questions in a slow and deliberate fashion. The model writing you create during that time will become the anchor papers for your classroom. Keep them, use them throughout the year (or even subsequent years), and refer back to them often.

Teachers, you are the professionals. Use your craft and judgement. Trust your training and instincts to guide your students through these writing pieces. You can do it!

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - Alternate Uses - Part 2 of 5

This is Part 2 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

Are you interested in social studies lapbooks but haven't quite been convinced because you are struggling to find ways to incorporate them into your existing classroom structures? Have you been using lapbooks and are looking for ways to switch up how you use them in your class? Read through these alternative ways you can deliver social studies instruction using a lapbook-like approach. 

Composition Notebooks

I used composition lapbooks last school year. I wanted the students to be able to reference information from prior units and topics but didn't want to house all the folders once the inquiry was complete. 

Although lapbooks are designed to fit in a file folder, it was an easy transition to composition notebooks. Instead of printing at full size, I reduced the print to 80% and they fit just fine. I do like the compact and tidy nature of composition notebooks. I used them throughout the school year and reduced other resources meant to be printed at 8.5 x 11 in order to fit them into the composition notebooks. The reduced space didn't impact the ability for the students  to respond in a meaningful way. 

One additional adjustment I made was to have the students write the heading by hand for the different SS inquiry sections. It saved on paper and allowed for a bit more space for response.

Reduce the printer setting to 80% for pieces to fit into composition notebooks.

Spiral Notebooks

Once upon a time I used spiral notebooks. Overall, I don't recommend them. Although you are able to fit a whole page onto the notebook pages, there are some negative consequences to using spiral notebooks. The covers get torn off. The wire spirals will stretch or become tangled with other spirals. And, the pages tend to rip out. The larger space is a plus but it doesn't offset the negatives. 

1 Folder Instead of 2

If I am short on folders or don't want to trim and create a tri-fold folder, I'll use just one folder. I adjust the content on the folder to just the cover and 3 supporting questions. I will copy on cardstock an insert for the vocabulary portions. The additional notes sections can be glued to the back of the vocab card as well.

Stapled Sections with Construction Paper Covers

If you want to avoid using notebooks and folders altogether, you can use construction paper and staple the different sections together as mini-packets. Teachers can copy the needed materials for each section and then staple a construction paper cover to the front. The front page becomes an area for the students to respond to the supporting question. It's a great way to deliver the content in small chunks as to not overwhelm their students. If you wish, you could staple all of the parts together at the end to complete the unit and give the students a collection of their work from the inquiry.

Section 3 of the Fourth Grade Transcontinental Railroad Inquiry
(student response, graphics, and text)

Whether you are just starting out or are a seasoned pro, there will always be ways you can improve your instruction and the mechanisms you use to deliver it. I have found that a lapbook approach to social studies is a hands-on like approach that students enjoy. Their engagement increases, their responses are more in-depth, and their ownership in the work is evident. No matter how use use them, lapbooks will be a hit in your class!

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2

SOCIAL STUDIES RESOURCES: 3-6

Social Studies Lapbooks - The Basics - Part 1 of 5

This is Part 1 of a 5 Part series. 
You can read other parts by clicking the links below:
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 3 - Written Responses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management

What are SS Lapbooks?

If you are new to the terminology, a lapbook can be described as a folder-like object used to organize and demonstrate learning. They oftentimes have pockets, foldable pieces, flaps, and the like to offer a hands-on approach to learning. Lapbooks also offer students an opportunity to demonstrate learning through written and/or visual means. Oftentimes lapbooks are unit or topic specific. 

My Original Design

I have seen countless designs for lapbooks. There aren't any rules to their design or construction; the only limit is your imagination. With a folder and a few pieces of paper, educators can guide students through a lapbook in whatever way works best. I have been using lapbooks for quite a few years and I still find ways to switch up the way I use them; even if it's a unit or topic I have previously taught.

The lapbooks within my social studies resources are offered in 2 styles: one design for K-1 and a more elaborate (but similar design) for grade 2-6. All of my lapbooks are designed for an inquiry-based method of instruction.

BASIC DESIGN of MY LAPBOOKS

Front Cover (used to stage the compelling question/launch the inquiry)

The front cover has a header using the Inquiry Question. It helps remind students of the question we are researching in order to answer. Underneath the header I have designated space for the students to think/draw/write about the topic. This section is a place for students to share their ideas before learning anything specific related to the inquiry question. This space is sometimes referenced later on. It is common for students to have a different perspective on what they initially wrote in that area!

Grade 3 Inquiries: Space on Each Cover to Start the Unit

One Section Per Question (usually 3 questions)

Nearly all of the inquiries have 3 supporting questions that help students navigate toward an answer to the main question. For each question I designate once panel (or section) of the lapbook. When teachers use 1.5 file folders to construct a lapbook, the interior of the lapbooks will have three sections. This layout helps students see their work in an organized fashion and to locate facts and evidence to support their written response at the end of the inquiry. Each section typically has a title as well. 

The information and responses within each of the 3 sections varies. Students may be responding to text or anchor charts, they may be using PPT or video to formulate responses. The inner panels encourage individualized response based on evidence while guiding students as a whole group. The student responses give students ownership over their learning and encourage them to think and respond independently.

Grade 5 Inquiry: Interior of Lapbook Showing Three Sections for the Supporting Questions

Vocabulary Section

One of my goals is to always foster avenues toward building vocabulary. It is a weak point for many (including adults!). My lapbooks have an entire panel dedicated to vocabulary. It contains 2 flip books that hone in on important vocabulary that will be heard, spoken, read, and written throughout the inquiry. It is difficult to teach about the Transcontinental Railroad if students do not have a mastery level understanding of the word "transcontinental". 

Flip books are one way to nurture the mastery required. I also use vocabulary matching games and a small foldable piece labeled "Other Interesting Words". The "Other Interesting Words" foldable is a great way to give students an opportunity to reread text and find the words they want to learn. It's individualized and offers ultimate differentiation.

Additional Notes Section

The back middle section is for taking notes. I use this area to give students the space needed for taking notes during discussions or while watching videos. Sometimes we need more space, other times it's barely used. It truly depends on the content we are discussing and how the conversations unfold in the classroom.

Writing

All lapbooks include a written component. In my quest to be more thematic in my teaching, and to tie in as much ELA as possible, each inquiry includes a written response for each of the 3 supporting questions as well as the initial compelling question.

For grades K-1 the written portions involve a lot of drawing and the use of labels. Teachers can guide the students who are ready toward writing sentences. For the grades 2-6, writing is comprised of 2-point and 4-point responses.

If students have taken their time answering the supporting questions for each section while using evidence from the texts, discussions, and videos, the final summative question will be easier to draft and write. In the bigger picture, the students will have been gathering their own evidence throughout the inquiry which can guide them during their 4-point response. The supporting questions are graded using a 2-point rubric. The summative question is graded on a 4-point rubric.

TIPS & TRICKS FOR LAPBOOKS

Fine Motor

By design, there is a significant amount of cutting and pasting with my lapbooks. For the primary grades I keep the lines simple - straight lines or basic circles. The intermediate lapbooks will incorporate a bit more fine motor skill.

To save time in the classroom (or if fine motor development isn't a top priority that day) teachers can pre-cut the majority of the pieces. I oftentimes will cut the pieces in preparation for the lesson. Students will then need to only fold and glue the pieces into their lapbooks.

Color-coding

Color-coding pieces is another way to reduce cognitive load. For instance, I always print the vocabulary pieces on the same color for every lapbook we make. If I start the year with using yellow for vocabulary- I continue with the same color all year long. 

Differentiation

It can be a challenge to differentiate. We want to keep the rigor up while making the content accessible. One way you can differentiate when using inquiries is to adjust the amount of "answers" you provide. You can offer two different pages during note-taking. One with blanks where students will needs to find the information and fill it in themselves. Another for your needier students with the answers already in place. Ask them to highlight the most important parts. Or, have them take bulleted notes on the Additional Notes Section and see how many of their notes match the section page. Some inquiries will include this type of differentiation within the resource. 

Fifth Grade Inquiry Note Page

ORGANIZED AND ENGAGING

Lapbooks are an excellent way to keep the content organized and your students engaged. My students love social studies lapbooks and oftentimes ask when we are creating the next one or what the topic will be! I always get a kick out of seeing the expression on the students' faces when they see the upcoming lapbook on display in the front of the room. Their excitement is palpable.

You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:

IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6

Packing Your Room for The Year

Have you been in quarantine? Are you starting to wind down the days of distance learning? If so, it’s most likely that you will be limited in time and days that you can go back into your classroom and pack it up in preparation for summer. I have packed up my room for the summer (and in preparation for moving buildings!) and wanted to share some quick tips for making your end of the year closing a bit smoother.

PREP FOR A LONG HAUL

Make sure to bring snacks and water to keep you going all day. It is always an energy drain when you have to stop to go get lunch. Cheese and fresh fruit are great pick-me-ups when energy levels start to droop. Keep moving and focused on your lists. The quicker you get this job done the better you will feel. If you focus better with music playing in the background - play it! If your phone will be a distraction, put it on mute or put it away altogether and control the impulse to check it every few minutes.

CLOSE YOUR DOOR

You have limited time. Stay focused. If you’re a person that coworkers love to visit and spend time with, a closed door will send a message to not enter. Post a sign if you need to. If you’re one to wander and chat, a closed door will remind you to stay put and work on the task at hand. Either way, a closed door will keep you focused and help you stay within the CDC guidelines for best practices during this time.

MAKE A LIST OF WHAT NEEDS TO COME HOME

Which materials, files, books, etc... will you need during the summer break? If you have specific curriculum you want to work on, put it on your list. Pack it up in a “to go home” box before you start working on the rest of the room. Doing this list first helps alleviate the possibility you might pack it away and need to unpack to get it later on.

WALL PREPARATION

Clear off all your walls after getting your “to go home” box packed. Normally, I would do this during the early part of June and then slowly start to put items away throughout the next couple of weeks. But in this situation, it seemed smart to start with cleared walls. I took down the QR code hunts and bulletin board displays and filed them away for another time. All the rules and schedules came down. Having the walls cleared off helped me get over the “hump” of getting started.

PURGE THAT STUFF

If you’re anything like me, you have a copy paper box of worksheets that are sitting on a shelf collecting dust. Get rid of them. Seriously… why do we keep that box of worksheets? All it does is take up space. Recycle it.

Do you have broken items (pencil boxes, play toys, rulers, organizers) that get tossed about because you have never taken that final step of throwing them away? Do it now.

Purging items will be cathartic. Really scrutinize if it’s worth your time to pack up and label certain things that in the back of your mind you know will just sit next year collecting more dust.

STUDENT MATERIALS

Every school will create their own plan for getting student materials back to the students. Think about what the expectations will be for returning your students’ items to them. You may need to bring bags or boxes with you for this task.

Based on how my team operates, our students have very few personal items. As I was cleaning up the room I would place items in the students’ mailboxes. Toward the end of my time I placed all student items in a gallon-sized freezer bag and wrote each child’s name on the outside using a permanent marker. Bags were placed alphabetically into 2 copy paper boxes and will be distributed back to the students at a later date.

MENTALLY MAP OUT YOUR PLAN

Figure out where you are going to start. I tend to choose areas that will make me feel accomplished so I stay motivated. If you want to get a feeling of accomplishment immediately, you may want to start with cabinets or shelves that are already semi-organized and easy to pack.

Maybe you want to start at one end or corner of your room and work your way around. You will be able to see the progress you're making across your classroom. Working from one end to the other is a great way to create a designated area for packed items.

Stacking From the Corner

LABEL EVERYTHING

Make a pile of labels for yourself before you go into school. We make them digitally and print a few hundred to label boxes and furniture. The most helpful tip I have always used is to keep a notebook or spreadsheet of your boxes! As you label the boxes and furniture it goes into the spreadsheet. This way you know what you have packed and a brief summary of what is in that box. This is helpful if boxes get misplaced or you need to find something quick. In the fall, when I put my room back together and unpack everything, I cross off each box as it’s unpacked. The spreadsheet system works well and I highly recommend it!

EMOTIONALLY PREPARE YOURSELF

I will give you fair warning to prepare yourself for some unexpected emotions. Yours may come from a different spot in your classroom, but for me it was my whiteboard. I wasn’t prepared for the feelings I had when I looked at it. It was surreal; like an unopened gift that could never be opened. That whiteboard represented all the moments that have been stolen from us during this quarantine.

It was the first thing I noticed when I initially walked into my classroom. And I stood there frozen in time - much like the board. It had the information written on it from when I walked out on March 13 in preparation for a new week that would never begin: the day of the week, the letter day, the date, our count to 180 days. I stared at it for a while, felt uncomfortable, and then turned my attention elsewhere. I decided to face the emotions contained within the whiteboard later on. I waited until the last minute to erase that board - a final gesture that acquiesced the fate of this school year.

I then took a look around the room. Walls were bare. Boxes were packed. Everything was neatly stacked and labeled. As I made my exit from the room I made sure to anchor a different feeling. I reminded myself that the next time I will see these boxes and decorate walls it will be with the promise that a new school year brings. All the excitement and newness; meeting new students and families, delivering instruction that excites and enriches, the promise of doing it a little better than last year. So with that final look I harnessed those promises, discarded the sadness, and closed the door. 

Distance Learning: Novel Study and Book Clubs

 While we reinvent everything in the teaching world, why not throw in a virtual novel study...right?

When it was first announced that we would be teaching virtually I packed one box. Just one box. I grabbed a few picture books, a couple novels, and a file (large envelope filled with various materials about the American Revolution) from my filing cabinet.

I fully anticipated being in quarantine for the remainder of my American Revolutionary War Unit so my focus was on getting that stuff packed in the box. Secondary to the War, I brought my Women's Suffrage goodies (the novel The Hope Chest and a few odds and ends) as a "just in case". I'm so glad I did.

As time crept by and it became apparent that we would not be going back into the classroom, I started to plan how a Novel Study would look in the virtual world. I had put it off in hopes of us returning, but once our governor made the decision to keep school buildings closed, I decided I better put the rambling thoughts that were percolating in my head into a cohesive action plan.

This is how my team and I are delivering a virtual Novel Study.

FINDING A NOVEL

On-line libraries and book sites are a great place to start. You might get lucky enough to have your students be able to access a digital or audio copy. If you already have a bunch of materials for your novel study, the hardest part will be getting the novel into your students' hands (or ears).

We knew that we were going to use The Hope Chest. However, a digital/audio copy was not available (for free). So next I searched YouTube and found mediocre read alouds of the book. I wasn't able to listen while the only visual appeal was a still photo of the book cover- so I imagined it would be the same for my students. The only way forward was for me to create my own and upload them to my YouTube Channel.

I decided to create a set of videos featuring me as the reader. I recorded myself reading each chapter. That way, the students had a visual to watch while listening. Plus, no one does voices like me! The time and effort required to record and upload each chapter make it a worthwhile endeavor in a long range arch of my career. Sure, its time consuming now; but I will be able to deliver each chapter to my students and eventually I will have the whole novel available for when I teach this novel again in the future. I love when I login for the day and can see the students immediately clicking through to watch the videos.

I usually record a chapter or two at a time. I upload each one individually and label them by chapter. I then click the "unlisted" setting. Using an unlisted setting means that only the people with the direct link will be able to access the video. If someone opens up my YouTube channel, they will only see my Morning Announcements. Screencasts for my students and the read alouds I have done are kept unlisted.

BUILDING BACKGROUND

Building background is an important part of literature studies. With this situation it is especially difficult when I don’t know how many kids I am reaching each day or what time they might be logging on. My team decided to have a few rounds of Zoom/Google Meets each day to cover different topics that help the students make deeper connections. These are optional but I figured the more layers of instruction that can be offered, the better.

For the two weeks before the novel began students were reading nonfiction texts about the Women's Suffrage movement. One week they were assigned Heart on Fire: Susan B. Anthony Votes for President and Around America to Win the Vote. For accountability, students answer basic questions in a Google Form. The following week they read through four different texts that discuss important dates in the Women's Suffrage Movement. Students then had to answer questions using Google Slides. As an optional activity they could submit a 3-2-1 Response.

You can find the Women's Suffrage nonfiction texts and response activities here in my TpT store:

DIGITAL Women's Suffrage BUNDLE

You can get the Susan B. Anthony section for FREE by clicking the link below:

DIGITAL Susan B. Anthony Voted FREEBIE

The Hope Chest is set in 1920. Even in the optimum classroom setting, it is a difficult time period for students to wrap their heads around. Trying to convey the feel and social norms of the time seemed nearly impossible in a virtual classroom. The one aspect that students could relate to (a pandemic) is discussed in the first chapter. The feelings of uncertainty, urgency, and safety precautions (wearing a mask) surrounding the Spanish Influenza that were common at that time became an easy connection for the students. I imagine it will be that way for a few years to come.

We used a 5 Ws approach when building background. During the quarantine we have been presenting new information to the students using the 5 Ws. We have kept the format the same (no matter the topic) and simply switch out the content. Keeping a consistent format reduces the cognitive load and allows the students to expend their efforts on learning the material rather than trying to interpret the way in which it is presented.

Week of May 4 Topics:

• Elizabeth Cady Stanton
• Amelia Bloomer
• Susan B. Anthony
• Alice Paul
• Lucretia Mott

Week of May 11 Topics:

• Spanish Influenza
• WW1
• Jim Crow Laws
• Palmer Agents and Bolsheviks
• Constitutional Amendments

NOVEL STUDY ACTIVITIES

Students are expected to listen to the novel 4 days a week. One chapter each day. Wednesdays are our "Catch Up Day". You can read more about structuring your students' daily schedule here: Distance Learning: Creating a Structured Virtual Classroom

Every day at 11:30 we Meet with the students and discuss the novel. We chose to Meet versus Zoom because of better audio capabilities. Read more about how to plan your own virtual meetup and the pros and cons of Zoom versus Google Classroom Meet here:
Distance Learning: Virtual Meet Up Ideas

Some Meets we preview upcoming vocabulary. Sometimes we fill in a chart together. This past week we filled in three different charts: a family tree that broke down the relationships and characteristics of the Mayhew Family, an Evidence Chart that involved presenting text evidence to support or refute a given statement, and a comparison chart that broke down the characteristics of a "New Woman" versus a "Traditional" woman in 1920.

During Book Club, I have two devices running. I use my personal laptop to launch the Meet and use the host controls (screen share, volume, mics, etc...). I use my District-issued Chromebook to fill in a chart within my Google Drive. The convenience of using Google Drive and Slides to lead the students through the discussion is that I can have both devices opened and the Slide will sync within Google. If I need to stop sharing my screen on my laptop, I can continue to take notes on the Chromebook. Once the Meet is over, I like to share the chart in Google Classroom and indicate in the title and instructions the date and time the information was discussed. Depending on what we did during the Book Club, I might share the Slide as "material" (no editing allowed) or "assignment" (allowing students to create their own copy).

Book Club is also used to present information visually or orally to help organize characters and events. We incorporate mini-lessons about topics such as: author's craft, figurative language, visualization, predictions, and other talking points. This past week we covered Idioms and Adages. Upcoming topics include: Point of View and Symbolism. We love the interaction at Book Club. This special time of the day is a great opportunity for kids to reflect on what they have listened to thus far and ask questions they might have. We were able to clarify a few confusing parts this week!

I have been using Slides from my resource: DIGITAL The Hope Chest. I simply copy and save a single slide from my Master Copy that I want to use for Book Club.

Click the link to see everything this resource offers --> DIGITAL The Hope Chest

Mid-novel the students will be challenged with carefully reading and clicking through a Google Slide presentation that depicts important sights and sounds of the 1920s. Slides offers a great way to present information visually with the added benefit of embedding links so students can click and explore beyond the Slide. Our team has devised a plan to have the students explore the slide show and gather key words. These words will then be put into a BINGO board for a future ZOOM meeting. Hopefully, this will encourage them to take time to watch the slideshow in order to be able to participate in the BINGO game.

Toward the end of the novel, students will be invited to participate in a virtual lunch bunch! I have a 1920s menu planned. Simple ingredients and simple cooking. In a week or so I will be sharing my ideas with the class and give them a list of needed ingredients and prep work so that we are ready-to-go on our Virtual Lunch Bunch day. There are quite a few food references in The Hope Chest so I thought it would be fun to meetup with the students and have them prep and eat popular food items from that era.

Virtual Book Clubs aren't the traditional way to do a novel study, but we are doing an amazing job scaffolding the history that is deeply rooted in this complex historical fiction. The students are getting a true blend of history and language arts. And although Model T Fords, Jim Crow Laws, and Women's Suffrage will always be from a time long ago, our students will have a deeper understanding when they hear those terms and truly connect to a time that has eerily crossed a parallel and is impacting their lives today.