Wednesday, December 4, 2019

StoryAsking Tip #1: Set expectations!

Hi, this is a quick post to link this short short video I made with one tip (and some links) to help you build some confidence with story asking! Sorry the video is a bit messy- I am on my way to the NAIS People of Color Conference in Seattle, and since our airplane’s front window cracked (!) we have some extra time in the airport!
For more storyasking ideas and supports, check out http//

Sunday, November 10, 2019

A week in the life of a comprehension-based classroom

I had a pretty good week.

Not a great week- in fact, I went home sick one day with a migraine- but the rest of the teaching went pretty well.

Here are some of the things that I did- maybe you all can find inspiration here!  This is just a list with links of things that I did with all my classes!  

Spanish 2 Honors 

Monday: We started with Weekend chat, then we co-created a story from SOMOS 1, Unit 14.  After class, I typed it up.  
Here are some resources for co-creating stories:  

Tuesday: We reviewed the story- students read it out loud in pairs than worked to create their 
Top 8 events, then we reviewed those events as a class.

Students reading!  
Wednesday:I went home sick, so students read for 15 minutes (Free Voluntary Reading/FVR), did a 10 minute free write, and worked on Sr. Wooly or Garbanzo for the remaining time.

Thursday: no class

Friday:  Free voluntary reading, short discussion about upcoming all-school service project, then Running dictation with their Top 8 Events from Wednesday.   (My directions that I post are here.)  To finish, we reviewed upcoming hard deadlines and filled out daily engagement for the week. This class was shorter than usual due to a special schedule. 

Spanish 1B

Monday: Weekend chat, read and dramatized biography of Barrio Zumba from a resource from Nelly Hughes.  (It looks like the resource is no longer available, though.)  We played a short Pencil Grab game with the true/false questions included in resource.  Then we listened to the song Mexicano.

This was the starter for our discussion about food
Tuesday: We briefly discussed favorite foods, then listened to the song Mexicano again and tried to fill out the cloze lyrics included.  We listened to the song at regular speed once, than at 75% speed (I love youtube when it works!) a second time.  For a brain break, I taught them the basic steps to a zumba routine set to the song, and we danced for a few minutes.   Then we reviewed the lyrics (with L1 translation) and discussed them briefly.  Students independently read a text (also from Nelly's resource) about Mexican food, and then responded to comprehension questions by coloring a glyph that I created.  

Wednesday: I went home sick, so students read for 15 minutes, did a 10 minute freewrite, and continued to work on their glyph.  

Thursday: no class

Friday: Free voluntary reading for 10-15 minutes, then short discussion of our all-school service project.  Students then got into teams for the Lucky Reading Game!  We played that until it was time to review upcoming hard deadlines and fill out daily engagement for the week.  One section had an extra 15 minutes of instructional time, so we spent some time doing a Write and Discuss about the service project.  

Spanish 1 Honors 

Monday: Weekend chat, then we started a new unit today, SOMOS 1 Unit 04, so I introduced the core vocabulary and students put those and our unit objectives into their interactive-ish notebooks.  

Rare homework, from The StoryTeller's Corner
Then I taught them gestures for the core vocabulary and we reviewed gestures for other words. (Click here for an example of what that looks like, from a different class.)   We used the resources included in the unit to see the words in context and then did some personalized questions and answers.   (Here is a video of that process, but with a different unit, if you are curious about what that looks like.)  

Although I *rarely* assign homework, I assigned an activity from this resource from The Storyteller's Corner, where they had to draw and color what they want to be when they grow up.  

Tuesday:  We discussed more personalized questions to start- including "what class do you want to take that is not possible at our school?" I learned so much about them!  Then we spent some time on the song "Quiero Ser", by Nubeluz, which depending on how you introduce it can be loved or hated.  

I LOVE this song and kids seem to respond to that!  First, I told them how much I love it, then I gave them the lyrics to follow along with.  The second time we watched the video, and the third time (no joke!) the kids wanted to try to do the dance that the singers do.  Finally, there is a short comprehension-based activity that they worked on that is included in the unit.  

Wednesday: No class.  Before I went home sick, I took their colored pictures and put them into a slideshow for Card Talk on Thursday.

Thursday: We started with the question "What do you not want to be?" and "Why?" and that discussion lasted for a while.  We followed up the discussion with a Write and Discuss, because the previous night, one of my fellow PLC members said she was trying to do more W&D and I realized that I should try to do that as well. (I love my PLC, even if this year we can only virtually meet through voice messages.)  

Then, we listened to and danced to the song Quiero Ser again, and finished the class with Card Talk about their desired future professions.

Slide for Card Talk about the future...
Friday: After a short discussion about our all-school service project, we did the lyric activity suggested for Quiero Ser by Amaia Montero, that is included in the lesson plans. Students have the lyrics out of order, and working in pairs, they had to quickly cut them up then listen to the song a couple of times and put them in order.  After, I briefly comprehensified some of the lyrics and reviewed the order, then we read the included biography of Amaia.  This was a super-shortened class, so that is all we had time for!  

Fifth grade: I see these kiddos for 45 minutes a week.
 As a warm up, we did a little TPR (Total Physical Response) and acted out a couple of sentences that were interesting.   Let me explain what I mean:  I had them draw how they were feeling, then I asked "Who is tired?" and "Who is hungry?"  They were all hungry so I gave them the phrase "wants to eat" and asked them "What do you want to eat?" and pulled a couple of props out as ideas. It turned out that one kid wanted to eat a dinosaur so we acted that out (with another kid being the dinosaur) and so on.  Of course, I was narrating it in Spanish and making sure it was comprehensible.  

We have been working with our own version of this simple beginner story (in Spanish!).  Last week, we did "all the world's a stage" with the story and I took pictures of the kids acting it out.  Then I put the pictures in a slideshow. (Description for that activity coming soon- sorry! For a longer read about Reader's Theatre, check out this resource.)
Click for an editable slide to show!

I passed out a copy of the story for kids to review with a buddy, then I showed them the pictures.  I wanted them to look at the picture and decide what moment in the story it was representing, then write that moment down on a whiteboard (using their copy of the text). 

Here is an example of the directions etc. only I used pictures of the students acting out the story rather than their illustrations.

 I had no idea how it would go, honestly. This is an activity I do ALL THE TIME with my older students, but I wasn't sure if it would be ok for the younger ones. 
It went...ok.  A couple of kids were really frustrated because it wasn't the kind of thing that had a clear-cut answer, but I think that is the kind of kid they are at this stage in their lives, and the rest of them seemed to enjoy it and read the story about 20 times.  

Then, we transitioned to another new activity.  A couple of weeks ago, I gave them a simple storyboard to illustrate with the text of the story, and then I cut up their illustrations and the words and put them in baggies (1 per pair of kids) to make some partner activities.  I wanted to try this kind of activity (also available in French) that I learned about from an excellent presentation by elementary teacher Alison Litten, so I tried it.  I did modify the directions to be in L1 to allow them to focus on the reading and re-reading of the story.  I was surprised at how quickly it went for the fast processors (who I grouped together), and how completely on task all the pairs were!  I will certainly be doing this one again!  

So, that's it!  I hope this was a useful read!  

Saturday, November 2, 2019

Implementing Plan B: when the classroom management strategies just aren't enough

Plan B: I wanted to share a little bit today about how I have two classes that are really challenging this year- for different reasons- and how they have become my Plan B classes.  
First, here is what I mean by Plan B.
A little background:  
One class is the class that I have not yet been able to finish a story with. There are constant interruptions. I have a personal belief against sending kids out of class, and in general none of the interruptions are truly horrible or worth sending a kid out for- they are just unbelievably frustrating. Like dozens, or hundreds of low-level constant interruptions and annoyances that bring everything to a screaming halt. 
I have tried a bunch of different strategies and interventions over the last 5 weeks, but finally at the beginning of this week, I decided to go to Plan B.
So, why am I doing it? Well, I realized I was being drained. I was trying everything in my toolbox of classroom management strategies.  

Here are those tools and interventions I used:
  • I taught and practiced procedures. Over, and over, and over again. I refused to move forward until everyone was doing what I expected them to do. With a smile! (I smiled- them, not so much.) (In L1)
  • I responded quickly, and positively, to every single instance of a student not doing what I wanted. I have posted rules, and each time a student spoke out of turn or had a side conversation, I walked over to the rules and waited, patiently, smiling, until I had the full attention of everyone.  (Rules are in L1.) (This is a strategy I learned from here.)
  • I narrated the positives constantly. In L1.
  • I reviewed the expectations before each new activity. I asked students to volunteer to be positive examples and model the desired behavior, and narrated it. In L1.
  • I used proximity, seating charts, and secret signals to indicate to a kid that they were going off the rails.
  • I found something positive (behavior wise) to write home about and emailed or called the caregivers of the most challenging kids, to show that they *could* be successful in my class. Sometimes I wrote about how Little Johnny had a rough day on Thursday but really turned it around at the beginning of class on Friday. It was *something* positive, right?
  • I met with the kids who just didn't get it, individually, and tried to connect, build relationships, find what they are interested in, etc. I even paid attention to student athletics- which for me, is a big deal.
  • I sought help from other teachers in our student support meetings, documented behaviors so I could try to see patterns within myself, time of day, activities, and/or students.
  • I implemented different interventions such as rocky stools, weight belts, fidgets, and bouncy sensory chair pads. (One kid sliced one of my homemade weight belts with scissors. That was not awesome.)
  • I changed the kinds of brain breaks I did in those classes (from energizing to focusing and silent).
Whew! That's a lot of interventions!  
But NOTHING WORKED. And I was miserable. And I hated that it felt like a power struggle. I know that no one wins a power struggle.
Worse? I was spending so much time redirecting, responding, and eventually reacting, that there just wasn't a lot of input happening. And for the kids who want to be there? For the kids who are controlling themselves? Who crave the input and the fun? They were getting nothing except frustration.
Now, an earlier version of me might have justified throwing out the ringleaders. And yes, on a day with one of them absent, well, we got a TON accomplished.  
But I have to ask myself: will kicking them out solve the problem? Sort of, but only in the short term. And also, won't that eat up a ton of time in meetings with parents and admins, follow up meetings, documenting, writing plans, etc.? And you know that time will come right out of my planning and/or after school hours.  And will it change the behaviors?
Will it just turn our relationship into kid vs. adult? Will it cement their identity of "bad kid" and trouble maker? Can I break that cycle? Don't I have a responsibility to teach all kids, even the ones who make it the most difficult?  
But don't I have a responsibility to the other kids too, those who are losing out due to the poor choices of the few?  
This, my friends, is the eternal teacher question. And also why Plan B makes so much sense to me.  
In short, Plan B means that students get input that they understand, but the interaction as a community is missing. The input might be from a story, a pre-written text, a video, or whatever else was in my plan for the day. The activity to deliver input is altered so that students do it all independently. It is very heavy on reading. 
What it looked like: 
This week, the plan was to Clipchat (Movietalk) Sr. Wooly's video for Qué asco, read a more complex version of the video written up to be like a story, and invent our own gross combinations (like the song) to see who had the grossest and which one would smell the worst.  
I knew that at this point that students would not be able to manage a ClipChat/MovieTalk. Their interruptions would be too much, so I had to let that go. Oh well.
Instead, I decided to have them read and interact a bit with the reading (available with a Pro subscription) and then we would watch the video, then I would have them write (instead of draw and eventually use their illustrations for card talk) the gross combinations. Rather than trying to have a discussion about their gross combinations, I would have them respond ONLY with hand signals. If they could handle it. 
It has been more work. I had to create slides (ugh! I HATE creating slides! I hate working from slideshows in general!) with very clear directions.  
It has been work that I am, frankly, not used to doing. I have to very carefully plan out each activity and write it out- then make sure there is a text to read, a way to support their comprehension, and then something to do for fast finishers. 
Now, I do all these things normally, but I do them in the moment, based on how I am feeling and how the class is going. (This is one advantage of being experienced. I give directions on the fly and change how we use a reading or activity based on what is happening that day. That does NOT fly for Plan B.)
It is boring- while they read, I circulate. I monitor. It is NOT interaction. I am even more strict than usual (absolutely no talking. None!).  
I hate it. It is not my personality and it doesn't feel right to me. It is *not* an interactive classroom. It is not wacky, memorable, and it is really not fun. For any of us. is working. Kids are getting input. I am not super frustrated at the end of the day. (Bored, but that is better than angry.) 
Kids who didn't get input because of all the distractions are getting input. Kids who were distracting are...getting input. Is it as rich and compelling as it would be if we were acting out the movietalk and exploring what they think are gross combinations? Not at all. is input, and it feels a lot more equitable in that I am able to do my job and not spend most of my time and energy on just a few kids.  
And at the end of class yesterday, I tried a turn-n-talk. (This has not yet worked consistently.) They managed it. It felt nice. We reflected on the feeling of class in L1. It was a better day. One kid in particular got a positive email home.  
The next day, I tried another turn and talk and lead a short discussion. Each day, I want to give the class back to interaction, just a bit more, so that we can get back to the fun. But for now, Plan B is going to let me stay sane and keep doing my job of providing comprehensible input, so I am very thankful.

Saturday, September 21, 2019

Getting ready for the day: organizing and tools

This is a quick look at what getting ready for a day of teaching looks like. 

But there is a HUGE disclaimer:

There are SO many things that are *not* visible that I have already done to get ready for the day.  These are things that are part of getting a unit ready.  

These include:

  • Planning the units 
  • Prepping (copying and chopping) the materials for students (see the above link for how this is different than planning)
  • The Great Organizational Project- Which includes:
    • Youtube playlists of videos and songs by unit, 
    • Itunes or spotify playlists of songs
    • Electronic file of related resources 
    • Hard drive files organized
    • Paper file of lesson plans and materials
  • Setting up my internet environment with an extension such as Toby or Onetab.  (I actually do this at the beginning of the year.) 

REMEMBER:  This is gradual work.  When I teach unit 18 for the first time, I am going to build a youtube playlist with songs and videos, purchase the recommended song and put it in my iTunes playlist, create an electronic folder on my hard drive, create a notebook in Evernote, and print up all the materials to put in a binder.  This is *all* part of planning for a unit.  I don't do this all at once. It is bit by bit.  

WAIT!  Don't be overwhelmed!  

I have taught most of these lessons before - several times.  I *still* look at the activity and if I need to, grab the printed out lesson plan and carry it around with me as I teach.  Sara Chronister, one of my fellow admins of our SOMOS collab group, created this AMAZING list of links for activities in SOMOS.  This is awesome- but is one more thing on the computer.  For me, I prefer to read it on paper and file it with the unit.  

The other thing that I urge you to consider as you use any curriculum- (aside from our #mindset shift, Connections not curriculum!) is to consider activities as opportunities for input and as such, as bullet points in a list, not I must do these five things today because that is what the lesson plan says and I don't want to be a bad teacher.  

For me, shifting to a bullet point mindset ("this is the order that we are going to do things in, more or less, and they take up as much time as they will take up") makes prepping and planning much easier.  As soon as we finish one thing, we do the next.  Planning becomes about looking at the bullet pointed list (which honestly is in my head at this point, but here is an example I made for a Stepping Into SOMOS training).  

When I step into class: (This is what you will see in the video)

  • Check for handouts that I prepped for each unit, organized by unit.
  • Lesson plans printed (this isn't in the video, but the printed plans are with the handouts)
  • Open computer
  • Open Chrome (which opens TOBY) (tab organizer)
  • Open Teaching Tabs (using TOBY) 
  • Open attendance tabs using TOBY.  
  • Open iTunes Música de la clase playlist 
  • Open unit folder PLANS on hard drive
  • Open any film clips or something that will be projected(because the internet rarely actually works in my room so I download most clips).
  • Open campanadas. (This isn't in the video. I forgot to do this that day. It was fine, because it took me less than 5 seconds.)

Here is the video  
(Click if it does not play- for some reason the auto-play function is not working.)

Referenced in the video:
SOMOS 1, Unit 02 
SOMOS 1, Unit 21 (free)
Modified Comida unit 
Toby Chrome extension
Brain Break slides 
Classroom screen

Saturday, September 14, 2019

Storyasking! Videos!

Here are some videos of StoryAsking (part 1 and 2). This is Camina y Corre, SOMOS 1, Unit 2.  I am working on videos of PQA and our collaborative mural, but one thing at a time!

For more resources about story asking, including what it is, how to do it, and tips to make it go smoothly,  take a look at this episode of SOMOS Summer Fun Club and these resources.    

I *did not* take the time to subtitle these in English, sorry folks.  I just would not have the time to do this until...summer, and then I would forget.  Please accept my apologies to folks who are not Spanish speakers, and take a look at some of my other videos for subtitled versions.

IMPORTANT:  These students are NOT novice level students. They have had one solid year of comprehension based teaching with a focus on communicative embedded input.  (They are CI taught.)  This group is Spanish 1 Honors, and were assessed at the end of last year to go into standard or honors tracks.  I don't yet have too many videos of me teaching novices because my only novice class is fifth grade, and I do not have video release forms for them.  Sorry!

What you will not see: TONS of classic "circling" questions.

What you will probably see: lots of comprehension checks, brain bursts (quick brain breaks), some routines and procedures, and a lot of language.  And one class clown.

Want to get better at asking stories? Martina Bex and I collaborated on this resource to help.  Watch this video and use one of the organizers referenced in the post.  This is a great way to start training yourself!

PART 1  For some reason, this preview is not functioning.  Use the button on the upper right hand of the screen to open it in a new window, or click here.  

PART 2 - click on the link or use the button in the upper right hand corner below to open in a new window.  Sorry!

Saturday, September 7, 2019

Day 3: Working with the stories (and activity ideas)

Day 3

This post is the third in a series about what I actually did the first 3 days of classes.  Here are posts about Day 1 and Day 2.  

In Panamá and República Dominicana (class names for my Spanish 1B classes), my plan was to finish the story we started a couple of days ago.  I was successful in one class, and the other...well,  it's a work in progress.  We sure did get a chance to practice our procedures and routines, I tell you what!  That is a nice way of saying that they needed a lot of practice- practice not talking over each other or me, practice listening, practice not throwing things, etc.  Lots of practice.  

I believe in practice.

My classroom mantra.  

 We did establish a few facts in their story, but I am going to have to finish their story another day.

I also wanted to give all the classes their interactive-ish notebooks, but not spend too much time on them.

I spent about 20 minutes at the beginning of class passing out notebooks, getting names, updating tables of contents, going over expectations for gluing, and gluing in one important rubric- that of daily engagement.  

Then, back to the stories.  In Panamá I dispensed with the notebook stuff because several kids are gone due to a mountain bike race, so we just worked with the story (and finished it!).  In República Dominicana, I focused on the notebook and we will finish their story during the next class.  

In Cuba (Spanish 1 Honors), we did Around The World with Translations and Illustrations. It went really well.   

In my Honors 2 class, Honduras, we started with the notebooks, but since they were with me last year, it took about 5 minutes.  Then, I projected their illustrations from the mural and gave them a copy of the story that I typed out.  They had to write the sentence (on whiteboards) that best described the picture I showed- and if there were different opinions, we had a conversation about it.  (Here are directions for that activity. It is one of my favorites.)

To differentiate this activity and get more input, I asked different students to be interviewed (by me) as a character in the story about what happened and how they felt.   I let any student volunteer, but some students got yes/no and either/or questions and others got more open ended questions.  

Here are some question examples for students who needed more support: 

  • Were you scared when ___ happened?  
  • Did you go to ___ or ___ afterwards?
  • Did you do ___ first or ____?  
Open ended questions:

  • Why were you scared?
  • How did you feel when ____ happened?
  • Did you want ___ to happen? Why or why not?  

Was this forcing output?  Nope, I don't think so.  They were volunteering to be interviewed (they knew that they would be speaking) and I was using different kinds of questions to make sure they were successful.  

I also added a write and discuss so they could see the 1st person forms of the words with the answers the interviewees gave.  

 I didn't even get through all the pictures of the mural when I realized if I wanted to start the movie trailer activity, I'd better move on.  We started just as Amy describes in her blog post- discussing what are the elements of a trailer, and started brainstorming important events.  

Then it was time to go to lunch!

Next week's plans

Next week, I plan on continuing to teach procedures, add in new brain breaks, and add a few procedural things to our interactive-ish notebooks.   (Passwords, birthday compliments, and performance descriptors come to mind.)  

I will use the Around the World translation and reading activity in my standard classes (with their class story) and play some kind of secret input game with the illustrations.  

I also plan on taking one whole class period and teaching them about proficiency levels. (See this post for specifics).

In addition, I will spend at least one class period with my 8th graders setting them up for Sustained Silent Reading (Free voluntary reading), but if I don't get to it until the following week, that's ok.  

Day 2, 2019: some lessons about going out of bounds

Day 2

This is a series of posts about what I actually did during my first three days of class with students.  Click here to see Day 1, and here to see Day 3. 

I started each class today by giving students time to read the syllabus and assigned the syllabus homework that I have students do each year.  We reviewed how students enter class and practiced it with one group.  (Here is a sample of my routines and procedures.)

We spent a few minutes discussing the syllabus homework, then I taught them another brain break and we practiced that.  

Next, we continued with the story we had started the previous day. In the case of the class that had no time to start one, we started a new story.   (Here is the rough script that I was roughly following.)  
A vegetarian chupacabra and Elmo.

In Honduras, the class that looped up with me (they were Spanish 1 honors last year, now Spanish 2 honors), we spent very little time practicing procedures, but jumped straight to a complex story about a vegetarian chupacabra that wanted to be popular, but also refused to hunt. It was a classic TPRS story in that there were multiple locations and unexpected details- Mall of America, a roller coaster, and Elmo.  (If you want more information about how to ask a story, you are in luck!  We made a whole episode of our Summer Fun Club on this Story Asking-  and here is even more information! )

When the story ended but there was still class time, I turned to my favorite activity- a Cooperative Mural.   Students had 10 seconds to draw one moment of the story, then I narrated and verified what part they drew. 

At the end of class, I took pictures of the mural with my phone.  I know that I will use these in some way the next time I see the kids.  

For the other classes, I took pictures of the board again. 


In Cuba, Spanish 1 Honors,  I had a terrible fail.  I used WAY too much vocabulary (went way out of bounds) and overloaded them.  Although I did a good job of making sure they understood the words (linking meaning, writing words on the board, etc.), I used WAY too many words.  I have no idea what I was thinking in that moment- all I can say is that I forgot my audience. It was a pretty epic TPRS fail and I knew I had to think of some ways to scaffold the crap out the story and make sure they felt supported.  More about that below.  

In that sense, it was ok because I showed them that I am going to make sure they understand- I did all the things that I try to do- each time a kiddo showed me they didn't understand, I clarified (and said thank you and gave them a high-five), and each time they didn't answer my questions with confidence, I clarified, and I gave them lots of processing I guess it wasn't a total fail, but not an experience I hope to repeat.  I have to remember to give myself some slack, right?  

In República Dominicana and Panamá (class names), I had two incomplete stories, but we had established some hilarious facts and had some laughter in Spanish, so I was happy with that.  

End of day  

At the end of the day, I had two completed stories to finish typing out and two half-completed stories to start typing out.  Still exhausting, but I had a big block of planning time before I saw three of the four classes again, so I had some time to work.

I also had the illustrations from the mural to work with for one class.  

What I prepped for the next class:

In Cuba, the class with which I used too much vocabulary, I decided to do an input-based translation and reading activity.  I wanted to reinforce the idea that "you are going to understand everything, and I am going to help you."  This was the best way I could think of to overcome my epic fail.  

AROUND THE WORLD Translation and Illustrations

Click for examples that you can use or adapt:

1) I typed up the story and divided it into 9-12 paragraphs.

2) I created a handout with the story and a space to write a number next to each paragraph. I made one for each student.  I also included a box for small illustrations.

3) I translated each paragraph to L1 and assigned each one a random number.  (This is an easy way to teach low frequency vocabulary like numbers. Just use them!) 

4) I printed up the translation paragraphs, cut them up, and put them around the room.

Students need to walk around the room, reading the story and the translations, and write the number of the translation in each box.  When they finish, they sit down and choose some scenes to illustrate.

*The reading and matching L2 to L1 is the most important part of this activity. The illustration is an extension for kids who fly through the first one, giving them something to do while slower processors take the time they need.  I will let them know that the illustrations are not meant to be completed (although I bet I have some fast finishers who will) so the slower processors don't get stressed. This is one way that I differentiate. 

On Tuesday, when I next see them, I will have them read the text again, and we will review the activity.  THEN, I will have them cut out their illustrations and we will put them in a big pile and do some variation of a Secret Input activity. I think that this group, which is boy heavy, will enjoy some healthy competition, so I need to think about how to do that.  Or maybe I will divide up the illustrations and kids into small groups, and have the students pull one illustration and their group members have to find that scene in the text and write it on a whiteboard.  I will see how I (and they) feel.

For the other class that finished the story, Honduras, I took the pictures of their mural and put them in a quick slideshow- click here for more information about that- so we can do some kind of secret input game for our next class.  

I also went back to my notes from all the PD I did this summer and decided that I wanted to try this idea from Amy Marshall, which requires no prep from me other than having a story.  Perfect!  

I also typed up my notes from the other classes, and came up with a way to end the stories we started.  

I went to bed at 8:15 that night.