Quick Link To Google Maps:  https://www.google.ca/maps

Google can also be used to create Literature Trips.  It is possible, using google maps, to track the journeys of characters from your favorite novels.  Students are able to put in placemarks that can include pictures or relevant research. It is also possible to track the distance that characters have traveled in the book.   Instruction on how to make a map can be found here. https://support.google.com/mymaps/#topic=3188329

Some examples created in Google Earth (easily adapted for Google Maps) can be found here:

http://www.googlelittrips.org/

Below is a list of possible chapter books that would work well with Google Maps. Thank you to the EdTechTeam Global Community for their recommendations.

Here is the list of chapter books:  https://goo.gl/573ehN

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Students can create these wonderful stories using either Google Forms or Google Slides.

Google Forms:

Step by Step Instructions Can Be Found Here:
https://goo.gl/n8H92a

Key Skill:  

• Students must learn how to select “Go to section based on answer” inside their google form.
• Don’t forget to add images to make the story more interesting.

Google Slides:

Step by Step Instructions Can Be Found Here:

http://www.controlaltachieve.com/2016/01/interactive-slideshow-story.html

Key Skill:

• Students must learn how to link to “Slides in This Presentation”
• Add an animated GIF to make the presentation more compelling.

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1. Create a rebus letter to Santa.

• This can be done using applications of Book Creator or Explain Everything
• add text and images to create the letter
• extend the activity by asking students to include sound effects

2. Create a iMove

• find a winter poem, and create an iMovie
• find images, and sound effects
• record the poem in iMovie
• add effects and transitions
• extension: have students create a movie for their own poemsSeasonal activities do not need to be crafts and music, try using WWP applications to create unique and engaging activities.

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Probably the easiest thing to do is explain the terminology.  I am always amazed how many students and teachers, do not understand the difference between a browser and a search engine, or even what is a URL.  Students need to know that domain name in an URL can tell them so much about the owner of a site.

Before students begin research, do a general research on a topic to help students come up with key ideas or key words they could use in their search.  Use general reference sites such as Wikipedi,  SimpleWikipedia, or Wolframalpha,

It is important to ask the students to think about: Who created the site? What information is relevant, and reliable? When was the information posted? Why was the information published? Show the students a variety of different sites which are posted for fun.   I definitely like talking to students about tree octopus or flying penguins.  Use Wikipedi to show students that the sites were created for fun.

Try this fun activity

WebSitesstudent

When students are using search engines, talk to them about using key words, (“”),  (-), or  (*) if they are unsure of a word. Using the term “for kids” also refines the search for students.   If they are looking for a specific file then adding filetype:pdf to their search will limit the results to pdf only.  Substitute doc, ppt for pdf if looking for document or PowerPoint. Searching for pdf’s really is valuable for those students who have no access to internet at home.

The Google search engine has a variety of ways to narrow the search.  Try limiting search by choosing Search Tools. Search Country, Time.  Or change to “Request Desktop Site” and choose advance search and filter out words.

When you send your students off to research, make their initial researches successful by chunking the research for them.  One of our WWP teachers, (thanks Melissa) developed daily learning goals the students had to research.  Over the period of the research they collected these facts, and then were asked to present their research in a product of their choice.

Give the students choice in how to present their research and you will find that students are more willing to complete the research when they feel they have ownership for the project.

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Exploring the literal  meaning of an idioms is fun and allows students to be creative with pen and pencil, or specifically with an app (Pic Collage, Explain Everything, Drawing Box etc) .

Years ago, students and I watched a funny podcasts from Animal Planet called Animal Crackers.  In this podcast actors portrayed two fictional and one historical story of where specific idioms originated.

Podcast

After watching one podcast an activity would be to challenge the students to create a similar type of media presentation.

1. They could research meaning and origin of an idiom. 
2. Create a literal and actual visual representation of idiom (as above)
3. Create a script for two fictional origins and true origin. (Pages or Doc)
4. Use another App to illustrate

• Explain Everything
• Bookcreator
• iMovie
• StopMotion
• Scratch Junior

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Poems which contrast things are most effective.  Also Poems which have action words can be used.

Some Suggestion of Poems:

Haiku, Tanka, Cinquain, Quinzaine, Diamante or Contrast

Example of a Diamante:

I[youtube]https://youtu.be/Py4s-5ZVLMQ[/youtube]

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Students will learn to choose descriptive concise language when writing an article.

Keep these in mind:

1. Start with a lead which captures the audience
2. Give important details and facts (who, what, where, when, why and how) which are necessary components of an article
3. Follow up by talking more about the main facts
4. Try to remain unbiased
5. Write a conclusion which restates the important facts
6. Use pictures and captions

The basics of an news article can be taught by having students create bogus stories. One of my favourite examples of a creative writing activity is to have students find a picture and create a headline and article which misleads the reader.

Example of bogus story

Websites

http://newspaper.jaguarpaw.co.uk/

http://www.homemade-gifts-made-easy.com/newspaper-generator.html

http://www.fodey.com/generators/newspaper/snippet.asp

http://www.newspaperclub.com/make-a-newspaper-online

There are several online sites that allow the student to generate an article or newspaper.

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One of the best ways to engage your students in a story writing dialogue activity, is to use Comics.   What better way is there to show how writing dialogue needs to appropriate, clear and effective?  If their characters’ dialogue does not drive the plot, then the audience cannot follow their story.

Students can use Comic Life or BookCreator  to display their understanding of any topic in their non-fiction writing:

1. Autobiographies or Biographies
2. Speech Plan
3. Instructional/Procedural Write
4. Travel Guide
5. Poster

Comic Life and BookCreator have many unique comic features and the purpose for using these features needs to be explained to students.

1. Panels and Pages
   • a panel is like a paragraph, with one main idea
   • size of panel shows time and importance
   • we read panels left to right, top to bottom
2. Pictures
   • Background
     • shows us setting
     • develops mood
   • Foreground
     • Characters and important objects
3. Text Features
   • Captions
     • carries the narrative of the story
     • tells us about setting
     • explains what happens between panels
   • Speech and Thought Bubble
     • displays characteristic of characters
     • Is often the core text feature, giving the most information
   • Lettering
     • Onomatopeias
     • Title

You can also have students explore App Smashing by:

1. Adding themselves as characters on a background in PicCollage
2. In Drawing Box, create their own drawings and add to their comic
3. Create their own characters in Avatar Creator

Here is student instructions for using Comic Life

ComicLifeiPad

and Comics in BookCreator

BookCreatorComics

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This is a great question, that has been debated by many educators.

Working with spelling words and new vocabulary, seems like a justifiable use for using word puzzles.  However; when created by the teacher, the students require no creative thinking and often lack the comprehension and connection to the new vocabulary.   Sort of a worksheet in a different form.  So how do we “up” the value?  This value increases when you have them create their own word puzzles.

On the Discovery Education Site students can create

• Crosswords

  

• Word Search with Hidden Message
• Criss-Cross Puzzle
• Cryptograms
• Letter Tiles
• Fallen Phrase
• Double Puzzles

All which link vocabulary to meaning.

After students have created their word puzzle, on the iPad hold finger on the image and download into photos.  In Photos share or upload the image into Notability and have students compete.

On macbook, right click on image and save.  Share via email or google drive then download image and add image to a notebook file and use pens to complete.

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Collaborative Writes Benefit all Students

1. Collaboration strengthens writing skills and improves Communication 
2. Sense of Responsibility to complete a task improves growth in Personal Awareness
3. Sharing of Ideas with a diversity of opinions and styles promotes Positive Personal and Cultural Identity
4. Sharing of Expertise with Peer Editing develops Critical Thinking Skills

*Bolded Core Competencies 

Using the iPads, collaborative writing can happen easily in the Google Environment.

Students can use either Google Slide or Google Docs to create and share the writing assignment.

Forms of Writing

Persuasive Writing (debate) using Google Slides or Docs

• A pair of students choose to debate a topic on the same document.
• Give Topics such as “Every child should or should not have a tracking device placed on them” or “Curfews”, “Uniforms” etc.
• One student creates the doc/slide and shares to partner
• When completed the writing, the students would edit, giving a strong argument for one, or decide to let the reader choose (more of a editorial write)
  

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Research Writing Using Google Slides

• Students in pairs or triads, research a topic together dividing the topic  into subtopics
• One Student creates a Google Slide and shares with group
• Students are each responsible to present the information on their own Google Slide pages, within the original document
• Remind students that this is an oral presentation, with visual cues
• Show students how to turn on the speaker’s notes, where they can add script to refer to in presentation
  

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Narrative Writing Using Google Document

• Give students a genre of a traditional/parody story to rewrite (Fractured Fairy Tale,  Animal  Story, Fable)
• Divide students into pairs or triads
• One student creates the doc and shares with the group
• Put a table on the document, so that each student has a place to write
• The (2×6) table could include: Introduction, Setting, Protagonist, Antagonist,  Problem, Attempt to Solve 1, Attempt to Solve 2, Attempt to Solve, Solution, Conclusion
• Students divide the task and write in their chosen cell
• Completed text can be copied and pasted into another application
  

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Poetry

• Choose a poetry form with a distinctive form  such as sonnet
• Discuss the characteristics of the poetry form
• Sonnet 14 lines, 3 quatrains, 1 couplet,  each line 10 syllables, rhyming scheme of abab, cdcd, efef, gg
• Divide students into groups
• One student creates the document and shares
• Create a table 2×14
• Label  Column with rhyming scheme
• Each Student completes their assigned line

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