Who says play stops in high school? See how it unlocks literature👇👇

0:00
Lexi, what did you make?
0:01
>> I basically made the family like eating
0:03
at the dinner and then there's going to
0:04
be like an empty seat for the dad since
0:07
the dad's gone [music] now.
0:08
>> Good. Because my students make thematic
0:10
sculptures, they create something that's
0:13
representative of their thinking [music]
0:14
and deepen their analysis and their
0:17
understanding of a text.
0:19
>> Think about maybe something you [music]
0:20
can add that sort of captures
0:23
>> deeper meaning.
0:24
>> Yeah, a little bit more. Okay, keep
0:25
going.
0:33
The mission of Spring High School
0:35
[music] is to give every student a great
0:38
student experience to make [music] sure
0:41
they feel included, loved, and valued. I
0:45
[music] want them to feel excited about
0:49
learning. And so adding the additional
0:52
layer [music] of play is just so closely
0:54
connected to what I believe as a
0:56
teacher. [music] Give me a thumbs up if
0:58
you know the phone that you're going to
1:00
work with today. Give me a thumbs up.
1:02
So, what you're going to do is play with
1:04
Legos and Play-Doh today. Hooray. You
1:06
are going to work with these materials
1:08
to demonstrate an interpretation [music]
1:10
of the poem you selected. You're going
1:13
to grab some Play-Doh, grab a couple of
1:14
Legos, take it back to your desk, and
1:18
make something awesome.
1:20
Based on the polling I read, I was I was
1:22
going to make three people like
1:25
>> I see students begin with what am I
1:28
going to make? They're focused [music]
1:29
on their product. And then as they start
1:32
working with their Play-Doh or their
1:33
Legos and they're considering [music]
1:35
the representation of their ideas, you
1:37
can see their thinking grow and evolve.
1:40
>> I'm making like an orange but like in
1:41
flames. [music]
1:42
>> I love it. So tell me why.
1:44
>> It says someone might have thought I was
1:46
making a fire in my hands.
1:48
>> Good. Can you think about how that
1:49
connects to his experience? Just think
1:51
about it. Okay.
1:53
>> As they're building and creating and I'm
1:56
encouraging [music] them to return to
1:57
the text, they just continue to deepen
2:01
their analysis and their [music]
2:02
understanding. They never end where they
2:05
begin. And that's the cool part [music]
2:07
about it.
2:08
At first, I did not know what I was
2:10
going to do at all. I don't know how to
2:12
like make this a little deep. I kind of
2:14
started rereading it and thinking about
2:16
it a little more and I was like, "Oh,
2:18
wait." Like, I understand what to kind
2:20
of do now.
2:21
>> I really want to know more about your
2:24
peeled orange.
2:25
>> I think it might represent like him like
2:27
opening more up to
2:30
this girl probably.
2:32
>> I love that.
2:32
>> Yeah. They have to write an explanation
2:35
about what they've made, why they made
2:37
it, and figure out a way they can
2:40
clearly and cleanly [music] explain to
2:42
their classmates what their sculpture
2:45
is. All right, guys. Are we ready to
2:47
gallery walk?
2:49
>> We're all going to stand up and then
2:51
just make your way around the room.
2:53
A lot of times some of the quieter
2:55
students have an opportunity to share
2:57
their voice and their thinking and their
2:59
insights with their classmates [music]
3:00
that maybe they ordinarily wouldn't have
3:02
offered.
3:03
>> That's really good.
3:04
>> Yeah. Very good. Very good.
3:07
>> Writing an essay can be a little hard to
3:09
find your understanding with that.
3:11
Otherwise, with a sculpture, it's more
3:12
fun. It's more open and it also helps
3:15
you look deeper into [music] the text.
3:17
>> Once you feel like you have seen the
3:18
class gallery, go ahead and return to
3:20
your seats. And then the cherry on top
3:22
is some sort of exit ticket. Or you
3:24
could just have them turn and [music]
3:25
talk and crystallize their learning
3:27
about their poem or someone else's poem.
3:29
>> I like the fire.
3:31
>> Yeah, I like air.
3:33
>> Play [music] for me builds community. It
3:36
lowers the pressure for students who
3:39
feel uncertain about their
3:41
interpretations. [music]
3:42
And so when you put something in their
3:43
hands that they can use to create
3:45
something that's representative of their
3:47
thinking, I think we are accomplishing a
3:51
>> [music]

Who says play stops in high school? See how it unlocks literature👇👇

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Who says play stops in high school? See how it unlocks literature👇👇

zilgist.com