Student Blogging Challenge – Week 4

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Here are the week 4 tasks for the Student Blogging Challenge

This week, my students are going to use one of the suggested sites to write an emoji-inspired story.


OPTION ONE

Use this random emoji generator to help generate an idea for a story. I love this site and used it quite a bit last year for journal writing with my 8th grade students.

 

Students will need to screenshot the emojis that are generated so their readers will know the inspiration for their stories.

Here’s how to take a screenshot using the keyboard on a Chromebook:

Copy and paste or download and upload your screenshots into your post and write your story.


OPTION TWO

Write a story or an informational blog post and use Emoji TranslateΒ to turn substitute some words for emojis.

 

Copy and paste the text with substituted emojis into your blog post.

✍🏻 a story about your 🐢, your day at 🏫, the ⏱️ βž‘οΈπŸ‘€ had ➑️ to the πŸ₯, or any other memorable ⏱️ in your life.


Please title your blog post for this week’s task “Emoji Story – Week 4 Task.”

Click here to add this week’s post URL to submit your post for commenting.


Emoji Story – Week 4 Task

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Too Far

Emmett’s younger brother, Michael, was always ▢️ pranks on him. They were usually quite harmless, like the ⏱️ Michael put a rubber, squeaky πŸ€ in Emmett’s πŸ‘ž. Emmett was definitely 😯 the morning that πŸ‘¨πŸ» πŸ‘‚πŸ» a πŸ”Š squeak come from his πŸ‘ž as πŸ‘¨πŸ» slipped his foot in. At the same ⏱️, πŸ‘¨πŸ» felt the soft, squishy object against his toe βž• immediately reacted by gasping βž• throwing the πŸ‘ž, which thumped hard against the entry table. The πŸ₯› vase on πŸ” teetered πŸ”™ βž• forth before tipping on its side βž• rolling off the table in a πŸ”Š crash. The vase shattered into pieces, some skittering all the way across the floor to where Michael sat πŸ˜† on the couch. Of course that got his mother’s attention. πŸ‘©πŸ» ran in from the kitchen, where πŸ‘©πŸ» was packing their lunches for the day. Of course Emmett got in trouble for throwing the πŸ‘ž, βž• Michael sat there πŸ‘‚πŸ» to Emmett get lectured about throwing things in the 🏘️ with a smug πŸ‘€ on hisπŸ˜€. His πŸ‘©πŸ» πŸ’¬ πŸ‘¨πŸ» would learn his punishment when his mother βž• father had ⏱️ to discuss it after 🏫, but in the meantime, πŸ‘©πŸ» took πŸ‘¨πŸ» favorite snack, a Cosmic Brownie, out of πŸ‘¨πŸ» lunch box βž• πŸ—£οΈ him πŸ‘¨πŸ» wouldn’t be getting a snack today as πŸ‘©πŸ» dropped a baggie of πŸ₯• in the brownie’s place.

Emmett was 😫 of Michael’s pranks βž• how Michael never got in trouble for anything. It was Michael’s fault that Emmett threw the πŸ‘ž that broke the vase, but his parents wouldn’t πŸ‘‚πŸ» to him βž• grounded him for a week. Emmett decided then βž• there that Michael would never prank him πŸ”‚. πŸ‘¨πŸ» would make sure of it.

Several years ago, Emmett πŸ† a orange-striped goldfish at the state fair in 1️⃣ of those πŸ’-toss games. The life expectancy of 1️⃣ of those goldfish isn’t typically that long, but Emmett took πŸ‘πŸ» care of his fish. 1️⃣ Saturday morning, Emmett woke πŸ”Ž πŸ‘¨πŸ»β¬…οΈ goldfish, which πŸ‘¨πŸ» had named Bubbles, floating on the πŸ” of the tank, lifeless. Emmett πŸ’¬ nothing to his parents or his brother, βž• instead of flushing Bubbles ⬇️ the 🚽, πŸ‘¨πŸ» decided to use it to teach Michael a lesson βž• πŸ›‘ the pranks πŸ”‚ βž• for all.

Emmett’s parents both had work βž• ⬅️ Emmett in charge of ⌚️ Michael. It was lunch ⏱️ βž• Emmett decided to make πŸ₯ͺ. Both πŸ‘¦πŸ» like πŸ₯” chips on their πŸ₯ͺ, which was perfect for helping Emmett conceal the lump created by the goldfish in Michael’s πŸ₯ͺ. Emmett took his ⏱️ spreading mayonnaise on both pieces of 🍞 for Michael’s πŸ₯ͺ. πŸ‘¨πŸ» layered a piece of πŸ§€, several pieces of ham, a squirt of mustard, the goldfish, some more ham, βž• a βœ‹πŸ» of chips between 2️⃣ pieces of 🍞. The πŸ‘€ on Michael’s πŸ˜€ when he bit into the goldfish was hilarious, but the πŸ‘€ when Michael realized what was in his πŸ₯ͺ made Emmett realize that πŸ‘¨πŸ» had taken this prank way too far. πŸ‘¨πŸ» felt terrible ⌚️ Michael get 😷 for πŸ”Ÿ minutes. Both Michael βž• Emmett learned a lesson that day, βž• Michael never pranked Emmett πŸ”‚.

 

I used Emoji Translate to substitute some words in my story for emojis. I hope you enjoyed it.


Student Blogging Challenge – Week 3

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The tasks for week 3 of the Student Blogging Challenge have been posted.

This week my students will complete a variation of the 3rd task – Image Task Cards. This week we will be beginning our memoir unit. Our very first lesson is trying our hand at creating 6 Word Memoirs. Students will begin their experience by creating a physical copy of their 6 word memoir on Monday. On Tuesday, we will create a digital copy of our 6 Word Memoirs using our blogs and creative commons images. We will be adding the plugin “Compfight” to our blog dashboards so that we can have easy access to creative commons images to ensure we don’t violate any copyright laws. Students will then create a new post on their blogs that has at least one 6 Word Memoir and a creative commons image to go along with it. I hope you’ll check them out once they are published. The 6 Word Memoir project is something I always enjoy doing with my students.

 

Students:

Here is theΒ link to the Google FormΒ to submit your post so that it can be commented on.



My Commenting Experience

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I signed up to be a volunteer commenter for the Student Blogging Challenge. I know how important comments are to making the Student Blogging Challenge interactive, so I decided that I could spare the time each week to comment on at least 5 students’ blogs. Last week I commented on these 5 great blogs before teaching my students about quality commenting:

Coy’s BlogΒ Β Β Β Β Β Β Β Β Β Madison’s BlogΒ Β Β Β Β Β Β Β Β Β Hayden’s BlogΒ  Β  Β  Β  Β  Chloe’s BlogΒ  Β  Β  Β  Β  Jayden’s Blog

As part of this week’s task, I went through what makes a quality comment with my students. I learned a few new tricks to help make my own comments even better. The Student Blogging Challenge Week 1 form had so many responses for our first week’s tasks, that I was asked to comment on 5 extra blogs. I think I definitely improved the quality of my comments after this week’s lesson. I made sure to find something to highlight and praise to start my comment. I found a connection between the author and myself and tried to ask a question that would start a conversation. I also made sure to include a greeting and a closing to make my comments more like a friendly letter. Good comments help to make blogging a more exciting experience.Β  I look forward to checking back in with these great authors to see their work for the rest of the Student Blogging Challenge. Here are the 5 extra blogs that I commented on for the week 1 tasks after going over the lesson on quality commenting:

Ethan’s BlogΒ  Β  Β  Β  Β  Grayden’s BlogΒ  Β  Β  Β  Β  Brandon’s BlogΒ  Β  Β  Β  Β  Ariya’s BlogΒ  Β  Β  Β  Β  Romy’s Blog

 

So what do you think – did I do a better job of writing quality comments after going through the lesson with my students this week?

 

Be sure to check out some student blogs from the right sidebar before you go! My students would love to see you practice your quality comments on their posts.


Student Blogging Challenge – Week 2

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The tasks for week 2 of the Student Blogging Challenge have been posted.

βœ“Β Commenting Guidelines – check ours out here.

 

Our main focus this week will be commenting on other blogs. You can find the list of URLs for the other Student Blogging Challenge participants here. We will be commenting on at least 2 blogs and writing a post about the experience. We can’t wait to get to see what the other participants are up to!

 

Here is the link to the Google Form to submit your Post so that it can be commented on.


Student Blogging Challenge – Week 1

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The challenges for the Student Blogging Challenge (Week 1) have been posted.

βœ“Β Task 1 – Last week, most of the students created an avatar to represent themselves as part of the Student Blogging Bootcamp.

Task 2 – This week, Mrs. Cremeens will compile our avatars to create a cool project and post it to our class blog.

Task 3 & 4 – Students will be completing one or both of these tasks and posting to their student blog, so check back to see their work.

Task 5 – All students will be creating an About page for their own student blog. You can see our Class Blog About Page here.

Task 6 – We will practice our commenting skills this week by visiting blogs of other student participants.

Last week we finished up our free-verse poetry unit and students have started posting some of their poems to their student blogs. Check them out using the links in the right > sidebar and offer some feedback. Constructive criticism and praise help us to grow as writers. We can’t make great literature without help.

Click HERE for a collection of websites that allow users to create an avatar that can be uploaded to a edublogs profile.


Warmed

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I stumble into the kitchen

on a cold October morning

the frosty air biting

my half-open eyes

Β 

I shakily measure two scoops

of aromatic coffee grounds

and drop them into the white paper filter

Β 

I press the button

the machine whirs to life

dispensing a steady flow

of piping-hot caffeine

Β 

I add a river of sweet creamer

light and dark mix

Β 

I grab the mug

my fingers trace the lines and ridges

in the ceramic warmed

by the steaming liquid

I breathe in the rich scent

as the mug warms my fingers

I’m careful not to burn my tongue

 

sip by sip

my mind starts to awaken

the foggy cold morning lifts

once I’ve had my coffee

I’m ready for anything