WeVideo Resources

WeVideo is the best video making application/site to use in the classroom. You can use the resources provided by Greg Gardner, at WeVideo, below to help you get started with WeVideo or refine your skills!

WeVideo.com – Site, or you can download the application

Admin Guide – how to set up and implement your WeVideo account
Teacher Guide – newly revised!
Support Center – FAQs etc to help with setup and everyday use
Resource Page – all new for 2017. A must for all teachers! (check out our blog too!)
Student Project Ideas – even more resources to jumpstart your classrooms.
WeVideo Academy – videos demonstrating setup and advanced features (Google Sync video)
Greg’s Channel – basic webinars etc to help student/staff learn about WeVideo
The most popular WeVideo for Schools features include screencastingcolor keying, and fast-slow motion.
New features: Combine Edits for greater student collaboration…JumpStart editing…and exciting Motion Titles.
Teacher/student never made a video? Go to the question mark on any WeVideo page (top, right-hand corner) and follow the new, step-by-step tutorial.
Students can start projects on our iOS or Android app and finish on the web. They can also use either app to capture media and sync it directly to an assigned project.

You’re Invited!

 

Come see your kids present their solutions for stopping invasive aquatic plants and cast your vote!

When: Friday, April 28th from 2:00-3:15 pm

Where: White Oak High School Cafeteria

What: 6th-grade students will work in groups to research and create multimedia presentations to propose the best solutions for ensuring that aquatic plants maintain a positive role in our East Texas ecosystem.

Cast Your Vote: All 6th-grade student groups will present in a gallery walk setting. You will cast a vote for the best presentations and solutions. Based on your votes, the top six groups will present formally to a game warden, a Gregg county agent, and WO administrators with a vested interest.

 

March 6-10 Lesson Plans

Reading

  • Monday
    • Students will continue to analyze the debate article, “You Won’t Find Her on Spotify.”
    • They will determine supporting details for both sides of the debate.
    • They will complete “Central Idea and Details” practice and 6 multiple choice questions.
  • Tuesday
    • Students will participate in Read Across America by having a guest reader today in class!
      • first period:  Mr. Lucas Maxwell’s class Surrey, UK (via Skype)
      • third period:  Mr. Gilbert
      • sixth period:  Cindy Coones
    • Students will self-check their article analysis using an Edmodo quiz.
    • I will go over any missed questions using the quiz results.
  • Wednesday, Thursday, and Friday
    • Students will take a persuasive text tests.

English

  • Students will write an Argument Essay over the debate of their choice.
    • First, they will read the debate.
    • They will develop their argument using the “Write an Argument Essay” outline.
    • Then they will write a rough draft.
    • Last, they will publish the work to peg to revise.

February 27- March 3 Lesson Plans

Reading

  • Monday
    • Students will continue analyzing debate of their choice with a partner.
  • Tuesday
    • Students will share out their findings to the class. They will explain the claim, support, counter argument, rebuttal and faulty reasoning.
    • Other groups will question their findings.
  • Wednesday
    • Students will complete faulty reasoning worksheet.
  • Thursday
    • Students will complete persuasive text analysis independently.
  • Friday
    • Students will take persuasive text quiz.
      • They will need to be able to use the definitions and examples from this week’s work.

English

  • This week students will complete editing and revising their expository essay.
  • Students will share them out to their class and publish them to their blog.

February 21-25 Lesson Plans

Reading

  • Tuesday
    • Students will make inferences using text evidence over the drama, “War of the Worlds.”
  • Wednesday and Thursday
    • Students will read two sides to the argument, “Should Balloons be Banned.”
    • Students will analyze each argument to determine the claim, supporting evidence, counterargument, rebuttal and faulty reasoning with teacher guidance.
  • Friday
    • Students will work with a partner to analyze Scope debate topic of their choice to determine claim, supporting details, counterargument, rebuttal, and faulty reasoning. Students will complete the “Comparing and Contrasting Persuasive Texts” graphic organizer.

English

  • This week students will learn how to elaborate expository essays and create reflective conclusions.
  • Students will complete “Expository Essay Planning Sheet” and type their essay in Google Docs.
  • Students will publish essay to PEG Writing and make recommended revisions.

February 6-10 Lesson Plans

Reading

  • Monday and Tuesday
    • Students will take a nonfiction test over determining author’s purpose, topic, main idea, supporting details, text structure and summary.
  • Wednesday
    • Students will take notes over how to determine the meaning of words by identifying roots of words, prefixes, and suffixes.
  • Thursday
    • Students will practice determining the meaning of words by completing practice questions on study island.
  • Friday
    • Students will practice using the dictionary as a reading resource.

English

  • Monday
    • Students will share their final drafts of the Apollo 13 paragraphs.
  • Tuesday-Friday
    • Students will analyze the components of an expository essay. T
    • They will start pre-writing a response to a self-selected writing prompt over the autobiography, “I Am Malala.”
    • Students will compose a thesis statement.
    • Students will learn how to write effective introductions and use elaboration strategies.

Nonfiction Reading Log Help and Explanation

A nonfiction reading log was assigned today and is due Thursday, February 2.

Notes:

Click Nonfiction Text Organizer Notes to see my composition book notes we took in class over author’s purpose, text structure, topic, main idea and summary of nonfiction

Instructions:

  • Students must analyze 1 article on Time for Kids and complete nonfiction text organizer.
  • Students must read nonfiction and log it at least 2 days this week.
  • Students may read and log fiction the other days in the week.

January 23-27 Lesson Plans

Reading

  • This week students will work with a partner analyze an article of their choice selected from Time for Kids.
    • Students will complete a graphic organizer to determine the topic, author’s purpose, main idea, supporting details, and text structure. They will then write a summary.
    • Students will share and defend their summaries.

English

  • Students will respond to a writing prompt about Apollo 13 using the “Constructing a Response” handout.
  • Students will turn their outline into a paragraph on google docs.
  • Students will add transitions and post to pegwriting for scoring.

 

January 17-20 Lesson Plans

Reading

  • Tuesday
    • Students will complete interactive notes on main idea and supporting details.
  • Wednesday
    • As a group we will analyze a Time For Kids article, “She’s Back,” to determine central idea and details
  • Thursday
    • Students will complete central idea and detail practice over “Disasters in Space.”
  • Friday
    • Students will analyze a text of their choice to practice the nonfiction reading skills we have learned.

English

  • This week students will revise and edit the paragraph response to a Malala writing prompt. They will learn to add in transition phrases and sentences. They will learn how to make better work choices by finding meaningful synonyms.
  • Students will put their paragraph into PEG writing to make additional revisions.
  • We will continue to read from our interactive read aloud, ” I Am Malala.”