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Tupelo Distance Education - aired May 4

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Tupelo Distance Education - aired May 4
Tupelo Distance Education - aired May 4
May 4, 2020

>>> good morning parents and students welcome to another edition of distance learning 101.

Today we are joined by shaunya pittman a teacher at mylen.

She has got all kinds of things prepared for us today.


We will doing some thinking today.

We will have a lot of fun.

This is first time you've actually got your students in a google classroom right now live ready to go.

>> they are really ready to go.

>> this is a real teaching moment with your students.


>> all right.

Well, kind of explain to us before we dialled in what exactly we will be doing.

Today we're going to be looking at poetry.

And when children hear poetry they think -- oh -- just because they have dig deep and abstract and we are not looking at your normal poems. we're looking at song lyrics to analyze as poems. that gives us a chance to incorporate arts with music.

We look at song lyrics and poems today.

We'll analyze those looking at figurative language.

We'll talk about tone and mood and the distance between tone and mood.

And what causes the tone and the mood.

And so like i said there's some thinking going on.

>> she doesn't one or two or three degrees.

She's got four degrees.

If anybody knows what they are talking about it will be you.

Are you going for fifth or sixth?

>> i am thinking about pursuing a doctorate.

>> of course.

>> natural next step just looking at different schools and where i can do it for the cheapest.

Not trying to get a whole lot of student loans.

Looking for a scholarships and the such so i can move on from that.

>> you are from calhoun.


It's always a part of you.

>> yes.



I was just there saturday.

Visiting family.

>> there you go.

>> that was my outing for the day.

>> now we brought you to do some teaching.

>> yes.

>> we will dive in and get your students involved.

We will learn a little bit of poetry and how our mind thinks when it comes to poetry.

>> uh-huh.

Today we are moving into my google classroom.

And we have things set up in a stream and class work and i like to go through the class work.

We have our distance learning.

This is everything we've been working in, in distance learning.

We want to go into the instructional videos.

We found some instructional videos.

Some of them we made as a department.

Some of them we found online on youtube and screen reported so they could upload.

The kids couldn't access the videos.

We have them and the first video is the unit introduction.

We won't go all the way through this.

The unit introduction is where i sat down and walked through -- walked my students through what they are supposed to be doing.

The assignment as a whole.

>> so that if they did not participate in the google meet.

They would have videos to go back to and they can stop and pause and go back if they missed something.

And this is just me walking them through where to find it.

We discussed the overview of the unit and what it is they are supposed to be doing.

That's the first instructional video.

Then we have another -- >> is this normal in your classroom would you be doing this the same way?

>> this is something i would do the same way.

Accept for in the classroom it would be face to face.

It would be actually providing that instruction for them.

And we i would walk them through this assignment.

And what they are supposed to be doing.

But now since we're online we are have to adjust, modify and adjust.

That's what one of my clinical instruckor told me when i was student teaching.

She said the best advice i can give you is modify and adjust.

Be able to modify and adjust.

I have taken that with me.

>> little did you know -- >> so the next one is a poetry introduction video.

With the poetry introduction.

It gives them instructions on how to walk through and go in analyze and pick out the different parts of the poetry.

Here it is.

>> poetry piece of writing written by an author called a poet.

What's the purpose of poetry.

It's rhyme and other artit artistic language.

Rhythm and rhyme are part of many poems. lots of poetry has repetition to create the beat or rhythm.

Here's an example.

A candy bar, a piece of cake, loly pop.

This video i would have begin instruction in classes.

It justs about the different elements of poetry and how poems are used and what they are doing in the poetry.

Now one of the big things we have to think about when it comes to poetry, is the fact that there is so much figurative language.

You mean?

>> we get into complex things.

These are nothing new.

These are students have been learning to identify different figurative language since kindergarten.

But we just kind of build on it as we go.

And we take it a step further.

They don't just have to identify, they have to then analyze.

>> that's a step further.

We have another video that talks about the elements of poetry.

And it talks about the different types figurative language.

This one is on the elements of poetry and talks about illitertion.

It's the repetition of sound.



Do you find with the videos that it gets their attention more?

Back when you and i were in school we didn't that.

>> they can definitely go back and start them over and stop them.

And it helps me as a classroom teacher because i'm not having to repeat a lot of things.

>> it's like taking notes in college.

>> it's done for you.

>> it starts off talking about theme.

The theme is something that stays with us.

We talk about theme all year long.

And the theme is your overall -- like the life of the poet or writer what she could learn.

We talk about theme.

And we give some examples of the -- with the different elements of poetry and we will not go all the way through that one.

And then we have some vocabulary.

We have vocabulary slide show that the students would go through.

And, again, walking them through so they will -- are able to if they really didn't care for the videos.

This gives them the information and in a different way.

For those students who aren't necessarily auditor.

It's more visual.

We have types of poetry.

And we get this a little bit later on.

We have illiteration.

Persono, we talk about these in the questions.

Once we get ready to start talking about the questions they can go back and figure out, what is persona.

That's what they are talking about.

We have a slide show where they -- and then we have quizlett and vocabulary word search.

Those are just the instructional videos we posted to begin with.

Like i said everyone gets a chance to go back and play those videos.

So i'm going to -- all right guys, we are getting ready to start working on our video -- on our activities.

We're going to look at the cool kids.

>> get them started.

>> and then we got a break that's coming up.

>> okay.

And we will when we get back from break, we will get them heavily involved.

>> all right.

>> we are going to look at cool kids and while we are breaking.

I need you to go ahead and read through the lyrics.

>> all right with that said, while she's getting her kids ready.

We will take a break.

We'll be right back.

This is "distance learning 101."

>> welcome back "distance learning 101."

I told you that these segments fly by.

We've been talking about poetry.

Now you are going dive in with your kids on google classroom.

And i will let you have at it with them now.

>> all right.

Well the first thing we are supposed to do is look at and read the lyrics to "cool kids" by echo smith.

And when first started thinking about the poetic form we have to look how many lines, how many stanzas.

When i first looked at this one.

There's one big long stanza verses several stanza.

Look how many lines there are.

I see, one, two, three, four, five, six, seven, eight, nine, ten, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29, 30, 31.

My trusty notebook and paper we have 31 lines.

We have 31 lines here.

And when i look at it, i do see some of the lines repeat.

It says she seems them walking in the straight line.

That's not really her style.

And they all got the same heart beat but hers is falling behind.

Nothing in this world could ever bring them down.

Yeah they are invisible and she's just in the background.

And she said i wish i could be like the cool kids because all the cool kids they seem to fit in.

I wish i could be like the cool kids like the cool kids.

He sees them walking with the big smile.

But they haven't got a clue.

Yeah, they are living the good life can't see what he is going through.

So we go through read those lyrics.

The first question as owe what is your first impression of the song?

I will give you all a chance to talk to me and what is your first impression of the song cool kids?


>> i think it's kind of sad.

It's a little bit sad.

And it makes you feel a little bit sympathetic, because the lyric is just he just wanted to fit in.

>> let's go back and look in our classroom and let's look at the tone and mood handout we had so we're able to be a little bit more descriptive and use better words than sad.

This is an anchor chart i went ahead and found the original so they would have access to it.

This would have been in my classroom on the wall.

>> this is something they are already familiar with.

>> we look at if question.

It says what is the mood?

Max said the mood was kind of sad.

We're looking for mood.

Remember the mood is the emotional effect that the text creates for you, the audience.

Mood is all about the audience whereas tone is more of what the speaker is feeling.

Their impression.

The mood is about the audience.

We have positives and negatives and can we find another word that is better than just sad?

>> it makes you sympathetic.

>> you did say sympathetic.

>> you have what -- tell us -- >> envious.

>> envious.

You want to be like the cool kids.

>> that's going to be something else that we talk about when we go into and start looking at some textual receives.

What is song seem to be about?


>> help someone fit in.

>> they want to fit in with -- >> the cool kids.

>> that's what this all about.

They want to fit in.

Pay attention a what the narrator said and they want you to anotate.

They are able to highlight and underline and write the notes in the margin.

This is player on what we have been doing anyway.

So were is there any phrases or words that stood out to you.


>> not her style.

>> not her style.

What about that stood out to you?

>> well, it was just the fact she was walking in straight line.

Maybe she was someone that doesn't follow rules or something.

>> okay.

That sounds good.


>> nothing stood out.

>> anderson did anything stand out to you?

>> yes.

>> what stood out?

>> when she said they are invincible.

>> who is invincible.

>> the cool kids.

>> okay nothing slows them down.

>> let's move on and look -- look pay attention to change in pronouns.

We will go back and look at the song that lyrics again because they tell us that there's a change in pronouns.

In the beginning, they are here.

We have she and then it switches right here and talks about he.

The question is -- why might the lyrics have changed -- why might the lyrics have changed the pronouns there.

>> multiple people who feel the same way.

>> max?

>> that's what i was going to say.

>> what about being able to relate?

More people that relate to her than she thinks.

>> okay.

More people who relate to her than what she thinks.

Maddie d.

>> do you think maybe it's because they want not only girls but boys to be able to relate?

Just throwing that out there?

>> uh-huh.

>> maybe.

>> because they start out with she.

And that's going to be going back to our girls.

Then he talks about he.

Not only will girls by able to relate but boys as well.

After we read those, do we discover anything else?

What ideas do you have?

What new ideas after we read this.

Do you have any new ideas?

>> max?

You don't need to worry about what others think because they are other people.

And most people feel that way.

>> okay.

Like max said it can go both ways.

Cool kids are oblivious to how they are.

>> okay.

That's definitely way to look.

Maybe the cool kids don't realize they are the cool kids.

Is that what you are saying?

>> yeah.

>> okay.

We want to move on to next question.

After you read them, what do you think lyricest message is.

Max alluded to the message.

What was the message, max?

>> we don't need worry about other things because most people feel that way.

>> they asked for evidence with that.

Are there some lines that you would like to point out that solidifies this as the message?

>> where it says it shows that multiple people are feeling that way because you can hear the change of pronouns.

And he said and then it says and they said.

So that shows that multiple people feel that way.

And it just shows that other people feel that way.

>> all right.

>> the last thing we are supposed to do here is listen to the lyrics.

And this is something else we did.

We would have listened in the classroom.

But in the google classroom, we found links to those songs.

And they would have gone through and actually listened to the song.

And got a chance to hear what it actually sounds like.

That would have been more of the we do.

And we walked through it together.

And then the next question of the song or the next portion they would have gone through and did the same thing with 15 by taylor swift.

And that would have been more independent.

They would have answered the questions and we have questions for each set of songs.

And we put them on a checklist.

So they would be able to -- they answer the same questions over and over again.

But for 15 or they read the lyrics and make notes.

That's the annotation and they talk about the mood and persona for each one of those.

They identify figurative language.

Analyze and look at word choice.

Analyze it and the overall message and if anything surprised them?


>> can i talk to them for a second?

>> all right guys we've only got about 30 seconds left.

Someone tell me how this new style of learning going through google classroom.

Have you enjoyed this?

More difficult?

Do you wish to go back-to-school?

I know everyone wishes to go back-to-school?

Everybody nod your head, yes.

>> i know you all miss, miss pittman.

If you have to do a song what would your be?

>> cats in the cradle.

>> okay.

>> who else?

I have one.

Glowing in the dark.

>> glowing in the dark.

Very nice.

Who else?

One more.

I have one.

>> never grow up.

>> never grow up.

>> one more chance.

Who hasn't spoken yet?

Come on.

I know you aren't shy.


See you again.

>> awesome.

>> i hope you had fun today with miss pittman.

I know she misses you.

We talked before the show.

And i know you miss her too.

So thanks for participating.

And we wish you the best of luck for the rest of the school years.

Miss pittman thanks for sharing your class with me.

Bye guys.

>> and coming in and teaching us about poetry today.

This was a lot of fun.

I enjoyed it.

>> awesome.

>> we hope

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