Podcasts about teacher resource

Today I'm joined by Jennifer Foxx, a teacher who has been blogging and creating curriculum and resources for music teachers for over a decade. In our conversation, we talk about how she took the simplest route at first and started her business on Teachers Pay Teachers and has since strengthened her business by investing in platforms she owns, like her own website and email list. We also talk about the seasonality she experiences, how she thinks about pricing, and trends she has observed pre- and post-covid. A full transcript and resources from this episode can be found at MusicStudioStartup.com/episode143.   MSS Entrepreneurs Hub + Mastermind Music Studio Business Building 101 Business Finance for Music Teachers Studio Launch Grant Competition  

A wildly inspiring YouTube creator, Professor Prime passionately shares how to teach your students that math is in everything. He also discusses healthy work boundaries, having empathy for students who struggle with math,  and thinking of students who don't like math as students who are looking for a reason to love math. A math educator on a mission to build a world that sees math everywhere, Professor Prime has 2000+ YouTube videos on everything from his experience teaching math to math and Epic Games, math and Star Wars, math and Pokemon, and math and art. Teacher Resource!! Professor Prime's playlists Math is Awesome! Here's Why! (49 videos) and Everything is Super Mathematical!!!! (32 videos) contain quick videos under 1 minute that are perfect to play at the start of your math class. Connect with Allison: Amazon: https://www.amazon.com/stores/Allison-Dillard/author/B07PV43V59 FB: https://www.facebook.com/AllisonLovesMath IG: @allisonlovesmath TW: @AllisonLuvsMath  Connect with Professor Prime:  Website: https://www.mathtimewithprofessorprime.com/ YouTube: https://www.youtube.com/MathTimeWithProfessorPrime Email: professorprime8787@gmail.com Instagram: https://www.instagram.com/professorprime8787/ Twitter: https://twitter.com/MathTimeWithPr1 TikTok: https://www.tiktok.com/@professorprime8787

In this short episode, we share our favorite resource ideas that you can use in the classroom. From quick videos to timers to upping your tech game, this episode has something for everyone!E-mail Meagan, Lauren, and Lindsey at realteaching101@gmail.com. Follow them on Instagram @realteaching101 and on Twitter @realteaching101.Music is "Hot Shot" by Scott Holmes. You can find his music at https://www.scottholmesmusic.com/ and https://freemusicarchive.org/music/Scott_Holmes/media-music-mixSupport the show

Leading Literacy welcomes Dr. Jana Echevarria, Professor Emerita at California State University, Long Beach.  As an educator, Dr. Echevarria has taught all grade levels in both general and special education settings, as well as in ESL and bilingual programs.  She is a founding researcher and creator of the Sheltered Instruction Observation Protocol, or SIOP Model, and has dedicated her career to effective literacy instruction for English learners. Listen in as Dr. Echevarria shares her extensive knowledge and passion around equitable instruction for English learners, students with disabilities, and all students. We know you're going to love this episode!  Enjoy.

On this episode of Leading Literacy, we're thrilled to speak with noted reading researcher and language expert, Dr. Claude Goldenberg. Dr Goldenberg is a professor emeritus in the Graduate School of Education at Stanford University. A native of Argentina, his areas of research and professional interest have centered on promoting academic achievement among language minority children and youth. Claude is a noted author of three books and scores of articles related to early reading with special emphasis on literacy and English Learners.  He's been on the editorial boards of various literacy, academic, and professional journals. Claude is not only a distinguished expert in the field of education, but a former classroom teacher and an all-around great guy who's passionate and dedicated to this work. Sit back and enjoy our conversation with Dr. Claude Goldenberg.

We have a treat for you on this episode of Leading Literacy. We interview Deidra Mayberry, president, and founder of Reading to New Heights, a nonprofit that teaches adults how to read. Deidra grew up one of seven kids, in a military family, who often moved. Her struggles with reading began early and persisted throughout her education.  Listen as Deidra shares her journey to learn to read and how she both masked and compensated for her lack of reading skills and the toll this took on her both emotionally and physically.  You won't want to miss her inspirational story and how she's now changing lives through the gifts of literacy and joy.  Enjoy!

Leading Literacy can't wait to introduce you to Dr. Elsa Cardenas-Hagan!  Elsa is a Bilingual Speech Language Pathologist, who has spent decades working with and advocating for multilingual learners.  As a multilingual student herself, Elsa discusses the importance of cross-linguistic relationships, teacher knowledge, and the deep value of research to effectively support all our students.  Elsa is a bright light and leader in the multilingual learner community and her book Literacy Foundations for English Learners is a must have.  There's no denying the genuineness of this conversation – enjoy!  

We are so excited to introduce you to Chris Ann Horsley, the Director of Elementary Curriculum at Bonita Unified School District.  As a district and school site leader, Chris Ann has played a pivotal role in helping her schools become the number 1 ranked district on the California Reading Report Card. Listen in on this insightful conversation as Chris Ann discusses the fundamental systems she set in place to help her students and teachers succeed.  This is a good one!  Enjoy.

On this episode of Leading Literacy, we are thrilled to have Todd Collins as our guest.  Todd is a board member of a California school district that has had a “reading reckoning.”  Todd's literacy advocacy work prompted him to launch the California Reading Coalition, which is a group of educators, advocates, researchers, and policy makers who are committed to improving reading outcomes for all California students.  Enjoy this lively chat!

Dr. Marci Klein is joining the show to share the MOST amazing tiny little STEM tools with us!After working in child development as a pediatrician for over 20 years, she transitioned into the STEM Education world inspired by none other than her own children! Cardboard is literally a pain in my side and the best tool in the shop when it comes to STEM building for K-5, but I bet many of us would agree that it isn't the easiest item to cut or connect. I've tried many neat ideas, but 3duxDesign has blown me away with their connectors and teacher resources! Yep, teacher resources.... Did I mention they're FREE? Please tour the 3duxDesign website and take a look under the learn section!https://www.3duxdesign.com/In today's episode, we talk about sustainability and conservation of supplies/resources.  If you have listened, as promised, here is the link to Precious Plastics which I could not remember at all!I always love a good story, and she has one to tell us! Psssst.... There may be some collaborations coming soon... possibly to STEAM University! Get on the waitlist today, but before you go grab the totally FREE Ultimate STEAM Classroom Guide!

Today I am happy to invite my former student Matthew Sekerak to the show. Matthew is now an art teacher and he’s going to be telling the story about becoming a teacher and being an art teacher in a pandemic. He made me laugh so hard with a couple of his stories. So if you are needing a good belly laugh. This is the place for you. Let’s start Rockin’ today's episode.Teacher Resource: https://www.makingthebasicsfun.com/gratitude

One of the most common questions that I get asked are for teacher resource prep tips. How to make resource prep quicker? Or easier? Over the years, I’ve pretty much tried everything you can imagine. And so today I’m sharing my top 10 best tips for how you can make resource prep a less daunting […]

Have you ever found yourself wondering just how much you can rely on the materials found on the internet? Or maybe you have purchased a cheap resource that ended up just being a whole lot of preparation and a one hit wonder. The real question is …....can we really trust resources made by other teachers sold cheaply on the internet? The need to have resources aligned to the ‘science of reading’ is imperative and all resources should be about learning, not busy work, therefore I’ve create this simple 6 step guide to help your decision making and get the best outcomes for learning. Check out the TLC Program at www.theliteracycollective.com  

A quick introduction to the concept of the Yoga Teacher Resource podcast. Highlights The Yoga Teacher Resource Podcast was created to help yoga teachers Build their knowledge Connect to other teachers Hear new perspectives Stay inspired to practice and to teach Links and Resources Yoga Teacher Resource private facebook group.    

May 26, 2016. Kristi Finefield shares highlights from her interactions with patrons and the collections. Speaker Biography: Kristi Finefield is a reference librarian in the Prints and Photographs Division of the Library of Congress. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7375

May 26, 2016. Stacie Moats shares the highlights of working with the public and the collections. Speaker Biography: Stacie Moats is an education specialist in the Interpretive Programs Office in the Library of Congress. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7376

May 2, 2016. Have you ever wondered what a reference librarian does at the Library of Congress? A conversation between 2015-16 Teachers in Residence Trey Smith and Tom Bober and three reference specialists. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7275

May 2, 2016. Librarians can provide resources and answers to questions you might never even know you had. Hear some tips about how to work with librarians from any library, including the Library of Congress. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7277

May 2, 2016. Have you ever wondered what kinds of questions get asked of the Library of Congress librarians? Hear about that and more from a conversation with three reference specialists and our 2015-16 Teachers in Residence Trey Smith and Tom Bober. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7276

May 2, 2016. Discover reference services from the Library of Congress. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7278

May 23, 2015. This short film is designed to show teachers how to quickly access primary sources from the Library of Congress website, including resources from the Teachers Page, Today in History, and Ask a Librarian. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7030

Nov. 19, 2015. Primary sources can be used during the initial phase of inquiry to open students' minds to the possibility of interpreting and questioning an information source. Shelly Sanderson uses a map to connect the students to the topic in order to gain background knowledge and context about the events of the New York Draft Riots. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7040

May 23, 2015. This short piece discusses how to search, view and save thousands of online maps from The Library of Congress. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7035

Nov. 19, 2015. The most challenging part of any teaching practice is to have students construct knowledge. Teachers must guide students to organize and draw conclusions from information they have found, to confront conflicting ideas and form their own evidence-based opinions, and to be ready to take a stand and defend it. Watch as Shelly Sanderson's students construct new understanding by looking at images of New York City. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7042

May 23, 2015. Some of the most powerful primary sources in the collections of the Library of Congress are visual images. Learn about the millions of photographs that are available on the Library's website. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7033

Nov. 19, 2015. Students will develop focus questions to guide their investigations while wondering during the inquiry process. Jacqueline Brathwait guides students in a discussion on what they already know about the Draft Riots and see them begin to develop questions for further exploration. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7039

May 23, 2015. An introduction to the map collections at the Library of Congress. Maps are much more than pictures of the world. They can tell us about the people who made them, the times those people lived in, and what they knew and didn't know. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7034

May 23, 2015. This short film introduces the search function of the Library of Congress website and offers suggestions for search terms. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7031

May 23, 2015. This short film will show you shortcuts on how to access photographs from the Library of Congress including how to find, view and save. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7032

Nov. 19, 2015. Three educators from PS 153 in New York City open share their teaching practices of using primary sources with their 4th graders. They developed a unit on the New York Draft Riots of 1863 and integrated the inquiry process into their lesson plans. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7038

Nov. 19, 2015. Using primary sources with inquiry empowers students to ask their own questions, construct their own understandings, draw conclusions, create new knowledge and share the knowledge with others. Watch Barbara Stripling discuss why primary sources are essential to the inquiry process. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7037

Nov. 19, 2015. Inquiry is a cycle. Reflection is embedded throughout the inquiry process, but it is especially important at the end of a learning experience for students to think about what they have learned about the topic or idea and about inquiry itself. This video shows what new understandings and perspectives the students share with Jacqueline Braithwaite. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7036

Nov. 19, 2015. When investigating, students will evaluate information to answer questions and test hypotheses. Watch as Earnestine Sweeting has her students use the Library of Congress primary source analysis tool to further investigate events from the New York Draft Riots. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7041

Aug. 18, 2015. If you have to reproduce a source and you believe it's protected by copyright, you'll need to decide whether it's fair to use for educational purposes. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6826

July 30, 2015. Learn how Section 110 of the copyright statute offers educators latitude in using materials during face-to-face teaching activities. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6804

Topic: Counting by Fives and Big, small, or Hardly There at All. An educational radio show for kids. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Learn about Rainbow Colors and Five Senses. An educational radio show for kids. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Bullies and Tongue Twisters. An educational radio show for kids. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

A short radio show for early learning. This episode features Dinosaurs. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

A short radio show for early learning. This episode features food geography and learning the Months of the Year. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

How To Wash Hands, Body Parts-Head, Shoulders... Healthy Eating. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode29.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

"Crazy About Corn," was developed by the Cooperative Extension Service Electronic Media Unit of New Mexico State University. It has been approved by the New Mexico State Board of Education for curriculum use in schools throughout the state.

Dance like a gorilly and "Shake It". Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode28.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

The Boy Who Cried Wolf told by Billy Gorilly then sing along to the Five Senses song.Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode27.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

One World, Many Stories — Billy Gorilly, and Mrs. Flicker Fireflybrarian, are very excited to let everyone know how much fun you can have at the library this summer.Take a listen and join in the fun. The World Is Full Of Curious Things. Billy Gorilly and his pals from the Candy Appletree Woods sing thier song about funny things you might see. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode26.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Songs to Teach PreK-1st grade. Billy Gorilly joins his friends Pablo Parrot and Gertie Gadgawilliger. Pablo teaches about practicing as he sings "THE BEST". Billy Gorilly sings "NEVER GIVE UP" along with Gertie. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode25.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Songs to Teach PreK-1st grade. Young Wendy and Timmy sing songs about their pet dog and cat. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode24.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Songs to Teach PreK-1st grade. Find out why we are celebrating then listen to the song "The Rabbit and the Turtle. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode23.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Songs to Teach PreK-1st grade. Are you Making A Splash at the Summer Reading Program? Listen to Wendy and Timmy sing Mrs. Flicker Fireflybrarian, and Billy Gorilly and pals will take you on an imaginary journey in the woods as you sing La La La. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode22.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Songs to Teach PreK-1st grade. Get ready to Make A Splash at the Summer Reading Program. Kids learn about Fogs and Toads. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode21.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

Songs to Teach PreK-1st grade. Learning about Opossums and Dinosaurs as you sing along with Billy Gorilly. Free ACTIVITY PAGES to go along with this podcast at http://billygorilly.com/podcast_html_files/BillyGorillyShow_Episode20.html. Look for our podcast in the iTunes Music Store or check us out at billygorilly.com

The below lesson plan (also available for download in PDF) introduces students to activities common in daily life during colonial times.Daily Life in Colonial America: SimulationsPrepared by Christy G. Keeler, Ph.D.Intended Grade Level(s): 2-12Lesson Overview: Students will simulate daily activities common during the colonial America era. Through the process, they will learn the history of daily life in the colonies and will gain comparative perspective between lives of the colonists and their own lives. Teachers may deliver subsections of this lesson in a rotating learning center format or as whole class simulations.Objectives:• Students will identify common chores and other daily activities during the American colonial era.• Students will differentiate between daily activities today and those of the colonial era.ProcedureAnticipatory Set: As students enter the classroom, have them respond to the following question: “What types of chores and other activities did children in colonial America do on a daily basis?”Reading Prompt: Read the book Sarah Morton’s Day: A Day in the Life of a Pilgrim Girl by Kate Waters aloud to the class. After the story, work as a class to complete a Venn diagram comparing and contrasting “Daily Life” of colonial children and children today. Next, have students postulate reasons for the differences (e.g., technological change, trade partnerships, cultural differences).Explain that students will have the opportunity to experience several colonial American activities. As they experience the activities, they should ponder how their lives would have been different if they had been born in the 1600s as opposed to the 21st century.ActivitiesTeachers may organize these activities in a variety of ways and may choose to use one, some, or all of the activities. One method is to designate one location for each activity and have students rotate, in groups of approximately three to four students, between activity centers. This would work well on a day designated as “Colonial American Day.” For younger children, parent volunteers may chaperone each learning center to assist and guarantee student safety. Teachers may choose to require students keep a travel log for each activity they complete. To “pass” the activity, each child would need to provide a 3-sentence description of the activity experienced in the center.Another model may involve having students work as an entire class completing a single activity. Teachers could organize their colonial American unit to include a different activity each day. Students could keep daily journals about their travels through colonial America, describing their impressions each day of the journey.Candle MakingThis method of candle making allows students to create one candle at a time. During colonial times, many candles were made at once.Needed Materials: 8 metal cans (e.g., soup cans), cold water, string, 4 pencils, 1 pair of scissors, melted paraffin wax (keep the wax as cool as possible without allowing it to harden), newspaperProcedures: Cover the table with newspaper so any dripped wax can be easily disposed. Fill four metal cans will cold water and four with melted wax. Have students cut off an approximately one-foot length of string and tie one end of the string to the center of the pencil so that the length of string hanging down is about the height of the can. First, they will dip the tips of their fingers in the wax and run their fingers along the string. This will give the string some weight and shape. Next, they will dip their string into the wax. After waiting a few seconds, they will remove the string by lifting the pencil and will dip the string into the cold water. This will cool and harden the wax. Students will then alternately dip the growing candle in the wax and water until it is as thick as the student prefers.Making ButterRural colonists tended to make their own butter, but those in towns had less land for cattle so sometimes purchases butter from household microbusinesses. Most butter was produced using a butter churn. It took about three hours to produce one pound of butter.Needed Materials: heavy whipping cream at room temperature (take it out about 1 hour before use), salt, cup, small spatula, jar with a tight-fitting lid, strainer, small bowl, popsicle sticksProcedures: Fill the jar half-way with cream and tightly attach the lid. Shake the jar until the whey (liquid) and curd (solid) separate. Pour the whey into a cup. Students may drink this liquid—it’s buttermilk. Pour the curd into a strainer and let it drain until all liquid is gone. Rinse the curd and place it in a bowl. Stir in salt to taste. Students may scoop a small piece of butter onto their popsicle sticks to taste their creation.Cooking: Shrewsbury CakesShrewsbury cakes first appeared in cookbooks during the 16th century. By American standards, the “cake” would be considered a cookie and is similar to shortbread with the added ingredient of an egg.**Have students wash their hands and review kitchen safety rules before engaging in this exerciseTeacher Resource: For more information, see http://www.theoldecookerybook.com/~theopden/wiki/index.php/Shrewsbury_cake_recipesNeeded Materials: mixing bowl, oven, bar pan, wooden spoon, pot holder, measuring cups and spoons, 1/2 c butter (softened), 1/2 c sugar, 1 egg, 1/2 c flour, 1/2 t nutmeg, spatulaProcedures: Preheat the oven to 350° and grease the bar pan. Mix all ingredients until batter becomes smooth and place the batter into the pan. Bake cookies ten minutes or until they appear brown. Cut the cake into squares before it hardens in the pan.Cornhusk DollsNative Americans originally made cornhusk dolls and taught colonial Americans the craft. The dolls usually appeared in the fall after husking time.Needed Materials: dried cornhusks placed in a large tub of water, scissors, string or rubberbandsProcedures: Have students follow instructions for making a cornhusk doll found at http://www.teachersfirst.com/summer/cornhusk.htm. You may substitute rubber bands for the string.Colonial Williamsburg Computer SimulationsColonial Williamsburg offers a rich collection of resources for teachers and learners.Needed Materials: computer with internet connection, computer projectorProcedures: Have students experience tools and events of colonial Americansby playing “Tool Trouble” (http://www.history.org/kids/games/toolTrouble.cfm), “18th Century Paper Doll Game” (http://www.history.org/kids/games/dollGame.cfm), “Brickmaker Build-Up” (http://www.history.org/kids/games/brickmaker.cfm), “Heads Up for the Colonists” (http://www.history.org/kids/games/headsUp.cfm), and “Pardon or Pillory” (http://www.history.org/kids/games/pardonOrPillory.cfm)Clothes WashingStudents will simulate clothes washing in this exercise using a method still common around the world today.Needed Materials: Rags, water, soap (see http://www.alcasoft.com/soapfact/history.html and Cooking Up U.S. History by Suzanne Barchers and Patricia Marden), two large tubs, a washing board, a wringing wheel (if possible), a location for drying towelsProcedures: Have students place “dirty” rags into a large tub of water. Using soap and the washing board, have them scrub the rags and then place them into a tub of rinsing water. After rinsing, have students wring the rags with the wringing wheel (if available) and hang them to dry. The next group of students can take the “clean” rags and re-wash them. Sewing a PocketDuring colonial times, pockets were not sewn into clothes. Instead, they were worn as a separate piece of clothing inside other clothing layers. The pocket included a ribbon that could be tied around the waist to hold it into place.Needed Materials: pieces of felt (each should be approximately 8” X 10”)—two pieces per student, a spool of thread, a pincushion, about ten needles (in case some become broken), scissors (one per participant), ribbon (optional)Procedures: Have each student take two pieces of felt and a pair of scissors. They will cut both pieces together so the pieces are in a pocket shape (rounded corners and a smaller top than bottom—see diagram). Next, they will fold one of the pieces of felt in half “hamburger style” and cut a slit that will become the pocket opening. Students will cut one long piece of thread and thread it into a needle. Finally, they will sew both pieces of the felt together, leaving no openings except the slit in the center of the front pocket. If desired, students may cut a waist-length piece of ribbon and sew it onto their pockets so they can wear them around their waists.Quill WritingUntil the invention of the steel nib in the 19th century, quills were the primary tools used for writing in the American colonies. The best quills were commonly made from goose, swan, or turkey feathers taken from the primary flight feathers of living birds. Feathers from the left wing were favored for right-handed writers.Teacher Resource: For more information about quill pens and ink, review the “Educational Focus” on Colleen Wilson’s lesson on “Signing George Washington’s Birthday Card” available at http://www.sar.org/history/KeyHoles/ColleenOWilson_SonsOfTheAmericanRevolutionActivityIdeas.pdf.Needed Materials: blank sheets of white paper, approximately twenty feathers (use tail features suitable for use as quills or order them from Americana Souvenirs and Gifts), hand wipes, four bottles of ink, newspaper, calligraphy lettering chart (see http://www.calligraphydesign.com/calligraphy_alphabet_styles/alphabet/4/IT_02.jpg)Note: Before students participate in this lesson, prepare the pens by dipping them in hot water to soften the tip. Cut the tip at a slant and add a slit to the middle. Cover the workspace with newspaper so the ink does not stain the table.Procedures: Students will dip their quills into the ink, shake off excess ink, and practice writing their names on the provided paper. Encourage them to write lightly (this provides a nicer end product and contributes to the life of the feather).Students must keep their papers on newspaper to limit the mess and they should clean their hands with hand wipes following the activity.Children’s Games“Colonial children didn't have much free time, but when they did, there were lots of ways to have fun. They played such games as tag, marbles, hopscotch, leapfrog, hide-and-seek, blindman's buff, hoop races, and quoits.” (Education World—http://www.education-world.com/a_lesson/lesson166.shtml). Games teach about the colonial era while engaging kinesthetic learners and providing nice segues for transition times (e.g., just before lunch, end of the school day).Teacher Resource: For more information, seeo http://www.noahwebsterhouse.org/games.htmlo http://noahwebsterhouse.org/amusements.htmlProcedures: Have students play the game “Deer and Hunter.” “The players, or ‘hunters,’ stand in a circle holding hands. The ‘deer’ weaves in and out of the circle, under the hands of the players. When the deer taps one of the hunters, the hunter must follow the deer and imitate its movements exactly. If the hunter catches the deer before it has gone around the circle once, the deer goes into the middle of the circle. If the hunter doesn't catch the deer or doesn't imitate its movements exactly, the hunter goes into the middle of the circle. The game continues until the players on the outside of the circle can't encircle the players inside the circle.” (Education World—http://www.education-world.com/a_lesson/lesson166.shtml)ReviewHave students congregate together and discuss their experiences during the simulation exercises. Draw a T-chart on the board and have students brainstorm the lives of children “Then” and “Now.”Assessment/HomeworkHave students read the book Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy by Kate Water and list all the ways their lives are similar to and different from Samuel’s life. They will then create two stories they will display side-by-side in a foldable. Both stories will tell about the child author’s own life. In the story on the right, the child will write a non-fiction story about his/her own life—telling about only one day. On the left, the child will re-write his/her own daily story as if s/he were born in the 1600s.