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Greg McVerry

Four Ways to Respond to Reading With Poetry #Literacies #edu307 #EDU407Fall19 #edu407

Panic has crept inunmarked starting gatesruin more journeys than masked destinationsI have asked your for a poetic response to readingHow does one summarize thought in

2 min read

Panic has crept in
unmarked starting gates
ruin more journeys than masked destinations
I have asked your for a poetic response to reading
How does one summarize thought in poem?
transform text into lyrical relevance
Take the bait and find multiple paths
four to be exact
Bring poetic fact
across different forms
as we challenge the norms
of written response
We will work with reading
These ideas just seedlings
they need your feeding of
fleeting thoughts
for truth to be brought

Found Poems

Just search the text
for tiny specs
of phonetic bliss
and a truthful hiss

Talking Walls
patience has taken me
it is never too early
poetry protesting injustice
build empathy
consider, reconsider

Free Verse

Do not let rules starve creativity
define what you see
bring it to me
a dead mouse of thought
dropped on my doorstep
hunt for meaning in the phlow
of the free verse

Truth Lyrical
evidence empirical
learn to read
be forever free
poets detained
voices remained
poems residue of
opression and freedom
forever caught
in an endless dance
Teach young to shape our world
as empathetic poets
as elder peers address
inqequity and injustics
Power in love
love in our power

Blackout Poem

Search for light in dark
The sparse an arc in seas of night
sailing a top misconception
coloring out our inflection
resurrection of fact
hidden among the black
compelling voice/on the path/taken me/ when freedoms time to begin/expresses lyrically/practices besides participation/acts a part/can play a role/child education/social injustices/poetry to rpotes/model poetry of social justice/poetry can be instrumental/mystical chords/tie two ideals/

Acrostic Poem

A poetic form for those who
Can't find their internal flame
Structure of sound
To scaffold a task
Case words never found

Teachers encourage student
Action through peoms
Kings and Queens, and all the beauties in between
Inviting change in poetry
Never stop asking questions
Give opportunities to challenge power

When empathetic vocies emerge
All get uplifted
Lyrical truth upon a our
Litanty of misery, then
Social Justice

Greg McVerry

Hey #edu407 Here are some of my screencasts #literacies

How to Work on Your Literary Element Slide Deck You can use this as a guide to create your slide deck. Some Examples (not necessarily a literary

1 min read

How to Work on Your Literary Element Slide Deck

You can use this as a guide to create your slide deck.

Some Examples (not necessarily a literary element but gives you some ideas beyond recording a power point...which is fine to do)

Sock Puppets on Writing Leads and Hooks

This was just an iOS App. You can make it on an iPhone or iPad. We have some if people want to try.

Compare and Contrast text Structure

Problem and Solutions Text Structure

Cause and Effect Text Structure

Use Explain Everything to Identify Characters and Events

This text structure set was recorded using an app on the iPad.

Blogging Basics

Zombies on Creative Commons

You can use stick figures or cut outs and just prop your cell phone up on books. That is how I made these.

Use Animoto to Describe Characters

Animoto is an easy to use app.

Winning the Academic Writing Game: Play the Game

Winning the Academic Writing Game Two: Don't Be Wishy Washy:

Winning the Academic Writing Game Three: Play With Words

Winning the Academic Writing Game Four: The Idea Pocket



Greg McVerry

Updated Code of Conduct for Summer Classes #DigPed

  Code of Conduct 1. Purpose A primary goal of #edu407 is is to be inclusive to our community of readers and writers, with the most varied and

8 min read


Code of Conduct

1. Purpose

A primary goal of #edu407 is is to be inclusive to our community of readers and writers, with the most varied and diverse backgrounds possible. As such, we are committed to providing a friendly, safe and welcoming environment for all, regardless of gender, sexual orientation, ability, ethnicity, socioeconomic status, and religion (or lack thereof).

This code of conduct outlines our expectations for all those who participate in our community, as well as the consequences for unacceptable behavior.

We invite all those who participate in #edu407  to help us create safe and positive experiences for everyone.

As a college course in children's literacy you promise to participate in your fullest, complete class assignments on time, reflect on your learning, engage in college level writing, and critical analysis in both written and spoken word. You understand that success in this class determines on meeting these basic expectations.

2. Your Control Your Data

You have the right in this  class to work from your own domain where you publish your data. This might be a blogger account, a wix page, or a WordPress blog but this LMS can't collect your data. You have the right to delete your data at any time.

You may also choose to use tools provided by the University such as Blackboard. As a faculty member I can make no promises as to how this data is collected and used by the University. As a tuition paying learner you should be aware the university is collecting large amounts of data through our Learning Management System.  I make no claims about the security nor learner control of this data.

3. Right to Privacy

While this class is built on and encourages open pedagogy you will never be required to share any task or assignment. You may password protect your blog or website and share the password with just the class or just with me. Anything posted to Blackboard is considered private only to class.

While many of us syndicate to social media you are never required to join any network beyond our private chat rooms. If an assignment revolves around social media a transcript or video can be provided to anyone who does not wish to join or interact with social media silos.

At the end of class you may delete your blog and your stream account. I can make no promises about the learner data in Blackboard after completion of the class.

4. Public, Private, and Open

What does public and "in the open" mean?

Online communication, such as tweets, blog posts, and comments are generally out in the open and technically “public” and available for researchers to analyze and quote. Internet researchers have, however, documented how a particular communication may be technically public but viewed by the individual who posted it as meant for a more limited or private context.

Even if an individual feels that they have “published” in public or have consented to be part of research, they might still feel like trust has been violated if their words are taken up and re-framed in a way that they feel is out of context or misrepresented.

Think about each other when sharing information. Critical feedback helps us grow but keep that to our private stream. Use our public comments on each others blogs to encourage growth of the learner and the community.

If someone posts to Blackboard and not their public blog that is considered 100% private and can not be quoted or summarized in public posts without author permission.

Even if your data is technically public I will always ask for approval before direct quoting or including any artifact you make in class as part of a study,

5. Expected Behavior

The following behaviors are expected and requested of all community members:

  • Participate in an authentic and active way. In doing so, you contribute to the health and longevity of this community.
  • Exercise consideration and respect in your speech and actions.
  • Attempt collaboration before conflict.
  • Refrain from demeaning, discriminatory, or harassing behavior and speech.
  • Provide feedback to your peers
  • Answer questions when you can and help point people in the right direction when you can't

6. Unacceptable Behavior

The following behaviors are considered harassment and are unacceptable within our community:

  • Violence, threats of violence or violent language directed against another person.
  • Sexist, racist, homophobic, transphobic, ableist or otherwise discriminatory jokes and language.
  • Posting or displaying sexually explicit or violent material.
  • Posting or threatening to post other people’s personally identifying information ("doxing").
  • Personal insults, particularly those related to gender, sexual orientation, race, religion, or disability.
  • Inappropriate photography or recording.
  • Incessentaly correcting graamer
  • Inappropriate physical contact. You should have someone’s consent before touching them.
  • Unwelcome sexual attention. This includes, sexualized comments or jokes; inappropriate touching, groping, and unwelcomed sexual advances.
  • Deliberate intimidation, stalking or following (online or in person).
  • Advocating for, or encouraging, any of the above behavior.
  • Sustained disruption of community events, including talks and presentations.

7. Consequences of Unacceptable Behavior

Unacceptable behavior from any community member will not be tolerated.

Anyone asked to stop unacceptable behavior is expected to comply immediately.

If a community member engages in unacceptable behavior, the course instructor may refer you to proper university channels and it can threaten your standing in the program.

8. No Notification Policy

When in class I would never ask you not to have a laptop or cell phone. That contains way more computing power than we took to the moon. I do ask for attention. So do a lot of companies who drill into your brain through notifications.

There is also replicable evidence from learning sciences that using paper and not computer notes leads to greater knowledge gains.

I ask that when in class you globally turn off notifications. When working online dedicate yourself to class. Shut down any sms notifications, close all social media tabs not related to class, and learn.

Notifications work like drugs. Literally. Brain scientists work for companies and study how to make you click more. Stay attention sober during class.

8. No Driving

You are expressively forbidden to complete any activity or interact with any other person in this class while operating a vehicle. Doing so puts others at risks and therefore falls under unacceptable behavior. Plus its illegal (in Connecticut), so there is that too.

9. Video Data

If this class involves video projects you will never be required to show your face. If you do a group project all group members must consent before a video upload. Any group member has the right of refusal. You can email if your would like to ask for a video removal without letting your other group members know.

10. Reporting Guidelines

If you are subject to or witness unacceptable behavior, or have any other concerns, please notify me at

Additionally, I am available to help community members engage with university and  local law enforcement or to otherwise help those experiencing unacceptable behavior feel safe.

I am also a mandatory reporter and any mention in class of self-harm, hurting others, or reports of abuse must be reported. In a class where we write reflections and fictions often based in reality the line for a mandatory reporter can be blurred. I will always default

11. Addressing Grievances

If you feel you have been falsely or unfairly accused of violating this Code of Conduct, you should notify mcverryj1@southernj1  with a concise description of your grievance. Your grievance will be handled in accordance with our existing governing policies.

As a  social justice university we will prioritizes marginalized people’s safety over privileged people’s comfort. I reserve the right not to act on complaints regarding:

  • ‘Reverse’ -isms, including ‘reverse racism,’ ‘reverse sexism,’ and ‘cisphobia’
  • Reasonable communication of boundaries, such as “leave me alone,” “go away,” or “I’m not discussing this with you.”
  • Communicating in a ‘tone’ you don’t find congenial
  • Criticizing racist, sexist, cissexist, or otherwise oppressive behavior or assumptions

12. Scope

We expect all students  to abide by this Code of Conduct in online and in-person–as well as in all one-on-one communications pertaining to class business.

This code of conduct and its related procedures also applies to unacceptable behavior occurring outside the scope of community activities when such behavior has the potential to adversely affect the safety and well-being of community members.

13. Contact info

14. License and attribution

This Code of Conduct is distributed under a Creative Commons Attribution-ShareAlike license.

Portions of text derived from the Django Code of Conduct and the Geek Feminism Anti-Harassment Policy.

Portions of this text were derived from  XOXO a CC-BY license

Retrieved on November 22, 2016 from


Greg McVerry

We debated leveling books in #edu407 #literacies

As many know I am not a believer in leveling books. I am happy to change my mind if people can send research my way.

1 min read

level book badge image

As many know I am not a believer in leveling books. I am happy to change my mind if people can send research my way. Been waiting a few years...haven't seen any.

Greg McVerry

Flying Solo at Homebrew Website Club New Haven @scsu #nhv

  Just me tonight for Homebrew Website Club New Haven but had a blast and got a lot done:   Proposed session for IWC Online Recruitment for IWC New

1 min read


Just me tonight for Homebrew Website Club New Haven but had a blast and got a lot done:


  • Proposed session for IWC Online
  • Recruitment for IWC New Haven
  • Finished two more badges for my class

Hope to see everyone in two weeks.

Greg McVerry

#Backstage View into my Mobile Learning Video #edu307 #edu407 #edu305

The Project I was asked to do a video about Mozilla and all the Mozilla Learning Network tools for a mobile learning MOOC.In 2019 Mozilla decided

3 min read

The Project

I was asked to do a video about Mozilla and all the Mozilla Learning Network tools for a mobile learning MOOC.

In 2019 Mozilla decided to shut down Thimble, probably the last vestiges of a project we all began together back in 2011.

The Mozilla Foundation decided to move away from direct support of on the ground learning to instead focus on researching, advocating, and developing Internet Health.

All of the tools and platforms we built to help learners join the relics of web history. X-ray Goggles, Thimble, App Maker, Backpack, Hackasaurus, Webmaker, Webmaker for Android, Mozilla Clubs, Mozilla Learning Network, Thimble II.

The Future

So I close the video with my views on and , both of these movements align to my values but don't have the organizational overhead I did not enjoy as a contributor.

  and look  to mobile learning as the web. They both begin with a Domain of Your Own and then expand learning networks outward.

Relying on your own website and building up local infrastructure is the only way to decolonize the web.

One thing I learned in the fights for net neutrality around the globe is far too many people see facebook as the web. When you build mobile learning networks on social media silos we sacrifice long term decolonization efforts in the face of immediate network access.

The role of social media is decision to be made at the local level, but at least begin by building up the local infrastructure of the local web.

Federation and Decentralization begin at home. Stop the colonization of the web. Encourage local communities to carve out a space online they own.

That is the future of mobile learning

How I Made the Project

I used Alan Levine's Pecha Flickr tool. It takes a search trm and generates 20 random slides that advance every twenty seconds.

I then threw out a post on my blog and syndicated to Twitter and Mastodon. Doug Belshaw then answered on Mastodon but it was to a follow up toot. Mastodon doesn't do webmentions so the context was lost.

I did not realize this and it is important to note as Doug was employed by Mozilla at the time of the project. Basically he had no idea I was about to improvise a talk about his work using the two words he suggested "manhole" and "spork."

my plannign notes, three pages in storyboard format

I did have notes, and you can tell I didn't know them well. As I glance down in the video breaking the illusion of total improv, but I didn't know my slide show.

I quickly realized, manholes as a metaphor get boring yet contain unique beauty about different cultures and I couldn't fit all my content in twenty slides. So I had to do a second talk. Luckily Doug gave me "Spork.

So much to work with. Such perfect design.

I originally, after talking too long in my first slide deck, thought I would do three, but I was afraid the video would get too long for a MOOC. Anything after seven minutes and people drop like flies.

I recorded it using screencast-o-matic. Probably the best teaching tool I use every year. It only cost fifteen dollars.

I added simple text boxes. I should not have put in such a large infographic into a video, it will not work for our blind friends.

So here is a description of what happens on the original Google Drawing. This should play better in screen readers.






Greg McVerry

A successful Homebrew Website Club New Haven

Creating a learnign space on campus for students and alumni to gather to share their experiences has enriched my online teaching and provided students with

2 min read

Creating a learnign space on campus for students and alumni to gather to share their experiences has enriched my online teaching and provided students with an avenue for agency and artisty

On 2019-02-06 the local New Haven Homebrew Website Club met. As part of the global movement we join together to hack on websites. For many of my students this means building a site for the first time. For @SCSU alumni who attend they carry the website they began as students out in the real world and bring examples of how they use their sites in their classrooms.

New Name

At Wednesday's meeting we did decide a few things. Participants do not connect with the Homebrew Website Club. They do not know the history of the computer club once attended by Jobs and Gates and do not really care once they learn. So after some discussion we decided to revert our name back to the Elm City Webmakers. We will still host homebrew websiote club meetings but will brand these gatherings of the Elm City Webmakers.

Great Location

picture of room

Huge shout out to Dean Hegedus for building the active learnign lab where we meet. Today I was joined in person by two people. Natalie Caldwell, a student, and Drew McWeeney, an almuni

Awesome Goals

Natalie began byworking on her site. She wanted to learn how to add Bridgy and then to customize fonts and colors. Natalie even played with a bit of microformats

Drew came to the Elm City Webmaker gathering to work on his Grav site. Drew is working on instructional design for the American Red Cross. After discussing why he was using Grav for whta was a single webpage we decided to roll up opur sleeves and learn to spin up a web page by writing HTML.

Overall a great first meeting this month. I am looking forward to seeing even more people in two weeks.

Greg McVerry

#EDU407 Newsletter

Assessment of Module Two I will design the badge for this module sing the criteria on the page and I will explain how well your post meets

1 min read

Assessment of Module Two

I will design the badge for this module sing the criteria on the page and I will explain how well your post meets the criteria.

Starting next week you will publish a post including a link to your evidence and explaining how you met the criteria. This will be the only module where I judge your knowledge before you.

Next Module

We will continue with instructional routines but we will consider the practice of modeling books. On Monday I will break the class into groups and you will create two Google Documents one arguing for leveling books and one arguing against.

Please try to have the reading and your reading reflection posts up by Monday. All other module assignments will be due 2/18.



Greg McVerry

Greg McVerry

#edu407 Examples of Literary Elements SlideDecks

I make no judgments about the quality this is just a collection of examples. Please feel free to send me a reply and tell me which

2 min read

I make no judgments about the quality this is just a collection of examples. Please feel free to send me a reply and tell me which ones are best.

(all definitions no examples, no modeling...okay I couldn't hold off on evaluating the examples)

(OMG too much text per screens, no examples, got  dictionary?)

A better sequence of learning but still no you think I will be looking for examples)

(Above grade level, Good use of questions, provides some examples, No annotating of textual examples)'

(Response to literature example, good use of a pop culture reference as a model, remember not everyone into same heroes but they do provide a starting point, just a be a little critical of super buff white dudes who happen to have all the superpowers to save damsels in distress)

Best Example

Here is best example yet. Strive for this. Just make sure you stay on grade level with your word choice and additional complexity--adding consonance--) Notice the 

  • explicit definition
  • easy examples
  • pop culture examples
  • text based analysis
  • use of color to draw attention to key details
  • learning progression
  • an explanation of why
  • even a check for understanding (this lat bit isn't required but if you want to document evidence that you know how to measure knowledge growth..or even write a quiz question you might want to try. Hint try "action buttons"
  • I would have added annotated examples of longer pieces, like copy a slide and then highlight where the alliteration occured.

See the bullet list above. Use that as you work on a slide deck. Check out YouTube for ideas. You can apply that checklist to any literary element screencast or ppt.







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