Congratulations to Anna J. Small Roseboro, the California Association of Teachers of English 2009 Distinguished Service Award winner. In our profession, so much is required in order to be everything our students deserve. The demands are great; this is no career for the uncommitted. Teaching well takes diligence, knowledge, passion, energy, flexibility, and skill. More »
Happy 450th Birthday, Will!
April 23rd is the day many celebrate the birth of William Shakespeare, one of the more widely read dramatists of all times.This year is his 450th!
Prepare your students to understand Elizabethan society a little better.
Have a go with your students and have them take a Humours Quiz to determine their own basic personality traits, then see how they’d rate characters in the plays you have them study. Teens in the US will have fun with this quiz written in British English by our colleagues at TeachIt in the UK.
Also see SHAKESPEARE OUT LOUD AND IN COLOR.
For this special birthday, you may want to create your own birthday sonnet, or invite your students to write an record one like this:
Inspiring Poetry Cartoon
Challenge your students to work in small groups to find poems that could be “filed” in the different departments as examples of each of the signs or captions in this cartoon. Who, by the way, is the current Poet Laureate of the United States?
If students have access to lots of books in the classroom or to the internet, consider making this a timed assignment to be given and completed during the same class period. Depending on the age/grade and experience of your students, it may be useful to identify the terms and provide a link or resource with definitions of the terms the day before giving your choice of the following assignments.
- The first group who finds and documents or copies and pastes with URL on the page, a example of each of the terms.
- OR the teams with the most poems by the end of the class period.
- AND, bonus points to the team with the most appropriate poems no one else has!
Then consider prompts below based on student access to technology.
- Who was the laureate when your students were born? Were in third grade, sixth, grade, ninth grade and twelfth grade?
- How many poets have won the Nobel Prize for Literature?
- Which literary device is your favorite?
- Using your choice of three of the devices mentioned in this cartoon, write a poem about today’s weather.
- If they are quick enough, your students may be to identify at least three places in or around the building this poem this poem by Sekou Sundiata could be filed correctly because the poem “Blink” includes poetic devices identified on that floor or in that section of the cartoon.
In many schools, May is the winding down month of the school year. Depending on where you are in the country, you may be assigning your final big project for which your students will demonstrate the breadth and depth of learning for the school year. You will be trying to figure out how you can get the majority of them up to standard while maintaining the interest and enthusiasm of those who already have demonstrated proficiency.
After seeing Keith Schoch’s article for teaching literary terms and providing prior knowledge before teaching full length works of literature, Picture Books Across the Curriculum, I thought of adapting this idea to an end of year project.
Why not do something novel? Invite students to bring in their choice of a fiction or non-fiction picture books. This could be an old or new favorite. One you may like to share could be A Faith Like Mine by Laura Buller.
Design a number of tasks that will align with the standards you have set for the year for reading, writing, speaking, listening, viewing, critical thinking, and using technology. You could even decide to make the final assignment a community service project presented to a local elementary school or senior citizen’s facility. Consider making this a small group assignment with each student completing his/her own written component.
Students could transliterate the picture book
write and present a one act play based on one or two of the stories in the group
write and illustrate a trio of poems based on the book(s)
——one that rhymes or has an identifiable rhythm pattern
——one written from a different point of view (maybe that of a character in a piece of fiction or non-fiction studied this school year)
create comic strip or video of the story to which they add music and narration
practice reading their stories and then go read them to younger students in a nearby elementary school or to a older folks at a senior citizen facility.
rewrite the story set in another time or place and that includes a character from one of the pieces of literature you’ve studied together this year.
create a piece of abstract art that reflects two or three important aspects of the story.
select or write a piece of music that represents three or more characters in the story.
A significant component of this assignment should be a one or two page written reflection in which students are required to explain the choices they made and what they learned doing the assignment. The response should include answers, in no particular order, to 5 Ws and H questions like those below.
Who could be an audience for your project other than your classmates?
What have you learned about yourself from doing this project?
When did you first read this story?
Where do you think is the best place toa display or present your project?
Why is project an effective way to show what you have learned this school year?
How does this project show about what you’ve learned this school year about reading, writing, speaking, listening, thinking, using technology, and anything else?
If leaving school is not practical, collaborate with another teacher and each of your present your projects to the other one’s class. You could arrange exchange visits to one another’s classrooms on different days. For example, you could host and present one day, and your colleague could host and present another day.
Do help keep students on track, decide the minimum requirements a project must reflect to earn a C and share that information with the students. Consider using a version of these GENERAL GRADING GUIDELINES.
Reading about real people may be just the hook to catch reluctant students attention and tempt them to become avid readers. The books don’t have to be long or complicated, just about people doing things that interest the student. Several publishers have created series written just for the young or inexperienced reader that include the kinds of text features that support independent learning,
Many of the series, like DK by FollettBound, include text-features such as definitions to enhance comprehension of key ideas, side bars, timelines of events, and lots of photos of the featured person. to help engage readers and clarify content. Your new to non-fiction readers may enjoy reading through the series, learning about the people, the places, and events that really happened. Here are slides for book talks to get you started. Book Talks – Reading about Real People
Teachers across the content areas can assign reading of biographies as a way to expand students understanding of the topics taught in the curriculum. Then, invite students to create Venn Diagrams that show similarities and differences between the reader that the person in the book. Students often are pleasantly surprised to discover how much they have in common with famous people around the world.
Here are a couple of book reports options to consider:
No matter how experienced we are, there are times we blow it. But, that bad time doesn’t have to poison relationships with those with whom we work and for whom we have the responsibility to lead. These excerpts from Bill Rosenthal on October 30th, 2013 “How to Communicate After a Train Wreck” offers clear ways to lessen the fallout from a fiasco.
- Deliver the bad news quickly because unless you do resentment will grow and you’ll look like you’re unable to handle the situation. Describe the scope of the problem fully, concisely and without evasive Dilbert-speak. “There’s no sugar-coating it. The website has been too slow. People are getting stuck during the application process,” Obama said.
- Take personal responsibility. The problem may have had many causes, but excessive attention to them might imply you’re ducking responsibility.
- Explain your personal feelings about the issue. If you feel angry, say so. “Nobody is madder than me about the fact that the website is not working as well as it should,” Obama said. Don’t dwell on your feelings, though, because you might give the impression that you’re sorrier for yourself than for the others who were affected. Commenting on the Gulf Coast oil spill, BP CEO Tony Hayward properly said, “We’re sorry for the massive disruption it’s caused their lives. There is no one who wants this over more than I do.” But then he added an unnecessary and ultimately self-damaging, “I would like my life back.”
- Describe what you’re doing about the problem, but be careful not to raise unrealistic expectations.
- If you’re making a person-to-person apology, look the other person in the eye.If you’re apologizing to a group meet the eyes of every member of the group, one person at a time. You can’t make an effective apology when you’re angry. Let your anger subside before you attempt it. And, of course, you should never apologize with e-mail.
- Listen fully to the complaint and let the other party make its case. Resist the temptation to defend yourself until the other party has finished. Show that you’re listening with nods and other facial expressions and by paraphrasing what you’re hearing. If you don’t understand completely, ask for clarification.
- There’s a difference between “I’m sorry” and “I apologize.” The former describes your feelings about what happened, but it may not be enough if the other party was angry or deeply disappointed and expects a sincere apology. Saying “I’m sorry you feel that way” is even worse because it might imply that you feel the other person is offended without real cause. There’s also a difference between “mistakes were made,” which often is used by people trying to avoid responsibility, and “I made a mistake.”
Don’t be afraid to apologize or admit a mistake. Don’t begin the discussion by saying something like “I understand from Joe that there’s an issue here.” This is a disservice to Joe, and the party you’re addressing might bristle at the word “issue.” If you caused a problem, acknowledge that it’s a problem.
- Give the other party an opportunity to ask questions about your explanation. Your boss or a customer will feel free to ask questions but your staff might not; make it clear to them that you welcome questions. Don’t count on the power of your position to help you resolve the problem. You might get angry questions from those you offended, but be sure to maintain your composure. Anticipate the questions that might be asked and prepare concise, persuasive answers to them.
*Plan now to attend the Conference on English Leadership Institute on Critical Issues July 17 – 19 2014 at Elmhurst College, near Chicago. The issue this year is ASSESSMENT/EVALUATION and will be addressed in three general strands: Using Formative and Summative Assessments to Improve Teaching, Assessment of Teachers Evaluation, and Assessment of Curriculum Programs. CEL invites teams and individuals eager to explore and plan concrete strategies to implement right away. In addition to daily keynote speakers on important aspects of assessment, the Institute will feature focused, collaborative work with literacy leaders from across the country. Stay tuned to http://www.ncte.org/cel for specific details.