A Day in the Life of a Student

Amazing article about a teacher who follows a student for two days---experiences classes as a student, completes all required work as a student, and thinks about how to shape a more effective class.  Read the article here: Teacher Spends Two Days as Student....

I challenge a teacher to experience a DAY IN THE LIFE of a student with me.  Leave a comment to express your interest.  We'll draw a name at the next Department Meeting.

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Newbie PLC 10.28.14 Deresky, Headley, Langan, Pigford, Walsh, Murray

Newbie PLC--reading for 10/28/14
Writing Undergoes Renaissance in Curricula

Year 14. Let's Do This!

I'm thinking about the kind of classroom I want to lead this year, and in the vein of efficient and thoughtful planning = effective teaching, I am starting with the END IN MIND.  In June, I want my students to be able to:

• write various types of essays and responses with clarity, purpose, and organization
• comprehend, analyze, and synthesize fiction and nonfiction texts
• answer the question, WHAT WILL YOUR VERSE BE? for themselves, characters, and authors for the main texts studied
• participate in, and eventually lead, thoughtful and analytical discussions, and genuinely listen to one another
• interact with classmates through group writing and speaking activities
• understand more about the world around them and their place in that world

Each bullet has many sub-goals, but those six are the main buckets.  This vision for my students will drive my instruction from September through June.  I will plan assessments and activities that allow students to practice and struggle with each of these tasks.  

I'm starting DAY ONE with a reading on mindset--specifically on malleable intelligence.  I believe that intelligence is something that can be built and grown with hard work and practice.  This will allow students to start REAL WORK on DAY ONE, as they practice reading with purpose and margin noting.  This will also allow us to talk about classroom expectations and culture, using the article to ground our discussion.  (Sidenote:  my first short story is White Angel by Michael Cunningham, and students will use FAULT IN THEIR STARS to compare character development & story ending).

My homework assignment for the first week is a LITERARY AUTOBIOGRAPHY.  This is basically a life map through books that students have read throughout their lives (yes, they've all read books...even when they tell you they haven't).  We'll have a few presentations each day, not all at once because who really has the stamina for 80 minutes of presentations...I sure don't).  This will be the first step in me getting to know students, and students getting to know each other.  My LIT AUTOBIOGRAPHY model will give students an idea about is expected.

Think about what you want your students to be able to do in June of 2015, and use those goals to drive your instruction this year.  

Post your DAY ONE/WEEK ONE assignments and your goals for your students, so that we can have some fruitful discussions throughout September.

What Will Your Verse Be?

Malleable Intelligence Article   

My Class Blog 

Murray Literary Autobiography 

Resources:
ESHS Diagnostic 9-12 

Diagnostic Answer Key

PARCC Writing Rubric

Common Core Standards 

HMH Online Textbook--The Collections 

Practice PARCC tests 

PARCC website