teaching ideas

What Not to Miss When Teaching Fahrenheit 451

There is so much to teach and learn when reading Ray Bradbury’s magnum opus: Fahrenheit 451. I’m compiling this list of not-to-miss points when teaching this novel after having taught it for years and years, but also with the disclaimer that every time I teach it, I see something new. However, these five aspects of the book surface each time through as the topics that spark the most learning and enjoyment.

1. The Language & Allusions: I suppose this wouldn’t be a proper English-teacher approved blog post, if I didn’t include the beautiful word choice, figurative language, and carefully chosen allusions throughout. One criticism or challenge students might face with this novel is Bradbury’s “overuse” of figurative language; it can often be difficult for readers to wade through. Thus, I provide students with a list of the figurative language from each section, and they identify what type of figurative language that is used. Sometimes students do that alone for a grade or in the form of my beautiful Fahrenheit 451 coloring sheets. Other times, we do it as a game in groups: I set a timer and they identify as many as they can before the timer goes off. (Use a song about fire as a timer for thematic fun!). Even though identifying the types of figurative language is not an “application” level task, it teaches students to notice the language as they read. In turn, that creates reading with a more critical eye and allows them to see patterns, themes, symbols, and more – which is a higher level skill. In this book, that is really important as Bradbury uses the figurative language to illuminate major themes and concepts such as in the way he describes the book pages as feathers early in the novel, which connects to the Phoenix allusion later on, for example. The allusions in the novel also add layers of meaning. Of all the books and mythology mentioned, Bradbury chose each one carefully, I believe. In my Complete Unit Guide for Fahrenheit 451, I provided tools for figurative language and allusions.

2. The Predictions: In the early 1950s when Fahrenheit 451 was published, it was considered a science-fiction novel, and it typically still is considered as such. Bradbury stated in interviews that his primary motivation for writing Fahrenheit 451 was concern for “how television destroys interest in reading literature.” With that fear as the guiding conflict, he traced the implications of too much television on a society… but not just television. I picture him wondering “Where could this talking box take us? and What else could possibly be invented?” What we got was the picture of a dystopian society that is frighteningly all too familiar to us less than 100 years from then. These “predictions” of technological advancements and the state of humanity ultimately serve as warnings to our culture and our students’ generation. That’s not to be missed. In fact, it’s so important to me that I close my unit by having students investigate those predictions (earbuds, robot dogs, smart homes, etc.) to determine if they are really predictions or not. That short research project is included in my Complete Literature Guide for teaching Fahrenheit 451. By completing the project students note how the “predictions” really do come true and that they weren’t really all that far-fetched to begin with. We discuss, then, how that allows us to truly connect with the text, and it really does become the mirror that Bradbury intended.

3. The Motif of Fire: I am a fan of tracking while reading novels. Just ask my students — insert eye roll from them here. But now, every time we start a new text, they ask me “What are we tracking this time?” Truthfully, even though they may not enjoy the discipline of the tracking process, they do enjoy seeing how a motif, symbol, or character can be developed throughout the course of the novel. It keeps them tied to the novel in a meaningful way and keeps them alert while reading. I also like that it teaches the practice of annotation and since it’s so specific, it’s perfect for struggling readers. Advanced readers also excel with this type of practice because they begin to see the connections quickly. With Fahrenheit 451, we track the motif of fire, flames, burn, burning, heat, sparks, and the like. It may seem “typical” or “obvious” to track fire, but Bradbury is both implicit and explicit in his use of this motif, and I want my students to pick up what he is putting down. Throughout the course of the novel, students begin to see how the use of fire changes from something destructive in nature to an entity that provides warmth and new beginnings. Through tracking, students will also be able to see how each of the sections in the book end in fire, and in that, they’ll really begin to appreciate the writer’s craft. I also have students note Bradbury’s choice of section titles as part of this exercise. A fire tracker along with prompts about fire are included in my Complete Literature Guide for teaching Fahrenheit 451, or just have students grab a sheet of paper and make a list as they read.

4. The Themes of Emptiness and Happiness: A case could certainly be made for many more themes than just emptiness and happiness, but I think these two concepts bookend the novel. As a pre-reading exercise, I have students write in response to a quick journal prompt: The word empty is mentioned forty-three times in the text of the novel. It is safe to say that Bradbury intended this emptiness to be a theme throughout the text. So, how do we get to this place? How do we get so empty? Write about a time when you felt empty. What filled your bucket back up? Students make text-to-self connections right away as well as tuning into this theme right away and what causes this internal conflict in the characters. About half way through the novel, I have students do another prompt on happiness: When Montag first met Clarisse McClellan she asked Montag is he happy. Now that you’ve seen the plot and conflict develop, is it happiness that Montag needs or something else? Explain. (This prompt and others are included in my Complete Literature Guide for teaching Fahrenheit 451.) Despite the heavy warnings fused throughout the text, I don’t think Bradbury wanted to write a tragedy; I believe he wanted to show the causes and effects of darkness in order to inspire the light. It was Faber who gave us the recipe for happiness: choose quality books and take time to actually read them.

5. Censorship: I can’t imagine a world where people don’t want books, but I don’t live under a rock, either. As an English teacher, I regularly face resistance to reading from my students, and I see them moving further and further away from choosing to read. Books introduce ideas; they enable to us to travel to new places and meet new people; they give us education; they move us; they make us think; they make us look more closely at ourselves, which is what I think this book does so well. Bradbury’s gift was being able to look at the world around him and wonder… “what if?” and “why?” Ultimately, controlling books through censorship removes a sense of wonder from the world, and if nothing else, I want students to walk away from a unit on Fahrenheit thinking critically and knowing it’s ok – and encouraged – to wonder. After all, “There must be something in books, something we can’t imagine, to make a woman stay in a burning house.” I love doing my banned book project around Banned Book Week that asks students to research why certain books have been banned throughout history. This project is included in my Complete Literature Guide for teaching Fahrenheit 451.

There’s so much within the pages of this beautiful novel that it was really hard to narrow it down. One important thing to remember, though, when planning a novel unit is to ask yourself “Why?” What really do you want to accomplish with the novel, and go from there. It’s easy to want to include it all, but that is only frustrating for you and your students. While it was Bradbury that said, “Quantity produces quality,” it isn’t necessary to cover all the things with everything you read, it’s just necessary to cover everything with all the things you read. So, read all the things. 🙂

Love this content? Join a group! There are already tons of ideas, freebies, and fabulous teachers in my new groups, and joining is simple. Just click over to the following links, answer a few questions, and voila! Thanks again for following along my classroom stories and small-business journey, and I really do hope you to see you over in my new “backyards” where we can chat and share all things English and Yearbook.

Title Photo by Fred Kearney on Unsplash

Interview with a Veteran Middle School Principal

As a classroom teacher, I often wonder “What is my principal really thinking?” So, I asked one, and I’m pleased she was open to discussion. Connie Dunn is the principal at the middle school in my district. She has been a principal for over ten years, and before that, she was a high school English teacher. I’m really excited to share with you her thoughts, advice, and experiences. I think you’ll enjoy her candor and transparency as well.

Meet veteran middle school principal, Connie Dunn:

1) Describe your journey to administration, including your position now.

My journey began to administration while I was working on my EDS. I had completed my Master’s Degree in Curriculum and Instruction and did my EDS in Leadership. It was at that time that I was really interested in becoming a principal. During my teaching career, I had always taken leadership roles. When I had completed my degree, I continued to teach, but thought constantly about becoming an administrator. I began applying for positions and became the Assistant Principal at the newly formed middle school in our county. Three years later the current principal was moved to another position, and I became the principal and have been there since. Prior to being an administrator, I taught high school English for 30 years. I taught regular English classes, AP classes, remedial classes, Applied Communication, and mythology. I also taught summer school classes. I will begin my 43rd year in the educational field this August.

2) What does a typical day look like?

I usually arrive early each morning. I like to check the building and be there as teachers arrive. After morning announcements, I like to stroll through the building. From there, there is never a typical day. I may never have to deal with any issues and stay in my office to complete reports, etc. Or, I may never sit down after I arrive because there are people or situations that need attention. A typical day is that I never know what to expect.

3) How do you support teachers?

I support teachers first and foremost by listening to what they say. I want them to know that I am there for them and that I am hearing them. I make it a point each month to recognize teachers with some token of appreciation, from a Sonic drink to a full meal. But, the biggest support I give is to listen and follow through. I begin every school year conducting individual conferences with each teacher. The conversation is centered around, “What is your goal for the year, and how can I help you accomplish that?” It is a question that allows them think about what they want to accomplish and that I will be there every step with them. I also established an active Leadership Team. This team of teachers can bring things to the table that I sometimes miss. I like for the Leadership Team to meet with teachers for input on scheduling, events, etc., and bring their ideas to the table.

4) What are your biggest challenges?

My biggest challenges come from the lack of support from the community or negative comments about the school. Middle school is a difficult age level for students, and the changes taking place for students many times are projected as problems with the school community. We work consistently to support parents and students to change that perception.

5) How is being an admin different from being a teacher?

Being an administrator is different from being a teacher because I work with all stakeholders. I must always know what is occurring in and around the building and classrooms. I must know what it takes to be proactive in not only giving students the best education possible, but also to support teachers as they work with students. Additionally, I must be proactive in providing a safe environment for all. As a teacher I focused on the students in my class and what it took to provide them the best education I could give them. I didn’t have to think about the daily operations of the building.

6) What has been your most successful moment as an administrator?

My most successful moment as an administrator has been watching struggling students succeed with teachers who are caring and have helped them succeed. I have watched new teachers grow into strong leaders in the classroom. At the end of the day, success is measured by the level of those who are learning.

7) How do you conduct, manage, and encourage communication between you and your staff?

I grew up in a small rural community. I went to school in the same system in which I now work. I was able to return to my home and get a job teaching. I taught most of the teachers in the building where I am now the principal. I feel that this is an advantage I have as an administrator. My staff knows I will do what I say, and I listen to what they say. I have an open-door policy to encourage communication. Having a Leadership Team to serve as my liaison also helps keep an open line of communication.

8) What advice would you give to teachers who are selecting resources, curriculum, teaching tools, etc. for their classroom?

Many times, as is the case in my system, the money for resources is not always available. I encourage teachers to use other teachers, to communicate with other systems, to share what they can. The best advice I have for teachers selecting materials for the classroom is to know the standards. If they do, they will be able to select quality resources that strongly, adequately, and effectively support teaching and learning.

9) What do you want to see in classrooms regarding discipline? What works? What doesn’t?

What I seek in classrooms for strong discipline is a teacher who is confident in the content being taught and conducts himself/herself as a leader. Students perceive a teacher who is not confident or not a good leader. Teachers need to show students that you want them to succeed. When students are engaged in learning, discipline will take care of itself. What doesn’t work is trying to be a friend. Being a friend and being friendly are not the same thing. You can earn respect from students if you show you care about their education. Never give “free time.” Even reward time can be a learning experience. My advice is to ask yourself this: “What do you want for these students, and how are you going to help them accomplishments that?”

10) What else would you want teachers to know?

I would like for teachers to know that “Teachers do hold the success for our future in their classrooms.” Challenge those minds. Teach students to think and seek not only answers, but also to ask questions that lead to further thinking.

After the interview, Ms. Dunn said it was a bit difficult answering questions about herself. I get that. Principals and teachers aren’t typically focused on themselves, and we don’t often stop to think about why we do what we do. We chatted about how reflection, though, is such a huge part of growth for the person who is reflecting and those who benefit from the ideas shared out. The veterans in the profession have so much experience and knowledge to share; I encourage you to see those people out in your building and district. Thank you, Ms. Dunn, for being willing to reflect and share this point of view.

Written 8/2019, Cover photo © Julie Faulkner

Benefits of Google Classroom

A second title to this blog post could have been: Benefits of Blending Google Classroom with a Traditional Classroom. To elaborate, I teach high school English in a rural school district in the south. Every student doesn’t have his/her own iPad or Chromebook, but most have smart devices, and we have department sets of Chromebooks we can check out. We also have several labs throughout the school. So, when I use Google Classroom, it’s as an extension of my own traditional, four-walls classroom. That means my students still have textbooks, but we use GC for posting video tutorials and audio links to books. I still print worksheets for grammar each week, but I can use GC to send home virtual practice quizzes. I still lecture live in class with my PPT slides and students take notes, but with GC I can post key slides for review. Presentation days are streamlined now as students turn in their projects to the Assignment tab, but I still grade using a hard-copy rubric. In that way, GC as allowed me to enhance and improve instruction, organization, more. Here are five ways a blended traditional and digital classroom benefit my students and me in my secondary classroom.

1) Easy Set Up – I set up my virtual classrooms as soon as I know my teaching assignments. Navigate to your Google Apps, and find the Classroom Tab. Once inside, just click the + sign by your picture to add a class. You can customize those pictures at the top as well using the free pictures included! GC will automatically generate a code for each class (find it in settings); all you need to do is copy it or project it and go. I like to put that code on my syllabus, and on the first day of school, I have my students join my Google Classroom. If students don’t already have the GC and email apps installed on their phones, I have them do that then, too.

2) Communication – This piece is critical for me as GC allows me to communicate with my students easily and creatively, and it offers another channel for communication with parents – automatically. With GC, I can enter parents’ email addresses for each student (or your school might already have them entered), flip the parent/guardian switch to “ON,” and GC will automatically send email summaries to my students’ families…I don’t have to do a thing! If you don’t see this feature, be sure to ask your school admin to turn it on. Word of caution: If you are entering parent/guardian emails, make sure you are sending info to the correct legal guardian. The emails aren’t two-way, but I still love that families get a snapshot of what we’ve done each week.

Communication with my students through GC is the ticket. I can post to the stream reminders, notes, pictures, videos, weekly schedule/calendar, etc. and they get a notification when I’ve done so. I also like that with the students the communication can be two-way, if you set your classroom up like that. I do leave it open for students to post and comment on the stream, but you can decide what works best for you. I also use GC as an extension of my classroom for discussions. Using the Question feature or just by posting on the stream, students can have virtual discussions beyond the walls of my traditional classroom. They can ask me and each other questions, and since students are very responsive to notifications on their devices, they often get immediate answers.

3) Snazzy Features – I’m not really a gadget-lover type person, but I think of the features in GC as cool gadgets! The first snazzy feature in GC that I like – probably the most – is the scheduling feature. I am crazy, crazy busy during the day (shocking for a teacher to say that, right?), so being able to schedule several posts and/or assignments at once when I finally get (or make) some time makes my life so much easier. For example, I like to send home a “Flipped Classroom” grammar video on Tuesday nights for students to watch in prep for the worksheet on Wednesday. I already have a list of the videos I want to use, so with the scheduling feature, I can post several of those at once.

Another cool tool I like inside of GC is what I call the “Student at a Glance” sorting feature. When you click on the “People” tab, you see all of your students in a class. From there, you are able to click students one at a time, and all of the assignments, completion, grades, etc. show up. It’s perfect for conferencing, make up work, etc.

GC has made the movement to more digital/virtual resources a snap with the “Make a Copy for Each Student” switch. While most of my classwork is still traditional paper and pencil, GC has allowed me to move to a few virtual assignments. For example, when my students are researching for a major writing assignment, I have the computer cart booked, so the logistics work out for GC classroom to play a larger role during that unit. Since students are researching online, I created digital note cards on which they can collect their info. It’s easy to pull the file from my drive and “Make a Copy for Each Student.” That way we aren’t all making changes to the original, and I don’t have to change any URLs. The same is true for my yearbook bell ringer workbooks. I’ll schedule several weeks’ worth in advance, make a copy, and students will have them right in their own drive ready-to-go when class starts!

4) Organization – Keeping up with late work and dues dates is so easy with GC because you set all that when you create an assignment. I also love that all student work is submitted and stored in the assignment you create, so grading, responding, and presenting is so easy. GC also automatically makes folders in the Drive for each assignment, too. A new feature I love is the “Create a Topic” option, which takes the organization to a whole new level. Not to mention – the differentiation options that opens up: Create topics for varied levels of readers (with cute names/colors, etc.), post certain assignments in that topic, let them know what topic they are to click on, and set students on their individualized way.

5) Feedback – As a writing teacher, feedback is critical. However, with 75-minute periods and often 25+ students in a class, I can’t conference with all of them as in depth as I’d like – or as often as I’d like. With GC, I create an assignment for their draft, and then I can use the Suggestion feature in Docs or Slides to make comments. This is also a two-way feature, so students can respond and reply to me there. Of course, virtual feedback doesn’t replace traditional face-time, but it does help get the conversation going and allows me to provide very personalized instruction. You can read more about my feedback process on writing here.

PS: If you haven’t ever used the Comment Bank via Docs or Slides, run – hurry – use it! You can save your most-used comments, and I took that to the next level by adding links to videos and tutorials on the most common grammar and writing mistakes I see. Doesn’t that sound amazing? If you’d like to automate that process even more, take a look at my Essay Grading Annotations for Feedback in Printable and Digital format so all you have to do is copy and paste!

We are a Google school, so all of our teachers and students have a Google email address, and we had access to Google suite, classroom, etc. for a while before I was “ready” to give it a try. (I’m a little slow to jump on a bandwagon.) Once I did, though, #gamechanger. Share your best GC tips below!

Written 7/2019
Coffee photo created by freepik – www.freepik.com

Lord of the Flies Island Challenges for Each Chapter

Each time I teach a novel, I try something different. I love teaching Lord of the Flies, and this past year I decided to give island challenges a try. Let me tell you… best decision I made for teaching this novel! I taught the novel out of class and hosted book clubs each Friday. (See more about my book clubs here.) Fridays, then, were when we did our challenges, discussions, and quizzes. I’m so excited to be sharing these chapter-by-chapter island challenges with you. I worked really hard to find or design challenges that would connect either with the theme or conflict of the chapters, so they wouldn’t just be “random” fun things to do. I really wanted the challenges to be both meaningful and fun. They are also a blend of mental and physical challenges, which we found to be perfect for a mixture of winners due to so many different abilities in the class. Because there are 12 chapters in Lord of the Flies, I’ll be breaking my traditional “Fast Five” format to share them all with you. Excited yet? Ready to get lost on an island adventure? Come and get your feet wet and your toes in the sand!

Pre-Challenge: Have your students get in groups. These will be their island factions for the rest of the reading. I let them pick, but I was teaching this novel to older students with specific friends groups, and I liked letting them work with people with whom they felt comfortable. Plus, it added to the tension in competitions among groups. No group was more than 4 students. Then, they picked a name for their group, a symbol, and a motto. On the first day of the unit before I even handed out books, we did this and they made their group “flags” or posters. I hung these “flags” on the board, and this is where I would put their stars when they won challenges. I usually had a first and second place, but everyone always had to finish the challenges.

Also on this first day, we did a pre-reading challenge, which is a survivor game that comes in my Lord of the Flies Teaching Unit.

Chapter 1 Island Challenge: Frequently Confused Words Maze

I absolutely loved this interactive maze challenge. The boys in the novel go out searching the island in the first chapter, and the creepy vines only add to their confusion and fright in trying to find their way around, so having my own students participate in a maze made perfect sense. I found this activity from EoLA Ruth, and it’s brilliant. In this commonly confused words maze, students are challenged to find the answers to the worksheet by searching around the room (and in the hallway) for the hidden clues. EoLA Ruth has everything done; it really was print and go, and it challenged even my older students. Get it here.

Chapter 2 Island Challenge: Build a 3D Map of the Island

For this challenge, students had to use textual evidence to build a 3D map of the island. By this chapter, the boys on the island have begun to figure their way around a little better, and Golding has given us some very specific descriptions. I set a timer and awarded first place to the group who finished their map first and correct. This 3D map activity is no prep, and it’s included in my Lord of the Flies complete teaching unit.

Chapter 3 Island Challenge: Building a Hut STEM Challenge

To coincide with the boys’ island experience, I challenged my students with a fun STEM-oriented tent-building activity. Everyone received the same supplies: a plate, piece of construction paper cut in half, 4 tooth picks, four straws, one fruit roll up, 6 mini pretzel sticks, a long piece of plain tape, and I used jelly beans as people. I don’t think I’d do people again. The three categories were Most Aesthetic, Most Functional, Most Creative/Thoughtful Intent. The tents had to fit on the plate and be only one tent. I had a few other teachers come in and judge.

Chapter 4 Island Challenge: Figurative Language Throw-down

I used the figurative language worksheets in my Lord of the Flies teaching pack for this challenge and had kids race against the clock and each other to get the most correct. You can’t miss Golding’s beautiful use of language, and this was a good, quick challenge.

Chapter 5/6 Island Challenge: Building a Parachute STEM Challenge

This chapter introduces the fallen parachute soldier, so I went with another STEM challenge. For this activity, students had to use certain supplies and build a parachute that would float the longest. If I do it again, I’ll also add a prize for one that goes the farthest. Supplies: plastic bag, piece of felt, piece of aluminum foil, pieces of string, a long piece of tape, and a unicorn that had to be secured to it. We went to the bleachers to drop them off, and I can’t even tell you how much fun this was!

Chapter 7 Island Challenge: Worm Dig

By this point the novel, things are getting messy… nasty and dirty are taking over – the island is transforming and so are the boys. For this challenge, I bought extra large cups of chocolate pudding and sour gummy worms. I ran it kinda like a minute-to-win-it came. One student per group volunteered, and without any hands, they had to remove all the worms from the “dirt.” They also had to clean up the worms, so no dumping out the bowl and winning. The group with the most – and cleanest – worms out in a minute won.

Chapter 8/9 Island Challenge: Pin the Tail on the Piggy

At the climax of the novel, it was only fitting for students to experience a pig hunt, of course! So, I went classic with this one, and we played pin the tail on the piggy. Each group got one tail, one minute, and one try to get the tail as close to the marked spot as possible. I had one person per group and each person went one at a time, and their group could help, but other groups were yelling out to make chaos. Oh, and we did create hurdles for them to tackle as they crossed the room. It couldn’t be too easy, right? We did have a tie, sort of, so I had those groups go all at once for the win. Let me just say, they did battle it out.

Chapter 10 Island Challenge: Quiz Scores

During each book club, we would also take a quick quiz, and I used an average of the groups’ scores. Quizzes can be found in my Lord of the Flies teaching unit.

Chapter 11 Island Challenge: Theme/Quote Sort

This challenge is again geared toward testing the students’ understanding of the content of the novel now that we’ve almost made it through to the end. For this challenge, I chose to use my theme and quote sorting activity. They raced against the clock and each other to get the most card matched correctly. Each group got one set of cards. They can be found in my Lord of the Flies teaching unit.

Chapter 12 Island Challenge: Escape Game

What’s an island survival novel without an “escape off the island” game? I wanted so badly to create a quick mini escape game of my own, but time was running thin. So, luckily I found an awesome digital game from English Bulldog that worked very well. I hadn’t ever used a digital escape game before, but I was really impressed with the clues and content. My students enjoyed it, and it was the perfect way to end the island challenges.

For each set of three chapters, I did prizes (extra points) for the people in that group. I used different colored stars to track the wins. Then, I did an overall winner at the end, and they got a more festive prize. I really enjoyed creating and conducting the island challenges, and my students enjoyed participating. I think the videos and pictures show that, but when one of my class-clown athletes said, “What do you have for us today? You’ve really made me be excited to come to class,” it took my breath. It was a lot of work, but if a few little games can get kids wanting to read and come to class, I’ll do it every day, all day. #worthit

Grab my full complete Lord of the Flies teaching unit!

Written 6/2019

Setting Up a Classroom Book Club Meeting

You may have read my “Why I don’t do literature circles and what I do instead” post, and now you want to try my classroom book clubs method. But you have some questions: What does it look like inside a “book club” meeting? What types of activities do you do? What questions do you ask students? What do you discuss and how? How do you keep it all organized? In this blog post, I hope to shed a little more light on the anatomy of my book club meetings. If you haven’t already read my first blog post about the concept or structure in general, click here. If you are ready to dive in and build your own classroom book club, keep reading!

1) Summarizing: Summarizing is a critical part of reading comprehension, so lately, I’ve been starting book clubs out with a short summary exercise. I like to use SWBST, and I have a teaching pack available if you’d like to give that method a try. It comes with materials you can use with any text including Twitter summaries and these new SWBST Sketch Notes for any text. I usually have students doing that as their bell ringer, and it only takes about 2-3 minutes, then we share out for another 2-3 minutes. I usually type some examples on the board as they share.

2) Engaging, dissecting, and enjoying content from the week’s assigned pages: This part, to me, is the “fun” part of reading a novel. There are so many activities and creative projects and paired reading tasks that you can do to “make literature come alive” for the students. I always start the meeting off with one of these little bite-sized nuggets that relates specifically to something covered in the pages we read. I like to start with this “fun” piece because it sets the tone, and I really want students to enjoy reading!

For example, during our book club meeting for Chapter 2 of Lord of the Flies, my students created a 3D map of the island using textual evidence. An activity like this requires students to go back and review those chapters and dig for details, while having fun. I played a little island music while they worked, and they had a good time.

After reading Chapter 2 of The Great Gatsby, I feel it’s always important to discuss domestic violence. We close read that section of the chapter highlighting details like the cause of the conflict and the disparity between the men’s and women’s reactions. We set up a KWL chart, and I found a really great TED talk on the topic that we watched. (BTW: My The Great Gatsby Complete Unit is coming late 2019! You can get my The Great Gatsby video viewing guide here now!)

When I design literature units, I try include something “creative” or a “paired text/close reading task” for each chapter or section. I mostly turn to those for this part of the book club meeting. Every now and then, there won’t be something specific for the chapter we’ve read, or I’ll just be in the mood for something different. In that case, I’ll use a quick activity from my “Response to Literature: Making Literature Come Alive” bundle. These are short, little activities that pack a big punch. Each activity is text-based, so it’s a purposeful use of your time. Some require students to take on real-world role create something: T-Shirt Designer, QVC Sells Person, Sports Broadcaster, Crime Scene Reporter.

Others are derived from social media: Twitter Subtweeting, Cell Phone Conversations, Character Song Lists, Making Memes. Plus, every time I think of something new, I add it to the bundle, so you get those updates for free!

3) Small-group discussion: There are several ways you can go about this portion, and you also need to decide if it’s something you think your students need or not. I started small-group discussions as a precursor to large-group when I had a group of lower-level/reluctant readers because they would come to large group discussion with nothing to say, their thoughts weren’t organized, or they were too embarrassed to speak up. Once I started doing it, it just stuck for every group I had. Now, even with my most advanced groups, we almost always have a small-group discussion. They even ask for it, so they can get their thoughts together in a smaller, safer setting.

One method I use is the 3,2,1 approach. This method allows for more open-ended discussion. Students just take a blank sheet of paper out and jot 3 questions about the section/chapter, 2 comments, and 1 connection or key quote. Sometimes they can answer their own questions in the small group, and I love that. They are always going back and digging through the pages to look for info and answers. Depending on time, I give anywhere from 5-10 minutes in small group for 3-2-1. Since they are reading out-of-class, several of them bring questions and comments with them to class, and I love to see them bubbling and wanting to talk about books! Then, they bring that list to large group.

Another approach for small group is a guided focus. After reading Chapters 1-3 of The Great Gatsby, I wanted students to discuss findings from the color tracker sheet they had done in their “packets” for that section. The idea of color symbolism hadn’t gelled with them quite yet, so I felt it necessary to break them up into groups and have them discuss. I had them discuss all the colors on the chart, and then I just gave each group one color to be the “experts” on, and they led the discussion for that color. In that case I set up a specific framework and topic for their small-group discussion.

Another way to guide small group discussion is with literary analysis task cards. You could even use task cards for large group, too. It’s totally flexible. Task cards are perfect to differentiate different levels of readers or just to mix up what students look for and discuss. My Response to Literature Literary Analysis Task Cards come in my “Response to Literature: Making Literature Come Alive” bundle. The task cards come in both printable and digital format. Read more about using task cards in this blog post.

My literature worksheets that come digital and printable in the pack are also a good way to focus small-group discussion if there’s something specific you want to students to note or focus on for a certain set of pages or chapter. These would also work really well for the out-of-class packets you could assign students, especially if you are building your own book clubs or your unit needs more meat. (More on the packets below.)

4) Large-group discussion: In large group, I have us sit in a circle when we can. I usually just let anyone start with a question from 3-2-1, and we go from there. I encourage them to answer each other’s questions and go back to the text where necessary. I model that often. I only interject if I think they are off-base, if they ask a question I know will be answered in a later chapter, or when a little prompting could lead them to a much deeper discussion. Large-group discussion can last anywhere from 15-30 minutes, depending on what else you have done that day and how much time you have. I have had groups that skip small group entirely, and we go outside on a nice day and discuss for the majority of the class period.

In the case that students are reluctant to speak up or if you have students who dominate (especially if you are hosting longer discussions) I require every student to say something. I also made cute emoji puppets for discussion. Those work really well for younger students. Here’s a quick video where I explain a bit more about the accountable talk emoji puppets.

Here’s a quick video tutorial where I explain large-group discussions a bit more.

5) Assessment: Since my students are reading out-of-class, they do take a quick quiz at the end of the book club meeting because I do want to hold them accountable. They are also working through packets as they read alone as well. Those are for a grade, too, and include comprehension questions, figurative language, grammar work, journal topics – just whatever I’ve created for the unit plan that would work to guide students through the reading and enrich learning. Every student completes every page in the “workbook” on his or her own. These packets replace the old-fashioned literature circle sheets students do that can be arbitrary or vacuous if not done correctly or managed correctly. I even think when done as well as possible, they don’t always teach students to really dig in and analyze a text. Here’s a link to a short IG story that shows a glimpse of a Lord of the Flies packet I put together.

I have 75-minute periods, so we have to keep it moving. We do all the above steps in that time period and always on Fridays, but if you have shorter periods, you might want to consider doing a two-part book club meeting each week. Every now and then I’ll do that, especially when I have a bigger project in mind. We might start on Thursday or end on Monday. Everyone’s schedule is different, so it’s hard for me to predict what might work best for your timeline. One thing that I’ve starting doing this year is making a slide show (PPT) for the meeting, so that students can see where we are going, and we can keep up with progress more easily. It also gives them a visual because I add pictures, but it’s also helpful for differentiation purposes to meet various learning styles. I’ve also had admin drop in for pop evaluations during book club meetings, and it helps them see at-a-glance what we are working on. I just make one slide per “segment” of the class (see 1-5 above), plus a “Daily Objective” slide at the beginning.

Feb 2019

A Movie Review of HBO’s Fahrenheit 451 from a High School English Teacher

Finally… the moment my students and I have been wishing and waiting for – an updated movie remake of one of our favorite novels: Fahrenheit 451. We always have a little fun playing the role of director, choosing which of our favorite actors and actresses should play Montag, Beatty, Mildred, Clarisse, and all the other memorable characters. However, we do always wonder… would Bradbury actually approve of any screen adaptation of his magnum opus? I had so many questions before watching HBO’s hot, new adaptation: Who would play Montag? Would it capture the theme accurately? What would be removed or added? And most importantly… would it be a good fit for using in class? Keep reading for the answers. WARNING: There are spoilers.

1) Characters/Characterization: Not everything about the characters was 100% spot on, but that is to be expected, I suppose. So what works and what doesn’t?

Beatty – Captain Beatty is our resident manipulative, maniacal manager of the fire. He’s the villain through and through, loving to control the narrative and burn anything that gets in his way. Right. Right? Well, maybe not. Beatty’s ambiguity is what makes him so compelling, confusing, and complex. In my opinion, the film does a nice job of painting a picture of Beatty of which Bradbury would approve.

Faber/Granger – These fiction-loving fellas aren’t named characters in the film, but their archetype is certainly present. In fact, they play a huge role in the film in terms of propelling the conflict. In the novel, the bulk of the conflict is driven by Montag’s internal struggle, but the film really hinges on both the person v. person and person v. society conflict with the “Eels” to move the plot. I suppose that’s a pretty decent substitution.
Montag – I’m not sure anybody can really live up to our Guy Montag. He’s always the hardest one to pinpoint and agree upon when we do our exercise in class of picking the actors/actresses. Everyone just always has a different idea of who he should be. He fumbles through most of the book trying to figure himself out, so maybe that’s why he is so hard to pinpoint. HBO’s Montag experiences a similar struggle, but I am still not quite satisfied for some reason. Montag the confused – yes, I can get on board with that. Montag the superstar – nah, I’ll pass on that interpretation. Maybe my hopes were too high. That said, I would give Michael B. Jordan a B+.
Ms. Blake – What a powerful scene. Glad she – and it – was included. Enough said.

Mildred – Initially, I was bothered by the fact that Mildred wasn’t included. The more I think on it, though, I can accept the choice. In the movie, she wasn’t just an obsessed robotic tv watcher, she WAS the robot. Clever. In the text, Bradbury needed a vessel to paint the picture society’s bad behaviors, etc. On the big screen and with today’s special effects, it is possible to just make it evident in other ways. Figuratively, too, it speaks to the whole idea of how little she actually contributed anything to Montag or society at all and how truly forgettable she was. Gone like a freight train (puns are intended), gone like yesterday. Wait, who was Millie again?
Clarisse – Clarisse provides the most mystery in the book, and the kids always love her. Bradbury is even quoted as saying he is Clarisse in the book: full of wonder and curiosity. It’s with Clarisse that the film falls of the wagon in the characters/characterization category. Clarisse is supposed to be light and airy and a picture of innocence, but in the film, she is too dark and brooding for my liking. And then there’s the whole spark between Montag and Clarisse. Not. My. Favorite. My students always think they’ve “picked up” on something between Montag and Clarisse when they read the scenes with her, and I always stress how incorrect that reading is. Clarisse is a catalyst for Montag’s path toward the truth. In that that way – and only in that way – might she serve as a femme fatale, luring him to the light. Am I surprised “Hollywood” used her character as a way to provide some on-screen romance? No, but it’s just textually inaccurate. As an aside here: My students didn’t like her in the film either.

2) Setting: So much of what Bradbury penned was futuristic – and dare I say prophetic – in the 1950s. Today, though, just about every bit of it has come to fruition, and what hasn’t can be computer generated for the movies. I was pleased to see the infusion of the large screens; they are, in fact, everywhere: in homes, in streets, and even on the skyscrapers. Bradbury’s biggest fear was the detrimental effects of people’s over consumption of and obsession with television. The TVs are ever present and “large and in charge.” However, I’m not so certain the intended dystopian city that Bradbury envisioned really seemed “all that bad” in HBO’s version. The setting, for me, kinda fizzled out.

3) OMNIS: This is a massive change from the book, but it may just be this detail that shows us – 2018 watchers of the film – how close we might actually be to Bradbury’s dystopian future. OMNIS holds every piece of literature, art, and history in a DNA strand, preserving the long forgotten culture that the firemen tried to erase. While there are underground members of society, like Granger and his “railroad” crew that memorize entire books in order to preserve them, it is this OMNIS that they work to protect and preserve. Once the OMNIS is introduced into the plot, it becomes the major source of the conflict, as it is the focus of the firemen’s revenge. The twist is that this DNA strand has been implanted in a bird. After some thought, I decided I might be satisfied with this change as I see connections with it and the prominent role of the Phoenix in the novel. OMNIS becomes a symbol of hope in a bleak, literature-loathing society that hints at the emergence of a better future. It’s a reminder that it doesn’t matter how much “graffiti” (books) the firemen decide to burn, there’s still hope out there for a free-thinking future — much like the Phoenix that is burned but rises again.

4) Theme: Ultimately, Bradbury wants readers to put themselves in the characters’ shoes: What role would you have played in this dystopian universe: perpetuator, bystander, fighter? Would you see the truth like Montag, or continue to fumble your way through the pursuit for ~~emptiness~~ happiness like Mildred. Would you fight to manipulate and cover the truth like Beatty or use truth to lead others to it like Faber or Granger? It is the growth from within that he wants – that really can bring the change that this culture needs. Truth, knowledge, morality — all erased and replaced with what people see rather than what they think. The movie does a good job of making that clear — maybe a little too clear (some points didn’t leave much to the imagination), but in order to bridge the gap to “modern audiences,” I can see the need. Maybe that’s a tad ironic, and telling, in and of itself. Nonetheless, tons of lines from the book are woven throughout, and I enjoyed hearing Bradbury’s voice.

5) The Ending: Bradbury’s ending is open, or so many of my students say, and most really do hate that. I always pose the question to them, though, Is it really open ended? Throughout the entire book, Bradbury wants readers to realize that the value of books is to provide information, but more importantly to make people think. On one hand, the open ending forces readers to do that. On the other hand, maybe the ending so open at all. Montag did figure out his purpose, and if you read it that way, then what else was there? Either way, the movie definitely provides us with Bahrani’s idea of what he thought should be Montag’s purpose: keep the “books” alive. But die? I could see a case for his death in the book, but die at the hand of Beatty. That idea should be torched. In the movie, the books “rise from the ashes” to live on and that offers some hope, but having Beatty kill Montag gives the villain way too much power, and erases hope that the books — and future — will really be safe. To link in another once “hot” film, President Snow said, “Hope, it is the only thing stronger than fear. A little hope is effective, a lot of hope is dangerous. A spark is fine, as long as it’s contained.” (Sidebar: Does anybody else see the HG connections? I can’t unsee it.) If Bahrani intended to remove that hope, that’s dark and maybe it’s a little too dark. But perhaps that’s just me trying to look on the bright side.

Final thoughts: Is it appropriate for class? HBO rated the film TV-MA for violence and language. That said, just about any novel we pick up is going to have violence and language or worse. I am not a fan of it either, and I don’t want to convey that at all. Otherwise, it’s pretty benign. All in all, I did think it was time well spent showing it to my students. It brought up so many conversations; and we really did decide that the book is better. It doesn’t get much better for my little English-teacher heart. In my school, anytime we show a film, we have to get our principal to approve it. So, I did that, and I wrote a parent letter and created a set of questions student would answer during the viewing. He was fine with that, and I had zero parents ask for an alternative assignment. I do have older students, but if you cover your bases this way you should be fine. (See my Teacher Talk Video on Facebook here about dealing with novels with difficult content.)

Get the letter I drafted and the questions HERE for free!

If you teach Fahrenheit 451 as a novel unit, stop over to my teacherspayteachers store and take a look at my complete unit plan. Also, did you enjoy the memes above? I have to brag on my students. Those were all their original work, and I have to admit, I laughed out loud at most of them.

Sign up for my monthly newsletter – “Teaching Tidbits” – that is delivered directly to your email inbox each month. Each month you’ll get announcements, tips for teaching, updates on new and revised resources, and, of course, an email-only exclusive FREEBIE! Just for joining, you’ll receive a free gift: Worksheet Analysis Sampler for a Variety of Texts.

First Name Last Name E-Mail Address

Top Christmas Holiday Lessons for Middle or High School Teens

The excitement is in the air, the carols are playing, the trees are going up: It’s Christmas! What a wonderful time of year for celebrations. If you are like me, though, you want to be sure that you are still keeping your class contained and working on something skills-based. Here are few Christmas holiday lesson and activity ideas I’ve found that I love for middle and high school teens for all subjects!

1) Teaching the Spirit of the Season: This is the time of year for giving, so I’m always looking for ways to inspire and warm my students’ hearts during the holiday season. It’s so easy for tweens and teens to get caught up in making their own lists and checking them twice that they quickly forget about others. My high school English students enjoy the activities in my Surviving the Christmas Bundle. These Christmas lessons and activities will inspire students to think beyond the hustle and bustle of receiving glittering gifts in order to focus on the moments and meaning of the season! Whether they are reading nonfiction about Toms shoes and analyzing poetry, watching the funny holiday film Skipping Christmas, or researching different symbols of the season from various holiday traditions around the world to present to their classmates, they will be focused and engaged. This pack includes various levels of texts with appropriate thematic pairings, so you can provide your students with the best materials for them.

Yearbook and journalism students can practice their headline writing skills and reach out to the student body with my Christmas headline writing activity. Students will read news articles about the holiday and write the missing headlines. Then they will organize an in-school service project. Your journalism students will love the Christmas-themed activity and service-learning project, and you will love that they are brushing up on crucial journalism skills.

2) Teaching Christmas Traditions Around the World: Many classrooms are blessed with diversity, and having activities at-hand for all students to see themselves in the celebration is important. In other cases, you may be required to incorporate a lesson with various Christmas traditions during this time of year. Either way, there are some pretty awesome resources available that will allow you to teach Christmas traditions around the world creatively and easily. My bundle featured above includes my Symbols of the Seasons research project, which would be perfect for English classes, advisory periods, technology classes, journalism/media, and more. A short research project like this is also perfect for sub plans. Middle school students (and even high school kids) enjoy coloring every now and then, too, and my Coloring-by-Figurative Language sheets offer a variety of images!

Escape games are all the rage right now, and you know how much I love them. This Christmas Around the World Escape Room by Think Tank will take your middle school students in any subject on a secret mission around the classroom! This escape room has students decode fun and interesting facts about Christmas traditions around the world. Students will learn brief holiday traditions of Iceland, Japan, Philippines, Germany, England, Ukraine, Russia, Norway, Marshall Islands, Australia, Slovakia and Venezuela. Grades 4-8 in geography class can join the fun with these latitude and longitude puzzles from Dr. Loftin’s Learning Emporium. Students simply plot the given coordinates, connect their dots, and discover a hidden picture (Santa, Gingerbread Man, Stocking, Elf, Snowman, Reindeer, Snowflake, Christmas Tree, Star of David, and Christmas Star).

3) Teaching with the Magic of Movies: I am a sucker for Christmas movies. This time of year my TV recorder is already full of holiday movies, and I can’t wait to cuddle up and binge watch. My all-time favorite Christmas movie is Home Alone 2. Old-school, I know, but I love the music, setting, and message. It’s no surprise, then, that I developed a FREE lesson for my high school English class, so I could show it at school! Plus, teach your students how to extend the holiday spirit with the real-world project included!

Another super-sweet movie this time of year is Truman Capote’s A Christmas Memory. For this movie, I’ve also created a movie guide that has students practicing skills such as theme, conflict, characterization, mood, and setting. The human plot chart puzzle, symbolism worksheet, and constructed response prompts are excellent options to follow up the movie. Plus there are several suggestions for service projects that are inspired by the film.

And let’s not forget the all-time favorite Christmas classic: Dickens’s A Christmas Carol. If you like to show this film during Christmas, take a look at my movie guide. From reading charts and graphs, to reviewing plot with the interactive human plot puzzle, to analyzing symbolism, to writing, this movie guide is sure to add rigor to your movie-viewing experience. It works with any version of the movie you have on hand.

Go ahead… get cozy with some cocoa and a Christmas movie without sacrificing any learning.

4) Decorating and Celebrating in the Classroom: If you are allowed to have a Christmas party or decorate in your classroom this time of year, here are a few ideas to make it fun, easy, and educational!

Fun Theme:

Who knew that those tacky Christmas and holiday sweaters from the 90s would actually become a party trend? Yet, here we are… and they are actually super cute. I created this school-wide Ugly Christmas Sweater Party Pack, and the students at my high school have an Ugly/Tacky Christmas dress-up day every year; even the teachers participate! It’s so easy to host a tacky Christmas sweater party, and if you need some ready-to-go materials to communicate with parents and students or to make it educational, check out my Wacky Tacky Christmas Sweater Classroom Party Pack! There are even awards and activities to do in class during the party.

Elly Thorsen has you covered (All my puns are intended!) with her Physical and Chemical changes Ugly Holiday Sweater Coloring worksheets if you teach secondary science. In the worksheets, students read about a change that occurs over the holidays and identify it as a physical or chemical change by coloring an ugly sweater accordingly. Then they explain in sentences how they knew what kind of change occurred.

Decor:

If you are planning to deck the halls (or your classroom walls) for the holidays, there are so many posters that are educational. These multilingual Christmas and Hanukkah posters from The ESL Nexus represent different 35 countries, and include suggestions for 8 math, writing, and art activities that teach students about the countries! I like to hang my Nativity posters in my Sunday School classroom at church this time of year. These are sized as 8×10 both in jpeg and pdf format! You can print anyway you want… on home printer, online, or at the local photo lab!

If you teach a technology or computer classes, I love this idea from from Innovations in Technology. She has her high school students create her classroom’s Christmas decor using computer applications! Students certainly need to be skilled in Microsoft Excel and Google sheets to be successful in many college classes and the workforce. Students are challenged by creating the Christmas art, and they get to be a part of the decorating process.

Putting a Christmas tree up in your classroom may not be an option, but if you teach middle school math, Wilcox’s Way has you covered with her Middle School Christmas Tree Math Activity. Her resource includes 10 different templates you can use to build your Sierpenski Christmas tree pyramid. Have each student complete a couple of pyramids, and then watch the magic unfold as you put them together and watch your tree grow! I am fascinated with this!

$Middle School Christmas Tree Math Activity$

Treats:

What’s a party without some Christmas cookies and hot cocoa? Given that I have older students, I can usually say that everyone brings something to the table, so to speak, in order to eat. It can be something as small as a 2 liter drink or pack of plates. I even allow them to team up. In the case where students can’t bring anything, I ask them to speak with me and we figure out a good solution; I just want them to realize that it’s important to contribute if at all possible. Another thing to keep in mind is food allergies and school policies on food. If all of that works in your favor, have ALL the cookies, candies, and cocoa. If not, don’t worry. There are still some really fun ways to treat your students.

Kerry Tracy’s Christmas and Winter STEM challenges offer so much variety. I think the Candy Cane Calamity would have your middle school students laughing all the way!

Erin Hanson created a fun hot cocoa themed STEM activity. Middle school scientists will explore the effect of temperature (thermal energy) on marshmallows and candy canes in hot cocoa. Students will practice their science and engineering skills by making predictions, planning investigations, making observations, analyzing data, drawing conclusions, and they’ll love every minute of it!

In Amy Alvis’s middle school math class, students explore ratio and proportion with holiday cookie-themed task cards. Your middle school math students will love using manipulatives to discover how many marshmallows are hidden in each mug of hot chocolate in Leaf and Stem Learning’s Christmas Math Holiday Algebra activity. The variables are represented by holiday cocoa mugs and the constants by marshmallows!

$Christmas Math Holiday Algebra$

5) Stocking Stuffers: This category is my catch-all for the short Christmas activities and lessons I love that are perfect for just your plug and play, last-minute fillers. From stations, literacy, math, or writing centers, to bell ringers, to time fillers at the end of class, to a short periods or odd schedule days, we always need something we can grab quickly and “stuff in”!

The OCBeach teacher has her students writing at the beginning of the period using her poetry bell ringers for the winter season. My Christmas grammar worksheets designed for high school students aren’t your typical Christmas grammar exercises! These are truly NO PREP, print and go, age-appropriate exercises to challenge and review your teens’ grammar skills during December. These grammar activities for Santa reflect a seasonally-inspired thematic concept of the page that coincides with key, standards-based grammar skills. For example, students will repair broken sentences (fragments and run-ons) in Santa’s Workshop. Or, they will help Santa double check his list by correcting apostrophe errors. I’ve also provided beautiful clip art to add layers and interest to the pages to grab your teens’ eyes! Plus, for those fast finishers, there’s plenty for them to color and style! Extension activities are also provided on several of the sheets, and the grammar notes are included as well. Your students will get all “wrapped up” with these grammar activities!!

Getting rave reviews from fellow middle school language teachers is the HappyEdugator’s ‘Twas the Night Before Christmas homophone search. In this Christmas activity, middle school language arts students will be searching all over for homonyms and homophones in a wacky homophone version of the famous Christmas poem “The Night Before Christmas” by Clement Clark Moore.

I’m super impressed by the rigor and detail of The Lab’s science coloring by number worksheets for Christmas. Middle and high school students review the human body, periodic table, and more in this coloring activities bundle!

High school Spanish classes can even have a little holiday fun with La Profe Plotts’s Holiday Task Cards. My Christmas holiday real-world grammar fails task cards make the perfect grab and go activity for stations, using in Kahoot, or as bell ringers.

Remember to check your school’s policy on celebrating this time of year, so you are in compliance with those guidelines. May your season be blessed with love, rest, joy, and peace!

From my home to yours, Merry Christmas and Happy New Year!

First Name Last Name E-Mail Address

Tips for Grading Essays to Save Time

Aaaaah. The grading essays burden of the English teacher. It’s a very real struggle for sure. A little while back I did a series on teaching writing, so I’d like to think of this post as an encore to those ideas. (Get started reading that series here at the first post.) Below I’m sharing five practical tips for managing the load.

– Working Those Deadlines:

First is planning time in the writing process to have check points that students submit via Google classroom – or whatever method works for you. Students submit thesis statements, works cited drafts, or even first paragraphs. Then I have a day in class that I “virtual conference” with them. While I’m leaving notes on their drafts, they continue with research typically. They can fix mistakes early and that saves me time later. Plus I’m already familiar with the essay to a certain degree.

Offer extra credit to kids who want to turn in the papers early, and then you can grade them as they trickle in. That helps alleviate the pile of material that comes in all at once.
Last, plan to show a movie or do something hands-off after the due date to carve out a little time in class to grade. I can spend 8-12 mins on a 500-700 word essay, so I have to plan and block that time off to the best of my ability. I usually choose a film of a novel that I won’t have time to cover in class but that I know students would benefit from seeing. Read more about how to make showing movies in class more productive here…. and take a look at my collection of no-prep literary movie guides here.

– Scoring Like a Pro:

I have a carefully crafted rubric that is specific to the task, so it’s easy and quick to mark and when students get their grades back, they can see the areas of strength and weakness. I use a separate rubric for grammar. This might seem like it takes longer, but I score content, Grammar, and MLA separately. For me, it’s actually faster that way, so I can just focus on one thing at a time. Those rubrics are in my complete writing curriculum.

Next, I made a codes sheet to make marking quick and easy for the same mistakes or remarks over and over. I have a quick and easy codes sheet that I use for printed essays, but I just created a codes sheet that I loaded into my Google Comment Bank. I added video tutorials so students can click over and receive more thorough and customized instruction. Get those digital and printable fast and focused feedback materials here!

Last, even though it may not be the “English-teacher” way, I don’t always mark every single error, and if an error is made over and over, I usually just mark it and take off points the first couple of times. That saves time, but also it’s not necessary to “rub it in their face.” In this department, I try to show a little grace. Then in the final note (see what else I say in final notes here), I remark that it’s something to work on for next time.

– Setting Essay Requirements:

If you have any control of the word or page requirements, make that work for you. I set word minimums and maximums. Struggling writers need those minimums to meet the requirement, but my excelling or over-achieving students have trouble with the maximum barrier. I hold students accountable at both ends.

– Giving Yourself a Break:

Be honest with students about how much time it takes to grade an essay, and don’t promise grades back in a short amount of time.
Try to space out your grading during the day or over a few days, so your brain doesn’t get tired. When I try to grade straight through a stack of papers, I really start to lose my focus after a while.
Practice self-care. Really – stay hydrated, and sit in a comfortable position with good lighting. I love to score papers on my front porch early in the morning, or by the big window in my office.

– Go Green:

If it works for you, have students submit papers electronically. Sometimes typing comments can be a lot faster than writing them. You can even use apps to leave audio feedback as well.
I use Google Docs and have students share with me or submit to the classroom. In this format, you can switch to suggesting mode to leave comments along the side of the screen.

Students get instant feedback.
I will still have students turn in the hard copy of their rubrics for me to use as a I grade, but you could also use a virtual rubric as well.

Just remember, that not everything works for everyone, but the most important thing at the end of the day is the fact that students do need more than just a number or letter on their essays. That’s certainly part of the package, but in order for student writers to become stronger, they need solid feedback from the pro – that’s you! In that process, though, we can’t overwork ourselves because it takes more time and effort to go that extra mile. This essay-grading burden is unique to the high school English teacher (and that is not to say that no other teacher has stacks of papers to grade). However, most other subjects aren’t assigning 500+ word essays as their unit’s culminating task multiple times a semester. The reality, though, is that teaching students to write well sets them up for a better future, and that is burden worth bearing.

First Name Last Name E-Mail Address

What My Trip to the Magnolia Silos Taught Me About Teaching

My husband and I visited Waco to tour all things Magnolia back in June. It was an amazing trip — I love going on trips to new places because I can let my brain relax, and I feel so inspired. Magnolia was no exception – inspiration is everywhere. So, I said I can let my brain relax, but what really happens is that it just gets filled up with all kinds of new ideas at every turn because of all the awesomeness around me. Chip and Jo have truly built an empire that personifies their greeting “Welcome Home.” If you read my previous blog post where you toured my classroom, then you know my classroom theme is the journey, but it’s focused on reminding students that home is at the center. It doesn’t get much more perfect than that for inspiration. So, here’s what my trip to Magnolia taught me about teaching – and you’ll see that these are things I can do in my classroom, changes and implementations and thought processes that require nothing from admin or anyone else – just me.

Make my classroom a place where “Everyone has a seat at the table.” The first place we visited on our trip was Magnolia Table, the newly renovated restaurant. We had, of course, watched the episode where they remodeled it, and I remember Joanna discussing how she wanted it to be a place were all people could come together and enjoy great food and great company. The restaurant is beautiful, as expected, and she has a variety of seating arrangements. Above one of the larger community tables is the beautiful metal artwork sign made by Jimmy Don that reads, “Where Everyone Has a Seat at the Table.” It has a huge presence in the restaurant, and it spoke to me immediately. The students who come into my classroom are from all different families, friend groups, backgrounds, experiences, and ability levels. Because we are a very small, rural school, a lot of times we do know each other’s names at least, but when I think about a table symbolically, there’s so much more there with that idea. To me, it reminds me to get to know the students beyond that and see from their point of view, and I want them to do that for each other, too. I want to invite all voices to speak in discussion. This one is especially difficult because students are so shy or uncertain or they think what they have to say isn’t good enough. I work for weeks getting all kids to open up. Sometimes I have to just sit and wait – it’s that important. When I make worksheets, I need to represent as many different types of students as possible. Reading selections should be carefully curated so that all students have an opportunity to see themselves and see others. I want them to know that when they walk into my classroom that they – each student as an individual – has a place.

Take something that seems like it’s nothing and make it great. If you watched Chip and Jo’s show, Fixer Upper, then you know they are in the construction business to buy houses and fix them up to sell. Many of the houses they have chosen to remodel have been forgotten by the masses. Nobody has “the guts to take on a fixer upper,” so these houses with beautiful bones are just rotting to the ground. My husband and I do some work with construction and remodeling, and often times we get into some we want to run from. But, we have to step back and see the potential- it has good bones, they say. This one hits home hard when I think about the students in my classroom. From struggling learners to excelling learners to the well-behaved student to the trouble-maker, there’s always something that can be transformed in them. It’s when I had the struggling learners for so many years that it sometimes became hard to even want to look for the potential. We sometimes want to run in the other direction or complain about what students come into our classroom. Eventually this became my prayer: God, place the students who need me to see them and their potential in my classroom and give me the grace and strength to get the job done. Any kid who comes into our classroom has the ability to grow and be transformed, and we have to be willing to pick up our tools and go to work. I don’t want to run from the challenge, but rather I want to be part of the before and after – the amazing reveal – at the end of the year. I’m honored to have been selected and placed in the role of having a small part in helping to build these students into who they will be someday.

Seek feedback and put it to use. At breakfast, we had a lovely conversation with one of the managers who was a friend of Joanna’s mom. She, of course, asked us about our breakfast (which was amazing. More on that later.) She told us that since they are relatively new to the food industry, they are always learning. Part of that process, she said, is gathering and implementing feedback. At Magnolia, they ask visitors to give feedback via their website, and they have learned everything from how to improve processes to what new items to add to the menu. One of the things I’ve learned over the years is to ask my students their thoughts on lessons, assignments, projects, the novel excerpt, etc. So how does that look? After we finish a lesson, I ask them what else do they need to know or do to have it. After a virtual discussion with them on their thesis checkpoints, I’ll ask them was that enough help. Do they have enough info to go forward? After we finish a project, I’ll ask them was it interesting, helpful, useful, etc. I ask them what works and what doesn’t. Some responses aren’t helpful, but most actually are. I genuinely want and need to know what I can do to help them. Plus, this process helps them to help themselves, too. The process of me asking for feedback teaches them not only how to think critically from outside an assignment, but it also shows them that I genuinely care and value their role in their own learning and in my teaching. It lets the wear the teacher tool belt, of sorts.

Differentiation is a must. I have been having health issues for some time, and at the beginning of the year, I found out that I was going to have to change my diet completely. I am now 100% gluten free, and I also have to stay away from certain foods that aren’t low FODMAP. It has been a process, and in many cases I can’t enjoy what others are eating. So, when I’m traveling I’m always apprehensive about what choices I’ll have. Magnolia is obviously largely about enjoying food, but I had just planned to make the best of it. To my surprise, Magnolia Table has several amazing gluten-free options and so did the bakery! I was thrilled to be able to have the french toast and the avocado toast at breakfast (we ate there twice LOL). This was amazing for two reasons: french toast is my favorite breakfast dish and the avocado toast was one of Jo’s specials. Then we visited the bakery, and while I didn’t get to try the “wow” cupcakes (according to my hubby), I was able to select from three tasty cookies. Even one of the food trucks on the lawn at the Silos had a unique option for me to try. Now, not every dish was available in gluten free; no cupcakes were either; and not every food truck was able to make a gluten-free creation. The fact still remains, though, that some of the most important items had been differentiated. In our classrooms, differentiation is important because some kids have specific needs that must be met differently in order for them to be healthy – educationally speaking. One size certainly does not fit all when it comes to instruction. We have to offer a different creation that they can digest. That is not to say that everything we do needs to be created all anew. If I did that for every class of 28-34 students I had for three sections, I wouldn’t survive even one semester. It is not feasible to make 20 different flavors of this or that or 20 different math worksheets. What we can do is recreate what is necessary, and work to provide extra support and options on other items where time, energy, and personnel allows. Menu boards, task cards, video links, pre-annotated texts, or dictionaries all provide differentiation in ways that make it possible serve all learners without exhausting yourself. In some cases, we may even have to face that not all students will complete all tasks – but what we can ensure is that all students complete the task that allows him or her to grow and feel fulfilled.

Give them an experience. One of my biggest take-aways from my trip to Magnolia was the feeling of the environment. Not only was everything beautifully created and designed (and I loved all the shout-outs to books and literacy), but it smelled good, and it was clean. Most importantly and impressively, though, at every door there was a staff member to open it for us, smile, and say hello and welcome. Welcome. The feeling of being invited and wanted. I want my students to know they are welcome and wanted. Like I said before we are in a very rural area where many students live in transient housing and family lives are unstable, but that could be true in any demographic. Students are in my classroom for just a short time each day, but I want to be there to welcome them and let them know they are wanted. Your room doesn’t have to be beautiful or amazing, but a nice smell along with some sense of cleanliness and order does help the learning experience. It is often over-quoted, but the old saying of “People won’t remember what you say, but they will remember how you make them feel” is so true. Welcome home, students, welcome home.

As school starts soon for me… it’s almost #demoday! In fact, aren’t we all just a bunch of fixer uppers?

First Name Last Name E-Mail Address

Solar Eclipse 2017 Lesson Ideas for Secondary English

The 2017 Solar Eclipse is coming and my county is in one of the paths were a great amount of totality will be experienced. It’s such a big deal that we’ve called off school that day for several reasons, but we are required to teach a lesson on the event before August 21, 2017. I’ve researched and glanced briefly online, but most lesson ideas that come up are either for math or science, or they are not for middle or high school level. We secondary English teachers don’t want to let the elementary teachers or science and math teachers have all the fun with the 2017 solar event of a lifetime; we “totally” want to join in with the fun, too! Therefore, I’ve brainstormed five ideas that I think are perfect to shed some “light” on the topic in your secondary English class.

1) Reading Informational Text: Find some articles that explain what happens during an eclipse. I used this article @ http://www.math.nus.edu.sg/aslaksen/gem-projects/hm/0304-1-08-eclipse/Types%20of%20Solar%20Eclipse.htm for the lesson I did with my dual enrollment seniors. I had them read the article and annotate. Then, in groups, they had to make a poster displaying that information. There were many skills that I was able to cover in this lesson including reading complex informational (scientific texts which scores points for ACT science); summarizing; classifying information; speaking & listening; art. Before conducting the lesson, review close reading strategies with my Close Reading and Annotating Teaching Pack.

2) Traditional Writing: Students don’t usually get “starry-eyed” about writing, but when the topics are as cool as a once-in-a-lifetime solar eclipse event, even the most reluctant writers will “shine.”

Narrative Prompt – Tell a story of what happens if the moon didn’t move out from in front of the sun, and it stayed dark forever. Teach younger students to use descriptive language when writing narratives using my interactive “Show. Don’t Tell.” sorting game.

Explanatory Prompt – Compare and contrast the different types of solar eclipses. (This would be a perfect follow up to the informational text reading activity above.)

Explanatory Prompt – Write to explain what causes a total solar eclipse to occur.

Argumentative Prompt – Your school is considering closing for Solar Eclipse Day, but some of the school board members disagree. Write to persuade them to let you have the day off. If your students need extra practice or an introduction to counterclaims, my Claims and Counterclaims Teaching Pack is sure to brighten their arguments.

3) Songs/Poetry: Students love the opportunity to listen to songs in class, and I don’t mind when we can study them as poetry. Take a look at Pink Floyd’s “Eclipse” or Bonnie Tyler’s “Total Eclipse of My Heart.” These two songs in particular are rich with figurative language and a particularly appropriate dark tone. Grab my poetry analysis bundle with a variety of tools including poetry worksheets, poetry analysis task cards that are perfect for stations, and vocabulary review games. You’ll be all set to guide your students through a celestial poetry analysis.

4) Reading Science Fiction: Ray Bradbury is the first author who comes to mind when science fiction is mentioned. He expertly explored and explicated his imagination of the future and even life outside of earth in relation to and as a reflection of our own humanity. I’ll be reading his “All Summer in a Day” with my juniors for our eclipse lesson. While the characters in the story actually are waiting to see the sun, and we will be waiting to do the opposite on August 21, 2017, Margot, the main character, is literally in the dark and misses the experience entirely because of her antagonistic classmates. See my easy prep, ready-to-go lesson with other paired texts and a complete sun-themed unit. I think this lesson would also work well with younger students, too. If you are looking for a science fiction text for more advanced students, check out Isaac Asimov’s “Nightfall.” Pair it with my literary analysis task cards, and your students won’t be in the dark for long.

5) Creative Writing: Many cities across the country are planning events and celebrations to host viewing parties for the Great American Solar Eclipse. Have your students use propaganda techniques and figurative language to create posters advertising a real – or imagined – viewing party in your neck of the woods. Sneak in a little review of the types of propaganda with my complete teaching pack.

Check out NASA’s website and my own county’s website for more information! #headingtothedarkside

First Name Last Name E-Mail Address