Everything You Need to Know about Article of the Week

I started using an article of the week program several years ago, and I’ve always seen amazing results. I love how flexible the system is and how much the students gain from reading and responding to a weekly article. My system — which I put my personal spin on — is planned and structured unlike others I’ve seen, but I like knowing that this method provides my students with the best possible experience. In this blog post, I’m hoping to share everything you need to know about using an article of the week in your classroom.

What is Article of the Week?

An article of the week program is a system that presents students with one article per week that they unpack daily. The article may be controversial or just informational. The article may relate to current events, or it might cover more timeless topics. Each day students will revisit the same article with a different purpose for reading and responding: one day they use context clues with vocabulary words, while another day they answer text-based questions using textual evidence and citations. Giving students a new and meaningful purpose/task each day keeps the article fresh and sparks deeper critical thinking.

What Are the Benefits of Using an Article of the Week Program?

Reading regularly each day improves reading comprehension. Studies show that reading as little as 5 minutes a day improves reading levels, and the more time spent reading, the higher the percentile students are likely to rank in on standardized tests. Reading speed is also greatly affected by regular reading habits.
It strengthens writing and using textual evidence. Because I have my students use the RACE (or ACE) format when they are writing responses to their text-based questions, this system improves their writing drastically. Check out this post on using the RACE format for responding to constructed response questions. Grab my FREE sampler for teaching the RACE format. I also grade for grammar, usage, and mechanics as I am an English teacher and that fits my standards.
It makes “real-world” connections. Students are often lost, uniformed, or partially informed when it comes to what’s going on in the world. These weekly articles, chosen carefully, help provide them with critical information.
It is flexible for different types of classrooms and learners. I’ve used this program with inclusion classes all the way to dual enrollment college classes. I’ve used it with face-to-face classrooms and remote learning classrooms as well. Everything I’ve provided in my program (linked at the bottom) is editable and easy to modify.
Reading builds background and content knowledge as well as vocabulary. Students who read regularly can learn 4,000 to 12,000 words per year. I believe that words live inside of texts, so rather than giving my students lists of words to memorize, I prefer having them encounter words organically and uncover their meanings in context. In my experience, students are able to retain and actually use the new words using this method.
It prepares for standardized testing. The more exposure students have to reading grade-level material, unpacking vocabulary with context clues, and formulating written responses the better their test-taking skills become.

What should you avoid when implementing article of the week?

Articles that are too easy or hard for your grade level. While we need articles that have grade-level and above vocabulary and structure, we don’t want articles that student’s can’t even grasp. One size does not fit all.
Articles that are too long or too short. I like to use articles that print no longer than on the front and back of a sheet.
Articles with no relevance to students’ lives at all. You aren’t going to have 100% interest every week for every article, but if no one is ever interested, it might be that the selection of articles needs to be refreshed. Of course, we know students are going to complain, so while we do need to take most of that with a grain of salt, we do have to be open to the validity of those concerns.
Articles with no variety of topics/content. Selecting from all modes — argumentative, expository, and narrative — will ensure that you are providing a variety of reading material. Too many political articles or too many articles warning against the dangers of social media can get old quickly.
Not having clearly defined expectations for each article. I like giving students something new to do each day – a new task with purpose: summarizing, vocabulary, text-based responses, and real-world connections. I don’t like turning them loose 100% to figure things out. While some students are successful with that approach, most wouldn’t take it seriously enough, and that would defeat the purpose. If you like the idea of giving students “wiggle room,” a good time to do that is the first day when students first receive the article. Initially, they read highlight and annotate, and then throughout the week they can build on that work.
Not having a clear way to measure student response. The fastest way to ruin an article of the week program is for students to realize it’s busy work. If they are being told to “just go read this article and make notes” with no truly measurable standards, is that really accomplishing the list of benefits from above?
Articles that are too biased or always having biased articles. Teach students to read for and recognize bias, so that when you do encounter an article with author bias, they know how to process that. It’s not something to avoid entirely, but it is something that needs to be taught.

Tips for How-To Implement the Program

Step 1: Establish the format. What will students be doing each day? For my article of the week program daily layout, see below.

Monday: Read, annotate, and summarize
Tuesday: Vocabulary
Wednesday: Text-specific questions
Thursday: Figurative language scavenger hunt
Friday: Text-to-Self or Text-to-World connections and reflection

Step 2: Decide if students will be doing the work in class or out of class. This depends on your class schedule and students’ learning levels. If you have an honors class, consider assigning it as out-of-class work, and then carve out time on Friday to share and discuss. If your students will need more guidance, dedicate the last 15-20 minutes of class to work on their article of the week daily task. It’s super flexible.

Step 3: Select articles with the criteria above and prepare text-specific questions.

Step 4: Design a rubric and/or grading expectations. A rubric can be as in depth or as simple as you would like. It is just super important to have a clear and consistent grading plan in place and let students know that up front. I do grade for content and format on the questions and accuracy on the vocabulary. Everything else is a bit subjective. Since there are only five questions per article, it helps with the grading load. It does take some time, but it is also a really good time to give feedback on writing. As an English teacher, I tend to mark grammar and style here, as well, because that helps me meet more standards.

Step 5: Model with students the first couple of weeks. How should they read and annotate? How should they use context clues? What are their written responses supposed to look like? Check out this post on using the RACE format for responding to constructed response questions. Grab my FREE sampler for teaching the RACE format.

Step 6: Carve out time at the end of the week to discuss and share. Reading and writing are only enhanced by discussion!

Get Going with Some No-Prep Solutions

My article of the week program is a bit different than others you might have seen. Following the suggestions above, each article is selected for reading and interest level and comes with specific text-based questions. It is also provided in printable and digital for Google format. The articles are on hot topics, often current events, but also with timeless content, so you aren’t sharing “dated news” with students. The best “news”? My program is entirely no prep for you!

High School Article of the Week Complete Set
Yearbook/Journalism Article of the Week Complete Set
Middle School Article of the Week (Coming Soon)

Other news outlet and websites such as Newsela, The New York Times, Time for Kids, DOGO News, The Smithsonian Tween Tribune, and News for Kids also have articles you can grab. Some, but not all, of these have questions or prompts you could assign with no prep.

I discuss my Article of the Week Program a bit more here, too, on Instagram.

You know your students best, if you are looking to give an article of the week program a try, select one that works best for everyone — you included! Making the choice to include more reading is always a good choice!

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. I really do hope you to see you over in my new “backyards” where we can chat and share all things English and Yearbook.

Written by: Julie Faulkner, 2021

What the COVID-19 Pandemic Did Not Change about My Classroom

The 2020-2021 school year was the year of the unexpected, the year of changes, the year of disappointments, the year of frustrations, and certainly the year of loss. It goes down in my book as the hardest year of my teaching career — that includes the first year I taught in middle school, the first year I was a lead in an inclusion classroom, the year I taught while building a house, the first year I was the new yearbook adviser, and the year I taught while having multiple surgeries for some serious medical issues. And let’s not forget that I actually contracted COVID-19 THE. FIRST. DAY. BACK of teacher in-service. However, I didn’t quit. I did survive, and I’m going back. That said, I am choosing to look at the positive — shall we say, “COVID Positive” — Bad pun. Anyway, despite all change that occurred this year — schedules, classrooms, assignments, students, and more, there were a few things that I’m thankful that the COVID-19 pandemic did not change about my classroom.

1) Flexibility

Plan A in teaching is always to be flexible; it’s basically the first thing you learn in pedagogy classes in college. This year, though, really put that to the test. In past years, being flexible might have meant needing to bring in a few more chairs at the beginning of the year when new students enrolled. It might have meant giving a few days extension on an essay because of snow. However, those examples of needing to be flexible were nothing compared to this year. Teaching in a pandemic looked more like planning lessons for half in-person learners and half distance-learners – multiple formats for materials and instruction. It looked like rolling deadlines, paper packets, Google conversions, video chats during planning, last-minute schedule changes, walking in to find your classroom closed for cleaning, sudden quarantines, and the list goes on and on. With every new challenge that the pandemic presented, I had to remind myself that I was thankful to be here for –and with– the kids. Without everyone’s willingness to bend and sway like a willow, there would have been moments when the entire tree would have snapped. The changes brought by COVID-19 might not all fade, either, and going forward, it will always be the year that taught how flexibility is a vital piece of the educational system as a whole.

2) Building Relationships

I realized very quickly the importance of seeing students’ faces. With masks on at the beginning of the year especially, it was so hard to get to know my students. That goes both ways, too. With my mask on, they couldn’t really see if I smiled or made a funny face (which I often do). It made it harder for me to learn their names quickly. Plus, at the beginning, I only saw them every other day. For some, I only saw a blank screen. Not being able to see their entire faces left me feeling confused and isolated. This taught me how much I depend on seeing their reactions when I teach — do they look confused, concerned, or checked out? I knew they must be feeling the same way about me, so I stood farther away from them than I normally do so I could take my mask off while delivering instruction. Nonetheless, even though it felt like it took longer to build classroom rapport and relationships, we got there. Before long, students were laughing and conversing with me, hanging out before or after class or school, and stopping by to say hello. According to a study conducted by West Point Academy for Teaching, “The rapport between instructor and student can be a significant factor in the overall learning and success of individual students. […] It can minimize anxiety, increase student participation, structure and encourage social interaction, foster a positive learning environment, and increase learning.” That “no smiling before Christmas” rule we tell new teachers just got the boot. Nothing can replace a warm expression on someone’s *full* face – no empty words, no cute classroom posters… nothing. I’m not a math teacher, but there is something to “face value” in teaching.

3) Differentiation

Whether I was the regular education lead in an inclusion classroom or not, differentiation has always been a top strategy in my classroom. We must meet students where they are and grow them. This growth occurs with carefully determined differentiation. Whether I am modifying reading assignments, offering choices, providing extended time, reading aloud, using rubrics, or consulting with students, differentiation is inherently part of the process. The COVID-19 pandemic did not change that about my classroom. If anything, it pushed me to evaluate that even more: I asked myself, ” What do students really need the most, and how can I do that for them in the most effective way?” There is no doubt that not all students were met this past year with best educational experience that they deserved, but by continuing the educational process as best as possible under the circumstances, students were given more than the pandemic tried to take away.

4) Collaboration

When you have to maintain 6-feet of distance or when some students are joining via a computer screen, it might seem like the perfect set of excuses to just cancel any kind of collaboration or group work at all. Confession: I just can’t function that way and neither can students. They are social creatures — and whether they’d like to admit it or not, that doesn’t mean social media, either. I like to use this process when teaching to maximize comprehension and analysis:

Read About It.
Think About It.
Talk About It.
Write About It.

Step #3 might have been easily thwarted in a COVID-19 classroom, but with certain safeguards in place, we successfully collaborated in my classroom this year. Sometimes I carried Chromebooks with online students to groups in class, so they could chat. Other times, we set up groups online and shared Google Docs for students to create together. There were online “escape rooms” or Kahoot competitions students logged onto to join in with the fun. We used digital task cards and participated in online gallery walks. (See tips for using digital task cards here.) It took a bit of extra work and planning, but allowing students the opportunity to hear from each other always enhances learning — and that’s a huge part of life. Through the quarantines, closures, and sheltering in place, we have more social isolation now than ever before, but that’s just not what humans really need. Dalai Lama the XIV said, “We human beings are social beings. We come into the world as the result of others’ actions. We survive here in dependence on others. Whether we like it or not, there is hardly a moment of our lives when we do not benefit from others’ activities. For this reason, it is hardly surprising that most of our happiness arises in the context of our relationships with others.” Thankfully, I wasn’t willing to skip Step #3 above, and that bit of stubbornness forced me to learn new ways to collaborate that I’ll be able to use going forward.

5) Delivering Critical Content

It would have been very easy to make excuses about cutting out material. Honestly, some things did have to go. But, more than that, what I realized was that I had to make the most of the time that I did have with my students. Therefore, I planned a skeleton outline of the most important parts of my curriculum: grammar, reading, writing, and research. Perhaps that doesn’t seem like a very short list! I admit, it was hard to reduce; I did, though. For example, instead of including three texts for a unit, I just chose one. Instead of requiring four sources for a project, I required one or two. Instead of teaching full-length writing lessons, I supplemented with videos students could watch at home, then we used our time together to conference individually. Even when I couldn’t meet with them personally, I provided personal writing instruction for them via Google Classroom. (Watch this video here of how I did it.) Video lessons also helped with grammar instruction, too. (See my Ten-Minute Grammar Post about how I use videos for covering grammar.) I closed my classroom library for a short time, but still read to students on First Chapter Friday and encouraged them to load free library apps their devices. (See also my tips for digital book clubs and free materials for a classroom library.) At the end of the day, the educational process needed to continue. Back in August, all we could hope was that in a short time “things would go back to normal.” Normal would be students taking standardized tests, graduating and going to college or the workforce, or selecting classes for their next year of school. In order to do all these things successfully, they needed the critical content that I and their other teachers were so desperately trying to provide through all the challenges.

This year brought many challenges to our classroom; we met those challenges with the vigor that educators do. The COVID-19 pandemic changed the scope of the educational system as a whole, but I’d be willing to bet that some of these things I mentioned above didn’t escape your classroom as a result either. The COVID-19 pandemic did make teaching difficult and often impossible, but it didn’t mar my outlook and calling to teach. I’m thankful for the things this year taught me and for the things that the COVID-19 pandemic did not change about my classroom.

Written by: Julie Faulkner, 2021

End-of-Year Reflection: Top Five Classroom Success Stories of 2019

One of the most important things we can do as teachers is reflect, and so that’s why I love this annual blog post. It’s been my new year tradition for the past several years (2015, 2016, 2017, 2018), and choosing only five memorable teaching moments is always so hard, but here goes: My top five classroom success stories of 2019!

This year in review…

Teaching Gatsby for the first time in forever and writing the unit plan for it. A little bit Disney Frozen on the brain here, but it works. In the past, I had taught The Great Gatsby mainly in parts or just as a movie-viewing experience. So this time around when I was able to teach the novel as a whole to my group of junior honors, I was very excited to unpack everything it has to offer. Most students love the idea of the 1920s and the mystery of Gatsby, so I just played off of that enthusiasm. I started the unit with problem-solving questions and station rotations that introduced the time period and the novel. Once we began reading, I loved having students track the colors, do guided close reading exercises, and analyze the characters. We closed with a “My American Dream” project, and it was really incredible to see what students aspire to become. I was very pleased with the way the unit turned out. Check out my complete unit, my movie-viewing guide, and my escape game here.

Island challenges for Lord of the Flies. I cannot even begin to tell you how much fun teaching The Lord of the Flies was after I decided to create the challenges. I had wanted to do something like this for a while with Flies, but never got up my nerve. Finally, I just dove in and did it. I am SO glad I did. Read more about all the challenges on this post. Get my entire unit plan here.

Vacation Bible School. It seems like VBS makes my greatest hits list every year, and that is fine with me. I enjoy the themes, the decorating, projects, crafts, and energy created by a week of studying the Word with kids. This year’s theme was The Incredible RACE. We traveled all around the world learning about different cultures and God’s love for us. We decorated our hallways like an airport and our classrooms like the inside of an airplane and the country we traveled to each night. What an awesome trip!

First Chapter Fridays. As soon as I saw this idea from my friend Lauralee over at The Language Arts Classroom, I knew I had to work it in somehow. Each Friday, I would start class with one chapter, or a piece of a chapter, from a book that I thought my students would be interested in. I related the books to holidays as well. See all the books I shared over on my Instagram, and I also took it up a notch by including pictures of our weekly destinations because my classroom library theme is “Books are an Adventure.” See the video of me explaining my weekly process here, my classroom library set up here, and get my classroom library materials free here.

Christmas Nativity bible escape games with the younger students. If you’ve been reading my blog for very long, you know how much I love escape games for the classroom. I create them every chance I get, and my high school students love them. This year, I was working with the PreK-4th grade students on Wednesday nights at church, and we were planning to study Paul’s escape from prison. I was in charge of the activity rotation, so of course, I thought – escape game! Since it was December, it only made perfect sense to do an escape game for the Christmas Nativity story. I ended up creating two games: one for the PreK-K level and one for the 1st-4th grade level. It was completely worth it. I always enjoy it when my high school students are playing, but I can’t even tell you how much fun it was playing the break out games with my “littles.” None of them had ever played one before, but they figured it out quickly and ran with it. Grab these two games here.

I would love to hear about your greatest teaching moments and classroom success stories this year. Share below!

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.

Cover Image Credits

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 Fahrenheit 451 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.

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.

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!

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.

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 Lord of the Flies island challenges for each chapter with you. I worked really hard to select and 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 Lord of the Flies island 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

Another way to jazz up your unit is to decorate your room like an island. I hang up a few palm leaves, make a coconut concoction in oil diffuser, have Hawaiian punch to drink, and play island tunes when students come into class the first day.

Grab my full complete Lord of the Flies teaching unit!

Lord of the Flies Unit Plan, William Golding

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.

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 my classroom book club meetings 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 during a classroom book club meeting — or anytime! I always start the classroom book club 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 classroom 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 of the classroom book club meeting, 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.

Emoji Puppets for Accountable Talk, Review & More
Sharing some classroom discussion snippets today using my new emoji puppets! These are perfect for any subject and upper elementary to high school! https://www.teacherspayteachers.com/Product/Emoji-Puppets-with-Stems-for-Discussions-Review-and-Reflection-3064752 #classroomsuccessstories #iteachenglish #iteachhighschool
Posted by Julie's Classroom Stories on Friday, March 17, 2017

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 classroom 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.

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.

Feb 2019

End-of-Year Reflection: Top Five Classroom Success Stories of 2018

It seems to me that 2018 has been quite the long year… but then again it does feel like I was just rounding the corner of 2018 not too long ago, and here we are already at 2019. One of the most important things we can do as teachers is reflect, and so that’s why I love this annual blog post. It’s been my new year tradition for the past several years (2015, 2016, 2017), and choosing only five moments is always so hard, but here goes: My top five classroom success stories of 2018! This year in review…

1) Read-o-Lution: Reading is the hallmark – the cornerstone – of any English classroom, but let’s face it: In today’s time, even reading can sometimes take a backseat to everything else we cover. And with our teens walking around with tiny TVs in their hands at all times streaming the latest Netflix Original or watching the newest Youtube sensation, there isn’t much reading going on. I started the second semester (Jan 2018) with a focus on reading and having my juniors make a reading resolution or “read-o-lution” after studying an article about the importance of reading. If you are a Common Core state, you can use the reading passage from Appendix A to discuss the importance and value of reading. If not or if you just want something ready-to-go for the new year, I have this super simple informational hot topics lesson on how Reading Is Good For Your Brain. Throughout the year, I implemented my Article of the Week program, too (another blog post to come on that this year but you can get the materials for it here now). We also read more full-length short fiction texts in class, and my honors students read an out-of-class novel for book clubs. (See more about my book clubs here). I also set up a mini classroom library, and students checked out books all year long that way. I left their poster up the rest of the semester, and many students truly did make efforts to take reading more seriously and achieve their reading resolution.

2) Podcasts: I love introducing students to something new, and surprisingly Podcasts were actually kinda new to my students. They had, of course, heard of them, but they never really listened to them. Again… why would they when they could just watch something on the tube? I actually used Podcasts two ways this year. First, with my yearbook staff, we listened to a Podcast crime series when we finished our book. Up and Vanished (Season 1 carefully edited) was the perfect way to get my staff engaged. They completed a casebook to keep track of their listening and crime solving. That casebook is free in my TeachersPayTeachers store. Second, in my English class, we did some spooky Podcasts from Lore during Halloween, and students took notes on a podcast worksheet I created. (Get those here.) Then, they wrote their own spooky stories. My students wrote some really amazing stories: We had many laughs and many spooky cold chills, too! Readers of my email newsletter Teaching Tidbits with Julie Faulkner got that activity for free back in October. Be sure to sign up for that email at the bottom of the page, so you don’t miss anymore goodies. You can also see some of my Podcast suggestions via this link over to my Facebook page at Julie’s Classroom Stories.

3) Victorian Tea Party: Another focus I had this past year was on careers. Whether students were going straight to a career or college after senior year, I still wanted them to be focused on their futures in terms of where will they work when it’s all said and done. I’ve found that this year especially, my students are so uncertain about what they want to do, and they don’t even really have any idea what’s out there. I’m going to be adding a few more career-based lessons in the new year to possibly help students get a better idea of what their options are and what might be a good fit for them. But this project was an interesting way for students to really think about who they are as a person and what they’d like to become — just like our gal pal Eliza Doolittle in Pygmalion/My Fair Lady. Hats are a huge symbol in this text, and I wanted students to not only understand and recognize that symbol and it’s role in the characterization, but I also wanted them to make text-to-self connections as well. I loved seeing how their hats turned out, and it was a fun way to make a class party text-based. See this activity and all the instructions here in my TpT store.

4) Sieve and the Sand Experiment: I’ve lost count how many times I’ve taught Fahrenheit 451 over the years, but this year I did something new that I’d never done before: a science experiment. No we didn’t burn anything… though it alarms me how many people want to burn books as part of teaching this unit. (Insert “I dunno” emoji here.) This was actually an experiment that brought the text to life and helped students get hands-on with Bradbury’s choices. I hid a few “surprises” in the sand for students to find, but ultimately, my goal of them being able to use the experiment as a jumping off point for discussion during book club meeting was super successful. I was really proud of how they went back to the text to see what Bradbury said and truly analyzed Montag’s memory. Get my 451 unit here.

5) Character Stockings: About once a year I can get it together to make a huge reading display outside my classroom door. I wish I could do it more often, but quality over quantity, right? This year, we were inspired by Fahrenheit 451 to design a hearth and decorate it for Christmas. I drew the outline for the hearth and printed up the stockings using clip art. Several of my students drew the fire and bricks and put on the finishing touches with paint. Each student then chose one character from the novel and designed a stocking for that character using text-based details. I LOVE the way it turned out!! I’m so proud of it, I’ll probably be “one of those people” who leave their Christmas decorations up year-round. LOL!

As you can probably see, this year was about all about a focus on reading — fiction and nonfiction. I wanted students to see the value in reading and truly immerse themselves in it. Making text-to-text connections, text-to-world connections, and text-to-self connections really taught students to dig in and read closely. I think the reading focus paid off: Just seeing students doing more guided reading in class and independent reading out was fulfillment enough, but we also saw major improvements in ACT reading scores with students making gains of 5-6 points on the reading section and some students scoring 30+. That sounds like a great year to me! Share your best moments of 2018 below, and here’s to having your own classroom success stories in 2019!

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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.

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

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