Teaching To Kill a Mockingbird



Recently a neighboring school system placed a ban on two books: To Kill a Mockingbird and The Adventures of Huckleberry Finn. It made local and national news, and I was hardly surprised (fortunately the books have been reinstated). In fact, I had just finished a unit in which my students read To Kill a Mockingbird. I taught with the knowledge that it is one of the most challenged books in America and I shared this information with my students from the start of the unit.

Coincidentally, before we even started our reading of To Kill a Mockingbird, I assigned my students reading from an article about a college professor who had written a censored version of The Adventures of Huckleberry Finn. Many students were surprised that anyone would challenge a book, but when they read the article they had a better understanding of the controversial language.  We discussed why the professor, Alan Gribben, wrote the new version and I asked my students for their opinions of his updated novel. After our discussion, they shared their ideas for how to handle the reading of the racial slurs in To Kill a Mockingbird in our class. First they partnered with classmates, and then we tackled the issue in whole-class discussion where we made a decision not to read the words aloud so that we wouldn’t hurt anyone’s feelings.

I try to ensure sensitivity when we read the novel. Over the years, a couple of students have shared compelling sentiments with me. One African American boy said he didn’t like the book because even though Atticus bravely defended Tom Robinson, ultimately Robinson died. His honesty made me realize that even though I think the novel teaches valuable lessons, my minority students may find the novel disheartening and difficult to read.

With that in mind, I have a few tips for making the teaching of the novel more successful:
1. Teach it in high school even though the Lexile score of 790 puts it in a reading comprehension range for sixth grade (it’s often taught in grades 6 - 8). In the Common Core State Standards Appendix B, the book is listed as an exemplar text for grades 9 - 10. It requires a maturity that most middle school students do not have. In addition to the controversial language, the book includes an accusation of rape and several violent scenes.

2. Respect students. If possible, let them choose the reading in a class vote. Give them two - three book choices and provide short summaries of each selected book. Choice creates more buy-in and if an individual student still does not want to read it, give him or her another suitable option. Additionally, be available to talk to students who may feel upset during their reading or when tense discussions arise.

3. 
Prepare students for the reading. Use anticipation activities to introduce some of the sensitive issues. Depending on my students’ needs, I vary activities, including an anticipation guide, a close-reading activity, or this digital book talk. 

4. 
Teach some of the history from the time period or coordinate instruction with a social studies teacher. Students can research topics including the Jim Crow South, the Emmett Till Trial, the Scottsboro Boys trial, Plessey vs Ferguson, the Stock Market Crash of 1929, the Woman’s Suffragist movement and the history of capital punishment in the United States. There are innumerable topics and you can find more  ideas here.

5. Make sure that students understand the novel. Provide time for close reading of selected excerpts. For instance, I have lessons which focus on chapter 15 (when the mob comes to the jail for Tom Robinson) and for the chapters with the trial. This year I had students act as members of the jury in Tom Robinson’s trial. They noted important testimony and evidence as they determined whether Robinson should be acquitted or convicted.

6. Finish the unit with meaningful activities. This year I borrowed a journal idea from B'sBookLove and MudandInkTeaching. My students wrote “goodbye letters” to the novel. In these letters, many articulated the life lessons they had learned from their reading.
I also make the end of the unit fun by hosting a tea party In this lesson, students write character analysis essays and participate in a drama activity. With the help of costumes and props, they “become” their characters and engage in role-play, joining the rest of their classmates who are also citizens of Maycomb.

At the party, the students interview one another and use their reading of the novel to infer one another’s characters.  Finally, after everyone’s character has been “discovered,” the students enjoy drinking tea and eating baked goods such as muffins and scones.



Even though it has challenges, I enjoy teaching the book and think it is meaningful for students. I know many others teach it, too, and may have had rewarding and/or difficult experiences with it.Do you have great lessons for making it a wonderful teaching experience?  Please share below.
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Laughing All The Way with Classroom Celebrations

No doubt, my students will be the first to claim that I ask them to work hard in English class. I assign 30 minutes of reading and vocabulary homework each night, including weekends! I expect time in class to be used for learning, so there is very little “down” time in our 90-minute class periods. However, along with the expectations to be sedulous and studious, I think it’s appropriate to have fun on occasion. Thanks to hosts, the Language Arts Classroom and Julie Faulkner, read on to find out about fun activities from my class and other creative bloggers, and don’t forget to enter the Rafflecopter at the end of this blog post.

Learning should be engaging and joyful; that’s what makes it memorable. I especially enjoy creating activities and events which celebrate the end of long units, or after standardized testing and around the holidays. Here are two celebrations that I love!

1. For several years, when I taught middle school and
younger high school students, I organized a “Read-a-Latte CafĂ©” celebration. For the read-in, guest speakers joined my students in reading aloud from favorite books/poems/etc. and discussing the importance of reading in their work and personal lives. Some of our guests included Sherman the Shorebird (the mascot from our local Minor League Baseball team), the local mayor, a deputy sheriff, and a fire captain. Of course, parents and school staff participated, too, including the principal and varsity football coach. To make it extra fun, we decorated the classroom to create a coffeehouse atmosphere and served hot chocolate, tea, and pastries (food always makes school more fun). This activity works well for any holiday season or Read Across America Day.

2. I also like to celebrate the end of our reading of classic novels such as To Kill a Mockingbird and The Great Gatsby. For To Kill a Mockingbird, I host a tea party (read about it here) and when I teach The Great Gatsby, we create a Roaring 20’s Party (really, this assignment could be adapted to almost any novel). Besides being fun, these lessons incorporate essay assignments that require narrative and literary analysis writing. Students write from the viewpoints of characters and connect their characters to novel themes.
My drama students love this, too, because with the help of costumes and props, they “become” their characters and engage in role-play, joining the rest of their classmates who are also characters from the books. At the parties, students interview one another and use their reading of the novel to infer one another’s characters. They can also evaluate one another’s abilities to portray characters, judging whether each student has used dialect, dialogue, facial expressions, or body language fitting the assigned character. I also expect students to contribute to the party, and many display their baking and crafting talents. They can bring hor d'oeuvres and desserts, research appropriate music, or make invitations and decorations. We also engage the rest of our school community, inviting other teachers, school staff, and administrators.

In addition to celebrating our learning, the holiday season is a perfect time to encourage compassion. A fun Instagram activity gets students researching about people who are inspirational, have made personal sacrifices, or have demonstrated other #actsofkindness. Now, more than ever, it's important for students to research historical figures, local heroes, and others who exemplify kindness, tolerance, and generosity. You can download this free activity to use in your classroom also!




Want more ideas for experiencing joy in your classroom? Check out the blog posts from these fantasic teacher bloggers:




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Liven Up Reading Discussions

How do teachers make reading discussions engaging for students?  Back when I went to school (in medieval times :) reading and class discussion were not particularly creative.  Students read their books at home, and they answered comprehension questions on handouts or in whole-class discussion.  We rarely left our seats, looked closely at a text, or worked in groups. 

Of course, education has changed dramatically since I went to school, and as a teacher, I’ve tried to make reading discussion more engaging and meaningful.  Depending on my students, my objectives, and my text, I have a toolkit of discussion strategies to use in class.

Furthermore, my students read during Silent Sustained Reading (SSR) at least twice a week.  Even though administrators have encouraged students not to read in class (they think it’s a waste of time),  I base my professional decisions on my learning from experts such as Donalyn Miller  and Kelly Gallagher.  I’ve also benefited from multiple professional learning communities, including participating in twitter chat discussions with #2ndaryela and #aplitchat.
 
With these experiences in mind, I’m sharing some of my favorite reading discussion activities:


Anticipation Activities
In my experience, hooking students before they read is a key strategy.  Two ways to do this include using traditional anticipation guides and inquiry with text evidence. In a recent anticipation guide for Mark Twain’s, “The War Prayer,” students reported their level of agreement for the following statements:

A.  It’s unpatriotic if you do not support your country’s war efforts.
B.  Humor can be used to hurt others.

Not only do students share their opinions of these ideas, but they provide specific reasons to justify their thoughts.  The resulting discussions give students background for important topics and themes that arise in the text.

In the inquiry activity, students act like detectives and look closely at text.  In these text evidence anticipation activities, I prepare strips of sentences from an upcoming reading, cut them out, and laminate them (for future use).  

Then I give each student at least one line of text.  They write their lines on the handout and get out of their seats to gather lines from one another.  Once they’ve read and written a number of sentences, they analyze the text, draw conclusions, and make predictions about their upcoming reading. 

Numbered Heads
This is an easy discussion activity that involves cooperative learning.  Additionally, once students are familiar with the format, it can be used repeatedly.  Essentially, students review a text selection and answer several questions that are scaffolded, leading to multiple answers. 

To begin, students are arranged into heterogeneous groups of 3 – 5, and they work together to answer the questions.
Even though they work together, they’re all held accountable during “numbered heads.”  Students are randomly assigned numbers and when their numbers are called, they stand and share answers.  The trick, though, is to make it unpredictable by ensuring their numbers do not correlate with question numbers.  For instance, I may ask my numbers “ones” to stand and answer question number “four.”  Each student who is standing shares a part of the answer so that all standing students are able to participate. 

Close Reading Scenarios

I’ve expanded upon this idea from a student teacher with my own twist. The discussion handout revolves around an event from a novel and requires students to work together to investigate the text.  Recently, I completed this with Myrtle’s death in chapter 7 of The Great Gatsby.  After forming groups, each student selected a role such as the medical examiner, police investigator, witness, etc., to determine what actually happened in the accident. 

After completing the close reading, students read informational text about the laws, crimes, and punishments for driving while intoxicated in our state.  Next, they reviewed the “evidence” they gathered and determined which characters should be charged with crimes.  Finally, they provided a rationale for the criminal charges they would file.

I've also created another close reading scenario for To Kill a Mockingbird where students gather evidence from Tom Robinson's trial and become jurors who must determine a verdict.

Boxing
I tease students at the beginning of these discussions and tell them we will be “boxing” in class.  It’s corny but always gets a laugh.  Then I pass out sheets of printer paper, and students fold their papers into four “boxes”.  In each box, they complete a reading task for the pages we are reviewing.  These tasks often include drawing illustrations of important ideas and events, determining the meanings of words, identifying literary techniques and author’s purpose, and responding personally to the text.  After they work individually, they share in partners, small groups, or whole-class discussion. This is a simple strategy which involves minimal preparation and can also be used repeatedly! 



Written Conversation
Here is another great idea that I received from a student teacher.  In this activity, students have a conversation through their writing.  I give them a prompt related to the reading and after responding, they pass their papers to partners, who respond to the original writers.  In the response, the partner may evaluate, elaborate, or modify what the original writer shared.  This conversation continues back and forth with additional questions.  At the end of the silent (but written) conversation, we can discuss ideas together as a class.



Digital Task Cards
I’m using task cards to have
students review their reading in Google Drive.  My school is slowly moving to a 1:1 environment.  Our ninth and tenth grade students have been given laptops, but my 11th and 12th graders still use a laptop lab in class when I sign up to use them.  As I prepare for my students to be 1:1 next school year, I’ve developed activities for them to try in class. With these digital task cards, I use Common Core Reading Anchor Standards to create prompts, and let students select from several questions for their responses. 

I hope my activities can be used in your classes, too.  What ideas do you have for reading discussions?  Please share in the comments below.




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"Best of the Best" Secondary ELA Blog Hop

Best Ways to Teach Argument

Today I'm joining Secondary Sara and other fantastic teacher bloggers to share one of my best resources for teaching argument.  Ever since the move to the Common Core State Standards (CCSS), I’ve incorporated more practice with argumentative writing and the analysis of arguments.  These standards demand critical thinking skills from students and require frequent practice. Notably, as I've worked with the CCSS over the years, I've learned that there is a difference between teaching students to write traditional argumentative research papers and preparing them to analyze the effectiveness of an author’s argument, so they can write analytical essays about the author’s choices. With this in mind, here is how I organize my instruction.

The Traditional Argumentative Research Paper

Several years ago, I taught English 101 at the local community college as an adjunct instructor; this gave me experience teaching the argumentative essay, a major assignment in the college curriculum. My fellow instructors encouraged me not to assign essays about clichĂ© topics such as school uniforms, legalization of marijuana, or gun control. While these topics are fine to use, students often have opportunities to write about them in other classes and rarely have new ideas to bring to their writing. Thus, I needed a way for students to choose appropriate topics that would  be current, compelling, and interesting to read.

A useful tool for finding topics was The New York Times Room for Debate website. On a weekly basis, The New York Times invites experts to contribute short editorials with their opinions on timely issues. In fact, a recent visit to the website shows the following engaging topics:


What’s behind the spreading creepy clown hysteria?
Should every young athlete get a trophy?
Can a meme be a hate symbol?


Typically, four - six contributors provide insight with their positions on the topics. These are short articles that provide quick introductions, and students can use their reading as a starting point for more in-depth research with scholarly articles. 

Quick Practice with Argumentative Writing Prompts

There isn’t always time for my students to write longer argumentative essays, and I don’t have the time to grade several of these research papers in one semester. Consequently, I’ve developed shorter activities to give students practice with argumentative writing. One of my favorites, my best-selling Argument Bell Ringers, can be used in a variety of ways and gives students repeated practice on a myriad of issues. In this resource, which is on sale today, there are thirty engaging topics for teenagers including some of the following: distracted driving, electronics in class, the high school dropout age, employment restrictions for teens, cyber bullying, college entrance exam requirements, public displays of affection, tanning bed age restrictions, and over-prescription of ADHD medications.

These prompts present claims and students must brainstorm evidence, counterarguments, and refutation for the claims. They make useful bell ringers in my ninety-minute class periods but can be used as other activities or for different purposes in shorter classes. For instance, each bell ringer activity can be split over a three-day period, as students complete one section at the beginning of class for each day. These can also be used for cooperative learning; students can work in small groups to brainstorm ideas together.  Or, if preferred, a teacher can use them with learning stations.

Analyzing Author’s Craft
In my experience with PARCC, our state’s standardized literacy assessment, students don’t actually write traditional argumentative essays. Rather, they are expected to read texts and analyze the arguments presented by the writers. These texts are often primary and secondary sources from history such as "The Speech to the Second Virginia Convention," "Ain’t I a Woman?" and "Letter from a Birmingham Jail."

To give students practice with this skill, I teach them to identify and evaluate the rhetorical appeals and structure of the arguments in these texts. An easy activity uses my free argument taskcards. These task cards are used after students have become familiar with the following terms: claim, reason (justification), evidence, counterclaim, and refutation. By using task cards, I can differentiate my instruction and make it more hands-on than giving a typical worksheet.

How do you teach argument?  What makes it interesting in your classroom?  I'm always interested in new ideas, so please share in the comments below.

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#WhyStudentsWrite


Last week the National Council of Teachers of English sponsored the National Day on Writing. They celebrated writing with a social media campaign which asked people to share why they write using the hashtag #WhyIWrite.

Unfortunately, even though there were many interesting ways to incorporate the day into my classroom, I didn’t have much time to add a new activity to my curriculum lessons. 
Nevertheless, I still wanted to acknowledge the day.  So at the last minute, I looked at my empty bulletin board and decided my students would write tweets explaining why they write (thanks Glitter Meets Glue and Presto Plans for the clip art and exit slips).

Most students were excited to complete this activity, but of course, there are students who don’t enjoy writing, so I gave them permission to be honest.  This resulted in a handful of tweets that said they write “because I’m forced to” or “because I want to pass English.”  As a person who loves to write, these responses made me sad, so I’m pondering the following questions:  why do we make students write?  what do we require students to write?  and how do we make students write? 

The obvious answers are that we ask students to write to pass standardized tests, to meet course requirements, and to prepare them for college and work.  We identify purposes such as “writing to inform,” “writing to explain,” and “writing to persuade,” or we assign argumentative, narrative, and literary analysis essays.

Thinking about how to implement best practices for writing instruction is not a new idea for me as I have worked with the Eastern Shore Writing Project, an affiliate of the National Writing Project, for many years.  In fact, this summer I interned as a facilitator at our Invitational Summer Institute (ISI) where teachers from around the region in diverse grade levels and contents developed teaching strategy toolboxes for writing instruction to use in their classrooms.
What I was reminded of this summer, though, is that a primary purpose for writing is to connect with others. Writing for human connection reminds us that we are not alone in this world.  Our stories connect us through our fundamental human experience.  We are in this life together – whether the people we write for are our family, friends, community members, or seemingly strangers from around the world.  Most importantly, writing for human connection helps us understand one another, build empathy, and hopefully, create a more peaceful world.

Regrettably, with testing mandates and curriculum requirements in mind, teachers may neglect to incorporate writing for human connection.  But it’s important, especially if we want to encourage our reluctant writers to feel positive about writing.   Even I need to remember that sometimes we have to do what’s best for our students, no matter what pressures we experience from outside of the classroom.  Students want to write to express their feelings and to have their voices heard by others.   

So how can teachers incorporate more writing for human connection?  Here are some possibilities:

1.  Journaling
Regularly let students write about their feelings, opinions, and reflections on a host of topics.  This writing should be informal and can take various formats such as diary entries, letters, lists, webs, etc.  This can be intimidating for a teacher who then asks, how will I grade these? And maybe the answer is that it’s best not to grade many of these journals.  Maybe it’s okay to collect them occasionally and ask students to choose which journal they want you to grade.

2.  Choice
Give students choices and creative opportunities in their writing whenever possible.  One way I accomplish this is to provide a “menu” of writing activities that students select from.  For instance, when my students complete their reading of an excerpt from Henry David Thoreau’s Walden Pond, they can choose from nine activities.  Some of these include reflecting and writing about nature, researching and writing about the Tiny House Movement, or writing an imaginary diary entry from Thoreau’s perspective of life in current society. 

3.  Sharing
To help students connect with others, let students share their writing.  This does not have to be done with every assignment or always have to be in whole class discussion, but there should be frequent times for students to share in partners or small groups.  Teachers can also display student writing on classroom bulletin boards, school showcases, or encourage students to publish their writing in school newspapers, local publications, or online forums.

4. Inspiration
A participant from this summer’s ISI gave each of us a plastic egg with a paper that said, “Your idea can change the world.”  Teachers should encourage students to change the world with the ideas that they express through their writing.  Call students “authors” and reward them for sharing their writing.  Sometimes I offer enrichment points to students who will read their writing aloud in front of the class.

The most rewarding outcome of this summer’s internship was the opportunity to write for myself.  In years past, I had written eighty pages of a memoir but had stopped because of writer’s block. By responding and writing to daily journal prompts at this summer’s ISI, I moved past my writer’s block and began to once again work on my memoir.  Hopefully, just as the ISI motivated me, I can encourage students to share their voices.


How do you help students write for human connection?  I would love to try out some of your ideas.  Please share in the comments below:
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Secondary ELA Seasonal Blog Hop: A Spooky Story Three Ways



In high school we don’t dress up for Halloween or have class parties, but we can still make connections to the season and have fun.  This week I’m joining The Creative Classroom and other fabulous secondary teachers in a seasonal blog hop to share how I teach my favorite spooky story. 

Since my primary prep is American Literature, Washington Irving's story, "The Devil and Tom Walker," is a relevant classic to incorporate into my instruction.  The reading level is accessible to most students and Irving builds supsense to keep them interested in the story. 

In the story, the greedy Tom Walker makes a deal with the devil for money.  Even though the story is set in 1727, the theme about the desire for material wealth is certainly applicable today.  It’s also an excellent story for teaching literary elements including characterization, foreshadowing, irony, and allusion.

This year, I’m using the story to give my students practice with narrative writing and prepare them for their upcoming PARCC assessment.  For years, I’ve neglected creative writing in my instruction, but the narrative writing prompt gives me a new opportunity to let students use their imaginations.  In two weeks, my students will read the story and write a new ending in which they will tell what happens to Walker after he’s taken by the devil.  This prompt, of course, could lead to some wildly fantastic tales, so I’ve developed some tools to guide students in the right direction.  You can access this free resource here.



In the past, I have used the story to make interdisciplinaryconnections and surprised students with math activities in their English class! Since Tom Walker is a “usurer,” I’ve used the story to help teach students about interest rates on student and car loans, and credit cards.  My high school students appreciate the application to “real life.” 


In another lesson, I’ve made nonfiction connections to the story with an article from The New York Times which explores the culture of greed on Wall Street.  This lesson guides students through close readings of the texts and ends with students choosing from a variety of nine activities for their final assessment.  Activities range from researching topics such as the financial crisis of 2008 or the Faustian legend, to interviewing family about how they handle their finances and budgets, to writing a diary entry from an imaginary person living during the era of the The Great Depression.

Do you teach scary stories?  Tell us about them in the comments below.

Find other great blog posts for Halloween in secondary ELA below.

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Keeping Students Focused




So last week our school celebrated homecoming, and as usual, everyone was distracted by “dress-up” days, evening activities, voting for the homecoming court, and of course, the dance. When I was a new teacher, I never paid attention to special times of the school year- whether they were holidays, field trips, dances, or important sports competitions.   I took my job seriously and expected that nothing would interfere with my students’ learning.  I kept the mindset that students were in school to learn, and it was their problem if life distracted them.

Of course, this didn’t make me a very successful teacher during these times, but fortunately I’ve learned from my mistakes!  Over the years, I’ve realized that teachers need to be flexible.  I was a student once, too, and even though it was a long time ago ;) I remember how exciting these times of the year were, so I shouldn’t fault my students for being distracted.  Instead, now I try to help them manage their enthusiasm for these activities while they also continue to learn.

Here are a few tips that I use to help make these weeks manageable:

1.  Acknowledge there is a distraction and plan ahead.  It’s not the wisest decision to make the Monday after homecoming weekend (or Halloween, or Thanksgiving, or prom, etc.) the due date for a major project.  The reality is that many students will not complete the assignment.  Then you’ll have to decide if you’ll let them submit it late or fail the project. If they fail, are they learning?  Ultimately, making the due date on the Tuesday or Wednesday after a special weekend gives them a weeknight or two to finish homework and will result in less hassle for you!

Parents will also appreciate this forward thinking.  For instance, at holidays, many parents struggle to balance travel plans with school schedules.  Consequently, they will likely thank you for making it so their children don’t have to stay up after arriving home from a delayed flight at 10:00 p.m. on Sunday.



2.  However, still keep students accountable during these weeks.  Although it’s important to recognize the holiday or event taking place, and maybe even incorporate a few fun activities, it’s important to continue with lessons from the regular curriculum.  In my class, students have vocabulary assignments every day, and I make sure to collect them. 

With my high school students, I talk with them about planning ahead.  For example, I tell them that they may want to complete their upcoming vocabulary index cards during the weekend before a special week.  This way they can enjoy the evening activities that take place during our homecoming week.  No doubt, this is a helpful lesson for their futures at college and in work.

3.  Participate in some of the fun.  I honestly don’t feel that excited about homecoming anymore (between being a student and teaching high school, I’ve just experienced 17 homecomings) but I still want to connect with the students and have school spirit.  Therefore, I choose a few days to dress-up for during the week.  My students notice that I’m taking part in activities that happen outside of English class, and it opens conversations with them.  Even though I think my English class should be the center of everyone’s attention, lots of my students, parents, and other staff members won’t agree.  They have their own interests and priorities, and I need to accept that. 

My colleague and I dressed up for "Twins Day."

4.  Maintain regular routines.  I believe that structure and routines are beneficial to my students’ learning.  They know they can expect certain warm ups, lessons, and activities on specific days of the week.  For example, they know that I always start with journal writing on Mondays and that we begin class with silent sustained reading on Tuesdays and Thursdays.  This helps me plan my semester and provides consistency.  As much as possible, I keep these routines during special weeks during the school year. 

What advice do you have for keeping students focused during the holiday season or other eventful times during the school year?  I’m always interested in new ideas so please share in the comments below!


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Active Learning


Why do so many teachers expect students to sit and listen to lectures when the research shows the strong connection between physical activity and learning? In fact, Eric Jensen, author of the book Teachingwith the Brain in Mind, says, “When we keep students active, we keep their energy levels up and provide their brains with the oxygen-rich blood needed for highest performance. Teachers who insist that students remain seated during the entire class period are not promoting optimal conditions for learning.”

Maybe teachers are reluctant because they think it will require more time to prepare lessons that involve movement, or perhaps they are worried student behavior will get out-of-control.  However, in my experience students are often more engaged and well-behaved when they are allowed to get out of their seats in my English classroom.  Whether it’s getting students to rotate around the room for a carousel activity, moving to corners of the room for a debate, or walking around to interview one another, students appreciate the opportunity to get out of their seats.

Games are another way to get students moving. I often use Trashketball games because they motivate students with their love of sports. Additionally, the games encourage friendly competition because the teacher arranges the class into teams.   This team approach is an excellent way to meet the needs of all students, especially when they are arranged in heterogeneous groups. The rules to these games also encourage students to work together on their teams to solve the answers; they can keep trying to find correct answers even after they have made a mistake. The games don’t require many materials and they’re easy to play.

I provide power point Trashketball games that include detailed rules and explanations for both the students and the teacher.  Furthermore, each game provides a brief review of its topic and includes several rounds of practice exercises. Even in middle school and high school, holiday themed games can make learning more fun.


How do you get students out of their seats?  What grammar concepts do you teach?  Share your ideas in the comments below.
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Hooked on Books


Do you have reluctant readers in your classes?  With access to so much technology today, including social media, it can be hard to HOOK your students on books.  Even though it’s challenging sometimes, it is one of the most rewarding aspects of being an English teacher.

Ever since Mrs. McClure, my 5th grade teacher, enticed me to read Taran Wanderer from Lloyd Alexander’s series, The Chronicles of Prydain, I have been a reader.  I know that if I can do the same for some of my students, I will give them much better chances for success in college and life.  In fact, research shows that reading can contribute to success in many facets of life such as health, general knowledge, community involvement, and cultural awareness.  But to me, the real benefit of reading books is the ability to escape the tedium and difficulty of real life at times.

With this in mind, I’ve put together a list of ways teachers can hook students on books:

1.  Capitalize on the upcoming campaigns for Banned Books Week  and Teen Read Week.  Teens often have a natural desire to be rebellious, so “teasing” them with books that have been challenged in schools and local libraries is a sure bet to get them interested in a book.  Lure them to read with the unanswered question such as “What’s in this book that people are afraid of?” and “Why don’t people want you to read this book?”  Even many classics have been challenged, so this may be a perfect opening into a “boring” classic. 

2.  Give students choices in their reading! In the past, I started with a whole class reading of novels such as To Kill a Mockingbird or The Great Gatsby, but that often shuts down my struggling readers right away.  Now, I start my school year by taking the students to the library within the first few days and use this lesson to guide students toward effective book choices. 

I immediately start Silent Sustained Reading (SSR) at the beginning of class and reinforce their book choices by asking them to show their books for Preferred Activity Time (PAT).  Additionally, I model by reading in front of them.  And to help manage their reading, I have students write the titles and authors of the books selected, so I can keep track of their choices.  This is useful information when talking with parents and school staff.  Finally, I assess their reading with weekly reading logs, which gives them practice with the selection of meaningful sentences and literary analysis. 

3.  Always be a role model.  Talk about the books that you read and enjoy.  During the summer, I am a voracious reader.  Most of the books I read are for my own pleasure but I also make sure to include at least one young adult novel.  And since my students are juniors in high school, many are interested in the same books that I read.  This summer two of my favorites included Mudbound by Hilary Jordan and All the Light We Cannot See Anthony Doerr. I also read Red Queen (thanks to a suggestion by The Literary Maven) and asked my librarian to order the series.  I already have several students reading some of these books.

I hope you like some of these ideas and can put them to use in your own classroom.  Do you have more ideas for getting students engaged with reading?  Please share in the comments below.
 
Also, in celebration of blog redesign I am hosting a giveaway this week for a resource of your choice from my store.  Enter to win below!

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