Day 3
Wednesday, March 22, 2017
Before School 7:10-8:00
I print out my handouts for the day and run copies. All is well.
1st Period English 2 Inclusion
As usual, about four students are absent!! But as always, we keep on going! I flip the schedule for today to make sure we get through our work. We read the second half of “Everyday Use” and talk and comment as we go. Kids are into it and sharing thoughts. So, one thing is that I constantly am assessing my students’ understanding as we read and talk. We read a little and I ask questions. I take volunteers or kids just share…but I check their understanding as we go. After we successfully discuss the rest of the story I give them a second set of TDQs for Part 2 of the story. Students work on these at their own pace and turn them in when they are finished. After they finish, they read in their SSR books until the bell. Kids are making good progress on books. A few students need the extra time to keep working on the questions. They need more processing time. I spend the last 10 -15 minutes working individually with one young man who has and IEP and English language learner plan to get him finished up. He is a great kid but processes at a different pace than some of the other kids.
2nd Period AP Literature 9:30-11:10
Today we have fun comparing and contrasting different film versions of the Mousetrap scene. The students set up a viewing note sheet and we view a version, write notes, and then compare and contrast each version with the next. They have seen snippets from three of the films but I just purchased the PBS David Tennant version this week and they LOVE it! They actually say it’s their favorite that they’ve seen so far and they want to watch that one from here on out when we view. We have a good discussion about the impact of each director’s choices and how each director’s take can change the meaning and mood of the scene.
After the film comparison, we are pausing to start the main analysis project for Hamlet, the fever chart. This assignment is adapted from an AP workshop handbook. Students will work in groups to develop a question they will answer about a character or relationship in the play. On their own today they brainstorm and write possible questions. They are to bring their brainstorm charts in completed tomorrow and then they will get going on the project. At the end of class I chat with a few girls who are going to UNC next year about roommate selection. Oh the memories!
3rd Period English 2 Inclusion 11:15 – 12:45
After yesterday’s little post-class spat with my two boys, I am ok. It really had more to do with me, I think, than them. Before class I have a little chat with a young lady that I just love in this class. She finished a book, Aristotle and Dante Discover the Secrets of the Universe. We talk about the ending and share some cool thoughts on this amazing book. A week ago I had ordered her a book on Amazon and she is reading it now. When kids want a book, I order it. It drives my husband crazy sometimes, but it’s part of the job.
I jump right in with the same lesson as first period. It goes well. One of my boys from yesterday is zoned out, staring around. I don’t acknowledge it or pester him, instead, I turn up the volume. Asking questions, making connections and just all-around putting on a good show as we read. During one of our pauses I ask if anyone knows what Mohammed Ali’s name was before he changed it (a character in the story changes her name…it all fits). And zoned out kid answers!! Yes!!! From that moment on, I play to him a little bit more and keep him on the line. He reads with us and does well the rest of class...The kids work and those two boys from yesterday turn in the work they didn’t finish yesterday without being asked. And they both complete their work today. I’ll take it. Many read their SSR at the end while others use the time to complete their questions.
Lunch 12:45-1:25
I DO actually eat lunch with my colleagues today and it’s fun!! We basically cut up and chat and have fun at lunch. That’s nice. I love my colleagues and we have a good time.
Planning 1:30 – 3:00
I clean up a little in my room. I read a blog entry from a teacher I follow online. I respond to a parent email that’s been waiting for me all day. This parent wants to set up a conference and I email her back some specifics of how the child has been doing in my class. I get out my planner and sketch lessons through spring break and try to start wrapping my head around what needs to happen for my sophomores for the rest of the semester. I head down to my special ed. Co teacher’s room to go over the plan. I share with her my ideas and we talk about our kids and sort of settle on the plan. She gives me some good advice. We chat about other things and have a good conversation. This is collaboration. It’s not always during the time they set aside for meetings or early releases…it’s just all the time. We check in and we plan and we reflect and we improve.
After School 3 – 4:00
I pack up and head in to the media center. Our principal is retiring and the superintendent is meeting with faculty members and parents today to hear our ideas about what kind of leader we want next year. We know a lot of the people who are applying for the position. Some we don’t. We all know who we want, and we know who we think they want. It’s hard because we all love and respect our current principal and even though we know we’ll be fine…our school has had only two principals in the last 29 years. When they open the floor for discussion, I speak first to break the ice. I’m not afraid. People share and it’s pretty positive. I run out at 4 to get my kid to play practice on time.
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