One of my greatest frustrations in teaching is waiting for – what feels like hours – as my students wade through their bags and files to find the draft or handout they’re looking for. The ticking of the clock slowly comes into my awareness and with every second, it gets louder and louder as I gather my wits together and desperately try to hold onto them while every part of me wants to scream.
Sep 10 2024 Ashley Anderson Source This school year is very different for me. I am still in the classroom, but on a different campus. I am working mainly with students who are trying to graduate early, but have not passed one or both of their state-mandated English tests. These students are juniors and […]
I heard Dance Monkey for the first time after watching the NYT analysis. My response was limited to “catchy and cool”. All my mentor texts are new to my ELLs and they read them for the first time when I bring them to class. Their response is similarly limited to “nice and good”.
We trust you more than anyone to lead the students in your classroom through a meaningful and successful personal essay writing experience. But, maybe you know students who are approaching the college application season and don’t have your support to get through it. Maybe you know some juniors and seniors who would benefit from an […]
I know that I am “preaching to the choir” as we say in the South, but the start of school gets earlier and earlier every year. So let’s get moving quickly into something you can start working on DAY ONE with students. Most state tests ask students a variety of questions rooted in analysis, specifically […]
A guaranteed speed breaker when I enter a new school year, and meet a new batch of students with renewed enthusiasm is old errors. Do it enough over the years, and you might begin to realize that part of an old-timer’s stoicism in the face of annoying errors lies in foreseeing obstacles and being ready for them as opposed to being taken by surprise.
More importantly, however, the book blurbs and the discussions that followed served as excellent book talks. After each lesson, I saw students quietly picking up many of the books on the slides. I pretended not to look, of course.
I didn’t give them the definitions in the beginning this time. This allowed them to use the learning from the last two lessons and hypothesise what the differences ought to be. The book blurbs on the slides, much like last time, were our opportunities to discuss, argue, ask questions and share our confusion. Towards the end, when clarity was just within reach, I provided the definitions.
My main aim in this lesson is to get students comfortable with identifying boundary conditions of a genre in the face of ambiguity.
In this series, I share one such set of 5 lessons that help students identify genres more accurately. The lessons are:
L1: Prior Knowledge Check
L2: Genre – Meaning and Types
L3: Realistic Fiction vs. Fantasy vs. Historical Fiction
L4: Fantasy vs. Science Fiction
L5: Science Fiction vs. Dystopia.
moving writers 