High School English Teachers Chatboard

Teri Basically, this is a learn-as-you-go type of thing. There are so many variables, namely your students! What this year's students may need spelled out in baby steps, next year's students may have no problem with.

My best advice...first, look at the standards/skills you want to teach and dissect them to their smallest parts. Then, give a pr...See More

Jun 10, 2012

lostsubteacher We should have gone over this during student teaching, but I don't think my cooperating teacher was that interested in helping me. I never really got to the point where I could write really good lesson plans, and I think it's because I don't really know how to plan out a unit and make it into a monthly or weekly plan. What would you suggest? Are th...See MoreWe should have gone over this during student teaching, but I don't think my cooperating teacher was that interested in helping me. I never really got to the point where I could write really good lesson plans, and I think it's because I don't really know how to plan out a unit and make it into a monthly or weekly plan. What would you suggest? Are there any online resources that could help me pre-plan units for the grades that I want to teach? My district does not offer its pacing guides to the general public, but it's nearly impossible to plan a realistic unit without a pacing guide, isn't it?

On 6/10/12, Teri wrote: > Basically, this is a learn-as-you-go type of thing. There are > so many variables, namely your students! What this year's > students may need spelled out in baby steps, next year's > students may have no problem with. > > My best advice...first, look at the standards/skills you want > to teach and dissect them to their smallest parts. Then, give > a pre-test to determine where your students currently are. Be > sure to explain to your students that the pre-test will > determine how much work they have to do--if they do really > well, they'll have less work to do in the coming > days/weeks/etc. (Otherwise some students will just Christmas > tree since pre-tests don't "count.") Analyze the results and go > from there. > > On 6/10/12, lostsubteacher wrote: >> Hi again, >> >> During student teaching, I had the mortifying experience of >> not knowing how to summarize and explain the literary texts >> I was presenting to a group of high school seniors. >> Although I knew what I was trying to say, my cooperating >> teacher had to help me break it down every time I got up to >> the podium. Now that I have my teaching license, I feel >> inadequate, because I doubt my ability to explain the >> literature. I found that when I was reading to the >> students, I neglected to explain certain things, because I >> didn't know that they needed to be explained. The students >> had footnotes they could refer to. I'm seriously out of >> touch. What could be causing this? I did well in my English >> courses in college and should have a pretty good grasp of >> my subject matter, although sometimes I over think things. >> What should I do?

Jun 11, 2012

Lesson ideas pack

by Tolo Taylor

Jun 12, 2012

A big thank you to all of you who downloaded my lessons ideas pack. This is just a quick note to say that (after many people asking me for one!!...) a second edition is now available should you want one - see teacheractivities.co.uk Many thanks again and wishing you a happy summer. Tolo

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Novel On 6/12/12, Tolo Taylor wrote: > A big thank you to all of you who downloaded my lessons > ideas pack. This is just a quick note to say that (after > many people asking me for one!!...) a second edition is now > available should you want one - see teacheractivities.co.uk > Many thanks again and wishing you a happy summer. Tolo
...See More

Jun 21, 2012

reading teachers at h.s. level?

by lola

Jun 30, 2012

Ugh-My post disappeared...sorry for repost if it's out there

Info needed please: I'm certified in h.s. English, ESL & Spanish, and I'm thinking about getting an MA in reading. I just don't know how I could apply this to a h.s. position.

I'd like to make the transition from teaching middle school to h.s. reading/English. ...See More

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Teri There are high school reading teachers in Florida. Basically, we teach the students who fail the state test so that they can pass it the next time. All you need is an endorsement in reading-- 300 inservice credits.

On 6/30/12, lola wrote: > Ugh-My post disappeared...sorry for repost if it's out > there > > Info needed please: I...See More

Jun 30, 2012

Martin Luther King, JR literature

by Crystal Giles

Jul 3, 2012

I am considering teaching either Stride Toward Freedom or Why We Can't Wait to 9th graders. My problem is I can't decide which one. Has anyone taught either or both of these? How did it go and which would you suggest?

Thank You, Crystal Giles

Creative Writing -- Help!!

by Glory B.

Jul 4, 2012

I have been assigned to teach a Creative Writing class for next school year. In our school, this is a class that students take for an easy 4th English credit to graduate. Generally, these are students who are not on the level of higher students who progress on to Senior English or College Prep classes so the curriculum needs to be basic to meet the...See More

Novel On 7/04/12, Glory B. wrote: > I have been assigned to teach a Creative Writing class for > next school year. In our school, this is a class that > students take for an easy 4th English credit to graduate. > Generally, these are students who are not on the level of > higher students who progress on to Senior English or College > Pr...See More

Jul 5, 2012

Laurie I teach creative writing and have several ideas:

1. poetry (I choose a concept or form --i.e. imagery, rhyme, sonnets, free verse, assonance/consonance/alliteration...you get the idea. I share a few poems that illustrate a good use of this device or form and then ask them to write one. This is a good unit because you can make it as long or...See MoreI teach creative writing and have several ideas:

1. poetry (I choose a concept or form --i.e. imagery, rhyme, sonnets, free verse, assonance/consonance/alliteration...you get the idea. I share a few poems that illustrate a good use of this device or form and then ask them to write one. This is a good unit because you can make it as long or as short as you want it to be. In other words, if the kids seem to be getting bored, you can just end it and start something new. At the end of the unit, I ask them to submit three of the poems they have written along with a brief synopsis describing what it is they are trying to accomplish with the poem.

2. Short story (We talk about what goes into writing a good piece of short fiction. We do little mini lessons in irony, dialog, descriptive writing, characterization... and then they plan their story, conference with me, then write it! I have a rubric for the final story.)

3. A one act play (Again, we read one or two and talk about dialog and character a lot for this)

4. A children's book (they bring their favorite book in and analyze it first then storyboard and write one of their own. I let them work in pairs for this so they can help each other with illustrations...We also go to one of the elementary schools in our district and read them to the kids)

5. A memoir. We watch an episode of The Wonder Years so they get the idea that they are focusing on one event and how that event affected them.

6. Nacirema: Look this up. Basically we read the article on the Nacirema People (American spelled backwards) and then they choose something like the prom, a football game, Toddlers in Tiaras...and write about it from an anthropologist's point of view. This is so fun! A bit challenging for some of them, but I am amazed at the creative ideas I get from them.

7. In between bigger projects like the ones mentioned, I do little activites like observation journals, a Google Search story (look this up...the kids love it!), five word stories (again, look this up) and life lessons (I have them watch The Last Lecture by Randy Pausch on the Oprah show [link removed].)

Feel free to e-mail me. I have tons of documents I can share with you and will be happy to do so. [email removed]

On 7/05/12, Novel wrote: > On 7/04/12, Glory B. wrote: >> I have been assigned to teach a Creative Writing class for >> next school year. In our school, this is a class that >> students take for an easy 4th English credit to graduate. >> Generally, these are students who are not on the level of >> higher students who progress on to Senior English or College >> Prep classes so the curriculum needs to be basic to meet the >> educational level of the students. Any ideas for classroom >> routine, lessons, etc. would be greatly appreciated. The >> class meets every other day for 90 minutes so the class >> sessions need to be broken up somehow each day in order to >> keep their already lacking interest. > > > Use a variety of stimulus. > > Maybe start each day with a short writing activity in a > journal, using a choice of prompts. Thia should get them > settled and in the mood for work. Make them accountable for > this work - take it in each week and at least make sure they > have done it. > > They can watch a film over several days with a writing prompt > after each section, leading to an extended piece for > assessment. > > Use extracts from real life media - newspapers, websites, etc > and they can write imaginative pieces that are inspired by > these. > > Give them sentence starters. > > Build in grammar and spelling sessions, no longer than 10 > minutes at a time. Little bite-size pieces are more likely to > stay with them than extended lessons. > > These are just a few ideas off the top of my head. > Good luck.

Jul 18, 2012

Research papers anyone?

by Coach

Jul 14, 2012

After three athletes failed a six week period, my principal asked that I not put the pressure of a research paper on the students next year. He actually asked me if "any even does research papers anymore". So...does anyone still work through the research process - or am I "old school"?

skylark2868 Oh, yes! We do research papers. At my school the students do one every year in high school. The 9th grade paper is not very long, but they learn how to do MLA. The paper has to be at least 6 pages. Every year they get longer. If the athletes can't keep up with their class work and play sports, then they probably shouldn't be playing sports. I think...See More

Jul 16, 2012

marjoryt 1. I assume these athletes want to play at the college level? If so, then they must take AND PASS Freshman Comp. I and II. The national standard is that a research paper be done in at least 1 of those courses. Many instructors, including my husband who teaches computer science, require short research papers of 2 - 5 pages as a major project grade. ...See More1. I assume these athletes want to play at the college level? If so, then they must take AND PASS Freshman Comp. I and II. The national standard is that a research paper be done in at least 1 of those courses. Many instructors, including my husband who teaches computer science, require short research papers of 2 - 5 pages as a major project grade. In my sophomore level American Lit. class, my students have 2 mini-papers (3 pages, 3 sources). 2. I currently teach at a community college, and here's what we do - in Comp. I the students learn library research and MLA format. They produce an annotated bibliography and write essays. I personally require my students to write a few essays that include a few simple quotations. If there are quotations, then there is a works cited page. This means my Comp. I students get the overall concept. Our department standard, which reflects many other community colleges in the state, is that with no bibliography, they automatically do not pass the course. In Comp. 2, we do review the library research process, and begin from the first essay to require a quotation or two. Submission of a gradable paper is a requirement to pass the course. Last month I had a quarterback retaking Comp. 2 with me - he didn't do the paper last fall and failed. Without passing the course, he wasn't given a transfer football scholarship out of state. He had to do the whole course in 3 weeks, and believe me, he definitely wrote that paper and passed it before boarding the plane.

A few of us actually try to get several essays from the students EARLY in the semester. Then, we work individually with students to choose the strongest essay. This becomes the partial draft of the research paper. The student must draft additional paragraphs to be added to the research paper. These are done BEFORE any outside research. Once this draft - full of blanks - is done, we have the students add quotations from the source work. My personal preference is 3 from the source (average for my students is 5 - they generally want to add a few more). Then, they must find a relevant article from EBSCOHost (we like Academic Search Premier to find articles), and incorporate relevant quotations. Generally student know which paragraphs are weak, and they seek to fill the holes. Our final step is to find relevant websites, and then fill in the final holes. My normal requirement is a minimum of 9 quotes, using at least 2 articles and 2 websites. Average for my students is about 12 quotations, using about 2 articles and about 4 websites. Average length of the papers is 4 pages of text plus the works cited page; I've had them go as short as 3 pages of text and as long as 8.

My topics are literature based. Favorites are "Men vs. Women in Susan Glaspell's Trifles," "A Psychological Problem of Emily Grierson," "PTSD in the Snopes Family," and "Culture Clashes in Hamlet." 2. Benefits of using an existing essay as the base and requiring draft BEFORE research include: students generate a stronger thesis statement. Students generally have strong topic sentences and paragraph conclusions. They can immediately tell what is theirs and what is added (resulting in quotations). These papers actually emulate "real world" writing assignments in business and journalism - we begin with what we know, identify what we don't, and seek to fill the blanks. 3. I encourage students to use technology - print the articles and highlight, use word processing, use [link removed].

Please consult your state's curriculum standards for the grade and English. Surely somewhere something refers to library research? I would show that to the principal, because if he doesn't get on board very quickly, you are doomed to drop the rp process, condemning your students to a much harder time in college English courses.

My current crop of Comp. 2 students are finishing their drafts this week to submit the 1st draft Sunday night to TurnItIn, and we'll do revisions Monday and Tuesday. I surveyed this afternoon, and the average number of quotations already incorporated was 5; none had yet consulted a website, so all those quotations were coming from the source work and articles. All of them already had started their works cited page in easybib. Average length of the draft paper (with some quotations still to be found and inserted) was 4 pages.

I hope you find a something usable in all this content - you can tell I'm pretty rabid on the topic!

Jul 19, 2012

Help with graduate project

by Kirk Schiebold

Jul 16, 2012

Kirk Schiebold here. I'm a graduate student-teacher enrolled at Wayne State University. I need to interview two (English) teachers for my teaching methods class: analysis of middle and high school teaching.

My project is due tomorrow.

Can you answer my classroom management questions via email?

Bemoaning loss of the term fewer?

by retired science teacher

Jul 18, 2012

I believe it's the fault of English teachers' way of teaching less v. fewer that is causing people to just use "less" all the time.

Here is my reasoning:

When I was in high school, English teachers seemed to make up their own definitions without regard to the dictionary. In the less v. fewer instance, they thought that saying one ...See More

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view previous comments

retired I did not say that fewer and less were synonyms. I said amount and quantity are synonyms. Seven out of the first eleven online dictionaries here [link removed].

My gripe is that English teachers have used two synonyms, amount and quantity, to try to tell the difference between less and fewer. The "count=fewer" thing is excellent, but recen...See More

Aug 18, 2012

Paula So...

I'm not the *only* one who gets annoyed by the "20 items or less" lines out there?

:

Aug 26, 2012

Literature and Philosophy

by Laurie

Jul 18, 2012

I teach a course called Literature and Philosophy. It is a 9 week course for upper classman and to put it briefly, the course objectives are to read literature and discuss the different philosophical truths that are imparted via the text. Or, to learn philosophy through the pieces. I have structured the course into a few different parts: What is Ph...See More

marjoryt lato's "Allegory of the Cave"? It's a best seller with my freshmen composition I college students, and it's available online for free. It's ancient. It relates to how much someone will suffer for truth and education - Socrates is in it. It is an example of Socratic discussion. It's philosophy. It has "allegory" in it - which means there are many di...See More

Jul 19, 2012

Sara On 7/18/12, Laurie wrote:

Certainly all literature relates to these philosophical topics. For the meaning of life... Emily Dickinson's short poems are sadly useful. "Because I Could Not Stop For Death" would be particularly good.

If they can stand it, Joyce Carol Oates' "Where Are You Going, Where Have You Been?" has volumes to s...See More

Jul 29, 2012

Year long 9th grade English plans

by ?????

Jul 21, 2012

I have been teaching 9th grade English several years now,but I would like to have my whole year planned out. Does anyone have any suggestions where I could get a year plan, website, ect..?