We do something similar - we have students write up their autobiographies in expository fashion and then also have them write their memoirs to their current point in life.
We read short biographies of prominent people, living and dead, to take a look at how people live their lives and spend their lives. Martin Luther King, Brad Pitt (believe it or not - he's quite a philanthropist when he could do nothing but make movies and spend the money he makes from movies)Thomas Edison, Jonas Salk - what drives such people? (Edison was likely bipolar) We discuss the concept of choices and living the 'intentional life'. How do we take life on? Passively? Do we live to serve? Do we work to live or live to work?
Then each student tries to find a personal hero (other than family members) and they present that person to the class as a hero and try to define the qualities of heroism they saw in the person.
Last but not least, each student does s "Real Life Project" which is their projection of how their adult life will really be. Life is not school - what will they do for a living?
Then very last, we ask them to articulate some cause to which they could devote some interest and maybe some time. Which of the dozens of volunteer opportunities would they consider? What thorny issue in the world or in our country would they see themselves as being able to contribute their interest? ( we don't ask them to donate to their causes)
Kids like the class. I'm sure they'll like yours too.
We encourage an 'independent learning project' for 3 weeks in which they can engage pretty much any project they want - one of my students taught himself to play the banjo. > I want to design an ever evolving, year long, expressive > project for a class of 26. I want the foundation fornth > project to be about them, their ideas, gols, emotions, > fears, characteristics, etc through art, words, and so > forth! I have the ability to use an entire classroom solely > for this project and want the walls to be dedicated to this > "I am that" project! I could use some help with more ideas > with this...or kind of centralizing everything. It's for an > 8th grade class.
Looking for a Certified Teacher or Retired Teacher to teach and follow the Abeka academy program with my middle school age son, 7th grade , in my home 4hrs a day 4 days a wk. Florence, AL Please call ASAP 607-267-9961
Another new year is approaching! I am planning on running my math classes a bit differently this year. I would like to do some small group work with the kids, while others work on games or math boxes (we will be using everyday math). Our desks are one piece seat and desk top, so I don't have chairs for my students. I would like to have a space to do small group work using a folding banquet size table in the room, but am not sure what to use for seating. I'm looking for something inexpensive. Any suggestions? My classroom is small, so something that could be under the table would be helpful.
I'm planning for next year..and I have been assigned my sixth grade class from last year. They are great kids...but have difficulty academically and a few behaviorally. It is a small class, but majority are reading/writing below grade level and/or receive special education services.
I only have 40 minutes a day...any suggestions on how I structure my week. I have flexibility...but I want to effectively teach comprehension and writing. Last year I emphasized reading...using small group instruction...I downplayed spelling and grammar. Reading definitely improved...but not by much. And writing...a sure challenge. Any suggestions would be great.
I'm not sure that struggling readers can be good writers - is that possible to be a good writer when you're still struggling to read? Your approach of last year sounds like the one that should be continued - they have to read to write. For writing, I'd focus on sentences and writing acceptable sentences - I agree that focusing on grammar and spelling are not the key in the lock of their door. I let such kids scribe - Dragon Naturally Speaking has a free version if your school has a computer bank. I emphasize personal writing, not research writing.
> > I'm planning for next year..and I have been assigned my > sixth grade class from last year. They are great kids...but > have difficulty academically and a few behaviorally. It is > a small class, but majority are reading/writing below grade > level and/or receive special education services. > > I only have 40 minutes a day...any suggestions on how I > structure my week. I have flexibility...but I want to > effectively teach comprehension and writing. Last year I > emphasized reading...using small group instruction...I > downplayed spelling and grammar. Reading definitely > improved...but not by much. And writing...a sure challenge. > Any suggestions would be great.
Maybe try the book Unjournal...See MoreWhat about something such as the Write Source as a guide to help these struggling kids? Maybe it can provide a basis for developing sentence and paragraph skills. Many poor readers and writers have problems visualizing words and what they are writing about.
Maybe develop some visualizing techniques?
Maybe try the book Unjournaling by DiPrince and Thurston?
Maybe they need work on decoding and spelling? do you have a spelling program in place?
In addition to its character-building mission, our “Quote of the Day” conversations also offer a powerful way to promote literacy. When I speak of literacy, I am referring to the specific skills of reading, writing, speaking, listening, and thinking. [Click below to read how Steve conducts the lessons, and how the activity can be adapted for use at home by parents with their children.]
By employing the strategies described below, reading will become something that students do willingly, even eagerly, and the adults in their lives will not have to resort to trickery, bribery, manipulation, or any other tactic that will, at best, lead to temporary compliance. After all, we’re striving to make reading a joyous lifelong habit.
The first 40 o...See MoreAs I began my very first year of teaching, I find the Comprehensive Curriculum very overwhelming. When I look at it one section at a time, I feel a little better. However, as I try to map it my curriculum for the next month or so I start to contradict and quetsion my own actions as to if the decisions I am making or correct.
The first 40 or so GLE's in 7th grade Life science ar teaching science as inquiry....does. So do I just incorparte them into my lessons with Chemisry in Life which is my first unit and carry on through animal and plant cells or do I just teach Science as Inquiry first? I have totally confused myself.
It sounds like your standards are designed like ours in NJ. We also do life science in 7th and start the year with a short unit about the scientific method with a focus on designing reliable experiments. Our first section of standards is similar to yours, teaching science as inquiry. We include these all year as we teach the remaining standards. Science is meant to be hands on with much inquiry and analyzing data students collect themselves or gather from other research. I you teach hands on you will likely find that you will cover most of your inquiry standards without much extra effort. Bestof luck in your new job!
Anyone else out there not have their daily schedule of what they will be teaching? School for us starts aug 27 , we are block scheduled. So frustrating as to why administrators wait so long!!!!
On 8/11/12, anon for now wrote: > Anyone else out there not have their daily schedule of what > they will be teaching? School for us starts aug 27 , we are > block scheduled. So frustrating as to why administrators > wait so long!!!!
We do something similar - we have students write up their autobiographies in expository fashion and then also have them write their memoirs to their current point in life.
We read short biographies of prominent people, living and dead, to take a look at how people live their lives and spend their lives. M...See More