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"The time has come, the Walrus said, to speak of many things..."
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I’m such a geek when it comes to teaching. Two weeks after the school year concludes, I’m ready to start again. Since I can’t have a classroom full of students to teach, I go back and revise and adapt my curriculum lessons during July Read More...
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With my Sophomore Honors students, the final unit remaining is the persuasive speech unit. Generally, the students do quite well with these 3-5 minute speeches, and I require the following: three types of sources (i.e. periodical, internet source, survey, Read More...
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Two novels I taught this year were To Kill A Mockingbird and A Gathering of Old Men. Prior to and during reading these novels, I had the kids look at some songs, poems, and historical context. Here are a few of my favorite things concerning the race relations Read More...
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Today we started the film The Matrix and the kids are enthralled. What a great feeling to know they are learning the literary devices and analyzing while enjoying the process.
Also, I introduced the double-entry journal, the Christ-like character attributes, Read More...
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I purchased some movie units from Michael Vetrie, an alternative high school teacher in Sun Valley, CA, and I’m going to try one tomorrow. I will show The Matrix in half-hour segments, so the students can do the following: compose a double-entry Read More...
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When teaching denotation and connotation I use numerous poems in addition to the literature we are reading (The Crucible’s use of “cold” is an excellent example if you are reading it, which we just were). Here are three I use with my Read More...
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To follow my previous post, here is another exercise I use with my students regarding adjectives.
First, I put a list of words on the board all synonymous with “angry:” mad, upset, incensed, perturbed, enraged, disgusted, indignant, annoyed, Read More...
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One of the first sets of literary devices I teach at any level is connotation and denotation. These are two of the most basic diction analysis techniques for students to learn since they are wide-reaching and allow students to discover tone, mood, inferences, Read More...
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I took a few pictures of projects for the end of The Great Gatsby unit. Each pair of students had to create an artistic rendition based on a quotation (Eckleburg’s eyes were popular) with an explanation, a sonnet connecting three characters, three Read More...
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A while ago I mentioned that I had my students research topics for the era in which our novels take place. We then used their findings to create visually pleasing bulletin boards. The requirements were: to include at least one image for each researched Read More...
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My American Literature class is still giving me grief. Only 19 of 32 students initially turned in the summary (that number is now 27 out of 32), and now only 18 of 32 turned in the thesis paragraph assigned two weeks ago. Grrr!
After I call all the parents, Read More...
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Is it possible to create a culture of failure?
My school is currently being asked to discover why the Freshman failure rate is so high. 1/3 of the Freshmen failed a class during their first semester in high school, and statistically speaking 30% of Freshmen Read More...
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Eureka! I created a way to keep my bulletin boards changing frequently without increasing my workload. I know it’s not rocket science or a monumental unearthing of educational knowledge, but I got the students to do the work.
I copied off a lengthy Read More...
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Recently, I sat down with one of our counselors and discussed the numerous reasons for so many freshman failures and failures in general. Of course, the normal reasons sprang up: student apathy, teacher ineffectiveness, absences, disconnections from school, Read More...
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I have a fantastic week ahead.
In my American Literature course we are finishing Poe’s “The Masque of the Red Death” and “The Raven.” Then the students get to finish their final projects, which they created for themselves. Read More...
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