Wow, where to start with this group? These students were mine from day one. They were my most challenging, but my most rewarding group. And they taught me a lot about being a tenth grader. Continue reading
Saying Goodbye to English 10

Wow, where to start with this group? These students were mine from day one. They were my most challenging, but my most rewarding group. And they taught me a lot about being a tenth grader. Continue reading
My kids finished reading Tuesdays with Morrie! Yay! To complete the unit, I wanted the students to watch the movie and to compare the book and the movie–understanding literature through multiple lenses. Continue reading
As a closing and wrap-up activity for Tuesdays with Morrie, I asked my students to take out their drawings from the beginning of the semester, there initial pictures of who Morrie was. Continue reading
Planning for my English 10 classes was different–these periods, one and four, I was taking over from the start. I needed to have a plan from day one all the way to my final day, October 16th. Continue reading
Tuesdays with Morrie is a wonderful book; probably one of my favorites. I love that it’s so personal, so confessional, so motivational, and most importantly, so relatable. Continue reading
Okay, I thought. We’ll see how this goes. I stood at the front of the class. “Today we’re going to finish the book. I’d like you to find a partner of your choice and read this final section, ‘Afterward’ aloud.” Continue reading
After reading aloud and realizing that my students were struggling with comprehension, I decided to create a set of scaffolded notes for them to take home over the weekend and complete while reading. Continue reading
In my classroom, I have my “I Can” board which states the classroom standards and ‘I Can’ statements pertaining to those standards. [To read more about that, click here.] Continue reading
As I begin to wrap up Tuesdays with Morrie in my English 10 classes, I wanted to give students the opportunity to form an opinion. Some of my students love the book. Some don’t. I wanted to get them working on opinion-based narrative writing, dip into persuasive writing, and most importantly, make arguments and back them up with support! Continue reading