Friday was my last day at Mason City High School, bittersweet to say the least. Saying goodbye to my Honors 10 group was tough. I had become particularly fond of them. Continue reading
As my first placement comes to a close, there’s one thing I wanted to make sure to do before leaving: create a student note sheet for my cooperating teacher so that she knows a little about each student going back into full-time teaching. 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
My sophomore Honors English students had just finished reading Part I of To Kill a Mockingbird, and as a transition activity, I had them journal for the first 10-15 minutes of class about these two topics:
Since Part II deals mainly, if not entirely, with the trail in Maycomb, I wanted the students to start thinking about their own lives and experiences–making connections to the book.
After journaling, we discussed their ideas as a class. Many students said they were influenced by family, peers, media, and religion. Some students argued that school was more of an influence than churches/religious establishments solely because students spend the majority of their time in school. Others said that family was a huge influence; some students argued that they had different beliefs than their family members. It was a very lively and interesting discussion!
For the second question, about our justice system, students were almost unanimous on the belief that it was unfair. They talked about things like long sentences to people that don’t deserve it, or vice versa. They talked about how money can play a huge role in someone’s consequences. They even talked about some celebrities and how the media influences the way people feel about the justice system.
I thought this activity worked well to preview what was coming next–a project that compared/contrasted the 1930’s and 1960’s–the setting of the book and the time period when Harper Lee (the author) was writing the book.
Time for another pop quiz! This time it’s over chapters 9 & 10 in TKAM. Continue reading
“Who the heck is related to who?” This is what one of my students said to me as we reached one of the final chapters of Part II and were introduced to the Christmas scene. I took a pause out of my lecture/discussion and drew a goofy map on the board. Continue reading
“How can I make teaching this book interesting?” I said to myself aloud, in the middle of the library, like a crazy person. It was a Sunday night and I was putting together my teaching plans for Monday. My Honors 10 students were just starting Part I of To Kill a Mockingbird and I wanted them to have fun. I needed some inspiration. 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