Final Analysis of the writing and reading modules from the students:
Most said that the writing modules helped them create better essays. Their body paragraphs were more detailed and "layered." Overall, they were more organized and made sense - or at least they got fewer comments like "what does this mean?" and "what are you trying to say?" Several mentioned that their conclusions were stronger and they finally understood what write in the conclusion. Other mentioned that their introductory paragraphs had "hooks."
The reading modules... well, teaching reading in high school is tough. I think we can all agree that everyone expects that students are able to read in high school with no problems - even the students themselves. Reading smarter, rather than harder is a little difficult to teach to those who believe they already know how to do it. They did get some good during-reading strategies from it, but how often they will be used outside of this course? I try every year to get students to "mark up their books" using post-it. Unless I specifically tell the students it's required, they won't do it.
I've started planning my year schedule. This year I have 3 preps... I'm not sure why, but almost everyone does. Since I've no longer got several periods open for sophomore english, the regular sophomore classes have been meted out amongst 4 different teachers. Is the principal trying to get the most out of WASL prep? Trying to figure out who is the best WASL prep person? The fifth teacher has the sophomore honors classes... so basically, everyone is teaching at least one sophomore english class. Weird.
I'm still trying to organize my AP class. Once I get the pacing and mapping down, the rest should be easy... but it's that mapping that is so hard to figure out! What do I teach first? Do I jump into a novel? Stick with articles and rhetoric? At least I have the month.
Most said that the writing modules helped them create better essays. Their body paragraphs were more detailed and "layered." Overall, they were more organized and made sense - or at least they got fewer comments like "what does this mean?" and "what are you trying to say?" Several mentioned that their conclusions were stronger and they finally understood what write in the conclusion. Other mentioned that their introductory paragraphs had "hooks."
The reading modules... well, teaching reading in high school is tough. I think we can all agree that everyone expects that students are able to read in high school with no problems - even the students themselves. Reading smarter, rather than harder is a little difficult to teach to those who believe they already know how to do it. They did get some good during-reading strategies from it, but how often they will be used outside of this course? I try every year to get students to "mark up their books" using post-it. Unless I specifically tell the students it's required, they won't do it.
I've started planning my year schedule. This year I have 3 preps... I'm not sure why, but almost everyone does. Since I've no longer got several periods open for sophomore english, the regular sophomore classes have been meted out amongst 4 different teachers. Is the principal trying to get the most out of WASL prep? Trying to figure out who is the best WASL prep person? The fifth teacher has the sophomore honors classes... so basically, everyone is teaching at least one sophomore english class. Weird.
I'm still trying to organize my AP class. Once I get the pacing and mapping down, the rest should be easy... but it's that mapping that is so hard to figure out! What do I teach first? Do I jump into a novel? Stick with articles and rhetoric? At least I have the month.
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