It doesn’t have to be epic. The intention to be epic gets in the way of doing work. I know this, because I’ve tried to be epic.
Professional blogger Ev Bogue, startled me into rethinking the sweeping plans and goals I keep setting for myself as a teacher – yet never quite reach. Due to an increasing familiarity and understanding of the new Common Core State Standards, and due to participation on a professional learning team (PLT) I’ve acknowledged over the past year that I sorely need to renew the focus of my lesson planning in order to strengthen classroom instruction: particularly in my senior elective English class.
This semester course attracts students with wildly varied reading and writing skills. Yet due to the nature of the course, it is possible that students who seem to get away with doing too little, yet pass, are those who are most in need of remediation.
How do I strengthen the course requirements in order to do a better job of reaching these students?
I’d been thinking it would have to be an epic undertaking. But now, because of working with the CCSS, as well as PLT work, I realize the epic work is done. A focus on renewing instruction in this particular class should be easy for me to begin. Here’s how:
#1 Students self-select independent reading texts in this course. Use the CCSS Appendix A – sections entitled “Why Text Complexity Matters” and “College, Careers, and Citizenship: Steady or Increasing Complexity of Texts and Tasks” as an informational piece on the first days of the new semester. Let students read, analyze and discuss what researchers have found regarding levels of vocabulary difficulty and how college course reading expectations differ from those of our high schools.
#2 Students generally choose contemporary young adult, high interest, best-selling novels. Use the CCSS Appendix B text exemplars to inform students of expectations for high school graduates reading capabilities. Require students to choose text in a more thoughtful and direct way, perhaps including analysis of reading level and engaging them in analysis of text complexity.
#3 Students write short reader responses. Use the CCR Anchor Standards for Writing to tighten up response expectations, including making these timed argument, informative, or explanatory pieces with clear expectations as described in a thorough rubric.
#4 Students share all book selections with the class. Use the CCR Anchor Standards for Speaking and Listening to tighten up classroom expectations regarding the information currently shared in a Socratic format, including research and presentation of authors as well as story line.
Renewal of instruction does not have to be “epic”. I need to do two things: focus instruction on the standards, and share with students the established expectations of our state and district in order to strengthen and refocus their learning.
It is hard to believe that one-half of the school year is already behind us. We hope that you have taken an opportunity to restructure your lessons and units around the SACI framework. We have enjoyed hearing from you on the successes you have experienced in your classrooms. Please continue to share with us your positive experiences. You can contact us at firstname.lastname@example.org
We wish you continued success for the remainder of the 2011-2012 school year.
Please share our content with your colleagues and follow us on Twitter @core4all.