Lesson Plans/Activities

"Management and motivation are linked. Students who are interested and involved in the academic work at hand are less likely to daydream, disrupt, and defy. [Good] motivational strategies are consistent with current thinking about good instruction, which emphasizes students' active participation, collaborative groupwork, and the use of varying assessments. The three Cs create the conditions for authentic motivation: Collaboration (learning together), Content (things worth knowing), and Choice (autonomy in the classroom)."

-- Carol Simon Weinstein

_________________________________

Three Act Play organizers
(Offering different ways in to the process)


Little Red Writing Assignment - 1

Little Red Writing Assignment - 2

Little Red Writing Assignment - 3

__________________________________


Lesson created with Amanda Jonsgaard. (Teacher to develop lessons and learning activities that I have been coached and mentored to improve my classroom management and pedagogy.)

Creative Response to Classroom Rules

• Purpose: This lesson aims to give learners an opportunity to consider, creatively represent and collectively commit to the classroom rules.
• Learning Target: I can collaborate with diverse partners.
• Standard: 11-12.9.1. - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners.
• Lesson:

00 |

The previously posted, five classroom rules are quickly reviewed. Included in the “North of Excellence” code of conduct are the following rules: sit in your assigned seat; don’t talk during instruction; no PED; no profanity; no N-word. 

10 |

Learners are asked to form groups and create large, poster-sized rule books. Each learner is asked to focus on a specific rule – then create a page with (at least) two drawings and a list of reasons for having that rule. Learners are side-coached as they make their drawings and record their thoughts.  Each group then assembles their pages to create a book – perhaps adding a cover page.

40 |

End activity. As they finish stapling or taping together their books, students are told they will have a follow-up session to share each other’s work and examine books made by other classes.

Dismiss Class |

_________________________________


Sample lesson powerpoint 1

Sample lesson powerpoint 2

Sample Literary Terms crossword

Othello Anticipation Guide 

Othello powerpoint

A Raisin in the Sun powerpoint

__________________________________


Here is a good countdown timer for classroom activities!


 __________________________________


Blog Assignment 6 - DUE: Friday 2/28

A Raisin in the Sun - Critical Response Essay

Use your Critical Response handout as a guide to writing an essay that addresses the following questions about Lorraine Hansberry's, A Raisin in the Sun:

    What do you notice, in general, about the text? (Describe without judgment: "I notice...")
    What does it remind you of? (What memory, experience, story, music . . . does this trigger?)
    What emotions do you feel as you respond to this text?
    What questions does it raise for you? ("I wonder...")


Write your essay in complete sentences -- using standard grammar, capitalization, punctuation and spelling.

WORD COUNT: 300-500 words

Differentiation strategy

ALTERNATE CHOICE -- use the Bubbl website or the Mind Meister site to create a Dramatic Structure Chart for A Raisin in the Sun.  The chart should identify plot structure elements in writing as well as visually explain all six parts of the plot.

Urban Classroom Management

Cultural Relevance

Throughout this entire year of studies, I have tied the academic language and literary concepts to culturally diverse literature - mainly focusing on African American literature of the civil rights era. Titles include Dutchman, The Emmett Till Story and A Raisin in the Sun. Even our study of the classics -- Oedipus Rex and Othello -- was approached through themes of culture and social perspective.

I have endeavored to consistently use culturally relevant materials and strategies in my classroom. Of all the Shakespeare plays, Othello is surely the most relevant to students at North Senior Academy. Although the actual field trip to see Othello at the Guthrie Theater involved some unfortunate incidents, I still believe it was a valuable and culturally relevant experience. I believe it is the type of cultural activity that, if done on a regular basis, will empower our students to succeed.



Preserve the Dignity of the Learner

In Middle and Secondary Classroom Management, Weinstein and Novodvorsky advise that teachers should always follow two guidelines when addressing any misbehavior. First, teachers should preserve the dignity of the learner. To discipline learners in a way that embarrasses them will likely escalate rather than end the misbehavior. Second - keep the lesson going with as little disruption as possible. One of the key goals of the classroom manager is maximizing learning time - that means minimizing distractions.

Teaching is a strangely demanding and difficult job. At the center of the difficulty is cultural competence. According to Weinstein and Novodvorsky, the 5 basic elements of Culturally Responsive Classroom Management are as follows:

• Recognition of one's own cultural lens and biases;
  
   
• Knowledge of students' cultural backgrounds;
  
   
• Awareness of the broader social, economic and political context;
  
   
• Ability and willingness to use culturally appropriate management strategies;
  
   
• Commitment to building caring classroom communities.

Student Artifacts - Play

Learners were asked to create a dramatic plot using the basic, three-act, protagonist/antagonist structure of "Little Red Riding hood."

Learners were given a Learning Target/Rubric.


SW - sample of student play

SM - sample of student play

KT - sample of student play

TS - sample of play

.