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u/guster4lovers · 3 pointsr/ELATeachers

I wrote an answer on mobile, it got deleted, so I'm back on desktop for another try.

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First, what's the objective? I'll assume you're CCSS or CCSS-adjacent. For 7th grade, this is the strand on character:

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

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When I teach that standard, I use something like this:

Character Analysis on Theseus (Jim Henson's Storyteller Greek Myths)

or this:

Character Analysis on Chidi (from The Good Place) contrasted with Character Analysis on Eleanor (also from The Good Place)

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The idea is to break down the character into parts - what they say about themselves, what others (or the narrator) says about them, what they want, how they treat others, etc. - and find evidence for those parts. In both of those examples, we write down the actual words from the text. You'll see it's basically the same Google Draw document in both, but I vary the text in the instructions to best fit the character we're studying. I literally have a copy of that for every major character in every major text we study.

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Then you can dig into how to explain those observations using inferences. I don't want to accidentally spoil The Good Place for anyone, so I'll use Theseus & the Minotaur. In Theseus, the narrator says that Theseus promises Ariadne everything, just as his father once promised his mother everything.

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So what is the narrator asking us to infer about Theseus there? Not just that he doesn't keep his promises. It's also that he is just like his father, and his end will be as tragic as his father's end. That he breaks promises to every important person in his life.

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That discussion leads into the central question of the text: is he a hero? And what defines a hero? That's the question I ask them to answer with evidence from the text.

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To push them even farther, it's really about framing. If you find a traditional version of the Theseus story, Theseus is painted as a hero; in The Storyteller, the narrator is the one pushing you to the conclusion that Theseus isn't a hero. So you can compare the view of Theseus by the narrator and how it shapes our view of him. They can answer that question using evidence from both texts. How do the details given about Theseus lead you to draw conclusions about his heroism?

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Another way to go is straight text analysis. This is a passage I use from The Waves, by Virginia Woolf. I've taught this to 6th graders, both using computers and printed out and using different colours of highlighter.

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The idea is to find connections, like animals, colour words, round things, nature words, etc. and highlight the pattern in a particular colour. Then isolate the lines from each character and see what you notice about them from what they say. Look at who speaks first, and who speaks last. Look at who seems to say random, unconnected things. Look at who is a leader and who is a follower. Look at who connects what one character says to something another character says.

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You need no background knowledge on the text to draw really rich character portraits of all the children. Plus, you get to say you taught Woolf to middle schoolers, which is not an experience most people get to have.

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Let me know if there's anything that I need to explain more - this is just a quick overview of some of the stuff I use to help kids get deep into character analysis.

u/ambut · 2 pointsr/ELATeachers

We do a Folgers unit for Romeo and Juliet that has been super successful. It is all performance-based assessments and gets kids out of their seats multiple times a week. We mix the Folgers lessons and assessments with a few more traditional things (an essay and a test, for example), and we take out some of the less useful or interesting lessons (there's one where they just dance...? It's weird.). But we more or less do the unit as written and it's really enjoyable for us and for the kids. You can get all the lessons in this book. It takes us about two months to do the whole unit but it's worth it. I'm happy to send a sample pacing map that we used this past semester for this unit if you're interested. Two other things that tend to work well:

  • Start the year with "The Most Dangerous Game", which is a relatively quick read but deep enough to study things like character, theme, and other terms that freshmen might need a refresher on.
  • Things Fall Apart unit. Teaching it now for the third time to freshmen (I've also done it with older grades). The novel itself is easy save for the names, and it's a flexible sort of unit timing-wise. You can do it in like 3-4 weeks or you can stretch it to almost 2 months if you want. There's tons of room for history stuff, and Common Lit has great suggestions for paired readings. Hope this helps! I have lots of curricula so let me know if you want any materials, pacing maps, or other info.
u/impendingwardrobe · 5 pointsr/ELATeachers

Randomly, I just finished that book a few weeks ago, and I have a few insights. First and foremost, knowing who the killer is doesn't actually tell you much about the book. It doesn't tell you how everyone dies, or even if everyone dies, so there's still lots to be gained by finishing the book. If the kids are caught up on having the main mystery spoiled for them, point out the other mysteries that they still don't know the answer to. Keep going back to the "Little Indians" poem. Have them make predictions about how each person is going to die, or if they're actually going to live. Do some kind of betting pool, or give out prizes for correct predictions so that they've got some skin in the game.

You can also talk to them about the difference between reading a book "for funsies" and reading a book for class. When you read for fun, you kind of plow through and don't think too much about the author's craft. When you read for class, your main question shouldn't be, "How does the story end," they should be, "What tools did the author use to make me feel this way about this passage/character/story," or "What quotes help me to understand this character," "What is the author's purpose?" or similar.

Next, I would advise that you never go into a novel unit without an end game in mind. The end game is not to get to the end of the book, it's whatever major ELA concept are you trying to get the kids to understand. That way, if someone spoils the ending, you can tell the kids yeah we know how it ends now, but we're studying this book for story structure, or characterization, or theme, or whatever standards you're trying to hit. It doesn't matter if you know the ending. After you prep them, track this standard as it appears throughout the book. For example, when I taught Freak the Mighty to my 7th graders, I used it to teach characterization. We evaluated how the author presented the characters throughout the book, what the characters said about themselves, collected quotes as evidence as we read, and at the end we wrote an essay about whether or not the characters evaluated themselves correctly.

For And Then There Were None, you could try and get them to see how the author builds tension over the course of the story, but I tried that with my eighth graders one year using "The Monkey's Paw" and even with a short text they couldn't quite grasp it. You could probably have a lot of fun doing a characterization unit though. Do some character projects like the Split Open Mind where students analyze the difference between how the character feels on the inside vs the side of them they are displaying to the other guests, or have them do character poems for different characters (this is a pretty good template which you could adapt for your needs - do a google search, there are tons of examples), or a character sandwich (different colored paper for each sandwich ingrediant, on one side of the ingredient is an adjective describing the character, on the back side is a quote from the text, staple together), or character colors (write the character name on a peice of paper in a color, and explain on the back why you chose that color for that character using evidence), or any other character analysis project you like. Having an artistic aspect might get your kids engaged in the book again, and they'll find themselves performing rudimentary analysis without even knowing it!

For additional ideas, I just picked up this book, and so far it's got some interesting stuff in it that you might be able to use. Also look for books on teaching book clubs, they've usually got recommendations for great projects that are engaging and help kids get deeper into the text.

Hope I've thrown something at you that might help! I hate it when you have that one kid that wants to be a jerk and spoil it for everyone else. When it happens to you again (because even if you ask them not to, it will probably happen again), don't confirm the spoilers. Just shrug and say, "I don't know, it could be!" with a significant look. You have enough authority that the kids may not believe the first kid if you don't confirm what he says. Then have a stern conversation with that knucklehead after class. That was a power move he pulled on you, trying to disrupt your unit. It wasn't cool, and it wasn't alright.

u/tyler0351 · 7 pointsr/ELATeachers

I struggle in a lot of areas, but keeping readers engaged has always been a strength for me. Here are a few ways that work for me:

  1. Get a voice changer. Check out this Twitch streamer who uses a voice changer to do a grandma voice to screw with scammers: https://www.youtube.com/watch?v=igzPcgXd0XY
    This is what he/I use(s): https://www.amazon.com/Roland-AIRA-VT-3-Voice-Transformer/dp/B00IGDXK9Q

    It allows you to do hilarious voices and the kids really crack up at it. You'll spend around $300 for everything, but it's worth something that is such a significant portion of your job. If you've listened to many audiobooks, then you know a good narrator can make or break a book, and it's no different in your classroom.

  2. Every once in a while (depending on your group's stamina), have your students act out a scene. I frequently say something like "You know, I'm reading this, but I'm just not visualizing it too well. I need to see it. I need 3 people up here. Okay, you three are the Socs and Julissa is going to be Johnny. Show the class what it looks like when they beat up Johnny." Motion creates emotion, so while students sometimes will initially roll their eyes, it always brings their mood up.

  3. Stop every once in a while and cold call (call on without warning) students and ask them to clarify things. I might say "RJ, this author keeps saying that Jonas and his family live in a dwelling. Remind us what a dwelling means in this context," or "So, we just saw our main character lie to her mother for the first time. Alex, what would you have done if you were in the character's situation?" As long as you enforce the rule that students must stay engaged, they'll pay attention just to avoid getting embarrassed if they get called on and don't know the answer. A few times is okay, but if a student clearly isn't even trying, then it becomes a discipline issue. I'm lenient if students can't find exactly where we are reading (because they may be listening even if they aren't following the words), but you'll be able to tell if they are paying zero attention.

    Those are 3 things that help for me. Of course your personality and energy level will determine if these methods work for you.
u/Sychael · 2 pointsr/ELATeachers

Get this book and adapt something from the Take a Stand and Propose a Solution section. Its a good book but it has its flaws.

The best way to increase engagement is to give the students as much power as possible. Let them decide what to research but give them scaffolded tools to help them choose a topic. Last time I did this I had many students writing about the legalization of cannabis and if they thought it was a good idea or not. Other popular topics were gun control, pit bull bans, abortion, video games as art, LBGT rights and legal driving age.

I think, and this is just my opinion man, but a research project might require more specific skill pre-teaching than you can do right at the beginning of the year. I always like to have the students start off by looking at themselves and writing about that. It helps build a safe learning environment because they cant be wrong and it helps you get to know your students.

Whatever you do make it real! Don't waste their time, they will know and make you pay for it.

u/Hermiones_Teaspoon · 3 pointsr/ELATeachers

I just use a blank spreadsheet and note errors as I find them. Comma splices, fragments/run-on sentences (they stem from the same issue so i count them together), verb tense error, subj-verb agreement, articles... whatever I find. The sheets I was using when I started didn't cover enough, so I abandoned them. I googled for a bit to see if I could find them, but I came up empty-handed.

I meant this one! https://www.amazon.com/Writers-Reference-Diana-Hacker/dp/1457666766?ie=UTF8&ref_=asap_bc
Very straight-forward, easy to use, and has an ESL section. Used this every day when I was working with ESL students!

In terms of class practices, I like to have students write informally as often as I can. We then use that writing as our 'source text' for grammar work. Having a zero-stakes piece of writing takes off the pressure of working on an essay draft (which is typically what they came to tutoring for), and you're reinforcing that grammar skills matter at every level of formality without ever having to say it out loud.

Also, /u/brownidegurl's advice on the culture of plagiarism is 100% vital for anyone tutoring a kid from Asia in writing for the Western World. Also her point about tutoring yourself out of a job. And about how to reset your sessions. All of it, really. 10/10 Would recommend again.

One more thing, too. I'm impressed that you thought to seek help from others with experience. A lot of the tutors I've worked with would have given up on this kid a long time ago and written him off. That you're seeking advice and planning to put it into practice gives me confidence that you'll be able to make changes to your tutoring style to help him, which is more than I can say for a lot of the tutors I've known working on a similar student. Well done :)

u/firstroundko108 · 11 pointsr/ELATeachers

If I could go back in time as a senior in high school, above all, I would just do more reading, and I would read widely. I did not start on the path to English teaching until I was 26, and although I did great in college and I feel that I am a successful teacher now, my weakness is my reading background. I would suggest using an app like Goodreads so that you can track your progress as you chip away at the literary canon, work by work. The texts that are going to help you the most and serve you for the rest of your career are the ones that most authors allude to, so, I would suggest that at some point you familiarize yourself with these from a literary standpoint:

  • The Bible
  • Homer's The Iliad and The Odyssey
  • Virgil's Aenid
  • Ovid's Metamorphoses
  • As many Shakespeare plays as you can read (and I just want to mention that the Cambridge School editions are the best for teaching)

    As far as resources that will give you a head start, I suggest:

  • Shmoop (but only after you've exhausted your own abilities with a text)
  • How to Read Literature Like a Professor
  • How Literature Works
  • Any Introductory Textbook to Critical Theory

    Considering pedagogy resources, by the time you are in an education program, there will be new research and new buzzwords, so I won't waste my time here, but these are my favorite resources when it comes to inspiring my teaching:

  • Rick Wormeli (Seriously, this guy is amazing)
  • Teach Like a Pirate
  • Reading in the Wild

    Lastly, if you go into an English education program with a near-perfect understanding of grammar, your life will be so much easier. I suggest these three resources for brushing up:

  • No Red Ink
  • Teaching Grammar Through Writing
  • Language Exploration and Awareness

    Good luck, and let me know if you have questions! If you do anything on this list, just read!
u/emenenop · 9 pointsr/ELATeachers

I second the motion to wait a year and get to know the kids and program. Also, it's good to get to know the political climate a bit and to build some networks of support with people who will be willing to put in a good word for you. Build a rapport with the kids who will tell their friends about you.

Meanwhile, use your year, which might be fairly easy, to do the following:

Here are the ELA state standards for OK. Get to know them like the back of your hand. Know which years are generally the same, and which years take a jump forward in expectations.

Read some books about how to teach in an English classroom. Write Like This and Deeper Reading from Kelly Gallagher will give you concrete strategies you can use for any grade. Some of them you could even do with mixed groups of mixed ages. Jim Burke's English Companion is also good.

While you have time and a fairly mild workload, plan, plan, plan. Put things on paper. Look into how LMS's work (my personal fave is Schoology, and I've tried at least a dozen different ones over the years) and what they can do for a classroom where kids have computer access.

Don't get discouraged if, after all this, they say no. What you have then is everything you need to walk into any regular classroom 6-12 if you decide to look for a new job. Good luck!

u/Coloradical27 · 1 pointr/ELATeachers

Hi, your research projects sound like a good start. I would change the project about "tragic hero" to "tragic flaw" or "tragic act." I worked with some Shakespeare scholars this summer and they said the idea of the tragic hero came about recently and it is anachronistic with Shakespeare.

Also, I don't know if you've already planned your whole unit, but I strongly recommend using the [Shakespeare Set Free] (http://www.amazon.com/gp/product/0743288505/ref=pd_lpo_sbs_dp_ss_1?pf_rd_p=1535523722&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=0671760467&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=1KZKD0PM2A0Z50Y71C31) curriculum from the Folger Shakespeare library to help you with your lessons. It is all about close reading and making Shakespeare fun. I cannot recommend it enough. Good luck!



u/teacher94085 · 2 pointsr/ELATeachers

I'm not sure if you mean Shakespeare Set Free (which is published by Folger), but I would highly recommend/second this resource. There are great activities to help students engage with the language and it goes at a pretty quick pace.

u/Lebucheron707 · 1 pointr/ELATeachers

I absolutely loved the graphic novel - you can get it in 3 different language options - original/plain/quick
Great way to engage students with a play that was meant to be SEEN.

https://www.amazon.ca/Macbeth-Graphic-Novel-Plain-Text/dp/1906332045

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there's a teacher set you can get with it too - some good activities. I don't have my work laptop on me now to send you samples though.

u/_the_credible_hulk_ · 2 pointsr/ELATeachers

A great place to start is the Folger Shakespeare Library's Shakespeare Set Free series. It's day by day lesson plans, some of which are great, some of which are so-so, focusing on performance. Here's a link: https://www.amazon.com/Shakespeare-Set-Free-Teaching-Midsummer/dp/0743288505/ref=pd_sbs_14_t_0?_encoding=UTF8&psc=1&refRID=3M92XFXTGYFZY4NJKWV6

It's the best teaching resource I've ever owned.

u/meat-head · 10 pointsr/ELATeachers

Lots of experience.

First, here are four books I recommend related to this (in rough order of practical to theoretical):

Book Love

Readicide

In The Middle

Free Voluntary Reading

Second, if ALL you did was make sure they read books and developed a love for them, it would be good.

The best way to "keep them accountable" imo is to conference with them semi-regularly to talk about the book they are reading. Something else I do is go around and write the page number they are on. This can give you data on reading rate over time. It also helps to know who is reading and who is faking.

Now, your student population will affect how/when/if you do this. But, I imagine it will be helpful for about 90% of high school populations. Maybe 100. (Free Voluntary Reading backs this up with many many studies)

It can be a struggle, but if you make it part of your culture, you will get buy-in. Consider that I work at an alternative high school with "difficult students". One of my most resistant readers this year ("I ain't reading books. I hate reading..") Has finished like 6-10 books in half a year. She probably hasn't read that many in her last 3-5 years of school combined.

One important key is getting good books.

The most common argument against high school SSR is "I don't have time to that with all the content I have to cover." Depending on how nice I was feeling, I would say, "You don't have time not to." Otherwise, I might say, "Quit wasting student time with so much 'content'. "

u/lelandhedy · 4 pointsr/ELATeachers

Check out The Autobiography of Malcolm X! It's great because Malcolm X's imagery is incredibly vivid and engaging. He provides an interesting point of view from which to see the Civil Rights Movement. It'll help students get into the reasons for his beliefs and how his own views have changed throughout his life, from before he joined the Nation of Islam and until he left it (and got assassinated).

The autobiography was essentially compiled by Alex Haley from a series of interviews he had with Malcolm X. It's written in Malcolm X's voice, so authorial intrusion isn't an issue with this book.

https://www.amazon.com/Autobiography-Malcolm-Told-Alex-Haley/dp/0345350685

u/mistermajik2000 · 2 pointsr/ELATeachers

Which play?

The Folger Shakespeare Library website has tons of lessons which are interactive, “on your feet” style.

And, I can’t recommend this enough:
Buy this book! - I used it for MacBeth last year, and gave it to my neighbor this year for A Midsummer Night’s Dream. It’s a serious game-changer with loads of lessons (entire unit plan) that are interactive and actually fun!

u/living_sense · 2 pointsr/ELATeachers

I use Critical Encounters in High School English in my classroom, and I love it. It provides excellent lesson ideas, explanations of theories, and in-depth chapters of some theories and how to introduce them. http://www.amazon.com/Critical-Encounters-High-School-English/dp/0807748927

Edit: Oh, and I also teach all levels of juniors.

u/Not_in_KS_anymore · 10 pointsr/ELATeachers

I love the text Critical Encounters in High School Critical Encounters in HS English — she has tons of good activities.

One that I’ve used before is to create lists of questions typical of several lenses and have the students do station work as they rotate through. You can do this with a full text, an extract, etc.

u/aeisenst · 7 pointsr/ELATeachers

Check out Excellent Sheep. It's a great examination of the college admissions system. Hopefully, it will shake some of the high performing students out of their assumptions.