nyc education

Monday, January 30, 2006

Lesson plans for 1/30, 1/31

So here I go......

Just a few notes..
I no longer have a reading period as my students have math blitz instead. I was told that this is how it had to be and to fit my reading into another period and combine the two. So now I have to figure out how to get everything done in three periods instead of four.
I teach Social studies too.
My students are in a poetry competition and the first round is wednesday.
They must have an expository writing piece done for their portfolios.
And because the ela blitz happened during social studies we are very far behind. They haven't had social studies since thanksgiving.
I feel unfocused because I am supposed to follow the curriculum plus use a full period for math blitz. I am not a math teacher, instead the science teacher is doing the instruction. (Why can't they do test blitz during science? Or better yet with their math teacher? I was told I need to be there for classroom management.)

Here are my lessonplans...
Lesson plans 1/30/06

Schedule:

Per 1-Reading
Per2-Writing
Per3-prep
Per4-Word Study
Per5-Social Studies
Per6-Lunch
Per7-prep
Per8-Word Study-8th grade


Note: Per 1 is now used for Math Test prep. (Science Teacher does instruction)

Move reading to Per 5 and combine reading and Social Studies.

Per 2-Writing

Aim: How can we use our revision strategies to help us with our poetry?

Standard: E2

Objective: Students will be able to use their revision strategies for their poetry


Mini-Lesson: Review revision strategies
On overhead use the haiku poem from Friday and have the student’s help you revise it. Use a thesaurus to find words that you can substitute.

Work: Students will look back on their poems and revise them.

Share: Share revised poems


Guided writing: Use Rashaad’s poem (with his permission) to help with adding in.
Group: Rashaad, Sean, Laquasha, Bryant, and up to two volunteers.


Per 4-Word Study

Aim: What can we do if we don’t understand a word?

Standard: E4

Objective: Students will be able to define a suffix
Write suffixes
Recognize suffixes

Mini-lesson: On board: Suffixes with definitions. Work with students on words that use the suffix and how it relates to its meaning.

Group work: Students will work together and come up with as many words as they can for each suffix

Share: Our word list

Confer with students having a hard time. Travel from group to group.





Per 5-Social Studies

Aim: How can reading biographies of famous people help us understand the events that led to independence?

Objective: Students will be able to identify a biography
Understand how people become leaders


Mini-lesson: Read aloud Benjamin Franklin bio….

Benjamin Franklin was a hard-working and enormously successful man. He was a Writer, printer, publisher, scientist, philanthropist, and diplomat, he was the most famous and respected private figure of his time. He was the first great self-made man in America
Franklin was a second-generation immigrant. His Puritan father, a chandler (candle-maker), came to Boston, Massachusetts, from England in 1683. While a boy, Franklin taught himself languages, read widely, and practiced writing for the public. When he moved from Boston to Philadelphia, Pennsylvania, Franklin already had the kind of education associated with the upper classes. He also had the Puritan capacity for hard, careful work, constant self- scrutiny, and the desire to better himself. These qualities led to his wealth, respectability, and honor. Never selfish, Franklin tried to help other ordinary people become successful by sharing his ideas.
Franklin's Poor Richard's Almanack, begun in 1732 and published for many years, made Franklin prosperous and well-known throughout the colonies.
Some quotes
"God helps them that help themselves."
"Early to Bed, and early to rise, makes a Man healthy, wealthy, and wise." Do not be lazy, he advises, for "One To-day is worth two tomorrow."
"A small leak will sink a great Ship."
"Fools make Feasts, and wise Men eat them."
Franklin's Autobiography is, in part, another self-help book. Written to advise his son, it covers only the early years. The most famous section describes his scientific scheme of self- improvement. Franklin lists 13 virtues: temperance, silence, order, resolution, frugality, industry, sincerity, justice, moderation, cleanliness, tranquility, chastity, and humility.
To establish good habits, Franklin invented a reusable record book in which he worked on one virtue each week, recording each lapse with a black spot.
Franklin saw early that writing could best advance his ideas, and he therefore deliberately perfected his writing, not as an end in itself but as a tool. "Write with the learned. Pronounce with the vulgar," he advised. Franklin was an important figure at the 1787 convention at which the U.S. Constitution was drafted. In his later years, he was president of an antislavery association. One of his last efforts was to promote universal public education.

Ask: Why does history recognize Benjamin Franklin?
Work: Read Biography of William Penn at end of Chapter 5
Share: Why was he important?

Homework: Finish question at end of Chapter 5
Chapter 5 Test Friday.

Period 8-Word Study

Aim: What can we do if we don’t understand a word?

Standard: E4

Objective: Students will be able to define a suffix
Write suffixes
Recognize suffixes

Mini-lesson: On board: Suffixes with definitions. Work with students on words that use the suffix and how it relates to its meaning.

Group work: Students will work together and come up with as many words as they can for each suffix

Share: Our word list

Confer with students having a hard time. Travel from group to group.
Suffix quiz Wednesday

Lesson plans 1/31/06


Schedule:

Per1-Reading
Per2-Writing
Per3-Common prep meeting
Per4-Word Study
Per5-Social Studies
Per6-Lunch
Per7-Word Study 8th grade
Per8-prep


Note: Per 1 is now used for Math Test Prep (Science Teacher does instruction).
Move reading to per 5 and combine reading and Social Studies


Per1-Math Blitz

Per 2-Writing

Standard E2

Objective: Students will be able to recognize the difference between a 4 poem, a 3 poem, a 2 poem and a 1 poem.
SWABAT: Publish their own poetry book based on the 4 point rubric and checklist

Aim: What does a published poetry book look like?

Mini Lesson: Review the checklist for the Student’s poetry book
Show 4 examples and have students which book is a 4, a 3, a 2, and a 1

Work: Students will publish poetry book

Share: Have students recite favorite poems. Post on bulletin board


Per 4-Word Study

Standard E4

Objective: Students will be able to define root words and recognize them in common words.

Mini lesson: On board list common root words and its definitions. Have them copy this into their word study notebook. Work with students to come up with one word for each root.

Work: Students will work in groups to create as many words as they can using the root words

Share: Add to our list of words the new words they came up with. Chart these.


Per 5-Social Studies

Objective: Students will be able to recognize an expository essay and write one.

Aim: What are the elements of an expository essay?

Mini lesson:
Read aloud: "How to Tame a Dragon."
The function of the expository essay is to explain, or to acquaint your reader with a body of knowledge. By explaining a topic to the reader, you are demonstrating your own knowledge.
For example, if you are asked to write an essay about taming dragons, you decide what you plan to concentrate on, create a paragraph structure, and describe the process step by step.

Work: Write an expository essay that you think would help a teenager in colonial times if they were to visit the year 2006.
Sample topics
How to use a cell phone
How to take the subway
How to play baseball

Share: Your expository essay

Per 7-Word Study-class 803

Standard E4

Objective: Students will be able to define root words and recognize them in common words.

Mini lesson: On board list common root words and its definitions. Have them copy this into their word study notebook. Work with students to come up with one word for each root.

Work: Students will work in groups to create as many words as they can using the root words

Share: Add to our list of words the new words they came up with. Chart these.

Homework: Study for suffix quiz. Edit poetry book and be ready to pulish tomorrow

Sunday, January 29, 2006

lesson plan dilemma

Here I sit for the last two hours putting together tomorrow's lesson plans. They stink. Not because I can't teach, but because they are not what my administration wants. My problem is I am not sure what that is. I feel like I'm spending more time on paperwork than I should. My principal gave me a check list with a "needs improvement" for my lesson plans. He said he wanted an Aim, objectives, and assessment in my lesson plans. I looked over my lesson plans, its all there. I like my lesson plans, they work for me.
I think the problem is that they are not long and detailed. I think he wants me to write what I am going to say during my mini lesson. I'm not sure and I don't want to bring it to his attention that I am not sure because he is new and writing everybody up for petty things. I think his goal is to get rid of all of us and bring in new teachers that he can train to his liking. I know he has OCD (former boyfriend had it...I can spot it a mile away) Between his twitching and his need to move three things on his desk before he speaks he judges people based on their organization and cleanliness of their desks and classrooms. (he said he can tell our payroll secretary does a good job because her desk is neat and organized. She has screwed up the payroll of three teachers out on maternity. To me a neat desk means you're not working.)
So back to my lesson plan issue. I could ask a teacher that has a lesson plan that he likes but there isn't one, he wrote "needs improvement" for every teacher I have a relationship with. I could ask my staff developer but she is being targeted by him and is a bundle of nerves. I'm afraid one more worry will send her over the edge.....but I am going to do this tomorrow.
My last idea is the best....Post them. I am going to put them together tomorrow and post them for review. Be vicious, you're anonymous.

BTW, what are the union rules for lesson plans? I have been told two things....
They are my lesson plans and if I want to put them on a cocktail napkin I can. In a nut shell...my principal cannot dictate the format.
and
Yes, he can give you a hard time if your lesson plans are not up to standard.
My union rep is ineffective. (nice guy though) He said unless I have something in writing to file a grievance that shows he is going to give me a "U" rating he can't do anything.

stop the insanity

I am a new york city teacher and teach in the bronx. Yes, I know how to capitalize, but I am not going to worry about my grammer or punctuation or spelling on this blog. I just want to type.....fast. Ok, on to my rant.
In the four years I have been teaching I cannot believe what I am seeing. I have spent, under the orders of my administration, since september teaching to this stupid state test that my student's took last week. Four freakin' periods a day!! Then I had to push an after school program and a saturday program down the throats of the parents....."It's in the best interest of your child. This test taking strategies program will help them prepare and pass the test, which in turn allows them to move on to the 8th grade. High schools look at these scores and the best way to get into a good high school is to do well on the test."
Am I forced to say this...no. Am I even asked to say this...no. This is something I came up with myself and it works. all my students (except the ones required to go home to babysit) signed up for the program.
What are we doing? What am I a part of? I feel like shit because I am willingly (with a smile on my face I might add) pushing my students to become the next drones of society. Their lives are spent doing test prep six days a week. They are 12 and 13. I am not teaching them how to be thinkers, leaders, winners, creators, or how to use their imagination.
I will use this blog to detail my day with my students. An average teacher with not so average kids from the bronx.