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My name is Deanna Roberts and I'm a third grade ELA/SS teacher in Ohio. As a lifelong perfectionist and overachiever, the club has helped me achieve a healthier work-life balance and has changed my life for the better. I am much more intentional and productive during work hours thanks to the strategies I've learned in the club.
As I've been in Angela's 40 Hour Teacher Workweek Club for a full year now, (and then one year in the graduate program), I would like to post a short reflection of a few things I've gained from the club these past two years.

The strategies I've gained through the club have allowed me to leave work at work with few exceptions. My firm cut off time is 5:30 pm, which is 2 hours extra beyond contracted hours. (And remember, nothing comes home!)

There are several days each week that I leave work on time. I don't go in early. I work an average of 50 hours a week.

Here's how I do it.

Each Chromebook is numbered and has a corresponding cord in the Chromebook cart. It is their responsibility to plug their Chromebook in the correct slot. We have a Chromebook checker class job. This student makes sure each Chromebook is plugged in at the end of the day.

I won't have to change Chromebook labels every year! I have extra labels if I need to replace any throughout the year. It is a paper sticker label with Scotch tape on top. We use class numbers (alphabetical order) for all kinds of things!

Pencil pouches get turned in every Friday. I give everyone five pencils at the beginning of the year along with a notecard with their number on it. If they have five pencils in the pouch on Friday, they get a sticker or small treat. I switch out pencils that need to be sharpened for new pencils.

We have a pencil sharpener job that a student completes during bus dismissal time each day. No one sharpens pencils during the school day at all. The pencil sharpener person uses the pencils they sharpened during the week to fill up the pencil pouches on Friday afternoons.

If a student turns in their pouch with less than five pencils, I give them new pencils and they don't get the sticker. They try again the next week!

The morning class has blue pouches and the afternoon class has black pouches. I bought them 2/$1.00 at Walmart over the summer. I did have a few students who lost their pencil pouches. I gave them a gallon ziplock bag to use as a replacement or allowed them to bring in one from home. This works very well for me and by January it is self-sufficient.

This is one of my favorite things about my classroom! The procedure is that you can use the hall pass if the teacher isn't talking, and during work time, as long as we are not taking a test. One at a time, place it on your desk until you get back. If you ask the teacher if you can go to the bathroom, the answer is no! Always follow the procedure! Huge timesaver!

Indoor recess toys are stored under the counter (there is also a cabinet with board games etc.) There are two students whose job is to get the toys out and make sure they are properly put back. The big gray tub is filled with recyclables and building tools with which students are free to create with at one specific table in the room- we have a procedure. The two black trays have well-wisher forms and kindness recorder forms; these are class jobs.

When students are absent the Well-Wisher writes them a letter and puts it in their mailbox. The Kindness Recorder notices kind things and fills out a form to give them or put in their mailbox.

All extra copies go in the extra papers bin and students are free to use them as needed. This is especially helpful for field trip permission slips. The turn in trays are where everything gets turned in. The book bin contains our class set of trade books for the current module.

My classroom library books are organized by genre and author. Classroom Librarians (student jobs) keep it in order. Students are free to borrow one book at a time on the honor system. I do NOT even attempt to keep track. Pillows are for bottoms only. They are not allowed to put their heads on them.

These drawers contain extra resources for each reading unit (extra copies, extensions, etc.) and there is a drawer for each social studies strand. The messy drawer on the bottom has center work that needs to be put back in the correct place. The bins on top are for daily materials. The black organizer currently stores my teacher Chromebook and makeup work that needs to be completed.

I keep blank papers in the trays: copy, handwriting, and notebook paper. The top tray is papers to be graded. The blue binder on the bottom shelf lying sideways is my "Why" binder- I keep the mementos the kids give me in binder sleeves after I take them off the wall.

All language and speaking and listening standards have a bin on the bookshelf behind my desk. I put all of my spelling resources in a file drawer in my desk, labeled with the week.

On the right are my drawers labeled with each reading standard. On the left are drawers with supplies and other needed materials. The not-yet labeled drawers contain the current vocabulary unit work, cursive handwriting, my sub folders and emergency medicals, Book-it and PBIS materials, and test prep materials. The blue bin on top is for copies that I haven't put away yet and things that people bring me that need to be sorted.

I have a drawer for every reading standard. I put example projects, graphic organizers, and anything else that goes along with a specific standard in the corresponding drawer. This is right beside my desk.

Under the "In Progress" bin are some resources I use weekly and my meeting notes binder that I take with me to all meetings. I used to keep my sub folder and emergency medicals there, but I keep them in a drawer organizer beside my desk now.

The "In Progress" bin is where I put whatever project I am currently working on. I also put homework in here that just needs to be checked off. It is handy for when I have just a few minutes- I can choose from the more involved tasks that need to be finished or the homework that just needs to be checked off.

This hangs right behind my desk. This is one of my favorite outtakes from the club! It keeps the clutter off my desk and it is easy to go back to what I need!

My inbox, extra headphones, book return, and book hospital. The book return is managed by my classroom librarians (student job). The inbox is for tardy slips, notes from home, field trip money, and any other things students might need to turn in besides homework or classwork.

These are student maintained portfolios with monthly writing samples- other assessments go in a filing cabinet in a big pile, to be filed, eventually...

Next year, I might put the portfolios on the bulletin board in the back of my room instead. This is a high traffic area and I had a problem with papers getting torn off accidentally.

You might notice the small soccer ball on my whiteboard tray: it is an ice pack from Dollar Tree. I put it in a small ziplock bag when I hand it out and sanitize after each use. I keep several in my classroom freezer. It is essential! I also stay in supply of mints and bandaids. This saves many nurse trips!

This is how I display my goals each week. We are required to show our learning targets and for our students to be able to repeat them when asked.

This is right inside my doorway. The most frequently referenced items are the two that are currently missing; which are taken down on Fridays. These are the spelling list and vocabulary words and definitions. The rest of it is more for me than them, but I think they occasionally reference it.

The Pencil Sharpeners (class job) place all sharpened pencils here. There is another place for pencils that need sharpened. I use these pencils to refill pencil pouches and students are allowed to take them freely throughout the week. They will usually trade out a pencil that needs to be sharpened pencil for a sharp one if they need it. Our pencil problem is non-existent. Beside the pencils is the place where I put things that need to go to other places- the office, the speech teacher, library, etc. On the other side of the pencils is the pencil sharpener. Only the pencil sharpener person is allowed to use the sharpener.

I keep these handy right beside my desk. The cards are numbered so it is easy to find each student's information. I also print out the class lists of passwords and keep them in my "To Keep on Hand" folder.

Clean desk club! Also, underneath my desk, you can see class lists hanging by a magnet clip. I use the lists for everything! Field trip money, assignments turned in, reading goals met, etc. It is very easy to get a new list when I need one.

The small numbered bins on the top contain crayons, scissors, and glue sticks. The bottom bins contain our basal readers. The books are marked with duct tape (over contact paper) to correspond with the colored bins.

Glue sticks and scissors are also color coordinated. We have a table supply manager who distributes these supplies when we need them and puts them back when we are finished. (One day I will get around to labeling the book bins-maybe!)

Cubbies are numbered, with paper name tags (not laminated!) placed inside that students can choose to keep or not. The top cubby is for my afternoon class and the bottom is for my homeroom. Students keep their Fruit Binder (binder with all of their folders and their Plickers card; it is called this because I put a smelly fruit sticker on their Plickers card), their writing notebook, pencil pouch and vocabulary journal in their cubby.

It is a classroom job to check cubbies before anyone leaves the classroom. They may look a little messy, but we literally never have loose papers on the floor. Everything has a place! Desks are turned around backwards, they do not use their desks for storage. All loose/returned work goes directly in their take-home folder.

I store classroom sets of trade books for our reading program on top of the cubbies. These are dishwashing bins from Walmart. Each bin is labeled with the unit and module. This is the only thing that I keep above the cubbies. I take each bin down as I need it and place it on the back counter. We keep the bin on the counter for as long as we need the books for the module.

I have storage shelves behind the fabric where I keep extra paper towels, tissues, etc., seasonal decorations and supplies, games, and other materials.

Papers to be distributed are in the last file folder in the back. This is a classroom job. Students pass out papers every week. If someone is absent, their work goes in their mailbox.

Beside the mailboxes is the "I Need" box our art teacher made for me! This has saved me many headaches as students write me notes letting me know people are bothering them, they need supplies, etc. and I can be proactive. It is also a classroom job to check the "I Need" box every day and bring me the notes.

A place for everything and everything in its place!

Some of my favorite takeaways from the club that are not pictured are batching, stamps and grading stations. These are all huge timesavers and totally worth it!

I would also like to mention that a huge contribution to my success is that 90% of my assessments, including spelling tests and bi-weekly vocabulary tests are on Google forms, Edulastic, Readworks, or on our ReadyGen interface. They are all graded automatically except for extended responses. I love, love, love the 40 Hour Workweek Club!

Deanna implemented these systems after joining

This can be the year YOU get your systems in place, too.

The last chance to sign up is July 15th!

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22 classroom systems that make my teaching easier

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My name is Deanna Roberts and I'm a third grade ELA/SS teacher in Ohio. As a lifelong perfectionist and overachiever, the club has helped me achieve a healthier work-life balance and has changed my life for the better. I am much more intentional and productive during work hours thanks to the strategies I've learned [...]

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Google , why we are learning this

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8/26 Mon 8am Kent Free

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free whole brain teaching seminar seattle

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free whole brain teaching seminar seattle  kent

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free whole brain teaching seminar seattle  kent tickets

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FREE Whole Brain Teaching Seminar Seattle

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Got Beloved Rascals? Whole Brain Teaching Fast Track Seven Steps to Teaching Heaven With Amazon.com best seller Whole Brain Teaching for Challenging Kids and joy filled classrooms in 150 Countries, 80,000 Facebook Likes and 8,000,000 YouTube views, Whole Brain Teaching is one of the world's most popular learning systems. This Seven Steps to Teaching Heaven training will be led by Whole Brain Teaching Executive Board Member, Stacey Byl Discover seven revolutionary, incredibly powerful, instructional strategies, specially designed for maximum impact upon Beloved Rascals.

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Whole Brain Teaching - The fastest growing education reform movement in the world!

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You must be a member of our Super Improver group to access all trainings. These are Facebook Live events where you can comment live to ask questions and join in the fun. Recordings of past trainings will also be available to view anytime using the same link above.

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ecosystems, waves, matter, evolution, earth

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To learn more about the standards, click here. To learn more about the NGSS Appendices,click here.

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All different types of resources

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What are they?

Mathematically productive instructional routines are short (5-15 minutes) learning activities that teachers and students engage in together on a consistent basis so that the activity becomes routine. They have a regular structure for interaction among teachers and students, and can be used across content and grade levels for a variety of instructional objectives (Lampert, 2010).
Why are they important?
A number of researchers have recently begun to identify certain instructional routines, aligned with the rigor of the State Standards and the NCTM Mathematics Teaching Practices, that "can significantly affect the quality of teaching and subsequent learning of students" (Heibert & Morris, 2012). Mathematically productive instructional routines make students' mathematical thinking visible and require teachers to pay attention to, build on, and respond to student thinking. Using such routines frequently can support the development of a classroom culture in which sense-making is at the heart of all activity, and mistakes are "expected, respected, and inspected."

Use the following links to access engaging Mathematically Productive Instructional Routines pages:

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What are they? Mathematically productive instructional routines are short (5-15 minutes) learning activities that teachers and students engage in together on a consistent basis so that the activity becomes routine. They have a regular structure for interaction among teachers and students, and can be used across content and grade levels for a variety of instructional objectives (Lampert, 2010).

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Hosted by Chris Shore of The Math Projects Journal

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set up for success/ easy

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Free downloads- freefromJen.com
Episode 169

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SPED

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Listen to my interview with Jam Gamble, or read a full transcript here.
I can remember the first time I taught students with special needs. I was teaching sixth grade, and twelve students with IEPs had been placed in a single class period with me. Despite the fact that I'd had one whole 3-credit college course devoted entirely to special education, I was absolutely clueless. I mean, I had seen the students' IEPs, but I didn't really know how to interpret them. I was introduced to Kathy, the resource teacher who would accompany these students to class every day, but I wasn't sure what her role was or what shape our relationship was supposed to take.

And needless to say, that year was an absolute train wreck. I know I didn't serve those twelve kids well, and the remaining students also suffered, because I knew nothing about how to manage a class with such a wide range of abilities and needs.

I can only imagine how different things could have been if I'd known someone like Jam Gamble. I just discovered Jam-short for Jahmeelah-on Periscope a few weeks ago. She was talking about how she dealt with a student's misbehavior one particular day, and just listening to the love in her voice and the careful way she handled this student's feelings told me she was the kind of teacher I wanted to know. Once I realized her work focused primarily on special ed, an area I haven't given nearly enough attention to on this site, I knew I had to have her on the podcast.

Ms. Jam is a developmental services worker in Toronto, Ontario. She supports students with disabilities, holds workshops, consults, and hosts her own TV show called A Voice for All, which focuses on promoting disability awareness within the greater Toronto community.

When discussing possible topics for our interview, Jam and I talked about how many regular ed teachers feel inadequately prepared to serve the needs of students with special needs. Despite this lack of preparation, every year more teachers are likely to have these students in their classrooms. Because Jam spends every day doing this kind of work, we decided to have her share some ways regular ed teachers could make their classrooms more welcoming for special ed students.

1. Express your fears and concerns.

When we think about making our classrooms more accessible, we tend to think primarily in terms of the physical space. "You could have the most accessible classroom in terms of space and lighting," Gamble says, "but if you don't have an accessible attitude, your classroom's not accessible."

She believes "inaccessible" attitudes stem from fear, from the discomfort of being assigned to work with a child with special needs and feeling ill-equipped to do so. She says the key to breaking through this is to admit your fears and talk to someone who can help. "You have to admit if you're nervous. You have to admit if you have worries. Then you can find the right people who could help you get over those fears."

And who are those people? "First and foremost," Gamble says, "talk to the parents. Ask them about their child. How was their summer? How was school last year? What were goals that you wanted to see manifest last year but didn't manifest that we could focus on this year? What are things they're doing outside the school that we could incorporate into their lessons? Questions like that give you so much information that you can take and run with."

The other person to confide in is the support specialist at your school. This was something I didn't really do as a regular classroom teacher, and now I can't even imagine why. "This is someone who is there for the sole purpose of that student, and they understand a lot about inclusion and integration and program planning for this child," Gamble says. "Why wouldn't you talk to that person to get that juicy information that you need?"

2. Consult with your specialists. Regularly.

In my own experience as a classroom teacher, I rarely met with the special ed teachers unless I was having a problem. I didn't meet with them proactively. That was a mistake; I didn't fully understand what they had to offer.

Gamble says regular classroom teachers who make this effort, who reach out to the specialists in their building, get a lot in return. "I absolutely love some of the past teachers I've worked with who have come to me to like, 'I'll be honest with you. I don't know where to begin. Can we talk? Tell me what your skills are.' And I'm like, 'Yes. Oh my goodness, yes.'"

Because special ed teachers' resumes are not on display, classroom teachers may underestimate their skills and expertise. "Unless you ask me," Gamble says, "you wouldn't know I have supported people with disabilities from birth to seniors. I have a wide range of experience in terms of who I've supported, whether they're lower functioning or higher functioning, someone who's dependent or independent. I have a wide range of experience when it comes to seizures. I've worked with children who are nonverbal. I've worked with children who are verbal. I've worked with people who have echolalia. I've worked with children who have fears and phobias. I've worked with all these different people that I've taken all my personal experiences from them, and I've put it into this one big recipe book that a child could come in, and I could go, boom. I know exactly what to do."

3. Design activities that challenge everyone.

Much of the time, regular classroom work will need to be modified for the student with special needs. But if we occasionally flip this-creating activities that truly level the playing field-we can give that student access while also letting others experience the world the way that student does.

"Once I had a student with a visual impairment," Gamble says, "and we created a sensory challenge where everyone had to be blindfolded, and you had to touch different objects and try to guess what they were. We did a scavenger hunt around the classroom-'Four steps to the left. Three to the right. Stop. Put your arm in front of you.'-so they could experience what it was like to move around the world with a visual impairment."

4. Recognize that parents struggle with their own discomfort and fear.

Teachers will be more successful in partnering with parents if they're aware that parents may need emotional support. "Some of these parents just received a diagnosis," Gamble explains, "so they're going through their own guilt and denial and embarrassment and shame, and all those types of emotions."

These emotions can manifest as behaviors that teachers might misinterpret. "I've had parents who are very silent. They don't want to come to the meetings. When you do get them in for a meeting, they don't have much to say...there's a wall that's up. They don't seem like they want to engage."

When encountering parents who present with challenging attitudes or behaviors, Gamble urges teachers to withhold judgment. "You have to look at the background story before you judge these parents," she says. "And unfortunately, I'm seeing too much judging happening. We're looking at their external behavior, and we're not looking at why their behavior may be happening."

She also recommends helping parents see how vital their role is. When Gamble talks with parents, she explicitly asks them for their help. "I go, 'I need you. I need you to meet me halfway. I want you to be invested in this, because I'm invested in your child...if you really want me to do the magic I'm capable of doing, I need you in on this with me, and if there's things that you're scared about, if there's things you're unsure about, let's get through this together.'"

5. Read books with students that promote diversity and inclusion.

Books are a powerful tool for building an inclusive classroom culture. Teachers should seek books for their classroom libraries that have characters with disabilities. They should also read and discuss them regularly as a class.

"We don't have to wait until Autism Awareness Month or Down Syndrome Awareness Month," Gamble says. "This needs to be a weekly thing that we talk about being different and promoting differences and celebrating it as a uniqueness and not something that we have to be cautious about."

Below are two of Gamble's favorite books for sharing with younger students, along with some other highly acclaimed books for a range of age groups.
This section contains Amazon Affiliate links. If you make a purchase through these, Cult of Pedagogy receives a small commission at no extra cost to you. Other highly-rated books that promote inclusive thinking:
Share Your Thoughts

The posts on this site get better over time because of all the insightful comments shared by readers. If you are a regular ed or special ed teacher, tell us what you've learned about making your classrooms more inclusive. Parents, share your stories about teachers that have made your child feel welcome. ♦

Where to Find Jam Gamble

Website: www.msjam.ca

Twitter: twitter.com/Iamjamgamble

Instagram: instagram.com/iamjamgamble

Learn something new every week.
Join my mailing list and get weekly tips, tools, and inspiration all geared toward making your teaching more effective and fun. You'll also get access to my members-only library of free resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading!

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Creating a Welcoming Classroom for Students with Special Needs

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Listen to my interview with Jam Gamble, or read a full transcript here. I can remember the first time I taught students with special needs. I was teaching sixth grade, and twelve students with IEPs had been placed in a single class period with me.

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Balanced Literacy

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there is video of LH reading aloud

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TEACHER'S GUIDE FOR:

By Tony Medina
Illustrations by R. Gregory Christie

Synopsis
This biography in poems was published in 2002 in honor of the well-known American poet Langston Hughes (1902-1967) on the anniversary of his 100th birthday. Each poem explores a significant event or theme in the life of Hughes. Young readers learn about his lonely childhood, the racism he faced, his decision to become a writer, his years of travel, his love of New York's Harlem neighborhood, and his success as a poet. Tony Medina has written the fourteen poems in this book "through his (Hughes') voice as I would imagine it."

Background
In his Introduction, Tony Medina says that Selected Poems by Langston Hughes was one of the first poetry books he ever read. Medina writes, "When I opened the book, a whole world of familiar voices and scenes came to life. Langston was painting my world with words both plainspoken and lyrically sweet and sassy." To Medina, Hughes was a poet of the people who "celebrated the beauty of black life" and whose poetry, plays, novels, magazine articles, and short stories "expressed his lifelong commitment to justice and equality."

Extensive notes for each poem at the back of the book combine to provide a more detailed biography of Langston Hughes' life.

Teaching Tip
You may want to feature this book as part of your celebration of Black History Month in February.

Before Reading
Prereading Focus Questions
Before introducing the book, share the background information with students. Then you may wish to explore one or more of the following questions with them.

1. How would you honor someone you thought was really special?

2. Who is your favorite writer? Has that writer influenced you in some way? How?

3. What kinds of poetry do you enjoy? What is your favorite poem? Why do you like it?

4. How do you show what you are feeling or thinking? Do you ever express yourself through art, stories, dance, or poems? How do these forms of expression help you communicate with others?

5. When something is unjust, what could you say or do about it?

Exploring the Book
Display the front cover of the book and read the title aloud. Ask students why they think the author chose this title.

Discuss the front cover illustration. Invite students to comment on it and talk about who is shown, where it might be, and why the illustrator chose this scene.

Show the photograph on the back cover and explain that it shows Langston Hughes, a well-known poet, signing autographs for young people.

Invite students to leaf through the book. Draw attention to the inside jacket blurb, introduction by Tony Medina, the two dedications, and the notes at the back of the book. Plan to share these notes with students before or after they read the book.

Point out the titles of the poems and remind students to use these as they read to gain meaning.

Setting a Purpose for Reading
Have students read to find out about the life and work of Langston Hughes.

Review with students that poems can take many forms and that not all poems rhyme. Point out that poets use words in different and unique ways to share their messages and feelings. Tell students they will be able to learn more about some of the ways that poets present ideas from this book.

Discuss with students some of the other things they anticipate learning from this book based on their observations so far.

Teaching Tip
Some of the poems use nonstandard English. Explain beforehand to students that poets often use what is called "poetic license" to achieve a certain effect or feeling, as the author does in this book. Point out that poets sometimes do not use capital letters or punctuation for the same reason.

Vocabulary
Explain that Harlem is a neighborhood in New York City. Then write the following words on the chalkboard. Tell students that the words are all related to Harlem, especially during the period of the Harlem Renaissance (the early decades of the twentieth century) when Langston Hughes lived in Harlem. Have students look up the words in a dictionary and record their dictionary meanings. Then have students refer to the poems and other sources to figure out the particular meanings of the words relating to Harlem.

After Reading
Discussion Questions
After students have read the book, use these or similar questions to generate discussion, review comprehension, and deepen students' understanding of the poems and Langston Hughes. Encourage students to refer back to the text and illustrations to support their responses.

1. Who is the speaker in these poems? What makes you think so?

2. How is the poem "Little Boy Blues" like the Mother Goose rhyme "Little Boy Blue"?

3. In "Grandma's Stories," why does the grandmother tell these tales?

4. How do both the teacher and mother act in "First Grade"? Why does each act that way?

5. What is the Jim Crow Row? How do the black students feel about it? What do they do?

6. In the poem "Libraries," what makes these places special?

7. What is the speaker referring to in the last verse of "In High School"?

8. What is the problem between father and son in "I Do Not Like My Father Much"?

9. Why does the speaker throw books overboard in "Leaving Harlem for Africa"?

10. In "All My Life," what does the speaker learn through his travels?

11. Read "Harlem Is the Capital of My World." Why is Harlem so important to the speaker?

12. How do jazz and the blues affect the speaker in "Jazz Makes Me Sing"?

13. What does the speaker think words are for in "Poetry Means the World to Me"?

14. How do the oranges affect the speaker in "A Bag of Oranges"?

15. In "Sometimes Life Ain't Always a Hoot," how does the speaker view life?

Literature Circles
If you use literature circles during reading time, students might find the following suggestions helpful in focusing on the different roles of the group members.

The Questioner might use questions similar to those in the Discussion Questions Section.

The Passage Locator might look for lines in the poems that express the speaker's feelings.

The Illustrator might draw pictures showing his or her personal interpretations of one or more of the poems, or choose to highlight parts of the poems other than those the illustrator showed.

The Connector might find and share poems, songs, or stories by other writers of the Harlem Renaissance.

The Summarizer might provide a brief summary of each poem for the group.

The Investigator might find poems written by Langston Hughes to share.

There are many resource books available with more information about organizing and implementing literature circles. Three such books you may wish to refer to are: *Getting Started with Literature Circles* by Katherine L. Schlick Noe and Nancy J. Johnson (Christopher-Gordon, 1999), *Literature Circles: Voice And Choice in Book Clubs and Reading Groups* by Harvey Daniels (Stenhouse, 2002), and *Literature Circles Resource Guide* by Bonnie Campbell Hill, Katherine L. Schlick Noe, and Nancy J. Johnson (Christopher-Gordon, 2000).
Reader's Response
Use the following questions or similar ones to help students engage with the story and personalize the text. Students might respond in reader's journals, oral discussion, or drawings.

1. Reread the poems. Which ones suggest joy? Sadness? Pride? Other emotions? What were the circumstances that elicited these feelings?

2. Which poem in the book is your favorite? Why?

3. What kind of person do you think Langston Hughes was? What parts of the poems make you think so?

4. Reread the poem "Poetry Means the World to Me." What means the world to you? Why?

Other Writing Activities
You may wish to have students participate in one or more of the following writing activities. Set aside time for them to share and discuss their work.

1. Have students find out about the Jim Crow laws and write a report about them.

2. Introduce or review similes and metaphors. Explain that similes compare unlike things and contain the words like or as. Give as an example this simile from "Leaving Harlem for Africa": "I am letting go of my past like tears dropped from my face one by one." Explain that metaphors are comparisons made without the use of like or as. Give as an example this metaphor from "Harlem Is the Capital of My World": "Harlem is a bouquet of black roses." Then challenge students to write similes and metaphors of their own.

3. Ask students to reread the poem "Libraries," then write their own poems about places that are special to them. Encourage students to include similes and or metaphors in their poems.

ELL/ESL Teaching Strategies
These strategies might be helpful to use with students who are English language learners or who are learning to speak English as a second language.

1. Have strong readers make tape recordings of the poems. ELL/ESL students can follow along in the book as they listen to the poems.

2. Preteach key English vocabulary to help keep English language learners focused on the poems. Post these essential words on the chalkboard.

3. Pair strong English speakers with ELL/ESL partners to help explain the poems and word meanings as they read the poems together.

Interdisciplinary Activities
To help students integrate their reading experiences with other curriculum areas, you might try some of the following activities.
Social Studies

1. Use the poems and notes in Love to Langston, along with other resources, to make a timeline of Langston Hughes' life. In addition to the events covered in the book, students might include his birth, death, college years, and significant highlights in his writing career.

2. Use maps to help students locate the places mentioned in the poems. For example, students might look for Lawrence, Kansas; Cleveland, Ohio; and Topeka, Kansas, on a map of the United States. On a world map, have them locate Africa and countries such as Russia, Poland, Italy, Hungary, Mexico, and China. On a map of New York City, find Harlem, the East River, the Hudson River, and St. Nicholas Avenue.

3. Several historical periods, people, and events are referred to in the poems. The Underground Railroad and John Brown/Harpers Ferry are mentioned in "Grandma's Stories." Jim Crow laws are alluded to in "Jim Crow Row." Duke Ellington is mentioned and the Harlem Renaissance is alluded to in "Harlem Is the Capital of My World." Alice Walker is mentioned in "A Bag of Oranges." Have students work in pairs to research information about these items as well as others alluded to in the poems, and encourage them to report their findings to the class using whatever media they think are appropriate. Interested students might also find out about Hughes' home in Harlem, which is a historical landmark, and the Langston Hughes Community Library and Cultural Center in Queens, New York.

Language Arts

The poems in this book offer a good opportunity to teach students about poetic devices. Introduce and discuss the following:

Repetition: Have students note the repeating lines in "Little Boy Blues." Ask them to find other examples of repetition in the book, such as in "First Grade."

Onomatopoeia: Have students identify the words in "Jazz Makes Me Sing" that represent the music

Personification: Ask students to find the lines in "Leaving Harlem for Africa" that suggest the sea is a live creature.

Alliteration: Direct students to the last lines of "Sometimes Life Ain't Always a Hoot."

Rhythm: Have students read the last verse of "In High School" aloud to hear the rhythm.

Set up a poetry corner in your classroom. Include books of poems and displays of the work of Langston Hughes and Alice Walker. Also place an empty notebook in the area and encourage students to add their own poems.

Music
Play selections of blues and jazz music for the class. Introduce students to the work of James Hubert "Eubie" Blake, Bessie Smith, Louis "Satchmo" Armstrong, Fletcher Henderson, W. C. Handy, and Edward Kennedy "Duke" Ellington. Encourage students to talk about how they respond to the various pieces and how they make them feel.

About the Author
Tony Medina grew up in the projects in the South Bronx of New York City. He graduated from Baruch College with a B.A. in literature, taught English at Long Island University, and then went on to earn masters and doctorate degrees. Of Black Puerto Rican descent, Medina was chosen by Writer's Digest as one of the top ten poets to watch in the new millennium. In addition to Love To Langston, Medina has written Deshawn Days and Christmas Makes Me Think, and contributed to the poetry collection Love To Mamá: A Tribute To Mothers. As an advocate for literacy among today's youth, Medina emphasizes not only the importance of being able to read, but of loving to read. Medina has also written extensively for adult audiences, including four poetry collections.

About the Illustrator
R. Gregory Christie is a three-time winner of the Coretta Scott King Illustrator Award Honor for his books The Palm Of My Heart and Brothers In Hope, published by Lee & Low Books, and Only Passing Through. He was born and raised in New Jersey and received his fine arts degree from the School of Visual Arts in New York City. Christie's artwork has appeared in numerous commercial publications, including The New York Times, the Village Voice, The New Yorker, Parenting magazine, and on many CD album covers. Other books he has illustrated for Lee & Low include Richard Wright And The Library Card and Deshawn Days.

Love to Mamá has won numerous awards, including Best Children's Books of the Year, Outstanding Merit, from Bank Street College, "Choices" selection from the Cooperative Children's Book Center, and Notable Social Studies Trade Book for Young People.

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Teacher's Guide - Love to Langston | Lee & Low Books

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By Tony Medina Illustrations by R. Gregory Christie Synopsis This biography in poems was published in 2002 in honor of the well-known American poet Langston Hughes (1902-1967) on the anniversary of his 100th birthday. Each poem explores a significant event or theme in the life of Hughes.

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Play this 1 min video to see who Angela is and how she got here.

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This is a start to a list of things I can do to prepare to teach this fall.

Sketch an idea of how you want a classroom to look.
Outline of all procedures.
Lesson Plans for the first days of school.

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1-3

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Harry Wong on Classroom Management, Discipline, Behaviour Problems and more

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waiting for you to come to this place

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40 Hour Teacher Workweek Club | Membership Site

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© Angela Watson | 40 Hour Teacher Workweek Club 2015-2019

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Link to the google doc of my hopeful classroom

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Link to the google doc of my hopeful classroom

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Dont touch my hair, Sankofa

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List for first day procedures
7/3
Jobs list by morning- afternoon- mid day
At least a month- sturdy movable and easy to see. Don’t forget a sub helper.
Launch by practicing and remind them they will be doing this job one day. Narrate their good behavior.
Have the students train the next kid for the job
one day. And refer back to them.

Keep job names malleable, to update through yr.

7/4
Look at how different classes dismiss. Rotations/ books/
Do other things after lunch

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- poster, we did great at...
- video/ message of you explaining your expectations , why/what/ we will have a class meeting tomorrow to talk about how great you were. Team captains please help out by keeping the class clean and answer your teams questions.
- Sub helper please help w attendance and teacher assistance help w anything else

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If you end up using Positive Discipline by Jane Nelsen, here are the class meeting agenda slips we designed and found really supportive. I've got all my teaching documents that I'd always be happy to share. If you're using a particular methodology or teaching a specific subject, let me know and I may have something that you could adapt to save time. You're going to be great!