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Aaron MednickMiguel’s Secret Journal by A.V. ZeppaHow I would use this text in my own classroom:Miguel is a freshman who lives and attends school in the Bronx. His journal entries account the beginning of high school, coming out to his mother and friends, making new friends, hardship, happiness, sex, and love. Sex and love are two things he experiences for the first time.As this book is written like a diary, I think what I would do is ask the students to write responses to selected chapters throughout the reading of the book. Miguel writes about all the things that bring him joy and that scare him. I’d ask the students to act as Miguel’s friend or therapist or mentor (it would be their choice) and tell them they had to write responses to selected diary entries with the aim of helping Miguel navigate his life. I think this book might help teach the concept of empathy. Miguel’s friends abandon him when he comes out and his mother beats him when she finds out. I might ask my students to write letters to the these characters, too. They’d get to choose between Miguel’s childhood friends, Luis and Maya, who experience freshman year very differently. They find themselves spending time with students who seem to be getting involved with drugs and gangs. And their friendship with Miguel is very badly affected.I’d also ask the students to maintain their own double entry journal where they comment on the events in the story and compare them to their own experiences. Miguel lives in the Bronx but he makes friends in Greenwich Village and explores that neighborhood for the first time with these new friends. He describes the vast difference between the two neighborhoods. Miguel also comments a lot on his peers’ clothes, physicality, and looks. I’d ask the students to describe, if any, shared observations and thoughts. I’d also ask them to identify differences in thought and perspective. I think perspective is another important element of this book. Perspective and empathy I think would be the two themes I’d focus on.I don’t know how many tier 2 words are mentioned in this book. It is written from Miguel’s point of view and the author is careful to maintain the language of a Latino freshman from the Bronx. I think perhaps we could review vocabulary related to the themes of the book rather than words found in the book itself. Some words might be: empathy, perspective, and gentrification. I think I’d ask the students to discuss these words as they are related to Miguel’s journal as a class.I think the fact that this is book is written from the perspective of a Latino boy from the Bronx and is about sexuality and various neighborhoods in New York City helps make it relatable. 

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Aaron MednickMiguel’s Secret Journal by A.V. ZeppaHow I would use this text in my own classroom:Miguel is a freshman who lives and attends school in the Bronx. His journal entries account the beginning of high school, coming out to his mother and friends, making new friends, hardship, happiness, sex, and love. Sex and love are two things he experiences for the first time.As this book is written like a diary, I think what I would do is ask the students to write responses to selected chapters throughout the reading of the book. Miguel writes about all the things that bring him joy and that scare him. I’d ask the students to act as Miguel’s friend or therapist or mentor (it would be their choice) and tell them they had to write responses to selected diary entries with the aim of helping Miguel navigate his life. I think this book might help teach the concept of empathy. Miguel’s friends abandon him when he comes out and his mother beats him when she finds out. I might ask my students to write letters to the these characters, too. They’d get to choose between Miguel’s childhood friends, Luis and Maya, who experience freshman year very differently. They find themselves spending time with students who seem to be getting involved with drugs and gangs. And their friendship with Miguel is very badly affected.I’d also ask the students to maintain their own double entry journal where they comment on the events in the story and compare them to their own experiences. Miguel lives in the Bronx but he makes friends in Greenwich Village and explores that neighborhood for the first time with these new friends. He describes the vast difference between the two neighborhoods. Miguel also comments a lot on his peers’ clothes, physicality, and looks. I’d ask the students to describe, if any, shared observations and thoughts. I’d also ask them to identify differences in thought and perspective. I think perspective is another important element of this book. Perspective and empathy I think would be the two themes I’d focus on.I don’t know how many tier 2 words are mentioned in this book. It is written from Miguel’s point of view and the author is careful to maintain the language of a Latino freshman from the Bronx. I think perhaps we could review vocabulary related to the themes of the book rather than words found in the book itself. Some words might be: empathy, perspective, and gentrification. I think I’d ask the students to discuss these words as they are related to Miguel’s journal as a class.I think the fact that this is book is written from the perspective of a Latino boy from the Bronx and is about sexuality and various neighborhoods in New York City helps make it relatable. 

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The purpose of this routine is to ask the students why they have said what they have just said- it forces them to provide an explanation or justification of their initial thought. I have used this already in math at the beginning of a new unit. We showed the class a picture of a d/t graph and asked them to tell us what they thought was happening. We asked them continuously to explain why. It is the noticings and wonderings picture here pasted in my padlet.

THINK PAIR SHARE
is another routine I have used in my math class. We have used it right after our 'Do Now.' We ask the students to think independently for a few minutes, then share their responses with a partner, and then we call on students to volunteer their answers with the class. We review the problem and model it for the kids.
I think we used a similar type of VTR in our class on the first day when we split into groups and were asked to explain what we noticed about a specific part of the syllabus.

These can be used in the critical lens activity we discussed last class. The other group members should be encouraged to think about what is being said about the text- it will encourage them to think of probing questions. If the 'Clarifier" for instance presents an idea about the text, the other group members should be actively thinking of questions about what is said so that they are engaged and may respond