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Text

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January-March

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April-June

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July-September

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October-December

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How often are students at your school writing?  How does your school encourage writing across the curriculum?

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How often are students at your school writing?  How does your school encourage writing across the curriculum?

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Focusing on priority standards and the relative weaknesses of the kids.

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Some teachers are combining units (when they're thematically connected) or skipping units (when the unit is not worth the time/the standard can be taught better through a different unit). Some are following pacing guide. Some seem to be following their own plans; harder to track what every person is doing right now.

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Most of us are eliminating some of the texts but still completing the units.

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Most of us are eliminating some of the texts but still completing the units.

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Teachers are skipping units, but covering standards within scope and sequence with fidelity.  Our school also focuses on SEL lessons.

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Teachers are skipping units, but covering standards within scope and sequence with fidelity.  Our school also focuses on SEL lessons.

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We are teaching standards but not getting to nearly as many texts

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We are teaching standards but not getting to nearly as many texts

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We are covering at least three units from myPerspectives. We are combining g

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Omitting some stuff too...

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Adapting units, combining, slicing and dicing

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Adapting - picking out certain parts and using a connections to other texts. 

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Adapting - picking out certain parts and using a connections to other texts. 

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Selectively choosing texts and standards to focus on

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Selectively choosing texts and standards to focus on

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Following sequence of thematic units as in textbook, but behind in pacing.

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Following sequence of thematic units as in textbook, but behind in pacing.

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Writing for English I and II has been focused on writing for the English II EOC - English III and IV can be crosswalk courses at my school so they can get that college level writing instruction, but in our HS level English III and IV we focus on rhetorical analysis, persuasion, and "real" world writing applications. 

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Writing for English I and II has been focused on writing for the English II EOC - English III and IV can be crosswalk courses at my school so they can get that college level writing instruction, but in our HS level English III and IV we focus on rhetorical analysis, persuasion, and "real" world writing applications. 

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We treat Honors Eng. 1 and Eng. 2 as unofficial pre-AP courses and they are writing intensive-- writing every week and most days; 4-5 full essays per semester.

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We treat Honors Eng. 1 and Eng. 2 as unofficial pre-AP courses and they are writing intensive-- writing every week and most days; 4-5 full essays per semester.

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English I is spent getting students to expand their writing. They review the grammatical concepts that go with writing.
English II reinforces the claim evidence and reasoning aspects for writing. We focus heavily on textual evidence.
English III does research-based writing. They try to focus on narrative writing to prepare them for scholarship writing.

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Respect and our voices heard...

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In a perfect world, ALL students would have devices and hotspots

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In a perfect world, ALL students would have devices and hotspots

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More culturally diverse literature, or access to "quality" academic databases.

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More culturally diverse literature, or access to "quality" academic databases.

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Class sets of abridged versions of novels/plays. Any posters from myPerspectives to display in our classrooms?

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Class sets of abridged versions of novels/plays. Any posters from myPerspectives to display in our classrooms?

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Such teachers approach students with the will and desire to respond to our unique beings, even if the situation does not allow the full emergence of a relationship based on mutual recognition

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Such teachers approach students with the will and desire to respond to our unique beings, even if the situation does not allow the full emergence of a relationship based on mutual recognition

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"inspired by the courage to transgress those boundaries that would confine each student to rote, assembly-line approach to learning"

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"inspired by the courage to transgress those boundaries that would confine each student to rote, assembly-line approach to learning"

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This feels counter to the push for us to standardize what and how we teach district-wide. I know that might be an oversimplification, but every time we try to tie a teacher to a curriculum, we risk turning education into an experience of going through the motions for both teacher and student.

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"Thich Nhat H anh offered a way of thinking about pedagogy which emphasized wholeness, a union of mind, body, and spir­it"

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"Thich Nhat H anh offered a way of thinking about pedagogy which emphasized wholeness, a union of mind, body, and spir­it"

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" I entered the classrooms with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer. " pg. 14

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Give every teacher a budget to buy books based on what THEY teach and are passionate about, and what they know about their students. 

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Give every teacher a budget to buy books based on what THEY teach and are passionate about, and what they know about their students. 

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 Freire’s work affirmed that education can only be liberatory when everyone claims knowledge as a field in which we all labor. 

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 Freire’s work affirmed that education can only be liberatory when everyone claims knowledge as a field in which we all labor. 

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Douglas Greene - Early/Middle College GTCC-Jamestown

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Douglas Greene - Early/Middle College GTCC-Jamestown

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English Teacher Extraordinaire

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Nicole Minor -DHS