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https://docs.google.com/document/d/1eTw2E2lZHCBRf7Dth0qibGPCXm1eszsTw09JctRjqTY/edit?usp=sharing

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https://docs.google.com/document/d/1kQmKLSOIp904Rz0VWYg-b1t8ldf-VrXLdBtb_LuB0rA/edit?usp=sharing

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https://docs.google.com/document/d/1pV2LfHaOM_ItHrP0gR5xk_LjUIf7rCwzUa01QBYvECE/edit?usp=sharing

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"Satirically Meme-ing The Little Prince, Chapters 10-13"

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"Satirically Meme-ing The Little Prince, Chapters 10-13"

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https://docs.google.com/document/d/10lj61dPda-gMPoTxIV3Gb0YrwY1MU1IrjX1lUMYGsCU/edit?usp=sharing

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https://www.youtube.com/watch?v=4aQAgAjTozk

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I really enjoyed the "numbered heads" Learning Focused Activity, and I will start using the timer for my English IV class. Also, I like how Amy redirected her students when they tried to tell her they did not know the answer. She was a warm demander in how she held them accountable, and they rallied to meet her expectations.

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Study All Knight has several English resources.  She is on Instagram.  I have used her body biographies for author and character analysis, as well as, a few of her flipbooks.  She has a teacherspayteachers.com account, where you can get her resources.  She also lists CC standards that align to her resources and lessons.

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Study All Knight has several English resources.  She is on Instagram.  I have used her body biographies for author and character analysis, as well as, a few of her flipbooks.  She has a teacherspayteachers.com account, where you can get her resources.  She also lists CC standards that align to her resources and lessons.

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Feel free to make a copy of this graphic organizer and edit however you see fit for your classes.

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This is a form I use to conference with students. I make them fill it out on paper as we talk about their writing. Feel free to make a copy and use!

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Books available (super cheap) on Thriftbooks/Amazon, etc. Each book has a letter, and each one contains different lessons of different levels.

10 vocabulary words that use context clues, analogies, synonyms and antonyms to help kids learn vocabulary instead of just memorizing it!

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Thanks, Jill, for sharing. Charlotte used that timer four times throughout the block, and what was really neat was to see how the students seemed to get more conscious about quality over quantity by their fourth pair-share; they took a second to gather their thoughts, then articulated them clearly. These were mostly EC students being calculated about and efficient in their spoken delivery. Great practice.

Amy, in class discussion, always walks that tightrope of demanding rigor and eliciting safety. It's amazing how her students will run the teenaged emotional gamut of 1) being socially mortified by not understanding something, so now their ignorance is on stage, and she won't let them just run offstage, but 2) they recall the trust that Amy has established with them, and know she's going to blow just enough wind in their sails to get moving in the right direction and 3) they work their way to an answer that redeems them, and makes them feel good about having generated it (when, in reality, Amy's calculated Socratic Questioning has nudged them there). Again, great practice.