Ode to Ms. H. & Interactive Notebooks

I want to send out a SPECIAL thank you to Ms. H of Molding Young Minds.  Yes, my friends, she is a GENIUS!

Oh, Ms. H, you’re genius

What a great help to us teachers

Now I can manage the trenches

Now, My students will  rise like tenors

Okay,  I know I’m not a poet . . .just grateful for her ideas.. .and, hey, I tried!

I have been struggling with kids completing the bellwork, maintaining a decent notebook (a study tool) and just holding onto materials for use at a later time.  And the notebook that they were to complete was not working for me or THEM.  So, this semester, I decided to do a pilot in my AAH classes. At the suggestion of Ms. H, we have been putting together interactive notebooks made from composition books.  And it is working!  Here is the process:

• Students are required to purchase a composition book.
• We’ve made a table of contents out of the first 3 pages.
• During bellwork, the class clerk passes out returns.  We stop for a moment to glue in things together.  It takes about 3 or 4 minutes for everyone to take old stuff paste it.  And, YES, in high school, you still have to teach them HOW to work with glue. *sigh*
• After bellwork, I tell them what we are going to do that day.  We list it on the table of contents.  Students write a note on that page in their notebook to reserve for that item, if it is something that they are turning in for a grade on that day.
• We made a foldable (a mini-book) that will contain ALL of their bellwork for the unit we are studying.  I will take it up at the end of the unit.  Students made a pocket in their composition book to keep their journal (the mini-book)  in!  So, everyday, I say, “Take out your journal, date the next available space and begin today’s bellwork assignment.”
• We made a second pocket in our composition books for VOCABULARY.  For every vocabulary word they are given, students must make an “index card”  from white or construction paper.  The front of the “index card” contains the word & a graphic illustration, the back contains the definition.  We used a paper clip to ensure that “cards” are secure in the pocket.  Also, when  I take them up for a grade, it will be easy to manage.  And now students have a study tool for vocabulary.
• I’ve already started the rightside/left side things.  The first assignment was to create a chart of the African civilizations & then write a poem about it.  So, on the left side, they have glued in the chart and on the right side is their poetry.
• Lastly, I have a place in the classroom where students return their composition books at the end of the hour.  Yes, students leave their notebooks  in the classroom.  Why?  B/c a major source of my problem is they don’t bring their supplies to class.  Many come to class without paper, book or pen–lets not even start talking about that notebook I required.  Basically, they just show up everyday .  AND the best thing of all:  I’ll have QUALITY WORK to show parents during conferences:  “Here is the work Bobby has completed.  Here are all of his graded tests.  He can improve by . . ..”

The response from the kids has been AMAZING.  One student who takes me for both World History and AAH said, “Miss Teacha, why aren’t we doing this WH. This soooo much easier than that big binder you have us keeping up with.”  This has helped me realize that I am TEACHING them organization skills with the composition books!  We’ve only been using them for 2-3 weeks,  so I’ll have to review it again in a month or so and include pictures (here on my blog) to really examine the effectiveness.  And at that time,  I’ll determine if grades and student success improve!

Issues:

• Some students have NOT purchased the composition books I have requested last semester.  I offered extra credit if purchased it before the break and left it in the classroom with me.  Solution:  I will go to Wally World today and purchase about 25 of them.  I will sell them in my classroom for $2.  Why so much? For the students who simply can’t afford it,  I will just give them one.  So, they will purchase for themselves and someone else!  Also, co-teacher is trying out this experiment and has lost over $10 selling composition books to students b/c she didn’t charge them tax and giving notebooks to needy students.

• My student supply and work area has become a MESS!!!  A ROYAL mess!!!  Today, I am going to purchase a storage drawer system to organize the glue, tape, staplers, scissors, construction paper, white paper.  You know a few years ago, Miss CF had a marvelous idea that I will implement next year:  make a class set of student packets with ziplock bags-they will contain all supplies 1 stapler, 1 bottle of glue, scissors, a set of coloring pencils or crayons.   Basically, students pick up their packet and replace it at the end of the hour.  She suggested that I number each packet and the students were to only pick up their packet every day.  If something was missing the next hour, I’d know who to blame.  If I did this, I’d only have to worry about 1 tub of stuff, not a drawer for each type of  craft item.

• I am really NERVOUS  about letting these notebooks leave the classroom, when its time to study for a test or quiz. The whole purpose of this is so students come to class PREPARED and ready to learn.  My students are notorious for not bringing things.  Personally, I think it is their way of avoiding work, who knows?

With the help of Ms. H and these websites, anyone can do it.  Mind you, I have not followed instructions on these websites to the letter.   I have synthesized and mixed it will my own style–what  I am doing is not a true interactive notebook.  But it’s working!

• Overview of Interative Notebooks
• Notebook Wiki
• A Handout
• Ms. Beery’s Handout;  the main site
• AVID Learning Log.  I am using this document to provide reflective questions at the end of the lesson that students respond to in their composition books after completing a lesson.

African Civilizations Lesson

I am revamping my AAH lessons this year-just a little.  I want to lecture less and have students create more of their own learning.  So, last night I edited my lesson plan on the Ancient Civilizations of Africa to include jigsaw reading and a spoken word cafe.

The new lesson looks something like this:

1. Bellwork of new vocabulary:  Monarchy & Patriarchy  (these are words that students will encounter in the reading
2. Students JigSaw the textbook on 4 major African civilizations.  It amounted to about 2-3 paragraphs a piece.
3. Students work as group to complete a chart describing the social structures, culture, politics, economics and demographics of each civilization.
4. After students has completed the chart and shared information, they are to create a rhyme/spoken word about the rich heritage in Ancient Africa.
5. Students will perform their rhyme/spoken word and be graded according to the rubric.

It was nice to not talk.  This lesson worked REALLY well in my classes today.  Students did not like the reading part.  However, they LOVED the idea that they would be writing rhymes- in my honors class, it was groaning and in the regular classes, there was actual cheering.  (I am always amazed at how much my students LOVE to perform)

I made it a point to put all low level readers 5ths in the groups so that there would be back ups.  Unfortunately, this lesson will take two class periods, much longer than I expected because it took them a while to complete the charts. To summarize and debrief Africa, on Friday, I will ask students to draw conclusions about Africa BEFORE the slave trade.

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I’ve edited a couple more of my student’s review songs. Again, these kids crack me up.  You can tell we had a lot of fun that day!  As I edit the videos we are watching them back in class (watching about 1 per week b/c I am really slow) and the students ARE LOVING IT!  They love seeing themselves on camera.

The password is the same as the last video:  review

China & Rome from Miss A on Vimeo.

So, I’ve been thinking . . .

I want desperately to get out of my city . . .desperately!  I feel almost “stuck” here.  It is my plan in the spring to search for a job and hopefully, move overseas or just out of the state to start over.  But, here is what I’ve been thinking:

• Things are comfortable here AND I have a good reputation.  I have a reputation for being a tough, but good teacher.  I can’t believe Freshman students think I am mean, the funny thing is they come back next year asking to repeat.  WEIRD.  KIDS!
• No where else in this country except for maybe, Philadelphia or Detroit or maybe LA, would I get to teach an African American History elective for an ENTIRE semester.  That is right, I teach 4 SECTIONS of African American Heritage/History every spring.  I will surely miss that. *sigh*  Maybe, when I’m job hunting, I could negotiate that???  Not likely if I got to district with a small minority population.

I have resolved that if I don’t find a job out of state/country, then I will stay at my school.  It is the better of all evils in this city.  (I am really intrigued by TX, everyone I chat with LOVES it there, even the people I met at the conference)    It is just a hard, hard, hard year–full of districtwide growing pains.  But the great thing is:  I am LEFT alone.  I do my thing.  I teach.  Problem:  I take it much too seriously.  I want to do it right and that is a problem.  I have to give up on doing it “right.”   Many of our older teachers have announced that they will be retiring at the end of the year.  One told me, “It has just become too much.  And I’m too old for all of this.”  I thought, “I’m too young for all of this.”  Needless to say, teachers have NOT adjusted to the changes well.

A few reflections

Today was an awesome teaching day for many reasons!

• I discussed how Africans sold other Africans into slavery . .. trading them for European goods.  My honors students were shocked by this information.  They wanted to argue about it b/c it went against EVERYTHING they’d ever been taught.  A student who NEVER says anthing and on every reflection says: I hate this class, I hate this activity and I think this class is dumb got INVOLVED in the discussion.  It was so interesting and I was so excited for her get involved.  I explained this as the first “Black on Black crime” of sorts.    They had always believed that Whites went into the bush and captured Africans.  One of my students got mad at me, she said “Miss A, this goes against everything I’ve been taught.  We were taught that the white man enslaved us and you’re trying to tell us we did it to ourselves.  I’m mad!   We praise MLK and all these others for freeing us, but we got ourselves enslaved.”  I tried to explain the differences in slavery in Africa  and by the Europeans and how Africans initially didn’t know the extent of the brutality to of slavery.  But she still left class, angry and frustrated.  I couldn’t make her feel any differently.  What a discussion!!!
• The first community service essays have been coming in.  They are AWESOME to say the least.  I think students see how their work can impact others.  The goal is that they “choose to participate” in making history.  And I see it happening!!!  Now, I’ve just got to design the scrapbook/portfolio rubric.  The culminating activity is to create scrapebook of one’s service.  I’m sooo happy.

Protected: Chuckle, Chuckle

Black History Month

My principal walked in today as I was showing the film, ROOTS, to my World History class.    Principal said “I heard screaming so I decided I wanted to come in.”  Principal walked right in at the moment that Kunta Kinte was being captured.  Principal noted that he/she had recently seen it. I offered a film guide . . . thinking Principal would be joining us.  Principal smiled, declined and left.  The film is on the District Approved List, so I’m covered, even though there are graphic images.

Later, one of my students, W, asked the following question, after watching the slaves being marched to the coast:  “Miss A, why all of the womens (yes, that was his word) have saggy and hanging titties?”  My mouth dropped open and I didn’t know what to say. . . to correct him on the appropriateness of his language or the reality of the question he asked.

My response, “W, watch your language.  And that’s really the way women look.”    I didn’t want to get into the way gravity affects women’s bodies.   I don’t think he was satisfied with my answer.  Nevertheless, I just quickly moved on.  Most kids were so engrossed in the movie that they missed the whole moment.

Had I been free to say what I wanted, it might have went like this:  “W, women’s boobs sag b/c of gravity.  It happens to every single woman. . . they will never look like the pictures you see  unless they get a boob job.   So, get used to the fact that perkiness doesn’t last and abandon those fictionalized views you have girls.”  But I love my job  . .. and my paycheck.  So, he’ll need to talk to his parents for clarity on this issue.

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I’ve been spending the last 3 hours designing the project for this term.  I’ve decided to center it around Black History but allow the students to choose their product.  So, here is my task sheet and rubric.    If you see any typos let me know.    Tell me what you think of the design.  This is a total departure from what I am used to doing.  I usually give VERY rigid and structured projects, but I’m letting them choose this time. It was inspired by Co-Teachers format for the last school wide project showcase.  Is there anything that is not covered in the rubric?  Suggestions for more diversity?

AND if there is an event or person that  I left off my Black History list that you think is important, please help me out !

You can also click here

Snow Day!!!

Yippeee!!!  Nevermind, the fact I was half way to school  when the word came down that school was closed.  I slipped and slid all the way to the interstate.  Dug my car from under snow.  But then the phone call came, “school is closed.”   Yippeee and Fudgecicles all at the same time.  I needed this day. And I’m appreciative for this day.  So here are my plans:

• Eat oatmeal and blog (happening right now)
• Have a cup of theraflu –the night time version, b/c I can . . . (yes, I’m still battling the winter sniffles)
• Nap until I no longer have the will to anymore
• Clean my place
• Read a couple of blogs (my feeder is over 500 again)
• Nap again
• Grade some papers & enter grades into the computer, I may even do my lesson plan for next week.
• Go to bed & call it a day

Don’t you just love snow days?  I do!  But this puts us behind.  I might to chunk it and give a collaborative or take home test.  What would you do?

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I’m excited b/c Black History Month is less than a week away.  I know its cliche to teach Black History only during the month.  It doesn’t fit into the hole idea of multiculturalism.  But Black History is not apart of my World History curriculum, so February is the ONLY month I can legitimately teach Black History.  The district supports the teaching of it during this month so here is my outline and plan.

• Middle Passage & Slavery
• Civil War & Reconstruction
• B.T. Washington & Dubois Debate
• Jim Crow
• Civil Rights Movement focusing on SNCC & Grassroots Participation (maybe even some Black Panther work)
• King Conspiracy & Legacy

Everyday during bellwork, we will profile African Americans.   The goal is at the end of month, they will have a list of at least 20 brave & strong African American who have contributed to the struggle.

The majority of my students are African American AND DO NOT KNOW the Black National Anthem.  What made me realize was when Rev. Lowry quoted part of it in his benediction at Obama’s inauguration.

God of our weary years,
God of our silent tears,
Thou who has brought us thus far on the way;
Thou who has by Thy might,
Led us into the light,
Keep us forever in the path, we pray.
Lest our feet stray from the places, our God, where we met Thee,
Lest our hearts, drunk with the wine of the world, we forget Thee,
Shadowed beneath thy hand,
May we forever stand,
True to our God,
True to our native land.

I sang that part of the song to them after if was over.  NOT ONE OF MY STUDENTS KNEW!!!  And they didn’t see it as important . .. . urggghhh.  I found one LONE senior in Mrs. H’s class during the lunch hour who knew.  But I just think its just amazing they haven’t heard it enough to recognize it.  When I was growing up, I knew EVERY SINGLE VERSE. So, I think I’ll teach it.  I don’t think I’ll require they learn it . . .maybe offer that part as a bonus.  I’ll introduce it with the following clip:

Can’t stop SCREAMING!!!!

I am so proud. . . I’m so excited. . . .Wooo heee!!!!

Its going to be a rockin day at school tomorrow. . .

My AAH students are going to bounce off the walls. . . shoot, all my students will be bouncing off the walls.

In America, ALL things ARE possible!!!

I am so amazed and excited.  Wooo!!!!!

That durn 7th period

So, I’ve been complaining and complaining and complaining about 7th period.  We’ll today’s story will take the cake and emphasize how I’m beginning to feel about this class.

Yesterday, while I was out two girls in the class had a verbal fight that somehow the administration did not get involved in.  That sort of bled over into today.  One of the girls in the fight wrote a statement a gave it to me b/c the sub told her I would handle it all today.  So, after hearing that my students acted like fools while I was gone, I went on a rampage today.  I fussed so hard, you could hear pen drop.  LOL.  (b/c I know other students egg this stuff on).   How is it that the sub did nothing about all of the choas?  The students said that AP came up, but no one was suspended or disciplined and I WAS EXPECTED to do it.  Pardon me, but WHAT THE HELL?  I acted a fool, I let them know I was not happy and this would not continue.  I am tired of putting up with their CRAP.  How is that they can’t sit and behave?  WHAT THE HELL IS WRONG WITH THEM?

So, after I start writing students up on the disciplinary problems from yesterday, I noticed a note being passed back and forth.  I picked it up.  Basically, the girl who started the whole thing is being told by another student that the other girl had told me about it and that I was completing disciplinary forms. This girl responds by saying after her suspension is through that the fight was “bet.”   I don’t quite know what this means, but I’m no dummy. She’s still looking to take this girl out.  So, I let the other girl leave class early and go to her coach’s classroom. I held the other one after school until the I felt the coast was clear.  My problem with all of this is that I took the time in the MIDDLE of my class to send down information so that discipline principal could handle it.  AND NOTHING HAS HAPPENED.  Worthless-son-of-a-gun.  (I need to stop worrying about being ladylike and say what I really want to . . . . ooooohhh I really “wanna cuss” like a sailor.)  Bleep, bleep, bleep. . . bleeeeeeeep!!!!

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The cool part of my day:  I was in the Arts building to make arrangements for homecoming.  I ran into a student in my  AAH class.  We spoke briefly about the class.  And her words, “Miss A, I love your class.  I go home and talk to my mama about it everyday.   We have discussions about African American history because of your class.”  In my opinion, this is the best compliment ever.  Students discussing the content with their parents at home!  I wish everyone were required to take this class, it is such a companion to U.S. History.  Mentor teacher has commented how students who were enrolled in my AAH class and her US History class were able to make connections between the two (because it is the same history) and add to her discussion.  And one thing mentor teacher said last year, Z always added to most topics, “Miss A discussed the AA perspective other the other day.  It was . . . “  Mentor teacher really felt that it added to her class.  Connections . . . LOVE IT!

Professional Development: Worth it!

I’m going to say it again: I LOVE professional development. Today’s seminar for the African American History (AAH) course rocked. We had this lady, Dana King, from Philadelphia come to give instruction on the AAH curriculum there. *** OMG, Becky*** She was simply amazing. T

Why is this lady so important? Why is Philadelphia important? Dana King was one of the teachers who insisted that they African American history be included in the schools there. Institution of this course there is important b/c now the course is mandatory for graduation. She is now the head of their AAH department there. Again, this lady is amazing. Ms. King was extremely enthusiastic in presenting to us, I can only imagine what she does with her students. She explained key things we should do as we are presenting the materials, like posing questions that invite critical thinking skills and presenting two varying sides of an event to make kids decide for themselves. She even gave us pieces of their curriculum and some of the lesson plans.

Here are some teaching strategies that I took away from her lesson. I am sharing this because we are community AND some of these are things we can all do to have success in our classroom.

• Have students to document current history as they are studying. They should keep a working portfolio of documents (like newspaper articles, etc and their responses to it) They should some how be able to apply the contemporary events to the past.
• Have them turn in some type of writing every week. Newspaper article, editorial, etc. Have them pair up and read their work to another student in class. They will edit and get feedback right there in class. Ms. King said: “How do you get your voice heard? Through writing”
• Have students pose questions at the beginning of the unit. So have them look at the title of the unit and come up with the a question to answer at the end of the chapter.
• Timelines—For example, they do the reading at home and then create a time line of the reading.
• Scholar profiles. Show them what the historians say. Who are the historians? Have them compare what the historians are saying & where they disagree. Why they disagree = CRITICAL THINKING
• Always require students to cite the source: “Who said this” “Where was it written?”
• Keep ongoing lists of historians & vocabulary. She stated that is important for students to know who the historians are and what their work proves. By the end of the year they should be able to name at least 10 historians. . . .
• Select case for them to study and examine on their own.
  

MS. KING WAS HOT!!!! And right on, she definitely has inspired me to be a better teacher.