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Blogging, writing, talking, being part of the conversation about what it means to be an educator in 2017, it’s all easier to do than to actually live it and breathe it and teach it.

We can talk about theory, we can read our guiding texts, we can attend professional development conferences around the world, participate in twitter chats, and we can all talk the talk. Walking the talk is the hardest part. Theory doesn’t always meet practice. But we try. I try. I recently wrote about the idea of rubrics – that they should serve more as a foundation than a weight or a wall pinning students in. One way that I have tried to allow for student voice and creativity is with the most important thing I can help my students learn. The topic is the habits of a healthy reading life. If my students learn to read literary nonfiction, classic novels, and short stories, it will be fantastic. 4Cs. One Sure Way to Create Reluctant Readers. Why Teaching Poetry Is So Important. 16 years after enjoying a high school literary education rich in poetry, I am a literature teacher who barely teaches it.

Why Teaching Poetry Is So Important

So far this year, my 12th grade literature students have read nearly 200,000 words for my class. Poems have accounted for no more than 100. This is a shame—not just because poetry is important to teach, but also because poetry is important for the teaching of writing and reading. High school poetry suffers from an image problem. 5 Non-Fiction Articles to Pair with High School Novels (November Edition) - Talks with Teachers. 1.

5 Non-Fiction Articles to Pair with High School Novels (November Edition) - Talks with Teachers

Why I Bought a House in Detroit for $500 Written by: Drew Philp Published on: BuzzFeed News “I wanted something nobody wanted, something that was impossible. The city is filled with these structures, houses whose yellowy eyes seem to follow you. Pair it with: The Great Gatsby Why: Student can think critically about the similarities and differences between Drew Philp and Jay Gatsby, noticing the life choices each made and why they made them. 2. Written by: Robin R. Fiction-Nonfiction Pairings in High School English. By Jessica Rosevear Traditionally, it was common to hear language arts teachers saying things to each other like, “I’m teaching Romeo and Juliet right now,” or “Our next unit will be on Things Fall Apart.”

Fiction-Nonfiction Pairings in High School English

But times are changing. New standards emphasize reading informational texts along with literature—not to mention the importance of reading across texts. With more and more frequency, language arts teachers are being asked to bring nonfiction into the English classroom and to connect it with novels, poems and plays. As such, we are no longer just “teaching literature” but rather introducing themes, essential questions and topics that stretch across multiple genres. EJ1052Connected. Homer’s The Fog Warning, An ELA lesson plan.

Teach close reading skills, foreshadowing, and historical fiction writing with Winslow Homer’s The Fog Warning Getting to the Grand Banks, off the coast of Newfoundland, wasn’t quick or easy.

Homer’s The Fog Warning, An ELA lesson plan

From Marblehead the trip took seven days, sailing night and day. Once fishing schooners reached the Banks, it took several weeks, with the best of luck, to catch enough fish to fill the hold. Weather conditions on the Grand Banks are treacherous always. The distance from shore makes them isolated, and the relative shallowness of the ocean makes them susceptible to thick blinding fog that rolls in quickly…In the 18th and early 19 century, fishing was done from the schooners by handlining.

This is What Happens to Students When They Read the 'Great Books' Reading Philosophy on Your Own. Boston College Prof: "6 Books I Would Assign to Save Western Civilization" Five Things I Know About Close Reading. Most people reading this probably got here because the title of this post includes the phrase "Close Reading.

Five Things I Know About Close Reading

" Even more than Common Core, "close reading" is the phrase I hear most often in literacy instructional circles, but what does close reading mean and why are we all talking about it? First of all, the phrase "close reading" is not actually in the CCSS. From my (admittedly inexpert) survey, I don't find it there. My grade level reading standards don't mention it in literature or informational text. The closest wording I found is in the anchor standards, which say, CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. How Teens Benefit From Reading About the Struggles of Scientists. What kind of people can become scientists?

How Teens Benefit From Reading About the Struggles of Scientists

When a group of researchers posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.” But despite these generalized beliefs, many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s understandable that students might find imagining themselves as scientists a stretch — great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday: Struggles in the Science Classroom.

Notebooks NCTE 2012. NCTE Fearless handouts. Books Guys Dig. 37 YA Books You Need To Add To Your Reading List. Notice and Note. During my school district's implementation of #CCSS, I have been fortunate enough to serve on the District Language Arts Workgroup.

Notice and Note

In these meetings, we have had spirited debate and discussion regarding not only Common Core State Standards and its implementation, but also the strategic instruction required and the research to support that instruction. While discussing the need for students to actively participate in close reading of texts, I noticed that one of the excerpts of research that we were reading referenced a new book by Kylene Beers and Robert A. Borrowing a Powerful Brainstorm Protocol from IDEO.