Graphic Novel: Magneto

I gave my Honors English 10 class the graphic novel, Magneto, to read this week.  Most of them read it on Wednesday, the first day, and the remainder finished it the following day.  I grouped them in groups of five, trying to mix them so there was a balance of genders and were also from different areas of the room.  I also tried to place one outgoing person per group so that there was some balance that way as well.  I used a set of Literature Group job sheets for each group, letting them decide the roles within each group.  On Friday I gave them a set of five discussion questions, in the hopes of guiding the discussion somewhat, and it seemed to go well.  I also gave each person a project choice board from a book I have, and allowed them to work on the project in class after their discussions.  I told them they will have one more day in class to work, and then the rest of the projects will need to be done outside of class and due next Monday.  They all seemed to be interested and engaged, and I'm hoping this will lead to further interest in the theme of social justice.  For instance, I'm thinking about including the issue of current day genocide in the list of research project topics this year.  Interestingly enough, I heard on NPR last weekend that Germany is having a rise in anti-Semitism again, something I told my students about when I introduced the novel.  Hard to believe.

Trying to follow through on my ideas from this summer has been difficult as I adjust to three preps and new textbooks, but it's also been exciting to plan these types of relevant activities.

So Many Resources, So Little Time

As I sat and reflected on the upcoming week, I remembered to look on the Teaching Tolerance website, and found a unit on Using Photographs to Teach Social Justice, as well as a number of other fabulous ideas.  I'm not sure where I'm going to fit this in, but I know that I will.  I need to take some quality time to plan outward, to think beyond the next week, which is hard with the new preps and the new textbook and corresponding curriculum framework.  I need to sit down and map out the entire semester, at least loosely, so I have a better idea of what I'm doing and how to include the "extras" I so want to teach.  I also am realizing that the first semester is going to be as much error as trial and error, and I have to be okay with failing a bit more than I am comfortable with.  What was the phrase?  Spend more time in the unknowing?  Oh, but it's oh so hard to do that.

Also, I received the Virginia Holocaust Museum loan of a class set of graphic novels, X-Men: Magneto Testament; a timely resource, especially with what's happening in Germany right now.  

New Year

Three great days completed; I'm loving the fact that I have my Honors 10 class for home room and first block.  They are so cooperative and calm, compared to my last two years at the high school.  The tone of the class is making me think I can do some really fun things in there, since I don't have to review as much as I'm used to doing.

Having said that, I explained the concept of a Writer's Notebook to all three classes, Honors, Transition (at risk for dropping out) and Inclusion, using Kelly Gallagher's words that "just as an athlete practices far more frequently than he/she plays in a game/competition, the Writer's Notebook allows for the practice of writing without judgement." (My summary of his actual words).  I then showed a TED Talk clip of  Malala Yousafzau's father speaking about how a patriarchal society affects everyone to all three classes. I then had them orally define a few terms before asking them to write in their Writer's Notebook.  Every class participated and more importantly, seemed enthusiastic and engaged, which is the point, right?

I'm hoping this will be a good foundation to further explore the topic of social injustice and the power of writing.  I think it's a good start.

First Day

Interesting moment today. While having my students participate in a paired AVID activity entitled, Pet Peeves, one of the portions required the pairs to discuss and write down three areas of commonality and three areas of differences.  A student asked me if race could be used to describe a similarity or a difference, and I said of course, because race and gender are definitely part of our identities.  I'm hoping this sets the tone for allowing race to be part of our conversations.  I didn't realize it would begin on day one, but I'm so glad it did.

The Night Before

Double checked my bag, car is packed with even more stuff, and my stomach is queasy.

Yes, it's the annual back to school jitters, right on schedule.