Reflection: Lesson Planning Analyzing Main Ideas and First Read for "Monsters" - Section 1: Double Daily Grammar


I love short weeks, but sometimes they're the hardest to plan for. You get all the lessons planned and then . . . you lose a day.  The saddest thing is that you know it's coming. You know the three day weekend is coming and you're totally excited about that, but it's easy to forget that that three day weekend means a four day week which means that you've lost a day.  And since I've got that funky schedule, I only see my students three times on a short week.  Granted, one of those days is the equivalent of two days, but still.  It messes with my mind.

Short weeks are the downside to the daily grammar system I'm using.  It's the downside to any Daily Whatever book you might find that works on the week system. And starting in April, it's only going to get worse because of the way my district handles snow days. We build in five, possibly six extra days in April and May. If we have a snow day, then we attend school on that extra day.  If we don't use the snow day, then we get a day off.  So far this year, we've only used one snow day BECAUSE WE DIDN'T GET WINTER. EVERYONE ELSE IN THE ENTIRE COUNTRY GOT WINTER, BUT WE DIDN'T.  Not that I'm bitter or anything.  Not at all. That means that the month of May we won't have a full week of school.

How to handle bellwork? On the random short week, doubling up works fine. But when the short weeks are every week, I either need something completely different (that messes with the routine) or I need to modify it a bit.

I'll probably go with modify it a bit. Since I reformat the paragraphs anyway to focus on the skills that my students need, I can play with paragraphs as well. It takes just a bit of extra planning, so I'll get right on that. 

  Planning for Short Weeks
  Lesson Planning: Planning for Short Weeks
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Analyzing Main Ideas and First Read for "Monsters"

Unit 10: Analyzing Literature with Act 1 of Rod Serling’s “The Monsters Are Due on Maple Street”
Lesson 4 of 10

Objective: Students will be able to analyze a story's plot and word choice by completing a first read, asking questions, and identifying vocabulary words.

Big Idea: Putting a toe into "Monsters" with the first read.

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