Reflection: Organizational Systems Learning Vocabulary through Context - Section 2: Learning Vocabulary through Context


When you're sick, the last thing you want to do is write sub plans.  Sometimes it's easier to just suck it up and go to work sick.  Sometimes you recognize when you're sick and worn out and realize that a sick day is worth it, but you still have to write sub plans.

Writing sub plans is hard.  How do you communicate what you want your students, with so many varied needs, to do?  How do you communicate your daily routine?  How can you communicate your expectations?  How can you do that when you barely have the energy to log on to the computer?

Having a template helps me.  I have a template that I've used for the past three years that I can copy and paste and then start writing the day's plans.

Here's what I include in my sub plans.

  • my name, classes, and room number
  • the daily schedule (Yes, the office gives them a copy, but our schedule is complicated and writing it out helps me feel better)
  • a list of helpful students
  • a specific task for each class
  • extra work just in case they finish early
  • critical information about particular students are written in a larger font and in bold
  • where they can find discipline forms, nurse's passes, and the class syllabus

You can see the sub plan for today if you click here

  Organizational Systems: Preparing for a Substitute
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Learning Vocabulary through Context

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

Objective: Students will be able to determine the meaning of words as they are used in the text by predicting and checking a dictionary for accuracy.

Big Idea: Students learn the meanings of new words by predicting the meaning and then checking for accuracy.

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