Student Intereset Survey + Goal Setting Lesson Plan
August 5, 2007
So, Monday (tomorrow) marks the first day of the 2007-2008 school year in most counties that I’ve heard of in Georgia. Monday is also the official start of my first year as a teacher. I’ve been told horror stories, but I’ve also been given lots of reassurances. I’m hopeful that if I remain consistent and fair in my discipline plan, I will be able to gain student’s respect. I’m already looking forward to the days when I have students that will spread the word and allow me to have a reputation that precedes their coming into my class.
I’ve been trying to do a lot of preparation, but it has been difficult. So far, I can confidently say that I am as prepared as I can be for the first day of school. I have my syllabi all printed out and I have my Student Information Sheet and Interest Survey ready to go. My number one goal is to establish myself as a strict authority figure, immediately. My number two goal is to get to know my students as well as I can, on an individual level, as early as possible. I created this fairly open-ended interest survey in order to do that.
In addition to going over the syllabus/code of conduct/expectations and all that good stuff, on the first day. I have my digital camera ready to take pictures of each and every student (although, I will be taking them in groups of 3-4). I want to be able to have pictures to fill up the bulletin boards. I figure that it will help me remember their names and make them feel more comfortable in my classroom. I hope to create a really close-knit community in my classroom, so I’ve been brainstorming ways of doing that. I think the best way that I have come up with is trying to make students feel, as much as possible, that this classroom is theirs, just as much as it is mine, and to ask for their opinions as much as possible.
On Day 2 I plan on using a Goal Setting Lesson that will enable students to better understand how I formulate goals for their class and help them set goals for themselves, both short and long term. A lot of the students that I will be teaching are considered at-risk. Meaning, I suppose, that they are at-risk of not graduating from high school and continuing in the cycle of generational poverty, which is a big problem in this city. Many of them have no models for goal setting and many of their parents don’t talk about what what they will do five years from now. So, I am going to try to make this a big part of my classroom and find ways for students to continue to monitor their progress and set new goals.
In Carol Ann Tomlinson’s How to Differentiate Instruction in Mixed-Ability Classrooms, she offers an activity that is perfect for extending the ideas taught in the Goal Setting Lesson. One of her ideas for differentiating is allowing students a day within a unit to set their own goals and come up with a plan, or set of activities, that they are going to engage in to meet their goals for the day. She calls it Design-A-Day, and many members from my college cohort have had many good things to say about it.
I’m trying not to bring textbooks in until the second or third week of the school year, so what I start students out with is a diagnostic test so that I know where they stand in terms of ability in all the criteria that they will be tested on. On that same day, I plan on guiding them again through Georgia’s college preparation website GeorgiaCollege411 and the CollegeBoard website. We’ll probably have discussions about learning interests, scholarships, tuition, college majors, and post-college opportunities, as well as a short Q&A session about what to expect in and from college life.
On Thursday and Friday I’m going to do a mini-unit based on names. We will read a vignette from House on Mango Street called “My Name,” in which the main character, Esperanza, gives a very lyrical explanation and description of her name. Students will discuss the vignette and names and general. They will end the week by writing their own short vignettes about their name.
Now down to “real” planning . . . .
I don’t know about all of you teachers out there, but I’m ALREADY exhausted . . .
I couldn’t leave out the Brit Lit people. Like I said in the previous post, these lesson plans are based on a set of standards called the Quality Core Curriculum (QCC), which the state of Georgia has already abandoned in the subject area of English Language Arts. I, however, think that there are still some valuable resources in these pages. So, if you are teaching British Literature and are looking for some ideas, I would AT LEAST browse here.
For my current or future American Literature teachers out there, this link might help you out a little bit. The state of Georgia has recently finished realigning it’s standards. (In place of a set of standards that were called QCCs, we now have the GPS, which I find incredibly useful because of how unambiguous and explicit they are in, finally, explaining what it is teachers should be teaching their students in each grade and subject area. I don’t like too many restrictions when it comes to planning, but it really gives enough guidance to be comforting and leaves enough room for freedom and creativity. For these reasons, the GPS are quite welcome, as far as I’m concerned.)
Despite the fact that the old standards have been done away with and that these lessons plans have been “deactivated,” there are many, many good ideas within these pages and within these links (to other web sites as well as to lesson plan worksheets). In the American Literature pages, there are thirteen units with detailed lesson plans, links, worksheets, and ideas for differentiation. I highly recommend checking it out.
That means lesson plans for people who teach these novels:
The Scarlet Letter, The Great Gatsby, The Adventures of Huckleberry Finn, and House on Mango Street.
There are also lesson plans for people who would like resources for:
Native American Literature unit, Colonial American Literature unit, Age of Reason / Rationalism unit, Romanticism unit, American Poetry unit, Realism unit and Modern American Literature unit.
I like a lot of the lesson plans because they try to create plans that require students to use inductive and deductive reasoning skills. Hopefully you’ll be able to find at least something that you like enough to modify and use for yourself.
I’ve been trying to see if I can find similar pages for World or British Literature. I’ve yet to find those.
Of course, GeorgiaStandards.org also provides lesson ideas on that newer site. Happy Planning! I’m off to continue rediscovering all the subtle beauties and depths of The Scarlet Letter that eluded me all those years ago, when I first read it in sophomore English.
