Jared Heifetz

Picture Blurb
Purpose: To allow students to creatively think about the connection of
a picture to the upcoming book.
Implementation/Use: Show a picture up on a projector. The picture
must somehow relate to the novel the students will read next. The
picture can be of the time period, something taking place, etc. The
students then write their thoughts about how it relates to the book in a
journal or composition book.
Observation Notes: The teacher put a picture of two men walking
down a long road at dusk. The two men were not dressed in modern
clothing and one had a bindle. He asked student what they thought this
picture had to do with the novel they would start reading that day. He
allowed them to write for about three minutes before asking for
volunteers and cold calling. (5 minutes)
Rationale: This task involves 100% of the students and each one is
able to complete this no matter their English level or special needs.
Students can write safely knowing that there is no right or wrong answer
and allows them to come up and share ideas that others may not have
had.
Analysis: This activity allows students to speculate and possibly come
to new conclusions that they would not have gotten if the picture were
just explained to them. It also allows students to work on their writing
skills and organize their thoughts before sharing. This is a fun activity
that can be done with any book and takes minimal preparation.
Something nice to throw into in to mix things up.

Essay Model
Purpose: To have students create an essay by filling in each part. This
also allows students to have a template for writing essays.
Implementation/Use: The teacher introduces the layout of an essay
and has the students practice writing one with a provided template.
After completing a series of these, students will remember how to write
an essay without the template, but will always have it to refer to.
Observation Notes: The teacher gives a handout that has a series of
questions. It is broken down by opening, thesis, paragraph 1, paragraph
2, paragraph 3, and conclusion. Each part asks questions that allow the
students to write that portion of the essay in a box provided. The
teacher talks about each part and takes questions before letting the
students fill in the answers. The template will relate to the novel they
are reading. (20 minutes)
Rationale: This is a great tool that a student can keep with them in
case they become confused or need a reminder of parts of an essay.
Have them fill in the template themselves allows a better chance to
remember and actually be a part of the process.
Analysis: This task allows students to successfully complete one essay
that can be referred to in order to continue writing successful essays in
the rest of the class. Students can get the help and understanding they
need all at once in a more organized way. It is a perfect hybrid of
teacher and student preparation. The template can be reused in future
classes and future essays. The handout can easily be changed to reach
more students if need be and altered to provide differentiated
instruction.

In-Class
Sticky Notes
Essay
Purpose: For
To track
students
the character
to work on
traits
writing
andessays
highlighting
in class
important
with the parts
help
of the
and
supervision
novel thatof
is the
being
teacher.
read.
Implementation/Use: A
Students
good time
areto
toperform
make a such
stickyan
note
activity
each would
time a
newafter
be
character
the students
is introduced
have finished
in the story.
their novel
That note
and have
will include
another
any
story
characteristics
source
such as that
a movie,
are mentioned
poem, etc.about
The students
him/her. spend
Students
their
will
time
define
important
writing
an moments
essay such
they
as anotice
compare
in the
and
book
contrast
with individual
of both sources.
sticky notes.
It is a
time for the students to use their templates if the need and ask for help
Observation Notes: The teacher included in the syllabus from the
from the teacher.
beginning of the semester that students would need a pad of stick notes
and were to bring
Observation
Notes:
themThe
to class
teacher
each
told
day.
theThe
students
first chapter
to pull out
of the
their
book
they started
novel,
moviewas
notes,
read
and
together
any other
aloud
notes
andthey
the have
teacher
andnoted
wantwhen
to usea for
stickyessay.
their
note should
The students
be made.
were
Hegiven
wouldatask
least
students
half of to
thegive
class
examples
time to of
typeson
work
of their
characteristic
essay. The
forteacher
the firstwent
character.
aroundThey
and helped
were told
any
tostudents
include
all ofhad
that
those
questions.
notes onto
The
the
essay
sticky
was
notes
closer
andtoplace
the form
themofina the
testbook.
than an
Defining moments
assignment.
At thewere
end of
identified
the class,
and
the
the
students
students
were
were
told
to do
to finish
the same
thing. atIt home
them
was then
and expected
bring them
that
in if
the
they
students
needed
continue
to continue
this method
working.for
the whole book.
Rationale: This can be a form of assessment in measuring the skills of
Rationale:
the
students This
essay
is writing
a good ability,
way forwhile
students
also to
helping
directly
those
identify
that the
have
importance
questions
during
of theclass
storytime.
along with painting a better picture of the
characters. When the students need to write an essay, they will easily
Analysis: Though it does take up a good chunk of class time, it is
be able to refer to their notes and pull quotes which would be indicated
valuable time to answer any questions or misconceptions about writing
by the sticky notes.
essays. It also allows you to know for a fact that the students are
Analysis:
writing.
Knowing
This method
the skills
of note
of thetaking
students
is a will
great
allow
waythe
for knowledge
students toof
chopyou
how
up the
maystory
needinto
to differentiate
pieces they can
the refer
instruction
back to,
so helping
that thethem
class with
can
future
get
a better
assignments.
grasp of It
the
was
material.
easy for everyone to understand what to do
and required very few and easily obtainable materials. I would
recommend this method.

Follow
Identify
Along
the Problem
Reading
Purpose: For students
student totosee
enter
theaerrors
new novel
in other
withstudents
new expectations
work
and
anonymously.
understand
what
To is
identity
expected
fixesoftothem
make
forinwhen
student
they
work
proceed
and relate
through
it to
the
their own.
story.
Implementation/Use: This
The teacher
tactic can
puts
also
a students
coincide with
workthe
on sticky
the
projector
notes.
The
screen
teacher
(preferably
reads of one
the part
fromof
a the
different
first chapter
class and
of with
a new
the
book
name blacked
aloud.
The teacher
out orcan
removed).
also call The
on volunteers
teacher picks
to read
a sentence
a paragraph
or
or
paragraph
more.
The and
students
asks what
followisalong
wrong
and
with
take
it. notes
Together
when
as instructed.
a class, the
students correct the paper while being guided by the teacher.
Observation Notes: The teacher told the students to take out their
Observation
novel
and theirNotes:
sticky notes.
The teacher
The teacher
had portions
began of
byareading
students
a portion
paper of
divided
the
chapter
up. while
Each portion
the students
was shown
followed
on along.
the projector
Occasionally,
and students
he would
were
asked
tell
thewhat
students
they could
to write
identify
something
what was
on awrong
sticky with
not and
it. He
stick
teacher
it in the
used
a red pen
book.
A few
to mark
timescorrections
he asked for
asvolunteers.
they were being
Throughout
made and
the explained
reading
the reason
time,
the teacher
for thechecked
changes.forHe
understanding
also marked the
andimportance
elaborated of
ondouble
certain
checking
parts.
Heand
stopped
proofreading
once theyour
chapter
work.
was
(20-30
finished
minutes)
and assigned the
students to read the next chapter on their own and take similar notes.
Rationale: Showing students first-hand the kind of mistakes they make
(30-45 minutes)
is a good way for students to more easily recognize errors either right
after or rightUsing
Rationale:
beforethis
they
tactic
make
can
them.
put students
It is painting
on the
a picture
right track
of what
for an
essay should
correctly
taking
notnotes
look like
and using
understanding
a real students
what they
paper
areasreading.
an example.
You
can assess the students after they read the second chapter on their own
Analysis: This is a great example of monkey-see-monkey-dont-do. It
in order to see what stuck with them. It also allows students to practice
is also teaching students to identify their own work and the importance
reading aloud.
of proofreading. Many mistakes are dumb mistakes and could easily
be fixed with
Analysis:
This
a once
is a way
overto
before
set uphanding
how you
it want
in. The
things
fact to
that
bethe
done
students
before
student
point out
go off
theand
mistakes
do it themselves.
is a good way
It allows
to assess
youthem
to guide
and the
for
them to more
students
through
likely
thetoopening
remember
of athe
story
mistakes
that may
andbe
not
confusing
do themor
themselves
difficult
to them.
in theYou
future.
can establish an understanding on how to take
notes and what to think about as they read on their own. It is also a
good opportunity to answer any questions and assess.

I Want to See
Why?
____ Hands!
Purpose: Allows
To allowmore
students
students
to ask
to questions
come up with
about
anwhy
answer
everything
to a
they
are doinginstead
question
and talking
of just
about
calling
is important
on that same
and student
how it iswho
connected
keeps to
them.
shooting
their hand up.
Implementation/Use: After
Takingasking
some atime
question,
between
wait
lessons
a moment
to allow
then
students
see
how man
to write
hands
and/or
ae up
ask
toaloud
answer.
why
Youquestions.
then decide
Giving
how many
students
more
the
power you
hands
to ask
want
more
up about
in the what
air before
they are
you learning
call on aabout.
student. Be patient.
After which you can call on a student for the answer.
Observation Notes: The teacher asked the students to take a minute
and write about
Observation
Notes:
why they
Thethought
teacherthey
asked
were
a question
learningabout
what why
was being
they
taughtthat
think
thatstories
day. After
are important.
they wrote,He
hegave
asked
them
for volunteers
a minute and
to question
within that
the lesson.
minute,
two The
students
teacher
shot
mostly
their hands
had them
up. self-answer
The teacherand
then
they
said
usually
can I
answered
see
some more
their own
hands?
question.
Another
(5 minutes)
hand was raised, but then the teacher
said that he wants at least eight hands in the air before we move on.
Rationale: It connects students more with the lessons and assesses
After a bit, he finally got enough hands in the air and called on a student
both the students and the teacher. See what may not be getting across
that normally doesnt answer often but currently had his hand up. (2
to the students and how you can adapt the lesson, at least for the next
minutes)
class.
Rationale: This method gives an opportunity to call on other students
Analysis: I think this can be a good tactic to hear what students are
and not just the same ones over and over. It can also persuade shyer
thinking so you can make adjustments to the lesson and hit certain
students to go outside themselves and answer a question. On top of
topics harder. I think this lesson can be done well as a shorter,
that, it can also allow extra time for students to organize their thoughts
anonymous way. That way it would take less time and may allow more
and then raise their hand.
students to feel comfortable enough to ask questions. I think it is
important toI love
Analysis:
connect
this the
simple
lessons
way to
of real
encouraging
life or whats
morethe
students
point? to
answer questions and to help avoid always picking the same one or two
students. This is not something to do for every question, but more of a
tactic to throw around here and there, especially when you find yourself
stuck with the same volunteer.

Morning
ReadingPrompt.
Choice
Purpose: To allow
set upstudents
thinking to
forchoose
the rest
reading
of class.
material
To establish
that they
a thesis
will
for thelikely
more
lessons.
enjoy and therefore perform better on related assignments
and discussions.
Implementation/Use: The teacher writes or projects a question on the
board for the students toThe
Implementation/Use:
answer
teacher
in silent
presents
writing.
a series
Theyofcan
novels
writethat
their
the
thoughts can
students
and choose
answersfrom
in their
for their
composition
SSR andbook.
related
Responses
assignments.
can be
The
discussed
teacher
gives
afterbrief
the descriptions
students have
to had
givesome
the students
time to collect
an ideatheir
of what it is
thoughts
about.
This
andiswrite.
done during class time. Only enough books to create
equal (or near equal) groups are provided. Students are then excused in
Observation Notes: The teacher had the definition for the word
some manner to go and pick a book.
paradise projected onto the board. Underneath, the question What is
your own personal
Observation
Notes:
paradise?
The teacher
was written.
held up five
The different
students books.
then quietly
These
wrote in their
included
Bravecomposition
New World,books.
Life of Pi,
Afterwards,
Slaughterthe
House
teacher
5, Samurais
cold called
some students
Garden,
and Kindred.
to answer
After
aloud.
describing
The rest
each
of book,
the day
hewas
laid looking
them out
at in
the
a
novel
pile
oncharacters
a separateand
table
how
and
paradise
excused
affected
a row at
their
a time
decisions.
to choose
(5 minutes)
which
book they wanted. The teacher also said that he would allow them to
Rationale: A morning prompt can connect the students to the point of
change books next class if they think they would prefer a different one,
the class from the beginning. It allows them to contemplate an abstract
but after that, they are stuck with their choice. He then had the
or creative idea, and then write about it. After it is discussed, students
students read for 20 minutes. (5-10 minutes + 20 reading time)
will have an easier time understanding the material in the rest of the
class time. Giving students choices puts them in a better mind set
Rationale:
compared to this is what we are going to read, deal with it. If students
Analysis: I think this is a great way to hook students into the class as
are happy and enjoying their book, they will more likely do the work for
soon as they sit down. It is also a good way to establish a routine for
it, keep up with the reading, and be more susceptible to understanding
the class. Having a prompt encourages creative thinking and personal
(or at least wanting to learn) about the plot and how it relates to modern
involvement depending on the prompt. But the thing is, the prompt can
life.
be anything. There are so many possibilities for how you would like to
hook students
Analysis:
I would
in. Itlove
getstothe
usebrains
this inturning
my classroom.
early on and
I want
helps
to tell
them
the
relate to the
students
to pick
material.
something that sounds interesting to them. They would
have to be books that the teacher is familiar with, otherwise, there
would be a lot of work to do in order to prepare. Giving students the
freedom they crave will provide positive results in the classroom.