Writing More; Grading Less

Teaching gurus such as Kelly Gallagher and Michael Schmoker encourage teachers to assign far more writing than what they actually will end up grading.  Many teachers struggle with this mentality, but really, it makes sense.  Students need to write more, and the reality is grading the amount of writing students need would be a rather daunting task for even the most experienced and efficient teacher.


After a night of grading:



One way I manage this idea is that I will have students submit more writing, but they highlight what they consider to be the best aspects of their writing.  I will first review what they've highlighted to see if it meets our learning targets and the standards we are focused on.  If, after reviewing those sections, it seems students need more work, I will review the other portions of their writing to see if they hit the mark there--and just didn't recognize it in themselves.  Doing so will tell me two main things:

1.  Did the student reach the intended outcomes?
2.  If the student DID reach the intended outcomes--but it is represented in the non-highlighted sections--that student still needs some additional support and intervention.

NOTE: I do NOT use this method for longer pieces of writing such as essays.

Below, you will see my students working in groups.  They are discussing their writing and determining which portions of their writing are best.

 

 

 
 
   


Feel free to email me @ englishschmitt@gmail.com to discuss the methods you use to have students write more while you grade less.

Or tweet @englishschmitt

Shakespearean Truth or Dare

To embrace Shakespeare's language, play with some of his typical situations, and, yes, be a little bit silly, student engage in some Shakespearean Truth or Dare.  During our unit reading Hamlet, students will have the opportunity to select a Truth or a Dare.  A Dare is a silly task to complete or perform.  A Truth requires students to answer a question about the play (that I usually make up on the spot depending on where we are in the reading of the play).





Here is a sample of a few of the "Dares":

Impersonate Polonious.  Give someone advice.

As Ophelia, dote in idolatry to a “Hamlet.”

Tell the class “Horatio” how much you value him/her.

It’s cold tonight at Elsinore Castle.  Show us how cold.

Give us your best ghost impression.

You are now Francisco.  Go stand guard at the door for the rest of the period.

Here is a sample of the types of questions I might use for "Truths":

Who seems to be Hamlet’s best friend so far?

Why do the guards think that the ghost leaves initially?

Who says “with an auspicious and a dropping eye, with mirth in funeral and with dirth in marriage”?

What is a First Folio?

And, here are a few photos of my students in action (performing Dares or answering Truths):

   

             

   

Elements of Film: Angles and More!

To help understand the different types of camera angles used in film, and more importantly, to understand WHY filmmakers select particular shots, students in our Studies in Lit & Film class ventured out to the halls of BHS to take pictures in the style of different film shots.


Check out their work here:  (can you name all of the types of shots?)