Teaching a Plot Diagram in a Weird Way…


Dear Readers,

Today, I needed to reinforce the lesson taught by the 10th grade English teacher (literary devices). I did the usual and defined them and gave examples. I even read the 10th graders a very simple story- The Little Mouse, The Red Ripe Strawberry, and THE BIG HUNGRY BEAR. I wanted them to complete a plot diagram like the one below:

They weren’t quite understanding it, so I decided to try a different approach. I asked them about a television show they watched. One student told me about an episode of Grey’s Anatomy. We discussed it and I showed her where the each part of the diagram was happening as she described it to me. She didn’t believe me when I told her that the plot diagram plays out in every day life; she thought it was some kind of trick. So, I took her through a fight just to really prove it to her. She laughed. That’s when I gave her a homework assignment to watch an episode of Grey’s Anatomy and report back to me tomorrow. She said that it wouldn’t be fun. I told her that I beg to differ, that it can be fun to see what we’re learning in everyday life come to life, so to speak. I don’t think she quite believed me, but she agreed to do it. I’ll report her findings back to you.

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Today’s Observation


Dear Readers,

Today, one month into the new school year, I had my first of 4 observations. My organization decided to split it up into four bite-sized observations instead of two major ones. I actually like this way better than the old way because I feel like the observer can get a better picture of how I teach.

Here’s a technique I learned in the summer regarding how to gather evidence from a video.

Students pick a side. For this video, they were looking for evidence to support Beyonce being weak or Beyonce being strong in the IRREPLACEABLE video.

For the sake of brevity and chaos, I put the students in a group.

Students watch the video one time just to get a feel for it and collect 1-2 pieces of evidence.

Students then watch it a second time to gather more evidence. At this point the student should have at least 3-5 pieces of evidence. If you, as a teacher, feel that your students need to watch it again, play the video a third time.

Write your evidence down

We’ll watch it a third time to gather even more evidence

Write even more evidence down

Here’s a link to my lesson:

https://docs.google.com/presentation/d/1YA-7oGbkK03Fi82ILbX_fkAgttiasfOWM8-AWAgzy_A/edit?usp=sharing