The Purpose of Education...

So today in my Theory of Curriculum class we talked about the purpose of education and we all came up with really high-minded reasons full of big words and multiple clauses. Mine was something like "To create thoughtful, critically-thinking, rational adults who function highly in a complex, emotionally traumatic global society." What?

After I wrote that I thought, if I were in eighth grade I would have written something like "To prepare me for college" or "To ruin my life."

Would it be so terrible to spend a day or even 10 minutes discussing what the purpose of education is and allow the class to make a statement of what they expect to get out of your class? This conversation could happen tomorrow--that's right, midyear, as a way to pump up the students and allow them some control of their education. If your class has a common goal, maybe the students will actually do their homework.

Prepositions Unit (...the box)

Summary:

This is a short unit on prepositions and will teach students what a preposition is, how to locate one in a sentence, and how to correctly use prepositions. The unit centers around children's books and culminates with the students performing their own skit based on the children's books read in class, using prepositions, for the class.

Days:

5. Of course, you could skip the whole presentation part and just read the two children's books and call it good--that would be 1 to 2 days. It depends on how much time you have.

Objectives:

1. Students will be able to define "preposition."

2. Students will be able to locate prepositions in a sentence.

3. Students will be able to correctly use prepositions in a sentence.

Cross Curricular:

1. Students may use knowledge gained in other classes as a basis for their presentation at the end of the unit. (So, no, not really.)

Unit Outline:

Day 1: Introduction

Begin with defining what a preposition is and giving students a few examples. Read Inside, Outside, Upside Down by Stan and Jan Bernstein to students. As a class, underline the prepositions in the book (be careful of words that are usually prepositions but that are not used as prepositions). Get out a box and, using the box as a guide, make a list of prepositions on the board (of the box, in the box, by the box, etc.). Give students time to study the list and then play a game of Knock Out (all the students stand and go around the room saying a preposition, students sit when they repeat a preposition or can't think of one. Have the students pass the box around to help them think.)

Homework/Classwork: Complete a review page from the grammar book, preferably one that requires students to identify prepositions.

Day 2: Practice

Review the previous day's homework. Read Go, Dog, Go by P. D. Eastman. As partners, have students underline the prepositions in the book. Review as a class. Assign students to groups of 3 or 4 and assign The Preposition Project. The Preposition Project will be a 2 minute presentation where each group will act out a story using at least 20 prepositions. Each student in the group should speak in the presentation; students should use at least 1 prop; students must submit a type-written copy of their presentation on the due date; the presentation should be cohesive and not just a list of prepositions.

Homework/Classwork: Complete a second review page on prepositions from the grammar book., preferably one that requires students to use prepositions.

Day 3: Practice

Review the previous day's homework. Allow students time to work on their presentations. Play

Knock Out to review.

Homework/Classwork: Work on The Preposition Project.

Day 4: Work

Read a short article from the newspaper or elsewhere. Have students work independently to locate all the prepositions. Review as a class. Allow students to work on their presentations.

Homework/Classwork: Work on The Preposition Project.

Day 5: Presentations

Have each group present. At the end of the presentations, pass out a short quiz that requires students to define what a preposition is; to locate several prepositions in sentences; and to write sentences using prepositions.

Just a thought on book reports...

When I was teaching, my school required that my students do a book report each month on top of a mile-high pile of homework. I found it somewhat ridiculous and rarely assigned the book reports--the students didn't tattle, they didn't want any more homework. Aside from not wanting to stress my students more than necessary, I felt that having to "do" something with the book kind of killed the enjoyment of reading it. I wanted my students to just enjoy reading.

But at the same time, the teacher next door to me had a list of books she wanted the students to read that supplemented what they were learning in English and history and then she had an individual book talk with each student each month so that all the students had to do was read the book and come prepared to share their thoughts on the book. This worked well for her as it allowed her to get to know her students and push their thinking past "I like it" or "I don't like it", but I was never able to find the time to meet with each student individually.

And so, I thought the other day, why not create mini book clubs in the classroom? Buy three or four copies of nine books that supplement what the students are learning in English and history, and then teach them how to run a book group. This allows the students to read for enjoyment; to read a variety of books; to make connections between pleasure reading and class; and to learn to discuss a book without having their hands held by the teacher.

The logostics would be a little tricky, I admit. You would need nine books--one for each month of the school year, or fewer if you wanted. Allow the students to chose which book they want to read each month, but they must read each book. I would have students switch groups each month so that they get a variety of viewpoints and learn to get along with people who aren't their best friend. That's the tricky part--by the end of the year, it will take a bit of shuffling to make sure everyone has read every book.

On the first school day of the month, pass out the books and have each group figure out how many pages they will have to read each week to finish by the end of the month. Then, once a week, have students get into their groups for part of a period to review the reading. Start the session with students each writing 1-2 real questions about the book. You will have to teach the students how to ask open-ended, thought-provoking questions about the novels, but this can be done by demonstrating with the books that the class reads together. Questions should focus on theme, application to the real world, and connection to topics studied in history and English. At the end of the 20 minute period (that's how long I would allow the sessions to go), have students take a few minutes to write their thoughts about the session and the book. Collect these and move on, possibly to a short grammar lesson or some silent reading.

I like this idea, one because it was my idea; two because it allows the students to read fun books and to talk about those fun books; three because it fulfils the book report requirement without putting too much extra stress on the students (or extra grading on the teacher); and four because it supplements the ideas discussed in class with some less stuffy reading.

As a PS here are some books that I would consider for my 8th grade (I taught post-World War II to present so focused on the end of the world thinking of the Cold War and the us vs them complex)

*Alas, Babylon by Pat Frank

*The Outsiders by S. E. Hinton

*Things Fall Apart by Chinua Achebe

*Stargirl by Jerry Spinelli

*Milkweed by Jerry Spinelli

*Flush by Carl Hiaasen