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Lesson Plans


block sched. restructurring

[ Thread ][ Subject ][ Author ][ Date ]
Jackie Sacs (jsacs)
Wed, 7 Jan 1998 18:33:05 -0400


Hello from a first-time writer;;;
Westbury High School is in mid Nassua county on Long Island (suburb of
NYC). The student body numbers about 938 Afro Americans, haitians and
Hispanics. There are about a dozen caucasian students. About 15% get
regents diplomas and we get very low test scores. Our new Ass't Sup. in
the "white house" was hired to raise those scores.

Our principal is gung-ho on converting to block scheduling in Sept. 98. As
art teachers, my department [four females] want to know what you know about
how art fits into the "core curriculum", are we made the old, proverbial,
dumping ground.

*What will happen to teachability in relation to higher test scores with
this newness in the building?
*What do your lesson plans look like for an 80 minute block?
*Are all your classes that long or do you have some one-period classes and
some two-period?
*What are the benefits and pitfalls for art teachers?
*Does this facilitate REAL interdisciplinary education between us and
others, or does it just look good on paper?
*What should we ask our administrators?
*Do you go home at day's end and feel less drained or more drained?
*The "seminars" period of assigned study...is that during homeroom?
Doesn't that add teaching time. How does a photography teacher like me
deal with that and studio art if I'm in different rooms?

If my questions seem basic or shallow, please forgive me. We are new at
this stuff. I am open to learning exactly what I SHOULD be thinking about.
I sense we are about to dive into a pool tilled.

I know this ia a mouthful, but we art teachers want to know what to expect.
thank you all for caring and responding. happy new year!

Jackie sacs
jsacs