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Lesson Plans


Re: Sub plans

[ Thread ][ Subject ][ Author ][ Date ]
Aaron and Jennifer (THEGREEN99)
Sat, 9 Oct 1999 17:26:34 -0400


After being basically kicked out of my buidling on Thursday afternoon
because I was sick, I know realize what it is like to be on bith sides of
the fence. I, too, went the movie route. I sat there in my classroom and
looked at the clock. I listed everything I needed to do to make sure the sub
would have a fail-proof day and a prodcutive one for the students. After
about twenty minutes of thinking, I simply decided to show a movie. Our
district has some crummy subs. I was once a sub, too, and I hated it when a
teacher left a movie to watch. Now I realize why the teacher did so. I just
hope and pray my classroom is not too much of a mess when I get back on
Monday (hopefully).
As for reading and writing, I try to use those as much as I can in my
classroom. My school is supposed to be designed for students with low
levels. I guess you can't get much lower than kindergarten level for an
ninth grader. Every Monday we write a brief paragraph about a piece of art
work. I look for clear ideas and complete sentences. I don't grade grammar,
just content. After each project, students write again a brief paragraph
discussing their art work - subject, medium, problems, what was learned. On
larger projects, we do some reading and research. We take notes and discuss
main ideas. I feel the more the students have practice at reading and
writing, the more skills the students aquire.

Jennifer in Michigan
-----Original Message-----
From: Fields, Linda <fieldsl.us>
To: 'Stephanie Sack' <ssack>
Cc: 'artsednet.edu' <artsednet.edu>
Date: Wednesday, October 06, 1999 11:33 AM
Subject: RE: Sub plans

>Stephanie-your point about subbing is well-taken and it's nice to know
>you're out there. Unfortunately, I think you're the exception rather
>than the rule.
> RE: writing and reading: I use it a good bit for a variety of
>reasons, not the least of which is that my system has been stressing
>reading/writing across the curriculum. Some of the things I do that are
>not just the standard read something and write about it are: using
>quotations as sketchbook/journal assignments in which the kids have to
>interpret, analyze, argue the point, or relate it to their own lives.
>Sometimes they have to illustrate it. We also do descriptive writing,
>interpretation, analysis, etc. Major projects are required to have a
>written plan submitted. Reflection sheets are used to think about their
>own work. My honors students are required to attend exhibits and write
>about them. Secondly, I think writing is an important skill, and one in
>which my students are weak. I try to help them build wider vocabularies
>and write well. Also, because of something called an ABC plan in this
>state, schools are scored as exemplary, adequate, low-performing,etc. I
>feel that I am doing my part to help in the overall scheme of things if
>I help students to improve their skills in reading, writing, math, etc.
>while teaching my own subject. I do not feel that an interdisciplinary
>approach or integrated lessons are harmful to, or negate my art program.
>Rather, I think they strengthen it and make it more of a "real subject"
>to students and staff alike. Hope this is helpful to you. Linda in NC
>
>> ----------
>> From: Stephanie Sack[SMTP:ssack]
>> Sent: Wednesday, October 06, 1999 10:51 AM
>> To: 'artsednet'
>> Subject: Sub plans
>>
>> As a sub, I can tell you it's not that hard to keep the kids woking on
>> projects they have already started if it is not too complicated and
>> they
>> have a clear idea about how to do it and how much they need to have
>> done.
>> It is particullarly useful to have the project due at the end of the
>> time
>> your out so they have some motivation for actually working. This is
>> probably not the oppinion of many subs, but I am working to be
>> certified to
>> teach art and enjoy having the kids work on projects rather than a
>> video or
>> non-related items. It is often easier to go the video route...but if
>> you
>> have some say in who's subbing for you and can talk to them before you
>> leave, other options can work.
>>
>> I have a question about the use of reading and writing in art classes
>> that
>> my literacy in the content areas class has raised for me. Do
>> practicing
>> teachers actually use reading and writing in art classes or is it just
>> something teacher training programs teach you about to then be left
>> behind
>> once you start actually teaching? How angry would the average high
>> school
>> art student be if you handed them a 5-page article to read and respond
>> to?
>> I understand the value of learning about these things, but I am still
>> wondering about the practicality of it.
>> Steph
>>