How to Teach English in a Block Schedule
Block scheduling is a growing trend in American educational systems, so chances are if you haven't taught on a block schedule before, you will eventually. Block scheduling allows students to spend more time in one class period, which can be a benefit and a detriment depending on how you approach it. If you've got to figure out what to teach for 90 or even 120 minutes in one class, don't despair. Block scheduling was made for teaching English, and you can find ways to be successful in your new schedule in no time.
Instructions
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Begin each period with a warm-up activity that gets students thinking about your subject. Remember that your students just spent one full block of classroom time thinking about something else, so it's time to switch their brains over to English now. Start with a review of yesterday's homework, a journal prompt or a small quiz. Prompt students to get started on the assignment right away so you use all of your class minutes effectively and start the class productively. Let this activity span no more than the first five to 10 minutes of class.
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Introduce new concepts and vocabulary, go over the course objectives for the day and provide information about upcoming assignments, due dates and special events. The warm-up got your students thinking, now it's time to let them absorb information; spend approximately 15 to 20 minutes on this portion of the class.
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Allow time for guided practice to get students into the assignment for the day, but stay with them as they begin and help them figure it out. If the class assignment involves reading, begin with a read-aloud or go around the room and have them take turns reading. Pause to offer commentary or to show them how to take notes over their reading. For a writing assignment, do a writing sample on the board or overhead, asking students to work together with you to construct the sample. Use approximately 20 minutes for this activity.
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Assign something for students to do independently or in small groups, such as writing a paper, reading a novel, taking notes or planning an upcoming project. They may prepare a class presentation or work on computer-based assignments during this time. Move around the classroom and offer individual assistance as needed, or use this time for one-on-one conferences and assessments. Allow approximately 25 minutes for independent work time.
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Assess the learning of the day. Assign a formal assessment, such as a quiz or a test, covering the materials and objectives from the day's class period. On an informal level, conduct a question-and-answer period with students where you orally review the day's objective and how they have met that goal. Give an "exit slip" assignment where students must answer a few questions and turn in the slip before they may leave for the day. Give them any information they need in order to complete homework for the evening and allow them to ask clarifying questions. This should take the final 15 to 20 minutes of class time.
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References
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