What is the second-hardest part of being an English teacher, after grading?
For some of us, the answer is planning - specifically, how to design a curriculum that somehow “does it all”. We have to balance all the areas of ELA (literature, nonfiction, grammar, vocab, writing, and speaking), doing justice to each within the limited time constraints of the year (and the inevitable interruptions, snow days, or disasters that pop up…)
And sometimes, that balance (even when well-intentioned) tips too far in one direction or another, leaving one of the six areas shortchanged.
This task gets even harder if...
For some of us, the answer is planning - specifically, how to design a curriculum that somehow “does it all”. We have to balance all the areas of ELA (literature, nonfiction, grammar, vocab, writing, and speaking), doing justice to each within the limited time constraints of the year (and the inevitable interruptions, snow days, or disasters that pop up…)
And sometimes, that balance (even when well-intentioned) tips too far in one direction or another, leaving one of the six areas shortchanged.
This task gets even harder if...
1. You teach a specialized English course (like British Lit, journalism, or speech), where you have a focus to honor but still have to meet a lot of unrelated standards
2. You also want to take on non-required, but important topics or skills (like note taking, technology, poetry, logic, etc.)
3. You don’t have a ton of guidance for your curriculum. (That freedom is an overwhelming blessing!)
So how do we juggle all the needed skills and knowledge? To help new and veteran teachers deal with this problem, Britt from The SuperHERO Teacher is joining me to share our tested solutions. (We have combined experience in both middle and high school ELA!)