Author: David Rickert

Macbeth: Comic Activities to Use While Reading the Play

I don’t think there’s a more fun Shakespeare play to teach than Macbeth. It moves quickly (it’s one of Shakespeare’s shorter plays) and has it all: bloodshed, valor, all wrapped up in a play about what happens when the temptation to get what you want present itself. And it has witches! I

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read more poetry

5 Reasons You Should Be Teaching More Poetry

I’m frequently asked by other people what books I teach. No one ever asks what poems I teach. There’s no question that language arts curriculum centers around novels and our classroom can get pretty novel heavy if we’re not careful. We all know about the need for non-fiction. But let’s

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Silent Discussions in the Classroom

We all know the benefits of discussion in the classroom whether it be teacher-led, Socratic, or any of the other effective strategies for getting kids talking. However, silent discussions can also be a powerful tool for active reading and learning. Silent discussions work well because: All students participate. Classroom discussions

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sketchnotes

Using Sketchnotes With Novels and Plays

What are sketchnotes? Sketchnotes are becoming an increasingly popular way for students to take notes for lectures. However, there is much value to be gained from using them along with – or instead of – traditional methods like Cornell notes and annotation. Studies have shown that engaging the visual part

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Annotation Games

Many students find annotation a chore. They do it for the teacher and not for their own benefit. They claim annotating makes them hate reading. I understand where they’re coming from. Annotation is difficult. It slows down the reading process. However, we can’t build active readers without it. We want

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Building Better Topic Sentences

My students struggle with topic sentences. It’s something we always want to get better at because nothing improves their writing faster than crafting topic sentences that guide the reader through their writing. Students typically have one of the following problems with their topic sentences when writing about literature. They don’t

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