Tales from a Loud Librarian

View image | gettyimages.com View image | gettyimages.com As I was getting ready to plan for the teaching of the research process to our 6th grade students, I remembered that I had changed my game plan last year. Since my brain has been aging, it is harder for me to know what I did last week much less how I taught something last year. I did remember that I had written a detailed account of what I did with this lesson on this blog. So I conducted a search to find the post, and you can read about it here . By reading my blog entry from last year, I saw that we had deconstructed the research process to start with the bibliography. The teachers and I decided to get that out of the way first. Before the day of the lesson, I reviewed my slide show that you can see below. I did some editing and took out tasks that I thought weren't necessary and added some slides at the end to be more specific about explaining how to create a word document out of the bibliography

This blog post is being designed as a lesson for the English I students at PFTSTA. The teachers and I have collaborated on an activity to celebrate Banned Book Week (BBW). Many times in the past during BBW, I have invited the 8th graders into the library to discuss the banning and challenging of books in schools and libraries. I usually show some videos and share books owned by our library that have been banned or challenged somewhere in the US. This activity always spurs great discussion among the students and teachers. This year we wanted the students to create a written response to the presentation. We thought there was a real world connection if we had the students post their opinion online as a comment to someone writing about censorship in schools. The teachers and I want the students to learn how to compose a well thought out comment that is supported by evidence and concrete details. How more real world could it be than having the students comment directly on their librar

For about four years, the state of Louisiana has been using a system called Compass for the annual teacher evaluations.It is composed of three parts. First, the teacher must write a professional growth plan and submit it. I have been writing one of these plans ever since I began teaching in the public school system, so that is nothing new. I always set some new goals for myself each school year anyway, and I really don't mind putting that down in writing. See below for an example.  My professional growth plan for 2012-2013 click the picture above to enlarge it The second part of the evaluation is the observation. I am suppose to conference with my principal about a lesson that I am going to be teaching, and then she observes it. The administrator must make two formal observations a year. I have always done very well on these observations. You know, I should have learned something about the best way to present material to students with 35 years of teaching under my belt.