The Reading I Didn’t Do and Classroom Bootcamp

I won’t bother showing you an update on my Goodreads account because I didn’t actually get in any reading yesterday.  Well, I take that back: I read about 30 pages of The Dinner last night before falling asleep.  Any reading is good reading.  I spent the day with a girlfriend who had a tremendously long to-do list, and found that she was much more efficient at completing tasks if she had someone with her.  Is it a “misery loves company” or “guilt into action” situation?  I’m not sure, but I’ll use any excuse to eat Panera and chat with a friend while being productive.  While she worked on her projects, I spent the time analyzing my English IV Bootcamp content.

Let’s start with what it’s not:

  • Classroom management strategy
  • Scare tactics
  • A system to weed out the weak from the strong
  • A simple review of content from previous years

What is Classroom Bootcamp?

My definition for classroom bootcamp can best be described by its purpose: to support future learning by establishing a solid foundation of the key components and skill necessary for mastery.

There are many different ways that teachers can create a classroom bootcamp, but for my purpose and grade level (AP Language & Senior English), I prefer a systematic clustering of key concepts presented in a way that allows students to make connections between themselves, their world, and other content areas.  Each class period is constructed with:

  1. an introduction/anticipatory set through the Bell Ringer/Bell Work activity
  2. activity to allow students to engage their prior knowledge
  3. collaborative activity, even if it’s just a “Think-Pair-Share”
  4. application to a real-world event or problem
  5. application to a text

Because I will be working with older students, there will be two main topics focused on during my classroom bootcamp: vocabulary and analysis.

Analysis and Vocab Bootcamp


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