- Book Polygamy Day One
- Book Polygamy Day Two
- Book Polygamy Day Three
- Book Polygamy Days Four and Five
- How to Read More than One Book at a Time
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:
- an introduction/anticipatory set through the Bell Ringer/Bell Work activity
- activity to allow students to engage their prior knowledge
- collaborative activity, even if it’s just a “Think-Pair-Share”
- application to a real-world event or problem
- 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.