• Lesson planner
• Gradebook (or PowerSchool)
• Google Suite
• Pencils, markers, pens, and paper
• Whiteboards and dry erase markers
• Access to a copy machine
• Books—classroom sets and single copies
• Tables and desks and chairs
• Bulletin boards, construction paper, thumbtacks
• Instructions for what to do in the case of a fire, a tornado, a lockout or a lockdown
Here’s the drill:
Begin with the objective: What is it you want your students to know or be able to do? To write an objective, start with a verb provided by Bloom (6 levels) or DOK (4) and follow the verb with a direct object. Think about what the students will be doing to demonstrate understanding of the objective. So, for example,
• Analyze a story
• Solve an equation
• Perform an experiment
• Write an essay
• Move the nation
Consider what the students need to know before you begin the lesson and what prior knowledge they may have that will inform the ease with which they will grasp and be able to complete the task. (You may have to scaffold the lesson for some students; for others, you may need to let go.)
Of course, assessment is required, so you need to be clear in advance (for yourself and for the students) just how you will assess their work, what will constitute attainment of the objective, and to what level of attainment they may strive.
• Emma Gonzales
• Yolanda King
• The 11-year-old with the haunting eyes and the wisdom of age
• The boy from Parkland with his Marco Rubio tag: $1.05
• The girl from South LA who learned to dodge bullets before she learned to read
Now think about the instructional methods you will use so that students will be able to demonstrate their understanding of the objective. Perhaps you will organize group work such as a jigsaw activity; that is, the students each share a piece of the story, together creating a whole understanding. Or you might design a reciprocal teaching task, where together a group will read a text and puzzle out its meaning from individual perspectives.
Maybe you will set the students to an independent task, one in which they’ll rely upon what they have read, what they have experienced, and their own wits, should they still have them.
• Their passion
• Their voices
• Their vision
• Their presence
• Their command
• Their poise
• Their resolve
Unafraid and unowned.
We can no longer shield them. They have learned too much.
We cannot restrain them. They have too much strength.
We should not impede them. Their promise is too great.
They do not need rubber bands, paper clips, staplers, scotch tape, glue sticks, meditation, long walks in the early morning light or summers to renew and refresh.
Or instructions on writing objectives.
What they need are not the lessons of the classroom. These they have learned.
But they do need us: Behind them, not before them. Supporting them, not instructing them. Letting them go and letting them lead.
This is not a drill.