The Voices of the Room
The Voices of the Room
Embedded Files
"Dear Ms. Yates, I want to thank you for always putting in the work and courage to get me through my assessments and helping me with my writing. Being in your class has helped me a lot. Thank you."
"Dear Ms. Yates, thank you so much for being so patient with me! I appreciate how much support you have given me! I am thankful to have you as one of my teachers. You have taught me so much and have helped me grow as a writer, a group member, and as a person! You have helped to make my adjustment from [old school name] to here so much easier! Thank you for helping me through my stress, my assignments, and everything in between."
"I didn't think I'd get the 'thee' and 'thou' stuff, but once I had the mask on and a goal to find a 'shining jewel,' the words just made sense." ~ 9th Grade Student on Masquerade Ball
"She is the best. She my fav teacher and she listens."
"I wanted to take a moment to express my sincere gratitude for your kindness and support throughout the year. Your willingness to be there for me has made a significant difference, and I truly appreciate it.
Your approach to teaching has created a positive and encouraging learning environment. I feel comfortable asking questions and seeking help when I need it, knowing that you're always willing to assist. Thank you for everything."
"Seeing my project on the wall and having people actually stop to read it made me feel like an expert, not just a student." ~ 9th Grade Student on Museum Exhibit
High Impact Lessons & Learning
High Impact Lessons & Learning
This project, the Code Talker Museum Exhibit, is a high-stakes, creative performance project where students transform from passive learners into historians and curators. Instead of a traditional essay, students are challenged to distill the essence of a historical figure and symbols from the novel into a physical exhibit, requiring them to synthesize biographical data with primary source analysis. This culminative experience, captured in the photo of students collaborating on a living exhibit or structural display, serves as a bridge between historical content and real-world communication skills.
The students pictured here initially struggled to connect historical themes to symbols. By providing the Symbolism Checklist (HIT: Scaffolding), they were able to curate these 3 items with 100% thematic accuracy.
This project demonstrates several key elements of a High-Impact Teacher:
Facilitation of Deeper Learning: By requiring students to select 3-5 significant items and a meaningful quote, they are moving up Bloom’s Taxonomy away from rote memorization and toward synthesis and evaluation. They aren't just learning history and English; they are learning how to curate and defend a narrative.
High Expectations with Scaffolding: The rubric and the "Note-Taking Guide" provide a clear roadmap to success. A high-impact teacher sets a high bar (a public museum presentation) but ensures every student has the structural support (the "Checklist") to reach it.
Student Agency and Personalization: By allowing students to choose their figures and how to visually represent their life's work, I am fostering intrinsic motivation. This empowers students to see themselves as experts, which is a hallmark of highly effective, student-centered instruction.
Authentic Assessment: Moving the final project out of a test and into a "Museum Exhibit" format creates an authentic audience. This increases student accountability and engagement, as they are performing for their peers and the wider school community rather than just for a grade.
HIT COMPETENCY: LEARNER-CENTERED ENVIRONMENT
Decision: I replaced a traditional reading of Scene 5 with an immersive ball.
The Impact: A student who previously struggled with Shakespearean syntax successfully "negotiated" a peace treaty between houses using original text.
The Romeo and Juliet Masquerade Ball is an immersive, kinesthetic learning experience that transforms a classic text into a lived event. By using "Character Task Cards," "Storybook" scripts, and thematic "Snack Signs," the play moved off the page and into the physical world, requiring students to embody the social tensions and character motivations of Act 1, Scene 5. This project bridges the gap between 16th-century literature and modern student engagement, turning a challenging text into a memorable social and academic milestone.
This assignment demonstrates the qualities of a High-Impact Teacher through:
Total Immersion & Engagement: High-impact educators know that doing leads to retaining. By creating a physical environment, complete with invites and props, the affective filter was lowered, making complex Shakespearean language accessible and even fun for every learner.
Structured Academic Rigor: Behind the party atmosphere is a disciplined pedagogical structure. The "Character Task Cards" ensure that every student has a specific analytical lens, while the "Exit Ticket" provides immediate data on student comprehension, allowing to check for understanding in real-time.
Differentiation through Role-Play: I have provided multiple entry points for students with varying reading levels. Whether a student is performing a lead role or analyzing the social dynamics from the sidelines, the "Storybook" format scaffolds the text so that all students can participate in high-level literary analysis.
Cultural & Social Relevance: By framing the lesson as a "Masquerade Ball," I tapped into students' social identities and collective energy. This builds a strong classroom culture where students feel a sense of belonging and shared purpose, which is a key driver of academic achievement in the Teach Michigan network.
Page updated
Report abuse