What Three People Said About Using My Humanities Resources in the Classroom with Actual Students

Discover what educators are saying about my engaging, classroom-tested Humanities and ELA resources for middle and high school teachers and students.

I create fun, engaging Middle and High School ELA activities loved by teachers, perfect for philosophy, mythology, and diverse, growth-minded classrooms.

PDF Copy for Printing 

Reflections of a Teacher: Navigating the Challenges of Education in 2024

A teacher's honest reflections on starting a new job, teaching twice-exceptional students, and balancing the messiness of education in 2024.

"Harried Teacher" (Image Credit: Greig Roselli ©2024)

So, it’s November, and I haven’t posted in a while. Initially, I intended this blog to be a repository of thoughts, ideas, art, places I’ve been, kids I’ve taught, and lessons I’ve learned from the classroom. It’s meant to chronicle museums I’ve visited, books I’ve read, and experiences worth reflecting on. I still want it to be that. But life—particularly my life as an educator—has been anything but static since September. Starting a new job at a new school has consumed most of my bandwidth, leaving little room for reflection.

A snapshot from one of my days in the classroom—circa 2021

For context, my teaching journey has taken me across vastly different landscapes. I began in a Catholic school in New Orleans, (and don't forget my stint as a Benedictine monk working in an academic library). I was a graduate student, moved to New York, worked at the New York Public Library, taught as an adjunct at a two-year college, and spent a year teaching humanities to sixth graders in Harlem. I devoted eight years to a school in Jackson Heights, Queens, where I taught middle and high school students a mix of humanities and ESL. Now, I’ve landed at a private school for twice-exceptional (2E) students—learners who are both gifted and face learning differences, such as dyslexia, persistent demand avoidance, autism, or attention deficit profiles.

Starting anew has been equal parts invigorating and exhausting. No matter its mission or demographic, every school presents its own challenges and rewards. Yet, the universal truth of teaching is this: it’s an all-consuming job. There’s always “pre-work” to do before stepping into the classroom. And, increasingly, the generational shifts among students—compounded by the effects of COVID—have made the traditional classroom experience feel antiquated. Students seem less invested in conventional academic structures but more hungry than ever for authenticity and relevance.

My current school’s emphasis on neurodivergent learners has shifted my perspective on what education should look like. The mantra here is, “The social is academic, and the academic is social.” At first, this sounded like educational jargon, but working with my students has brought it to life. Teaching here feels a lot like riding the New York City subway. To get anywhere, everyone needs to collaborate. You step aside to let someone off the train; you take off your backpack to make room. It’s not perfect, but it works and is the same in the classroom. We accommodate each other’s needs and create space for everyone to thrive, even when messy.

My class sizes are small—no more than six or seven students per group—yet the diversity of needs can make it feel like managing a classroom of thirty. Each student’s learning profile is unique, which means cookie-cutter solutions don’t work. I quickly scrapped my original plan to teach two courses to split between four classes. Instead, I stacked all the books I planned to teach across my courses, laid them out, and asked students to participate in a ranked-choice vote. It was a beautiful exercise in agency and choice—though, inevitably, some still complained.

The result? Four completely different curriculums for four unique classes. While this approach has made my work exponentially harder, it’s also been rewarding. My students’ engagement rises when they feel ownership of their learning. But this level of customization requires constant energy, and by November, I’m spent.

I’ve been reflecting on the school labor divide—between teachers, administrators, and support staff. Despite being in a supportive environment, I sometimes feel the disconnect between those in the trenches of the classroom and those shaping broader policies or initiatives. It’s a gap that underscores the growing challenges of education in 2024. What does it mean to be a teacher today? What does the future of schooling hold?

For now, I’m left with more questions than answers. I know that teaching requires empathy—for students, colleagues, and, perhaps most importantly, for myself. It’s easy to be self-critical, to feel like I’m not doing enough or doing it well enough. But then, moments of connection with students remind me why I do this work.

One thing I love about my new job is how honest the kids are about their needs. They realize they have "lagging skills," even though they don't always buy in to my strategies to help (but, hey, that's human). I did have a breaking point a few days ago—when I realized that I was emotionally drained—but there is no rest for the wicked in education. You got to do it all over again the next day. But my students gave me a lift when we read a scene from Cat on a Hot Tin Roof—and everybody gave their best effort in doing an American southern accent. It was a blast. I am so happy we are reading this play—it's fantastic!

So, here’s to embracing the exhaustion, the messiness, and the uncertainty. This post is less a polished reflection and more a snapshot of where I am. Let’s call it a work in progress.

PDF for Printing

Navigating New Beginnings: Reflections on Teaching and Personal Growth in Jackson Heights

Discover a teacher's reflections on personal growth and career transitions, inspired by deep connections with students in Jackson Heights.

"A journey of a thousand miles begins with a single step" — Lao Tzu

Jackson Heights in Queens is Aglow with May Flowers

On Leaving

Jason, whom we'll call by that name, arrived in the classroom accompanied by Corey, also a pseudonym. They exclaimed, "Mr. Roselli, are you leaving? You're my favorite teacher!" Indeed, there is a departure, but the term "leaving" should be viewed more as moving forward. The accuracy of being their favorite teacher might be debatable, yet what truly resonated in that moment was their genuine concern. Their warmth and optimistic demeanor were unexpectedly touching, especially since adolescent boys often oscillate between being reserved and taciturn or loud and brash. This encounter was a proud one, as it reflected a significant connection made.

Existential Moment

I find myself in a place in life that I haven't experienced in a long time. I'm just wrapping up eight years of teaching at my current school in the Jackson Heights neighborhood of Queens, where I've had the honor and pleasure of working with a host of wonderful, curious students. I've gotten to know and work with these students over the years. The current seniors I'm teaching this year have been my students since they were in fifth grade. I taught some of them a research class in sixth grade, an ethics class in middle school, and English in 10th grade. Some I also taught as their history and humanities teacher in 11th grade, and now they're seniors. 

I find myself at a precipice because I am leaving my current school to venture out into a different world. Just like the phoenix, I am ready to rise from the ashes in a new place. This transition has prompted me to reflect on who I am and where I am in life. I am very proud of the work I have done, not only in the past eight years at my current job but also over my entire 13-year career teaching secondary education, covering grades 5 through 12. Just last year, I finally received my professional teaching certification in New York State, which is now part of my official records.

From One Place to Another

I find it fascinating to consider what teaching truly involves. We plant our feet in a specific place, within a specific community. And Oh! The places we go. Whether it is the New Orleans where I grew up, or the many visits I have made to the Metropolitan Museum of Art, I am a sojourner. I've had the privilege of traveling to China with students and teachers and visiting other students in Beijing, Suzhou, Shanghai, and Xi'an. This past February, I traveled with 51 students and 10 teachers to London and Paris. And what about the journey of writing, of reading? I sometimes say you really don't need to leave a place to visit the world. Open a book. Think about it. Since 2017, I have created over 270 unique educational resources, sourced from the public domain, the New York Public Library’s digital collections, and various humanities-based topics, ranging from Socrates to Angela Davis. I can't be done yet, no m'am!

Teaching Humanities, adolescents are exposed to different ideas. And that is an exciting space to carve out in a classroom. While I definitely have my own opinions, and beliefs, and I inhabit the world in a certain way, I wonder how distanced from myself I need to be as an educator to allow my students to begin thinking independently and not merely parroting my ideas (or someone else's). Today, someone asked me about the concern that teachers might indoctrinate their students, which made me think about how we barely have time for that in the classroom. I can be completely myself, yet also create a space for dissenting opinions, which I appreciate as long as we adhere to basic human integrity principles and aim to share rather than harm. I always start my humanities classes with this principle: We state our own opinions and ideas; we do not attack others’. For example, instead of saying, "Deborah thinks capital punishment is illegal, and she’s stupid for thinking so," we say, "I believe capital punishment should be legal in the United States." We take ownership of our ideas, and this is how I conduct discussions in my classroom. 

Reflecting on Mid-Life

Approaching middle age-I'll be 45 in December-I feel confident yet exhausted, and curious about what's next. Maybe that curiosity is what's pushing me to explore a new direction. If Dante, in his classic epic, can find himself guided to new places, where he is "mid-life in his journey," then so can I?

Right? Listen! 

I saw Jason and Corey again; this time, it was during lunch, where 1 sat with two very quiet, amazing teachers and about thirty loud teenagers. They had some stories to tell me-like, 'Remember that time you taught an entire lesson dressed up as Doctor Who?' or, 'When we were being rowdy, so you climbed on the table in your classroom to get our attention?' Yes, those anecdotes are most likely true. By nature, I am an ephemeral person; not much of what I do is permanent. Often feeling like a visitor in my own life, I am comforted when others can validate my experiences. For sure-my tombstone will not merely read

'Greig—he washed his dishes!'

PDF Copy for Printing

Fostering Textual Ownership: Passionate Teacher Explores Literacies & Strategies. Periodt. 📚

Passionate cisgender gay teacher encourages student engagement & creativity in literature. Explore diverse literacy forms. 

My students often tell me, "Mr. Roselli, you make us do stuff." They mean I encourage leaving our fingerprints on texts. As a passionate and caring cisgender gay teacher, an inhabitant of this planet, and a member of the home sapiens species, I deeply appreciate literature—especially adolescent literature. I love reading students' creative writing and introducing them to diverse forms of literacy, including film, lyrics, art, primary source documents, and more. I'm dedicated to sourcing mentor texts to enrich my teaching. Other teachers describe me as funny, intelligent, and curious. I'm eager to experiment with new strategies based on evidence, always learning and adapting to engage students across Bloom's taxonomy. I draw inspiration from ancient texts like Plato's "Apology," connecting past and present to enrich humanities teaching. Encouraging students to speak and express themselves is crucial—I incorporate podcasts and discussions to foster accountable talk and solidify thoughts in writing. Speech offers immediate engagement in the classroom, enhancing learning experiences. This video documents my teaching journey as a builder, always seeking to innovate after thirteen years in secondary education. As a quirky humanities teacher from South Louisiana, I find inspiration in New York City's vibrant art scene, using it as a palette for creativity and expression. Living in NYC fuels my passion for teaching and exploring new ideas.

PDF Copy for Printing

Portfolio: Mr. Roselli's Teaching Career in a Visually Appealing Presentation

Teaching Statement

Everything I do revolves around Arts and Letters. As a kid, I haunted my local public library and connected with teachers and coaches. As an adult, I’ve worked with learners aged ten to eighteen and thrive when students share stories, thoughts, writing, drawings, and future ambitions.

I teach ethical thinking within Humanities and ELA, adapting instruction to engage each class and collaborating with colleagues when units align. Instruction evolves to meet students’ needs, hooking and sustaining their curiosity through co-planning and shared resources.

I design learning spaces with maps, anchor charts, and reading materials that spark inquiry. I love when students exclaim, “Mr. Roselli—look what I read!” because they see me as a fellow learner in our shared journey.

Active Teacher: Celebrating Diversity, Values, Clubs & Student Groups

I engage in school life by celebrating our community’s diversity, upholding traditions, facilitating after-school clubs, and helping students find affinity groups. My commitment extends beyond the classroom into every corner of school culture.

Collaboration in the High School English Language Arts Classroom

I spearheaded an empathy initiative, bringing lower- and upper-school students together in planned enrichment activities. I also debriefed with students afterward and emphasized empathy not as an academic concept but as something we practice through action. When I saw one of my teens interact with a first-grader with patience and kindness, it opened up a later conversation that year when they were struggling with a peer. I said, “Do you remember when you were so patient with that first-grader? I’m trying to help you get out of your head and think of every interaction as an opportunity to grow—not an easy task, I know.”

Bringing Octavia Butler’s Kindred to life, my eleventh graders dramatized profiles of social justice, historical resistance, and time travel between modern Los Angeles and antebellum Maryland.

Writing Strategies

Sixth Graders in My Humanities Class Create a Mind Map—a useful brainstorming technique for Writing and Idea Sharing.

Independent Reading Initiatives

Are you tired of Netflix? Every summer, I spearhead a themed reading initiative featuring voices like Ibram X. Kendi and Jason Reynolds. During the year, students select books, read in class, and share reviews to foster lifelong reading habits.

Field Trips

I took my Sixth grade class to the Brooklyn Museum to see Egyptian artifacts as part of our unit on Egyptian mythology. I have taken students to many different places—including the Tenement Museum, the Metropolitan Museum of Art, Philadelphia, Nantucket, China, and France and the United Kingdom.

Community Involvement

I invite my class to participate in volunteering; I have taken students to the Brooklyn Book Bodega, a non-profit that has as its mission to provide one hundred books for every New Yorker. I have also partnered with Street Lab and other organizations.

I am in search of a community of high-achieving students. I work best with students from eighth to tenth grade; however, I have experience teaching students as young as fifth grade and as old as college-aged. I consider myself an all-around teacher with one foot in English Language Arts and the other in the Humanities.

If you are seeking a dynamic, warm, witty, and engaging teacher, one whom students often praise by saying, 'We love Mr. Roselli. He does make us do a lot of work, but he has a way of making it fun,' then look no further.

Contact me. I'd love to hear from you.

Copy for Presentation

Energize Students with Quick Activity: Critical Thinking & Movement for Engagement

Revitalize your classroom dynamics with an interactive activity that boosts student engagement and fosters critical thinking. Discover how positioning students based on their opinions on controversial topics like myths and relationships not only energizes them but also prompts insightful discussions on peer influence and the Socratic method. Suitable for grades seven and up. Share your experiences!

If you’re looking for a quick method to energize your students, particularly if they appear sluggish or disinterested at the beginning or end of a class, set aside three to four minutes for this activity. Initially, they might groan, but then you present them with a scenario. 

 

You’ll ask a question and instruct students to position themselves in the classroom based on their response: those with an emphatic “yes” to one side, an emphatic “no” to the opposite side, and the undecided or “wishy-washy” in the middle. The closer a student stands to either side, the stronger their feelings about the topic. 

 

For instance, you could pose a question like, “Was Narcissus right to reject Echo’s love?” or “Does this myth accurately represent aspects of romantic relationships or unrequited love?” The more controversial or thought-provoking the question, the more engaged the students will become. As they move around the room, they not only physically activate but also engage in critical thinking, determining their stance on the issue. 

 

Observing students who are indecisive, watching where their friends go, and then following, provides an opportunity to address the influence of peer pressure in a gentle manner. This activity is not only a fun way to get students moving but also fosters critical thinking and encourages a Socratic method of engagement. 

I have implemented this strategy with students as young as seventh grade and with high schoolers. Have you tried this approach before? I’m eager to hear your thoughts and experiences.

PDF Copy for Printing

Redefining Literacy in the AI Era: The Shift from Linear to Fragmented Reading

In this blog post, I discuss how literacy is evolving—a concept that has fascinated humanity since the advent of long-distance communication technologies such as the telegraph and telephone. Nowadays, our interaction with information is marked by its agility and rapidity, as demonstrated by AI advancements like ChatGPT from OpenAI.

Print magazines line a newsstand at the airport.

The way we access tools online is altering how we access texts. When Google search was first developed in the late '90s, the shift was from looking up information in print media to finding information online. However, we did not know it then, but search was a static, linear form of reading, not much different from how we generally read – in clusters of words and phrases, placed one after the other. Now, computer programmers have built tools designed to make savvy deductions on matters ranging from "The Best Way to Write a Cover Letter" to "Romanticism in Britain in the late 19th century." Instead of 'finding' what we need, we are 'sourcing' it. It's incredible, really. These generative AI models, including others like Google’s Bard (now, Gemini) and Bing’s Copilot, are built on extensive datasets, which range from Shakespeare's works to modern product labels. However, the opacity surrounding these datasets raises critical questions about transparency and intellectual property.

Consider the hypothetical 'Books three' corpus, comprising 157,000 copyrighted books. The file is purportedly an illegal 'scrape' of proprietary content The use of such a comprehensive dataset in AI training could potentially revolutionize our access to literature. This aligns with my vision of immediate access to any book, a dream that once felt unattainable.

The transformation in literacy is stark when we look back historically. In the past, literature was an auditory experience, where figures like St. Ambrose and Augustine engaged with texts through oral recitation. In this iteration of reading, words were vocal, heard, and disruptive. So, when Augustine saw his teacher Ambrose reading silently one day, it was a surprise to the young priest. That Ambrose could read to himself, without whispering the words, was a revelation. Recalling my time as Brother Bede, when I was a Benedictine monk, I remember being taught that in St. Benedict's 'Rule,' he emphasized the importance of reading out loud, contrasting with our present view of reading as a solitary, silent activity. And I realized that I spend most of my time reading silently, but when I do read out loud, it is a different, qualitative experience. I can feel the difference and can imagine being like Augustine, feeling his surprise when he saw Ambrose read silently – it blew his mind. Another shift in literacy is on its way, and it is just as, or more, mind-blowing than silent reading.

Certainly, it is mandatory to mention that the Gutenberg printing press was a pivotal moment in literacy, enabling widespread distribution of books, thus changing the way information was disseminated. In 2024, the proliferation of printed and digital materials further morphs our interaction with texts like 'Don Quixote', 'Arabian Nights', and contemporary literature. When books were first made affordable to a growing middle class, the modern-day educational system also developed, and while the ability to read and write was a luxury afforded only to the upper classes, the clergy, and those at the top echelon of the governing state, they found themselves not the only folk who benefited from literacy and reading. I cannot imagine myself not being able to read. An older man in my building was asking me about the gas bill, wondering if it had risen for me. I showed him my bill, and he meekly told me, "Oh, that's okay. I believe you." He was Mandarin-speaking, and I knew he knew a little English, but when I showed him a translation explaining that the building was reinstalling some pipes, he immediately told me, "I don't read that type of Chinese." I realized that I had known him for a long time and it was true, I had never seen him read, and he never liked to receive written messages, always preferring one-on-one conversations. I had a moment of realization that he lived in a more limited world than someone who was literate, but he seemed okay, thriving really. He maintained his backyard with pear trees and figs, and in the summer, massive tomatoes grew on a vine along the back red brick of the house. And I definitely do not know how to grow a garden the way he does; it is a loving exercise and I admire it. An eighty-year-old man doing the work, and I feel this strange sense of embarrassment, like I realize I am not as educated as he is, even though I can read fairly well, and if I want to, I can also read in a couple of other languages. My entire life revolves around words and literacy. It is my bread and butter. But still, there is something about the immediacy of the oral word, the spoken, that feels legitimate to me.

Our age is marked by AI-assisted and multimedia reading experiences. I just received a response today from one of my students – a short written response on the theme of curiosity as it develops in a passage from Ovid. But I had him talk about it one-on-one, and the eloquence that was in the written words was lost. And as I listened to him speak, I realized that he had indeed read the text; that was not the problem; he had not understood it. He would have to sit with Ovid a bit more. But is that something we still do? Long, sustained, silent reading, like Ambrose in his study? Even listening to audiobooks – which I actually think of as the purest way to experience literature, the way Homer would have spoken the words of the Odyssey – is popular, and maybe that is a way back to an older iteration of speaking and listening. In a recent poll conducted by the Pew Research Center, 23 percent of Americans say they haven't read a book in whole or in part in the last year. The people who are not reading, according to the data, are high school graduates without a college degree. The poll data showed that "Hispanic adults, older adults, those living in households earning less than $30,000, and those who have a high school diploma or did not graduate from high school were among the most likely to report in that survey they had never been to a public library." But of those who read, literacy is more important than ever – and how we access information is critical for how we see ourselves in the future. Are we going to continue to be a society that still attends to words in the way that a professor of antiquity will learn Latin or Greek in order to read texts written in languages no one speaks or writes in anymore? We no longer solely read a book from start to finish. We consume content in various forms: watching videos, listening to podcasts, or even immersing ourselves in a VR device that places us within a 3D rendering of a play's setting. This multi-modal approach to literacy allows for a more dynamic and interactive engagement with text, challenging the traditional linear narrative.

This revolution in literacy is reshaping educational paradigms. Teachers will navigate a landscape where students have instant access to a vast array of texts and AI tools. Lessons will no longer be confined to structured units but will evolve into expansive, interactive explorations of literature and information.

The shift to this tech-integrated literacy might lead to a disconnection from our sense of humanity, necessitating escapes to technology-free zones for mental health. Resorts in remote locations, offering a respite from digital saturation, would become essential for re-grounding our human experience.

In summary, the way we relate to language and literacy is undergoing a profound transformation. We are moving from traditional, linear reading habits to fragmented, AI-integrated, and multi-modal literacy. This shift challenges us to rethink our approach to reading and its implications for our cognitive and social development.

PDF Copy for Printing

Things in My Type ‘B’ Classroom that just Makes Sense

Welcome to 'Things in My Type ‘B’ Classroom that Just Makes Sense,' a unique exploration of the unconventional yet harmonious world of a Type B classroom. In this post, we delve into the charmingly unorganized library, the intriguing 'Random Bowls,' and the essential first aid kit, each element artfully contributing to the distinctiveness of our learning environment. 

Discover how these seemingly haphazard items are not merely decorative but integral to our educational fabric, fostering an atmosphere of discovery and engagement. Join us as we celebrate the eclectic and purposeful arrangement that defines the spirit of a Type B classroom, where every item has a story and every corner a lesson.

In my Type Two classroom, a charmingly unorganized library coexists with a ‘Random Bowl’ and a first aid kit, nestled beside another ‘Random Bowl.’ Each element, though appearing haphazard, subtly underscores the distinctiveness of a Type B classroom. Here, an assorted collection of items isn’t just decorative; they’re integral, seamlessly weaving into the fabric of our learning space. This arrangement fosters an atmosphere where eclectic, unconventional elements find harmony and purpose, enhancing the sense of discovery and engagement in our educational journey.

PDF Copy for Printing

Medieval Majesty: Exploring the Intricacies of 11th Century Ivory Art at the Metropolitan Museum of Art

Journey through the Metropolitan Museum's medieval wing with an insightful look at a unique 11th-century ivory carving of Christ 'The Door' and a plaque featuring the Four Evangelists, unveiling the rich tapestry of Byzantine, Islamic, and Norman art influences.

Christ the Door

I find myself in the medieval wing of the Metropolitan Museum of Art, standing before an exquisite ivory carving of Christ. This piece, likely intended as a book plate for an illuminated manuscript, originates from the 11th century CE. During this period, particularly in Southern Italy, there was a flourishing of art influenced by a confluence of diverse cultures — Byzantine, Islamic, and Norman, to name a few.

The Metropolitan Museum of Art has interesting artifacts—like this ivory object depicting Christ surrounded by symbols of the four Evangelists.

Such ivory works were integral to the trade networks linking the Islamic world and other regions across the Arab world, serving as a testament to the cultural intersections at the Mediterranean crossroads. This is evident in the variety of objects within this display case, all crafted from ivory, symbolizing this rich cultural exchange.

Interestingly, this particular depiction of Christ is unique. He is shown holding the gospel book, referencing a passage from the Gospel of John, Chapter 10: ‘I Am the Door.’ It’s a fascinating symbolic choice, as Christ is not commonly portrayed as a door, despite the theological significance of the metaphor — representing the doorway to salvation. This element adds a distinctive layer to this already remarkable artifact.

The Four Evangelists

In the same display of ivory works, I stumbled upon another mesmerizing piece of history - an ivory plaque dating back to around 1050 CE. By the way — in the following video, I apologize for the audio quality; the museum is busy today!

🛡️ A Journey Through History at The Met’s Arms and Armor Gallery 🏰

Explore medieval combat and chivalry at The Met's Arms and Armor Gallery. Discover the impact of 'dexterous' warriors and the art of jousting.

 

I’m up early this morning, y’all. Today’s adventure brought me to the awe-inspiring arms and armor room at the Metropolitan Museum of Art. Here, amidst the relics of the Middle Ages, I found myself pondering the art of warfare and chivalry.

               .        

From the magnificent European suits of armor to the exquisite samurai gear of Japan’s Edo period, the collection is a vivid tapestry of history and culture. 🗡️🎎

Unveiling Mythology to Teens: Insights from the Humanities Classroom

In this post, I talk about simple ways teachers in a middle or high school humanities classroom can explore the vast richness of a diverse set of myths.

Storm-Tossed and Star Crossed: Paris and Helen's Epic Journey to Troy

In this captivating illustration, Paris and Helen, the ill-fated lovers, braved a tempestuous sea to reach the legendary city of Troy. The turbulent waves and dark skies mirror the tumultuous fate that awaited them. Meanwhile, Cassandra, the prophetess cursed with foresight, stands witness to their arrival, her eyes carrying the weight of the tragedies to come. This vivid scene captures the essence of their epic tale, where love and destiny collide amidst the fury of nature.

Along with the stories from the Trojan War, embrace a rich trove of mythology resources that comprise a range of digital resources, ideal for middle and high school students. I understand the breadth of mythology can be overwhelming, with countless tales and myriad versions.

Unlock Your Learning Potential: 16 Essential Resources at Just $2 Each! 🌟

As the school year gets into full swing—or if you're like me, gearing up to start teaching right after Labor Day—the need for effective educational tools for our middle and high school students couldn't be more crucial. 

In reviewing some of my most valued resources, I was thrilled to discover that 16 of them are available for just $2 each! Now that's a deal worth exploring!

Key Features:

• Easy-to-use — with printable PDFs and student-facing digital materials for each resource.

• Resources were all modified this Summer, ensuring up-to-date content.

Sharpen Your Analytical Skills

• Introduce resources aimed at analytical skills like:
• "Thinking & Writing: Graphic Organizer for Analyzing Quotes & Textual Evidence"
• "Opposing Viewpoints Debate: On Judging Appearances"

Master The Writing Process

• Focus on resources that target writing skills:
• "Detail Observation Guide: Enhance Narrative & Expository Writing"
• "Prewriting-Drafting-Revising: ELA Writing Cycle Guide"

Tools for Organized Learning

• Resources that help students stay organized:
• "Student Writing Presentation Toolbox for Middle & High School"
• "Student Writer's Portfolio Tracker: Organize & Showcase Work"

Multi-dimensional Writing

• Resources that help students explore different modes and purposes of writing:
• "Writing Modes: ELA Exercise for Improving Writing Skills"
• "Purpose & Mode in Writing: Comprehensive Chart for Student Success"

Boost Creative and Factual Writing

• Resources that offer brainstorming and research techniques:
• "Using Print & Non-Print Sources | Classroom Success for Writing"
• "Clustering Guide: Brainstorming Activity for ELA/Writing Students"

Reading for Success

• Encourage independent reading:
• "Teen Book List: Promoting Independent Reading for Grades 7-12"

Conclusion

I made each of these resources myself based on years of working in middle and high school English Language Arts and Humanities classrooms. You can't go wrong! And, listen, they're all each only $2. #winning

Call to Action:

Grab these essential resources as a bundle, save even more, and take your teaching (and your kids' learning) to the next level! 🚀

PDF Copy for Printing

Shaping Tomorrow's Citizens: Education, Religion, and Cultural Norms in the Classroom

In this blog post from Stones of Erasmus, I connect philosophical ideas with practical aspects of teaching and societal values. Let's invite reflection on the role of education, the influence of religion, and the importance of cultural norms in shaping the citizens of tomorrow.

The sun may appear small and lightbulb-like to the viewer,
but it's actually a massive fusion-powered
 fireball that sustains life on Earth.

Parity in the Classroom: The Common Gifts of Our Students In every classroom, there lies a hidden world of potential. That gossipy student in the back row? Perhaps a budding playwright, weaving tales for the stage. Our students are not just learners; they are creators, thinkers, and future citizens. The Personal Stance vs. The Professional Stance Education is not just about imparting knowledge; it's a national effort to produce productive citizens. But what does that mean? Producing productive citizens is about nurturing individuals who contribute positively to society and the economy. It's about fostering responsibility, hard work, and a commitment to the common good. It's about developing skills like problem-solving, communication, and teamwork that are vital in today's workforce. The Image of Citizenship: A Reflection of Values What should citizens of a country look like? The nineteenth-century image of the American family was a myth, yet it shaped perceptions. Today, we recognize that there is no one specific way citizens should look. Every individual is unique, bringing their own strengths and perspectives. The goal is to cultivate responsible, engaged members of society who contribute to the common good. Religion and Education: A Complex Relationship "Orderliness is godliness." This saying reflects how we often infuse public education with ideology, including the notion to "pull yourself up by your bootstrap." But do religious influences benefit the school system? The Puritans were able to impose their ideology, but the relationship between religion and education is complex. Some believe that religious values can create moral grounding and community. Others see challenges in separating church and state, ensuring inclusivity for all students. Folkways and Mores: The Fabric of Society Folkways and mores are the threads that weave the social fabric. Folkways are the everyday customs and traditions, while mores are the deeper, moral values that guide a culture. Together, they shape our collective identity. Opinions: The Personal Take on Knowledge An opinion is more than a fleeting thought; it's your unique perspective on what you know. It's a reflection of your understanding, your beliefs, and your individuality.

                                  

PDF Copy for Printing

Tracking & Analyzing Myth Variations: A Comprehensive Guide to Using Graphic Organizers and Visual Aids in the Classroom

What is a trope tracker? Tropes are repeating narrative bits that show up in works of literature. For example, I love the "gods behaving badly" trope, which often appears in Greek and Roman mythology. Zeus, the king of the gods, is also a philanderer. This trope shows up in contemporary television shows, like Homelander, a kind of gussied-up "gods behaving badly" superhero who is far from a homely, humble hero. 

Who would win in an epic battle? Zeus or Homelander?
Image Credit: (l) Zeus with eagle and lightning, Athenian red-figure amphora ca. 5th Century B.C.E., Musée du Louvre
(2) "Homelander," from The Boys, Amazon Prime Entertainment © 2019

When teaching mythology, there are not only dozens of variations within one myth, but tropes in myths are scattered across art and literature. One of the pleasures of reading myth is tracking and analyzing these tropes. Explore tools for tracking myth variations with graphic organizers, anchor charts, and visual aids. Enhance student engagement in mythology.

Myths have always fascinated creative types, students, writers, and even television show writers, but tracking variations in different versions can be a challenge. 

That's where using a comprehensive teaching resource comes into play! Designed to help middle and high school students explore the rich world of mythology, the toolkit includes graphic organizers, anchor charts, entrance and exit tickets, and even a BINGO-style Trope Tracker. 

The Homelander/Zeus Connection: A Case Study in Mythological Tropes

It sounds far-fetched that Homelander, the main antagonist of a TV series on Amazon Prime, could be tracked and traced back to Zeus, a god who represents supreme authority on Mount Olympus. But that is where the fun starts. Both characters are powerful, charismatic, secretly sadistic, narcissistic, and sociopathic. Homelander is the leader of the Seven, a team of superheroes who are sponsored by Vought International; whereas, Zeus is a leader of twelve on Mount Olympus, and he runs things down on Earth. That checks a lot of boxes. As the god of the sky, thunder, and justice, Zeus's actions and decisions profoundly impact both gods and mortals; and so does a superhero — but unchecked power can become corrupted quickly. 

Using Graphic Organizers to Understand Myths

Of course — that is just one example, and I purposely used popular culture as a way to make a dramatic point. But tropes can crop up anywhere, and it is important as a reader to employ an organizational strategy. That's why the resource includes an anchor chart that can be printed, hung in the classroom, or projected on a smartboard for a mini-lesson. It's a versatile tool that aids in reading myths and completing the "Variations on Myths" graphic organizer. The entrance and exit tickets, in addition, offer a creative way to check for understanding and build background knowledge.

Trope Trackers: A Fun Way to Engage Students with Myths

Our graphic organizer is a valuable tool for tracking students' thoughts on myths, whether reading Edith Hamilton’s version of “Cupid and Psyche” or “Prometheus,” and comparing it with the well-researched and academic version from Robert Graves. It encourages students to compare and contrast different versions, including multimedia adaptations from popular distributors like Amazon Prime, Netflix, Disney or Warner Brothers.

Notes to the Teacher

This digital download doesn't include the text of any myth, but it provides a structured way to engage students with the variations they find in myths. Whether you're teaching classic texts or exploring modern interpretations, these tools foster a deeper understanding of mythology.

Note: This content is protected under U.S. copyright law. Please respect the commercial non-distribution license and support teacher-authors by sharing our store with others who may be interested. Thank you for enhancing the study of myths in your classroom!

PDF Copy for Printing