March 06, 2013 18:51 Age: 5 yrs

A Day in the Life: Charlie Bucket, Sojourner Truth, and Introducing Equivalent Fractions

Category: News, Home
By: Katie Maro

Katie Maro is a third-grade teacher at AF Crown Heights Elementary. No two days are ever the same—this is something I love about my job. We are in the middle of a fantasy unit in literature class, and students are reading “Charlie and the Chocolate Factory.” I’ve love hearing them giggle and gasp in shock at what they are reading, and it is great to listen to them discuss and describe characters and their problems—it makes me hopeful they will be lifelong lovers of reading.

I had a great time with my students during snack break, and some of the students were surprised when I chimed in as they discussed the video game “Mario Kart.”  While I may have played the original version and not “Mario Kart 7,” the gist is the same.

In math, we worked with manipulatives in our first lesson about equivalent fractions. Although one student asked, “How is this even possible?!,” I know, by the end of the series of lessons, the students will be able to quickly solve these problems.

During my prep period, I had my weekly coaching meeting, where we debriefed my coach’s observation of my third-grade math block. I love these sessions because I appreciate that my development is so multi-faceted, and that time for this is built into my schedule.

In the afternoon, we had a writing block during which students drafted questions for interviews they will conduct as part of our biography unit. The students will write biographies about teachers in the school, focusing on their lives before, during and after college. I encouraged students to ask questions about teachers’ favorite classes, challenges and career selection. When I checked students’ work, I found they had written a number of questions inquiring about boyfriends, girlfriends, husbands and wives. We talked about the focus of the biographies and I think we’re now on the right track!

This afternoon was special because we held our Black History Bowl—using information students learned during their non-fiction unit about slavery. Students read biographies about Sojourner Truth and Harriet Tubman in literature class, learned about African-American inventors during science class, and studied the civil rights movement in social studies class. Students with the highest scores in class-wide competitions participated in the final bowl on stage before classmates, parents and families. It warmed my heart to see how supportive the students were of one another; the applause was just as loud when a student answered incorrectly as it was when he or she answered correctly.

I finished the day off with a meeting with our dean of school culture in which we discussed Funtastic Friday plans, and then I worked on individualized education programs and graded exit tickets. Now I’m powering off the computer and heading home to eat dinner and watch some comedy!  

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