Navigating the intricate themes and symbolism of F. Scott Fitzgerald's The Great Gatsby can be a daunting task for both new and experienced high school English teachers. As a veteran educator, I've found that close reading strategies are invaluable in unlocking the novel's complexities and fostering deeper student engagement. In this post, I'll share insights into my close reading approach and provide practical tips for incorporating this method into your Gatsby unit.

When it comes to choosing a Shakespeare play to teach to your high school students, there are a lot of factors to consider, but none more pressing than will this be engaging for our (mostly) disengaged students?

Engagement in learning is at an all-time low, so it is rapidly becoming a driving decision-making factor for teachers.  Shakespeare, to begin with, has historically been written off by many as out of touch, irrelevant, and not necessary for students in their everyday lives.  And while this has not been my experience at all, I can completely understand how it may have been the case for teachers.

The art of pacing out the reading during a novel unit can be tricky, so we’re going to take some time today to talk through the process. Whether you’re teaching a classic or a contemporary YA title, there are special considerations to be made for the design of your calendar and how we backwards plan for ELA. Let’s jump in!