Ms. Frick's Teaching Portfolio

This packet proved to be a valuable tool as I guided students through Romeo and Juliet. While I did not create the questions themselves, I spent time analyzing and annotating them in order to guide the students appropriately through it. I also used various approaches to assigning the questions, which I adjusted to the needs of each separate class. I used it as a guided reading method as we read certain scenes together, and also allowed the students to read and complete parts of it on their own or with a partner. I found that regardless of whether we were reading as a class, with partners, or individually, the packet was much more useful as a guided reading tool than as a list of questions to be completed after a reading was over. Sections of the packet were also useful as a warm-up or an exit slip, depending on the structure of the particular block. I decided to periodically collect and check the packet at some points throughout the reading, which encouraged the students to stay on task during the class time they were given to work on it. I was sure to circulate the room as they worked to provide help and feedback. The class discussions of the questions truly aided the students’ understanding of the text and led to many “aha!” moments. The packets served as both formative assessment during the occasional checks and as summative assessment after it was officially collected and graded at the end of the unit.