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Confession: I really struggled with where to take this blog post. I was worried that the onset of summer would bring fewer ideas or less will to write. Instead, I’m starting week three of my break, and my teacher brain hasn’t shut off once. I have too many zipping thoughts percolating upstairs to just focus on one. I’m constantly jotting down ideas for next year. I find my friends zoning out as I bring conversations (sometimes gracefully, oftentimes not) back to my new plans for next year. My TBR list is full of books about teaching (Teaching Argument, anyone?). I’ve jammed my summer schedule full of teaching activities: working with the College, Career and Community Writers Program; attending the AP English Language Reading, AP English Literature training, and summer AP PLC meetings (fondly called AP Allies). The list goes on and on. I might be obsessed with my job.

Confession: That obsession wasn’t always the case. The 2014-2015 school year almost did me in. Long hours, too many responsibilities, too few ‘wins,’ and an overwhelming certainty that I was both doing too much and not enough at the same time had me considering other kinds of employment. The kinds where you can go home at the end of the day and just be home. The kinds that don’t have you bringing home stacks and stacks of papers to grade, that don’t have you dumping hours of planning time into the job, the kinds that allow you to leave the problems of work at work. I’m not a quitter, and I came dangerously close to quitting the profession. I know that I’m not the only one who’s ever felt this way.

Enter the Middle Tennessee Writing Project. Recommended by a fellow teacher, this program rejuvenated my love for teaching, changed the way I approach the profession, reminded me of why I love the calling. We were required to choose from a list of best practices (I chose student agency) and work on improving that aspect of our craft for an entire year. Having just one overarching goal to focus on made the  upcoming year so much more approachable, made measuring any growth I achieved so much easier to ascertain. Focusing on student agency put the students front and center in my classroom again, right where they belong.

In the years since, I’ve continued to work on improving just one best practice every year. Instead of splitting my 100% between various small projects and doing a lot of tasks decently, I try really hard to do one task really well (I’m paraphrasing Ron Swanson here…). I’ve worked on incorporating more writing workshop in my AP classes and offering better feedback.

This year, inspired by the slowchat #DisruptTexts, my PLC is moving away from the whole class novel and implementing more independent reading choice. While brainstorming how this change would affect our writers notebooks and socratic seminar discussion schedule, we came to a few practical realizations:

1. Modeled after AP argument questions, our essential questions are fairly broad, allowing students can take the questions in lots of different places. This broadness means that we need to spend some time teaching students how to break down each questions into all of its parts and permutations before they can begin to answer the question. This approach models what students are expected to do with each argument question (and to some extent synthesis questions as well).
2. To address this broadness, we’re building in “intro days” where we spend a short 45 minute period breaking down the question into all of its parts: stakeholders, universal nouns/themes, “so whats,” other questions, connections to the real world, places along the argument spectrum. All essential pieces to consider before beginning to answer the question. We want to demonstrate in our teaching the value of listening, thinking, and planning before speaking, writing, answering.
3. To highlight each beginning “intro day” for each unit, we plan on giving students colored paper to insert into their writers notebooks and ask them to do their notetaking/brainstorming for that question on that piece of paper. The colored paper will cause each beginning of the unit to stand out in their notebook, clearly separating each unit from other units.
4. We plan on ending each unit with a socratic seminar and an in class writing – an assessment pairing that will pull together all the rabbit trails and threads we’ve chased throughout the unit. Honestly, we have no idea where these units will go yet. Hopefully, into deeper and deeper questioning and thinking, so we need some way to track the journey. We’ll ask students to collect their final noticings, observations, and remaining questions on another similar colored sheet of paper in their writers notebooks, giving the unit a clear, visual beginning and end.
5. As we’re introducing choice into student reading and moving away from the whole class novel, we’re asking that students work with a classic American novel, a work of fiction, a podcast, a documentary, and a book of their choice at least once throughout the year. Helping students choose selections will undoubtedly present its own unique problems, but we’re expecting that students will work closely with our amazing librarians, book talk their books in small groups and with the whole group. After each unit, we will ask students to include their book on a class wide google document organized by question, with each selection tagged with universal nouns/themes and a short review. Hopefully this will help other students choose future selections while also crowdsourcing a “if you like this, you might like this” text.
6. We’re supplementing those independent reading selections with lots of smaller mentor texts. Because we’ll have more room for smaller texts for in-class discussions and the small texts sometimes get lost in the shuffle of the year, we’re going to ask students to create and keep a bibliography for each small text in the beginning of their writers notebooks. They’ll provide the citation for each smaller work and answer two small questions for each entry:What is useful about this text for rhetorical skills/writing? What universal nouns/themes/real world events does this text connect to? Hopefully, this will give students more practical knowledge to pull from for the synthesis/argument questions of the AP test and a way to organize their mentor texts.
7. Finally, we need to model and practice on a smaller scale what we expect students to do throughout the year with these essential questions and independent reading choices. We can’t just toss kids into the deep end of our new approach to English. So, at the beginning of each semester, we will pose a smaller question and have students go through each step with more in-class support. We will use these smaller questions to teach independent reading selection and question brainstorming while substituting novels, podcast series and documentaries with essays, short stories, and individual podcast episodes.

MTWP’s insistence on best practices and focusing on one improvement a year was a game changer for me. This post is a very small glimpse into what those changes will look like for my classroom. And, to be honest, I feel a little bit like Tantor stepping into the river, but I’m ready to take the plunge. I imagine that if you’re reading this blog on your summer break, you, too, find it hard to turn off your teacher brain even on breaks. As you continue to plan for next year, my wish for you is rest, relaxation, and rejuvenation. But… if you, like me, can’t turn your brain off and you want to share, the comments and Twitter are open. We can tiptoe into that water together.

Sarah Morris teaches AP Language & Composition and Film as Literature in Murfreesboro, Tn. She has been binge watching The Wire and wishes she hadn’t waited this long to start the show.  She tweets at @marahsorris_cms. Happily posting from the AP Reading in Tampa, Fl.