Tara+Hill


 * Classroom Annotations:**
 * For the students’ seating, I used rectangular tables which are similar to the ones we sit at in Methods. Students can sit in groups of four or five and will face each other in this format. This will be ideal for interacting with each other and doing group work.
 * The teacher’s desk is at the front of the room, along with the SMART Board and overhead projector. I could use both of these tools for discussing reading or writing with the class. Examples of writing could be put on the overhead and we could even compose a short story or poem together using either the overhead or SMART Board. The SMART Board would allow for students to interact directly with technology. I will also use these tools when conducting minilessons.
 * In the back of the room, I have situated the reading and writing workshop area. There is a rug, couch, chairs, and bean bags, which serve as places for students to sit while they read (Atwell & Rief). I love the idea of students making themselves comfortable and choosing where they will read (Atwell) while emerging themselves in a great book that they are excited about reading. I want students to know that they don’t have to keep reading a book that they don’t like. I definitely want to allow time in class for silent reading. I would also include quotes about writing, reading, literature, and life in this area (Atwell).
 * There are two bookshelves in this area which hold young adult novels and literature. These shelves function as the class library. Each student will have a note card and they will write which book they have checked out and place it in a basket on top of the bookshelf. I got this idea from Dr. Pope.
 * There are also storage shelves on my map. Here, students will store their writing folders. Students will be told to save everything they write (Atwell). I will also store other materials here such as scrap paper of different sizes, colors, and textures, pencils, pens, markers, crayons, colored pencils, scissors, glue sticks, and tape. I like Rief’s idea of supplying old calendars so students can cut out strips to make bookmarks. I would also like to keep certain magazines on these shelves that Rief references in chapter 2: //Meryl’s Pen Magazine, Writing Magazine//, and //Writers Inc//. I love the idea of having a references section. A crate of organized folders will be on the shelf so that students and I can insert good models of writing and place them within specific folders according to the type of writing it is (Atwell & Rief). Publishing information will also be stored on the shelf. Additionally, there will be a bulletin board that showcases student work that has been published (Atwell). I want to include a folder or binder full of book reviews that I have written as well as ones my students have written (Atwell). I will also have a folder that contains information about students’ favorite authors (Atwell).
 * I have placed four computers in my classroom. Although it would be ideal to have a laptop cart, it is still always good to have a few trusty desktops. Here, students can type up final drafts of their work and also type up works that they wish to publish. I will also have an easily accessible database of the classroom library available on each computer so that students can see which books are available (Rief).
 * There is a round table near the reading/writing workshop area. This table can be used for peer review and individual student conferences with the teacher. I have placed the table in the back of the room so that as the teacher, I can see what is going on in all areas of the room (Rief).