They don’t have to be 🙂 Here are the steps I take to creating a do now.
1. Create a template. Using the same daily template is huge for two reasons. 1) It provides a visual aesthetic for your work. 2) It allows you to just plug and chug what you need to put in your do now, saving a lot of time.
2) Log onto www.greatleaps.com Great Leaps has a wonderful resource that EVERYONE should be using. Click on the tab “Passages” on the left hand side. Up will come real passages differentiated by grade level (grades 3 thru 12). Click on the book and you will get a perfect do now sized short passage. Then, I create 2-3 questions that spiral what I’ve taught in the classroom based ont hat passage.
3) Include higher order thinking vocabulary questions: Besides “write a sentence”, you can include creating analogies, creating metaphors or have students write words that remind them of the words.
4) Finished Early? I’ve seen a lot of creative uses of this section. I like to incorporate it to my hook. The do now you’ll see below and here is an example of this. I used this for a professional workshop, but it would work with kids as well. The purpose of the lesson was for kids to distinguish between writing their own questions as they read and answering guiding questions that the teacher provides.
Hope this helps!
Name ___________________________________________ Date ________________________________
|Brian Robeson stared out the window of the small plane at the endless green northern wilderness below. It was a small plane, a Cessna 406 – a bush plane – and the engine was so loud, so roaring and consuming and loud, that it ruined any chance for conversation. Not that he had much to say. He was thirteen and the only passenger on the plane with a pilot named – what was it? Jim or Jake or something – who was in his mid-forties and who had been silent as he worked to prepare for take-off.In fact since Brian had come to the small airport in Hampton, New York to meet the plane – driven by his mother – the pilot had spoken only five words to him.“Get in the copilot’s seat.”
Which Brian had done. They had taken off and that was the last of the conversation. There had been the initial excitement, of course. He had never flown in a single-engine plane before and to be sitting in the copilot’s seat with all the controls right there in front of him, all the instruments in his face as the
plane clawed for altitude, jerking and sliding on the wind currents as the pilot took off, had been interesting and exciting.1. The above passage is narrated by
The author writes that line in order to show
|Word to the Wise|
__________________ : _____________________; ____________________ : ______________________
|On the table is a set of cards. Using the blank below, create a game using these cards. Once you have created the game, list the rules below. Draw a heart above your last name.|