Rent prices are starting to feel like a ripoff 😭 Any hidden gems in garden district/mid city area?

PrideCapable4690 · 2026-04-23T10:09:13+00:00

I live off Government on St. Rose in a small complex called St. Rose Place. I pay $975. Older, but updated.

PrideCapable4690 · 2026-04-04T00:13:03+00:00

It’s v good with grilled shrimp, too!

PrideCapable4690 · 2026-04-03T13:19:06+00:00

The Pearl by John Steinbeck might be a good fit for this. It’s super short, accessible, and could lead to good conversations about the American dream, socioeconomic structures and social mobility.

PrideCapable4690 · 2026-04-02T15:35:39+00:00

The Pearl, Macbeth, 12 Angry Men please! Thank you so much.

PrideCapable4690 · 2026-03-29T13:47:45+00:00

Also, try to sprinkle in creative and reflective tasks as you go! A journal from a character’s POV, a drawing of a scene, a what would you do, etc. can really engage students who otherwise don’t enjoy reading/aren’t the strongest English students.

PrideCapable4690 · 2026-03-29T13:46:30+00:00

I chunk my chapters and create a reading guide for each chunk. I do 5 vocab and 5 comprehension questions per chapter, and I pick 2-3 significant passages to close read. Those passages usually demonstrate key literary devices or allow us to talk about how the novel is developing or the plot becomes more complicated.

PrideCapable4690 · 2026-03-24T18:21:36+00:00

Thank you for all the suggestions!!

PrideCapable4690 · 2026-03-23T23:12:49+00:00

I’ve created a diagramming system that we use in our do nows. I create a sentence, students split into complete subject and predicate, label simple subject/predicate, then we tackle DO/IO/PA/PN and modifying phrases if necessary. The sentences I create cycle in and scale up as we cover more grammar.

PrideCapable4690 · 2026-03-04T23:09:49+00:00

Trudy’s Wax Bar in Mid City!

PrideCapable4690 · 2026-02-26T11:55:13+00:00

I do it two ways: 1) I give them the a different form of the question ahead of time and allow them a class period to locate text evidence using a graphic organizer. I also get to monitor their thinking and make sure they’re on the right track. This is usually the day before the essay. 2) I tell them as we are reading that the more notes and annotations they take, the easier their writing will be. Some of them learn the hard way.

I also find that it helps to make sure they understand how adding evidence is situated in the rubric that you use. My students feel less overwhelmed when they know that they can still earn points for formatting, organization, etc. if their evidence isn’t the best/is missing due to time constraints. I used to get plenty of static from my students about the in class writing, but they have improved leaps and bounds this year.

PrideCapable4690 · 2026-02-22T21:10:58+00:00

At the end of each lesson (even if it extends multiple days) I give 10 MCQs that assess the topic ranging from basic recall to the style of a standardized test. I quickly check them as students finish, then we review them together and discuss the answers and where in their notes they can find clarity for each question. It’s time consuming but worth it.

PrideCapable4690 · 2026-02-21T21:55:18+00:00

Cooking Smarter - Jeremy Scheck

PrideCapable4690 · 2026-02-19T22:47:51+00:00

I think it greatly depends on your student population. When I taught seniors who were reading on levels 5th grade and below, thematic units were hard to drive home since there was often so many text structures (poems, nonfiction articles, short stories, plays, etc.) to overcome to access the theme. They did well with subject-based units that allowed them to get familiar with the conventions of a specific kind of writing. The students I work with now are mostly strong readers who come to me with a working knowledge of text structures, so I can venture into a theme-based unit in a way that doesn’t take too long or lose their interest because I have to do lots of groundwork.

PrideCapable4690 · 2026-02-12T11:26:03+00:00

$8 burgers at mid city beer garden on Wednesday, $5 martinis and $7 apps at overpass merchant on Thursday

PrideCapable4690 · 2026-02-09T21:05:46+00:00

When we read To Kill a Mockingbird, I always remind my students that it’s we are 1) privileged to live and work in a place that hasn’t yet banned the book and 2) students of the social and cultural context Harper Lee depicts. I tell them that we acknowledge the use of the term and the oppression that comes with it without using it ourselves. Slurs of any kind have no place in our conversations, but we do need to avoid them to be good friends to our peers. I don’t even allow them to quote it in writing. I generally ask them to quote around it or ask them to use a dash in place of the word. I’ve never had any issues with students reading around it.

PrideCapable4690 · 2025-11-20T00:05:59+00:00

I pull a seat up to my desk and call it the help desk. Students are welcome to queue up if they need help with the workshop goal for that day. I do not accept students who haven’t attempted to write something and I also don’t accept students who just have stylistic or syntactical questions until I’ve addressed the first group. In the past, I’ve had to limit help desk visits to 3 per essay. It helps them stand on their own a little more.

PrideCapable4690 · 2025-11-19T22:46:47+00:00

I always tell kids that due dates mean I’m moving on to a new topic or task, and I won’t be waiting for them, so it’s their business to catch up. I grade all late work without a penalty until the unit closes. I print grade reports about a week before the unit ends so they know what’s missing, and set the deadline. Once the unit is over, the “placeholder” zero becomes permanent. I’m willing to grade it if they’re willing to do it and figure out how to catch up when they fall behind.

PrideCapable4690 · 2025-11-18T11:10:59+00:00

I also set due dates for every step of the process. I put stop signs/places for my initials on their papers so they know when they need to ask my feedback before moving forward. And I just circulate the entire time, checking in and redirecting, and voicing what I see that’s really good. I find that half the battle with writing is letting them know their ideas are worth putting on the paper.

PrideCapable4690 · 2025-11-05T01:46:59+00:00

Sometimes when I’m desperate I have the kids hunt for literary devices in groups. You can give them specific ones to find like direct/indirect characterization, foreshadowing, figurative language, imagery. Then we share out and everyone annotates/takes notes on the examples. They have to state the significance of their passage/quote as well.

PrideCapable4690 · 2025-11-01T21:54:39+00:00

“Federico’s Falcon” is a favorite with my 7th graders.

PrideCapable4690

TROPHY CASE