I was dreading it until I finally crystallised my activities, then I found it quite easy to write up. Not the most exciting lesson in the world, but it had clarity and purpose, I think. Met all curriculum requirements.
I like having (a) lab partner(s), but other than that group work is just awful.
Exams make sense in the maths/sciences, because otherwise you'd never be able to keep pace with the sheer volume of information you need to learn and be able to build upon cumulatively. In any other subject, exams are a pointless waste of time and energy. (IMO). Just let them write a paper ffs.
yeah i always wanted to get on with things by myself too and HATED working in groups because they wouldn't let me take control. i had to learn to take a backseat and be part of the team.
but... it's really really valuable to the majority of kids because it forces them to talk about the subject and take risks (because it's not just on their heads) and theyre two of the most powerful stages of learning.
My lesson plans tend to exist only in the handouts I've prepared. Unless I'm being inspected of course. But I think the key to them is having a really clear idea what the students will get out of them - what will they be able to say/do/think about differently after the lesson. If you can nail that, the rest is easy.
Every time I've ever tried to cheat on a paper using the internet, the stuff available was so bad that I ended up working three times harder than I would've if I'd just done the reading in the first place.
As someone involved in putting on the school play this year you have my sympathies.
Get the blighters to sign something otherwise your lead will drop out with a week to go and with nary a backward glance. We have made contracts that parents and kids sign to try and stop this happening.
On the plus side, the play is great and you get to know a whole bunch of kids quickly, you have a bit of leverage with some and it feels great when the curtain comes down.
only other advice is really don't try and do it on your own