My interaction with students in class was an anticipatory guide to prepare and amplify them for reading To Kill a Mockingbird. I prepared my anticipation guide by consulting other guides and using statements that I really liked; I also modified a few that I found on the same guides. I also brainstormed some personal statements, using the other examples or statements in the guides as warm-ups to refresh my brain. After making a fairly long list, I went through a process of elimination by answering the agree/disagree part and then trying to express in words why I felt the way I felt. Some statements were accepted, others were not; not so much because they didn't make sense, but because I thought they were less applicable to connecting my students' lives and the book. Essentially, I couldn't find a way to connect the cut examples to my students' lives, making it easier for them to respond to the anticipation guide. My next step, after feeling confident with the content in my guide, was to determine how much time and duration the class would need to do the activities I had planned. Classes at this particular high school are fifty minutes long (with seven class periods), so I had to plan accordingly. I had planned for about 10-15 minutes, depending on how quickly the students would go through the guide. I knew I wanted them to do some partner work, and they also had to answer a Part 2 question after completing their partner work, which I thought would take about 20 minutes – 15 minutes to discuss all statements with a partner. and 5 minutes to write a paragraph for Part 2. So that got me to about half an hour with 20 minutes to spare. My cooperating teacher said she normally has them sit in big circles...in the middle of the sheet......and the change is that I wish my cooperating teacher was there. While I understand that I may not have another teacher present in my own classroom when I implement an anticipation guide, I will at least know the dynamics of my own classroom. My cooperating teacher could have provided many contributions on the statements and would have challenged the students more. Additionally, as she is the regular teacher in the class, she understands the dynamics of the class and how her students function. She could also have contributed when I explained the time period and plot of the novel. Otherwise, I feel like the activity I planned went as I hoped and even though I had to push some students to complete the worksheet or try to explain their reason , I feel like this would happen to any teacher, new or seasoned, anyway..