Steve Cuttler
1 Follower
Brooklyn, New York, United States
About the store
These are materials that work in the room.
As is. Proven.
Scaffolds that hold.
Prompts that open doors.
Revision moves that keep the room human and alive.
I have 18 years of experience teaching English in both public and independent schools throughout the New York City area, including work in the NYC DOE and private school settings. I’m certified by the state of New York to teach secondary English Language Arts (grades 7–12), and I hold a Master’s degree in Secondary English Education.
I’ve also built and taught AP Language and Composition programs in three different schools—each time adapting the curriculum to fit the student body, the building culture, and the moment. In every case, students met the challenge with clarity and voice, and results followed.
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The Great Gatsby: Chapter Companions, Essay Prompts, & Teacher Toolkit
If you're teaching The Great Gatsby and looking for chapter-by-chapter materials that support close reading, literary analysis, and thoughtful student engagement—this resource has you covered.This is a fully built unit scaffold: a robust packet of materials that balances structure and flexibility. Whether you're teaching this novel for the first time or the tenth, these resources can meet you where you are—offering clear skill-based instruction and opportunities for rich, nuanced discussion. W
9th - 12th
Literature, Reading, Writing
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.3
+19
Open vs. Closed Thesis Statements – Scaffolded Writing Activity (Grades 9–12)
Teach thesis structure with clarity, strategy, and style. This classroom-ready resource helps students master the difference between open and closed thesis statements—and empowers them to choose the structure that best suits their rhetorical goals. Perfect for grades 9–12, this activity blends direct instruction, guided practice, and metacognitive reflection into a clean, effective 45–60 minute lesson. Built by a veteran teacher, it’s designed to actually work with real students under real con
8th - 12th, Adult Education, Higher Education
ELA Test Prep, Writing, Writing-Essays
CCSS
CCRA.W.1
, CCRA.W.2
, CCRA.W.5
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About the store
Experience
These are materials that work in the room.
As is. Proven.
Scaffolds that hold.
Prompts that open doors.
Revision moves that keep the room human and alive.
I have 18 years of experience teaching English in both public and independent schools throughout the New York City area, including work in the NYC DOE and private school settings. I’m certified by the state of New York to teach secondary English Language Arts (grades 7–12), and I hold a Master’s degree in Secondary English Education.
I’ve also built and taught AP Language and Composition programs in three different schools—each time adapting the curriculum to fit the student body, the building culture, and the moment. In every case, students met the challenge with clarity and voice, and results followed.
Teaching style
My teaching style is rooted in clarity, responsiveness, and trust. I believe students rise when we give them structure that respects their voice—and when we treat revision not just as correction, but as reflection and repair.
I use scaffolded mini-lessons, flexible thinking tools, and discussion structures that help students build toward complexity without losing their own ideas. Whether we’re working through a thesis or a piece of literature, I want students to feel empowered, not just prepared.
In my classroom, the process is the product.
Awards & shining teacher moments
Over the past 18 years, I’ve received several teaching awards and faculty honors in both public and independent schools. What I value most, though, are the moments when students take ownership of their voice—when the thinking gets real, the writing sharpens, and the room leans forward.
My own education history
I hold a Master’s degree in Secondary English Education and am certified by the state of New York to teach grades 7–12. I studied both literature and pedagogy, with a focus on how students develop clarity, complexity, and voice in their writing. My academic training continues to shape how I scaffold lessons—not just around thesis and structure, but around how students make meaning, revise with purpose, and take ownership of their ideas.
Additional biographical information
In addition to classroom teaching, I’ve worked as a project manager and textbook editor for educational materials designed for students whose first language is not English. That experience deepened my awareness of how language, access, and scaffolding intersect—and it continues to shape how I build tools that meet all learners with clarity and care.
Before and after class, I’ve worn a lot of hats: musician, mentor, bartender, and dad. I’ve taught everything from thesis statements to Wuthering Heights, from one-on-one conferences to full-class literary seminars.
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