Are you considering teaching a unit on power? Or perhaps you are looking for some resources to pair with a major text with a theme of power? Look no further. The following list is compiled from a Twitter chat hosted by Talks with Teachers to brainstorm resources for teaching texts dealing with the theme of power. These resources include major works, visual art pieces (click on the link to see the picture), songs, Ted Talks, films, documentaries, writing ideas, question ideas, and more. Pick and choose what you need to create your own unit. … KEEP READING
I sat before my AP Literature class and asked a question about the poem we had just read. It wasn’t a tough question: “What is the first thing you notice?” I want students to react to a poem as an opening move. I don’t want to get weighed down in devices or the “deeper meaning” before we simply discuss what we notice first. I want them to consider their initial reactions before we dig deeper.
“What is the first thing you notice?” I asked, again.
My thirty students responded with collective silence. Some kids looked at me, some looked at their shoes, and some pretended to search for meaning on the ceiling.
Silence. … KEEP READING
The Things They Carry by Tim O’Brien has become a favorite in my AP Literature classroom. O’Brien’s journalistic style allows students to delve into theme and literary analysis without being weighed down with heavy diction and ornate syntax, but this is by no means a lightweight book. The stories and reality of war bring the depth.
I ask students to write down twelve things that they anticipate they will take to college. These should include a mix of tangible items such as their phone, blanket, and favorite coffee mug with intangible items such as their mother’s love and memories from high school. Students cut these items into strips and turn them face down on their desk. I randomly choose six items from each student’s desk. Students then write for five to ten minutes on their feelings of what was taken, how life will be without those things, what was left, and general observations. Students are then prepped for a conversation on the randomness of war, the effects of war, and personal sacrifices the war required of soldiers the same age as many of my students. Some students are surprised to learn that losing some things can be good but most have negative effects; some students. … KEEP READING
With so many books and so little time to read, our AP Lit Help team offers reviews of their favorite professional reads from last year. Happy reading and learning in 2017!
Writing with Mentors – How to Reach Every Writer in the Room, Using Current, Engaging Mentor Texts by Allison Marchetti and Rebekah O’Dell Review by Jori Krulder
Writing with Mentors is one of those books with ideas so straightforward and obviously useful that you ask yourself “Why didn’t I think of this years ago?” It is based on the simple premise that the best way to create engaged and independent writers is by teaching them to find and use current texts as models for writing. Students read and analyze the text and use what they learn to write their own texts. In addition to providing step-by-step ways to build units of study tailored to the needs of your students, this book offers several resources for finding the real world texts that will help students to see the possibilities out there when it comes to writing. Once I learn the process for finding a mentor text to fit the needs and interests in my classroom and using it to guide students in creating their own writing, I was given limitless possibilities for instruction. And once students learn the process, they’re also able to apply it to future writing endeavors. This book empowers both students and teachers with one of the most important gifts of learning: independence.
I read Jan Burkins and Kim Yaris’ new book, Who’s Doing the Work?, at the start of this school year. It was a perfect shot-in-the-arm to help me reflect upon my role in student learning. I’ve taught high school English for ten years and have worked with all skill levels from struggling freshmen to Advanced Placement seniors. As I read through the book I saw myself in many of their examples. When students struggle, teachers often feel responsible to do more. Check! When teachers define, scaffold, or summarize for students, the student becomes dependent upon the teacher. Check! When students are assigned a complex text, they rarely use the strategies teachers have taught them. Check! Burkins and Yaris argue that reading and English Language Arts teachers must take a step back and allow their students to grapple with material. Additionally, they explain how teachers can make easy adjustments to facilitate authentic learning and how those adjustments can help students become more independent and capable of transferring their learning.
Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie Review by Roy F. Smith
What started out as required reading for a professional development session, John Hattie’s book Visible Learning for Teachers: Maximizing Impact on Learning turned out to be an essential addition to my professional library. Hattie’s work is grounded in data and effectively argues for a visible “practice of teaching.” While most teachers work to assist their students in becoming more knowledgeable, Hattie focuses on those teachers who are “expert teachers” in their disciplines. Hattie argues that these expert teachers are not only content experts, but they are also “passionate and inspired teachers.” Visible Learning leads teachers and administrators to an understanding of the strategies and techniques these knowledgeable and passionate teachers practice every day. Hattie’s work is not a “theory only” lecture. The heart of his book develops the key stages of the expert teacher’s daily lessons. He delineates a framework that includes chapters on preparing lessons, starting lessons, the flow of lessons, feedback, and the end of the lesson. Evaluating expert teachers’ strategies to make learning “visible” for all students, and putting these strategies under rigorous scientific measures, helps all teachers practice these strategies in their own classrooms. Hattie sums up his book’s goal when he claims that “My point is that teachers’ beliefs and commitments are the greatest influence on student achievement over which we have some control – and this book outlines those beliefs and commitments.”
In the Best Interest of Students: Staying True to What Works in the ELA Classroom by Kelly Gallagher Review by Susan Barber
Seeing Kelly Gallagher’s name with “the best interest of students” on a book left me no choice but to buy, and this book did not disappoint. Gallagher honestly reviews Common Core standards and argues that teachers need to stay true to teaching reading and writing rather than a set of standards. This book provides practical and theoretical content, old and new ideas, and teacher and student insight. In a world where many educators seem to either be highly outspoken against the standards or all in with them, Gallagher walks the line between the two putting best practices and students at the forefront of the book rather than engaging in an argument about standards, the current state of education, or the despair of literacy in today’s society. Some of the book is common sense which in my opinion is what is missing from many of today’s classrooms. Other parts of the book fights for student choice and engagement pushing educators to stay current with research and continue to grow as an educator. My copy is already earmarked and worn from use already, and I have no doubt yours will be as well.
I read a lot. I grade a lot. I confer a lot. So when I find a book with lessons ready to roll out in my classes, I have found a gem. The Art of X-Ray Reading is a gem. From Fitzgerald to Shakespeare to Homer to Joyce to Morrison, Clark provides a lesson for a section of a text focusing on close reading. Do not confuse the term “close reading” here with a fad of filling out a worksheet on a passage but rather a serious study of a section. Students wade through syntax, determine diction and connotation, and tie the small to the big picture of the work. Clark turns the texts into mentor texts for writing and labs for teaching reading skills. His lessons are meaty, thorough, and engaging. Though only providing lessons for twenty-five works, teachers apply the principles of these lessons to any and every work taught in their classrooms.
What was the best professional book you read last year?
This conversation happens frequently in my classroom; I’m guessing it happens in your classrooms as well.
Student: “What do you want us to annotate the text for?”
Student: “Yes, but should we mark similes, personification, themes, or what exactly?”
Teacher: “Sure – if you think they’re important and add to the meaning, mark it.”
And so it goes. (I just finished Slaughterhouse Five; humor me). … KEEP READING
One of my first lessons in AP or any senior level literature class revolves around the question of what exactly constitutes literature. Because I wanted to change things up this year, I have not done this lesson and am glad because now I am going to teach Bob Dylan.
Question 3 calls for students to answer a prompt using a novel or play that is a work of “literary merit.” Each year students ask if they can write on Harry Potter, The Fault in Our Stars, or The Cat in the Hat for the exam; (surprisingly none of my students have written on the latter to date). While I could direct students to a list of what I believe to be appropriate criteria for literary merit, I prefer to let students wrestle with the difficulty of literary merit before I offer my thoughts. … KEEP READING
No More Guessing on Author Intent in Mudbound – Susan Barber
After falling in love with the novel Mudbound last summer, I decided to make it this year’s summer reading. Mudbound has so many great teaching points from point of view, narrative perspective, characterization, symbolism, and themes that one could spend months uncovering the layers of meaning. Oh, and did I mention the story is high interest? Students came to class on day one anxiously awaiting discussion; they enjoyed the novel so much there were few complaints about having summer work.
… KEEP READING
- Read a poem a day with your students. Whether it is reading for pleasure or reading for analysis – share poetry with your students.
- Checkout the website: Words Unlocked for poetry teaching resources and a poetry contest.
- Celebrate National Poem in Your Pocket Day April 21, 2016: Poem in Your Pocket Day
- Read Billy Collins’s poem “On Poetry”.
- Discover unknown poets at websites like: Verse Daily,and encourage students to submit poetry of their own.
- Have students share original poetry or the poems of others by placing copies of the poem around the school or campus.
- Explore Cell Poems and have poems delivered to your cell phone – encourage students to do the same.
- Tweet lines from your favorite poem or poems throughout the month of April, or follow #NPM16 or #nationalpoetrymonth on Twitter.
- Encourage students, with teacher approval, to read a poem to a class other than English. Can they find poems written about other disciplines?
- “Chalk the Walk” by having students use sidewalk chalk to write entire poems or just favorite verses on the sidewalks leading to your school or on your school steps. Create a graffiti wall in your classroom where students can use chalk or markers to write lines of poetry or entire poems on the pieces of paper that line the walls of your room.
At the start of a new semester or new school year it can sometimes be difficult to get students to jump in and participate in a class discussion. I’ve found that the silent discussion can be an effective technique to use to get all students to participate. There is a low risk for the students because names are not attached to the discussion, and it allows them time to think before they respond. They are not competing with other students to have their voice heard. This discussion style works especially well when paired with a short story or a novel. The example I’m using is from The Good Earth, a novel taught in junior level English.
Planning and Preparation: Before students can discuss, I choose quotations from the text that are impacting or provocative. These quotes are then typed out and centered on a single sheet of paper. I try to leave plenty of room for students to write. I’ve also found it helpful to have more quotations than students, that way when it comes time to move desks, the students aren’t waiting for someone to finish.
The process: When students walk into the room, I ask them to take a seat at a desk or table with a quotation. First, they read the quotation to themselves. They are then asked to underline important, powerful words, or words that have a strong connotative meaning. After they have done several questions: Why this passage is important? What does the quote contribute to the meaning of the work? Why is it significant? The students will then write a statement somewhere on the page to share why they think the quotation is significant. The next step is for students to generate a question pertaining to the quotation that will get their peers thinking. This question is written somewhere on the paper.
After students finish writing their question it is time to move to another quotation. They will begin the process a second time with me walking them through the steps. You will notice that students may double or triple underline the same words, or they may select new words all together. An additional step I add is that students will now comment or answer the question/s provided by their peers. After a second time of reading, commenting, and questioning, with my direct instruction, students then go through the process on their own.
There is no set number of times for students to rotate through the quotations – it depends on time and number of students in the class. I usually allow a minimum of 10-15 minutes for them to complete this part of the discussion. After students have looked at the last quote, they will then return to their original seat. I allow them time to look at the responses and to see how their discussion grew as their peers responded. The discussion can end there if you choose.
Next Steps: I will often take the discussion further with the students by placing them into small groups. Once in small groups, they read the quotation out loud and share an intriguing question or comment that was written by a classmate.
If you wanted to take the discussion one more step, I often ask the smaller groups to choose one of their quotations and create a discussion question from their small group conversation to get their classmates thinking.