The Things They Carried: Lesson Ideas

things_they_carried

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.

Lesson Ideas:

Anticipation Activity:

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

Five Books to Jump Start 2017

professionalreading-for-thenew-year

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!

mentor

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.

whos-doing-the-work

Who’s Doing the Work? By Jan Burkins                                                                                                                                       Review by Elizabeth Metheny

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.

download

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.”      

51gwa9bs0gl-_sx258_bo1204203200_

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.

download

The Art of X-Ray Reading by Roy Peter Clark                                                                                                                       Review by Susan Barber             

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. 

Best Lesson Series (Concept 1e)

I would be amiss if I failed to remind you of the Talks with Teachers book The Best Lesson Series: Literature written by teachers for teachers. If you have not read this, you are missing out!

What was the best professional book you read last year?

Character Complexity

copy-of-complexity-of-character

In an ever-continuing effort to guide my students in reading deeply and finding meaning in a text, I wanted to do something different near the beginning of Brave New World to help students see the complexity of the characters. When I read chapter four of Brave New World (for the 100th time), I knew this was the perfect place to try a new idea because Benard Marx and Helmholtz Watson are sized up (no pun intended) in Section 2. I love teaching foils because comparing characters (or settings, symbols, themes, or any comparison for that matter) is one of the easiest ways for students to notice differences and find an entry point to draw conclusions about the meaning of the work as a whole. KEEP READING

Texts not Terms

xiczpdox4le-lou-levit

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?”

Teacher: “Meaning.”

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.”

Student: “Ughhhh.”

And so it goes. (I just finished Slaughterhouse Five; humor me). KEEP READING

Choice Reading and AP Lit: It Can Be Done

how-to-implement-choice-readingin-your-classroom

I am a big fan of choice reading in my classroom.  With my 9th graders, our classroom culture largely focuses around our choice novels, and my students display their love of reading.   And then I get them as seniors, and we hit AP Lit.  Many teachers (and students) feel that choice reading and AP Lit cannot work together.  But, I’ve been able to prove that they can.  Here are the top 8 ways to make choice reading successful in an AP class:KEEP READING

Back to the Future: The Rise of Dystopian Literature

o-wonderhow-many-goodly-creatures-are-there-herehow-beauteous-mankind-is-o-brave-new-worldthat-has-such-people-intthe-tempest-v-i1

One of my favorite novels to teach is Aldous Huxley’s Brave New World. I have taught it twice a year for at least nine of my fourteen years teaching, and it remains a fresh favorite for me. The majority of my students typically enjoy it, as well; but until recently, most of my avid readers did not connect Brave New World to other books they were reading. Enter The Hunger Games and Divergent series. Finally, students are talking about and making connections to dystopian literature! Below are three reasons dystopian literature has a distinct place in the modern classroom.

  • Dystopian literature is the “it” item in modern YA.

If you ask a classroom of high schoolers how many of them have read The Hunger Games and/or the Divergent series, you will find a majority have read (or at least seen the movies) one, if not all, of the books. Even most of the non-recreational readers in the class will know what you are talking about when you reference these series. They read what captures their attention, and reading dystopian literature is now at the top of the list. If we want to continue to engage our students, we must give them what they want, and right now, they want dystopian literature. Many of them will be surprised that classics such as Orwell’s 1984 and Huxley’s Brave New World can go toe to toe (and surpass, even) their current literary flings.

  • Dystopian literature has characters and situations to which students can relate.

Tris and Four in Divergent, Katniss and Peeta in The Hunger Games, these characters connect with high schoolers because they are close in age and go through some of the same emotions and troubles in which current students find themselves. From the older novels, John and Lenina in Brave New World, or Winston and Julia in 1984 share similar struggles. Same song and dance, and students still connect. Winston and Julia may be a bit more mature in years, but the mentality and the struggle are the same. While our students may not be battling the government and the injustices prevailed upon them by that government, they are dealing with fitting in, being the new kid, having a crush on someone, or facing a friend who has a crush on them. Maybe they’re dealing with parents who are absent (1984) or embarrassing (Brave New World) or abusive (Divergent) or any other combination found in these modern novels. The point is: students are relating, and students are reading. Avid readers grow into more articulate students, both in speech and in writing. Our goal as English teachers is to mold students into creative thinkers, effective communicators, and lifelong readers. Dystopian literature can help encourage this and maintain that spark of interest that could fuel a fire for a lifetime.

  • Dystopian literature links students to the issues of today.

Today’s high school students can be quite vocal about their opinions on today’s social, economic, and political milieu. These dystopian novels put into perspective the elements of their world that make them relevant. While they may feel like they’re having to rid themselves of all competition around them or form alliances to make it through a tough class in one piece, students see their environments in these stories. The safe space of the future helps them to displace some emotions, but many of them will see the connections between the ruling classes in these novels and the ruling elite of our present day. It opens the conversation across curriculums, from history to science and technology to sociology and psychology. When they address the same issues in the older dystopian novels, they are often surprised at the “predictions” that have come to pass. Some of my best classroom discussions come from these dystopian worlds connecting to our own little dystopias.

One of the things I love about teaching and referencing dystopian literature is the awareness it brings. These novels always have a way of reminding my students how important — and easy — it is to be kind, helpful, and honest; that is okay to be unique and to stand up for what is right and just.

What is your favorite dystopian novel to teach and why?

Jill Massey teaches AP Literature at East Wake Academy outside of Raleigh, NC. In addition to being a lover of all things British literature, Jill enjoys directing her church choir, cheering for NC State, and updating her dog Titus’ Instagram account. 

Poetry Props: Strategies for Student Understanding

image02

TP-CASTT, SOAPStone, and DIDLS have been long-time methods of teaching students how to unpack and understand poetry. These have their place in the classroom and offer students a structured approach to poetry. In the past few years, however, class discussions and the teaching of poetry has become more organic and student-driven. With that in mind, here are some simple activities to use in the classroom when teaching poetry: … KEEP READING

Bridging the Gap between AP Language and Literature

AP Language

I became an English teacher largely because I love literature. Most of us would consider ourselves “readers” and have a love for words that led us to this career. That’s why I was really surprised when I loved AP Language so much.  There was no poetry, very little fiction, just nonfiction works (articles, essays, speeches, letters) to synthesize, analyze, and argue.  AP Language gets down the building blocks of why and how an author uses words to achieve his purpose. From my first introduction to the course, I found myself analyzing every sermon, televised speech, and opinion column for its use of rhetoric. … KEEP READING

Thoughts from an AP Lit Reader: Question 3

stack of books on the dark wood background. toning. selective focus on the middle book

Many of the lessons I learned from reading Question 3 essay after essay were ones I’d learned before, but the prevalence of some the problems that cropped up reinforced in my mind the points I am going to emphasize with my students next year. Here are some of the crucial ideas I’ll be bringing to my classroom this fall:

Introductions: GET to the point and HAVE a point

AP readers who are looking at many, many essays for many, many hours do not enjoy reading lengthy introductions. Students have a very limited time to write their essays and readers will understand (and appreciate) not having to hunt for a thesis amidst historical accounts of the author’s time period and your thoughts on which politicians tend to lie the most. Do not bother to restate the prompt, as I can assure you, many, many students have already done and do not give a laundry list of the three literary techniques you will be discussing in your essay. Instead, formulate an idea that answers the prompt using the novel you have chosen and hopefully incorporating the meaning of the novel as a whole and get on with your essay. KEEP READING

Literary Criticism for the Student’s Soul

3345296623_988a7b2acf_b

One of the biggest challenges of the high school English teacher is teaching literary criticism. It can be such a subjective mystery for so many students, even the brightest. I have found over the past few years that having students take ownership and responsibility for not only their learning but the learning of their classmates pushes them to a level of understanding and communication that is far more engaging and often easier to grasp than my method of presentation. … KEEP READING

Load more...