Organizing Units with Literature
Calkins, Lucy. Pathways to the Common Core p. 62-65
Herz, S and Gallo, D. From Hinton to Hamlet. 93-130.
Herz, S and Gallo, D. From Hinton to Hamlet. 93-130.
Probst, R. Response and Analysis p. 101-116
Richison, J.
Hernandez, and Carter, M. Theme Sets for Secondary Literature: How to Scaffold Core
Literature ch. 1-7
“Say”
Organizing units with
literature is effective. It allows for the organic flow of topics and themes. Probst
notes that literature “leads us” to different topics; failing to follow through
with adequate planning - for the sake organizing content chronologically or by
genre, for example - is a disservice to students. Probst promotes organizing
unites by theme, with related literature. However, it is not enough to merely
teach thematically cogent literature. As a teacher, I will have to make
thematic connections clear to students.
In “Building Bridges”, the
authors state that most students will not read canonical literature from
beginning to end; it is simply not interesting to them. In addition to teaching
those canonical texts required by most school districts, it is imperative to
include related high-interest young adult literature. Roberts points out in a
previous reading, “Teaching Young Adult Literature”, that YAL can generate a
love of reading. Such enthusiasm is a boon to class discussions.
Herz
and Gallo also discuss the usefulness of “thematic extensions”. Though I was unfamiliar
with this term, I was already familiar with the concept: the activity is very
familiar to the idea of book clubs, as practiced in EDSE 786. The movement from
small-group discussion to class discussion is useful in helping students to
open up. Having those group discussions be based on separate, yet related,
readings is an excellent way of enriching the wider dialogue.
In Pathways
to the Common Core, the authors suggest that multiple genres, as well as
multiple media be used as texts in the classroom. This suggestion is consistent
with advice given early in this course, on the importance of visual literacy,
as well as how visuals can bridge the gap for less advanced readers and enrich
texts for all students. Mary Rice notes that works such as graphic novels and
manga can really spur student interest.
“Do”
For my “Do”, in following with the advice given in Pathways
to the Common Core, I decided to include the resources I collected during
Maymester:
In particular, I am interested in the website “Cocompose”.
Working on an audio project recently in this class, I found that it was
rewarding and challenging.
I am not really sure how your do fits in with the thread of the say. Using these technology resources will help students apply the knowledge and create things, but what unit are you working toward with it? As you pointed out in your say, through organizing for a unit we can focus on a theme or idea that we want students to learn more about. You are right when you say that book clubs are a type of thematic teaching.
ReplyDeleteHi Bob,
ReplyDeleteThe list you provide is more directly related to the act of doing rather than the act of reading. I would like to see a Do that is more related to the idea of multigenre/text sets here. Please update. Thanks!