We started by reading Jeannette Walls’ The Glass Castle, and they seemed to like it. A lot. Most of them did the reading and participated actively in the group work, and after a little talk to them about “what to do if you HAVEN’T done the reading and CAN’T participate in the group work,” they mostly seemed to take responsibility and work together well. We looked at the elements of literary analysis, and for each class, each group was responsible for analyzing a different part of the memoir. When they got to the first in-class assignment (wherein they analyzed an unseen text using the elements we’d discussed), almost everyone did a good job.
Now we’ve started the second unit. They have each been assigned a memoir from a list of eight; I asked them to give me their top three choices from the list, and I tried to give them one of the books they chose. They are working with others who have read the same book, preparing a “book talk.” I have given them a list of ten possible “book talk” topics, including things like “important themes,” “historical, geographical and social context,” “what I loved about this book” and “what I learned from reading this book.” To practice preparing and presenting, they had to choose one of the topics and present on The Glass Castle. These practice orals were the best I’ve seen; with a few exceptions, they were thorough, engaging and on point.
Then I asked them to focus on their second book, to divvy up topics among their group members (each of the four or five group members should choose a different topic), and to each prepare a five-minute presentation on their topic (for a total of 20-25 minutes per group). The overall thrust of the “book talk” is to convince others in the class to choose the book for their third reading. (I am indebted to Nancie Atwell’s The Reading Zone for giving me the term “book talk” and for helping me as I constructed these assignments.)
After the “book talks,” students must write a report in which they tell me which book they’re going to choose from the list for their third reading, and why. They must write a paragraph about each of the seven books they saw presented and explain why they did or did not choose each one. In the end, each student must write a comparative literary analysis of his or her second and third readings.
They really seem to be having a good time. In their group discussions today, as they chose their individual topics and structured their group presentations, their level of engagement was the highest I think I’ve ever seen in a literature class. They were sparring, writing, drawing diagrams, asking questions of me and of each other. They all wrote tons of stuff on their worksheets and took lots of notes for themselves before handing the worksheets into me.
But here’s my question.
What are they learning?
I chose these activities because I thought they would be engaging. And there is method and motive to my madness, but I’m not sure I can trust it. So I’d like to hear your thoughts on this. What are my students learning from this process? And is it valuable? Is it what they should be learning in an English literature classroom?
Let me know what you think.
Image by Sergio Roberto Bichara