A month or so ago, I was fortunate enough to hear Lester Laminack at the Georgia Association for Curriculum and Instruction Supervisors Fall Conference. He is brilliant and I could write about all I learned from him for many blogs. At the heart of Lester’s presentation and his new book, Writers ARE Readers, was the message that every reading lesson can be flipped into a writing opportunity. Brilliant, right? But also, so common sense…when he says it! 🙂
A few week ago, I attended our system ELA Vertical Team meeting, where the amazing Cheryl Daniels, our system’s 6-12 ELA Instructional Coach, presented on how to use picture books in centers for theme work. It was beautiful. The picture books were powerful and had layers of meaning. The task cards gave students enough scaffolding to help them do the work in groups, but also enough depth to encourage rigor in student thinking. Cheryl graciously agreed to let me share a sample of what a station task card might look like. You can see that here.
As my colleagues and I sat down to plan our literary analysis unit, these professional development opportunities were at the forefront of my mind. I knew I wanted to give students tools to help them learn to do the work of literary analysis independently. But to do that I knew I couldn’t start with hard, inaccessible text. I needed to teach the ways to analyze text. I needed to give students a reason to go back to the text. I needed to give them a protocol so they could learn to do it independently. (See my last posts on how anchor charts support independence.)
So here’s what we did:
- We started with an argument protocol from Teacher’s College. You can read more about that here (be sure to check the links at the bottom). Our last unit’s focus was argument, so this felt like a good way to introduce the new unit. We debated whether the theme of Margaret Wild’s Fox was more about loyalty or overcoming obstacles. (I’ve also used the short film Mr. Hublot and debated whether the theme is more about sacrifice or friendship.)
- This led into a discussion on how there are certain lenses we can look through to discover the theme of a text, and the closer we look through the lens the more we will understand about the text.
- Then, I introduced the close reading protocol from Christopher Lehman and Kate Roberts’ Falling in Love with Close Reading.
- We decided to look through the following lenses in our unit of study (in no particular order): setting, symbolism, characterization, diction, mood, perspective, and figurative language.
- I did a mini-lesson on each lens, practicing with short videos and picture books. Cheryl Daniels was incredibly helpful in helping me find texts. The ones I used plus other options are listed below and on my Pinterest board.
- We are still working on lenses right now, but the next steps for us will be writing a literary analysis on a short story of their choice. They will do a little research on the author and context for the story, and then choose three lenses to analyze their story. This will be the pre-work and thinking before beginning the writing process.
What I like about this is that the students are learning ways to analyze text on their own—they have tools. Then they will be able to choose which tools are best to analyze a story of their choice. They will be building independence instead of the teacher telling them what to write about and how to format their papers. They have ownership. And that ownership will help them far beyond the time in my classroom.
Lenses and Possible Texts(for links to all books & videos and other resources, see Pinterest)
Thank you, Cheryl Daniels, for providing picture book titles.
Starred titles are what I used for mini-lessons.
- Jane Cutler’s The Cello of Mr. O
- Jacqueline Woodson’s The Other Side
- *Chipotle’s The Scarecrow
- Patricia Polacco’s The Keeping Quilt
- Eve Bunting’s The Terrible Things
- Sherry Garland’s The Lotus Seed
- *PSA: The Bystander
Point of View/Perspective
- *Donald Hall’s I am the Dog; I am the Cat
- Anthony Browne’s Voices in the Park
- Cris Van Allsburg’s Two Bad Ants
- Kevin Henkes’ Chrysanthemum
- Mem Fox’s Wilfred Gordon McDonald Partridge
- Joan W. Blos’ Old Henry
- Ellen Levine’s Henry’s Freedom Box
- *Joseph Oxford’s Me + Her (short film)
Structure of Text
- *Allan Ahlberg’s Previously
- Melanie Watt’s Scaredy Squirrel
- Christopher Myer’s Wings
- Allen Say’s Grandfather’s Journey
- Debra Frasier’s Miss Alanius
- Graeme Base’s The Sign of the Seahorse
- Julius Lester’s John Henry
- *Christopher Myer’s Wings
- *Robert Burleigh’s Langston’s Train Ride
- Julius Lester’s John Henry
- Avery Wood’s Quick as a Cricket
Tone and Mood
- Margie Palatini’s Piggie Pie
- Judith Viorst’s Earrings
- *Movie Trailers & Recuts – see Pinterest for examples
Bonus Read: Friday our school received some test scores from a high-stakes, statewide test given last year. The conversation about test scores and what they mean and don’t mean buzzed. I was reminded of Amy’s post 7 Reasons to Stop Asking about AP Scores. I loved what she said in this post about student learning and test scores. This is a must read and reminder for all educators, not just AP teachers.