Fostering Talk Around Literature

Milner and Milner—Bridging English (89-101)

Probst--Response and Analysis (71-100)

Calkins, Ehrenworth, and Lehman—Pathways to the Common Core (162-170)
Beers, Probst, and Rief--Adolescent Literacy: Turning Promise into Practice (43-59)
Copeland--Socratic Circles
Styslinger and Pollock--"The Chicken and the Egg"

Say:

     While teaching literature, conversations about the texts are imperative.  At the beginning of today’s reading in Milner and Milner, they even state, “we believe that oral, not textual, language is the foundation of the language arts” (Milner and Milner 2008).  Essentially, it’s the relationship between talking, writing, and learning that works best for students.  It’s about the level of communication between students and the teacher that really prospers learning in the language arts classroom.  All of today’s readings really hone in on how oral communication can be a beneficial foundation when teaching literature.

            In the Milner and Milner’s Bridging English reading, the topic of discussion is how oral communication and literature should interrelate.  In many ways, oral communication is a part of literature.  Through numerous speeches and addresses, oral communication has been studied in the English classroom for years.  The need for proper discussion and speaking is necessary in modern society, and it needs to be practiced.  Milner and Milner gives us many strategies to immerse students into oral communication with literature.  These include: punch line, choral reading, hall of fame, change agents, trio tales, fishbowl, and puzzlements.  All of these strategies enable students to orally communicate about literature in the classroom. 

            Along with Milner and Milner, Probst also believes in the need of talking about literature.  In Response and Analysis, Probst argues that great literature demands discussion.  This made me reflect on my own way of viewing movies and literature.  Anytime I ever enjoy a book or movie, I want to talk to everyone about it!  Therefore, this should obviously transfer into the English classroom too.  This is probably one of my favorite things about studying literature: the discussions my classes have about it.  I have always loved hearing other peers’ perspectives on the same text I read.  When they say something completely new, it amazes me how many different ways one singular literary work can be analyzed.  The teacher can learn just as much as the students in these discussions.  If we want students to enjoy what they are reading, they need to foster the community of support where they can discuss the great literature being read.  It is up to the teacher to guide this discussion.  Teachers need to identify the pattern for discussion, ensure that students are responding to the text, and the necessary responsibilities (Probst 2004). 

            Today’s reading in Adolescent Literacy also complimented this same view.  Beers, Probst, and Rief argue that talking should not be underrated.  Just because we talk on a daily basis, does not mean it is easy to have meaningful conversation.  This is an art form, just like being able to write.  These authors also dissect the multiple forms of auditory discourse that can be useful.  These include: storytelling, agenda setting, problem solving, brainstorming, and decision making (Beers, Probst, Rief 2007).  These forms of oral communication involve critical thinking, just like what we want to see when students put pen to paper.  Forming meaningful communication can be done through many of the same outlets as writing. One example is through forced free write.  After writing down thoughts, they are able to vocally communicate their responses.  This will eventually lead into independence (Beers, Probst, Rief 2007). 

            In the online reading, Copeland hones in on the idea of verbal communication into one practice: the Socratic circle.  Copeland argues, “Socratic Circles turn partial classroom control, classroom direction, and classroom governance over to students by creating a truly equitable learning community where the weight and value of student voices and teacher voices are indistinguishable from each other” (Copeland 2005).  Essentially, everyone becomes equal.  Students are able to take control of their own learning.  Additionally, by having the conversation based solely on students, it forces them to think critically about the text before them.  Therefore, many major skills are being used: critical thinking, response, speaking, listening, and communication.  Altogether, Socratic seminars ensure that students feel more in charge while they are still being properly challenged. 

            Styslinger and Pollock’s article, “The Chicken and the Egg,” also states the importance of talking and response in the Socratic Circle.  Like everyday people, students want to share what they have learned or what they are feeling after reading a text.  The best way to fulfill this outlet is through proper response in oral communication with one another.  Socratic Circles allow for students to do this, while still challenging them to analyze the literature accordingly.  The conversation needs to be founded in the response.  Individual response needs to be understood and appreciated as well.  Altogether, Socratic circles is a great way to heighten meaningful conversation in the classroom.  Socratic circles are the best way to invite response and talk into the classroom together (Styslinger and Pollock 2010).

            Using oral communication is also a great way of honing in all of the common core standards for English class.  Speaking and listening is a major component that teachers are supposed to adhere to.  By having students work with the text through conversation, they are essentially working with three major areas of standards in the English classroom.  Additionally, if students are required to write something before becoming involved in a discussion, teachers will be working with all four major categories (Calkins, Ehrenworth, and Lehman 2012).  Language use is involved in the empowering comprehension.  By having students verbally communicate about their responses to literature, students are engaging with literature in multiple levels. 

            Altogether, all of today’s readings work together to argue the importance of oral communication in the classroom when it comes to literature.  Just like we want to talk about our favorite books and movies, students do too!       By giving them the power of conversation, they feel empowered by leading the discussion themselves while they are still practicing response and critical reading skills.  All in all, talking is imperative for students to comprehend and engage them with literature. 

 

Do: **Support material #2**

 

 

Socratic Seminar and To Kill a Mockingbird

 

Definition:

A Socratic Seminar is a scholarly discussion led by student opinions.  Essential questions will be asked to start and/or lead conversation, but the discussion will be solely based on student discussion. 

 

Directions:

We are going to do just that with To Kill a Mockingbird!  I will post questions on the board to lead the class conversation, but all of the actual discussion will be led by you all.  This is a place where you will share your initial thoughts and opinions while backing them with textual evidence.  I, the teacher, will not be a part of the conversation.  It will be up to you, the students, to direct the conversation and keep it going.  Whenever you make a claim or whenever you respond to someone you are to state your opinion, BUT you have to use textual evidence to back up your claim. 

 

Potential Questions:

The following questions will start the discussion off.  After you all feel comfortable with this project, you may ask your own original questions.  The only requirement with creating your own questions is that they pertain to To Kill a Mockingbird and reflect critical thinking. 

 

1.    Did Tom Robinson have a fair trial?

2.    Why did the community go against Tom Robinson and support Bob and Mayella Ewell? 

3.    Was Judge Taylor an important part of the trial?  Meaning, did he have a major influence in the outcome?

4.    What gender stereotypes are being used in this novel?

5.    Why do you think the jury convicted Tom?  Was there real evidence against him?

6.    Was Tom Robinson ever in the wrong?  Is there anything he could have done to change his outcome?

7.    Who’s hands was Tom Robinson’s fate really in?

8.    Why was Atticus Finch’s role in this story so controversial?  What could have changed this?

9.    What are you initial reactions to Boo Radley?  Why is he in this story?

10. What role does Scout Finch have in To Kill a Mockingbird?  How would the story be different without her?

 

Original Questions:

 

 

Rubric:

 

Level	Criteria	Scores
A (100-90)	·         Actively participates in discussions ·         Offers insightful follow up questions ·         Sites textual evidence ·         Exceptional understanding of text ·         Takes thorough notes ·         Comes prepared
B (89-80)	·         Actively listening and participating in discussions ·         Offers some analytical insight ·         Basic understanding of text ·         Thorough in note taking ·         Comes to seminar prepared
C (79-70)	·         Participates/listens but offers little analysis or insight ·         Does not use textual evidence ·         Minimal understanding of text ·         Writes little to no notes
D-F (69-0)	·         Comes to seminar unprepared ·         Has no understanding of the text ·         Answers no questions ·         Does not participate ·         Does not take notes or only writes sparingly
Total
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