Organizing Units with Literature

Organizing Units with Literature

 

Probst—Response and Analysis

Calkins, Ehrenworth, and Lehman—Pathways to the Common Core

Herz and Gallo—“Building Bridges: Getting Students from Wherever They are to Where            The Curriculum Says They Should Be” and What Else? Other Approaches”

Richinson and Carter—“Theme Sets for Secondary Students: How to Scaffold Core Literature”

Say:

Today’s readings have been very helpful when it comes to understanding and organizing a specific unit on a piece of literature.  There are so many different components that need to be implemented when organizing a unit and doing that can be somewhat overwhelming.  Similarly, today’s readings also engulf the array of different themes can work over the course of a literary text. It is also important to consider incorporating other literary text with the primary text.  By incorporating supplemental texts that discus the major theme, students will engage in higher level thinking.  Each article gives helpful insight on what to include and discuss in a major unit plan with literature.

             Along with developing a major theme for an entire unit, the Response and Reading chapter, “The Text and Other Texts,” Probst discusses how a teacher can implement some texts with the larger text that is being studied in a unit. The two texts can work together to discuss the major theme of the unit.  As Probst argues that we create units to focus on major “conceptions, beliefs, and attitudes,” he also explains that other texts can further compliment the theme of a major work of literature (101-102).  Pairing texts can complement major ideas, and it can show students how a major theme or idea can be looked at in many different ways.  Probst states, “…choosing works that fit together, either because they deal with similar situations or because they reveal similar or contrasting attitudes, is likely to predispose the teacher toward a certain line of inquiry” (104).  In another words, the secondary text can be used to teach complimenting or contrasting information that correlates with the primary work of literature.  I like how Probst also gives examples of how two works can complement each other or contrast each other to show two completely different vantage points.  Altogether, this Response and Analysis chapter explains why teachers should consider involving secondary text in with literary units to help further the development of the belief, conception, or attitude from the primary literary source.

            Herz and Gallo’s article, “Building Bridges: Getting Students from Wherever They are to Where the Curriculum Says They Should Be” and What Else? Other Approaches” also gives a great deal of insight about how to use units of literature to harbor major ideas as students learn what they are supposed to be learning in the curriculum.  The themes should be used to make connections.  Like Probst suggested, this can be done through pairing texts (29). Herz and Gallo recommend pairing canonical text with Young Adult Literature.  For example, they suggest reading River Rats (YA book) and The Adventures of Huckleberry Finn (canonical) together because of the similar topics and themes.  Herz and Gallo also give numerous other examples that I will review again in the future when I have my own classroom.  Altogether, using a paired text can help when organizing a unit with literature to show students the major theme in different ways.

            Richinson’s Theme Sets for Secondary Students: How to Scaffold Core Literature discusses how to choose a theme from a text. Richinson states, “Theme-sets, as we use them, are meant to work in heterogeneously grouped classrooms, as either an organizational methodology for using literature that may be beyond the reading ability or interest of many of the students in our classes” (12).  Essentially, themes can be used as organizational tools when deciding how to go about teaching a literary text.  These units may also be studied through literature circles.   More than anything, the theme should allow for high level and critical thinking (15).  Some of the theme-sets Richinson discusses are: migrant families, growing up ethnic in America—the African-American experience, literature of war, the bullying mentality, utopian/dystopian societies.  With these theme-sets, specific information is being studied with an array of different literary texts.

            Again, each of these readings are complimented by Pathways to the Common Core.  Incorporating key pieces of knowledge and ideas through literature can be done through a unit work.  Similarly, Pathways to the Common Core discusses how a piece of literature can actually be used to teach an array of different concepts and ideas.  The common core actually requires teachers to “integrate knowledge and ideas” through literature, and this is usually done best through longer time frames set aside through units.  Similarly to some of the articles, Pathways to Common Core also implies that studying other texts with a primary literary work can help enhance a specific theme.  This can be done through informational and narrative texts.

            Each reading has really helped me see how to organize unit plans involving a major piece of literature.  It is important to follow the common core standards while involving major literature themes and ideas through the major work of literature.  Also, it is helpful to pair text that can compare or contrast the major concepts or ideas that are being discussed through the unit theme.  Altogether, each article from today has aided in my understanding of how to organize units with literature. 

 

Do:

 

Here is the link to a comprehensive unit plan I have created on a Unit of Literature.  In this unit plan, there are multiple examples of me involving supplemental text with the major work of literature:

 

https://sites.google.com/site/loveandhateinromeoandjuliet/home

Teaching Grammar and Vocabulary

Teaching Grammar and Vocabulary

 

Calkins, Ehrenworth, and Lehman—Pathways to the Common Core

Jeff Anderson—Mechanically Inclined

Beers—When Kids Can’t Read

Zuldema—The Grammar Workshop: Systematic Language Study in Reading and Writing Context

“Beyond Grammar Drills: How Language Works in Learning to Write

 

Say:

Overall, this was one of my favorite weeks to read for thus far.  Teaching grammar and vocabulary have always been my least favorite parts about being teaching English.  Whenever I was in high school, every teacher taught grammar and vocabulary with traditional practices.  Therefore, these two areas were never my strong suits.  The reading from today was very helpful because it discussed many ways to revolutionize the traditional teaching styles for grammar and vocabulary. 

            Ever since EDSE 547, I have really liked Mechanically Inclined.  It is the first book I have ever read that harps on making grammar just as interesting as teachers try to make literature and writing.  Reading it a second time around has actually been very helpful because I have noticed different aspects that could work with the writing workshop model we have discussed in EDSE 787 (27).  I like how Anderson argues that “weaving” grammar mini lessons into traditional writing practices is the best way for students to learn (28).  Having traditional grammar units is not going to be meaningful to students because they cannot see how what they are learning can be explicitly applied to their writing. 

            I also love how Anderson discusses almost every single major aspect of grammar teachers are expected to teach their students are expected to learn in high school English.  From crafting sentences to learning different forms of punctuation, Anderson gives explicit examples of how teachers can introduce grammar to students in an innovative way.  He gives explicit examples of how to scaffold each grammar lesson in with reading in writing (61).  He also explains how each lesson needs to be accompanied by mentor text and visual scaffolds so that students can see how the grammar lesson applies to themselves and their work (62).  Most instructors separate grammar into one category, but Anderson shows that it is important to intertwine grammar with reading and writing practices.   

            Along with Anderson, Zuldema’s article, “The Grammar Workshop: Systematic Language Study in Reading and Writing Context,” also argues the importance of integrating grammar with the daily lessons of reading and writing.  Zuldema states, “If reading and writing are two sides of the same coin, then grammar study is one way in which these two types of language study can be connected” (64).  Essentially, grammar can be the glue that connects reading and writing.  Zuldema’s article also made me reflect on how grammar can be used to segue “reading like a reader” to “reading like a writer.”  Because grammar is such an intricate part of connecting reading and writing, it can be a tool that teachers use to bridge the two major subjects together.  Also, this would ensure that grammar is being weaved into context.  Additionally, I like many of the teaching strategies Zuldema offers.  For example, I like the idea of allowing students to create unique grammar names for grammatical aspects they pick up on their own.  This enables ownership in their learning; it will make students feel like what they have discovered in the text is innovative to their learning process.  This can also be mirrored in studying vocabulary.  Altogether, Zuldema displays the importance of the relationship grammar has with reading and writing. 

            “Beyond Grammar Drills” also complements Zuldema and Anderson.  This article discusses how grammar drills, or grammar bell ringers, are really not beneficial to the student.  The article goes on to explain how grammar drills are used as a separate component from what the class is studying in reading and writing.  For meaningful learning to occur, the student has to be able to make that connection.   This can also be applied to vocabulary.  Students will only experience memorization if they are handed out words for a quiz on Friday.  For meaningful learning, students need to see how grammar and vocabulary connect to what they are reading. 

            While Anderson, Zuldema, and the NCTE give a lot a great information on teaching grammar, the reading from When Kids Can’t Read gives specific insight when it comes to teaching vocabulary.  Along with grammar, vocabulary does not need to be a separate entity. Vocabulary should also compliment the writing and reading being conducted in daily lessons (178).  For example, it is great for students to study that vocabulary that is already found in the books or text they are reading.  If students are studying words from their reading, they will see more of a connection as to why it is important for them to learn those specific vocabulary words (180). Similarly, I like how Beers explains that teachers need to show students how to use context clues when learning new vocabulary.  Although it is great for students to look up words they do not know, it is also just as beneficial for them to try to figure out a words meaning by the rest of the text around them (183). Beers gives a lot of great ideas about how to implement context clues and other types of vocabulary instruction into the classroom.  Like Anderson, Beers also makes it very prevalent that studying vocabulary needs to be fluid with what students are reading and writing.   

             Pathways to Common Core also gives evidence that explains how grammar and vocabulary are needed in the classroom to meet the Common Core standards.  More importantly, Pathways to Common Core compliments what the other readings have been saying about intertwining grammar and vocabulary with the reading and writing that happens in the classroom daily.  Grammar and vocabulary are important when it comes to crafting structure (59).  Stronger vocabulary and proper grammar usage can help students strengthen their writing (60).   Furthermore, grammar and vocabulary are also important when focusing on speaking and listening (174).  To become more proficient speakers or listeners, students will need to strengthen their word and grammar usage.  The best way to strengthen vocabulary and grammar is to show students how these two components can be useful in their daily lives. 

            Altogether, all of the reading today really resonated with me because teaching grammar and vocabulary are what I consider my weakest aspects. All of the readings complimented each other by arguing how important it is to make grammar and vocabulary an innovative experience in the classroom.  I will definitely be using these references again in my future classroom.    

 

Do:

 

**This is my vocabulary lesson that I taught in my classroom.  Students used technology to write in this lesson.** 

 

Usually in my teacher’s classroom, they have weekly vocabulary words.  They are given the words on Monday, and then they take a quiz on them on Friday.  For my week of teaching, I did not want to give students a list of vocabulary words.  Instead, I wanted to work with the unknown words that were found in the sonnets we were studying.  After we read about two to three sonnets, we engaged in a vocabulary workshop so that students could learn the words that were actually being used in what we were studying.

·         To begin the mini lesson, I asked for students to take out all of the sonnets that we had studied so far.  Then, I asked them to work with a partner and highlight all of the words that they did not know.  Because student have already annotated each sonnet, highlighting unknown words should not take too long because they have already looked for them when they were annotating.  (5-7 minutes)

·         When they are done highlighting the words they did not know before reading each sonnet, I will tell each set of partners to pick out one word from each sonnet that they want to be “experts” on.  They wrote these three words down on a scratch sheet of paper. 

·         Next, I asked the partners to brainstorm a kid friendly definition of the word, and they had to think of a visual that would go along with the word. (5-7 minutes)

·         Then, I invited them all into separate google presentations documents.  In this presentation, only the two partners and my teacher were allowed to work on it.  In this document, I told students to make the presentation have six slides total (two for slides for each expert word).  On the even numbered slide, they were only supposed to write their expert word.  On the odd numbered slide next to the even numbered slide, they had to upload their kid friendly definition and a visual to go with it.  (5-7 minutes)

·         Then, I showed students how they could print the document off to have 6 slides on one page. After the document was printed, I showed them how they could fold each piece of paper in half hotdog style.  By doing this, their unknown words were on one side while they definitions and visuals were on the other side. 

·         Each group also presented their words to the rest of the class.   (5-10 minutes)

·         For the next day, I had a sheet printed for each student from each group.  This way each student had mini flashcards of all of the group’s words. 

Here is an example of what one group did.  It can be found in the link below:

 

https://sites.google.com/site/saydodocuments/home/8-say-do-21-nov-2014