Teaching concepts using discussions

Age level:  14- 15

Form: four

Concept: Characterization

 Strategy: Discussion

Before reading the novel Annie John, students will be asked to give their general impression of what the novel will be about based on the title. Students will be asked to record their responses in their journals. Students will then be asked to observe the illustration on the book and give their opinion of the person based on how she is portrayed in the illustration. Student will then to the back of the book and read the summary provided. Students will be asked if they have encountered any similar experiences.

Students will then read the first paragraphs of the novel. Having done this, they will be asked to identify the character (s) that they are first introduced to and record this in their journals.  Students will then be asked to predict what role this character will play in the novel. Student will continue reading and then stop after the first two pages. There, they will be asked identify some of the traits of this character. Students will then draw a semantic map to represent the traits of that character. While students continue reading, they will begin to add more traits to their semantic map.

Lesson Plan

Subject: English

Age: 13 - 15 years

Form: 3

Subject Focus: Characterization (The Village Washer) Short Story

Language Arts Area: Reading, Listening, Speaking, Writing

Time: 80 minutes

Objectives: Students should be able to:

1. Read to identify the main characters in the story.

2. Discuss the characteristics of the main characters.

3. Create an Outline of the main characters.

4. Create a journal entry to reflect on the actions of the main characters.

Rationale: Knowledge of characterization is important for students for two main purposes. Firstly students understand the motives behind the actions of characters and the reasons why they do certain things. Also, it gives students the opportunity to connect the various elements of the short story such as setting, themes and plot to characters. They will be able to understand that it is the actions of characters that enable the story to move.

Strategies: DRTA: Direct Reading Thinking Activity, Discussion and Journals

Materials: Textbook, Journals and Chalkboard

Introduction: Teacher will ask students to what comes to mind when they read the title of the short story ‘The Village Washer’. Student responses will be documented on the chalkboard. Students will be told that the focus of the lesson will be on characterization.

Development:

The class will begin reading keeping in mind their ideas that they got from the title of the story.

The class will begin reading the first two chapters of the story and the teacher will ask them a few questions such as:

Ø  What is the name of the character you have been introduced to?

Ø  What does she do?

Ø   How many washers are in the village?

Ø  What word in the paragraph says that?

Ø   Is she is the only one doing something how will you treat your customers?

Ø   How does the writer describe the way Ma Lambee does her job now compared to the past?

Ø   Why do you think that Ma Lambee has grown so careless?

2. Students will read another two paragraphs and will be asked more questions about Ma Lmbee

Ø  What did the rest of the villagers started doing?

Ø  Did she listen to the complaints of the people?

Ø  What does that tell you about the type of character that she is?

Ø  Do you think that this attitude will affect her job in the future? Why?

3. Students will continue to read the next two chapters until they are introduce to another character. They will be asked questions such as:

Ø  What reasons did Ma Lmabee give for raising the price of the washing?

Ø  Do you think that Ma Lambee was just in raising the price of the washing? Why?

Ø  What do you think would happen if another washer came to the village to compete with Ma Lmbee?

Ø  Does the writer indicate in any way that another washer will come to the village?

Ø  What word of phrase supports your answer?

4. Students will go over on the chalkboard all what they have gathered about Ma Lambee’s character and her reasons for her actions.

5. Students will continue to read the next three chapters to gather information about the other main character. They will be asked questions such as:

Ø  What is the name of the character that we have been introduced to?

Ø  What are we told about her?

Ø  How do you think that Ma Lambee would feel when she finds out that the village now has a new washer?

6. Students will continue to read to gather more information about the characters. They will be asked these questions:

Ø  What was Ma Lambee’s reaction to Ma Po Procop?

Ø  Why did Ma Lambee start spreading lies about Ma Procop?

Ø  Do you think that was the best thing to do? Why?

Ø  How did Ma Crop try to overcome what Ma Lambee was saying about her?

Ø  Do you think that Ma Procop genuinely like the people especially the children? Why?

7. Students will continue reading the story and will answer the following questions:

Ø  What comes to your mind when you hear the word Obeah?

Ø  Do you think that Ma Procop is an obeah woman?

Ø  Is Ma Lambee evil or trying to protect her only form of employment? Why?

Ø  What do you think that Ma Procop is going to do when she says ‘… to can play the game?

8. Students will continue to read until they get to the end of the story. They will answer the following questions:

What image is Ma Lmbee potrying when she spreads rumors about Ma Procop and even breaks and enters her house?

Do you have any idea as to what may be in the parcel that Ma Procop collected?

Do think that the mirror had an impact on Ma Procop?

Was it right to chase Ma Lmbee from her home and village?

Who do you think was the real Obeah woman was?

9. Students will create an outline on the two main characters in the form of a Venn diagram on their note books. They will outline their similarities and differences. A sample of a venn diagram will be on the chalk board.

Conclusion: Teacher will go over the different characteristics of the main characters outlining their actions and reasons for their actions.

Evaluation: Students will create a journal entry to reflect on the actions of the main characters. They will say from their point of view which was good bad and provide their reasons.

Reading strategies

STRATEGIES FOR READING

Discussion is one of the most widely used strategies in literature. This strategy involves individuals engaging in social/oral communication to share their thoughts and feelings about something. It helps students construct meaning based on what they know, that is their prior knowledge and what they have learnt or read. Discussions can be done before, during and after reading. There are some basic guidelines that leaders should embark on in organizing discussion in literature classrooms. Firstly, discussion must be linked with activation. Students must understand what and why they are discussing a particular issue or concept. Teachers should try to avoid interrupting students when they are saying what they think. Students should feel and understand that there is value in what they have to say. Students should be provided with guided question and given what time to reflect on what the question is asking before the respond. Reciprocal teaching and co-operation learning can also be inculcated in discussions. Teacher must also avoid being the person loving most of the talking but rather he/she should serve as a facilitator and a scribe by recording students on the board.

Transactional reading journal is also another affective strategy that teachers can use before, during and after reading a text. This strategy is inspired by the work of Louise Rosenblatt (1978 who described reading as a transitional process that occurs between the text and the reader. Using the transitional reading journal as a reading strategy provides a flexible framework for engaging students in the process of meaningful and active interaction with text. Students may be provided with questions that may guide them in preparing their journal entries however, students may make their own entries based on their own observation. A transitional reading journal is a effective means by which children can write down their thoughts and feelings. It is especially useful for non- verbal students who prefer writing about their experience instead of saying it out loud in class

D - Directed

R – Reading

T - Thinking

A - Activity

This reading strategy works as a guide for reading and enables closer reader of the text based on student’s background experiences of others. Students are able to answer questions about the text while also making predictions. Thus this strategy also encourages individuals to think critically since it gives a purpose for thinking.

Directed – has a path, is guided, and assisted

Teachers guides the process (when and what type of questions to ask. Teaching can ask both lower order and higher order questions. Eg lower order-Who is the main character? A  Higher order question may be, why did the main character react in this particular way?

Use to stimulate children’s interest and activate their prior knowledge.           

 Reading – students are engaged in different reading to understand the text. For example, gathering   information from text. Students also engage in esthetic reading (the why) question e.g. – What do you expect the outcome to be based on what happened previously? Teacher stops at a certain point during reading and ask students to make productions about text. What did you learn about the character? As the character grows older do you think this will change?

Thinking – teacher directs the thinking process children think about what they are asked when questions are posed by the teacher .Students think on certain levels (at 3 points). Students think before reading. Make predictions while reading   students make predictions and attempt to qualify them. After reading they think about whether predictions were true. Teachers can stop at certain points and make predictions.(after predictions)

Responding to question/validating can be done orally on written (e.g. journals, logo)

Here are two links that may enable you to get a better understanding of the reading strategies mentioned above as well as several other reading strategies.

Links:

http://docs.google.com/viewer?a=v&q=cache:f83VgrEPQLEJ:www.brunswick.k12.me.us/bjh/reading_strategies/Transactional%2520Reading%2520Journal.doc+what+is+a+transactional+reading+journal&hl=en&gl=vc&pid=bl&srcid=ADGEESjfE91HWIGxeDHUazDJw9RO9XLQJRNkVLwrJaDIx3Vgylgi7c2MXv5aVC6e4iDk1kOzZy_jiFb5F0Np0ponsW9f2cO05upOHGMwWbe2WYQyIP-0JtDwO9EoZDSUBOLeOtbFcyDc&sig=AHIEtbRgSXCNdAbYvXd5J-ntpRWM9ILnDQ

http://docs.google.com/viewer?a=v&q=cache:f83VgrEPQLEJ:www.brunswick.k12.me.us/bjh/reading_strategies/Transactional%2520Reading%2520Journal.doc+what+is+a+transactional+reading+journal&hl=en&gl=vc&pid=bl&srcid=ADGEESjfE91HWIGxeDHUazDJw9RO9XLQJRNkVLwrJaDIx3Vgylgi7c2MXv5aVC6e4iDk1kOzZy_jiFb5F0Np0ponsW9f2cO05upOHGMwWbe2WYQyIP-0JtDwO9EoZDSUBOLeOtbFcyDc&sig=AHIEtbRgSXCNdAbYvXd5J-ntpRWM9ILnDQ

Approaches to Integrating Literature

Literary based Approaches to Integration

Being a novice teacher, I was undecided about what approaches that I could use to integrate literature in the curriculum. Now however, having been exposed to much literature and engaging in discussions on the subject matter, I now have a better understanding as to how I can integrate literature into the curriculum.

In an article entitled “What’s the Big Idea? Integrated young adult literature in the Middle School” written by Marshall A. George. He explores how young adult literature is being integrated into the curriculum by different teachers in various middle schools.

Firstly, he spoke of teachers approaching the curriculum thematically. A thematic approach can best be explained as the use of young adult literature to explore a theme or issue that face teachers and students. The choice of materials is not limited as a teacher may decide to use novels or multiple genres, for example, one teacher decided to explore the theme ‘responsibility’ a teacher collected all the materials and was able to create her first thematic genre unit plan.; ‘Coping with responsibilities.’  When exploring the curriculum thematically, Teachers should ensure that the theme selected is one that students; are familiar with and one which will capture their interest. By so doing, learning becomes a more meaningful experience for the students.

Furthermore, many teachers have now become to implement an interdisciplinary approach to literature. According to George (2001) an interdisciplinary approach is where teachers from various disciplines collaborate with English/ literature teachers to explore ideas and concepts with their students.  One advantage of the interdisciplinary approach is that it helps break down the divisions which exist in the school curriculum.

Another approach which can be used to integrate young adult literature into curriculum is ‘the genre approach’. This approach involves the use of specific genres for example fiction, poetry, tragedy to teach literature. According to Restrepo, (1988) “when students study one genre of literature at a time, this helps widen their interest”. She also noted that in using this approach books must not be considered in isolation but as part of a larger section in literature. In a similar light, Bosma, (1981) spoke of the idea of using the genre approach in literature by designing a unit on folktales.

Having gained knowledge of the various approaches, I am on my way to be able to plan more effectively, to make literature a better experience for my students.

References

http://www.eslteachersboard.com/s/literature-based-lesson.htm

http://www.techtrekers.com/Thematic.htm

http://docs.google.com/viewer?a=v&q=cache:vZUyIL6__5kJ:gets.gc.k12.va.us/mas/VAAP/TEACHING%2520PROCESS/Planning%2520Forms/ThematicUnits07.pdf+literature+lessons+using+a+thematic+approach&hl=en&gl=vc&pid=bl&srcid=ADGEEShZAvJFdYjk3aNL4lxgRnC5a4hsVoWd0_JI6foHB-2p9gY4JslJq2sA2Jw3QMlMDuAaRppTnRYTKwtrejNvuH9MYbK3WdpbaRwFxEJ9zNptnvwW6-QbpU9Nbqa3AsO3STJyMMBr&sig=AHIEtbRVqbGa2D_OVJN5Ymwh3mIPVL1iFw

Stages of literary appreciation

Understanding the stages of Literary Appreciation

I must admit that this is my first time learning about the stages of literary appreciation. Even as a teacher, I had no idea that there exist distinct stages through which individuals build on their existing knowledge when developing an appreciation for literature.

Children may develop an appreciation for literature long before they are able to read. If children are exposed to oral literature for example, a mother reading to her infant then they are developing an appreciation. A simple thing like bringing the toddlers to the books store goes a long way in beginning the process literary appreciation. I was often amazed when my nephew would sit and read a story book by just looking at the pictures/illustrations. He had this one particular book that he wanted his mom to read to him every night. As a teacher, it is therefore my responsibility to educate parents on how and what they can do to help their children develop literary appreciation from an early age.

.  Children should be provided with materials and resources to help them develop an appreciation for literature. Resources such as story books or animated movies can be made available both at home and at school to facilitate this process.

  During my secondary school years, I would seize any opportunity that I got to read a novel. Even as a teacher, I tried to encourage my students to join the library so that they could obtain books to read. Now, I know that I can help my students develop set up a class libraries where they can rent a book and read it during weekends or holidays.  I can also encourage parents to limit the time that children spend watching television and see to it that they read a book. Children should be given opportunities to read and lose themselves in whatever they are reading.

They should be provided with books that provide opportunities for them to question the characters actions. Furthermore, they should be provided with literature that will allow them to find out about themselves and relate to the experiences of characters especially those presented in a realistic manner. Students should be provided with opportunities to engage in discussions, to engage in conducting research and also work in groups in the classroom.

Having gone through all the stages, the individual  has now reach the level where he or she can read wildly and enjoy the pleasure of reading a variety of books from various genres. This individual now reads for fulfillment and pleasure. This level however can only be achieved if both teacher and parents play their part in the preceding levels. Teachers should take into consideration The students level of appreciation when they select books. Not only this, but they should also consider using effective strategies and approaches that would help develop students appreciation.

References

http://www.yale.edu/ynhti/curriculum/units/2004/2/04.02.09.x.html

http://docs.google.com/viewer?a=v&q=cache:ySsmZUGzcl8J:www.pucpr.edu/colegios/arthum/ingles/Assignments/ssantiago/2005/POWERPOINT/326-Stages%2520of%2520Literary%2520Appreciation.ppt+Stages+of+literary+appreciation&hl=en&gl=vc&pid=bl&srcid=ADGEEShmCTb6IYliL-3fmFKKbKkisrveFYFcjXOg1RFdhbdNznGhYVfjeggrTWre-4w1Ixeq5tz7PUfrXVKyM-VqYbhUoVzgTUqAkBY3u-1CcS108uQBHtUB4ChvI2QWvutUdn8hFBlV&sig=AHIEtbT7Von99pcNRnb2h8rjCUXsDMp6XQ

http://www.jstor.org/pss/40017127

The role of adolescent literature in the curriculum (continued)

The role of adolescent literature has long been a debatable issue. Many researchers have sought to give their own understanding of what role it plays in the curriculum.

Jago, (2000) asserts that young adult fiction can serve as recreational books for the children as such; they may not be the best choice to study literature at schools. His argument was also on the basis that many young adult books do not employ rich language and they do not explore complex themes. There characters are usually one dimensional and are usually teenagers themselves.

Furthermore, Herz, (1996) contends that the young adult books are not suitable for students who are unmotivated and therefore unable to cope with the prescribed readings of the curriculum.

On the contrary, other researchers believe that young adult literature does hold some value in the curriculum. Moore, (1997) asserted that “the finest young adult literature deserves a place among the familiar classics in the secondary literature cannon.”

Similarly, Apple, (2000) points out that there are many young adult novels which explore themes and ideas that are worth meriting and should definitely be included in the curriculum.

Links associated with the reasons why young adult literature should be included in the curriculum:

http://www.education.com/reference/article/young-adult-literature-school-curriculum/

http://scholar.lib.vt.edu/ejournals/ALAN/v33n3/gibbons.pdf

The role of literature in the curriculum

Literature to me has always been an experience, a journey, an opportunity to read and enjoy the work of profound poet’s novelist, playwrights while critically paying attention to the vast details and falling in love with the writer’s craft.

I was first exposed to literature in form four. At that time, literature was only taught to form fours and fives. It was a student’s decision to decide whether he or she wanted to study the subject for CXC. Teachers had little influence on this chose except that they were required to recommend the student to write the subject during the second term in form four based on their performance in the previous term.

This procedure continued well into my teaching years at this very same school. During my first year of teaching, there was only one literature teacher. She taught only the upper forms. Strangely, during my first year, she was unable to recommend any of her students to write the subject. This was due to the fact that none of them had ‘developed an appreciation’ for the subject which reflected in the grades they had obtained. Ironically, at this very same time, the ministry of Education began implementing policies for the integration of English language and English literature in secondary schools on the island. This integration was left up to the English language teachers to decide when, how and what strategies they would use to do this.

After many lengthy discussions, our head of department thought it would best be established if we used excerpts from plays and adolescent literature novels.  A literature class for the lower school was conducted once during our six day cycle and English language, five periods per cycle. Much of what was needed to be explored in the plays and novels were not successfully completed as time did not permit. Having realized this, the head of department decided to negotiate with the Vice principal for at least two periods a cycle. This proved ineffective as his argument was mainly that English language was a compulsory subject for CXC where as English literature was an option which the students had.

Even in society, it is apparent that many individuals do not see the need for students to study literature. Literature is viewed as a less important subject; especially for females when compared to technical subject such as, Food and nutrition, Clothing and Textile. This to me goes back to the mentality that women are seen as housekeeper who need to know how to cook and perhaps sew mend a stitch in a pair of trousers. Not only this but, little emphasis is placed on how our student can reach great heights through studying literature like our well known poet and noble laureate, Derek Walcott.

Selecting text for adolescent learners

Selecting text for adolescence

Adolescent literature is often viewed as literature written for adolescent readers ages ranging from twelve and beyond. Some characteristics of adolescent literature include;

1.      It is simple and  straight forward

2.      Focuses on childhood experiences

3.      Expresses a child’s point of view

4.      Is usually optimistic

5.      Tends to reveal a fantasy image of life

6.      Tends to be repetitious

7.      Themes often focus on challenges of youth

http://www.associatedcontent.com/article/2158371/what_are_the_defining_characteristics_pg2.html?cat=38

Based on the definition and characteristics mentioned above, I have decided to find out if Jamaica Kincaid’s novel, ‘Annie John’ meets the criteria of an adolescent literature novel and what aspects of it mirror experiences of young adults.

In the novel ‘Annie John, a young girl struggles to discover her identity, Annie is a young girl growing up in a picture perfect setting. She also has a blissful childhood in Antigua, where she is the centre of her mother’s attention. This however slowly fades as Annie becomes filled with fierce maternal conflict which in the end leads to her departure from Antigua to England at the age of seventeen.

The novel portrays a painful growth of into young womanhood. This portrayal can be compared to the experiences of many Caribbean teenagers as they try to determine who they are and understand their life’s outside of their parent’s viewpoint. Moreover, the story is told through the point of view of Annie as the narrator. This helps adolescent create a strong connection with the narrator as they are able to see things through her eyes thus being able to respond to the text.

Another character who adolescent may also relate to is ‘Gwen’ Annie’s first best friend. Gwen serves as a surrogate mother to Annie in the absence of her mother. She expects all the kisses, love and hug from her just like her mother once did. Most adolescent find themselves have a similar friend like Gwen.  At this age, they are in need of someone to talk to about issues or just simply spending time together.

The major theme in this book is individuality. Annie wants to create her own identity without the influence of her mother or others. The quest for individuality and independence is portrayed in her rebellious acts. In the Caribbean, and the world by extension, most teenagers go through the very same thing. One of the themes most highlighted in the novel is ‘mother daughter relationship.’ In the novel, there are instances which would allow adolescent about their own relationship with their mother. In the beginning, they have strong relationships with their mothers but when puberty occurs, parents especially  mothers, they believe that they should seek their own way of life to adopt to the changes of womanhood.

In the novel, we also sense optimism especially when Annie decides to leave the country. She is convinced that she will find a better life in England. Teenagers view running away or just moving away from home as the best option during the period at which they are trying to find themselves.

For all the reasons mentioned above, I believe that Jamaica Kincaid’s, ‘Annie john’ does reflect characteristics of adolescent literature.

                                                                                                                    

literature based approach to integration.

Literature Based Approach to Integration

Reading and writing processes occur as part of the same activity. Succinctly put, reading is writing and writing is reading. By extension, this means that students read as writers and write as readers.

Student reading as writers emphasizes the notion that they should engage themselves in the writer’s craft or creativity. Students read to understand the developmental process of the text. According to Steve Peha, there are six elements that we should engage our students in when they read as writers. The ideas the writer presents are the heart of the piece. The way in which the writer presents the main ideas is very significant. Students should focus on how the writer achieves his purpose in the piece.

Equally important is the organization of the piece. The organization refers to the sequencing of ideas. What kind of leads does the writer use? How does he draw the readers into the piece? What kind of ending does the use and how do they work to bring closure to the piece? Another essential element that contributes to reading as writers is the writer’s voice; through the choice of words.  Is the writer passionate about the topic?  How does the writer reveal emotions? How is the writer’s personality presented in the piece? 

The writer’s choice of words or phrases is also important. Students should be aware of the techniques that the writer uses to make the piece more memorable and exciting. Such techniques may include; similes, metaphors in the text. Furthermore, attention should be drawn to fluency of the sentences. How does the writer vary the beginnings and lengths of sentences? Does the writer vary the sound effects in the piece for example, alliteration, rhyme and rhythm?

 Lastly, the conventions of the piece should be examined. Students should evaluate how the writer uses conventions to make the piece more exciting or meaningful. Does the writer use conventions in unusual ways that are successful?

Teachers also play an integral part in helping students read as writers. From the forefront, teachers should stimulate and captivate the student’s interest. Students should be given the opportunity to have an input in the selection of literature. Teachers should select text that interest the students and are part of their experience. Quality literature should be chosen. This means that the books selected should allow discussion of multiple topics and perspectives within the story.

Another technique that can teachers can utilize is the use of anticipatory guides. This is a strategy used before the actual reading of the text or book to help activate student’s prior knowledge and build curiosity about a new topic. Before engaging in the actual reading, students read or listen to some statements about key concepts in the text with which they can choose to agree or disagree or simply make predictions. This can prove to be an effective strategy as students get a chance review the statements and their responses having read the piece.

Another   strategy that can be used is journals. Probst, (1990) notes that ‘journals help make the reader active.’ Students can use journals to write about their observations, interests; they get a chance to connect new information with their prior knowledge.

Since students ‘read as writers,’ the question then is how they can ‘write as readers?’ Writing as a reader focuses on students writing with a sense of audience and purpose. They focus on developing a craft that will attract readers. This of course involves a process whereby, students take ownership of the writing that is, moving students from the process of instruction to construction. Students will first develop their technique of writing for instructions. This is when students write for the teacher and to be graded. Construction focuses on the idea that students must write to communicate to an audience and share the ideas as well as experiences. Students get an opportunity to explore the book; they are the questioning thus constructing meaning.

A writer’s workshop is a good technique which can be implemented to help students grow as writers. A writer’s workshop is where a block of school time is allocated to students planning, drafting and editing their compositions. It involves peer collaborations whereby students read each other’s work and constructively criticize it.

Helping your students acquire both reading and writing competencies is essential in allowing students to develop and appreciation for literature.

welcome

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