Kristen J. Grandfield
The curriculum unit lends itself to various methods of teaching; whether it be reading and answering questions, having classroom discussions or in depth text analysis. My teaching strategies would be a combination of reading, journaling, group work, whole class discussion and finally, producing a collection of writing in a portfolio. Each student would be responsible for taking part in class discussion of the various readings as well as keeping notes and writing paragraphs, poems, or longer responses to different prompts.
For me, text analysis is an amalgamation of different writing techniques, especially the method of text rendering promoted by the Connecticut Writing Project. Text analysis will have students reading and responding in a journal. Students will also write questions for the authors as well as for each other. For example, students may ask "why" a character made a certain choice or may begin a journal with "I wonder…" and make predictions about what characters may do. Another key element is that students will look at the voice of the writer (and/or narrator) and what techniques the author has used to get that voice and message across.
Journaling is something we did not do a lot of when I was in high school. Quite often, we read our selected pieces for homework, answered questions and had a class discussion. Writing was something separate; saved for tests or essays. In recent years, journaling has gained a greater following and respect for several reasons; students become more invested in the reading because they are responsible for reacting to the words and because students can look back and see their initial and (possibly) limited view of what was read. It is certain that the students' true voice is in the pages and lines of their journals. A journal is a place for students to write a response or to record questions and concerns. It is also a place free of grammar, spelling and mechanical corrections; a place where the true thought process comes out. As a teacher, I see the journal as a place where my students can be real and eventually, use the journal as a resource for future writing. The practice of using journals as a resource has proven to be very successful in previous activities in my classes.
I use a variety of methods to engage students. Stories or poems read will be done in class at times allowing students to ask questions as we read. We would also look at the most important words and phrases within a work. This will help us discuss why word choice is so important. Also, there would be a great deal of modeling. I would model different writing styles for my students as well as having them model the readings. For example, students will read a selection entitled "My Name" from
The House on Mango Street
and then will write their own version of "My Name" addressing their own name and its meaning.
Activities will also address the different learning styles and intelligences in the classroom. Hands-on activities (such as making a collage or creating a poster) will appeal to the visual-spatial learner. When we look at language, we will look for patterns and rhythm which will appeal to the musical learner. Students will have opportunities to build intrapersonal as well as interpersonal skills. The intrapersonal learner will have an opportunity to read and reflect but will build interpersonal skills while working with peers in a group. This group work will appeal to the interpersonal intelligence but reflection and journaling will work with their intrapersonal intelligence.
Assessment during the course of these lessons will be ongoing. The final product (a portfolio of all their work) will include creative elements appealing to those who excel in art, photography, etc. and may not be strong writers. Also, class discussion will play a role in daily assessments for students who are more verbal. Periodically checking journals and direct questioning will serve as a daily assessment to see if students are on task and are making connections with the literature.
How will I assess the unit's success? Success is more than just whether or not the students were on task at all times or if they all read the nightly assignments. That is certainly measurable success in that it measures whether or not the students were clear about assignments and tasks. The other side of this unit being successful is what the students write. Did he/she express an idea in his/her own words speaking from his/her own experience? Were the pieces selected helpful in developing students' voice? These questions will be answered daily during discussion and when the final project is handed in.