Monthly Archives: June 2016

Harry Potter, Huck Finn, and HellaGoodProjects

Whew!  The school year FLEW by- before I could collect my thoughts, the juniors were now seniors and the seniors were, well, gone.  So was my time…

I have so much to reflect about the year- the OneNote introduction to the junior class, the changing curriculum to come, moving The Adventures of Huck Finn to AP English…and that’s just the beginning.  I have all summer to share the year, starting with some amazing project examples.  I started the year dedicated to open projects, meaning that no project had a list of “things” it had to be.  More like each project had a list of objectives and meanings it needed to express.  It was a bit scary at first- letting the students take the wheel on how and what their final products would be- and there were some failures.  But I’m a proponent of failure in the classroom as well as letting the student set their standard.  Most of them will set it higher than a teacher ever would.

I did this project with two different modules; the first round you can read about in my previous post. The second time around wasn’t much different save for this: it had to be a product. (No emojii comic books, please.)  Same rules- the chosen annotations/project had to be from either Toni Morrison’s Song of Solomon or Mark Twain’s Huckleberry Finn. For project completion, each student had to complete an “interview” about their project (click Project Annotation for the questions). This module did not disappoint- many of them developed projects so innovative and creative, I plan to use several as examples next year.  So, with much ado, here is the first of many showcases.

This is a Marauder’s Map of The Adventures of Huckleberry Finn: 

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The Map Sleeve

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Portaits of Huck and Jim frame the center; framed on each side by important quotes from each character. 

 

 

 

 

 

 

 

 

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The entire sleeve opens up to reveal a map of their journey; the top right and left wings of the title are explication of the quotes found below each one.  On the bottom and to the right of “Map” is prediction for next chapter and how this student feels Huck grew in the chapter.  In her interview, she explained that the night scene was a metaphor for Huck’s moral compass as evident in this chapter.  

Pretty amazing, yes?  I’m excited to see what this could look like when applied to Song of Solomon.  I’m pretty excited in general that Harry Potter found a way into my classroom…stay tuned and I’ll share the Tarot Cards next!

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Becoming an Active Reader

*Note to reader: the original published version is here.*

body_reading“Learning to love reading is easy; learning how to be an active reader is not,” I say often to my students. I hope they start believing me because this is precisely what Madeira English is about: active reading. From the moment they start ninth grade, we push students to articulate the why or significance of a text. By sophomore year, we ask them to expand their ability to express how a writer’s technique creates shades of meaning. In junior year, we inch toward research mode by asking how that significance might correlate to a movement, a historical time period, or even an abstract concept. It is a process and it begins with active reading. But what does that mean?

This is the question asked most often in my classroom usually in some form of “How should I read this?” or “Am I doing annotations the right way?” From a teacher’s perspective, there are many answers to those concerns. For some, annotating means a highlighted, scribbled-in-the-margins book. For others, it means a Cornell-style note page. Last year in my class, it meant a presentation of insights in a shared document. The teacher in me loved this; the reader in me started a rebellion. After all, isn’t part of the assignment how you enjoyed the novel? Why you may not like it? Aren’t annotations a little too forced? I am trying to read, after all.

I really began investing how to join those two things- how to move my students to both a personal response and an academic view of a novel.  I spent the summer like most English teachers, reading, only this time, I really tried to examine how or when my love of the book merged with my thinking about the book. And, while I may be closer to an answer, I do not have a perfect one. I did, however, emerge with new thinking about annotations. When we began Toni Morrison’s Song of Solomon in the junior English Slavery to Civil Rights module, I asked students to do two kinds of annotations. The first is what I’m coining “commitment.” The assignment was simple: pick a chapter you liked, a chapter you felt connected the reader to a bigger idea, then organize your annotations for sharing. Not much different than last year; the significance here is “pick a chapter you like.” I’m coining the second collected annotations “invent.” I asked the students to do the same thing except, this time, they were to take the annotations and make something. Anything except notes. Make something that illustrates understanding and demonstrates why they liked the book.

The results were incredible.  See them here: https://vimeo.com/142632023

 

 

 

 

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