Here are my picks of three strategies that are viable for teaching Literature (:
Identifying reading strategies in think-aloud response to a text.
Select a short text—a poem or a section of a story or novel—and do a think-aloud activity with a partner, sharing your thoughts with the partner, who simply provides encouraging prompts. Then, reflect with your partner on the kinds of reading strategies that you employed in doing the think aloud, as well as the prior knowledge or schema you drew on in reading the text. Then, reverse roles and have your partner do a think-aloud and reflection on the strategies employed. Then, based on the strategies you and your partner employed, devise some activities for fostering students’ use of these strategies.
I think this is very useful because it helps us scaffold the reading process(es) for the students. By reflecting on our own reading strategies, we are also anticipating how our students may read a text. This will serve as good preparation for our introduction of different reading techniques/strategies to them.
Selecting and performing favorite poems or song/rap lyrics.
Bring in a favorite poem or song/rap lyrics to share with the class. Discuss reasons why you like this poem or song/rap in terms of specific aspects of the poem and the genre features unique to each text.
Then, perform this poem or song/rap lyric using techniques of oral interpretation: determine the meanings you want to convey, practice performing the text by emphasizing certain words or using pauses, and then share your performance with the class. (For examples of adolescents performing poem in poetry slam contests, see the video, Poetic License).
This will capture the students' attention since the teacher is putting on a performance for them. Not only will they be entertained, they will also be paying attention to the teacher's representation of the poem/song, which will reveal how she interpreted it.
Analyzing the culture functions of myths or legends.
Find some myths or legends specific to a certain culture or nationality, for example, Native American, Norse, African, Roman, Greek, Chinese, Eskimo, Inca’s, Mayan, etc. Describe how these myths or legends shared certain similar storylines, for example, creation myths explaining the creation of the world. Then, describe how these same myths or legends differ according to the how they functioned in these different cultures to explain certain phenomena unique to these cultures, for example, how Native American creation myths focused on ecological aspects of man/nature/animal relationships while Greek myths focus on male power relationships.
Such extra but relevant information will aid in the students' understanding of their texts and hopefully, generate in them further interest towards what they are reading. I think this will be especially useful when students are required by the syllabus to have a good grasp of textual context.
http://www.teachingliterature.org/teachingliterature/chapter8/activities.htm
I love the 'Analyzing the culture functions of myths or legends' idea! I honestly think we don't do enough of 'Other' literature in secondary school. I'll probably try this with my kids in the future :) Go forth and explore, whoosh!
ReplyDeleteThe website itself is very well-organized and easy to navigate. I liked the Chapters on the sidebar which tackled class management issues that teachers could face in Lit classes . Other than the 3 strategies that Sharon mentioned, I also liked the one on analyzing the storylines in fantasy, science fiction or adventure literature and films. I think if children understood that literature is all around and is not as inaccessible as they believe it is, they would be more ready to put in effort for the subject.
Like Shiva, I appreciate the third suggestion because I believe that this will allow students to interact with multiple cultures that that are unfamiliar with. Of course, this means a more difficult task for us teachers as we have to put in more effort in explaining the cultural background of the texts instead of delving into the content immediately. However, we can consider using our own travelling experiences to add on, by showing pictures or telling what we have experienced to make the lesson more relevant. Literature shouldn't only be taught as a means of appreciating texts but also open one's eyes to the world. Like many have said, we live through the writings of others.
ReplyDeleteI enjoyed the "Romeo and Juliet @ Webenglishteacher especially because it is a good resource that helps teachers themselves understand the cultural background from which Shakespeare was writing from. I believe lessons will be more fun because students will enjoy learning about 17th century marriage laws http://www.folger.edu/documents/marriagenew.pdf because this would make their learning more relevant and comprehensible.