Many years ago, not long after Hannah and I started this blog, I ruminated on how the simple task of assigning a text to a high school student pretty much guarantees that said student will HATE said book, not because it is particularly hatable, but because it is mandatory. Interestingly enough, I wrote this long before I decided to become a teacher, so not only do I now think I have some level of prophetic ability, but 40+ hours a week, I’m just swimming in the relevancy of that statement.
Everything I got to teach this year, I had read previously. See my Re-Read or Not post to review my feelings on this. We started the semester talking about To Kill a Mockingbird, which was as heavy as ever. We then moved on to Lord of the Flies, a text about which I blogged and faithful readers might recall that it ended with the statement, “I’ll never pick it up again.” PSYCH! I did pick it up again, but only because I had to do so in order to make sure that when my students had questions, I was able to answer them. When my students didn’t understand the text, I was able to explain it. When they didn’t see the point in reading it, I was able to prompt them to think about it another way.
I’ll go ahead and say that I still do not like this book. Most of the kids did not like it, either. HOWEVER, through teaching it with a central theme and alongside supplementary texts, I truly do see why it is still relevant to be read by young readers. Students started the unit reflecting on the prompt, “all humans have the capacity for brutality.” They placed themselves on a Story Spectrum based on where they fell between totally agree and totally disagree.
While reading LotF outside of class, we read “The Lottery,” “Harrison Bergeron,” and an article about the Stanford Prison Experiment in class.
Each time we finished one, they moved their name on the Spectrum to match how/whether their opinions on the prompt had changed. As you can see, there was a massive amount of movement and progression of thought, and I’m THRILLED with the amount of meaning that the students extracted from the unit.
The final project for this unit was for students to get into groups and record a podcast where they discussed their progressions of opinion. These podcasts were some of the most profound discussions I’ve ever had the pleasure to hear. I’m honored to have been a part of those insights.
I’ve completed two other units this semester, both of which had primary texts that I had to re-read, as well as supplementary texts that I added to the unit in order to enhance an overall central theme. I’ll work on posts for these units in the next few days, because I’M ON SPRING BREAK!!! I’ve also recently been addicted to a book, so I need to spew about that, and I also completed a book that was on my New Year’s Recommendations post. Plus, we’ve graciously been nominated for a few awards, so I need to get to those. Hopefully, lots to come, folks!