by Dr. Louise McDonald I teach middle school, which means I teach some students who are ready for college and others whose reading got stuck in fourth or fifth grade and who need a good reason to move forward. “Tricks and tips” then, from middle school teachers, have to be taken with a grain of salt—they work some of the time with some of the students. Anticipating what will work without experimenting is an inexact science. Discussions of Common Core have often focused on non-fiction texts, but literary source material is also excellent for teaching many of the skills outlined in the core. Poetry for middle school I taught at a university for many years and used to have a great time teaching poetry, but when I reached middle school I hesitated to do more with poetry than basically treating it like any other complex text to decode. One of the easiest ways for the students to access poetry is through lyrics. They know lyrics, learn lyrics, and value them already. I really like Paul Gallipeau’s lesson as an introduction to rap as poetry. It can be found here: http://www.paulcarl.com/teaching-poetry-through-rap/ . He brings literary language to rap music as tools that can then be carried on to use with more canonical work. His lesson plan can be downloaded from the site above, but before you do, pause in the middle of Paul’s blog or watch below Alkala’s TED talk on rap and Shakespeare; which connects Shakespeare, which students often read as inaccessible, to hip hop, in convincing and joyful ways. Once you convince students to read poetry as well as listen to it, they are ready to take some poems in as friends. I cast about for methods for putting together a whole essay using the literary language, until I found this video from Isabella Wallace somewhere in Australia. The kids have a great time with Ms. Wallace’s accent and her wayward hairdo and they don’t seem to worry too much that her target audience is older than middle school. They are very intimidated by poetry and like a tangible technique. I have them bring in lyrics from their favorite songs to practice the method before we go on to literary canon. Performance is another great way to approach poetry in middle school. I have the students pick among poems that I select in a variety of levels and perform for the class. It is useful to learn some poetry yourself to perform, and there are great poetry slams on youtube. One of my favorite performances is by the Canadian poet Shane Koyczan. It inspired a number of students to perform this poem themselves! This is even more remarkable when you see the poem: it has more than 100 lines! Once the students have analyzed poetry and performed it, I ask them to write some. Of course, they are happier and more successful if they take another work as a model. Maya Angelou has a number of poems that make great models and I guide their writing by asking them to write poems about tangible things at first. The first poem I assign is about someone who is important to them, the second about something they like to do, and the third about the kind of person they want to be. Strangely, these were their favorite assignments of the whole year, when the time came to evaluate at the end. They liked finding out that they “had something to say.” One of the most important aspects of converting skeptical middle school students to poetry is to bring a lot of enthusiasm. They may laugh at your verve, but it gives them permission to feel the electricity of a good poem themselves. If you feel the need for some inspiration, try the Academy of American Poets selection: https://www.poets.org/poetsorg/anthology/popular-poems-teach Reading poetry is different than reading prose and I find students are not confident, so it is an unlikely equalizer—which all by itself, is valuable in not only a middle school classroom, but any classroom! WVCTE is wondering... How do you approach poetry with your students? What poems work? What activities make poetry click? Leave us a comment, Tweet us your thoughts @WVCTE, or connect with us on Facebook! Louise received a BA in political Science and International Relation from Carleton College and her PhD in Enlish/Composition, Rhetoric and Literacy. She taught at various universities until 2009, when she started teaching ELA at a middle school in Jefferson County. She finds middle school to be the perfect laboratory for learning about literacy and teaches some stuff there too! Louise serves as Secretary and as a member of the Executive Committee of WVCTE.
2 Comments
By Dr. Louise McDonald I teach middle school, and like all of us, confront classrooms with students who read (per the STAR test) as well as college students, and others that test at the third grade level. Circumventing the issue of test validity, many of us who teach at this level find that reading is a barrier to the types of lessons on literary analysis and source citation that the curriculum requires. When I started teaching middle school, I came from twenty years of teaching at the university level. I was surprised to hear students tell me that they had learned to read in third grade, didn’t need to do it now, and to stop treating them like babies. I was surprised when they insisted that they had read a passage, but couldn’t tell me what had happened. Were they not paying attention? Couldn’t they read at all? Were they uncooperative? Did they not understand the vocabulary? My internal conversation, I soon found, echoed a conversation that university professors of freshman students have every year. “The papers from 101 are abysmal!” they say to each other “What are they teaching in high school? How come they can’t [fill in the blank]?” Do students really become less prepared every year? Or look younger? Recent research has found that as we get farther away from learning those skills ourselves (dare I say, older?), we forget our own ignorance—we even forget how much last year’s class had to learn before they got as smart as they were when we released them at the end of the year. I don’t remember learning to read at all—certainly not the early levels. Reading was a joy and passion before I knew it. How can I understand what my struggling students feel? Let me explain. Did you take high school Spanish? Try reading this Noble Prize-winning poem by Pablo Neruda. Really read it. Don’t just look at it and stop when you find it is in Spanish and you “don’t read” Spanish: Juventud Un perfume como una ácida espada de ciruelas en un camino, los besos del azúcar en los dientes, las gotas vitales resbalando en los dedos, la dulce pulpa erótica, las eras, los pajares, los incitantes sitios secretos de las casas anchas, los colchones dormidos en el pasado, el agrio valle verde mirado desde arriba, desde el vidrio escondido: toda la adolescencia mojándose y ardiendo como una lámpara derribada en la lluvia. "Juventud" from Canto General, 1950 Published in Selected Poems of Pablo Neruda Edited and translated by Ben Belitt Copyright © Fundación Pablo Neruda, 2009 If, like me, you are not fluent in Spanish, you can make out some of the nouns. Certainly there are cognates and words that we have picked up in English, so “camino” and “perfume” and “erotica” stand out. “Juventude” looks a bit like “juvenile.” You can identify the sequence of clauses. But would you be able to “analyze”? When you read the above carefully, how does it make you feel? Powerful and confident? Like I am silly for asking something like this? Are you ready to go on to the next blog post because this one isn’t any fun? Try the translation: Youth Acid and sword blade: the fragrance of plum in the pathways: tooth's sweetmeat of kisses, power and spilth on the fingers, the yielding erotic of pulps, hayricks and threshing floors, clandestine recesses that tempt through the vastness of houses; bolsters asleep in the past, the bitter green valley, seen from above, from the glasses' concealment; and drenching and flaring by turns, adolescence like a lamp overturned in the rain. "Youth" from General Song, 1950 Published in Selected Poems of Pablo Neruda Edited and translated by Ben Belitt Copyright © Fundación Pablo Neruda, 2009 The literary analysis writer in me gets pretty charged about this poem—wow! Doesn’t it speak to the universal experience of middle school? Look at the great images and the repetition of ideas of discovery and secrecy! OK, so maybe the example is extreme. I don’t read Spanish easily, and Neruda is not “easy” Spanish. But my point is that reading when you do not understand is not fun and the temptation to quit is undeniable. What about English? What about this first paragraph of Hamilton’s Federalist Papers:
The Project Gutenberg EBook of The Federalist Papers, by Alexander Hamilton and John Jay and James Madison
Posting Date: December 12, 2011 [EBook #18] Release Date: August, 1991 Last Updated: July 10, 2004 Not fair! you say. This is a blog post to be read on a summer’s afternoon, not a puzzle to be untangled under a fluorescent glare in class. Reading slowly and carefully, paraphrasing in your head as the sentences get longer and longer and the clauses mount – the inward toss of the head as to the futility of soldiering on… this is what some of our students feel when you give them Rick Riordan or J.K. Rowling. It feels like work; like digging a ditch when the blisters start popping. So how to reach them, when they say they “don’t read” and everything you do suggests this to be true? Yeah, that’s the trick. Here are some thoughts: 1. Give them sounds rather than text. OK, you say, but idle hands make mischief. I have lots of luck asking them to illustrate a scene from a book as it is read—either by them or by me—or by Jim Dale. Even if they just “doodle” their concentration improves. 2. Give them choices. Have students read one of, say, four books that are available. Have the students schedule their group’s reading over a certain number of weeks. I find students are less anxious when the bulk of graded work is independent, but make the groups responsible for some kind of responses/presentations together. Reading with friends and not just assigned groups has some difficulties for the teacher, but friendship compensates for the work and gives them something to discuss. 3. Read together. Make time for independent silent reading. And then talk about what you are each reading. Model it by reading a great YA book yourself. I like making a big circle and talking about books and characters periodically. Get excited! 4. Write stories. Yes, I know, standards in the eighth grade do not include writing stories, but students are so out of touch with the creative process that digging into a character they have invented themselves can really inspire them. If you hit a wall with this, sometimes writing fan fiction is a good way to differentiate. It is a great way to teach elements of narrative and work on transitions and sequencing. What makes you want to read a passage like the one from the Federalist Papers above? Well, being interested in history is a help, but if you aren’t? Make a game. For example, have three students paraphrase a difficult passage with “two truths and a lie.” Then have the students individually or in groups choose which one is the lie. The possibilities are endless and teachers do them all the time. Sometimes they “take,” and sometimes not. Often, we are swimming upstream in a torrent of negative internal discourse. I think the “take home” here is that reading can be difficult and therefore vaguely distasteful—sometimes not so “vaguely.” One of the most important gifts we can give our reluctant readers is the experience and then the memory of finding something joyful in reading. WVCTE is wondering...How do you engage reluctant readers? What texts and strategies are reliably effective? Leave us a comment, Tweet us your thoughts @WVCTE, or connect with us on Facebook! Sources Kelly Gallagher and Cris Tovani. Louise received a BA in political Science and International Relation from Carleton College and her PhD in Enlish/Composition, Rhetoric and Literacy. She taught at various universities until 2009, when she started teaching ELA at a middle school in Jefferson County. She finds middle school to be the perfect laboratory for learning about literacy and teaches some stuff there too! Louise serves as Secretary and as a member of the Executive Committee of WVCTE. |
AuthorsMeet our contributing writers here! Archives
August 2017
Categories
All
|