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Lesson Objective(s):
(Part one and Part two combined)
After summarizing chapters two through six of Sheridan Blaus The Literature Workshop,
students will participate in a reading workshop. The reading workshop will consist of students
reading the poem (My Papas Waltz) three times: first for a general reading, second to write
down lines or sections they understood, and third identify lines or sections they did not
understand. Students will then discuss their findings in small groups and later share in a
discussion with the whole class; then, after summarizing chapters seven through ten, students
will participate in a class-wide discussion of the ideas presented, which will be guided by our
instructors and designed around reaching a conclusion about the book/its approach as a whole.
Resources/Materials:
A. TO DO before the day of the lesson:
- Review all chapters of The Literature Workshop, focusing on the specific chapters that well be
teaching in our pairs
- Find a poem that would work best in both sections of the lesson
- Create Google slides of chapters that highlight the main points
- Coordinate with group members and make sure Google slides have coherency
B. For the lesson itself:
- Bring computer for Google slides and presentation
- Make copies of My Papas Waltz
- Extra paper for the writing workshop in case people dont have any
- Create an example of the reading and writing workshop lessons
Steps in Lesson:
Estimated time of lesson: 105-107 minutes
ENGAGEMENT( 3 minutes)
Put up Garth Brooks, That Summer on Google slides. Explain the two very different
interpretations.
STATED OBJECTIVE( 1 minute)
As English teachers, we have to grapple with varying interpretations of literary works from our
students and guide them in a direction of interpretation without delving into transmission. Today,
youre going to look at a poem individually and then as a class to understand one approach to
handle varying interpretations in a classroom.
ACTIVE LEARNING (- 102 minutes)
Introduce: (13 minutes)
(6 minutes) Kellie and Adrian will go through their slides introducing the definition of a literature
workshop along with a summary of chapters 3 and 4 of The Literature Workshop.
What is a literature workshop?
Posing of genuine questions (individually or as a group) regarding a text that students come
across during discourse or study.
Students monitor their experience investigating that question
Reflection through discussion or writing about the question / problems and how they were
addressed.
- Chapter 3: Which Interpretation Is the Right One?
- Explanation of two common myths:
- Only one authoritative interpretation; one right interpretation
- There is no single right interpretation therefore all interpretations have
equal authority
How to resolve competing interpretations
- Persona / Identity / Biographical Information
- Teachers history
- Sources of interpretative authority
- Literary study
- Chapter 4: The Problem of Background Knowledge
- Definition of background knowledge
- How we use cultural knowledge to read
-Fill in the gaps
- Pretexts and prereading
- Literary confidence and respect
- Demystifying skilled reading
(5 minutes) Courtney and Olivia will go through their slides introducing strategies to implement
during a literature workshop, along with a summary of chapters 5 and 6 of The Literature
Workshop.
- Chapter 5: Where Do Interpretations Come From?
- Asking students to interpret:
- What does the story say/whats happening?
- Whats the moral/lesson v.s. whats hidden
- The problem:
- Essays encouraging mechanistic readings
- Students dont engage with texts
Thomas will cover major issues Blau has found with formal writing assignments in academic
settings
Students have trouble bridging the gap between informal and formal writing assignments
Writing process feels unnatural (in diction, structure, and voice) when writing essays
formulaic strategies (AP worksheet): do they help or hinder students writing process?
Kendall will provide a summary of chapter 9: Honoring Readers and Respecting Texts
Key ideas from the chapter
Double bind for teachers (earned interpretations vs. teacher-dictated interpretation)
Misreadings are real (inattention, inexperience, ignorance)
Example: Death of the Ball Turret Gunner -- touches on all three causes
Syntactic complexity can contribute to misreadings (example of Paradise Lost)
Over-reading can be a problem too (too much experience looking for deep, hard-to-find
readings can result in someone missing the easy, more important meanings)
Cutting through the double bind
Get kids to trust in their own interpretations
Value/authority distinction
Multiple readings
Kyle will then briefly recap the content of the final chapter: What Do Students Need to Learn?
Key points in the chapter
Three main literacies: textual (procedural), intertextual (informational), performative (enabling)
Textual: Essentially close reading (interpreting, inferring)
Intertextual: Like Hirsch, but not, but still yeah
Performative: Capacity for sustained, focused attention; willingness to suspend closure;
willingness to take risk; tolerance for failure; tolerance for ambiguity, paradox, and uncertainty;
intellectual generosity and fallibilism; and metacognitive awareness.
Engaging with literature on a deeper level isnt an innate skill
It recognizes that reading, like writing, is a process of text construction. It is not simple
absorption and there is no simple, direct transmission of knowledge or meaning from the author
to the reader.
Apply: (30 minutes)
After Thomas, Eric, Kendall, and Kyle go through their explanations, the class will have an
open-ended discussion, with key questions collectively posted on a single slide of the
PowerPoint.
Evaluate (7 minutes):
-(Part 2): There will not be a formal evaluation activity, but the discussion itself will serve as an
evaluation of their understanding to some extent.
-(Parts 1 and 2) Lesson Debriefing: Olivia, Adrian and Kendall will address any lingering
questions regarding the lesson from classmates.
CLOSURE( 1 minute) One to five. Ask class to raise their hands and in a scale of one to five
determine whether or not they found The Literature Workshop useful and if they would use
some of these strategies in their classrooms.
Modifications/Differentiation Strategies:
Modification strategies include following IEPs.
Differentiation strategies include appealing to:
- social and interpersonal learners through opportunities for oral communication during class
discussion.
- visual learners through viewing a Google Slides presentation and a physical handout of a
poem
- linguistic learners through reading the poem multiple times and analyzing the poem in the
literature workshop
Evaluation Strategies:
Students will be evaluated on:
- Active participation in class discussion on usefulness of literature workshops
- Informal evaluation of discussion of poem
- Completion of closure activity