How does classic literature fit in the ever changing, modern day classroom? Where does ANY literature fit in the classroom? How do I know what texts to select?
I keep thinking about these questions. I was reflecting on how students all across the board read what seems like the same books in the secondary English classrooms. Will there ever be a classroom that DOESN'T read To Kill a Mockingbird or Hamlet?
I'm not discrediting these books. In fact, To Kill A Mockingbird remains as one of my favorite books. I just keep considering the possibility of introducing new literature to the classroom. Will there be room for that in my curriculum? How do I know which books to incorporate and how to do it?
I was beginning to read Beach's Teaching Literature to Adolescents where he and his colleagues are raising these very issues. Teachers are mandated to stay within state standards and school/district curriculum. However, it is also important to bring in other resources in order to meet the current students' immediate needs and interests.
As a teacher, my goal is to encourage students to become critical thinkers and progress in writing and reading skills. When we select our literature, we should constantly be thinking of not only what we pick but how we present it. How will we incorporate Hamlet- for example- into a language and concept that will both reach and challenge the individual student set? What cultural/societal/socioeconomic aspects should I be considering when I choose and then introduce texts?
Content discussed in the literature, of course, is important. Selecting texts is a really long, complex process-- but a rewarding one if done correctly. As I explored the website for the National Council of Teachers of English, I read many posts about selecting texts and incorporating them effectively. All of the posts had a common theme: select texts that provide rich material in MORE THAN ONE SPECIFIC WAY. How does it fit in with other texts for that unit? How does it fit in with the students' interests? How does it work with activities and projects?
I found a few resources that are proving to be really helpful so far:
Diagram of Anchor/ Chain Texts' Relationship
As well as ideas like Socratic Seminars and small group work discussed briefly in this teacher-to-teacher blog:
Socratic Seminars and Small Group Work
I plan to continue looking into this subject of selecting texts the more I read. This is only the beginning :)
Excellent questions to begin the semester with, Gabby. For many English teachers, the canon has been the center of their curriculum. Students need to know novels X, Y, and Z without giving much thought into why. Why are novels X, Y, and Z so important? What will students gain from reading them? If students read X, Y, and Z what will they not have a chance to read? Will X, Y, and Z resonate with my students? These, like the questions you pose are so important to answer...keep going.
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