I’ve spent the majority of the day working on my next unit of study for reading. I am using Calkins’ Literary Essays unit of study in writing as the basis for my reading unit. I had forgotten just how long it takes to write mini-lessons. I’m on my fourth lesson and about 3 hours have gone by! Of course, I am extending that time be even more just by coming to blog. Four minilessons down, so that covers me for the week, at least. A lot of thinking going on over here, revising the plans I laid out over the summer. It seems the best-laid plans never work out. No matter how well I plan in July/August, each class brings new surprises and new information. Inevitably, those plans are reworked, rearranged, and tweaked a lot. Hey, at least teaching is never boring!
For the past two days, my 6th graders have been focusing on writing about their reading. Before this week, they have been using stickies for the past few weeks and then using those to help them with their book conversations. This week, we graduated to writing off post-its and growing our ideas.
Yesterday, I started by modeling off one of my post-its from Tuck Everlasting. I decided to use a stickie that discussed a quote where Babbitt compares life to a wheel, always turning. With the class watching, I grew my post-it into a 6 sentence paragraph about my thinking. We reviewed some of Nancie Atwell’s sentence openers for letter-essays and then I set them off. I had the students choose one of their Tuck stickies, place it at the top of their desk, and then grow that thinking into a paragraph in their notebook. I was so impressed with the results! There was a lot of deep thinking and some great connections made!
Today, I wrote off of a personal thinking stickie, from Ch. 10 in Tuck. Again, I modeled for the class but this time I wrote 9 sentences (a typical paragraph that I expect from my students). Like the day before, I set them off to choose a stickie of their own and write at least 9 sentences about it in their letter-essays section of their reading binder. I thought they might struggle a bit more today, due to the length, but boy was I wrong! Most of my students (in both classes) wrote well over 9 sentences. In fact, a few wrote an entire page! They were all dying to share their thinking and we listened to everyone read their thoughts aloud. Again, I was impressed! The thinking had gotten even deeper, and they were writing about things they noticed regarding author’s style, literary elements, symbols, motifs, and predictions they had for the remainder of the book! I was so proud!!!
We will continue to work our way forward with our writing about reading, working our way up to 3+ paragraph letter-essays that they will write to me on a monthly basis.
Oh, and my students are LOVING “Tuck Everlasting”. I can’t get them to stop reading! Actually, their enthusiasm must be contagious, because I was never a huge fan of the novel before this year. However, I decided to do a close reading of the book, seeing as it is “the greatest children’s novel”. I was inspired by Monica over at Educating Alice, who was inspired when she read “Charlotte’s Web” critically for a children’s lit course. I went over the entire novel, writing in my book and responding in my own reader’s notebook. I also read every article, interview, and review of “Tuck Everlasting” that I could find through Ebscohost. I have a brand new appreciation for the novel and I absolutely love it!
Like Monica, I plan to spend the weeks after we finish “Tuck Everlasting” going back over the text with the entire class, looking with a critical eye, annotating and digging even deeper. From the response I am getting from my class so far, I know this will be a success. I will be sure to keep you all updated!