One of the many aspects of teaching middle school that I enjoy most is discussing literature with my students. I am excited by their willingness and desire to explore characters, events, and analyze the plot. I love listening to their contributions and am always surprised at the range of perspectives they are willing to take with a story. Currently, Mr. Cummings and I are teaching I Am David, a story about a twelve year old boy who escapes from a Gulag and journeys across Europe. As an introductory activity, the boys wrote their own prediction story using key words from the text. This engaging activity hooked the boys on the story, made them wonder who David was, and had them begging to start the book. Yes, sixth grade boys were begging me to read!
As we began reading the story, I found my boys really connecting with the protagonist. To extend their thinking and assist them in making deeper connections, the boys completed “The 4C’s”, a Harvard thinking routine. In this activity, the boys make connections to the text, challenge the author and story, analyze concepts, and interpret changes the text recommends. We started with independent thinking, transitioned into small group discussions, and concluded the activity with a whole group discussion. In conjunction with the discussions, the students completed the chart on the wall!
As we began reading the story, I found my boys really connecting with the protagonist. To extend their thinking and assist them in making deeper connections, the boys completed “The 4C’s”, a Harvard thinking routine. In this activity, the boys make connections to the text, challenge the author and story, analyze concepts, and interpret changes the text recommends. We started with independent thinking, transitioned into small group discussions, and concluded the activity with a whole group discussion. In conjunction with the discussions, the students completed the chart on the wall!