Collaborative Learning
Project two was based on groups of 2-4 members selecting one pedagogically book each and collaborating on one chosen novel. My group each chose books that deal with conflicts in today's high school classroom.The books selected were Chris Tovani, I Read it but I don't get it; Comprehension Stratergies for Adolescent Readers, Deborah Appleman, Critical Encounters in High School English; Teaching Literacy Theory to Adolescents, and Jeffrey Wilhelm and Michael Smith, Reading Don't Fix No Chevys: Literacy in the Lives of Young Men. The novel chosen was the award winning Young Adult Fictional novel, Speak, by Laurie Halse Anderson. Each of the pedagogically books all dealt with the urgency of recognizing conflicts in the classroom that alienate the individual student to the point of non-productivity. The novel chosen, Speak, by Anderson offers a fluent visualization of how all things can go wrong for a young freshman girl her first year of high school. The assignment was to connect both the lessons from the pedagogically and the novel and teach our fellow class mini lessons on what we encountered in both. The finding principles in our collaboration was that young adults often feel cast away from their peers and if teachers and parents are not able to locate the signs of alienation and address them early, the end result will be all too familiar of a child lost. We also tapped into the potential friction between parents and a school board as different positions will surely arise when dealing with the topic of allowing this type of literature into schools The group also showed examples of critics in favor and against such Young Adult literature as , Speak. At the end of the presentation, the author, Laurie Halse Anderson recited a poem that summed up her position in writing such a novel. Deborah Appleman often referred to this as "Bridgeing the Gap" between old techniques of the past and the fresh accelerated methods of today's learner. This project covered three more key topics in teaching literature:
-Student motivation with reading
-State standards and literature
-Reader response vs. New Criticism Theory
*Common Core Standards (Reading)-
1-10
-Student motivation with reading
-State standards and literature
-Reader response vs. New Criticism Theory
*Common Core Standards (Reading)-
1-10