Ways to elevate thinking so kids have more to talk about than just plotPerspective Work
Narrative Theory by Mark Currie : When authors try to influence sympathy, they try to control
perspective.
- Start noticing: Is the main character in every scene? Are there any scenes where the main character isn't there?
- Brainstorm some titles that shows multiple perspectives (The main character isn't in every scene)
- Boy in Striped Pajamas (You know things the main character doesn't know)
- Goosebumps
- Number the Stars
- Wonder (Great teaching example)
- Many Patricia Polacco stories
- The Lion, Witch, and the Wardrobe
- Schooled (Excellent example!)
- Book Thief
Complexity and Difficulty are not the same thing. You can increase complexity without increasing level.
Think about how perspective can quickly shift in a text
-Who is talking?
-Who are they talking to?
Look at the lyrics and look for mood and tone.
*Now do this work with your book club in your own book
Beginning of the year: Start building word banks on your classroom walls for Character Traits, Tone, and Mood. Many of these words aren't picked up from conversation.
Listen to the song and listen for mood and tone.
Watch the song--Look for specific clues that time time is changing? How is it changing?
-Jot down any specific clues that you see
What cuing systems or clues did you see?
-Title overlays
-Clothing change
-Color tone
-Jumping forward and backward
*Now do this work with your book club in your own book
Have kids bring their own book to the read aloud. Have them try the work, right away, in their own book.
Quiet Leadership by David Rock-When you have an epiphany, your brain releases endorphins.
-You have to stop telling people what to do, even if they want you to.
-There is no please that comes from being told
-There is pleasure in coming to your own understanding
To democratize knowledge, always say back what you heard after a partner turn and talk. Tell the big ideas you heard, and don't shy away from telling what didn't go well and what can be done to raise the level.
Why don't kids revolt in middle school in a classroom with weak instruction? Because they're just really worried about their skin. (They do revolt--they disengage.)
Look at the minor characters. Why are they in this story? What is their role?
-Look for objects or people that don't seem to naturally fit.
-Does the meaning stay the same across the text? Does it sometimes shift and grow?
Why is that there?
Repetition? Is the meaning the same or changing?
Whole systems of symbolism (Whole groups of little things that seem to go together)
http://en.wikipedia.org/wiki/Symbology_(disambiguation)
Hint: Take a look at the role of glasses
First time: What is there to pay attention to?
-green dump truck
-girls wearing green in the past, white currently
-he is wearing sunglasses in a dark room
Sharing back what was said:
-Clothes
-Objects (Cars, Flowers)
-Green Ladies
-Color
*Now do this work with your book club in your own book
Do this work with another text:
(Be alert for things you notice that you might not have noticed before doing this work)
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