We just finished reading The House on Mango Street by Sandra Cisneros. I’ve had a wonderful time, and the kids have really loved it. They clapped when we finished reading it, and they asked if we could read another book next. (Yes, but we are going to study persuasive text first.) Still, towards the end, our discussions were starting to fall a little flat. My first thought was “Ugh, I need to just fly through the last 25 pages and get out of this book and onto something new!” But then I realized, it wasn’t the book. It was my teaching. My lessons were great lessons, but our structure was too repetitive. Read, partner talk, whole class talk, parter talk, whole class talk, etc. etc. etc., write.
So, last week, we did our reading. Then I divided the class into groups and assigned each group a literary element or an important quote. I gave them some guiding questions to discuss and asked them to create a poster showing what they learn through their discussions. I gave them 15 minutes to do this, which allowed me enough time to visit each group and make sure they were getting what I needed them to.
Then, they hung their posters on the wall around the room, and we did a gallery walk. Kids traveled with their groups from poster to poster, reading and discussing their classmates’ work, and taking notes. When they were done, they all sat back down and individually responded to prompts about the theme and symbolism. They did a really great job! Their spelling isn’t perfect, and I could have insisted they refine their ideas a little more, but I thought it was more meaningful to validate the growth they were showing rather than insisting on perfection. And their artwork is incomplete. I did only give them 15 minutes. If this were a graded assignment, I’d have given more time. I do think it’s important to let students express creativity and take pride in their work. That just wasn’t my goal this day.