Reflection

 The journey through this course: English Literature 203 has been unlike any other. I would like to thank everyone who took time to read my entries and leave feedback. A special thank you to Mr. Emmanuel, my lecturer for the guidance and insights provide along the way.

My first impressions of the program were: 'Oh why me!' and 'How much longer before it's all over?'! I was instantly repulsed by the course content and I felt terribly intimidated by the heavy workload. It seemed like a challenge too great to overcome. I felt that I was learning several wonderful, practical teaching approaches, but it was mostly theory. I understand now that the time available was insufficient to accommodate more practice of the course content, but in retrospect, I would have preferred to have had a more balanced program of activity.

All in all, I have learnt so much! I can now confidently say that I know how to approach the teaching of Literature, as well as how to effectively use literature in the other subject areas that I may teach. The knowledge that I have acquired will be shared with other teachers. I will also try as best as I can to help set up programs at my school which will appeal to students, as they journey through the stages of literary appreciation.

Lesson Plan (Using Role Play)

Subject: English Literature

Topic: Characterization

Strands of Language

Arts to be employed in: reading, writing, listening, speaking

Duration: 80 minutes

Class:Form three/Grade 9

Age: 14-15 yrs

Objectives: students should be able to

1. Use role-play to deduce the rules that governs all relationship(families)
2. From the role-play students are to deduce the consequences for breaking rules
3. Recognize the importance of effective communication by identifying the reasons for the miscommunication between Margaret and her father, Mr. Cruickshank
4. State clearly possible methods for resolving conflict with families

Instructional strategies

To be employed: role-play, guided questions

Materials/media: basic props (hats, scarf etc), text: Harriet’s Daughter, journals, slips of paper in plastic bag

Introduction: scenario: ‘you have come home late on a school night without informing your parents. Upon arrival, your parents ask for an explanation’.

Procedures:

1. Students will form groups of three
2. Students will be given the guidelines for developing their role-play. In the guideline students will be given the instructions to plan their role-play. Students have 5 minutes to prepare their presentations
3. Students will dip for the order of the presentations
4. Students will end their planning when a group presents because will be instructed to take notes during each presentations paying particular attention to the problem, the causes of the problem, how each person (parent and child) behaved and the solution to the problem
5. Students will perform their role play within a three minute duration
6. As a class students will engage in a guided discussion based on the points identified in step 5, immediately after performances
7. Students will then be instructed to turn to the section in the novel where Margaret is confronted by her father after her late arrival from school
8. Students will read the section aloud.
9. The teacher pauses at strategic points to ask students questions such as

• What would you have done if you were Margaret?
• Why do you think Margaret saw nothing wrong with her behavior?
• Why do you think Margaret’s father was upset?
• How else do you think Margaret’s father could have dealt with her?
• How do think Margaret felt after her father’s scolding?
• If you were Margaret would you have continued her behavior?
• Have you ever been in a situation similar to Margaret?
• What was your reaction?
• How did you feel upsetting your parents?

Conclusion: students will be asked to write a letter in their journals addressed to the character Margaret/ father expressing their feelings about their reactions in the situation. They must focus on the problem, how the problem was handled and the appropriateness of the strategy used to deal with the problem.

Evaluation: Students’ performances and journals will be assessed with the use of a rubric.

Evaluating the usefulness of Q.A.R.

 Question-Answer Relationship is a reading strategy which was developed by Taffy Raphael (1982). This strategy can be a very effective before, during or after reading strategy, as it encourages students to develop their own internal questioning system as they go through the text. This strategy is an essential reading comprehension strategy as it guides students through the process of understanding what types of questions can or may be asked on a text and how to find or form the answers to these. It helps dispel the misconception that students often have that the answers to all comprehension questions are found in the text; by balancing text information and personal experiences to answer questions on texts. 

Using the strategy effectively, as with any other, depends largely on the user. The following is a guide as to how best to use the Question Answer Relationship Strategy.

1. Explain the strategy
2. Demonstrate the strategy
3. Guide students to apply the strategy
4. Provide opportunities for independent practice
5. Reflect

Some important points to bear in mind when using this strategy are:

1. The zone of proximal development
   Questions are divided into four categories, ranging from simplex to complex. Ensure that students cognitive levels of development are taken into account when using this strategy.
2. Autonomy
   Students should receive guided instruction in the use of this strategy before gradually releasing the to practice on their own. This is imperative as sudden immersion may overwhelm students and make reading a 'chore' or a 'bore', rather then a pleasurable experience.
3. Meta cognition
   Maintaining an internal dialogue whilst reading is an essential comprehension skill.

Question-Answer Relationships is a really great reading strategy. I like it because it teaches comprehension skills. This is a skill which is often overlooked by teachers. It is often misconstrued that comprehension skills are a by-product of literacy. The Q.A.R. Strategy trains readers to determine how information is stated in the text, and how and when inferences are required. It is important when using this strategy to balance the types of questions used.This strategy, once effected properly, should motivate students to read.

Bibliography:

http://www.readwritethink.org/classroom-resources/lesson-plans/using-qars-develop-comprehension-232.html

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-self-questioning-227.html?tab=4#tabs

Activity using Q.A.R.

Subject: English

Grade: 8

Age group: 13-14 years

Focus: Using the Q.A.R. reading strategy to understand the text 'Annie John'

1. Students will be divided into 8 groups of 4
2. Each group will be numbered and each group will dip for a number which represents the chapter of the text that they will be using for the activity
3. Two question under each level of the Q.A.R. will be written on the board for the benefit of all students
4. Students are instructed to form two or more questions under each level of the Q.A.R. (based on the chapter of the text assigned to them) and classify them accordingly.
5. Students will be allowed 15 minutes to complete their questions. They are to be written on a blank sheet of paper.
6. Each group will make a 3 minute oral presentation (indicating their questions, types/levels etc.).
7. Errors and mistakes will be noted and corrected immediately.
8. Afterward, papers are folded and put into a paper bag. One student from each group will dip for a sheet. Group members prepare answers to each other's questions for presentations in the next session.
   
   
   
   

   For this activity, the assumption was made that student had already read the text in its entirety.

   Also, the principles of Question Answer Relationships had already been introduced to them. The activity therefore was mainly devised to be used in this instance as an after reading activity. The main purpose therefore, is to train students in the use of questioning techniques, with the aim of ensuring that they can do so independently.

A video demonstration of Q.A.R.

The following is a Youtube clip of the reading strategy Q.A.R. I suggest you start to view the video from 1 minute and 34 seconds if you want to skip the preamble. I hope this clears up any misconceptions that you still had.Enjoy

What is Q.A.R.: Question-Answer Relationship?

Question-Answer Relationship is a reading strategy which was developed by Taffy Raphael (1982). This strategy can be used before, during and after reading. It prepares students to answer questions on a given text. Q.A.R. Is a useful tool for helping students balance literal and figurative questioning and reasoning. Without it, students may over-rely on information which is explicitly stated in the text, or solely on their background knowledge.

Raphael (1982) categorized four levels of questions under two main headings: 'In The Book' and 'In My Head'. The word 'book' here is used loosely, as it refers to text in general. 'In The Book' is further sub-divided into two categories: 'Right There' and 'Think and Search'. These form levels one and two respectfully. In My Head' comprises levels three and four-'Author and You' and 'On My Own'.

Level one:'Right Here' questions are those to which the answers are directly stated in the text.

Level two: 'Think and Search' questions are those which require readers to make links among multiple ideas, in order to find answers.

Level three: 'Author and You' questions require deductive reasoning abilities. Readers use information in the text (clues) as well as their background knowledge to generate responses which are not literally stated in the text. Readers must 'read between the lines'.

Level four: 'On My Own' questions require the reader to use mainly their background knowledge to answer questions. Readers may not need to have read the text in order to respond to these types of questions.

For more information on Q.A.R.s see the following links below:

1. http://www.sde.com/downloads/teacherresources/di_text/question_answer_relationships.pdf
2. http://www.readingquest.org/strat/qar.html

Reflection on a personal experience in learning literature

I had the most wonderful literature teacher at Secondary School. Her name was Margaret Edgar. Oh how I loved literature classes. I waited anxiously for each class and felt sorely wounded if some else substituted. My teacher appeared to be very enthusiastic about her subject area and that motivated me to participate in the instructional activities. The lessons were always lively and fun!

I recall studying the play 'The Merchant Of Venice' by Shakespeare. My intimidation at learning that the language being used in the play was foreign, and having never studied a play, was short-lived. I clearly remember how simple everything seemed by the end of the first scene. I also recall 'experiencing' the events, almost as vividly as if I was seating I the front row at a theatre, watching the events unfold first-hand.

I understand now that the approaches employed by my teacher were strategic and deliberate, as she understood the stages of literary appreciation and so tailored the instruction to meet our specific needs. I believe that this was grade nine, and so I must have been about fifteen years old. 'The Merchant of Venice' was an appropriate text for that level, because my peers and I were learning to 'venture beyond self', and were trying to understand the norms, mores and idiosyncrasies of society. The play helped me to live vicariously through the characters, whilst journeying with them through periods of bliss, disappointment, hatred, vengeance, deceit and romance. Although culturally unfamiliar, I could have related to events in the play, for instance, wanting to borrow an item which I felt then that I absolutely could not go without and being subjected to less that ideal lender stipulations.

Knowledge of the stages of literary appreciation should inform our selection of texts. The texts selected should address or highlight the issues which are pertinent to the individual at each level. This aids in the psychological and intellectual development of the individual. Herz (1996) proported that “teachers should consider students' stages of development and select materials and methods to support them”.

Knowledge of the stages of literary appreciation influences our deciding when to use literature. The stages follow a developmental sequence, which is synchronized with the psychological and cognitive abilities of the students. In other words, children do not generally walk before they crawl. It is therefore unreasonable to expect a grade sixth student to read mainly for aesthetic appreciation. It is imperative that we meet students wherever they are developmentally, and progress with the at their own pace, so as to motivate and encourage them. Student may hopefully get to the point where they 'experience pleasure ad profit' from literature.

Integrating Literature in The Curriculum

Language is the vehicle of communication. Everything we do is mediated by language, therefore it is inconceivable that literature can be thought of as a subject area in isolation of other subject areas. “Language offers the opportunity for play, experimentation and even expression through means other than language” (Pachler and Field,1997).

Consider the experience of one sixth grade teacher, cited in the article entitled 'What's The Big Idea? Integrating Young Adult Literature In the Middle School, written by Marshall George in January 2001'. She found that although work in the Young Adult Literature category were of tremendous interest to her students, that there was a key way in which to structure lessons. She discovered that a thematic approach worked excellently, as the themes she chose were interesting and appropriate to her students' ages and stages of development. She also included multiple genres in her selection. “She had found a meaningful way to motivate her students to read and write about literature with a purpose...Not only were they learning about literature, they were learning from the literature”(Marshall George ,2001).

With regard to other subject areas, teachers can collaborate to share resources and ideas on interdisciplinary approaches to integrating literature. Literature teachers can advise other teachers in their selection of appropriate texts per unit topic, as well as offer guidance on how best to use the texts for instruction.

Modern foreign language teachers, for example, have found that one of their challenges “lies in incorporating into lessons suitable material and activities at the appropriate moments. Far from all language usage is purely transactional and much is to be gained from the building of personalized patterns and structures... songs, poems, puzzles, games, the creation of cartoons, artefacts and models can all enhance the learning process, appealing to pupils...”( Pachler and Field, 1997)

One of the main goals of the use of literature is to improve the communicative competence of students. Whether or not grammar should be taught explicitly or implicitly has long been a topic of controversy. It is my view that whatever the approach, the teaching of grammar (the form of a language) must be taught, as knowledge of grammar is a necessary tool for students to develop a comprehensive ability to understand and interpret meaning as well as manipulate craft. How can a student be expected to use language creatively if they do not have the skills needed to decode the language's form? Ray Skjelbed (1997) in his article 'Sound and Sense:Grammar, Poetry and Creative Language', suggested that students be given opportunities to use grammatical structures which they learnt, in their own creative writing. By so doing they discover fantastic techniques for written as well as oral expression.

The following is an example of an interactive lesson on the use of figurative language. Figurative language can be used by students to add exuberance to their written or oral expressions.

Is Annie John An Appropriate Adolescent Literature Text?

Annie John

By : Jamaica Kincaid

The novel 'Annie John' written by Jamaica Kincaid, is one that I consider to be quite fitting for use as an Adolescent Literature text. The novel is very detailed and quite riveting. The protagonist, Annie, takes readers on a tumultuous journey through her childhood, allowing them to share with her in its’ bliss and in the deep intimacy of her relationship with her mother. Readers feel her bitterness as she is plunged, suddenly, into the world of “young lady [ness]”- her adolescence. There is a clear sense of her emotional deterioration as Annie goes through a period of severe depression brought on by the destruction of the figurative fortress that she imagined surrounded her mother and her; a destruction initiated by her mother's betrayal and completed by Annie's response of malicious rebellion. Parental conflict is a key element of Adolescent Literature.

Annie could easily be the young girl next door, her journey through childhood to adolescence to young adulthood, is a familiar and realistic one. Her story is reminiscent of a time in our lives when we all encountered conflicting emotions as we sought to discover ourselves. This is a feature which should bring adolescents comfort, as it makes them aware that other persons have similar experiences; that they are not 'alone'. They come to understand that it's through the struggles of life that we develop self- awareness, grow and change.

Set on a Caribbean island, it appeals to adolescents in our Caribbean environment. The experiences are familiar. Adolescent readers may, for example, relate to the experience of playing and collecting marbles. Their ability to associate their own experiences to that of the adolescent protagonist makes their reading more meaningful to them.

Annie John has an easy to follow plot, with simplistic language , yet the story is detailed, fast paced and engaging. Adolescent readers can thus 'lose themselves' in the story as they go from climax to climax and experience all the lows in between.

The story is very hopeful, as Annie displays a sort of 'super-hero complex'. Annie is very liberal, curious, and possesses a fascination with life, which makes her the center of attention at school and among her friends.

The plot is rich with adventure. The physical and emotional changes that the protagonist and her peers experience are comically portrayed, communicating the solemnity of many of the issues surrounding adolescent growth and development, in a way that is thrilling to adolescent readers. They journey with Annie through the discovery and the exploration of her body as they develop physically. They also share in the maturity of minds as they come to realize that the adult world is vastly different from the safe haven of their childhood existence.

'Annie John' by Jamaica Kincaid is a novel which fits the characteristics of Young Adolescent Literature. It is thus suitable for use in the classroom, as well as the general reading pleasure of adolescents.

Roni Natavo (1990) postulated that “Focusing on the painful struggle to separate from the mother that characterizes early adolescence for many girls, Kincaid evokes with intensity the wrenching many of us shudder to remember. The simple yet richly sensuous language, the emphasis on an adolescent's point of view, and the immediacy of the subject matter make 'Annie John' an appealing book for adolescents.”

(http://muse.jhu.edu/journals/childrens_literature/summary/v018/18.natov.html)

Introduction

My name is Sacha Jn Baptiste Serieux and I have been a teacher for the last two years. I cannot in good faith say that teaching has been my childhood dream come true. I became a teacher because I was drawn to the prospect of greater job security within the public sector (specifically the Government Service) as compared to the private sector.

The last couple of years in this profession has been a very interesting one. The emotions that I have felt ranged from regret to bliss. Adjusting to the demands of being a teacher was a tremendous struggle, marked by several occasions when changing careers seemed to be the most sensible decision. My struggles included undisciplined students, unmotivated and unresponsive students, a lack of adequate resources, a lack of regulation and an inadequate remuneration package.

Nonetheless, theses were countered by occasions which brought me such joy and satisfaction that I could not imagine being anywhere else.

My perspective of the teaching profession has improved. I am now able to appreciate that although the financial benefit of being a teacher is insulting to say the least; being a teacher can be a very rewarding an inspiring experience for teachers who are qualified to teach. By means of my training, I am learning the technical expertise, creativity, sound judgment and insight required to educate my students well.

I chose to teach Modern Foreign Languages and English and English Literature because I love and have a deep appreciation for language. It annoys me tremendously that the lines of formality as regards the written and spoken forms of language are becoming blurred. It seems that persons are losing the value that they once placed on the intricacies language. We appear to be moving toward a 'universal language'. This trend is understandable because of globalization and mass communication, however the negative effects are undeniable. One such negative result is the merging of English Language and English Literature in the Secondary School syllabus. Through my teaching of the languages, more specifically English Language and English Literature, I intend to encourage and help my students to develop an intrinsic appreciation for all elements of language, as well as to hone their literacy skills.

My ENG 203 portfolio will be posted primarily via this medium. It will consist of my reflections on the material, discussions and activities covered in my course. The portfolio will serve as a documented reminder to me of my progress, as well as an avenue for others to learn from my course content, personal experiences and to share their own. It will hopefully lead to a spirited interchange of ideas, for the duration of my course on the Teaching of Adolescent Literature.

The Role of Literature in the Secondary School Curriculum

English Literature is losing its status in society today. This is reflected by the changes effected in the Secondary School curriculum. Traditionally, English Literature carried its own slots on the timetable. It was a subject in and of itself. However in most Secondary Schools today, English Literature has been merged with English Language, to the extent that English Literature no longer has a separate slot on the timetable. What's worse is that the number of English Language slots have not increased to accommodate or satisfy that change. The scheduling of English Literature classes have been left to the discretion or indiscretion of the Language Arts teachers.

Clearly, English Literature is slowly losing its prestige. It is no longer being viewed as an asset required by students to lay the foundation for their intellectual maturation in all other subject and content areas.


To be continued...(Do the books taught at the Secondary School level reflect the principles of Adolescent Literature?)

Welcome

Welcome to my blogspot. This will be a means of communicating to my readers the topics, issues and debates which arise as I develop my competency as a teacher of English and English Literature through my course entitled: ENG203.

Please feel free to join in or share your ideas.