CONCLUSION TO BLOG

This journey began with me possessing only the traditional method of teaching Literature in mind. Teaching Literature to me was all about reading a book in class and asking students questions based on what was read. This approach was a direct consequence of the way I was taught at A Level. This course has truly enlightened me considerably about teaching English and English Literature at the secondary school. I learned a variety of strategies besides reading and answering questions which can be used to teach Literature. Furthermore, these strategies can definitely make the Literature class a more exciting, interesting and knowledgeable place to be. Using these strategies will give the students something to look forward to in the Literature class and make the once “boring” class an enjoyable one.

The approaches and activities that I really liked and will definitely employ in my classroom when I return to my school are:

! DRTA

! Literature Circle

! Anticipation guide

! Journals

! Jigsaw

! Interactive notebook

These strategies and activities will take the dreary labour from Literature and if utilized properly will get students to produce work even without realizing it. These strategies and activities can yield the same results we are trying to harvest by using the traditional method but under better working conditions.

This journey brought with it many experiences- experiences that will never be forgotten and knowledge that will definitely be implemented. One thing I have learnt is that Literature is a lot more than book knowledge. It is an experience that our students have to go though. That experience has to be indicative of our students’ interests, reading level and needs. This is why the literary stages of appreciation are of utmost importance. Too many times we teach students for CXC and forget about their needs as students and as individuals. And through this course I have grown to learn that the students are the most important entities in the Literature class, not the book or the knowledge they have to acquire. And so, this will be reflected in the books that we choose and the approaches, strategies and activities that we use in the class. If I were to remember one thing taught from this course it would have to be the need for adolescent literature in the classroom. Before this course I knew absolutely nothing about adolescent literature and here, at the end of the course, this seems to be the most important element of the course to me.

Despite its challenges, this journey was indeed an interesting one. It was fun filled and enjoyable. There was always something to look forward to in class. And so I would like to thank my passionate lecturer for making the course what it was. I admire his passion and energy towards Literature and hope that one day I will be able to emulate it. I would also like to thank my classmates for making the class what it was. I enjoyed the discussions. They were insightful.

EVALUATING DRTA

As has been previously established, DRTA is a teaching strategy which can be used before, during and after reading. It is used to help students make predictions about the text they are reading as well as to validate or refute these predictions upon further reading, Conner (20060 identifies three purposes of DRTA. These purposes are:

• Elicits students' prior knowledge of the titile of the text
• Encourages students to monitor their comprehension while they are reading
• sets purpose for reading as students have to read to make and revise predictions

The effective use of this strategy lends itself to students making predictions, validating and or refuting these predictions. It encourages active learning and deep thinking about the text.


DRTA is very beneficial to students of all ages and levels.

• DRTA can be used with individual students, small groups or whole class discussions.
• It can be used with a variety of other subjects and reading levels.
• It definitely helps strengthen reading and critical reading skills.
• It gives a clear purpose for reading.
• It caters for self assessment.

DRTA has been regarded as a strong model which can be used to build independent readers and learners. Dupuis, Lee, Badiali and Askov (1989) state that "the rationale for using the DRTA is to foster the student's independence when reading. It engages students in an process where they must used their reasoning abilities and their own ideas." (p 252)

  http://ezinearticles.com/?Teachers---Use-the-Directed-Reading-Thinking-Activity-(DRTA)-To-Promote-Learning-in-Your-Math-Class&id=1830748

Article Source: http://EzineArticles.com/1830748

http://www.indiana.edu/~l517/DRTA.htm

Lesson Plan

Date: April 29 2011

Grade Level: Grade eight

Age Group: 12-14

Number of Students: 36

Language Arts Area and Subtopic:  Elements of a short story/ theme

Duration: 80minutes

Other Language Areas: Characterizations, setting

Objectives: students will:

1.       Share their stories of superstition

2.       Identify and discuss the characteristics of the stories

3.       Examine elements of the text to make predictions

Pre-requisites:  students should be able to:

1.       Read

2.       Tell stories

Approach/ Strategy: discussion

Materials: mats/ blankets

Preparation: students will arrange the class in a fish bowl arrangement.

Introduction: teacher will tell her own experience with superstition. She will also mention terms like the soucouyant, bolom, “Jean Gaje” and ask students what they know about them.

Development:

Step 1: students will take turns to tell stories of superstition. Students are free to comment on each other’s stories, make adjustments and tell their version of the same story based on how they have heard it.

Step 2: students will identify and discuss the characteristics of the stories highlighting their variations and commonalities.

Step 3: students will be given a copy of the story, “The Village Washer”. As a class we will discuss the topic of the story. Students will be asked the following questions:

1.       Is the title attractive? Is it one which makes you want to read the text?

2.       Based on the topic, what do think the story is about?

3.       Using the class activity as the basis along with the topic what do think the story is about?

Step 4: teacher will read a brief preview of the story to give students a little more information to make their predictions. The teacher will not give out too much information but rather just enough to get students interested in the story.

Conclusion: using a table format, students will document the similarities and differences among the stories.

Based on the preview that was read and the discussions in class, students will make predictions as to what the story will be about in their prediction logs.

Evaluation: students will be asked to draw their idea of a superstitious character of their choice in their journals.