Novel Study
Writing Goal: Stay on target . . . I mean, topic.
For thirteen years, it was always the same. Bud, Not Buddy. The Outsiders. Cousins. Holes.
I would try to hype the students up to read these long, lengthy books while I wasn't even sure I was excited to read the books. There were times the students were more excited than I was about the reading. It took me a while to figure out why. It wasn't the length of the book, it was the genre.
Most of the books that are selected for the novel study are realistic fiction, nonfiction, or something along those lines.
And it got me thinking, where are all of the fantasy and science fiction books?
Then I dug a little deeper and looked at our textbook. Where are all of the fantasy short stories and science fiction excerpts in the unit of literature? We have maybe Summer in a Day or Dark and Golden Eyes They Were. The Lightening Thief if we were super lucky.
I just don't quite understand the lack of using such rich texts in the classroom. I loved them as a kid. I devoured Roald Dahl, Bruce Coville, Patricia Wrede, J.K. Rowling and, guiltily, Stephanie Meyer. There were ups and downs, but they were all full of magic, wizards, kings and ghosts. They had heart and life in them that I simply couldn't find any where else. My thinking was: Why read a normal, boring story when I could instead go on an epic adventure on a unicorn?
The choice was clear for me. Why is not clear for people who select novels and textbooks?
Not every kid likes realistic fiction. Not every kid wants to read the same types of books we read back in the 80s. Sure, there are some books that are great. Classics. I will allow them to be in my classroom. Even if I personally cannot stand them (yes, you over there Bud, Not Buddy and you too, Great Gatsby. You may stay. For now. The shredder will come for you one day), they have value. They have, somehow and someway, withstood the test of time.
However this sentiment doesn't seemed to be shared in the grand halls of academia. Or with fellow English teachers. I cannot tell you how many times I have argued against reading some of these books. Even some teachers agree with me that Bud, Not Buddy is the most dry book with a terrible ending, but yet they are unwilling to drop these horrible books from our shelves as an option to read in the class.
Yet our honor students get to read wonderful books like Tuck Everlasting, A Wrinkle in Time, and one of my childhood favorites, Charlie and the Chocolate Factory.
Why is there a contradiction? Why is fantasy and science fiction books rarely used?
Okay, yes, I have ignored one that is always dragged out of the cellar: The Giver. Again, not my favorite but it has without a doubt, withstood the test of time.
Can you name any more that allowed to share in its spotlight? I certainly can't and that's a darn shame. There are so many wonderful fantasy and science fiction books out there that we could study.
In fact, there are so many wonderful fantasy and science books that have been published in the last ten years.
And this is not counting graphic novels.
Oh yes, my cherished ones. I will get to that topic as well. Why aren't graphic novels used as a novel study?
Quick story time, bear with me: I decided in my infinite wisdom to use Miles Morales comic as a novel study.
Stop clutching them pearls! It was an experiment.
Did the principal know? Um, let's just keep those thoughts in your head, okay? It was for the greater good. Somenoe had to try it, why not with my 6th grade group? Besides, iLit is evil. I refused to use it and I had to come up with an alternative.
Back to the side tangent that will become revelant: So I told my students we were reading Miles Morales. The response was unbelievable. Students loved it.
And not the, oh thanks I love it, fakey kind of way. They ate it UP!
Not only did reluctant readers volunteer to read (gasp! I know!), they actually started discussing the book with each other and were excited each day to come in and read it. They didn't even complain about answering questions about the book. Some students were called Spiderman and some were called the villains name. It was all around so much fun.
There was something electric about picking a book that the kids wanted to read, have background knowledge on, and discussing it as a group! Talk about student engagement, hello!
THAT is what we are missing as educators when we, purposely or unknowingly, exclude genre of books from novel studies. We miss the student engagement, we miss building relationships, we miss so many things when we do not include books that students could enjoy. The fantasy nerd, the historical fiction nut, the graphic novel hoarder all should have a way to read what they would like as part of a novel study. Not just what snooty mcstuffy pants decides is actual literature that should be worthy to be studied and disected in every classroom.
As one wise woman sang, "I'm done accepting limits just because someone said they're so." Let's stop putting these arbritary limits on our students about the genre of books they want to read and let them read the books!
Let's give these kids a chance to fly!
For thirteen years, it was always the same. Bud, Not Buddy. The Outsiders. Cousins. Holes.
I would try to hype the students up to read these long, lengthy books while I wasn't even sure I was excited to read the books. There were times the students were more excited than I was about the reading. It took me a while to figure out why. It wasn't the length of the book, it was the genre.
Most of the books that are selected for the novel study are realistic fiction, nonfiction, or something along those lines.
And it got me thinking, where are all of the fantasy and science fiction books?
Then I dug a little deeper and looked at our textbook. Where are all of the fantasy short stories and science fiction excerpts in the unit of literature? We have maybe Summer in a Day or Dark and Golden Eyes They Were. The Lightening Thief if we were super lucky.
I just don't quite understand the lack of using such rich texts in the classroom. I loved them as a kid. I devoured Roald Dahl, Bruce Coville, Patricia Wrede, J.K. Rowling and, guiltily, Stephanie Meyer. There were ups and downs, but they were all full of magic, wizards, kings and ghosts. They had heart and life in them that I simply couldn't find any where else. My thinking was: Why read a normal, boring story when I could instead go on an epic adventure on a unicorn?
The choice was clear for me. Why is not clear for people who select novels and textbooks?
Not every kid likes realistic fiction. Not every kid wants to read the same types of books we read back in the 80s. Sure, there are some books that are great. Classics. I will allow them to be in my classroom. Even if I personally cannot stand them (yes, you over there Bud, Not Buddy and you too, Great Gatsby. You may stay. For now. The shredder will come for you one day), they have value. They have, somehow and someway, withstood the test of time.
However this sentiment doesn't seemed to be shared in the grand halls of academia. Or with fellow English teachers. I cannot tell you how many times I have argued against reading some of these books. Even some teachers agree with me that Bud, Not Buddy is the most dry book with a terrible ending, but yet they are unwilling to drop these horrible books from our shelves as an option to read in the class.
Yet our honor students get to read wonderful books like Tuck Everlasting, A Wrinkle in Time, and one of my childhood favorites, Charlie and the Chocolate Factory.
Why is there a contradiction? Why is fantasy and science fiction books rarely used?
Okay, yes, I have ignored one that is always dragged out of the cellar: The Giver. Again, not my favorite but it has without a doubt, withstood the test of time.
Can you name any more that allowed to share in its spotlight? I certainly can't and that's a darn shame. There are so many wonderful fantasy and science fiction books out there that we could study.
In fact, there are so many wonderful fantasy and science books that have been published in the last ten years.
And this is not counting graphic novels.
Oh yes, my cherished ones. I will get to that topic as well. Why aren't graphic novels used as a novel study?
Quick story time, bear with me: I decided in my infinite wisdom to use Miles Morales comic as a novel study.
Stop clutching them pearls! It was an experiment.
Did the principal know? Um, let's just keep those thoughts in your head, okay? It was for the greater good. Somenoe had to try it, why not with my 6th grade group? Besides, iLit is evil. I refused to use it and I had to come up with an alternative.
Back to the side tangent that will become revelant: So I told my students we were reading Miles Morales. The response was unbelievable. Students loved it.
And not the, oh thanks I love it, fakey kind of way. They ate it UP!
Not only did reluctant readers volunteer to read (gasp! I know!), they actually started discussing the book with each other and were excited each day to come in and read it. They didn't even complain about answering questions about the book. Some students were called Spiderman and some were called the villains name. It was all around so much fun.
There was something electric about picking a book that the kids wanted to read, have background knowledge on, and discussing it as a group! Talk about student engagement, hello!
THAT is what we are missing as educators when we, purposely or unknowingly, exclude genre of books from novel studies. We miss the student engagement, we miss building relationships, we miss so many things when we do not include books that students could enjoy. The fantasy nerd, the historical fiction nut, the graphic novel hoarder all should have a way to read what they would like as part of a novel study. Not just what snooty mcstuffy pants decides is actual literature that should be worthy to be studied and disected in every classroom.
As one wise woman sang, "I'm done accepting limits just because someone said they're so." Let's stop putting these arbritary limits on our students about the genre of books they want to read and let them read the books!
Let's give these kids a chance to fly!
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ReplyDeleteI loved this blog, Larissa and found it so relatable! I've also taught middle school English and was nodding my head vigorously throughout the reading as I've wondered the same things. Bravo to you for getting the kids reading!! In terms of your goal, I think it would feel less like a side track if you included more about graphic novels as an alternative form literature earlier in the blog . You might even consider introducing that genre with a quote or by describing an image from a graphic novel to hook the reader, though I really liked the opening line you have.
ReplyDeleteThanks! I didn't want to get into the weeds too much with graphic novels, but it is definitely a topic I need to delve into it.
DeleteI've found very similar feelings from my upper-grade elementary schoolers! I love that you are providing students the opportunity to find the joy in reading - something that is missing so often these days. You definitely achieved your goal and had me gripped from the first paragraph!
ReplyDeleteOnce again, I love your style! I am very fond of the conversation you have with your reader. You are clearly comfortable picturing your audience and speaking to them. Thanks for telling me to stop clutching my pearls! Not only do I believe you stayed on target, when you made sideways comments that seemed irrelevant, a few lines down showed that you were entirely focused after all! Also, you have convinced me. I am a big fan of most classics, but I think we need to give students some fantasy and escape, as well. Thanks for arguing for student engagement!
ReplyDeleteLarissa, I couldn't agree more. When we read Amari and the Night Brothers, though i thoroughly enjoyed it, I felt like I had missed out on years of good reads. The fact you were able to illicit real joy from your class reading Miles Morales makes me smile so hard my cheeks hurt. I remember writing an undergrad paper on the classics and how they can be outdated and difficult to relate to students, so I appreciate you pivoting to explore something different with your students. They are lucky to have had that experience. Given the title Novel Study, I would love to have more details into what activities the students enjoyed most and how you manipulated the curriculum to fit the graphic novel. Continue going against the grain... it yields the best rewards!
ReplyDelete