One of the reasons I love eduTwitter and the friends I’ve made here on Moving Writers is because it makes me feel less like I’m on my own teaching island. The other day, I tweeted a question about a resource for evaluating bias, and Tricia responded that she was looking at the same site with her students. Then, as I started to piece together the ideas for this post, I read Mike’s latest and realized he, too, was grappling with very similar issues.
Now, with an event as staggering as Parkland and its fallout, it’s no surprise that teachers are on the same wavelength. This time feels different, though. And I know we’ve heard that so many times it almost seems trite. But I don’t just mean that it feels different from a political standpoint. Maybe it’s the students and how crazy-proud we are of their activism, but teachers this time seem to be digging deeper into our literacy practices.
In Mike’s post, he makes the case for reading like a writer to analyze angles to help students process modern news cycles. My thinking stemmed from a very similar goal, but also from the way that I stumbled through a (somewhat) failed lesson.
My failed lesson
I presented my students with several articles following the Parkland shooting and asked them to sort the articles. I assumed they’d sort them on a range of opinions: left to right slant, pro-legislation restricting access to guns and against. I was wrong. They had trouble sorting because, many times, they weren’t even recognizing that the article conveyed an opinion. They fumbled through headlines and quotes and graphics, and I stumbled my way through helping them make some sense of what they were reading.
As they finished sorting, we took a look at what they’d come up with. One group sorted their articles by the ideas that each author focused on (gun control legislation, arming teachers, Parkland students as activists) while another group sorted the articles into those that seemed to be persuasive vs. informative in nature. It was pretty clear that they weren’t going to land where I’d hoped they would, so I tried to claw towards a takeaway.
We ended up agreeing that, when we’re trying to process an issue as big as this one, there’s a lot that we have to think about as readers. When we encounter a text, we have to approach it with the understanding that it’s just one piece of a puzzle. In order to start putting together the puzzle, we have to work to understand the ideas presented, the author’s opinions, and the purpose for the text we’re reading.
The next day, we revisited this puzzle concept, and we zeroed in on how to start understanding the authors’ opinions. So, we put on our “Reading Like a Writer” lenses, and I asked students to revisit one of the articles from yesterday in order to start answering the question:
When do we see clues that the author’s opinion is showing through?
The conversation started off fuzzy. They said things like, “I don’t know. It just sounds like she’s got somethin’ to say.” So we drilled into that. Continue reading