How to Engage All Students in Literary Analysis

Oh those words! Literary analysis. It can all be a beast, can't it? Then, suddenly, with one period or lesson or student, it just clicks and you get this amazingly insightful discussion from your class. What are the elements that create these deeper moments of discussion?

How can we have our students grasp complex ideas, and then articulate those ideas to those around them, and of course, in writing?

I believe that there are a few components that create a more meaningful literature unit.The components that I see as essential are:

• Quality reading of the piece (possibly with annotation and/or class discussion as they progress)

• An understanding of the foundational concepts of the piece (plot, setting, a what's what kind of understanding)

• An individual analysis of more complex concepts

• Then a period of development of those ideas, and even more complex ones, as a small group

• Then move to whole class learning. Have students discuss, share and complete activities together.

• Once you have gone through this progression, and often time, you'll repeat it multiple times, then you can individually assess the students on their learning.

NOTE : It is always OK to go back to individual responses and analysis, and many times it is exactly what you should do. Return to individual response when introducing a new question or topic or chapter, then progress to small group and larger group discussion and activities.

The students need to have the foundations set (plot, setting, quality reading time, literary terms memorized or a cheat sheet for them to reference, etc), then they are able to delve into the piece in a manner that creates original connections.

They need to create their own thoughts, not just find out what their teacher wants them to think about a topic related to the reading. They then should discuss their ideas, to develop them a bit more.

Once the students have some ideas of their own, and they have possibly discussed them in partners (a low stress step as to not scare the quality ideas away in the less confident student), they then can work on more complex tasks related to such ideas in a small group. This is a slightly more stressful situation for a student, but they had time to test their ideas out in partners, and now may develop them a bit more and complete tasks as a group.

As the class moves from individual to partners to small groups and ultimately to whole class discussion and sharing, the tasks and discussion become more complex. But by the time they arrive at each level, our job as teachers is to make sure they are ready.

Once, the students have gone through this progression, and many times the teacher may ask them to go through it multiple times, can the student be asked to take an assessment. In this manner, each student has thought of quality ideas, and discussed quality ideas in multiple settings BEFORE they are asked to prove their understanding of a topic. In this way, no student is left in the dark, or really, no student is allowed to STAY in the dark.

These types of lessons will increase real accountability, since the students know that their partners and small groups are counting on them and that they will be assessed on these very topics too. A well crafted cooperative learning lesson will also ask the quiet student to talk, the energetic student to wait their turn and listen, and the unsure student to gain confidence in their answers.

These lessons can also possibly allow the artistic student to showcase their understanding through art, the out going student can dynamically present, and the thoughtful student can see their ideas, with the help of their group, brought to a larger audience.

This all creates a dynamic environment, that is student led, student created and student driven.

One main purpose of such a lesson is for students to know that the ideas generated are their ideas.

That this class is not some great play put on to regurgitate the beliefs and points of the STUDY GUIDE or the TEACHER, but instead is an interesting, diverse, and ACTIVE environment, full of original thought, complexity and intrigue.

Do you need help in creating cooperative learning lessons in your classroom? Below are some resources that do just that. Help.

In the end, you are the conductor of your literary orchestra.

• You set the tone, watch the clock, direct the flow, and keep everyone accountable to the task.

The resources below can help you start your cooperative learning literary analysis orchestra!

Theme GAMES

This is a great resource to have students work in groups, and as a class to review the themes found within a piece. This is defiantly a conversation started. Major themes are included on small disk or flags so that students have choices. Choices help get past the hump or the doubt that comes from discussion theme. In this way, small groups can debate which themes are shown and why, and then they can present three findings to another group and/ or to the class. They could then even create project with the evidence found. There are really so many ways to use these. There are even little theme flags they can attach to their pens while they work on that theme. It's the little things, in my opinion:) Find them HERE.

Literary Response TICKETS

These tickets can be used in small groups, individually, can be bound together to make a project and can ve used as exit tickets. The possibilities are really endless. They cover so many topics! Pick and choose which ones fit your lesson, or have the students pick, either way, you will see them discussing and sharing complex ideas, and thoughtful questions with teacher and the class. You can find the full list of tickets and the description HERE.

Literary DICE GAMES

The various dice in this ack can be used for reeve and for starting class discussion. I like to use them in partners, then in small groups. Then I have the small groups present to the class or to another small group, all the while the students take notes. I then ask the groups to choose their most impressive response (or I just assign one), then they present that to the class. A great way to make a deep dive into literary seem fun and game like! Check them out HERE.

UNLOCK THE BOOK

This is a WHOLE unit that covers all major literary concepts with a novel. It is designed to be interactive, artistic, rigorous, and above all- conducive to its use as a cooperative learning device. It does this by having ample opportunities for discussion, presentation, collaboration and fun! Check it out HERE.

Do you want to see ALL of our cooperative learning resources? Check them out HERE.