Do you have students who struggle with understanding literary terms? Approaching literary terms in a more familiar way may help. Combining children’s books and literary terms may be just the trick.
I strive to benefit my own understanding from whatever perspective I have. (The whole turning lemons into lemonade thing). Even if I don’t actually have “lemons,” just different shaped lemons, I still search for learning.
As my own kids grow, my teaching inside the classroom changes. I see students at the end of public education; high school students are at the end of formal, mandatory education. My children are at the start of learning, of exploration, of reading.
When I read with my own kids, I experience their understanding of letters and sounds – sure. As they become more confident readers, I also see their growth of understanding and enjoying literature.
Part of this growth is because they have a grasp of literary terms. In fact, I am darn impressed with the assignments they bring home – looking at tone, mood, purpose – in first and second grades. Then they mention these literary terms as we read. My heart explodes! I love it.
Years ago, I used children’s books to teach short stories and literature with my high schoolers when my students struggled. Now I read these books as a pre-reading activity regularly and ask students to highlight literary terms. Even if I am teaching a higher level class and students aren’t fully grasping the literary term, I recall a popular story for them. I have found that when students understand terms such as theme, irony, and characterization in regards to literature for younger kids, the application of literary terms to their level of literature becomes easier. Here are three children’s books I have used to teach literary terms to high school students.
So. This is an example of learning something and doing better. A friend of mine recently posted this scholarly article about Dr. Suess. I will no longer be teaching Dr. Suess in my classroom. I will look for a replacement book and update the post with that book.
1. The Sneetches: characterization. Some Sneetches have stars, others do not. They want to look the same so they catch themselves up in an expensive star-off and star-on machine. The characters are vibrant in this funny story! Since they are memorable, students can remember direct characterization – that the Sneetches with stars are “snooty” and those without are “plain.” Their actions indirectly characterize them – ignoring the plain Sneetches (cruel, hurtful) and desiring to be like the Sneetches with stars (unconfident). I’ve used this story with multiple short stories when characterization is important, like “Contents of the Dead Man’s Pocket.”
2. Gerald the Giraffe: mood.
Gerald is known as a terrible dance until he finds the right type of music. Then he is the best dancer amongst the animals.
Mood sometimes presents as tricky for older students. Students can detect the mood – the feelings evoked in readers from reading.
They have sadness for Gerald when he can’t dance. Gerald hangs his head, leaves the party, and faces ridicule. Later, students feel uplifted and triumphant as Gerald finds what works for him and discovers his strengths.
3. Snowmen at Christmas: point of view.
A little boy wonders what his snowman does at night. He imagines what the snowmen do when humans aren’t around.
I first used this book when I taught “A Raisin in the Sun.” My group of students disliked Walter so much that they focused on the dislike more than the understanding of the novel. While I was glad they felt passionate about something with the play, they needed to move past it a bit. After reading Snowmen and understanding point of view better, they could ‘walk in Walter’s shoes’ – a theme of the play. We could look at what Walter did, look at how he acts in the time period, and understand his world a little better.
For all three of those books, and most children’s stories, the theme is quite evident. If students struggle to remember the meaning of ‘theme,’ I can quickly return to “The Three Bears” or “Little Red Riding Hood.”
I’ve found using literary terms from children’s books in the secondary classroom to be quite successful. Perhaps students are less intimidated by analyzing the content. Maybe the examples are quite evident. Maybe students are comfortable with the stories, familiar and fun from childhood.
No matter the reason, students respond well to analyzing children’s literature for literary terms. Sometimes my coworkers think I’m a little nutty, and that’s ok. My goal is for my students to understand literary terms. I’ll present the information in this way if it gets them there.