This Video Clip
goals are to have them have meaningful interactions with
texts, to have meaningful interactions with literature,
to frame literature the same way they might frame talking
something as common as
wrestling or a TV
Fondren Middle School
in Joe Bernhart's classroom explore literature in book groups,
each one selecting a novel to read from a set of 10 choices.
Students often receive their first or second choices.
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this lesson, students are at various stages in the book group
process that Mr. Bernhart has structured for the class. This
process begins with teacher-directed mini-lessons about literary
concepts. In this case, Mr. Bernhart introduces foreshadowing
as hints in a text that help readers predict what might happen
next in the plot. Students are then asked to apply this concept
to their individual books. Students read aloud their books
during class time, working through the books together. This
allows students to discuss the books as they experience the
literature, constantly reshaping their initial interpretations
of the works, as well as apply new concepts. Students set
new daily and weekly reading goals and consult with the teacher
about their progress, questions, and accomplishments. Each
group appoints a leader and recorder for group discussion.
The students' OWL logs or discussion guides that focus
on their observations, wonderings, and links to real life
serve as a guide for rich dialogue about the literature.
Students select from a wide range of creative book projects
to demonstrate their understanding of their books' plots,
characters, themes, and literary concepts. Students are assessed
through their OWL logs, as well as their book project presentations
to the entire class.
role of the teacher in all phases of these literary activities
is that of facilitator, knowledgeable reader, monitor, and
coach. The teacher also utilizes mini-lessons to provide brief
segments of whole-class, direct instruction on a variety of
literary concepts. Students are then expected to apply new
learning to the novels they are reading in their groups and
later in culminating projects and performance assessments.
in Joe Bernhart's classroom are empowered to make their own
reading choices, monitor their own reading progress, and take
ownership over their own learning. Students are expected to
challenge one another, ask questions, take risks, and think
about what the literature means to them. Students are invited
to open their minds to multiple perspectives, as they consider
their peers' interpretations and a variety of other vantage
all of these rich literature experiences, students hone their
critical literacy skills, construct deep understandings, make
connections to their own lives and the world around them,
and participate in meaningful conversations about literature
with their peers and the teacher.
resources that can help you use this clip for teacher professional
development, preservice education, administrative and English/language
arts content meetings, parent conferences, and back-to-school
events, visit our Support
Materials page. There, you will find PDF files of our
library guide, classroom lesson plan, student activity sheets,
and other Teacher Tools.