![]() I often ask students to fill out a form that lists picture books to get their memories activated. Look at all books and stories from earliest memories to present day. How has literature shaped your life? Discussion topics: They should be aware of who is giving them information so that when they consume it, they can questions motivations.ĭo you need specific ideas for teaching media literacy? Essential question three: Older students are sometimes voters-other times, they are approaching voting age. Students are often shocked.įor instance: do we communicate through music? Are some companies that control our information involved in our finances? Who is involved in trademark laws, and what are the implications of that involvement? ask them to look at how we communicate, and who controls our information. One way to examine this complexity is to list companies for students to investigate: Comcast, Walt Disney, AT&T, Paramount, Sony, and Fox. Rarely do I find that students can articulate the depth of audience targeting done by publishing houses, advertisers, social media companies, and media conglomerates. Students know that they consume information. Walk students through their days to identify where they consume texts, define “texts,” and list where they do not see texts. ![]() How can readers, media consumers, digital citizens, and more, purposefully consume texts? Discussion topics: Be ready for students to question what stories you are reading in class-a good point, I think, because then students are challenging what adults tell them.ĭo you need more high school literature ideas? Read how I run literature circles with older students. we can then discuss where our current stories fit. ![]() If we look at what stories we have experienced growing up, look at how those stories shaped our ideas and beliefs. Older students can tackle the essential question of “what stories are told?” especially if you frame the definition of “story.” Is a story an oral recount told at family reunions? What about biblical stories, fables, and mythological tales? Gossip in the halls that turns into urban legends?Īnother framing device for this question is where stories are told. Question the canon of literature, banned books, storytelling, textbook choices, publishing houses. What stories are told? Discussion topics: ![]() Hopefully, my thought process inspires or helps other high school literature teachers in some way. Then, I will walk through a breakdown of ideas. Under each question, I provided discussion topics and ideas for use that align with the question. Time that is very precious for busy ELA teachers.īelow, I’ve broken down three high school literature essential questions my students and I discuss. Constructing lessons and meeting standards and implementing fresh books and staying abreast of cultural implications. Teaching literature with young adults opens the world to them and to use. I love teaching English for many reasons-and the growth and connections with literature ranks high. Not all of us, but many, love to teach literature. Many of us English teachers love to read and partially teach language arts because books have saved us in some way. High school literature essential questions can shape whatever stories you teach.
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