Middle Schoolers Learn about Life Through Literature's Essential Questions
Fifth Grade students in Megan Hunt's English and reading classes have spent the school year enjoying great books penned by great writers, not only to improve their own reading and writing skills, but also to explore several essential questions, such as How can literature teach us about other ways of living, thinking and being?
"We explored this question in every shared reading experience we had this year," said Mrs. Hunt. "It started on the very first day of school when we began to learn about each other and appreciate each other’s perspectives. We did this in class, and through our many advisory lessons."
Earlier this week, the students shared their discoveries and conclusions with classmates, family and Collegiate faculty and staff during a Perspectives Project presentation in the Reed-Gumenick Library.
"We explored this question in every shared reading experience we had this year," said Mrs. Hunt. "It started on the very first day of school when we began to learn about each other and appreciate each other’s perspectives. We did this in class, and through our many advisory lessons."
Earlier this week, the students shared their discoveries and conclusions with classmates, family and Collegiate faculty and staff during a Perspectives Project presentation in the Reed-Gumenick Library.
Another important essential question the students asked was, How can studying literature help us foster an understanding of the world around us? They particularly focused on this when reading the books A Long Walk to Water and The Watsons Go to Birmingham, along with pondering Why do authors write historical fiction? And, just as importantly, Why should we read it?
"We explored informational texts that helped us understand the issues surrounding discrimination, and the equally serious issue of the world water crisis - both important topics in these historical fiction books," Ms. Hunt said.
The 5th Graders also participated in student-led book clubs and discussed novels and nonfiction that addressed how to recognize and appreciate others' view of life and the world.
For the inquiry-based portion of the project, students were asked to choose at least one character from a book they read who helped them learn to appreciate another viewpoint.
"We researched various topics, including cerebral palsy, Asperger’s Syndrome, foster care, dyslexia, deafness, and Jews (and resistance fighters) living in World War II Europe," Mrs. Hunt said. "(The students) each created a painted reflection - a visual metaphor - for their chosen topic and produced an accompanying written explanation of their painting. They also produced opinion statements about empathy; wrote an analysis of the similarities and differences between their chosen character and themselves, and described how this all changed their thinking."
The 5th Graders also participated in student-led book clubs and discussed novels and nonfiction that addressed how to recognize and appreciate others' view of life and the world.
For the inquiry-based portion of the project, students were asked to choose at least one character from a book they read who helped them learn to appreciate another viewpoint.
"We researched various topics, including cerebral palsy, Asperger’s Syndrome, foster care, dyslexia, deafness, and Jews (and resistance fighters) living in World War II Europe," Mrs. Hunt said. "(The students) each created a painted reflection - a visual metaphor - for their chosen topic and produced an accompanying written explanation of their painting. They also produced opinion statements about empathy; wrote an analysis of the similarities and differences between their chosen character and themselves, and described how this all changed their thinking."
After presenting their projects, students enjoyed a picnic lunch on campus with their parents and shared their portfolios from the year.
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