Teaching and acting have a great deal in common. (image via Wikimedia Commons)
- Students walk into a dim classroom.
“Thank you for being here today,” the teacher intones to the first student who arrives.
“Your presence here this morning would have meant a great deal to him,” he remarks somberly to the next student.
“I know this is a tough morning for you; he considered you a great friend,” he assures a third.
As students take their seats, bewildered, they notice the podium is draped in black, fake vines and a rose hanging from the top, flickering tea light candles arranged across the top of the lectern. Behind the podium, a drawing of a long-haired boy next to a soberingly terse epitaph helps the students make sense of this bizarre start to their second-period English class:
This is the dramatic scene that greeted my sophomore students this week the day after I assigned them to read chapter nine of Lord of the Flies, the chapter in which the stranded boys of the novel, driven savage in their isolation from “civilized” society, “do in” ten-year-old Simon in a frenzy of mob violence.
By now, most English language arts teachers at the secondary level are aware that literature has not been eliminated or even drastically reduced by the Common Core State Standards (CCSS). By now, most ELA teachers understand that the 70/30 ratio of nonfiction-to-fiction reading prescribed by the CCSS refers to the “sum of student reading” across all disciplines, including science, mathematics, history and social sciences, health, physical education, foreign languages, arts, and technical subjects, leaving plenty of literature to be read in English class (see the footnotes on page 5 of the ELA and literacy standards).
In fact, the CCSS’s “Key Shifts in ELA” document states that literature remains “the core of the work of [grade] 6-12 ELA teachers,” and the introduction to the ELA and literacy standards notes that “[b]ecause the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.
But what still leaves many educators scratching their heads is where to find literary analysis in the CCSS. I know this because I was recently searching for it as my colleagues and I tried to figure out where it fit in the CCSS for ELA and Literacy’s three writing “types”: arguments, informative/explanatory texts, and narratives. Continue reading