Knowledge and Skills Statement
Following a group discussion of a text, have students reflect on new ideas that may cause them to adjust their initial thinking about the text. Provide a graphic organizer for students to track these changes in thinking.
Further Explanation
This assessment requires students to understand how their initial reactions to information can change. Students should allow themselves the opportunity to reinforce or adjust those first impressions. As new evidence or information is gained, students may change their opinions about a particular character after the character deals with a conflict in an unexpected way. In response to the new information, students might add to their reflections, change parts of their reflections, or write new reflections.
Research
Borsheim-Black, C., Macaluso, M., & Petrone, R. (2014). Critical literature pedagogy: Teaching canonical literature for critical literacy. Journal of Adolescent & Adult Literacy. 58(2), 123–133. doi: 10.1002/jaal.323
Summary: In this article, the reader is introduced to a framework that can be used to develop critical thinkers and writers. Critical literacy allows students to develop skills and dispositions to understand, question, and critique texts. Using a standard literary text, teachers can employ this instructional approach to spark the interests and engage students in relevant text taken from their personal experiences, ideologies and society. A demonstration and explanation of the framework is provided. Critical literacy draws special attention to how issues of power, normativity, and representation, opportunities for equity are framed texts. Students learn how to argue against a position, to include providing supporting evidence or stories. The article includes a discussion on language and its use in texts.