Today is my first day back with my students, since my excellent student teacher departed on Friday. Having observed their learning and their needs for the past six weeks, I have lots of goals for them in mind. But, most urgently, I am struck by how much I want readers to connect more authentically to literature–to nurture their investment in, and passion about, literacy. I want to begin helping them do that by creating and curating Heart Books, which I heard the excellent Linda Rief present about at NCTE in 2013. Thank you to the very thorough Vicki for this excellent description of Heart Books.
Objectives — Using the language of the Depth of Knowledge Levels: Identify a topic/theme to explore in heart books; Collect and display a variety of poems about this topic/theme over time; Connect your poems to your topic and yourself.
Lesson — We’ll begin the lesson by returning to the Heart Maps (here’s a great handout on those) we created early on in the school year. “Choose one topic on your heart map that you’d like to explore further. On my heart map, I think I’m going to choose my students–this kind of includes themes of learning, growth, and teaching, too,” I’ll explain.
Once students choose topics from their heart maps and expand on what themes they might include, we’ll create a new section in our writer’s notebooks called HEART BOOKS. Then, we’ll browse various poetry anthologies and collections (check Amy’s selection out if you seek inspiration for building your poetry shelf!), searching for poetry that matches their selected theme. I’ll ask students to copy the poem into their notebooks once they’ve made a selection.
From there, Linda Rief suggests having heart-bookers illustrate the poem, write a response about why it was chosen, and research the poet to find out what he or she might have to say about reading and writing. I’ll encourage my students to do the same, but also will ask them to make a note of their favorite bits of language from the poem–words, phrases, or even punctuation. The craft moves poets make are valuable teachers of writing.
Follow-Up — Next class, I’ll ask students to share in groups their Heart Books. Perhaps we’ll have a notebook pass in which we write in one another’s notebooks, responding to each other’s poems.
For the remainder of the year, once per month, I’ll set class time aside for curating Heart Books. By the end of the year students will have created a personal anthology of ten poems that help them explore a key theme in their Heart Maps.
What routines do you have in place that help your students connect to literature and explore personal themes?