“Hey, Mrs. Rasmussen, I noticed this passage when I was reading,” Geovany said after class as he flipped a few pages in The Kite Runner and read a few lines. “That just really make me think, and it’s really nicely written.”
“And this is what I want you to understand, that good, real good, was born out of your father's remorse. Sometimes, I thing everything he did, feeding the poor on the streets, building the orphanage, giving money to friends in need, it was all his way of redeeming himself. And that, I believe, is what true redemption is, Amir jan, when guilt leads to good.” ~Khaled Hosseini
That might have been the passage. I don’t remember exactly, but I do remember the moment. It’s one of my favorites of the year.
Geovany did little work in my class until these book clubs. I’m not sure he finished reading even one book all fall. Although bright and capable, he is busy. He works 20 hours a week changing tires at a local auto shop, plus school with at least one AP English class. Mine. I know Geo has big hopes for his future, and I know he wishes he had a dad. He’s written a few times this year about how he wishes he had a father to mentor him, care for him — be a dad to him. So when Geovany showed me that passage in The Kite Runner, and when he explained that he’d made a connection to it, I knew all my talk about reading and noticing how authors craft language was working.
I will keep doing what I know works.
This lesson is an example of how I use what my colleagues and I call a triple play. We got the term from Penny Kittle. A triple play is when we find a passage that allows us to do three things with it: 1. have student write a personal response to the passage, 2. talk about an engaging book students might like to read, 3. study the author’s craft — not necessarily in that order. This lesson uses a passage from Challenger Deep by Neal Shusterman. (Actually, there’s two passages because I love them both!)
Objective: Using the language of the Depth of Knowledge Levels, students will make observations about a text, write a response, discuss and analyze the author’s craft, and construct meaning of their own modeled after the writer’s.
Lesson: First, to give students a glimpse into the book, I introduce it by reading the cover, which has three interesting quotes: 1. “A brilliant journey across the dark sea of the mind; frieghtening, sensitive, and powerful. Simply extraordinary.” ~Laurie Halse Anderson, award-winning author of Speak; then two from the book: 2. “The bottom is only the beginning.” and 3. “My feet are on safe, solid ground, but that’s just an illusion.”
I ask: What do you think this book is about? After we read a passage from this book today, analyze a little bit, and write a little bit, I hope this is a book you will want to read.
Next, I give students a copy of the passage. I read it aloud first and ask students to pay attention to anything they find interesting that the writer does with language. They almost always find the literary or rhetorical devices I hope they will. Sometimes they do not know how to name it, so this is where I teach academic vocabulary. We discuss the effect of the devices on the meaning of the passage or why the writer might have made those choices when constructing meaning. We almost always talk about tone. Depending on where we are in the school year and how much we’ve done with analysis, I may ask students to write an analytical paragraph that answers the craft study question.
Finally, I ask students to read the passage again to themselves and then write a response. Some suggestions for response prompts are at the bottom of the passages. Students have about 10-15 minutes to write. I always ask students to read over what they wrote and then revise before they share. Sometimes students share at their tables. Other times we share out as a whole group.
Follow up: Throughout the school year, I use a variety of texts I pull from books I read from my classroom library. You’ll find other passage I’ve used if you search the categories for craft studies (or just click there).
A few times a year, I ask students to find significant passages in the books they read. Sometimes they construct their own “craft study” questions. (I especially like to do this when we read in our book clubs.) Sometimes students answer the questions they construct in formal response one-page essays.
The goal is to help students learn how to identify and analyze the moves writers make to craft meaning — and to help them practice writing using these moves as models for their own craft.
And just maybe they will make connections to a text like Geovany did to The Kite Runner.