King Lear Collaborative Essays

Lear_200x140The Grade 12 students have been busily working on their King Lear collaborative essays and I’m anticipating some good holiday reading once they’re all handed in by Friday.

Throughout the unit, students were asked to publish two blog posts per week on the class blog portal. Students came up with questions that they had about the play, attempted to answer their own questions, and commented on their classmates’ blog posts. These blog posts, comments, and replies, are now the starting point for their collaborative essays.

For the King Lear collaborative essay, I asked the students to first think of the topic that they were most interested in writing about, and to think about their own opinion and ideas regarding that topic. Then, students went to the class blog portal and noted all of the relevant comments from their peers.

Once the students have stated their topic and their own opinion, and they’ve listed their peers’ key ideas and their own key ideas, then students are ready to arrange their essay around their reasons, their defence of those reasons, and rebuttals to their critics.

Some of the topics they’ve come up with include:

  • Who is the hero of “King Lear”?
  • Why did Cordelia refuse to give her father the answer he was looking for?
  • After being banished by Lear, why does Kent return?
  • When does Lear lose his sanity?
  • Did Lear give up his kingdom too early?

I’m excited to read these collaborative essays; they’ve really originated with the students and spring from the dialogue that they’ve been having on the class blog portal. The collaborative essay assignment requires the students to think for themselves and to be themselves; it requires students to put their oar in the water and join the 400-year old conversation that has revolved around the Bard.

I like Mr. B-G’s recent comments on teaching students to write:

How do we teach students to write? We teach them to think. We teach them to develop content. We help them understand ideas like elaboration and explication. We provide them with opportunities to stretch their minds and flex their intellectual muscles. We give them opportunities to pump out words and ideas without fear of judgement. We teach them how to think critically and make sense of their musings and meanderings. We show them how to tailor and edit and rethink and resee and rearrange. We empower them to be creators.

This King Lear collaborative essay assignment is so much more interesting for the class than the 5-paragraph essay format; it is free of the shackles of the 5-paragraph essay format that has been suffocating any potential talent. A collaborative essay assignment is… real.

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Hamlet: Collaborative Essay Topics

It is Spring time again, when my thoughts bend toward crocuses, robins, sunshine, detox diets, and the beginning of another Hamlet unit. I know that I’ve blogged many times about Hamlet, but I love to explore this play and I doubt that I’ll ever get to the bottom of it.

Though my current class will see some of my earlier focus — having students play the role of film director by making such decisions as how they would stage the ghost and who they would cast in each role, etc. — the focus this time is on the text. Because the culminating activity will be a collaborative essay (through the use of their individual blogs and comments) we’re spending a little more time than usual debating some questions, including:

  • Is it important to the story whether or not Hamlet believes in heaven?
  • Is Gertrude a sinister accomplice of Claudius? (Consider the deaths of King Hamlet and of Ophelia.)
  • Could the ghost be a figment of Hamlet’s imagination?
  • Is Hamlet mad?
  • Is Hamlet really a tragic hero, or is he a villain?
  • Does Hamlet really love Ophelia?
  • Do Rosencrantz and Guildenstern get what they deserve?
  • Does Hamlet have an Oedipus complex?
  • Does Hamlet’s behaviour suggest that he’s closer to 16 than to 30 years of age?

I especially like the collaborative essay for this class, because I’ve got a group that is particularly fond of debate. Their first blog posts are up and their first comments are due by the end of the week, responding to at least two others that have approached an issue from an opposing angle. By the end of next week, partners should have surfaced for a virtual debate via their blogs, and by the end of the following week their collaborative essays, in a “They say, I say” format, will be typed.

I think that the current group that I’ve got will be able to pull this off and have fun with it. Time will tell.

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The Benefits of Having Students Choose Their FCA Novels Early

The Final Culminating Activity for my Grade 12 course will be a multi-genre project and presentation providing students with the opportunity to synthesize their learning from the semester and demonstrate their learning achievements in the areas of reading, writing, oral communication, and media studies.

A few weeks ago, I had the students each select a relatively recent novel from a list I’d created based on identities, the theme that has loosely tied the semester together. We’ve been considering identities that we create on our own, those shaped by our biggest influences, and those scripted by society.

Though we are still three weeks away from the Letter of Intent that each student must write for me, and another month from the first draft of the assignment, the requirement that they both select their novel and post a related reading reflection on their student blog has encouraged students to get a copy in hand and, in most cases, delve into it. I’m glad to see them starting well in advance, because I know that’s going to translate into more considered, interesting projects.

As an aside, I tried to emphasize relatively contemporary novels in the list from which students could choose. I had a couple of reasons for doing so. First, I wanted students to exit high school with at least a passing familiarity with modern, and possibly Canadian, fiction. Second, and perhaps more importantly, I surmised that the material available online for students to pillage and plagiarize would be much smaller, and therefore much less tempting, for more recent and sometimes obscure novels. We shall see.

For those of you who are interested, here’s the list that we’re working from this year. Next time around I hope to remove all of the older works and include more current (mostly Canadian) novels.

  1. Mercy Among the Children — David Adams Richards
  2. The Lost Highway — David Adams Richards
  3. The Friends of Meager Fortune — David Adams Richards
  4. Alias Grace — Margaret Atwood
  5. The Handmaid’s Tale — Margaret Atwood
  6. The Blind Assassin — Margaret Atwood
  7. The Penelopiad — Margaret Atwood (read with Homer’s Odyssey)
  8. Possession — A. S. Byatt
  9. The True History of the Kelly Gang — Peter Carey
  10. The Amazing Adventures of Kavalier and Clay — Michael Chabon
  11. The Jade Peony – Wayson Choy
  12. The River Thieves — Michael Crummey
  13. J-Pod — Douglas Coupland
  14. Fifth Business — Robertson Davies
  15. The Piano Man’s Daughter — Timothy Findley
  16. The Curious Incident of the Dog in the Nighttime — Mark Haddon
  17. A Thousand Splendid Suns — Khaleid Hossein
  18. Never Let Me Go — Kazuo Ishigiro
  19. The Colony of Unrequited Dreams — Wayne Johnston
  20. The Poisonwood Bible — Barbara Kingsolver
  21. The Stone Angel — Margaret Laurence
  22. The Way the Crow Flies — Ann-Marie MacDonald
  23. Two Solitudes — Hugh Maclennan
  24. No Great Mischief — Alistair MacLeod
  25. Life of Pi — Yann Martel
  26. Such a Long Journey — Rohinton Mistry
  27. Anil’s Ghost – Michael Ondaatje
  28. The Apprenticeship of Duddy Kravitz — Mordecai Richler
  29. A Complicated Kindness — Miriam Toews
  30. The Stone Carvers — Jane Urquhart
  31. The Englishman’s Boy — Guy Vanderhaeghe
  32. The In-Between World of Vikram Lall — M. G. Vassanji
  33. I Am Charlotte Simmons — Tom Wolfe
  34. English Passengers — Matthew Kneale

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Alternatives to the five-paragraph essay: Multigenre papers

This is part of a series exploring alternatives to the five-paragraph essay. You may also wish to read the series introduction or about collaborative essays, scripted dialogues, and reading narratives.

I first encountered the concept of the multigenre paper a year ago, and chose to use it as the course culminating activity with my Grade 12 College-level students. Throughout the year we had been asking what we called “life’s big questions” designed to get us all thinking about our values and ideals. The final project was an opportunity for students to pull their learning together and communicate what they believed.

Very simply, a multigenre paper comprises a variety of genres communicating ideas related to a focus theme or guiding question. Often students are asked to use a minimum number of genres in their final project.

If you’re curious, the Reflective Teacher has a great example of a multigenre assignment sheet. I’ve also found this fairly advanced outline helpful, although needing heavy modification for high school.

The multigenre approach worked very well. Students used a range of genres to explore and explain their core beliefs, and their submissions were thoughtful and creative.

I’ll admit that it was difficult for me to set aside so completely the five-paragraph essay with its comfortable limitations. Multigenre papers cannot be taught en masse with fill-in-the-blank handouts, and they aren’t easily marked. I’m glad I persisted, though, as the results were so satisfactory. Students actually enjoyed this assignment and really worked with the genres to express their beliefs.
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Lesson Debrief: "The Crucible" Historical Documents

When my Grade 12 (College) English students finished their Arthur Miller unit last week, they wrote a short test on The Crucible, and I gave them the weekend to put the finishing touches on their ‘Salem historical documents’. Over the course of the unit, students had some library-time to research Salem, the Witch Trials, and an (assigned) individual involved in the trials. At the end of the unit, students were to hand in:

  • 1-2 pages of research on their assigned character
  • a secret journal kept from their character’s perspective
  • a chain of events of the trials
  • a short opinion piece on John Proctor
  • a letter to Massachusetts Governor William Phips

I had dropped the hint that I’m a sucker for creativity, and the students really rose to the occasion…

What worked well

Creativity! Given the freedom from writing a five-paragraph-essay, students spread their wings, and flew:

  • the chains-of-events came in a variety of forms — one girl built a small gallows and had a noose hanging for each event, a small broom with labels, letters spelling out the town name (S-A-L-E-M) with events described on each letter, strings of crosses, strings of witch hats, and more
  • many students stained the pages and burned the edges of their character-journals, with words written in fountain pen, and blotted pages, creating the illusion of documents that have survived since 1692
  • an old book (discarded from the library) was refitted to look like a Bible and holes were cut out of the center pages to hold the pages of the secret journal

What needs work

  • My briefcase smells like the coffee, tea, and smoke that was used to stain the pages.
  • I need a way of transporting brooms, gallows, books, and posters from the classroom to my office without damaging student work.
  • My rubric… I wasn’t expecting a gallows with noose.

Well done and will do again. Let the students delve in the past, let them dwell on it, and give them freedom to choose how to respond. No five-paragraph-essay with this unit.

And the result: much more fun for all.