Classics in the Classroom - Chapter Four

Being a teenager is rough - your going through all sorts of strange new emotions and new experiences, and often times you end up feeling powerless. Well, Jago suggests a way to give students back some of the power that they seem to be lacking: "I believe it is out job not simply to drag students through a series of books but rather to show them how stories work. By succeeding in this endeavor, we help students acquire power over text."

The tools to gaining power over a text include understanding the elements of literature: plot and structure, character, setting, point of view, style and language, symbol, and theme. I loved how Jago says just because a novel is difficult or the elements of the novel are unfamiliar we should not shortchange our students - they can use the above tools to navigate through a novel. like Jago provides the example of Jack London's Call of the Wild, student use of literary elements will allow them to interpret the text and understand the deeper meaning of the story.

I've been a student for most of my life, and so when in an English class of either high school or college, I usually dread hearing the words literary devices. Immediately my mind frantically searches for the meanings of each device, all of which are at the tip of my tongue/mind, and then I frantically scribble in notes each definition so I'll pass the test. I don't want this to be the case with my students. Jago explains that these devices shouldn't be used to punish students on a test, but instead they should be seen as just another building block of success and power over a novel. I do believe these devices need to be taught, but as a new teacher, I don't want to be boring either, and if taught in the wrong way these devices can be quite dry. But on the other hand, not everything worth learning is fun and games. How do I find a nice balance? Is learning about literary devices comparable to swallowing your medicine....it tastes awful going down, but in the end it's good for you? Or maybe I can take a Mary Poppin's approach and give a "spoon full of sugar" to help the medicine go down? Lot's of questions any responses would be appreciated.

I mentioned in the fist paragraph that teaching students the tools to understanding literature will empower them to conquer a text and this victory over the text will lead to new understandings and new ideas - despite my questions and concerns about teaching the tools, I can't wait to help empower students.