Middle Grade Maturity
Using Middle Grade Novels in the Classroom: A Bridge to Growth, Self-‐Awareness, and Maturity
Augusta Sca@ergood Patricia Palacio
A Bridge to Growth: Middle Grade—Huge emoDonal and mental development! Crossing over the line from childhood to adolescence is difficult because the line is not clear and there are inherent risks involved. It is an emoDonal leap as well as a physical one, and maintaining a balanced sense of self becomes increasingly difficult. Stanley Milgram, 1992
Books challenge and threaten narrow ways of thinking. They are dangerous, and compelling, and can dispel fuzzy and prejudicial ideas. 2005 Newbery Award Winner Cynthia Kadohata
In What Ways Do Middle Graders Grow?
Stronger sense of self Beginning of the end of childhood RomanDc fantasies for girls and boys Moving in packs (Defined by gender) Bullying and being bullied for some boys (Girls, too…)
Middle Grade Novels Take Us Places that are Magic! To To To To To To
the wonders of Africa a different planet another time a school just like ours China a place where kids hunt and gather
Which gives teachers and librarians an opportunity for using mg novels to: moDvate enchant model assist give pleasure guide teach recommend encourage advise (in the nicest way possible)
It’s always good to remember that in a dialogue group: No one knows the “right” answer. Ø SpeculaDon is encouraged. Ø Nobody is about to be proven wrong. Ø Ah, freedom of expression! So liberaDng, so shackle-‐freeing, so powerful, so energizing…So maturing!
We educators know that students comprehend best when they are given as much control over their learning process as possible.
And one technique to achieve that cogniAve growth is…
Turn your room into a book club venue!
§ Have students read age/curriculum appropriate mg novel. § Arrange chairs in a circle. § Set out snacks & drinks, if possible. § Ask open-‐ended quesDons: plot, theme, character traits, familiarity to themselves… § Give students & yourself permission to have fun!
Another MG Novel Growth Technique… Rebecca Steed
Hey, listen to this!
Each reader chooses a secAon of his or her book to read aloud, usually for humor, literary language, drama. The other students will compare/contrast the secAons of their books before going on. An effecAve way for readers to think laterally and make effecAve literary decisions based on their own cogniAon.
Self-‐Awareness Occurs with MG Novels § Teachers and kids working together produce a more in:mate exploraDon of a novel. § A child brings his/her unique experiences in defining the personal meaning of a novel. Katherine Pa@erson
Newbery Award winner, 2013
Self-‐Awareness can bring clarity to MG Novels…
Sharon Creech
Ø Begin to realize who they are. Ø Begin to realize how others perceive them. Ø Begin to understand why they act as they do.
A Self-‐Awareness Exercise with MG Novels
Ader reading a piece of literature, each student draws something that symbolizes the meaning of that selecDon. On the back, they write why they chose that parDcular object, person, etc. They share their mo:ves for doing so.
Here comes an opportunity for self-‐ awareness again… Save the Last Word for Me! Kate Clise On an index card, the students write a quote from the book that pleases, puzzles, or in some other way is special to them. On the card’s back, they write down why. In the group, each person reads his/her quote then opens it up for discussion. When finished, the beginning student has the last word.
Middle Grade Maturity: A wisp of wisdom that blows away then mercifully, usually returns…many Ames with the influence of a magical book!
Katherine Applegate
Clare Vanderpool
Jack Gantos
And it doesn’t hurt that they are Newbery Award winners!
Nurture Maturity with MG novels, and students should begin to: Ø Show empathy for others Ø Make mature book choices Ø Make strong predicAons Ø Allow books to empower
Cynthia Kadohata
A Power AcAvity to Promote Mature Reasoning with MG Novels: They Should Have Called It…
Students will bring to the dialogue table alternate Atles they think will enhance or intrigue the reader. They must be prepared to defend the new Atle, giving illustraAons from their novel.
And another acAvity to promote maturity… It was a dark and stormy night… Students read the first paragraphs of their chosen novel. The reader aZempts to make it/ them more interesAng, exciAng. (This is much more difficult than it sounds!) Rita Williams-‐Garcia
One More AcAvity for Reaching Reading Maturity:
A reader makes a web of his or her reading selecAon and posts it. Other group members search for a commonality with their books and come to the discussion prepared to link the two selecAons. From the Mixed-‐Up Files of Mrs. Basil E. Frankweiler E.L. Konigsburg
Working with Reading Challenged Students: • Using an overhead or Smart Board, display first few paragraphs of a novel new to them. (Level should be slightly below the group’s capacity.) • Students read aloud in unison, fairly quickly. (This eliminates problem of deciphering.) • Students then asked quesAons such as: • What do we know? • What Ame must this be?
Challenged Students, conAnued…
• Aber using this technique on the first paragraphs (or chapter), do the same with the second, being sure to concentrate on predicAons the students will have made from the first chapter. • At this chapter’s end, the exercise will be concluded.
About Universal Themes in Middle School Novels
• Character and plot are directly stated through the words.
• A theme is implied or suggested by the text. • A theme requires students to synthesize what they have read to idenAfy a deeper meaning.
Prominent universal themes at the middle school level include: v Good vs evil v A great journey v Growing up
Good versus evil…
Perhaps one of the most common themes throughout literature. This theme considers human morals and the quesDon of whether all humans are basically good or basically evil. It is oden manifested through an exploraDon of extremes of inequality, violence and selfishness. J.K. Rowling Lois Lowry Margaret D. Taylor
Growing Up
This is perhaps the most pivotal theme for middle school students, in terms of idenAfying with and modeling behaviors. When young characters are placed in uncomfortable circumstances where they must confront themselves or the world in uncomfortable ways, these confrontaAons lead to the learning and emoAonal growth process.
A Great Journey
The theme of a great journey follows one or more characters through traveling adventures, in which many unexpected events, problems and friendships arise. The journey must disclose lessons and revelaAons along the way, or it won’t fulfill its purposes of growth, mind-‐developing experiences, acceptance, and maturity.
Never a Better Time for MG Novels § More Acceptable Subject Matter
§ More Introspection § § More Realistic Adventure
• More diversity
• More ‘Stand Your Ground’
• More Realism
And Of Course, more Middle Grade Novel Reading Pleasure, Joy, Intrigue, Adventure, and Life-‐Long Learning Skills!
Thank You from Nancy Stewart! Website: h@p://www.nancystewartbooks.com Blog: h@p://www.nancystewartbooks.blogspot.com Twi@er: h@ps://[email protected]/stewartnancy Facebook: h@p://www.facebook.com/nancy.rosenthalstewart Member: h@p://www.scbwi.org (Published and Listed)
Augusta Sca@ergood Patricia Palacio
A Bridge to Growth: Middle Grade—Huge emoDonal and mental development! Crossing over the line from childhood to adolescence is difficult because the line is not clear and there are inherent risks involved. It is an emoDonal leap as well as a physical one, and maintaining a balanced sense of self becomes increasingly difficult. Stanley Milgram, 1992
Books challenge and threaten narrow ways of thinking. They are dangerous, and compelling, and can dispel fuzzy and prejudicial ideas. 2005 Newbery Award Winner Cynthia Kadohata
In What Ways Do Middle Graders Grow?
Stronger sense of self Beginning of the end of childhood RomanDc fantasies for girls and boys Moving in packs (Defined by gender) Bullying and being bullied for some boys (Girls, too…)
Middle Grade Novels Take Us Places that are Magic! To To To To To To
the wonders of Africa a different planet another time a school just like ours China a place where kids hunt and gather
Which gives teachers and librarians an opportunity for using mg novels to: moDvate enchant model assist give pleasure guide teach recommend encourage advise (in the nicest way possible)
It’s always good to remember that in a dialogue group: No one knows the “right” answer. Ø SpeculaDon is encouraged. Ø Nobody is about to be proven wrong. Ø Ah, freedom of expression! So liberaDng, so shackle-‐freeing, so powerful, so energizing…So maturing!
We educators know that students comprehend best when they are given as much control over their learning process as possible.
And one technique to achieve that cogniAve growth is…
Turn your room into a book club venue!
§ Have students read age/curriculum appropriate mg novel. § Arrange chairs in a circle. § Set out snacks & drinks, if possible. § Ask open-‐ended quesDons: plot, theme, character traits, familiarity to themselves… § Give students & yourself permission to have fun!
Another MG Novel Growth Technique… Rebecca Steed
Hey, listen to this!
Each reader chooses a secAon of his or her book to read aloud, usually for humor, literary language, drama. The other students will compare/contrast the secAons of their books before going on. An effecAve way for readers to think laterally and make effecAve literary decisions based on their own cogniAon.
Self-‐Awareness Occurs with MG Novels § Teachers and kids working together produce a more in:mate exploraDon of a novel. § A child brings his/her unique experiences in defining the personal meaning of a novel. Katherine Pa@erson
Newbery Award winner, 2013
Self-‐Awareness can bring clarity to MG Novels…
Sharon Creech
Ø Begin to realize who they are. Ø Begin to realize how others perceive them. Ø Begin to understand why they act as they do.
A Self-‐Awareness Exercise with MG Novels
Ader reading a piece of literature, each student draws something that symbolizes the meaning of that selecDon. On the back, they write why they chose that parDcular object, person, etc. They share their mo:ves for doing so.
Here comes an opportunity for self-‐ awareness again… Save the Last Word for Me! Kate Clise On an index card, the students write a quote from the book that pleases, puzzles, or in some other way is special to them. On the card’s back, they write down why. In the group, each person reads his/her quote then opens it up for discussion. When finished, the beginning student has the last word.
Middle Grade Maturity: A wisp of wisdom that blows away then mercifully, usually returns…many Ames with the influence of a magical book!
Katherine Applegate
Clare Vanderpool
Jack Gantos
And it doesn’t hurt that they are Newbery Award winners!
Nurture Maturity with MG novels, and students should begin to: Ø Show empathy for others Ø Make mature book choices Ø Make strong predicAons Ø Allow books to empower
Cynthia Kadohata
A Power AcAvity to Promote Mature Reasoning with MG Novels: They Should Have Called It…
Students will bring to the dialogue table alternate Atles they think will enhance or intrigue the reader. They must be prepared to defend the new Atle, giving illustraAons from their novel.
And another acAvity to promote maturity… It was a dark and stormy night… Students read the first paragraphs of their chosen novel. The reader aZempts to make it/ them more interesAng, exciAng. (This is much more difficult than it sounds!) Rita Williams-‐Garcia
One More AcAvity for Reaching Reading Maturity:
A reader makes a web of his or her reading selecAon and posts it. Other group members search for a commonality with their books and come to the discussion prepared to link the two selecAons. From the Mixed-‐Up Files of Mrs. Basil E. Frankweiler E.L. Konigsburg
Working with Reading Challenged Students: • Using an overhead or Smart Board, display first few paragraphs of a novel new to them. (Level should be slightly below the group’s capacity.) • Students read aloud in unison, fairly quickly. (This eliminates problem of deciphering.) • Students then asked quesAons such as: • What do we know? • What Ame must this be?
Challenged Students, conAnued…
• Aber using this technique on the first paragraphs (or chapter), do the same with the second, being sure to concentrate on predicAons the students will have made from the first chapter. • At this chapter’s end, the exercise will be concluded.
About Universal Themes in Middle School Novels
• Character and plot are directly stated through the words.
• A theme is implied or suggested by the text. • A theme requires students to synthesize what they have read to idenAfy a deeper meaning.
Prominent universal themes at the middle school level include: v Good vs evil v A great journey v Growing up
Good versus evil…
Perhaps one of the most common themes throughout literature. This theme considers human morals and the quesDon of whether all humans are basically good or basically evil. It is oden manifested through an exploraDon of extremes of inequality, violence and selfishness. J.K. Rowling Lois Lowry Margaret D. Taylor
Growing Up
This is perhaps the most pivotal theme for middle school students, in terms of idenAfying with and modeling behaviors. When young characters are placed in uncomfortable circumstances where they must confront themselves or the world in uncomfortable ways, these confrontaAons lead to the learning and emoAonal growth process.
A Great Journey
The theme of a great journey follows one or more characters through traveling adventures, in which many unexpected events, problems and friendships arise. The journey must disclose lessons and revelaAons along the way, or it won’t fulfill its purposes of growth, mind-‐developing experiences, acceptance, and maturity.
Never a Better Time for MG Novels § More Acceptable Subject Matter
§ More Introspection § § More Realistic Adventure
• More diversity
• More ‘Stand Your Ground’
• More Realism
And Of Course, more Middle Grade Novel Reading Pleasure, Joy, Intrigue, Adventure, and Life-‐Long Learning Skills!
Thank You from Nancy Stewart! Website: h@p://www.nancystewartbooks.com Blog: h@p://www.nancystewartbooks.blogspot.com Twi@er: h@ps://[email protected]/stewartnancy Facebook: h@p://www.facebook.com/nancy.rosenthalstewart Member: h@p://www.scbwi.org (Published and Listed)
