Like many of you, I have found Jonathan Edwards’ “Sinners in the Hands of an Angry God” to be a challenging text for students in terms of both content and vocabulary. Most 11th grade teachers find this be an especially tedious text to teach; several of you on Twitter shared it has been a struggle to engage students with this text. As I worked on my lesson plans for the selection, I wondered how on earth I could help students navigate the text in a meaningful way. I decided in both my Honors level, team taught, and college-prep level junior classes (5 total sections) that we would work through the text over two days with these activities during our block instructional time:
- A Writer’s Notebook Invitation (#6) to get students thinking about the words in the selection and what predictions they could make about the text based on a word cloud of the sermon without knowing the title of the work or that it was a sermon.
- A Reader’s Theatre performance to introduce Puritan values and the Great Awakening to students.
- “Chunked” reading together of the selection with “pause and reflect” time after each time to annotate, sketchnote, and identify unfamiliar and/or strong vocabulary from that specific section.
We first began with our Writer’s Notebook Invitation in which students were presented the following visual prompt and questions for thinking:
Students had a copies of the prompt and image at their table group areas in the neon ticket pouches I use to share information with students so that they could examine the word cloud more closely. Students could then volunteer to share all or part of their entry with the class during our share time; as part of our notebook process work, students who volunteer to share get a neon orange sticker on their notebook page that reminds both of us the student has shared and will get bonus points on their self-selected notebook assessment we do monthly. This sharing time is important because students get to hear each other’s thinking aloud, and the ideas shared in this session helped us think about strategies for making predictions based on word choice and making inferences based on the word cloud. Some students even made connections to other texts they read last year in 10th grade like Greek myths or Dante’s Inferno. This activity took roughly 30 minutes or a third of our ninety minute block time.
We then got up and moving around with the Reader’s Theatre performance. Before jumping into the text, I provided students the first page of a two page graphic organizer we’d need for our annotating and sketchnoting activity. We numbered each section or chunk 1-4; I then explained to students this graphic organizer would provide us a way of reading and thinking actively about the text and help us navigate this most complex text of our unit of study. I explained that we do three things with the active reading graphic organizer during our “pause and reflect” time:
- We would compose two annotation statements as part of our noticings and reflection on that section. I provided students annotation codes and sentence starters to help them compose their reflections; these codes are based on Cris Tovani’s work in Chapter 5 of So What Do They Really Know? and annotations as formative assessment.
- Sketchnoting: we created a graphic or visual representation of what we “saw” in our minds as we read that section.
- Vocabulary: we recorded unfamiliar vocabulary; we also captured words that were strong or vivid word choices that appealed to our emotions.
In each class on this first day of the activity, we were able to finish anywhere from 2-4 sections in class (4B lost time due to an unexpected fire drill). Students had copies of the annotation codes and sentence starters in their neon pouches, and I repeated the instructions during each “pause and reflect” session after we read a chunk or section of text.
Students could read ahead if they finished early, and students could take their work home if they needed to finish their work that evening. I was truly astonished by the thinking I saw in their written AND in their visual representations across all classes.
Many students shared they liked this process, especially the sketchnotes; several made it a point to use their colored pencils or to put extra time and effort into their written and visual work.
We repeated this process for the remaining sections that we read and reflected upon on Day 2 (Thursday, August 31 and Friday, September 1). Students received the second page of the graphic organizer upon arrival, and we finished up our reading and reflection work. They then had the remainder of the period to finish their graphic organizer work if needed before completing a self-assessment of their self-selected best “section” or chunk.
Students completed this self-assessment ticket and stapled it to their work; I’ll collect these next week because students need their graphic organizer work for a creative mini-lit circle poster activity they’ll do in self-selected groups next week as we bring closure to this text before our unit test at the end of the week. I plan to collect the hard copies of their work, but I plan to introduce Seesaw this month and use this tool for student portfolios and all of their self-assessment work. In closing, we ended class time with some review questions; those who need extra time for either learning task could finish up at home over our long weekend.
One observation of note: many students needed me to re-explain the instructions for self-assessment even after we reviewed them together. I get the sense that this is not because they didn’t understand the instructions, but because many of them have had few opportunities to reflect on their work and explain what they did well in their work. Some of them would even ask me to read what they wrote and ask me, “Is this good?”; I would read aloud what they had written and then ask them, “What do you think? How do you know?” As I have blogged earlier this semester, I think it is really important for kids to engage in metacognition about their work and be intentional in evaluating their work and learning how to articulate when they have done something well instead of always looking to me the teacher as the final validation of “good.”
Based on my observations and what I read of the self-assessment as students showed me their work during class, I think this was a successful and meaningful learning activity for all my classes. I definitely want to do more sketchnoting with students and was inspired by work I read from Shawna Coppola this summer as well as the pleathora of tweets from Tanny McGregor’s session at ILA this past July. This was honestly my first attempt to introduce it to students, and I intentionally kept it simple for our initial efforts, but I hope to do some more intentional mini-lessons in the future. These resources are my starting points, and I think you’ll find them helpful as well!
- Dana Murphy’s post on her first efforts with sketchnoting over at the Two Writing Teachers blog
- Shawna and Tanny’s presentation over the EdCollab Gathering
- Tanny’s list of articles and research to support this work; also see Tanny’s ISTE 2017 presentation page.
Last but not least, the video recording of Shawna and Tanny’s presentation:
Are you annotating and sketchnoting with students? What are your best practices and tips? I hope you’ll share here in the comment space below!