An eruption of face to face and online conversations over
the past year have centered on the demand for more informational texts to be taught
in classrooms across the United States as part of the Common Core State
Standards initiative. As I’ve blogged
about previously, I don’t believe this directive requires us to stop
teaching literature. A carefully balanced
approach to instruction provides students with opportunities to read a variety
of complex and appropriately challenging texts.
We do not have an either (literature) /or (non-fiction) scenario.
Yesterday I was with educators from elementary backgrounds
who claimed English teachers need to learn from them because they have been “pairing
texts forever since that’s the way basal readers are designed.” (Pretty sure
the Dick and Jane series wasn’t
designed like this, but surely these educators are referencing the more
contemporary design of American textbooks today) No doubt, we all have
something to learn from one another, regardless of our teaching level. Nevertheless,
creating text parings is not a novel idea; it is something teachers at any grade level have been doing or can
start doing with ease. Text pairings
have been part of my teaching approach since I entered the teaching profession
in 1998; it just makes sense to design lessons drawing on multiple
perspectives, genres, or disciplines.
The Glass Menagerie
by Tennessee Williams
Greyed Rainbow by
Jackson Pollock
Scholastic Art
borrowed class set from art teacher to for class to read article about Pollock.
Colors by Ken Nordine
Unifying focus: Complexity in life and nature
Starry Night
by Vincent Van Gogh
The Starry Night by
Anne Sexton
Starry
Night by Tupac Shakur
Van Gogh
in Auvers from Smithsonian
magazine January 2008
Unifying
focus: Identity
The Way to Rainy
Mountain by N. Scott
Mommaday
Identity card by
Mahmoud Darwish
Poems written by students
Various non-fiction writings by students
The skill of pairing texts rests in selecting texts to meet
the needs of learners in an individual classroom, so let the text pairings
referenced here serve as inspiration for selecting texts that will suit the
needs of your students’ demographics and learning needs.
As you look for more inspiration, consider following the
work of Sarah Brown Wessling. Last spring I
participated in NCTE’s virtual conference Supporting Teachers in a Time
of Core Standards. It was here
where I met (virtually) 2010 National Teacher of the Year, Sarah Brown Wessling, who talks about fulcrum texts, context, texts, and texture texts. What an inspiring way to think about text
selection!