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Lesson Plan

I Remember That Book: Rereading as a Critical Investigation

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I Remember That Book: Rereading as a Critical Investigation

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Seven 45-minute sessions, plus additional writing time
Lesson Author

Tom Lynch

New York, New York

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Have your students investigate their own reading habits, past and present. This lesson begins with a reflective writing activity that has students explore their memories about reading. Students then create a map that plots significant encounters with books and a visual representation in which they sketch what they do when they choose not to read. Next, students brainstorm their most vivid memory of pleasurable reading, select a book to reread, and write a series of reflections on their original reading of the book. Finally, students study and write essays about rereading.

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FEATURED RESOURCES

Graphic Map: Using this tool, students can visually map out their essay about rereading.

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FROM THEORY TO PRACTICE

Lynch, T.L. (2008). Rereadings and literacy: How students' second readings might open third spaces. Journal of Adolescent & Adult Literacy, 52(4), 334–341.

  • Many students, over time, develop habits of reading for school that include "faking" reading.

  • Literacy education emphasizes a scope and sequence approach to reading-that certain books are taught at certain times-the implication of which is to discourage teachers from spending classroom time exploring students' pasts as readers.

  • When resistant readers reflect on their past experiences as readers, especially the presence or absence of enjoyment, they may begin to recognize what it is about reading that they actually like.

 

Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70.

  • Students often separate their out-of-school identities and knowledge from their in-school identities.

  • Educators and students might benefit from exploring students' literacy skills and knowledge expertise in out-of-school settings.

  • Students can benefit from their teachers helping to bridge these seemingly disparate out-of- and in-school experiences.

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