We’ve been reading short stories in Grade 9 in preparation for reading Jason Reynolds’ novel Long Way Down. We’ve reviewed/ learned vocabulary like “plot” and “climax”; we’ve talked about summary vs retelling vs opinion; we’ve read a story with an ambiguous ending (because I know what we’re getting into); we’ve even practice discussing big ideas, like equality and utopia. Some days are good – like Tuesday, when the Socratic-ish discussion of equality led one group into a discussion about whether police need to be more powerful than everyone else; suddenly they were thinking deeply about the story and our world and things that seem awfully important – and some days are, well, less good.
Today, Thursday, I asked students to choose one of three prompts and write a one or two paragraph response. I firmly believe that this is a reasonable expectation, but 24 students means 24 different interpretations of reasonable, and some students were not happy with the request. Still, I was surprised when a usually strong student called me over about five minutes into our writing time, clearly distressed.
They had chosen the prompt “In your opinion, is the society in “Harrison Bergeron” a utopia?” even though they missed the day we discussed that. On their screen they had written, “No.”
They looked at me, a bit wide-eyed, and said, “I don’t know what else to write.”
“Mmmm… “ I said, “I can see the problem. I’ve made a mistake.”
“Yes,” they nodded emphatically.
“May I?” I asked, as I reached toward their keyboard. With permission, I typed, “Explain your reasoning using examples from the story.”
The student breathed an audible sigh of relief and said, “Oh, ok” and immediately began writing more as they muttered, “It was a yes or no question.”
Yes, sweet child, it was a yes or no question. Thank goodness I was able to fix it.
Persistence and Pedagogy 