When my students do a Hexagonal Learning activity, one of the groups of hexagons I usually use includes the themes of the story we are discussing. However, I have always struggled with how to help students identify the themes. It is difficult for them to discern the difference between theme and main idea. Yesterday, I found this great free video from BrainPop (no subscription needed to watch this one) that explains “Theme” using Star Wars. My 4th graders really enjoyed it. When we finished watching it, they were immediately ready to call out the many themes they observe in Tuck Everlasting. It was surprisingly easy, resulting in my lesson time being half what I had planned. Later, I found this great free printable from Minds in Bloom to help reinforce what they have learned about themes for next week’s class. Next topic to tackle: symbolism!
By the way, a great resource for themes, though the book selection is limited, is LitCharts‘ Theme Tracker tool.
Note: As I was looking up resources for this post, I realized that yesterday, the day that I introduced Guernica to my current 4th graders, was the 80th anniversary of its bombing. I’m sure I probably knew that somewhere in my subconscious, but it still sent a chill down my spine when I saw the date.
Every year my 4th grade gifted students study masterpieces of all types – literary, mathematical, and artistic. “Guernica,” by Picasso is one of the artistic masterpieces that we examine as we discuss the empathy that the visual arts often reflect on the part of the artist. It is a difficult piece to confront, particularly once you know the history behind it, but I think that it is important to study for many reasons. Picasso’s internal struggle as a man who disdained using art for political reasons but also a man who felt compelled to convey his emotions with every brushstroke make this painting into an engaging topic of conversation with my students.
Gavin Than recently created another one of his fabulous Zen Pencils comics dedicated to Picasso’s “Guernica,” illustrating a famous quote from Picasso about the piece. It would be a great way to start a debate in your classroom about whether or not the students agree with Picasso’s stance. Another philosophical discussion that stems from the painting is the love/hate relationship we have with technology, as symbolized by the light bulb in the center of the painting. The same technology that allows many people from all over the world travel to see this work of art by air also doomed the Spanish town to being blanket-bombed by the Germans.
The New York Times has many lesson plans and other resources for educators that can help with the integration of current events. One portion of the site that you may not know about is the page that offers, “Over 50 Reusable Activity Sheets to Teach any Day’s Times.” With downloadable PDF’s of graphic organizers, games, discussion starters, and other lesson ideas, this page should be bookmarked on the computer of any upper elementary – secondary educator. One of my recent discoveries was the, “Literature Quote Bingo” PDF, (which just happens to include one of my most favorite Harry Potter quotes of all time). The students must match famous quotes to news stories, which is a great way to demonstrate understanding of the quotes and make connections to real world events. This is an open-ended activity that could be used with any selection of quotes. If your students enjoy quotes as much as mine do, then they will find it engaging and you will get some valuable insight into their perspectives.
On Monday, I wrote about Tarr’s Toolbox and one of the resources you can find there, the “Wheel of Life.” My 4th graders have been reading Tuck Everlasting (R.I.P. Natalie Babbitt, who died October, 2016), which uses wheels and circles for symbolism throughout the novel. They have also been discussing the attributes of the main characters, so I thought the “Wheel of Life” would be a fitting activity to try with them.
There are many ways this activity can be done, and Russel Tarr has great suggestions on his blog. Because it was their first time doing this, I gave the students character traits to copy on their wheel, and deliberately asked them to put them in the same spots on their wheels. Then I “secretly” assigned each student a character to plot the points for, and told them to hold off on writing the name of the character at the top. I deliberately assigned the same characters to several students so we could compare their responses later.
When everyone was done, we went around the room and tried to guess the character by how each student’s Wheel of Life looked. It was almost eerie how easy it was – until we got to one student’s graph. After several wrong guesses from her classmates, she finally had to reveal her character’s name.
Jaws dropped and there was immediately the beginning of a debate. However, an unexpected interruption happened before we could discuss the varied opinions, making us table our questions until next week’s class.
The conversation associated with this activity is so deep and rich. I can’t wait to continue it next week. I also see some other extensions that we can do, such as creating graphs for our own personalities to compare and contrast with the characters in the story.
The experience with this lesson reminded me of the great learning that happened last year when we used Hexagonal Learning to examine our literature. If you are looking to integrate higher levels of Bloom’s into your lessons, I highly recommend both of these activities.
When you can give students time to deeply discuss a text, you may be surprised by the connections and conclusions they make on their own. This is the purpose of “Hexagonal Learning.” You can read more about the origins and many uses of Hexagonal Learning in a blog post I wrote 4 years ago on the topic. (I can’t believe it has been that long!!)
When my gifted fourth graders completed Tuck Everlasting, I wanted to facilitate a rich and meaningful discussion about the novel. Ahead of time, I visited Pam Hook’s SOLO Hexagon Generator and created 3 pages of terms from Tuck. One sheet included a character’s name in each hexagon. The 2nd sheet, printed on a different color, had one of the book’s themes in each hexagon, and the 3rd sheet, also printed on a different color, had symbols from the book. I also printed a 4th sheet as a blank, so students could add more words to hexagons.
The task for the students was to connect the hexagons in as many ways as they could. Having learned about tessellations, they already knew how easily several could connect together. I explained that I was looking for “deep” connections, not something like putting two characters together because they were both boys. Then, I split the students into small groups, and gave each group a set of the hexagons and a long piece of paper to slide them around on. Then I “hovered” so I could listen to their conversations.
The first thing I noticed was that they stayed completely on task, and took the discussion very seriously. They got very excited when they were able to put several hexagons around one central word. When I worried that there wasn’t really a meaningful connection, they were quick to explain to me what I had been missing. The groups had completely different conversations, and their final “hives” took on dissimilar shapes.
At the end, the students looked at each other’s collections, and asked questions to clarify. Their faces would change from perplexed or slightly critical to understanding and, sometimes, even admiration for the unique connections.
I feel like this was definitely a better way for the students to make sense of the book we read than if I had lectured them about it. In fact, I may have learned a few things about Tuck Everlasting from listening to them that I’d never considered before! (Click on images to enlarge.)
UPDATE 2/1/17: Here are links to some Tuck Everlasting hexagons you can use if you would like:
Larry Ferlazzo recently published a post on his blog about a site called Word Sift. I decided to try it out with a text that I am reading to my 5th grade students, hoping to give it more meaning.
We just finished reading The Giver together, and Lois Lowry’s Newbery Acceptance speech for the honor received by this book is included in my edition only. It is an amazing speech, and the students always become excited as the revelations are made that connect all of the pieces in the book to Lowry’s life. However, I am regularly seeking ways to add some more interactivity to this oral reading and discussion. This year, the students created mind maps with the book’s recurring themes (which we analyzed using LitCharts) as different nodes. They are adding the relevant examples from Lowry’s speech to the nodes as I read. Word Sift might add another layer to this analysis with its visual representations.
I copied and pasted the text of Lowry’s speech into Word Sift to see the results. Word Sift will not only give you word clouds, which can be modified in several ways, but you can also select words from the cloud to see them in context and images from the web that represent them. There is also a connection to a visual thesaurus.
With the word cloud, you can highlight certain vocabulary, such as Marzano & Pickering words from the 4 core subjects. You can also sort the words alphabetically or by how rare each word is in our language.
This tool would certainly be an asset for ELL’s, but it is a great resource for anyone who would like to examine a text more deeply, and to learn more about the words used to compose it.