This blog post originally appeared in Edutopia's Community Discussions. When I cuddle up with a good book these evenings, a four-year-old -- warming his toes in the crooks of my knees and quizzing me for comprehension with questions -- is always present too. My leisurely reading has become most characterized by an abundance of colorful pictures and an array of anthropomorphic objects -- donuts solving mysteries and mother bunnies quieting little ones, to name a few. Perhaps a disappointment to my former self, I still haven’t opened the new novel by Safran Foer, but I have re-read and re-read Sandra Boughton. Just like bedtime, children’s books have seeped into my high-level IB English Literature course these days, too. My advanced students are less concerned with how the sprinkles stay on Arnie the Donut, but do find themselves discussing other components of these seemingly simple texts to build their studies and practice their approaches. Here’s how I’ve used children’s literature in my classroom since its takeover of my literary habits:
- Amy
0 Comments
Leave a Reply. |
Archives
May 2018
Categories
All
For emails as our blog is updated, click the "Subscribe" button below. |