The students are raving about this adventure story and how they can hardly put it down. One student came to class after reading a few chapters and said, “he [Krakauer] is a walking dictionary. I had to look up so many words.” It struck me that the storytelling must be exceptional (it is) to propel a student to persevere through many unfamiliar words.
I am always gratified when a mentor text generates such positive response, because students are much more willing to analyze the work. It is easier for them to identify the characteristics which make the story so interesting. These particular students are in the midst of a semester-long narrative nonfiction writing project, and an engaging text such as this one makes it easier for them to absorb the “tips” that will help them in their own writing.
To guide our discussions, we are using an adaptation of the Nonfiction Discussion Sheet detailed in Harvey Daniels’ Literature Circles: Voice and Choice in Book Clubs and Reading Groups. One of the steps in the students’ process is to create a sketch related to the reading, “a drawing, cartoon, diagram, flowchart — whatever.”
As illustrated below, some students are totally enthused about this part of the process, others not so much. Nonetheless, even the simplest drawing provides insight into something the student got out of the book, especially as they explain their sketch.
The most exciting part of yesterday’s class was the passion brought into the conversation about whether climbing Mt Everest was something the students would be interested in doing. Some would, some wouldn’t, and we explored the many reasons why (or why not). As one student described the thrill of rock climbing, another expressed their fear of heights. It is always rewarding when students feel comfortable to show vulnerability.
For me, the most enlightening (and disheartening) part of the conversation centered around the students’ perspective on why climbing Mt Everest, once a topic of high interest, no longer is. More on that in the next post.