About Colette Bennett

Colette Marie Bennett is the Curriculum Coordinator for English Language Arts, Social Studies, Library Media, and Testing for the West Haven Public School System in West Haven, Connecticut. Previous to this position, she served as the Chief Academic Officer (7-12) for Regional School System #6 in Litchfield, Connecticut. She has 23 years of teaching experience in English Language Arts from grades 6-12, including electives in journalism, drama, and film studies. A graduate of the Alternate Route to Certification, Bennett also has a Masters in English from Western Connecticut State University a 6th year in Advanced Teaching and an 092 Administrative Certificate from Sacred Heart University, and graduate credits from the GLSP in Social Studies at Wesleyan University. She holds a Literacy Certification (102) from Sacred Heart University for grades K-12. She has presented how technology is incorporated in classrooms at the Connecticut Computers in Education Conference (2010, 2012, 2014), the National Council of Teachers Annual Conference (2010, 2012, 2013, 2014, 2015), and the Advanced Placement Annual Conference (2011) the Literacy for All Conference (2012), and the ICT for Language Learning in Florence, Italy (2014). She blogs about education at Used Books in Class: http://usedbookclassroom.wordpress.com/ She tweets at Teachcmb56@twitter.com

CatintheHatI hold up the book I will be reading aloud, Dr. Seuss’s The Cat in the Hat. The students start commenting:

This is one of my favorite books…
I love Thing #1 and Thing #2!
I (loved) or I (hated) the movie!
Can we read Green Eggs and Ham, too?

I settle the students down and begin,

“The sun did not shine.
It was too wet to play.
Just sit in the house all that cold, cold wet day.”

32 eyes blink brightly up at the pages as I turn them.
Several mouths move without sound to recite along with me.
The students are mesmerized.

Oh, did I mention that these are seniors in high school?

I am using a picture book to explain Freud’s theory of the Id, Ego, and Superego (see post). Yes, Dr. Seuss is great for psychological literary criticism, but he is not the only picture book in my repertoire of children’s literature used in high school. Here are a few of my favorites to use and why:

Tuesday by David Wiesner_CoverTuesday by David Weisner. We use this text for our 9th-grade mythology unit because a myth explains the unexplainable. Our students have to create a myth for why frogs might lift off from a local pond and terrorize some inhabitants of a small town (see post).

The Monster’s Monster by Patrick McDonnell. This mash-up of the 1931 film Frankenstein and Mary Shelley’s 1818 novel is ideal to stimulate discussion on the relationship between a creator and the created. In McDonnell’s version, however, the Monster is sensitive, compassionate, with more of an interest in warm, powdered jelly doughnuts than in seeking vengeance…a nice break from the rigors of Advanced Placement English Literature.coverbook_monsters-monster

the-arrival-by-shaun-tanThe Arrival by Shaun Tan. Surreal images capture the point of view of an immigrant experience which makes this wordless text ideal for students who are studying Ellis Island or Angel Island. Many of the pictures are available on the website so students can look at the pictures on their own devices as well.

Harris BurdickThe Mysteries of Harris Burdick by Chris Van Allsburg. book full of provocative images that has inspired thousands of stories explaining the mysteries in each black and white drawing. This book is wonderful for writing classroom, and there have been contests for the best stories written by children. Celebrated children’s authors have also taken an opportunity to try their imaginations using the pictures as story prompts in The Chronicles of Harris Burdick.

The Monster at the End of this Book by Jon Stone and There’s a Nightmare in My Closet by Mercer Mayer. Both of these books have been incorporated into our Heroes and Monsters English IV (grade 12) elective. I use them as a starting point for an inquiry project about images of monsters given to children the images of monsters we know as adults. Most students discuss the “fuzzy factor” with cute fuzzy, loveable old Grover as something they remember fondly. They also remember very clearly the monster that lived in their closets. The anxiety of Mayer’s “Nightmare”, sobbing at the foot of the bed, usually brings about a discussion of facing fears.

grover

There are YouTube Videos for students to watch in advance of class (flipped classroom):  The Monster at the End of this Book and There’s a Nightmare in My Closet

Nightmare

Fredrick

Fredrick by Leo Lionni. What does the poet do for society? This little fable answers that question and works well in any poetry unit. Frederick’s use of language paints pictures in the minds of the other mice who are struggling through a particularly bleak winter season. There is a delightful video recording of this to share in class or to have students watch on their own (flipped classroom).

The True Story of the Three Little Pigs by Jon Scieszka. Want a lesson on point of view? This retake of the three little pigs is one of the best ways to present the advantages of this literary device to students of all ages. In his explanation of the story, A. Wolf comes across the first little pig after the house of straw caved in. With culinary justification, he says,

True story“It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So I ate it up. Think of it as a cheeseburger just lying there.”

The story presents opportunities to use other fairy tales for students to practice retelling stories from another point of view once they buy into Scieszka’s formula.

Fables by Arnold Lobel. Here are modern little fables that are one page long with morals such as “It is the high and mighty that have the farthest to fall.” One year, I used these fables with my drama class as short sketches. My favorite sketch to watch was the story of the Lobster and the Crab where the insanely spirited Lobster took timid Crab out for a ride in a boat during a tremendous storm. When the boat capsized, the student playing Crab cried out in despair, “Horrors!” while the student playing Lobster jumped and shouted with glee.”Down we go!” she yelled at the top of her lungs.
FablesLobel writes:

The Crab was shaken and upset.
The Lobster took him for a relaxing walk along the ocean floor.
“How brave we are,” said the Lobster. “What a wonderful adventure we have had!”

The moral? “Even the taking of small risks will add to the excitement of life.”

The same can be said for using children’s literature in high school.
The use of a well-chosen picture book will add to the excitement of a lesson!

Print Friendly, PDF & Email