I know that many of you are excited about using Notice and Note by Kylene Beers and Robert B. Probst in your Language Arts classrooms. I have previously posted about some short stories I used last year to teach the signposts. Since then, I have had other requests for more story ideas. I thought it made sense to use short stories  and texts that are typically found in grade-level literature anthologies to save teachers time making copies. For each of the stories below, I found signposts. You and your students may find even more. Of course, I would never use all of these in one year, but I was trying to make a resource that may be of use to you based on the materials you have. Enjoy! I love teaching close reading using the signposts.

Because I had many twitter friends ask for this, I am posting a portion of a transcript I sent to a friend about the short stories I used to practice finding the Signposts in Notice and Note as promised.

I teach at an all-girls school so many of the stories have a female protagonist. Because of this, I am giving you lists of short stories that I found on other websites as well. I used many of them when I taught at a co-ed public school.

I love stories by O’Henry, Saki, and Guy de Maupassant. I also enjoy using sci-fi short stories with middle schoolers.

Even though I only teach girls now, I could see the signposts being a huge benefit to teaching boys as well because they are so much more concrete. Also, any short story has signposts in it, so find the stories you like the best to use in class.

Here is how I organized the first several weeks of school:

• I reviewed the literary elements of Setting, Plot, Characterization, Conflict, and Theme.
• We applied these literary elements to our study of the summer reading novel, Surviving the Applewhites.
• Then, I introduced the signposts one at a time using a story that we walked through together. I read it aloud and they identified signposts as I read then we discussed. I used Beers and Probt’s lesson for Thank You Ma’am as my guide. For your reference, I have listed this story as the first one underneath the signpost.
• Then, I gave them a story in which to identify signposts independently. You will see that the same story is listed in a couple of different categories. In that case, it is because I had them identity both of those signposts in the story.
• We also reviewed all of the literary elements in the short stories.
• You will also see that there are less stories under each category as we progressed. This is because the girls were understanding the signposts so well that they said it felt redundant to do the identification twice so I bumped it down.
• Finally, I showed the Pixar shorts and they found signposts, plus we focused on the literary elements I specified in each one. I did this for a parent visiting day lesson and it was a big hit.
• Now, we are reading a novel and as they read they are identifying the signposts. I printed up bookmarks for them with the signposts on them that I found on Teachers Pay Teachers. They actually cheered when I handed them out and they say it really helps.

The stories I used:

(NOTE: we have copies of a book by Jamestown Publishers called Best Short Stories: Introductory Level that included many of these stories. I have put an asterisk next to those titles. Many of them are available online as well.)

Contrast and Contradictions:

Thank You Ma’am by Langston Hughes

* Catch the Moon by Judith Ortiz Cofer

All-American Slurp by Lensey Namioka

A-Ha Moment:

*The Richer, The Poorer by Dorothy West

All-American Slurp by Lensey Namioka

Charles by Shirley Jackson

The Landlady by Roald Dahl (we read later for Halloween, but they found signposts)

Tough Questions:

*President Cleveland, Where Are You? by Robert Cormier

Words From the Wiser:

*Tuesday of the Other June by Norma Fox Mazer

 Again and Again:

Charles by Shirley Jackson

Eleven by Sandra Cisneros

All Signposts and Literary Elements: (I used this as a assessment of the signposts. I might not do that again next year. I will probably make it a group activity because the story confused a few of them.)

*Lob’s Girl by Joan Aiken

Great Short Stories recommended by other websites:

http://www.weareteachers.com/community/blogs/weareteachersbookclub/book-club/2013/05/15/24-short-stories-for-middle-schoolers

http://www.pinterest.com/glanceatnance/teach-short-stories/

http://edhelper.com/short_stories/short_stories.htm

I would LOVE it if any of you would add your titles to this list in the comments. Thanks so much.

I am not going to summarize Notice and Note or the Signposts here, but I will tell you a little about how I used them this year in class.

First, I thought about different approaches and decided to teach the Signposts one at a time. My classes are only 45 minutes long so each initial Signpost story lesson took one period and the rest of the lessons were on subsequent days. I chose a short story that I thought perfectly illustrated each Signpost. (One example in the book is “Thank You Ma’am” by Langston Hughes to show Contrast and Contradiction, so I used it first.) I walked them through the story, modeling my thinking and stopping for reflection. We discussed the essential question that accompanies each Signpost and how it was revealed through what they found. The next day, I gave the students copies of a different story and had them read through and highlight the Signpost. They discussed what they marked in small groups and then shared aloud what they had found and, most importantly, what they thought it meant.

After we had covered all six Signposts, (which took about two weeks), I moved on to applying finding Signposts in Pixar shorts and popular movies/TV which was a big hit. The ultimate goal was that they could find relevant Signposts in the class novel we were about to read—which, coincidentally, was Walk Two Moons. (I had chosen the novel at the end of the prior year and it is covered extensively in Notice and Note.)

The first thing I did was to hand out a cardstock bookmark I had made with all of the Signposts listed (and the students actually clapped because they were so excited). I divided the novel into chunks, and after each chunk there was a class discussion. For the first discussion, I merely asked students, “What did you notice?” and volunteers shared what they had found with the whole class. Students were giving each other positive feedback and actually enjoying annotating. As we progressed through the novel, I incorporated this and many other ways for students to show what insight they had gained from the Signposts they had found besides whole class discussion. NOTE: I generally only spend about 3 weeks teaching a novel so these activities took place every few days over a few weeks’ time with writing workshop in between.

With the two subsequent novels we read, I instructed them to concentrate on one or two specific signposts only. For example, when we read Roll of Thunder, Hear My Cry, I asked them to focus on finding examples of “Words from the Wiser” because I knew that this would lead them to the themes of that particular novel. I was pleasantly surprised when they asked if they could annotate other Signposts and also highlight more than I was asking (such as foreshadowing—they LOVED to find foreshadowing for some reason) which I delightedly approved.

Some of the feedback I got from students at the end of the each novel and at the end of the year validated my choice to use the Notice and Note Signposts in my classroom. Many students said they felt smarter using the Signposts because they could contribute more to discussions. It was not uncommon for them to give each other praise for finding something “profound” or “insightful” in the text. One student told me she had always read every book that a teacher assigned, but she had never truly “gotten into” and “understood” a book as well before. This is but some of the anecdotal evidence that affirms my love of Notice and Note as a classroom strategy for close reading with the middle school students.

I have always taught at schools where the English curriculum incorporates reading of novels as a whole class. This post is not to debate the relative merits or deficits of teaching a whole class novel, but rather to show how Notice and Note by Kylene Beers and Bob Probst [http://www.heinemann.com/products/E04693.aspx] made the task of teaching a class text even more enjoyable than it had been in the past.

Not surprisingly, I enjoyed English classes as a kid and loved that we read novels together. I may never have chosen to read The Great Gatsby or The Canterbury Tales were they not required class reading and I ended up loving both of them. However, I always felt there was some secret code or language that my teachers could understand but which I didn’t speak. They were able to discuss the finer points of plot, characterization, symbolism, and theme, yet I often felt that I was not understanding the books because I had not always found these same things myself. True, I made copious margin notes writing down what the teacher had said and scored well on tests and essays as a result, but I usually beat myself up for not having an a-ha moment about a piece of text until the teacher pointed something out and it seemed so obvious. (Wait, Eckleburg’s eyes are not just there because they’re creepy? Oh, duh!)

Fast forward many years to 2008 when I became an English teacher. When I made the switch from special education, I was determined never to put a child in the position of feeling stupid for not seeing what they I so “obviously” saw. (I also swore never to over teach a novel and kill them with vocabulary and worksheets—but all of that is in a previous post.) As such, I read everything I could on the subject. How fortunate for me that How to Read Novels Like a Professor by Thomas Foster, The Book Whisperer by Donalyn Miller [Donlayn’s blog: http://bookwhisperer.com] and Readicide by Kelly Gallagher [from Kelly’s blog: http://kellygallagher.org/books_dvds/books_dvds.html] came out at about the same time I made the switch to teaching English. They gave me permission from an expert to do what I wanted to do in class—to help students understand what they read, to promote a lifelong love of reading, and to avoid killing that love when teaching novels.

Based on what I loved in Readicide, I began teaching novels in a student-centered format (similar to what Ariel Sacks recently wrote about in Whole Novels for the Whole Class). She and I differ slightly in approach, but the gist is the same. I want kids to read and talk about the books and don’t want to interrupt the flow of their learning with useless activities. Teaching novels this way was actually more work for me because I had to be an active facilitator and mentally present in each and every class discussion because there were no worksheets to hide behind. It was worth it, though. I found that as I gradually released the responsibility, the students soared. This approach was very successful and the students generally asked me when we would be reading our next novel because they enjoyed the experience so much.

Imagine my delight when I attended a reading conference last summer and saw the genius team of Beers and Probst present on their wonderful book, Notice and Note, that made it easier for me to release responsibility even sooner and enable instruction to be even more student-centered than before. To me, it was a middle-school student friendly version of How to Read Novels Like a Professor that I had enjoyed so much. It was a simple blueprint for helping students find the “important” parts of novels they read without needing them pointed out by a teacher. It gave them the tools they needed to engage in a text and make sense out of what they read. My next post will focus on how I use the Notice and Note Signposts in my class.