Reading in the Middle, Junior and Senior High Schools, Spring, 2010

Students divide a piece of paper into two vertical halves. On the left side they record passages or content from the reading, and on the right side, they put their reaction to it. This is meant to keep the children focused as they read, as well as help them explore and record ideas they have as they read. If they have trouble understanding a passage, have theories on its meaning, or find it interesting or relatable, they can write it down in their journal. This way they have something to refer back to during discussion, test, or projects. It also helps them become more related to the text. Once they have to write about a certain passage that they found relatable, they can recall the passage better because it is tied in with another memory. Also, this will help build references on the text for any future essays. They will already have a multitude of passages and commentaries ready to put into an essay. Also, the formation of an essay would be easier because as they begin to comment on the story, they will start to notice trends in their journal’s commentaries. I plan on having the students share their commentaries in class at the very least. This strategy is effective for poor schools where children have rental books and can not directly write or take notes in the books.
“Ok class, we are going to start reading 1984 by George Orwell today. However, as you read it, I want you all to keep a special kind of commentary journal on it. Here is how I want you to do this. Take out a sheet of paper and fold it in half long ways, or draw a line down the middle. Now, on the right side I would like you to write down and particular passages that you find to be interesting, or summarization of events. Please include page numbers for your later reference. On the right side, I want you to comment on the passage. This can be a reaction, question, theory, or how it relates to something you have been involved with.” I would then pull up a passage from a previous reading, Catcher in the Rye by Salinger. “Ok, let’s try this out real quick. Now, you all remember catcher in the rye, right? “I would recite the quote and have it posted on the over head projector.

“I thought what I'd do was, I'd pretend I was one of those deaf-mutes...That way I wouldn't have to have any goddamn stupid useless conversations with anybody. If anybody wanted to tell me something they'd have to write it on a piece of paper and shove it over to me. They'd get bored as hell doing that after a while, and then I'd be through with having conversations for the rest of my life.”

“OK, you would have this written on the left side of the page, such I have on the board. Next, you will write your comments on it on the right hand side.” I would listen to their comments and write it on the bored. Then ask if they all understand. “Do not be afraid to make entries on passages you do not understand. We will be sharing some of these entries later on in class, and it will be a good reminder for you, and you can have the help of the class, as well as help the class out in figuring out these tricky passages. Also, we will be writing an essay on this novel and the more passages you save as you read means you have to find fewer from the text when you are looking for evidence. However, we will talk more about the essay at a later date. If you have any questions about the assignment or the text, let me know.”