Using THINK PAIR SHARE to Teach a Concept in Adolescent Literature (edited version)

Adolescents usually find themselves in the fourth stage of literary appreciation where they find themselves in the story. It is therefore pertinent that we choose novels with themes which are relevant to their lives. This is why I chose to teach the idea of responsibility  to a Grade 9 class (ages 14 -15) in the novel Green Days by the River written by Michael Anthony using the THINK PAIR SHARE strategy with some modifications.

Why responsibility? Responsibility is an issue which all persons have to deal with heedless of age. However, the adolescent is constantly faced with new responsibilities as he develops both physically and cognitively.

In the novel Green Days by the River, which is often termed a ‘coming of age’ novel, the protagonist Shell, who is also an adolescent is faced with responsibilities he did not have previously. By teaching the idea of responsibility to students it is hoped that they will get a better understanding of the character and by extension themselves.

Students’ background knowledge  would first be activated by asking them some questions.

·         What does the words or phrases come to your mind when you hear responsibility?

·         What responsibilities do you have at home?

·         When someone says to you that you are a responsible person what do you take it to mean?

I would encourage a discussion on the following questions then slowly narrow it to the novel just read. I would write some questions on the blackboard and give the students some time to think of their responses. Some of the possible questions are

·         What responsibilities did Shell have to take on after his father was no longer able to care for the family?

·         Do you think he acted responsibly by engaging in sexual intercourse with Rosalie Gidharee?

·         Overall, would you consider Shell to be a responsible teenager? Use evidence in the novel to support your answer.

Students would then write down their responses in their journals and afterwards pair off with a classmate to discuss their beliefs or ideas. After the paired discussion, students would return to their seats where a whole class discussion would ensue on the questions posed.