The Gold Standard of my Literature Curriculum
In my recent post about “literary immersion,” I talked about how I get students immersed in stories. But, all of those strategies are completely useless if the book we are reading isn’t good enough. Which is why, when I search for books to add to my curriculum, I compare them to White Fang—the gold standard of my literature curriculum. Are there as many, and as important, things to discuss as there are in White Fang? Is the theme as accessible as that of White Fang? And, is the ultimate sense of life as beautiful as the one conveyed in White Fang? Usually, when I can say yes to those questions, I know I’ve found a keeper.
While assessing a book’s appropriateness in my literature curriculum, I pay attention to potential topics for class discussion. If a book is thrilling, that’s a necessity and a great start, but it is not quite enough. Really plot heavy books like Harry Potter and the Sorcerer’s Stone don’t make it into my curriculum for this reason. I enjoy them, they’re interesting, and kids find them fun, but there is not a lot of fuel for discussion. A book like White Fang, though, has a solid plot and a ton of material for discussion. I can get a lively discussion going after merely reading the first chapter by asking, “How does Jack London use the setting of part one to convey desolation?” Then, not only are students able to offer up examples, but also ask questions about anything they didn’t understand, and add on to the idea of desolation by describing how other parts of the chapter contribute to that idea, too.
It is also important that the themes of the novels are accessible to the age I am teaching. It would not be appropriate to teach a work where romance features heavily, not only because it might be scandalous, but also because even the most benign of romance stories are not accessible to children. To romance, small children consistently have the same thing to say: “Ew.” Instead, it is vital that the themes relate to the students’ lives, either directly within their context or not too far removed from it. For example, the 2nd graders read Sarah, Plain and Tall by Patricia MacLachlan, which deals mostly with the theme of family. As they get older, they become capable of more abstract thought, and thereby more capable of relating to themes that are a little outside of their own context. So, the 4th graders read Number the Stars by Lois Lowry and The Indian in the Cupboard by Lynn Reid Banks, which both have to do with friendship, loyalty, bravery, and humanity.
Given the right training, by the time my students get to 5th grade, they are ready to get a little philosophical, as long as it’s not too in the weeds. So, they are definitely prepared for White Fang, which conveys the idea of the personalities of people being a product of the environments in which they are formed.
Finally, I am concerned with what the novel has to say about the nature of the world. The novels we read together always impart the idea that the world is a benevolent place. Does that mean that they never read about tragedy? Quite the contrary—my students are steeped in the highs and lows of the human experience from the moment they start reading Stone Fox with me in 2nd grade literature, which is about a little boy trying to save his grandfather’s life, who can’t get out of bed because he doesn’t want to live anymore. Does this mean that the novels always have a happy ending? No. In the end of The Little House on the Prairie, Laura and her family must leave the house into which they have poured blood, sweat, and tears.
Like other forms of art, literature should reflect real life. And, because it should reflect real life, there is no room for cynicism… Just like in real life. This world is beautiful. Children should be prepared for that.
Again, White Fang accomplishes this goal perfectly. Based on the theme I mentioned earlier, you might get the idea that the story implies that we are all helpless victims of circumstance. But, and you will understand if you have read it, White Fang is not only about the philosophical outlook revolving around nature vs. nurture, but also about the gift of human kindness, and how it can mean everything to someone who has been through the ringer. God, it’s beautiful.
White Fang isn’t the only book that satisfies all of my requirements, but because the theme is so perfectly integrated with the plot, it has become the easiest title for me to use as a touchstone and as my gold standard. I should also say that not every book I teach fits all of these criteria perfectly. The Long Winter by Laura Ingalls Wilder, for example, doesn’t have a firm plot. Many of the chapters lack material for discussion. And yet, it is always a class favorite by the end of 4th grade. This is because, in whatever ways it is lacking (it feels sinful to even say that), the novel makes up for it in spades with the depth of its importance in terms of themes and characters.
The three criteria are not foolproof or exact, but they are starting points which help when choosing content. There is no substitute for independent judgement, nor for a teacher’s passion. If I find a book I love passionately that doesn’t quite fit the criteria, I will find a way to make it work. Similarly, if I find a book that fits all of the criteria but that I can’t stand, I am more likely to throw the book across the room than teach it. (And, yes, I have done that.)
If a book is rife with content for discussion, has an accessible theme, conveys a beautiful sense of life, and most importantly, stokes the passion of the teacher, it makes for a perfect addition to a child’s literature education.