Good morning! How can teachers use The Times to connect the literature students are reading in class with our contemporary world? We have ideas to help. — The Learning NetworkConnect literature to today — with help from 8th graders.
How does the dystopian world of Ray Bradbury’s novel “Fahrenheit 451” compare with our society today? In Nick Morris’s English class at the Village Community School in Manhattan, eighth graders use The New York Times to find out. In this guest lesson plan, Mr. Morris walks you through how his students mined the news to find pieces about Digidog police robots, book bans and A.I. “friends” that fueled their arguments both for and against the notion that we are, in many ways, living in a version of Bradbury’s world. The unit was “full of student epiphanies,” writes Mr. Morris. “By engaging critically with literature and journalism, they demonstrate the very curiosity Bradbury celebrated.” Want more ideas like this? You can find many more linked at the bottom of the lesson plan. And if you teach with The Times, we’d love to hear how. Recent reporting about education
More teaching resources from The Learning Network
Student activity: Find your next favorite book.
“Answer 4 questions. Leave with your next Stephen King book.” That’s the promise of a new quiz from New York Times Books, and if the teenagers you know aren’t reading enough for pleasure, this might offer a fun jump-start. Stephen King doesn’t appeal? No problem: the Books section has plenty more suggestions. Editors there can help your students find their next favorite romance, fantasy, thriller or sci-fi novel as well. Before you go, see what teens are saying about the decline in reading skills.
According to new federal testing data, the reading skills of American high school seniors are the worst they have been in three decades. We asked students how they felt about that, and there was a strong consensus: They were alarmed, but not surprised. They told us that they have seen the decline firsthand in their classrooms. They also listed a litany of reasons for the crisis and made suggestions for how to address it. The whole discussion is well worth reading, but here are some sample responses: When I was in elementary school, we did so much reading, and I thought we would just keep reading more. But it’s the exact opposite. We’ve had to read less and less every year in school, and I think that’s really concerning. — Selah, Baker High School If students graduate without knowing how to read well, the consequences can be serious for both individuals and society. Poor reading skills can make it hard to understand important information, such as job applications, health instructions, or financial documents, which can limit opportunities and independence. Society also suffers because citizens who can’t read effectively may struggle to make informed decisions, participate in democracy, or adapt to a changing world. Which can lead to fewer qualified workers, slower progress in technology and education, and greater inequality overall. Reading is not just a school skill. It’s also essential for success and participation in everyday life. — Mariah, Vanden High School … I also am noticing that, with the advancing of technology, reading is not as useful as it used to be. After all, when Japan modernized during the Meiji Restoration, they ended their swordsmanship practices in favor of guns and cannons. The ability to read and solve basic math problems may become those swords. — Chris, Ridgewood, N.J. We’d love your feedback on this newsletter. Please email thoughts and suggestions to LNfeedback@nytimes.com. More next week.
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