My journey into integrated learning began in college with a professor who told me that it didn’t matter what I write or how I write, only that I write. Now, you would think I was thrilled to hear him say that, and initially, I was. When I began my teaching career in Jacksonville, FL, I asked 9th grade English students to write on a variety of topics from their summer trips to special occasions to their hopes of the future. I dreamed of emulating this professor’s ideals, unknowingly becoming my own “Lamb to the Slaughter.”

At first, I collected reams and reams of journals, page after page of writing, and I was excited. MY STUDENTS WERE WRITING! That is the goal, right? Unfortunately, I started reading these “journal entries,” and I realized that asking them to just “write” wasn’t enough. Giving them a topic to write on wasn’t enough. Heck, offering them pen and paper wasn’t even close to enough. I encountered fragmented thoughts, vague concepts, and incoherent ideas. The “education” I had received did not prepare me for teaching my students what they needed to know to be successful if they wanted to get a job, apply for college, earn a degree, etc.

Then, it hit me! Like any writer, they needed a step-by-step process to achieving a focused piece of writing:

Here is my 5 Step Approach to Using Literature in Writing

1. Read, read, read literature! I know most teachers feel pressured to teach to a state exam that usually tests students on their ability to read and write. Why not have students read a piece of literature, maybe one you have been dying to teach like “Lamb to the Slaughter” , and prepare for the rigor of standardized tests? Two birds, one stone! The irony, the themes, the details can all be savored as you read this captivating short story and possibly watch Alfred Hitchcock’s TV version to complement it.
2. Discuss what you are reading with the students! If you choose to read the classic short story “Lamb to the Slaughter” by Roald Dahl, have students participate in a Socratic Seminar, so they can all learn together. Preparing focused reading questions that directly connect to the standards will enable your students to prepare for the state test and to actually enjoy reading quality literature. They can even take notes (evidence) to use later on in their writing.
3. Use essay or short response prompts that connect with the literature you are reading. For example, you could read Roald Dahl’s “Lamb to the Slaughter” and examine how the characters, like Mary Maloney, change in the story. By linking the prompt to this short story, you are asking students to master the standard without having to submit to the test prep gods, who usually only offer random selections of questionable literary merit.
4. Give a sentence-by-sentence paragraph outline for students to use as a template! I use this template in my own classroom. Check out the sample below for “Lamb to the Slaughter.”
5. Model what you want them to do! The I Do, We Do, You Do Approach works wonders! In order for students to be successful, they need to see what the end goal is. By incorporating literature (for both literary and informational texts), you get to practice analysis and writing all in one! For “Lamb to the Slaughter” , see the step by step outline below. You can also CLICK on this FREE Lesson on FDR’s “Day of Infamy” Speech that includes a model short response using the step-by-step guide below.

Short Response: Step-By-Step

Sentence 1:  Answer the question about the characterization of Mary from beginning to end

Sentence 2:  Incorporate a piece of evidence

Sentences 3-4:  Examine how the evidence conveys a specific effect that connects to the characterization (trait)

Sentence 5:  Incorporate another piece of evidence

Sentences 6-7:  Examine how the evidence conveys a specific effect that connects to the characterization (trait)

Sentence 8.  Reiterate the traits of Mary and the purpose of the characterization