Choral Reading of Whoever You Are

For the choral reading activity we did in class, our group chose to read Whoever You Are by Mem Fox. We decided to have Alexis read the main lines, and the group chorally read the repeated lines. In regard to the GLCEs we used during this discussion, we definitely had to use our speaking skills. We varied our voices to emphasize the key ideas by using a different tone and stressing certain words and phrases. For our book, the main idea was that there were children all over the world who were different, and yet the same. Their differences were on the outside, and inside all the children felt and experienced many similar things. To stress the idea of book, we chorally read the repeated phrase “Whoever you are, wherever you are, all over the world.” While reading, we read this line at a slower pace and stressed the words “whoever,” “wherever,” and “world.” We also read the phrase “Different from yours,” and stressed the word “different” by slowing the pace of the word and using a slight tone change.
As a group, we were able to incorporate a more discussion-oriented group. We each added our ideas, and felt safe enough in our group community to compromise. Also, in the beginning, we could not even agree on which style of choral reading to present, so we talked about it using the discussion style and agreed upon one. Each time we came across a problem, for instance the chorus changed slightly each time and we could not decide whether or not to read it each time it was different or only to do it the same way. When deciding this, each of our group members added their input, and then stepped up to question the input that they disagreed with, by asking, “Is that really repetitive if it does not consist of the same words? Would kids know how to do that?” Or, on the other hand, “The message is the same, so why would we read one chorus and emphasize it and not the other?” Overall, this discussion tactic was very helpful. Eventually of course, the discourse started to move toward evaluating each other’s responses, and the group who thought that we should not read each of the different ones came out on top because they had three group members versus the other group, which had two. However, the important part is that we were able to see how a discussion group could actually work, where someone put forth an idea, group members questioned and evaluated it, and a plan was agreed upon. Thus, I felt supported by my group members because we were able to utilize a discussion format in which each of our ideas were respected and we came to a group conclusion about how to do the activity.
When our group was interacting, I think the teacher in me was definitely showing itself. I was presenting my ideas, but was still very busy evaluating others and figuring out why my idea was the most right. I think that as I plan my own language arts lessons, I will definitely need to be aware of my tendency to evaluate. Also, because the experience of interpretive discussion was so conducive to building community and teaching students how to use a discussion-oriented discourse, I think that I will definitely have to incorporate it into my language arts lessons. In our group, I had to step down and accept others’ opinions, but I also got to question and evaluate them, while they provided the same constructive criticism for me. It allowed our group to see multiple perspectives, and the fact that we had to create a finished product, made us reason and rationalize until we were able to compromise on one method of presentation. In my class, one thing I will watch out for as we do the discussion-oriented group work is whether or not students are actually engaging in the discussion and are getting the value out of it. Overall, our group utilized the discussion method that Almasi presented well, and our choral reading was a successful way to address the speaking GLCEs. However, in completing this activity, I recognized in myself that I am quick to evaluate others’ opinions and answers, and I need to be aware of that when teaching a language arts lesson, and that this would be a great way to help students learn how to use the discussion model in small groups! I think this activity will be one I will definitely use in the future!