From Picture Books to Profound Insights: The Power of Storytime in High School

Welcome to our series of Friday Teacher Scenes where Ethical ELA features teachers’ stories from their classrooms and experiences to contribute to and shape the public narrative of what it means to be an English language arts teacher in today’s sociopolitical climate. We hope to center and uplift one another by featuring the professional, informed, intentional work that drives and makes possible inclusive-affirming critical language arts learning spaces. We welcome your stories in the comments or contact Sarah if you’d like to contribute a blog post.

From Picture Books to Profound Insights: The Power of Storytime in High School

by Kyri Hester

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It’s Friday, I’m sitting in my special chair at the front of the class, picture book in hand, as my students stare transfixed. We take time to look at the pictures, I do character voices, make funny faces, and when we’re done, we talk about the story and our feelings. Every week we look forward to storytime and any time we have to miss, the students lament the loss. If you look around the room, however, you might be surprised to see that my students are not kindergarteners, but high school students. 

When you think of picture books and storytime I’m sure that high school English class isn’t your first thought, but if I’ve learned anything in this decade I’ve been teaching, it’s that high school students, in many ways, are nostalgic for elementary school. They’re big fans of stickers, brain breaks, and storytime, especially storytime done well. In a post-COVID world where the future is uncertain at best, taking time to slow down and listen to a person who cares about you reading you a story becomes an unexpected comfort. While high school students may seem an unlikely audience for picture books and storytime, there’s something intriguingly nostalgic about these moments of shared reading. The magic of storytelling doesn’t lose its charm with age; if anything, it gains a new layer of depth as we navigate the complexities of adolescence and the world around us.

Reading A Perfectly Messed-up Story by Patrick McDonell for storytime Friday, August 25, 2023

Image courtesy of Kaia Captures

Adolescent brains and abstract thinking

Adolescent brains are doing some very important work; developing impulse control, empathy, and most important for my point: abstract thought. As upper-level English teachers, one of the things we are tasked and challenged with is helping students see the themes and abstract ideas that authors leave in their books, stories, and poems. Understanding themes in texts helps us draw connections between one text and another or between the text and our personal lives, which in turn, helps us to understand the world, how it works, and ourselves. If a student can catch on to the concept of theme, literary analysis becomes effortless because we’re just working to understand how an author’s choices in things like diction, figurative language, symbols, etc. point to the theme of the piece which in turn is the feelings or lesson that any piece of literature imparts on us, which is the real-life purpose of reading: being impacted and changed by a text.

For years I struggled teaching theme in a way that my students grasped and would lead to that complex literary analysis I was working towards. I would ask them about the theme of a text and get frustratingly vague answers like “love,” “growing up,” “revenge,” or “justice” and then would be forced to ask the “What about love? Is it awesome? Does it suck?” follow-up questions. They were so concerned with getting a quick, uncomplicated, and correct answer that they weren’t spending more than a few seconds thinking about it. They grew up in the age of mandated testing, where everything they know can be answered in a bubble and their existence is reduced to a number on a reading test. They hadn’t had time or practice sitting with a text and thinking about what that story can teach them about the world or about themselves.

I wanted them to get to the nuance on their own instead of me dragging them through it. What I didn’t take into consideration was their developing brains. Adolescent brains are just starting to get to abstract thought, so abstract ideas like what an author is trying to indirectly communicate about the world, can be hard for them to conceptualize. So I decided to scale down and simplify. Theme is a complex task, so I decided to simplify the text and took it back to children’s picture books. I selected a favorite from my childhood, Strega Nona by Tomie dePaola and explained that I was going to read them a story and that all I asked of them was to listen and enjoy someone reading to them. When we finished the story we talked about it: What lesson did Antony learn? What can we learn from Antony’s mistakes? They were eager to talk about how Antony should have listened to Strega Nona, it was her house and her magic cooking pot; she obviously knew more about it than Antony, who had only been there a few days. They talked about Antony disrespecting Strega Nona and snooping around her house and using her things. Then I asked the question that has since become the bread and butter of storytime: What is the author trying to teach US about the world and the human experience? We talked about heeding the advice of more experienced mentors and being honest and truthful in our actions. I finally got a theme answer that wasn’t one or two vague words. This began what would become one of our favorite traditions. 

My storytime book shelf featuring all of my favorites

Storytime in action

Once a week I sit at the front of the room and remind my students of our expectations: Their only job while I read is to enjoy someone who cares about them reading a book to them and to focus for just a few minutes on a short story. I read the story and do all the things that make a good storytime, I do voices, I build tension, I channel my inner LeVar Burton and go full Reading Rainbow on these Gen-Z teens. When we finish, I ask them the same question: What is the author trying to teach us about the world and the human experience? Then we talk, I just let the conversation go where it goes naturally. Sometimes we talk for just one or two minutes, and sometimes we end up talking for ten. I’m never completely certain what themes or ideas the students will pick up on from a given book. Sometimes they come up with ideas that didn’t cross my mind, like when they talked about gratitude and respect after we read When You Give a Mouse a Cookie by Laura Numeroff and Felicia Bond. They talked about showing respect for people who offer help and hospitality, like the boy in the book. I have a few tried-and-true follow up questions that I use if there’s a lull in the conversation: “Did you notice ______?” “Why did <character> <do an action, make a choice, etc>?” “Does this happen in real life or school?” “Now that we know that, what can/should we do?” However, I rarely have to intervene after the first week or two, they catch on to the idea quickly and I more often have to wrap up the conversation for the sake of time, to their disappointment. 

Relating back to theme

So how do storybooks relate back to theme? Well the theme is what the author is trying to communicate about life and the human experience, so when we talk about the book we’re talking about the theme. Similar to moms who hide broccoli under cheese to convince their children to eat their vegetables I secretly spoon-feed them theme under the more easily palatable picture books. As we progress through the year, when I ask the question “What is the author trying to teach us about the world and the human experience?” I add “or the….” and the students gain the habit of answering “theme.” Then, when we’re grappling with a more complex text and I want to talk about the theme I ask the question again, they’re ready to give me the meaty answers that I’ve always dreamed of having in my classroom. These books have given us the opportunity to talk about things like persevering in the face of obstacles, facing fears, supporting friends through difficult experiences, considering the impact of our words and actions on others, and just relishing in the chance to be silly. Now when I ask them to analyze the theme in a text I very rarely get one or two word answers. They’re doing the big thinking without effort now and are finding that books and stories have much more to say about them and their personal experiences than they originally imagined. 

Reading A Perfectly Messed-up Story by Patrick McDonell for storytime Friday, August 25, 2023

Image courtesy of Kaia Captures

Making it relevant

I am one of those teachers who take advantage of every opportunity for a themed lesson. So in October, we read spooky books like Hardly Haunted by Jessie Sima, about an empty house who wants a nice family to move in. She holds her breath so the floors won’t creak and stands very still so the wind won’t whistle through her eaves because she doesn’t want to seem too “haunted” and scare off potential families. It’s only when she embraces all the things that make her different and finds joy in them that a nice family moves in; a family of ghosts. I always let the students lead the conversation, so I never know exactly what theme they’ll latch on to, but for this book they almost always talk about times when they have felt like they needed to suppress or hide who they were and why they might choose to either showcase or downplay their “true” selves. As we approach the holidays we will read books that focus on characters who celebrate Hanukkah or Kwanzaa, when the weather gets cold and we get our first dusting of snow we read The Mitten by Jan Brett, for Earth day I always read The Lorax, and the last storytime in May is always Oh the Places You’ll Go. I take every opportunity to have our storybook reflect the time of year, holidays, or something we’re talking about in class. It really opens up conversations into the students’ lives, thoughts, and feelings. 

It’s not about the complexity of the text, but the complexity of the thinking

When people first see me sit down with my children’s book and give storytime, they are skeptical. What could I possibly teach high school students with a reading of Horton Hears a Who or The Giving Tree? One of my new books for this year is Wonky Donkey by Craig Smith and Katz Cowley. It’s a silly book that uses repetition to tell a story about a donkey. It begins by describing the donkey simply as the “wonky donkey” but by the end of the book he’s a “spunky hanky-panky cranky stinky-dinky lanky honky-tonky winky wonky donkey!” There’s no obvious moral or lesson to the story, it’s a silly story that generally works to help early readers learn the sounds of letters and words. Despite this, I still posed the question “What is the author trying to teach us about the world and the human experience?” and my students surprised me. We talked about how a person can be more than one thing; the donkey was cranky and lanky, just like they might be an athlete and a bookworm, a musician and a power-lifter, a friend and a partner, all at the same time. People, just like this donkey, are more than one thing.

All stories must end

 In the bustling world of high school education, where the pressures of standardized testing and academic rigor often take center stage, the simple act of sharing a picture book and engaging in storytime can create a profound impact. It’s a testament to the timeless allure of storytelling, the resilience of human connection, and the untapped potential within the hearts and minds of our students.

As we navigate the challenges and uncertainties that the future holds, let us remember the power of these moments—the hushed classroom, the turned pages, the exchange of insights. By fostering a space where themes are gently unraveled, where questions lead to understanding, and where stories offer mirrors and windows into the human experience, we pave the way for our high school students to become not only critical thinkers but also empathetic individuals who can navigate a complex world with grace.

So, as the final words of a story fade away and the classroom lights brighten once more, I’m reminded of the magic that lingers in the air—a magic that transcends age and reminds us of the everlasting bond between a reader and a story. Together, we continue this journey of exploration, one story at a time.

Some of my favorite storytime books – see below for synopsis and links

Some Books That I Love to Use for Storytime

• Clovis Keeps His Cool by Katelyn Aronson and Eve Farb
  • Clovis is a bull who inherited his grandmother’s china shop. When his bullies visit and make fun of him, Clovis learns to control his anger and to forgive those who have wronged him. 
• The Dot by Peter H. Reynolds
  • Vashti just can’t draw. When her art teacher challenges her thinking about art, Vashti learns to look at the world in a different way. This book is particularly excellent for teaching growth mindset. 
• Grumpy Monkey by Suzanne Lang and Max Lang
  • Jim Panzee woke up on the wrong side of the bed this morning and is very grumpy. When his friends from around the jungle tell him what he should do to not be grumpy, Jim’s friend Norman learns that sometimes just sitting with a friend having a bad day is exactly what they need.
• Grumpycorn by Sarah McIntyre
  • Unicorn wants to write the most fabulous story in the world. When his friends hear about this they want to help and be part of the fun, but Unicorn turns them away, rather harshly and later learns a lesson about apologizing, accepting help, and including friends. 
• The Empty Pot by Demi
  • When the Emperor of China declares an unusual contest to name his successor, the children of the land are excited, especially Ping. Each child was given a seed by the Emperor and the child who grew the best flower would win. Ping was excited because everything he planted grew and blossomed into beautiful flowers. But when a year passes, and Ping’s pot is still empty, he’s scared to face the Emperor, will he stay home or take his empty pot to the Emperor?
• I Am Enough by Grace Byers and Keturah A. Bobo
  • A lyrical ode to loving who you are, respecting others, and being kind teaches us that although we may look different and live different lives, it does not change our worth.
• Just a Little Bit by Ann Tompert and  Lynn Munsinger 
  • When Mouse and Elephant want to play on the seesaw they need help from many of their animal friends to balance the scales and learn that even the smallest of friends can have a great impact. 
• Last Stop on Market Street by Matt de la Pena and Christian Robinson
  • On his way home with his grandmother, CJ complains about riding the bus, his “dirty” neighborhood, and visiting a soup kitchen, but his grandmother helps him see that there is beauty everywhere you look. 
• The Lost Narwhal by Tori McGee and Roksolana Panchyshyn
  • Based on the true story of a Narwhal that joined a pod of beluga whales off the coast of Canada, this story is all about making new friends, learning all the things they can teach you, and teaching them something you know. In the end, the lost narwhal’s new friend helps him find his way back to his family.
    •  This book was unexpectedly fun because my students didn’t know that narwhals are real. 
• The Most Magnificent Thing by Ashley Spires
  • There once was a girl who had the greatest idea for the most magnificent thing, but struggled to make her idea into reality. When her frustration gets the best of her and she’s ready to give up, she remembers all the best parts of her bad ideas and creates her most magnificent thing. 
• Noodle and the No Bones Day by Jonathan Graziano and Dan Tavis
  • Noodle the pug, of TikTok fame, sometimes wakes up and seems to have no bones, he flops back down into bed every time Jonathan tries to get him up for his walk. But Noodle doesn’t want to go for his walk, or play with his toys, he just wants to be cozy in bed and eat his favorite snacks. Every once in a while it’s okay to have a no-bones day.
• Oliver Button is a Sissy by Tomie dePaola
  • Oliver Button is different from the other boys in his class; he doesn’t like to play sports, or ride bicycles, or climb trees. Instead, he likes to sing, dance, act, and wear fun costumes. When the school talent show is announced, and Oliver’s dance teacher encourages him to perform, Oliver Button is worried about what the other boys in school will think. With his parents and dance teacher cheering him on, Oliver performs at the talent show and everyone is impressed. He may not win the talent show, but Oliver Button gains confidence in himself, and even a couple of new friends.
• A Perfectly Messed-Up Story by Patrick McDonnell
  • This silly book is about Louie, a kid who wants to skip through the perfect meadow of his perfect story. Unfortunately for Louie, it seems that his story is all messed up; there are jelly splotches, peanut butter smears, and fingerprints all over his story. There’s no way it could ever be perfect now. But Louie is about to learn that just because something isn’t perfect doesn’t mean that it’s not worthwhile. 
• Ricky, the Rock That Couldn’t Roll by Mr. Jay and Erin Wozniak
  • All the rocks love to climb to the top of the hill and roll down; they spend all day climbing up and rolling down. But Ricky is a rock who is flat on one side, so he can’t roll down the hill. He just kind of slides along and is pretty sad about it. Ricky’s friends are determined to help and won’t give up until their friend can roll down the hill with him. This is a story about giving people what they need in order to be a part of something, and supporting your friends when they need help. 

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Author

Kyri Hester has been living and working in small-town Oklahoma her entire life. She’s been teaching English and Mythology in her home-town high school since 2014. She uses the transportive power of literature to help her students learn about and gain experiences they might never encounter otherwise.