Improvised classroom drama in a fictional book company

Gray, E.C. (2008). Improvised classroom drama in a fictional book company. Talking Points, 20(1), 15-23


This narrative account tells the tale of a classroom project that combined several forms of literacy. The urban fifth graders described here read, wrote, and drew their own book on colonial America, but they also did it “in role” as they dramatized the activities of a fictional book company. So, they engaged in print literacy, all at the same time.

The author gives us a detailed, realistic account of what happened over the months when she (a university literacy professor) collaborated with these fifth graders and their teacher. As one who has done some of this, I fully related to the problems and constraints, especially those related to time, and to the multiple agendas that compete in schools.

Gray describes four students who refused to engage in the project. That got me wondering about why. Although most students “bought into” this project, some may have sensed some of the contrivances involved and distrusted them. I wish I knew more about what the children thought of this very extended project. In my experience, fifth graders are well able to express their views.