Playing Your Way Through English Literature with Learning Stations

Do you think learning English literature can’t be fun? In the wake of a workshop I presented at the RASCALS colloquium, I’ll show you that it absolutely can! As an English as a second language (ESL) teacher, I’ve found that incorporating learning stations in my literature course can transform the student learning experience. This approach not only makes the process dynamic but also allows students to explore literature in a fun, collaborative environment. I will share here the 5 stations I designed for my English literature course, along with ideas for implementing them at lower levels.

My objectives

When designing the learning stations for my 103 A-Block course (Culture anglaise et littérature), my main goal was to introduce my students to key literary concepts while demonstrating that literature can be both fun and accessible. I wanted to demystify the English 103 course (the highest level in the English general courses), particularly for those students who might feel apprehensive about reading and discussing literature in the upcoming semester.

That is why I typically implement these stations as early as the 2^nd class. At this point in the semester, students can thus discover that they have the skills to analyze literature, which reassures them. In addition, this approach encourages students to collaborate and communicate among themselves.

To align with my course objectives, I wanted my students to engage with a selected short story by exploring its different literary elements through interactive and enjoyable tasks. I therefore created 5 different stations that could be easily adapted to any short story:

1. Instagram Posts (character analysis)
2. Text Messages (character development)
3. Postcard (setting)
4. Jenga Tower (comprehension)
5. Plot Diagram (narrative structure)

Introducing the activity

Prior to the activity, I assign the students a short story to read at home. I ask them to complete some reading response questions and insist on the importance of completing the assignment for the following week’s activities.

Before the class begins, I prepare the classroom for the activity. I arrange the tables int working stations with different material at each one. Depending on class size and the number of stations, there will be between 4 to 6 students at each station.

When students arrive, I quickly check whether they have completed the reading response questions and invite them to take their places at 1 of the stations. If a student has not read the story, they are invited to go to the library to complete the assignment. Once we are ready to start the class, I briefly explain the activity without explicitly revealing that we will be working on literary analysis. This way, they do not have misconceptions about the activity.

When prompted, the groups of students start working on their 1^st task. Later, on my signal, they rotate through the stations, each offering 1 of the 5 activities related to the short story. I typically allocate 10 to 15 minutes per task, making sure that the experience remains dynamic and engaging. I also provide clear instructions at each station, often in envelopes marked “Do Not Open.” This adds an element of surprise and anticipation!

It is important to note that not every activity will be completed within the time frame, and that’s perfectly fine, as the goal of the activity is to introduce them to literary elements.

Learning stations on Can-Can by Arturo Vivante

For my workshop at the last RASCALS colloquium, I prepared 4 learning stations on the short story Can-Can by Arturo Vivante.

Below, you will find the complete material along with the instructions.

Learning stations on the short story Can-Can by Arturo Vivante

How I use learning stations in lower levels

When working with lower-level students, I modify learning station activities to make them more accessible. I provide more structured guidance and, where possible, use a language monitor or co-teacher to assist with instructions and interactions. This additional support helps ensure smooth transitions between stations and fosters student engagement.

I often adapt commercial games, such as:

• Jenga Tower
  Students answer questions that correspond to the numbers on the blocks they remove.
• Go Fish
  Students play this popular card game. I provide the instructions to which I have added the necessary vocabulary, such as the names of the 4 suits and the 3 court cards.
• Describe and sculpt with playdough
  Students sculpt an object using playdough, and others guess what it is based on verbal descriptions.
• Describe and draw
  One student describes an image while the other draws it without seeing it.
• HedBanz
  It is a board game that the department bought. Students wear a card on their forehead and ask yes/no questions to guess what’s on it.

In these stations, the focus is primarily on language acquisition skills, such as vocabulary and grammar. This differs from higher-level stations, where the emphasis shifts toward more complex literary concepts.

Ready to give it a shot?

If you are considering implementing stations in your classroom, a crucial aspect is being comfortable adopting a learner-centred approach. I encourage you to let go of strict control and enjoy the lively interactions that come with these activities! If you are trying this for the 1^st time, start with tried-and-true activities to minimize preparation time and stress.

I also recommend asking for student feedback after the stations. Understanding which activities resonated with them can provide valuable insights for future lessons. It is rewarding to hear students ask if they can do stations again.

Incorporating learning stations into my English literature classes has truly transformed the way my students engage with literature. I have witnessed firsthand how students develop a deeper understanding and appreciation for the stories we explore.

Have you tried learning stations in your classroom? Feel free to share your experience in the comments!