My Love Affair with Don Quijote
Teaching teens the importance of a book that’s four centuries old
I have a confession to make: I am obsessed with Don Quijote. When I have the opportunity to teach Miguel de Cervantes to my seniors in Spanish V, I don’t even try to hide my fascination or bias.
His literature not only influenced Spain, but the entire world. The story’s satire has helped shape comedy as we know it. Often referred to as the first modern novel, Don Quijote de la Mancha is among the most translated books in the world; second only to the Bible. Cervantes’s comedy is classic in the sense that it extends far beyond its publication in seventeenth century Spain. Its social parody is still relevant in 2017. It is universal and timeless.
Reading el Quijote in its original Spanish is among one of my biggest life accomplishments. It’s hard — especially hard for a non-native speaker. Not only is it written in antiquated Spanish (think Shakespeare, but in your second language), it is heavily peppered with political jokes and cultural critique that require in-depth knowledge of Spanish history to truly understand. The only reason I succeeded in reading it was thanks to a class dedicated to analyzing the novel during my semester in Spain. Living abroad, visiting famous landmarks, and attending plays of modern interpretations brought the novel to life. Wait, this is where Cervantes actually sat as he drafted his first version?
Well, cool — that was my college semester abroad. Am I crazy to think that my seniors can read Cervantes and feel the same connection I did? Figuring out how to pay homage to the novel with intermediate Spanish-speakers takes a lot of creative problem-solving.
I’m not going to lie to you, it is hard. Every day it takes a lot of effort both on my part and from my students. But I am pleasantly surprised with what my students can accomplish when confronted with a challenging text — as long as they are armed with the proper tools and support.
1. The Text
First, I must admit, they read a very abridged version of Don Quijote. There are many interpretations ranging from graphic novels to truncated versions of the original text. Seeking a challenge for my students, I choose the latter — a version that reads similarly to the original, but turns 1,100 pages into 60. Maybe it’s simpler and more watered-down, but at least they get a taste of the classic literature in its original language.
2. Historical Context
To preface the novel, students briefly study Spanish history. We summarize 500 years in approximately three class periods. They don’t need the small details, but the need to know the basics of the Reconquista and the Inquisición de España to understand the context and humor.
3. Literature Circles
Within their familias students are assigned different roles while reading the text. Simply put, the director poses questions to the group to guide discussion; the summary scribe shares a summary of the most important events; the word person is responsible for decoding new, crucial words; and the inspector peer edits the group’s work. Collaboration is key. They read together, discuss together, ask questions together, struggle together, and laugh together.
4. Constant Assessment
This is the key to our success. At the end of class, students answer questions about an important event in the story and complete a self-reflection of the day’s objectives. This is how I determine their misconceptions and know what to address and with whom. The following day, I either do an opening activity to clarify common mistakes or I check in with individual groups to clear-up misunderstandings.
5. Sticky Notes
Oh, so many sticky notes! A lot of my communication with students is through notes stuck in their folders. I’ll pose a question to the group, or write to a specific student to ask them to explain a concept. I also write myself reminders to check in with groups if they have blatant misunderstandings. No, don Quijote did not kill the inn-keeper; but I need to figure out why you think that…
6. Circulating
I am continuously walking around and sitting with groups. I listen to their conversations and ask questions to guide their comprehension. Because the text is so challenging, sometimes I restate parts in simpler Spanish to make it more comprehensible. Additionally, my presence holds them accountable for speaking Spanish within their groups.
7. (Of course) Writing:
Because writing is an important step in thinking and processing (after all, Writing is Beautiful), my students are constantly writing summaries, answering questions, describing pictures, reflecting, annotating, and analyzing.
I know I’ve done my job right when I hear my students giggling at the over-the-top descriptions, or rolling their eyes at the crazy misadventures of our gentleman, Don Quijote, knight arrant. “Typical don Quijote,” they joke.
Their laughter is confirmation that, although they are reading a severely abbreviated version, we are at least doing justice to Cervantes and his masterpiece. Mission accomplished.
