American literature teachers (and lovers)! Tales of the Jazz Age: 11 Classic Short Stories by F. Scott Fitzgerald is available on Amazon for $4.99. I don’t usually do this kind of thing, but it sounded like a great value to me, so I’m passing it on. The collection includes “The Jelly Bean,” “The Camel’s Back,” “May Day,” “Porcelain and Pink,” “The Diamond as Big as the Ritz,” “The Curious Case of Benjamin Button,” “Tarquin of Cheapside,” “O Russet Witch,” “The Lees of Happiness,” “Mr. Icky,” and “Jemina.” I’m not sure how long this price is effective, but I decided it would make a nice addition to my classroom library, and I thought I’d pass it on to anyone else who might be interested.
I had a great time and went to so many great sessions at this year’s GCTE Conference at Callaway Gardens.
This first session I attended explored the use of Plasq’s Comic Life software in school projects (Kristen Kallaher, Stone Mountain High School). I have Comic Life on my Mac, and I use it to make cool handouts for my classroom, but I hadn’t thought about getting it installed in our computer lab so students could create projects. I find there is a bit of a learning curve with Comic Life. Still, it’s an idea worth exploring.
Long-time readers of this blog know about my struggles with grading as a form of assessment. If I have to use grades, I want them to reflect what students have truly learned. Sisters Laura Cook (South Effingham High School) and Elizabeth Self presented a session on Grading What Matters that I found intriguing. One thing Laura Cook does is she doesn’t penalize students’ points for late work. Instead, she assigns them lunch detention until the work is completed. In her words, it’s a behavior issue and should therefore be addressed with consequences for the behavior. I like that idea and would like to talk about it further with my department and other faculty at my school. Update: I forgot to include a link to Laura and Liz’s blog, where you can find materials shared at their session.
Lawrence Scanlon presented Integrating Nonfiction into the Curriculum: An Introduction to Rhetoric. My department chair and I have been discussing changes in the curriculum along these lines. What is funny is that she e-mailed me prior to the conference and asked me to go to this session if I could, but if there was something else I preferred, she said that was OK. Well, I went through the descriptions, settled on this session, and went. Then I realized it was the one she wanted me to go to. We are so in tune with each other that it’s spooky. This session was great. One thing I took away from it was solid tools to help students to craft an argument that I can use immediately.
I am interested in multigenre research papers and attended a session last year presented by Buffy Hamilton (who has since become an online friend). This year, Robert Montgomery and his students at Kennesaw State University presented their multigenre research papers, and I learned some new ways to incorporate this valuable writing experience into my classroom. I also really need to finish Tom Romano’s book.
My last session on Friday was presented by a teacher candidate from UGA (Eric Slauson) on incorporating science fiction into the classroom. I chose to go to this session because of my Joseph Campbell class. Slauson did a particularly good job pairing science fiction offerings with canon books.
The final session of the conference took place on Saturday, and I chose to attend Ike Thompson’s (Houston County High School) presentation of Literature Circles. I am very interested in doing more with literature circles, and Thompson’s presentation gave me lots of good ideas. He applied for a mini-grant from GCTE in order to populate his classroom library. I have been researching grant opportunities aside from this mini-grant, and I find that many grant opportunities are limited to public school teachers. I understand why. It makes complete sense to me. But I need to find a way to get a solid classroom library, too. I guess my department chair and I will just need to put our heads together and think.
Saturday night I had dinner and excellent conversations with colleagues from across the state. We moved on to trivia after dinner, and our team won. I absolutely love trivia. My favorite board game is Trivial Pursuit. I need to get in on some local trivia deal so I can keep sharp.
The best part of the conference for me, at least personally, was this:
Nothing beats being recognized by your own colleagues.
I registered for Evernote and have had the app on my iPhone for a long time now, but I admit I really didn’t know what to do with it. It seemed perfect for students who needed to organize their notebooks. I was excited that Curio had Evernote support, but again, I wasn’t sure how that might help me. It was a case of being excited about the potential of a product but not really knowing how it can benefit me.
Until Jillian Ratti gave me an idea. When Jim Burke described his new organizational method, and I posted my own response, Jillian commented on my Facebook profile that she wondered if one could use Evernote to make a digital version of the notebooks (which I’m sure take up a lot of storage). Ding! I have a use for Evernote. I can organize my unit plans with all the resources and documents I might need for the unit. What’s more, I can access the notebooks anywhere.
I’m sure other resources exist that will do essentially the same thing, but I’m going to try this out and see how it goes. Thanks Jim, and thanks Jillian!
Several years ago, I read an opinion piece in English Journal by Rebecca Hayden entitled “Teaching Works We Love: Hazards of the English Classroom.” (You will need to be an NCTE member and possibly an EJ subscriber to access that article, I think.) This piece really resonated with me because I think all teachers, at some point, teach a book they absolutely love only to be crushed by the lukewarm or even hostile reactions of our students. Hayden discusses such an experience with Tess of the D’Urbervilles. Back when I taught American literature, sometimes I would read Hayden’s article to students and explain that the way she felt about Tess was how I felt about The Great Gatsby, and if they could find it in their hearts, I pleaded, I would appreciate it if they could be gentle with me if they didn’t like it.
Now as I prepare to teach Wuthering Heights later this year, I admit I’m worried. I am well aware this book has a certain polarizing effect. My own mother hates it; she tried to read it based on my recommendation, and she could not get into it. I read a post somewhere recently, and I regret I can’t recall where, in which the poster argued that he/she could understand the appeal of the other classics, but not Wuthering Heights. The poster wondered why on earth this book was considered classic and didn’t just die a natural death over time, like so many other forgotten books that are never read and go out of print. And I felt a little bit sick.
I came to Wuthering Heights really late. In fact, I didn’t read it in its entirety until the summer of 2008. I tried to read it when assigned in high school, but I couldn’t keep up with the reading schedule set by my teacher (I am a slow reader), so I gave up. The book sucked me in when Catherine Linton disturbed Mr. Lockwood’s sleep that awful night at Wuthering Heights. It was like Catherine grabbed me and didn’t let go. Over the last year and half, I have developed a sort of unhealthy obsession with the book. I can’t figure it out at all. I don’t like the characters, really. Like is a word one can’t use to describe them. In many cases, they’re horrible people, and it’s hard to dredge up any sympathy for them at all. No, I don’t like them at all. I love them, though. I told my husband that I couldn’t explain how I felt about this book in the same terms: I don’t like it at all, but I love it. In a very real way, I feel like I am presenting my heart to my students with even chances that it will be stepped on. The easy thing to do would be not to teach it, I suppose. Instead, I am going to put myself out there, and before we begin reading, I will say this:
Before we read this book, I need to share a secret with you. I love this book with an unhealthy passion. Harry Potter might be jealous. I’m not sure. The fact is that I think about this book a lot. I Google the title a lot and look at the pictures and articles that result. I watch the movie. And I just can’t tell you why. The characters are horrible people with few redeeming qualities. The book has beautiful descriptions, but I usually respond most to books with characters I like. This book is the lone exception. When you have a work of literature like this that you just love so much, it can be scary to teach it because you might not like it. This book is one of those books that people seem to either really love or really hate. I know that if you don’t like it, it’s not like you’re being personal about it anymore than you are being personal about it when you read an assigned book that you do like. It’s the book you respond to rather than the teacher, although it is my hope that a good teacher makes a book more bearable if you dislike it and even better if you like it. I quote another English teacher when I say, “Like many English teachers, I feel that favorite books are part of my soul, and the question arises, To what degree am I willing to bare that soul to hundreds of adolescents, who may be harboring their own quirks, prejudices, and lightning-quick dismissive judgments?”
You have my permission not to like Wuthering Heights, but I ask you to please be gentle with me, dear readers, because I am handing you my soul when I hand you this novel. Please don’t trample it to death. All I ask is that you keep an open mind. This book might just change your life the way it changed mine.*
*Well expressed portions of this plea were lovingly cribbed from Rebecca Hayden’s article. I just don’t know how to say it better than she did.
I am very excited and honored to share that the Georgia Council of Teachers of English has selected me as one of two high school English Teachers of the Year.
I am really jealous of Jim Burke’s new organization scheme. I think he has come up with a system that is easy to use and will enable him to find and retain (and reuse) lesson and unit plans.
I keep most of my documents on my computer and several of my unit plans at the UbD Educators wiki. I am fundamentally disorganized, but I can usually find what I need when I need it, and if I can’t, I can print it again. I could really use a system like Jim’s. Why? This is what my desk looks like:
Here’s a shot of the other side:
And the kicker is that several folks have commented lately on how neat it looks. As in you can see parts of the actual desk.
The trouble is that organization takes a great deal of time to get going. Once you start, it saves you a lot of time. Unfortunately, with five preps, it’s hard to find time to get it started. I need an assistant!