Tag Archives: #TeachLivingPoets

NCTE 2018 Reflections

Each year, I try to take some time to reflect on my learning at NCTE. Last year, I actually did it in three parts, which I don’t think I will need to do this year.

Some perennial issues remain unaddressed. For example, rooms are still over-crowded for certain popular sessions. I know this is hard to figure out, and predicting which size room presenters need is blind guessing, but it’s essential that whoever is making these decisions has the pulse of conversations happening on social media. I could have predicted, for example, that the #DisruptTexts and #TeachLivingPoets sessions would be full to bursting based on chat participation, but neither were in big rooms. On the other hand, my session, which was up against the ALAN Breakfast and some heavy hitters (see below), had scant attendance, and we were in a ballroom. That session should have had better attendance, but it’s hard to compete against the ALAN Breakfast (to say nothing of big-name presenters).

Another issue: We are still an echo chamber to some extent. I tweeted this out twice during the conference:

There are some folks who present every year, and unfortunately, it’s pretty much the same thing every year. I realize not everyone goes every year to hear them, but there are folks presenting multiple sessions, and they do it every year. And they’re selling books and professional development workshops. And some of these folks have great, innovative ideas. But we need to share the floor. Caveat: I have presented several times, too—six times since 2010. Some of the folks I am talking about have presented six times in the last two years or less.

I also know some folks who were in the session in which writer Sarah Cortez apparently said some hurtful, homophobic, bigoted things. Two horrible results: 1) fellow panelist and author Bill Konigsberg was hurt by the remarks, 2) many of the others presenting in the session were also hurt and are preservice teachers experiencing their first NCTE conference. I know in the moment, it’s hard to know how to respond, and it is very easy for those of us who were not there to say what we would have done, but it’s important that this is addressed with whatever agent that helped NCTE book this author and also that this author is not invited back again. Clearly, it was not something the fellow panelists should have had to address.

I had actually marked that session as one I might attend and went to High School Matters instead. I loved getting Carol Jago’s book recommendations at that session, and the two roundtables I attended were great. One was “Taking Writing from the Personal to the Public Minded: Teaching for Social Justice and Global Citizenship,” and the other was “Reading Between the Lines: Using LGBTQ Literature with Middle and High School Teachers and Counselors.”

I’m already out of order with my reflection. I missed A and B sessions as well as Chimamanda Ngozi Adichie’s keynote because my flight landed at 6:00 PM. Usually, that’s not an issue with NCTE, but this year, some sessions were moved up so that Sunday could end a bit earlier (that’s my conjecture, anyway), and I like this change, but I didn’t know it would happen when I booked my plane tickets months ago. Lesson learned.  I hated missing Adichie.

I went to Cornelius Minor’s session, C.01: Raising Student Voice—What is Our Role in Equity and Justice in the English Classroom? He is a dynamic speaker, and I enjoyed hearing from him. We received free copies of Kwame Alexander’s Solo, too! Unfortunately, I didn’t get notes. I was sitting on the floor in the corner and couldn’t see, too, but that’s because I was late. I had gone to a Penguin/Moth breakfast that morning, and it ran into the first session. I’m not sure if Penguin was aware they were running into the next session or not.

I skipped a D session so I could eat and check out the exhibits. I only went to the exhibit hall this one time. The more often I attend this conference, the less interested I am in the exhibit hall. I can’t tell you how much free stuff I’ve taken that I’ve never looked at again. I’m really thoughtful about what I take now (my husband would probably disagree, but it’s true).

I went to Tricia Ebarvia, Lorena Germán, and Julia Torres’s session F.65: #DisruptTexts: Dismantling and Rebuilding (Reimagining?) the Literary Canon. If you haven’t been involved with #DisruptTexts on Twitter, you should fix that. We missed Kim Parker, but the group shared a stellar rationale for why we need to do this work and how we can do it—even if we have limited options about changing our curriculum, we can still disrupt it. I do hope they will share their slide deck. It looked like they had linked some interesting things on the slides themselves and also cited some research worth digging into. Josh Thompson took good Twitter notes (see the entire thread):

One big takeaway from this conference and from #TeachLivingPoets: I have a renewed interest in poetry. I admit I had let this interest slide because I was looking in the wrong places. We are in the midst of a poetry renaissance, and we need to be sharing these poets with our students. The picture at the top of this post includes all the books I heard about from #TeachLivingPoets either before or at the conference. I went to two sessions with the #TeachLivingPoets crew: G.34: #TeachLivingPoets: Redefining the Canon to Discover and Develop Student Voice through Living Poets and M.18: The Argument for Poetry: How Poetry Can Help Students Hear Other Voices and Raise Their Own. Both sessions were fantastic, and the great news is that both groups shared their slides and are linked above. I will try to share the book recommendations in a future post once I’ve had a chance to read them all.

My research in graduate school concerns eliminating grades, so I went to J.22: Report Cards that Motivate: Including Student Voice in Assessment. I was hoping to encounter research I wasn’t familiar with, but instead, I walked away with a list of schools who are actually doing this work, and perhaps I can figure out how to visit or how to interview people at these schools as part of my research. I’m glad I went for the sake of my dissertation, and I hope I can bring some of the ideas I learned in this session back to my school.

My last session was N.18: Teaching for Social Justice in the Age of Trump: Exploring Empathy and Vulnerability in a Divided America. This was a panel crafted from separate proposals, I gather. Meredith Stewart and her colleague Laura Price from Cary Academy, North Carolina, shared some interesting ideas about an American video essay assignment. They were great, and the assignment looks really intriguing.

I went to an E session that wasn’t memorable and co-opted the work of others, to boot. Nothing new and nothing to report. Same with the I session, which I attended hoping to get some ideas for a text I am not a huge fan of teaching. I mostly didn’t. I guess it’s time to speak with my fellow ninth grade teachers about this text.

I reiterate the remarks I make every year. Please check your equipment. Bring the right dongle. Make sure it works. Share your slide deck so people can listen to you and do not need to frantically take notes and block everyone’s view taking pictures of your slides. If you’re interested in other advice, you can find it here.

I missed part of Chris Emdin’s keynote but caught the second half. It was powerful! It was the only general session I was able to attend. I wish I had had time to get a book signed. I think it’s important that NCTE is bringing in academics like Chris Emdin and inviting authors like Chimamanda Ngozi Adichie to speak at this conference.

It might have been my imagination, or perhaps I was more aware of it, but on the plus side, it looked to me like more teachers of color attended and presented, and this is a step in the right direction. So what can we do to be more inclusive?

This conference remains out of reach for many. Some years, I had to pay my own way. It’s nothing to drop $1000 to attend this conference. I’m lucky my current school supports my professional learning, but many teachers are not in this position, and NCTE can and should do more to make this conference accessible to all. They can start by not charging presenters. I have a feeling they don’t want to do that because they make a lot of money from presenters attending the conference, but I have long thought it seems like a lot of money to shell out for a line on a résumé. NCTE is profiting from the work of these presenters. The least they can do is charge them a presenter fee that is significantly less than the full conference registration fee, but the right thing to do would be to waive the fee altogether.

Scholarship opportunities are also limited. Julia Torres and Lorena Germán coordinated an effort to raise money to send teachers this year, but NCTE should be part of the solution on this one. I know many, many teachers who only go when they can commute to the conference because hotel and airfare cost too much to go every year. And the learning they miss out on is substantial. We can do better by these teachers. I know how they feel because I was in their position, and there were some years that I went to NCTE on borrowed money and ate only fast food or snacks the whole time because it’s what I could afford since my school didn’t support my going. I love this organization and conference for making me a better teacher, and because I love it, I feel like I can tell them they need to work to be even more inclusive.

It was great to connect with friends and colleagues again. Despite some hiccups and fumbles and significant problems, I think this is a good conference that can be GREAT, and I look forward to next year already. The conference theme is “Spirited Inquiry.” I already have some ideas.

#TeachLivingPoets: Introduction to Literary Analysis and Critical Lenses

Books

I’ve been a little bit frustrated by my first unit in AP Lit. since my first year teaching it. Since this year is my fourth, it was time to make some changes or scrap it altogether, and since I felt it had some real potential, I decided to rethink the selections I was using to introduce literary analysis tools and critical lenses. I’m a little embarrassed it took me three years to figure out the solution. Even more embarrassing? I stumbled on this solution by accident after forgetting I was a day ahead of where I thought I’d be in my lesson plans. But after that serendipitous change went well, I knew what I needed to fix the rest of my unit: student agency.

I started peeking into discussions on Twitter at the hashtag #TeachLivingPoets some time ago. I asked which collections teachers using the hashtag recommended, and they offered a great list. I already had Clint Smith’s Counting Descent, which I highly recommend, and Wisława Symborska’s Poems New and Collected. I found Second Space by Czesław Miłosz, The Vintage Book of Contemporary American Poetry edited by J. D. McClatchy, and Miracle Fruit by Aimee Nezhukumatathil in a classroom, presumably left behind by a teacher who departed our school.

I ordered the following:

I put all these collections in a box I called my Box of Books by Living Poets. Of course, Miłosz and Symborska are not living poets, but they are at least 20th-21st-century poets. I carried the box with me to class.

The books that generated the most interest were Counting Descent and Citizen Illegal, though students also looked into Calling a Wolf a WolfElectric ArchesAmerican Journal, Miracle Fruit, and The Vintage Book of Contemporary American Poetry. To be honest, no one cracked open either Miłosz and Symborska. Some students elected to focus on poems they knew and loved by poets as diverse as Rupi Kaur, Allen Ginsberg, Dr. Suess, Eminem, and Emma Lazarus.

The first thing students do with the poems is learn how to use one of several literary analysis tools to help break down the poem. In my AP Lit workshop a few years ago, I learned about DIDLS, TWIST, and SIFTT (video). Lisa Huff had already introduced me to TPCASTT (weirdly, this TPCASTT post on my blog is the one that consistently receives the most traffic). If you know who invented any of these strategies, let me know so that I can give proper attribution. I do not know who created them, but they’re widely shared.

Students worked in groups to use the literary analysis tool to analyze a poem of their choice, create a presentation using Google Slides explaining how to use the analysis tool, and demonstrate their application of the tool to their own poem analysis.

In between using the literary analysis tools and learning critical lenses, students discussed Thomas C. Foster’s How to Read Literature Like a Professor.

Students created a second presentation using critical lenses to deepen their poem analysis. They could use the same poem as before or a different one. Most students chose a different poem, again from the Box of Books by Living Poets or one of their own choosing. Again, students analyzed the poem using one of the literary analysis tools and added the layer of the critical lens.

Some of my takeaways from the change:

Students were much more engaged in this unit this year. It’s probably obvious, but the reason why I think they enjoyed the unit more was the selection of poetry. They had an opportunity to either analyze poetry they really like or they were introduced to poetry by living poets, with the immediacy and relevance of those voices bring with them. Students were really enjoying Clint Smith’s poetry. They were excited by the fact that José Olivarez’s book had been released just weeks ago, and they were probably some of the first students to analyze his poems.

Students were reading more poetry than they had in previous years. They had to find the poems they wanted, which in itself was a process. Students also shared their poems in presentations, reading the poems they were analyzing before sharing their analyses. Because of the large variety of poems available, students were simply reading more of them.

Students were able to bring in literature that was important to them. One student lamented in a recent discussion that she didn’t feel represented well in our school’s curriculum. She had read one major text by an author with her background, and to quote her commentary, “It was weird.” Because of these projects, she was able to bring in poets with backgrounds similar to her own background and share those poems with her classmates. Another student brought in her own poem to analyze. Two other students brought in a poem by a student their age at another school (video).

Students understand the literary analysis tools better. They are better able to articulate why they selected certain tools. For example, they noted the diction was interesting, and it prompted them to use DIDLS. If tone seemed really important, they chose TWIST. They loved TPCASTT for its versatility.

Students understand the critical lenses better. Purdue OWL has revamped their pages on critical lenses, and they are amazing. Having really good introductions to the critical lenses made a huge difference. Also, I think choosing their own poems asked students to think more about which lenses could be used to interpret the poems. For example, students with experience reading Clint Smith’s poems for the first presentation knew he would work well for critical race theory in the second. A student who loves Eminem knew his song “The Monster” was ripe for a psychoanalytical analysis. As a result of having to select their poems, students had to use higher-order critical thinking skills of application and evaluation to do their analysis as opposed to the past, when I selected poems I thought would be good to use for the critical lenses.

I was more engaged in the classroom, too. No, it’s not about me as the teacher, but I was way more interested during the students’ presentations because their own engagement and interest showed through in their work. Watching the presentations this year was really a lot of fun.

My prediction is that students will use both the literary analysis tools and the critical lenses more this year than they did in past years. I am hoping to grab a few minutes to ask their feedback on the unit in the upcoming week, but one student remarked as she left class Friday that “this is fun English.”

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