We’re truly in the home stretch now. My own students have two more weeks of regular classes. My children have just one more week.
Once again, poetry has been squished in at the end of the year. I suppose this happens because poetry is generally short, and teachers can expose students to poetry (and do a pretty fair job) in a short period of time. Still, if I teach 9th grade again next year, literature in general, and poetry in particular, is something I want to focus on improving. In our curriculum, which emphasizes a grammar survey and composition, literature tends to get the short shrift, but with careful planning, it doesn’t have to. I have to say I did a much better job this year than I have in the past with integrating more literature; however, room for improvement exists, and I will make it a focus next year if I teach the same course(s).
I had the opportunity to teach my colleague’s British literature class, which was a real treat for me. Because I think the lesson is potentially useful, I will post it soon. I taught Robert Browning’s dramatic monologue “Porphyria’s Lover.”
In true “what works with one class doesn’t work with all of them” fashion, I am trying an SAT introduction unit with my own tenth grade class that worked beautifully in a colleague’s tenth grade class when I took it over for a couple of weeks. My perception is that my own class resents the instruction. That could be because of the time of year, and perhaps they would resent whatever I cooked up for the final few weeks, but it puzzles and bothers me that something that was so well-received and appreciated by one class is borderline rejected by the other. I suppose I need to think about this unit over the weekend.