I created a UbD unit for One Flew Over the Cuckoo’s Nest, which my seniors read for summer reading. Please check it and tell me what you think. The webquest for the unit can be accessed here.
Also, I created the webquest for my UbD unit on Brave New World.
[tags]ubd, brave new world, one flew over the cuckoo’s nest, webquest, literature[/tags]
This week I taught a course for our seniors who plan to spend their last “quarter” studying in Israel so they can meet their English requirement. The week-long course was an intensive all-day class, which we as educators are perhaps used to, as it seems to be how most professional development is conducted. I wasn’t sure how my students would handle it, however. It’s hard to sit all day, have a working lunch in which you’re required to read around 10 pages, take two or three quizzes, write an essay each day, and still do between 40 and 60 pages of reading each night, which is what my students were required to do. In fact, they did an excellent job. They worked very hard, and I was really impressed by our discussions. The feedback I received about the course was positive, too. The students indicated they felt challenged, but that they also enjoyed the course.
The main text we used was a college freshman literature text. It included some of the standard freshman level pieces, such as Updike’s “A&P,” but it had quite a few very modern selections. I spent a long time reading the selections and framing discussion questions before the course began, but the planning really paid off. The whole week was very organized. I really enjoyed some of the selections we read, too. Each day centered around a different theme.
I came home exhausted each day. Even when I teach, I have at least one planning period or some kind of down time, and I discovered it makes a huge difference. One day I came home and actually fell asleep sitting up, which I don’t think I’ve done since I was a child. However, even though it was hard work for all of us, I feel a tremendous sense of accomplishment and satisfaction with the course — the work the students produced and the work I produced. I think I learned quite a few things I plan to apply to my junior and senior level English classes. My students responded to this class in ways that my seniors last year didn’t respond to my year-long course, and I think it was the college-level challenge and approach that framed this week-long course. On some basic level, I think teenagers especially want to be treated as intelligent people, and I don’t think they mind working hard if the challenge seems to have a point and the instruction and discussion are interesting. Or, at least, that was the feedback I received. It was an intense week, but it was just a week, and I think the students and I all felt that if we could just plow through the week, the reward would be worth it. I think we were all surprised by how much we enjoyed it.
I am, however, relieved it is over so that I can spend next week recovering before school starts. So if you’ve contacted me over the last few weeks and received no response or if I’ve put you off, give me a couple of days to wake up, and I’ll try to catch up. I feel so behind! I especially feel bad about my absence from the UbD Educators wiki. I’ll get on there and look over the discussions and posted units soon, I promise.
[tags]education, literature, teaching[/tags]
I review just about every book I read on my personal blog, and Brave New World is no exception. I think I have pretty well decided that even though I haven’t read The Return of the Native, I will study the novel Brave New World with my classes prior to assessment. You may recall that each of my literature classes reads three summer reading books, and I am expected to assess them on two books without benefit of classroom discussion, while the third is discussed in class prior to assessment and therefore becomes our first unit. I imagine that the themes and storyline of Brave New World will create material for discussion, but more importantly, I think the students will have struggled with some aspects of the novel, and I’m not sure I feel right about them being assessed on it without benefit of classroom instruction first. Of course, I might read The Return of the Native and find it even more difficult (and I know Hardy has a reputation for description and vocabulary, but as I have never taught British literature before, I haven’t read him — Tess of the D’Urbervilles has been on my list, but it’s never been a priority). It isn’t that I think The Return of the Native or The Picture of Dorian Gray are not challenging books, but it seemed to me that Brave New World is somehow more immediate. As I read, I was trying approach the book as though I were one of my students, and I decided I probably would be fairly intrigued by the book, but also frustrated by references I didn’t understand. I would be very surprised if many of them thought much about the book’s date of publication. I think if you remember Huxley published the novel in 1932, it’s amazing how much he was able to predict about our society. I happen to have enjoyed Dorian Gray, and I don’t wish to cast aspersions on a book I’ve not yet read, but it seems to me that my students will probably identify Brave New World as the most relevant of their required reading selections.
With all of that said, I created a UbD unit for Brave New World over at the UbD Educators wiki. The wiki has been pretty quiet for about two weeks. I assume everyone is enjoying their summers instead of working, which is probably a good thing. At any rate, if you would like to check it out, please do. As always, we welcome new wiki members. It’s never too late to join.
[tags]brave new world, aldous huxley, literature, english, unit plan, lesson plan, wiki, ubd[/tags]
Our students at each grade and level read three books over the summer. You can check out our summer reading brochure here (pdf) to see our requirements and recommendations. We have latitude regarding assessment of summer reading, but we are encouraged to evaluate students’ understanding of one book through an objective test and to evaluate a second through an essay. The third book is discussed and studied in class prior to assessment.
My 9th grade students will have to read A Lesson Before Dying by Ernest J. Gaines, The Bean Trees by Barbara Kingsolver, and A Connecticut Yankee in King Arthur’s Court by Mark Twain. This coming year will be the fourth year I have taught 9th grade at my school (I had previously taught ninth grade for four years in other schools with no summer reading requirement). We changed our selections this year. Last year, incoming freshmen read Oliver Twist by Charles Dickens and The Old Man and the Sea by Ernest Hemingway rather than the Gaines and Twain novels. As The Bean Trees was the book I liked best among those three, I have taught that novel prior to discussion the past three years, and indeed, had planned to do the same this year. However, after reading A Lesson Before Dying, I decided this book has some real meat for discussion and might appeal more to both boys and girls (girls tend to favor The Bean Trees, while boys tend not to). You can read my review of the book at my personal blog.
I created a UbD unit plan for A Lesson Before Dying today, and I’d appreciate feedback. I had quite a bit of trouble with Stage 1 (the standards were easy; figuring out what I wanted students to understand and how to frame essential questions was hard).
In my searching today, I found a UbD plan for The Scarlet Letter and The Crucible (pdf). This year will be the first in my high school teaching career that I haven’t taught American literature, but one of you all American literature teachers may want to check it out and see if it is something you are interested in trying.
[tags]ubd, ernest gaines, a lesson before dying, literature, english, education, assessment[/tags]
One startlingly clear lesson I have learned from UbD is that my trusty grammar text has the grammar unit all out of order in terms of how they should best be organized.
It makes sense to me that students should learn mechanics first — spelling tricks, punctuation, capitalization. Yet they are at the end of the grammar text. Considering the importance of these tools in creating good writers, I’d put them before learning about phrases, clauses, and passive voice.
But give you one guess how I’ve been teaching grammar? If you said “marching through the textbook in order of presentation,” you get a gold star. OK, that’s the bad news. The good news is that I know better now, and I won’t do it anymore.
[tags]grammar, english, ubd[/tags]
After finishing Understanding by Design, I created two units:
If you are familiar with UbD (or even if you aren’t), I’d appreciate feedback. You can contribute to discussions at UbD Educators wiki without joining the wiki.
I can’t remember if I shared my schedule for next year. Of course, exact class periods, etc. are still up in the air, but I will be teaching the following courses:
I will also be advising the National Honor Society and helping with the GISA Literary Meet.
So if you are teaching or advising any similar classes or activities, I will be willing to collaborate and share.
[tags]Beowulf, apostrophe, curriculum, planning, lesson plans, english, ubd, understanding by design[/tags]
If you teach literature and composition in the United Kingdom, I would like to work with you on a collaborative online project. I am teaching a semester of British Literature and Composition this fall. We will be reading selections from Beowulf, The Canterbury Tales, and Arthurian legend, as well as the entirety of Macbeth.
I am not sure how to connect to UK teachers. If readers can help me out, I’d love to get your advice.
I am thinking of a blogging or wiki project.
[tags]United Kingdom, education, British literature, UK, wiki, English, blogging[/tags]
I don’t often apologize for a lack of posting. Contrary to conventional wisdom, my philosophy of blogging is that one should only do so when one has something to say. This philosophy is freeing, in that I don’t litter my blog with posts I don’t care about just so I can keep readers. The year is winding down, which is stressful anyway, but it doesn’t help much when external stress is brought to bear by someone who could control him/herself if he/she wanted to. Such is the education life, though, no?
With that inviting introduction, we move into what I really wanted to talk about, which is the beauty that is the Socratic Seminar. You may recall my students participated in a Socratic Seminar earlier this year centered around the question of who was most responsible for Romeo and Juliet’s deaths. You can read about that seminar here, along with my reflections about the amazing job they did here. Another class of mine recently participated in a Socratic Seminar centered around the question “What’s wrong with Holden?” after reading The Catcher in the Rye.
A Socratic Seminar can be based upon any book. All you have to do, as the educator, is figure out what larger theme or question you want the students to discuss. Students do all of the other work, but they need guidelines. First of all, in my experience, students have never heard of a Socratic Seminar, and even those who have heard of one are not sure what to do. Just outline it for them. You can use my handout, changing all the relevant information: Socratic Seminar handout. I culled some of the information on this handout from Greece Central School District’s website. I think if students are given a similar handout, they will know what they need to do to prepare.
I try to give students at least some class time to prepare. If the truth be told, it isn’t strictly necessary, but it allays some of their concerns if they can run questions by me first before the seminar. It also gives those who are having a hard time with the task a chance to see what other students are doing to prepare. You may need to do some modeling with middle school students, but I haven’t found this to to be necessary with my college prep and honors ninth graders — of course, your mileage may vary, so keep in mind who your students are and what they will need.
The most beautiful thing about Socratic Seminars is that they enable the teacher to assess a student’s understanding of the book, while at the same time ensuring that the student does all the work him/herself. It is hard to bluff through this assignment without having read the book. Students have to mark passages so they can defend their assertions. Their audience is their toughest one — their peers — and their peers will call them on it if they try to BS.
One thing you may notice, as I did, is that Socratic Seminars will give students a chance to shine — a quiet girl who rarely talked in class until the Socratic Seminar simply came out of her shell and contributed a great deal. I think the Socratic Seminar helped her realize she has valid and interesting things to say. Another thing that may impress you is how hard the students will work. They will look up quotes, read criticism (even if it is just online), jot down notes, and the like. One student told me that even though he’s read Catcher twice, he basically re-read the book just to prepare for the seminar.
Tips for conducting a successful Socratic Seminar:
You might be surprised with what your students come up with when they are put to the test, and the best thing about it is that they do all the work — you just have to listen.
[tags]Socratic Seminar, literature, education[/tags]
Nope, in this case I’m not talking about my good friend, the very aptly named Reflective Teacher, but myself. I think teachers that do the same thing year after year without thinking about their practices — and then complaining about kids who don’t cooperate like they did in the good old days — really need to think long and hard about why they are even teaching. I will be the first to agree that students do have a responsibility, too, and it is difficult for even a motivated teacher to kindle student interest out of nothing. They do need to bring something to the table. On the other hand, I think it behooves us as teachers to reflect upon our practices regularly and determine where we are doing well and where we might improve.
It never seems as if I have enough time. I have a modified block schedule, but if you break it down, I have my students for 200 minutes a week, barring any interruptions in the schedule. I think I spend too much time doing some things that would be better left outside the class for homework. We read too much together, for one thing. While I do think reading together less is something I am improving, I still say I have room for more improvement. I would need to plot out class discussions in more detail in order to make the best use of that time. I would also need to feel comfortable raising the bar for my students, which I shouldn’t have a problem with — they’re capable of more, and I know it. We also have an under-utilized learning center where students can get additional assistance with coursework.
I would also like to be more diligent about working with portfolios. Organizationally, I find this one hard to maintain. How better, though, to show a student’s genuine progress or lack thereof in writing? In that same vein, at least every other essay I would like to provide students with typed feedback. I only did that once this year. I can type very fast and give really good feedback, but it is time-consuming. However, that’s part of my job as an English teacher, isn’t it?
I think students in my class know they have to read the material. I give frequent quizzes, and students quickly learn that in order to do well, they need to prove to me that they are meeting their reading obligations. I do see some improvement in the writing of my students, particularly those I’ve had for two years. I think have some creative ideas, and I am proud of the positive ways in which Web 2.0 have impacted my teaching.
What I would like to do this summer, provided I have time, is to plot out lessons using Jay McTighe’s theories of backward design — looking at the whole unit and what I want to accomplish — rather than pick and choose assignments. I would like more cohesion in my class. I would like to be at the beginning of May, next year, and feel better about how much I accomplished in the classroom and out.
I recently read Virginia Woolf’s A Room of One’s Own for the first time (I know, but I had been meaning to get to it). Woolf argues in this classic essay that the main reason women do not populate the canon of Western literature is simply that they haven’t had time and opportunity (never mind encouragement) to write. She points out, and rightly so, that we do not begin to see major women writers until the nineteenth century (with a few exceptions, of course).
Harold Bloom, that famous champion of the closed canon, once opined,
I began as a scholar of the romantic poets. In the 1950s and early 1960s, it was understood that the great English romantic poets were Percy Bysshe Shelley, William Wordsworth, Lord Byron, John Keats, William Blake, Samuel Taylor Coleridge. But today they are Felicia Hemans, Charlotte Smith, Mary Tighe, Laetitia Landon, and others who just can’t write. A fourth-rate playwright like Aphra Behn is being taught instead of Shakespeare in many curriculums across the country.
I have never heard of the women he mentions, with the exception of Aphra Behn, and I have no plans to ditch Shakespeare in order to teach her, but Bloom’s argument bothers me on a number of levels. First, I see no mention of Mary Shelley, arguably the most influential of the Romantic writers in that Frankenstein so captured public sensibilities that it continues to be adapted and even remixed up to the present day. He is insinuating women can’t write as well as men, and even if that is not his intention, he mentions later in the article I quoted above that four great living writers include Thomas Pynchon, Don DeLillo, Cormac McCarthy, and Philip Roth.
Last weekend, I worked very hard on a list of major works for the British literature curriculum at my school for next year. It’s not finalized yet, but I was very proud of it. I deliberately tried to find good works by women that not even a Harold Bloom could object to opening the canon to (and I don’t think he objects to Jane Austen), but it was difficult, and I was reminded again of how many “Shakespeare’s sisters” we probably lost over the centuries, for we surely did. I chose works by Jane Austen, Emily Brontë, Virginia Woolf, A.S. Byatt, and Mary Shelley, among others.
I do not advocate throwing higher caliber works out of the canon in favor of lesser works written by women, but are we not to consider the possibility that a woman is as worthy of a spot in the canon as a man? I don’t think a high school survey course can begin to address the entire canon of American or British or world literature, or whatever the course is, but I do think it is our responsibility to expose students to a variety of representative works. And I don’t think neglecting women writers so one can teach more Shakespeare plays is representative. What is wrong with studying one or two Shakespeare plays at most in a high school class? That would still expose students to the great Shakespeare while allowing room for other authors. Then, when students are studying in college or even reading on their own, they might decide to read more Shakespeare.
I suppose I’m just thinking out loud about curriculum choices. Well, I shouldn’t be surprised at the reticence to welcome women writers, even in this day and age. Even as far back as the 1850’s, Harold Bloom had a compatriot in Nathaniel Hawthorne:
America is now wholly given over to a damned mob of scribbling women, and I should have no chance of success while the public taste is occupied with their trash — and should be ashamed of myself if I did succeed. What is the mystery of these inumberable editions of The Lamplighter (by Maria Susanna Cummins), and other books neither better nor worse? Worse they could not be, and better they need not be, when they sell by the hundred thousand. (Letter to William D. Ticknor, 1855)
[tags]literary canon, scribbling women, women writers, teaching, literature, education[/tags]