40+ Short Things I Told My AP Lit Students Today

AP LIT General Essay Info--2025 (after reading 75 practice essays)! 

They took a full practice test, and I wrote down things I noticed as I responded to their writing. That means these are in kind of a funky order. Kids seemed to appreciate the list, though! I made them write them down as notes.  Maybe you can snag a few! Some suggestions come from various things I've read over the years. (Kind of scary I am having to share some of these So. Close. To. The. Test.) 

1. The number one thing you have to do is answer THE question, THIS question, not the question you wish you had. 

2. Every paragraph is just a smaller argument answering the question. (read this recently KK?)

3. Always recognize simile and metaphor--look for them in the poem!! Look for "like."

4. Note an epigraph and footnotes or you will DEFINITELY miss something.

5. Diction and punctuation (! ?)  and dialogue are EASY to discuss because they all affect tone.

6. Enjambment, caesura, rhyme scheme are HARDER to relate to tone or theme.

7. Always say WHAT the device (metaphor, imagery, repetition) emphasizes.

8. Don't say "complex" more than twice in an essay (if that). Instead say HOW or WHY it's complex: consider words like "layered," "conflicted," "contrasting"--all of these are better than COMPLEX.

9.  Don't say, "The author creates selection of detail to show...."; SAY, "The details of __________ and ___________________ emphasize..."   Make the DEVICE the hero, the actor (not "the author") 

10. Use short quotes for heaven sake!

11.  Seriously, AVOID long quotes. You're asking the reader to do the work, to go back and find your evidence in a long quote.

12. Always, always introduce the quotation. That means you can't start a paragraph with a quotation.

13. Paraphrasing, using short phrases, or single words is SO much better.

14. Don't say,  "the narrator IS discussing...." Just say, "the narrator discusses,.."

15. How to punctuate the title of the piece is IN THE PROMPT. Robert Frost's "Stopping by Woods on a Snowy Evening." (It will be correct in the prompt. Novels and plays are in italics.)

16. USE good verbs--see list!

17. Don't say, "helps the reader understand." You don't really need to mention "the reader" at all.

18. Don't say, "the imagery creates a picture in the reader's mind." Where else would it be?

19. If up against time, just write 1.5 pages for each essay and go back and add more content if you have time.  It would be great if you could write 2 pages for each question--but don't use fluff.

20. Avoid filler and unnecessary repetition. 

21. T. L .C. TENSION, LAYERS, CONTRASTS (you will find these in all Q1 and Q2 pieces--look for them)

22. "TENSION" is so good to recognize and DISCUSS

23. "Lens" can be a good word to use.

24. "Juxtaposition" is a good word to use. (It also indicates complexity)

25. I get a kick out of it when you use "penultimate."

26. You REALLY have to assume it is a narrator or speaker in the poem and not the POET'S voice (unless you can make a case for it--lyrical poem, etc.)

27. CONCLUSION:  You sure DON't have to re-mention those devices! Never repeat something verbatim in the conclusion from the introduction.

28.  Remember, you can just close by talking about how the poem or excerpt ends.

29. Always DISCUSS  how the poem or excerpt ends in your essay anyway. 

30. Say what kind of tone (authoritative, apologetic, childlike, ironic)

31.  Use present tense when talking about literature.

32. C. Adiche  (You only need the last name and first initial)

33. Don't say, "Another device the author uses,"--just don't even say "device"

34. "At the very opening of the piece in the first paragraph..."  "The excerpt opens with...."

35. Don't compliment the outstanding writer or wonderful poem.

36. Write more, go deeper, but DON'T restate the obvious or needlessly repeat something.

37. To score well, remember this: PEE  point, evidence, explanation

38. Mark up the question (prompt) and revisit it a couple times. If you don't answer the AP question you are pretty much screwed.

39. QUESTION 3:  You will always have to talk about THEME.  You can make up a theme from the topic of the question.  If it's on hierarchy say the theme is "the struggles of the powerless" instead of a theme from our notes.

40. Q3: You do NOT have to write about devices like "imagery" or even "metaphor" in the lit analysis

41.  Q3 will be about CHARACTERS, SETTING, or PLOT relating to the theme.

42. Q3: You will HAVE to talk about specific scenes from the book (that is not summarizing because you will only describe and discuss the scenes you need to address the prompt).

43. Indent every paragraph.

44. Always mention the author's name in the intro.

45. Q3: TRY to mention the theme in the intro. 

46. Q3: If you need to just discuss theme in the conclusion for Q3, so be it.

47. "Exposition" can be kind of a nice word to describe the opening of the excerpt.

So, I Told Students an Ol' Break Up Story...How Much Should We Share?

In some ways students don't know that much about me.  I'm sure more than half don't realize I commute 50 minutes each way every day (mostly the freshmen).  (I like living in a city, but there's more to it than that. I LOVE teaching at my school.) I remember about six years ago I showed some photos to my AP Lang seniors about halfway through the second semester. I flashed images of my son, my daughter, my husband and me, my cats, my garden. I told them I can be found on my swing in the backyard reading, writing, and  dawdling spring to fall.  I felt kind of bad when a girl said, "Wow, I feel like I finally know who you ARE."  It made me a little sad (I'd had her in the class the year before as well).  Maybe I hold my cards a little too close with kids? 

I used to be more forthcoming with my details when I was a young teacher. And, undoubtedly, they were more interesting to them back then.  I feel like with my obvious foibles sometimes running the show that I am mostly an emotional open book anyway.  But apparently in other ways I'm not.  A principal told me during a follow up to an evaluation once that I should share more of myself with the students. I thought it was an odd comment--like, why did he assume I wasn't? But I tried to force some more details out during classes.  It felt awkward.  

I figure they don't necessarily want to hear what I did this weekend.  But some always ask me independently and seem to want to know, so I give them little details: I went to see my parents, I graded a lot, etc. It's truly nice of them to ask, but I quickly turn it around: "Well, what did YOU do this weekend?" I say, "I hope YOU had a good weekend," and they will share. (You probably think I'm weirdly distant, but my weekends are a little slow.)

I don't remember ever being that teacher spending a week building a classroom atmosphere of camaraderie. We basically get the novel and have a short reading assignment or writing assignment for the next second day.  We move into that space:  let the literature carry you--assignments are easier than forced sharing. Most kids probably think teaching is my whole life. (Sometimes during the school year it kind of feels that way.)

What sparked this is that I did share a personal story with my AP Lang kids about a break up with a boyfriend I'd dated two and a half years in high school and college. We were brainstorming topics and memories for their  upcoming personal narrative essay. A boy said, "Can I write about three things instead of one?"  I said, "What are you thinking?"  He explained that he had had his heart broken three times and he could write about all of them.  He's a fun kid, but he was serious about it, and I thought it was pretty vulnerable to admit to it in front of his classmates. I mean, I'm guessing they knew about at least one of the relationships.  So to lighten the mood, I said, "I went through a bad break up in college, but I'm COMPLETELY OVER IT NOW."  They asked me about what happened, and I just said, "Oh, it was bad, but you guys just do your brainstorming and journaling."  They pushed me to tell them, so I complied. Then one of the girls said, "You should blog about it!" (The seniors do know I have a blog.)

Here's the story. I had dated this guy, like I said, for a long time--especially at that age, when you haven't been alive that long. I remember the first time he told me he loved me in my driveway at 16, and I said, "OK, thanks! Talk to you tomorrow!" and ran into the house. I remember him leaving me  notes in my locker and that was awkward and teasing me about my accomplishments. He was also pretty funny and could be sweet in that give you a huge stuffed Snoopy for Valentines Day, pay for every date, tell me I was pretty kind of way.

Nutshell, I was a freshman at Northwestern (a small Christian college). He was at Iowa State.  His sister also lived in Ames, and my boyfriend asked me to come down to ISU to visit him (I could stay with his sister). I was supposed to drive her boyfriend down from my hometown as well.  He wasn't  a talkative guy and was pretty arrogant, so it was a long,  quiet ride. Anyway, I get there and we go out for dinner or something the first night and he tells me there--four hours from home--that he wanted to break up with me. I was despondent.  I am sure I wanted to go home immediately but was pressured to stay so I could drive his sister's boyfriend home on Sunday.  (I was weak.) It was awful. Of course, they all knew about it from the jump that the break up was the plan.  I think if it were to happen now I'd rather just get a  text. 

Anyway, students were notably shocked when I told them my sad ass story.  Then I told them I had also dated his cousin and they laughed. 

Fortunately, I am happily married to the boy who grew up across the street from me! I am a very lucky girl and in love, etc. It's ironic that that's one of the few stories I have told them.  

I used to tell a sadder one to my classes when I was young. I was assaulted in my home.  If we read literature that connected to violence toward women, I would share bits of my story. I was maybe thinking it would help someone. Like I said, I was a young teacher then, and I would not share any of that with them now.  That was a long, long time ago. I certainly didn't go into much detail.

Can we overshare? Yes. But I know teachers who can really connect by being who they are, sharing good stuff.  My break up story is so ridiculous that it was  kind of fun to tell for the shock value: "He had you drive down THERE so he could break up with you??!" It's always nice to be on the safe side of the stories we don't necessarily need to share. I truly should just be more open to talking about my weekend. I hope if someone ever breaks their heart they can say, "Well, at least it wasn't like HER situation." I'm so over it.

I Slept Through My Dang Personal Day

I took a personal day today--to grade. It's pushing 4:00, and I have only graded for about 90 minutes all day. I walked with a friend, got my oil changed, filled the car with gas, and took a giant nap. Now I'm still avoiding grading. I strategically planned this day off. I have twenty-five AP Lang definition essays to read. (See a post about that assignment if you want!)  Today while I was gone they wrote a practice essay on an Obama speech.  And, yesterday AP Lit took a two-hour practice test and wrote all three essays. Blah. Blah. Blah.  I was going to get lots done today.  It's sad if you have to list "getting gas" as an accomplishment.

I finally started reading the AP practice essays and then was growly to my husband while we went to pick up my car from the shop.  "If it says, 'like' and it doesn't mean, 'I like you,' please consider that it could be a comparison."  "Don't use the word 'experience' three times in two sentences."  "The music is a metaphor. The entire piece develops this." "You  have to answer the question, not just write about cool things in the excerpt." "Stop writing 'the reader' all the time." 

It's probably good I'm home today if I am getting tense over an hour of reading practice tests. 

Settle down, coach. 

Back in the day when I would get the occasional massage (I prefer reflexology), I would often fall asleep. A nap is nice but then you miss  the good part you paid for. That's a little how I feel about today. I slept through the good parts? (Realistically, it was probably a two-hour snooze, but still....wasted time?)

My friend Becky taught first grade and didn't like it when people asked what she was going to do on her personal day. "Personal things," she would say.  Becky also would say, "No regrets." (The two were not connected.) But I shall connect them today. No regrets--here's to oil, gas, and a nap. 

Maybe I'll text Becky (that would be a happy accomplishment). 

She would say, "A nap?  It's a personal day for personal things."

 Have a great weekend.  Get some rest--you probably need it and certainly deserve it.

AP ENG Test Anxiety (Teacher and Student) and What I Finally Figured Out About Q2

I don't want to make the kids wig out about the AP test. I don't want them to go into it thinking it'll be easy. I want them to be as ready as they can be--so how much can I push them this last month without wigging them out? 

Tomorrow in AP Lit we are taking a full MCT. (I used Progress Check 4 plus Progress Check 5 MCT). It's 54 questions, so close. My kids have been slowly improving on multiple  choice. We take a lot of short ones: 15-30 questions. After each quiz I make them choose 3 they missed, and they have to write 4 sentences explaining why they chose their answer, and why the AP  answer is the best one. It seems to help. (Now that I've written this, they'll all probably bomb the full MCT tomorrow and blow their confidence. I hope not.) Other times I'll print a test, they'll do it individually, then I'll have them discuss the answers with a partner, and then I give them the answers. They like that strategy. I think it helps as well. I feel that the AP Lang multiple choice test is easier, and it's only 50 questions in an hour. 

Since I teach both AP Lit and AP Lang, from April 1-May 15 I'm pretty dang busy: grading, prepping, teaching, prepping, finding videos, grading, grading, teaching, grading, talking about grading, talking about how busy I am, grading, prepping, teaching. It's a lot, but it's what I signed up for. I'm happy to do both AP courses, and I have the 3rd prep of freshman English. Like you, I just work a lot, but there's an end. I don't have little kids at home or 160 students, so my gig is more manageable than many others'. I'm just showing up with my bass, and others are bringing an entire drum set, or a couple amps and an electric guitar.

Right now I'm grading the AP Lit Q2 one where the artist is just finishing his airport mural--I have 8 left to finish before tomorrow. I have 6 of "Rock Eaters" to respond to.  And, I have a few of the "Shaving" and a couple other straggler miscellaneous poetry essays to read. They can wait, I guess. I have written in other posts about not being able to grade efficiently and it does truly slow me down. I still give quite a few comments.  

BUT, here's something definitive I figured out this weekend about Q2--it's what I'm going to teach tomorrow with the few minutes we have left over. First,  the prose analysis is the hardest one if time is an issue for you. The prose excerpt itself takes so long to read. I have noticed my kids get impatient and like to jump in and start writing about the beginning of the excerpt and then let the ending go ignored. They'll write two-thirds of the essay on the first half and leave only ten minutes for the entire second half of the piece. The last practice one we did, I said at 35 minutes, "You HAVE to go to the end of the excerpt and write about that if you have not--you can close that way--you just can't blow off the end of the passage."

So this finally dawned on me: the good stuff  in the Q2 excerpt is NOT necessarily in the opening two paragraphs--it's probably in the second half--and you should ALWAYS talk about how the piece closes.  I think how it closes is frequently more important than how it opens. (You probably already figured all this out!)

Anyway, I decided to write about teaching AP since it's AP month for me (and for many of you).  I wish I had really good advice.  If you can pull it off, I guess a full essay test is probably the best prep we do--we have  90 minute classes, so I just steal them from their 7th period for 35 extra minutes or so. Even then,  exam day is a toss up: what is the wind gonna be like the day they try to fly that kite, and will they have read ANY of the books clouding up the Q3 list? I almost wish the the College Board  wouldn't even give a list--it can be depressing for me as a teacher let alone the students. It always makes me feel inferior: I guess everyone else is teaching Rushdie or Invisible Man or Hurston and we're still doing Gatsby and Frankenstein. I feel so accomplished if I see two of our titles on the list.

Finally, I think it's hard not to judge ourselves when it comes to how our kids do on a test like this. I think we probably shouldn't. I tell my kids what they score will NOT change the way I feel about them--I already know they are all smart. But I worry that  my intensity during this month of prep overpowers that comment. My pressure says, "But still, you better bring it May 7, know what I'm saying?' Ridiculous. I will definitely try to help them relax starting the weekend before the test. And then I'll wish them well and say, "Just do your best! Fly, little birds! You've worked hard." (Or something odd like that.)

Gosh, I Need a Senior Skip Day.

At the schools where I've taught in Iowa, there is something called senior skip day. (It's likely pretty universal.) Once upon a time parents had to lie about it for kids (excusing it) or it was an unexcused absence (gasp). Neither seems to be much of a problem  anymore--parental excusals or unexcused absences--but our school has made skip day just optional now: no lying, no penalty.  It's a day off. It's funny that the kids still keep it kind of a "secret"--they decide the day, but my 6th period told me. "Well, some of us might not be here Wednesday......" Some legitimately winked at me.  It was nice of them to let me know at least.

Undoubtedly, there is a lot of stress on seniors--mine are all in AP Lang, so most are preparing for a test they still at least semi-care about in a couple weeks, and almost all were distracted by last week's prom.  The pressure of the end of the semester (May 15 for them--the day after their AP test),  and probably planning grad parties are realities. Oh, and the largest transition of their lives so far is around the corner. So, a day off would probably be helpful around now.  

If they ALL take it off, that means I get two extra free periods Wednesday--4th and 6th AP Lang--and each is 90 minutes.  So I guess that's time off for me as well.  Even if only 4 come each period (who knows why--maybe they have a Calc test?), it will have to just be a study hall.  

I need a senior skip day. At home, my upstairs is a mess, my car is a mess. I have LOADS of grading, rarely exercise, and I'm tired--often. And, my school desk is a mess. I also lost my bank card, and I got the date wrong in front of one of my classes--by months. Tracy needs a little break.  I am not alone (besides the messiness and the weird, inexplicable, worrisome date thing). Well, I had planned a personal day for the 25th (Friday). We have PD Monday, so I'd only see my seniors Wed. and Fri. Now I won't see them all week. I put assignments online and they have a rough draft of a personal essay and probably Wednesday's assignments to do for Friday. Friday (while I'm home arranging my spice cabinet), they will peer edit and then take an AP Q2 test (rhetorical analysis) for 45 minutes.

I have to admit it makes me nervous to more or less  lose this time with them just a couple weeks before the AP test and the end of the year.  But so be it.  Maybe we all need to catch our breath. They have other classes and senior stuff. I need to grade (I have AP Lit, too) and regroup, settle my brain down.

So, anyway, I could wig about or judge senior skip day like I used to. According to one teacher at Rochester Adams High School,  “It should be organized to where the entire class gets together and skips and does something together.” That's even judging the breaking of the rules--they're not doing it right. I'm guessing mine probably need it more for obligations than for fun at this point. Just like me.

Here's to a skip day for all of us. I hope they at least go out for lunch. 

Shout Out for BLACKFISH: Documentary, Anyone?

 

I'm not trying to make kids anti-zoo. Yes, I do have some qualms about animals in captivity.  (Coming clean, we did have summer zoo passes when the kids were little.) But I showed an anti-SeaWorld documentary last week. Blackfish is a 2013 documentary (not quite 90 minutes)  directed by Gabriela Cowperthwaite. If you haven't seen it, it centers on Tilikum, a killer whale who killed three people during his time in captivity: two fatalities at SeaWorld and one at the Canadian SeaLand park approximately twenty years earlier. I feel like the 90 minutes of class were worth it. They were pretty glued to the film---a testament to the emotional impact and intellectual stimulation that can come from watching a documentary. 

However, should I feel guilty for showing a whole movie in class? I remember someone from another discipline saying to me once, "Can't English teachers just pop in a video or tell everyone to free read?" (It was back when we had to pop in videos.)  Irregardless (kidding) regardless, according to a BBC producer and documentarian, a documentary can "bring awareness to a wider audience"; they "are some of the best resources for information, inspiration, and entertainment" (Paminder Vir). 

I think my kids would say that Blackfish checks all those boxes--some were pretty fired up: one freshman boy said, "Is SeaWorld even OPEN anymore? It shouldn't be." He was emphatic, so with at least one fifteen-year-old from Iowa, Cowperthwaite's film was a success at gaining sympathy for whales and trainers and vilifying SeaWorld. In their personal responses the freshmen all said they really enjoyed the film. (It's PG13).

The movie is framed with senior trainer Dawn Brancheau's death. Near the end, they show news footage of an executive of SeaWorld saying, "If Dawn would here with me should would agree it was her mistake." This he says although, according to the film, there had already been "70+ killer whale/trainer documented accidents" and the whale had killed two other people. 

It seems there's something wrong with Tilikum, so how do the film makers manage to create sympathy  for a whale that has killed three people? Everyone pities Tilikum when we see a picture of him floating depressed in the same spot for three hours in what they call his "jail cell."

Since English 9 is studying arguments, I introduced emotional appeals: students talked about mothers and calves being separated and footage of whales in tiny spaces, raked by another whale's teeth until they bled. There were also moments showing that trainers were in the dark about the dangers of specifically Tilikum, and how every attack was publicly called the "fault of the trainer." 

Finally, students were angered with the "obvious lies" SeaWorld told. As in several documentaries with sort of an agenda, only one side is sympathetic. In Blackfish, the "enemy" is SeaWorld. They are culpable for both putting people in danger and mistreating their killer whales.

Could this information about the treatment of animals be delivered in a more effective way to my students? Afterward I had the students  find, read, summarize and respond to two additional articles on animals in captivity. According to de Beaumont, "Documentary film, done well, can engage and instruct through storytelling." If you asked them which impacted them more, the articles or the film, Blackfish would win.

 The documentary is relatively short, and the  scenes are generally short, effectively juxtaposed for emotional conflict. It moves along. This particular movie also shows the value of primary research,  driven by personal interviews (trainers, experts, enthusiasts) all pretty much supporting the movies anti-captivity message.  Blackfish also hits some lists for great documentaries for students.

Besides moving our argumentative writing unit forward, watching this award-winning film let us catch our breath, and I think that's OK, too.

I have the DVD, but it is a Magnolia film, and on their online site there is a link that allows you to watch it on YouTube for free--check it out. I looked at a library site (see below) for the current laws on showing movies in the classroom. According to this, I did it legally (even showing the whole movie). 

Info on Showing a Full Movie in Class

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We're All Over the Place: Responding to Writing

It's true--we care about grading essays: when, where, how. Of my twenty posts, over half of the hits have been on the one called "Grading Efficiently: I Will No Longer Disparage Someone for Being Efficient." With responses I've seen to that one (where I admit to my less efficient grading), ELA teachers seem kind of all over the place with their approach to responding to papers. There are people who absolutely can't get it done at school, and those leaning into AI who can do a set of 25-30 during a class period; online rubrics help some speed things up, and Sunday afternoons are for hours of grading for others. 

One person posted, "Working outside the school day is unpaid labor. Remember that." That kind of startled me. I mean, I know that. But I have always assumed that to teach (especially English) will involve time outside of school: for me, it currently is what it is and what it has been. For me, this equals a lot of time--especially right now, as I teach both AP Lit and AP Lang and the tests are approaching. I bank on weekends for hours of grading and lots of prep time. Could some people judge me for it? 

So to her post about unpaid labor, I made a comment in turn about not being in it for the money, and that maybe someday the system will change "so we can all grade on the school's dimes."

Then I talked to my husband and he called it a philosophical difference. And with her next post she pointed out that waiting for the system to change things would not work--we need to push them to change.

That is the philosophical difference. I am fighting a different fight.  Her fight is noble--she sees the big picture and is interested in teachers' rights. My philosophy drives me to put lots of comments in the margins of the papers. One person wrote, "Premise One: Writing Instruction Does Not Start with Comments in the Margins." Since that's how I finally learned to write, I assume personal feedback is what kids need.  When I write my own pieces I still have human editors who help me with wording and taking out some filler (my husband et al.). However, others feel AI helps them better address students' individual needs. Maybe they use it when doing their own writing as well?

Guy (husband) said that just because it has always been this way for me doesn't mean it shouldn't change.  He asked, "What if you had more free periods due to grading AP---would it make a difference?" (He also called me an "old timer" which has connotations I don't appreciate, and I told him so. But he's right.)

He is a freelance graphic illustrator--don't get me started on AI and art :(.  But every hour he puts in he makes good money.  I think the $30 an hour I get for reading AP tests in the summer is like--"wow--money for grading." I would not do it otherwise...no way.  Grading AP tests is monotonous and hard.

But, in my normal teaching life,  if I read about 700 pages of writing per semester--just for my AP classes--what if I got 50 cents per page?  That would be.....$350.  You know what?  It would definitely be nice. Even that.

Ultimately, I am hoping people continue to respond to this discussion. Like I said in that last post, I want to be done disparaging those with a method (or philosophy) different than mine. 

I have to admit though, that it was fun this weekend to see how much progress my kids have made as writers. My juniors' four-page poetry explication essays have been impressive--much more so than those Purple Hibiscus analysis papers in September.  I think my approach plus their hard work made a difference. 

But then, I have never tried to grade with AI. Maybe those teachers see the same kind of growth and can assign more writing. 

It's a philosophical thing--I really think so. (I kind of hate when Guy is right.)

"Waking Up Is a Risky Thing," said Kafka.

 I read once that the climax of The Metamorphosis is actually the opening: "One morning Gregor Samsa awoke to find himself changed into a monstrous vermin."This could be true: what can happen that tops this supernatural change to a giant bug?  It also starts in medias res--things had already obviously occurred to lead to this transformation. 

I really enjoy teaching Kafka's famous novella (or maybe just a long short story). I use it in AP Lit, and I'll admit they don't universally love it. But some really get it. I had a couple boys come in one day and ask if they could bring a cockroach in a jar to the room and we would name it Gregor. "I don't think so," I said. (But I do have a small little toy rat I call Winston.) There's certainly a soft spot in my strange heart for the surreal, for odd existential literature and art. My husband is an artist and I've included his painting above which was a response to Kafka's "A Hunger Artist"--we buy living room furniture to go with our art instead of the other way around. 

SURREAL VIDEOS: a successful Metamorphosis opener! This year, I showed two short surreal videos I found on YouTube. One was a disjointed film about a boy whose mother was dying who kept reverting to connections with his indigenous ancestors (link below: "City of Dreams"). It's sad. There were a couple more options I considered that were very engaging but both dealt with suicide, and I didn't want to go there.  I have included two students responses at near the bottom of the post.  

   City of Dreams surreal short film

FINAL SURREAL WRITING: I enjoy the final project--it's playful. They write a surreal short piece echoing Kafka's story or style. I have seen Gregor turned into a child, a turd--things like butterflies and rabbits, or a foot.  But mostly, they just create their own strange story with fantastical action set in a realistic background for a contrast like that in The Metamorphosis. (I have included an example at the bottom.)  I also encourage them to create an "ice axe to the skull to break the frozen sea inside us" type of story  in connection to Kafka's famous statement about the purpose of literature. 

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Bottom line, it's a tragedy. Gregor's family lets him starve to death as he stops eating, and realizes he is no longer loved. I once saw a play at the Des Moines Fringe Festival that had a similar family issue.  The older brother in the family was constantly present but completely ignored.  To emphasize his vulnerability he was naked. I had asked my neighbor to go with me and she still teases me about it. In my defense, I didn't know about the nudity before we went and it was kind of a long forty minutes. (DM no longer has a fringe festival which is a shame. There's no correlation.) 

Hopefully we will all avoid this type of emotional dismissal by those who should be our closest allies. However, sometimes, like with Gregor,  the climax in our lives potentially comes first--each morning, each day when we wake. Kafka felt that waking up in the morning was the riskiest time of the day. We have to jump from one state of consciousness to another............what if we don't make it? 

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A Smarty Girl's Quite Academic Response to Surreal Film: "City of Dreams"

All of the film’s symbols are very clear: the boy’s youth adds a sense of awe that amplifies the tragedy of his perspective (the use of rhetorical questions adds to this as well). He loses his mother, a symbol of his innocence, protection, familial love, and the other important parts of his life that he is now disconnected from. The Native American represents a lost, forgotten, meaningless past, and the alien represents an absurd future that will annihilate the present.

A Reflective Boy's More Emotional Response to the Film

My eyes were glued to the screen. It looks back at times that have since passed and compares it to a dream. The child has so much wonder inside him and his words along with the depressing content of the images are amazing. His mom dies and he can’t help but feel thoughtful. The concept of human mortality and time is emphasized at every possible moment. I want to see more content like this.

The Burial

(Part of a Student's Kafkaesque Creative Response)

As I open my eyes to start my day, I find that my vision stubbornly refuses to adapt to the morning. It was still complete darkness as if I had yet to wake up from a dreadful nightmare. It was strenuous, similar to the workers I’m tasked with overseeing later today. The dream pictured me pushing a boulder upon a hill, only to fall once I was near the top. The story felt familiar, but no matter; I had to depart for work. As I attempted to roll out of bed, I found that the wall decided to push back.

Huh, I didn’t think I struggled much in my sleep, I thought. The other side it is, then.

As I tried to roll to the other side, I was met with the same predicament. My walls have suddenly turned on me. I don’t remember doing anything malicious towards them. I would imagine they enjoyed the gray paint, but it seems my situation proves otherwise. I then try to just sit up out of my bed, but it seems that the ceiling magically got lower. My head connects with the lowered ceiling as waves of pain flow throughout my forehead. Today is already turning out to be a wonderful morning. With little else to do, I struggle. Moving whatever I could wherever made me seem more like a broken wind-up toy. My pajamas kept getting caught on the walls and floor, sometimes even letting out sounds to inform me that the clothes were being torn ever so slightly. Whatever parts of my body showed skin ran throughout my new environment. It all was dry and rather coarse. The smell reminded me of my dad’s woodworking shed. (continued...)

I'd love any comments! What do you do with Kafka? :)

I Got a Lil' Salty about Homework Completion.........(been there?)

My last post got a million views (1250ish). I have to admit that makes me a little intimidated. Exactly what I want is for people to READ the blog and get something useful from it, but I'm having a hard time figuring out which topics are best. I tried to put together one on the documentary Blackfish--I weirdly used it with English 9 AND AP Lang last week.  A good documentary is a good thing in the classroom in so many ways. But, really, who doesn't know that?

So here's what I'll write about today instead: I got quite pissy with my AP Lit class (juniors). We are pushing toward the AP exam in early May; therefore, all of our current assignments are directly test-prep related. We are reading one final (easy) novel to help kids with Q3, the literary argument (they have to choose one novel or play and wow their reader about the protagonist's special gift or about a text where houses play a significant role.) Anyway, it's a good idea, I think, to have 4-5 novels/plays on the ready for Q3. So we're doing a last minute Of Mice and Men.  

Today's assignment (last class was Monday, and it's Wednesday) was to read Chapters 1-2 (that gets most of the characters introduced), and they were to take a couple practice AP multiple choice quizzes and write about three questions they missed. (I no sh*& had a girl miss 0--this would not have been me in hs or probably even now.) They had to write about why they put the wrong answer and explain why the AP correct answer is the better choice for three missed questions. So, it was kind of a lot: 35 minutes for the short practice tests, 10 minutes to write about three missed answers, and 30-40 minutes of reading (between Monday and Wednesday).

Well, I was pretty frustrated when I checked online (Google Classroom) and saw that eleven out of twenty-four had not done the assignment. The first two boys (funny kids), who said they come in during my lunch "to suck up," hadn't done the assignment, and I told them that I was sadly coming to expect that from them. (One has not turned in his 70 pt poetry explication due over a week ago and the other is really bright as well but I have to call him on just looking up commentary online instead of reading and doing fresh thinking.) They both looked surprised at my bluntness, and I didn't know if I should regret it. But I was just getting started. 

I snapped a bit at a girl who usually sits in the very back and often  draws (or even tries to draw on the arm of the girl in front of her) during class. I asked another boy if he got his homework done, and he said, smiling, "I DID! I just didn't get to the writing part." "That's not doing your homework," I pointed out. Then instead of creating a positive atmosphere in the room, I almost immediately began telling them I was unimpressed with their homework completion. I told them, "Hand this assignment in right now online, or you can only get 8/12." I saw some people scrambling to do the work, and I said, "Just submit. Don't try to do the assignment now. We're going to have class." I told them any missing work that I did not have by Monday would be a zero. (I'll be letting some key parents know about the Monday deadline.) I told one girl who frequently blows off what I'm doing  and who was presently on her phone, "Put away your phone. You know what? Just pay attention--we're having class."

So, I was pretty emphatic about the necessity of them doing their homework--put AP Lit first in their studies and all that--for the next month. Anyway, then I just pushed them through some Steinbeck (like a pro).  I can read a pretty good George and Lennie: "Guys like us, that work on ranches, are the loneliest guys in the world..." We have class again tomorrow--their only assignment is to read Chapter 3 for a quiz (Candy's dog will be shot and Curley's hand will get squashed by Lennie, so it's memorable stuff).  I told them not to just read a summary online. I said, "This is Of Mice and Men, not Hamlet." 

I was on a roll.  

I can tell you now that as I see this all written out I feel bad that I was so frustrated. I just want them to do well. I want them to care. I want them to do their homework. 

At the end of the day (a phrase I dislike), they are kids.  Sigh. One girl sent me an email later (with her assignment) apologizing and explaining why she wasn't done. I thanked her for letting me know and acknowledged that she almost always has her homework done.  

I don't know. I certainly didn't need to get upset about some AP Lit kids not doing their work. (My AP Lang class of seniors--they have more work and always do it.) But every class is different and every kid is different.

Tomorrow I will remind them about the Monday deadline for prior missing work, and then that late work after that can only get 1/2 credit. I will tell them nicely that I just want them to do well, and that I am used to my AP students doing their homework. Why will I tell them this?  Trying to make them feel better? Trying to justify why I was upset? From here on out I won't get upset. It's up to them, of course.  

What makes me bummed is that they can talk to me ahead of time if they need another night--seriously, I would always say yes! I have given the two kids who haven't handed in the major paper so much encouragement--I've been super lenient. "I get it," I'd said.  But I didn't "get it" today, I guess. Did I forget what it's like to be a student with five other classes and sports or a job after school?

I think the kids who always do their homework felt validated. I also think everyone will be ready for the Chapter 3 quiz tomorrow. I think I will probably apologize and tell them I'm truly on their side. I believe in them all. I do.

Dang it. Will I say, "I just get passionate"? Will that be enough?

Many years ago, my supervising teacher told me when I student taught that after every class she gave herself a grade. I'll give myself two. Teaching Of Mice and Men: A-. Addressing students about homework: D+.  Some people reading this might be kind of astonished that I got so frustrated (or that I'm admitting it). Also, in reality, I really don't think they read summaries online very often so that was snarky.

Well, I guess I better write that quiz.

********************************************

UPDATE: Sunday, April 13--they all had their homework done for Thursday and impressed me on an AP practice essay! I just went into class and was upbeat. They all seemed upbeat and fine. (I'm not as fierce as I think?)

*I wish there were 2 commas in that graphic...  

Grading efficiently--I won't disparage someone for being efficient anymore.

I just saw yesterday someone put online that they don't grade outside of school anymore and it's a life changer. (I have lots of papers to grade this weekend.) I asked if they stay late at school or just respond to fewer papers.  Neither, she said.  She just grades "efficiently" which I could say kind of implies that I don't. Everyone else on AP facebook feeds seems to just let those comments slide--are they grading "efficiently" too?   

I don't want to be all "born in the 1900s" saying you should sacrifice your family life to grading other parents' kids essays, but since this was an AP teacher, it surprised me. It probably should impress me. I have been one of those lucky teachers who chose their  teaching assignment: AP Lit and Comp, AP Lang and Comp, and English 9--it's a dream job for me. But it comes with papers as seen in the titles of the first two ("and Composition"), and English 9 is currently in an official writing unit :). Nevertheless, though it is exactly what I signed up for, I can't imagine ever getting to the point where I can grade so efficiently that I can get it all done at school. If I could, would I regret all of those hours and hours and hours I have spent grading over spring breaks and winter breaks and on weekends? 

It really seems like I'm judging though I am trying not to. There is more than one way to teach. There is more than one way to teach writing. Moreover, I will have to admit I am not efficient.  I am probably the opposite of efficient and I don't even know what that is. But I know deep down that I should not judge people who have figured out how to make their lives work and teach English as well. I should NOT make them feel "less than." Do I feel "more than"? Maybe a little. It doesn't matter as I am not changing at this point. I have to believe there has been something gained by students from my hours grading in my living room. But their students are benefiting, too.  Who am I to claim otherwise?

I did quit for five years when the load got to be too much and my kids were young.  I felt I couldn't teach well if I needed to parent effectively. Then my husband lost his job, so the risk had taken a dark turn.  Now I'm safely working at a great district, teaching what I love to teach, proud of the work I do, and still kind of overwhelmed and inefficient. Duh, inefficient--that's the opposite of efficient.

Stay in the profession--do what you need to. Back to those practice AP poetry essays on Field's "Icarus." In the poem,  after flying too close to the sun he didn't drown--he ended up in suburbia not able to make wings strong enough to take him even as high as a light fixture. It's a sad poem, and if there's a metaphor for my life in there, I don't want to pursue it. 

Feeling Judged? Inadequate? Defensive? Guilty? Overwhelmed? Hopeless? Irresponsible? Apathetic? Self-indulgent? Defeated? Wow! Me, too.

"A big part of being happy is being excited. Be excited for everything--making a cup of tea, seeing a friend, sunsets, traveling, falling in love. Live a life you are excited about." Universe.Guidance   

It's 8th period on a Friday. I've been teaching since 8:00 am except for lunch.  So now, time to get 'er done, right? Jump on those many tasks.  But I have felt kind of blue all day. I am treated for a couple health issues that could contribute to that. Still, it's uncomfortable to be teaching when I'm a little depressed. Like you, I'm a pro and can get through it, but that whole "the teacher completely sets the classroom tone" bullshit pressure makes me feel I have to be at 75% or higher on the upbeat scale everyday. (I would certainly prefer this!) Today I maybe failed at that, but I was probably 60%. I was fine with my freshmen, and I'm not phoning it in with AP, but I feel my lackluster lesson plans wasted precious AP test prep time.  (I'll be ok by Monday.)

A student announced in class that their smart parents read and critique their AP essays. The parents can't believe that they get A's on most of their work. The one really good paper they wrote last year (according to their parents), they got a B on. I said perkily, "Smart parents. Maybe your parents should talk to me." I'm sure they are smart. It made me feel like I grade too high. I give all students the chance to revise.  Maybe they even CHANGE their drafts after their parents look at them before they get to me? I don't know. Maybe I'm a failure at judging the quality of people's writing.  (I'll feel better Monday)

The problem is, like many of you, I've read thousands of papers---actually I've had easily 3,000 students (guessing low) and have read a minimum of 6 of their writings a year (much higher in AP).  But let's say 18,000 essays and 2-6 pages each. I think I've put in my 10,000 hours. "Did you get an A on that?" they ask. (I'll be confident Monday)

Confession: I told my therapist that having "free time" (the prep period) at school is weirdly more disconcerting than being busy for me. She said to make a schedule. The free time today is better--maybe because I'm writing. I don't know if I am writing for other people or maybe writing more for me, more for that personal validation--these feelings make sense, right?  (Self assured come Monday)

Another  English teacher just came in and vented about having to sub for band or vocal during her free period. She can't count how many times she's done it. I told her I volunteered to do the same on Wednesday, but they found someone.  I asked if she wanted me to do it--or even half of it.  She said no--she just hates subbing for them.  (That's ok)

I will have so much to grade this weekend: 17 poetry explications, (4 pages each) 20 poetry practice essays (2 pages each), 55 freshman essays (1.5-2 each). Oh, and lots of prep.  (I'll get lots done.)

My desk is messy and I should definitely clean it, but I might not.  (May still be messy Monday)

I am writing this never-to-be-published blog for 10-15 min longer that I'm supposed to. (I'll post at least one by Monday)

A fellow teacher told me her physical therapist said I have her daughter in English 9 and she lovvvves me.  (I'll try to remember on Monday)

Maybe I'm better at teaching freshmen? (Could be worse!?)

Why am I not able to make it through the day without seeking help from Guy (my husband), or feeling sad, or telling my students I am socially awkward? (I'll keep my awkwardness to myself on Monday~)

 HERE's to feeling better Monday~I almost always do. I like fresh starts.

 Thanks for reading. 

How to Fix a Bad First Impression

 Earlier this year I looked up an article on bad first impressions. It said if you make a bad first impression, but make eight positive impressions after that, you can win someone's "approval." That sounds really desperate after seeing it written out (although it was a Harvard study). That night I was especially worried about how things had looked to my student teacher after her first day. I was supposed to be showing DiCaprio's Romeo and Juliet movie to my freshmen the first day after break. I got there early--7:25--and my first class was third block at 9:30. She was already there when I arrived. Predictably?! it took me literally until about 9:15 to get it working, and THEN I was afraid to touch my computer even for attendance. I'm not a huge "show a movie all period" teacher, but we had pushed to finish the play the day before break, and I was ready to show parts of the film and then discuss Baz Luhrmann's choices. (I'll just admit it--it was one of those days when the movie was my lesson plan.) I don't remember how I finally got it going.

    Most of the time during my struggle, she was talking excitedly to me as you would the first day of student teaching, wanting to get a computer and keys and get set up with email and onto Infinite Campus as soon as possible. Also, she was just happy and trying to get to know me. I planned to give her at least ninety minutes of the two hours that morning my full attention (as would be appropriate) and instead I looked like a MORON playing around with the nonfunctioning movie not knowing if I would need to create a new lesson plan for the day; simultaneously, I was trying to talk to her and help her with questions. I didn't want her to straightaway think I was a technology idiot (I am), to realize I can get pretty flustered (I do), or to feel like I was ignoring her (I wasn't). 

    However, I was so stressed and felt ridiculous having an audience of a stranger who would be counting on my assistance for eight weeks watch me during this long fiasco. I had come early to ABSOLUTELY avoid exactly what happened. And it happened for about 100 minutes. Bleh.

    So what, right? The day finally went okay. She came back on Tuesday morning. We had a staff meeting that second afternoon and a colleague teased her about "actually coming back" after the first day. Then I told them how ridiculous the morning had been and that I literally googled ways to fix a bad first impression. She said she hadn't noticed anything. She's a kind person. 

    I hadn't had a student teacher in eighteen years. I had a tough experience with one--her end goal was to be a sub and work at McDonald's. She was falling asleep while observing other teachers, not fulling prepping, and she also didn't learn many students' names. I had to recommend that she try again and the college concurred, but who wants to crush someone's four-year efforts? They said they'd give me a great one next time. It took a long time for me to try again. (Taylor was GREAT!)

    I also worried about being a little too excited for a student teacher. I wanted  her to learn so much and grow confident in her skills, to help students learn and grow, and to become even more passionate about teaching.  But, I know myself, and I can be "a lot." The last thing I wanted was for her cooperating teacher to be a hindrance. I had so hoped to immediately put her at ease, to assure her I'm "supernormal."  I felt that was destroyed the first day--hence, the effort to make eight good impressions. 

    The eight weeks went so well with Taylor; she is student teaching her second half in Poland! Later I brought up again that I looked up the article after that initial encounter. She laughed and said she didn't even notice.  Why would her first day be all about me anyway? Fewer things are about me than I think. Thank goodness.