Microaggression Video: Five-minute Supplement for TO KILL A MOCKINGBIRD

Microaggressions. We just read To Kill a Mockingbird, and I wanted to connect the text to the present, connect the novel's issues of prejudice more to the students. Our small Iowa school has a muchly much caucasian majority student body--only three-four people of color in each section. I came across this video with a couple of joggers who stop and chat. It gave us a chance to talk about the guy's intentions--how he probably wasn't trying to insult her about her race, but he was unwittingly committed to "othering" her. (video link at bottom of post)

I later showed it to one of my Asian students (so subtle, I know) from AP Lit and asked her if she thought it was appropriate for freshman after reading TKAM. She said she was worried that some might think it was funny for the wrong reasons. I told her that wasn't the reaction--from the moment he says (with emphasis), "Where are you FROM," some of the freshmen kind of quietly gasped, knowing he'd crossed the line. Chloe was nicely surprised to hear that, I think, but I certainly understood her concern.

In English 9, after watching the video, we talked about how when the students themselves are "messing" around with friends and making jokes about such things and think it's just funny, maybe they should consider what's going on. It's maybe funnier to one of them than the other. I then asked my freshman if I should have shown the video, and one said, "probably not." One of my few students of color in the room then said, "Show the video." That made it worth it for all three classes.  

The Korean woman in the clip eventually makes fun of the caucasian guy who had kept insisting that she tell him where she's from (San Diego); at the end she talks energetically in a British accent--the voice of his "people." One younger boy said that she could have been nicer and "just explained" how it made her feel. I said, "Why should she have to?"

Anyway, I think the discussion with the freshmen was useful, and I had a great conversation with my girl from AP Lit--she was so helpful and interesting and forthcoming. She and I had been discussing Grapes of Wrath one-on-one for twenty minutes before I showed her the video. As for Steinbeck's text, we talked about questions she had crafted, and I brought up the consideration of a feminist perspective. Then I asked her if they were any people of other races in the novel at all. She said, "no," but that she thought that oppression was still effectively addressed--she thought Grapes "definitely shows prejudice about where someone's from." I agreed, and added that there's clear prejudice concerning social class.

So this is probably a blending of two topics, but  I'm glad I used the video. (See link below) The actors are great. I think the last part is supposed to be funny. Or maybe not? After all, nobody laughed all day.

 This will take you there.

https://www.youtube.com/watch?v=DWynJkN5HbQ

Demystifying LOR for AP English: Relax, They've Got This!!!

 AP LIT: So much is so hard already--let's make LOR a little easier!

(Jump to LOR recipe--it's at the bottom)

Brian S. runs our AP Lit facebook page! I love that site! This week he posted a query about how to help his kids understand Line of Reasoning. I saw lots of what I thought were on point responses to his question as is always the case with that group. 

But I think it's just so much easier than the College Board makes it seem.  I would love to get feedback on this from people. I am maybe oversimplifying things?

Here's my thought.... line of reasoning = logical organization.

Since middle school for sure,  I think most students have been exposed to the five-paragraph essay. That set up is just a classical (Aristotelian) argument which is an LOR. (see below)

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Classical Argument Structure (simple terms)

Introduction with a thesis (in AP Lit--an assertion addressing the prompt)

Support (in a standard format maybe three body paragraphs sharing reasons with evidence)

Conclusion (In AP Land, I say, "keep it short." If my kids are running out of time I tell them to write a quick paragraph discussing the final 2-3 sentences 
(if a Q2) and they can address 1 of 2 things:  do these sentences add new information that enhances the piece or how do these last sentences differ from the opening of the piece.  Then I tell them if they want a quick kinda cheesy way to end they can just tag on, "The author leaves us to contemplate....." and they can make a comment about the character or the universal condition.

THERE,  I also made it harder than it is!!!  See the formula below for an always win LOR.

THE LOR RECIPE (no AP reader can logically dispute this)

A. Intro with thesis (try to "answer" the question)

 B.  Body paragraphs that each begin with a topic sentence that includes a transition. "In the following paragraph the tone shifts from _____________ to _____________." or "Nearing the conclusion of the selection, ..."

 C. Conclusion if time (maybe not as important in an LOR?)

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GOOD LUCK!  I seriously tell them the LOR will come naturally if they discuss the passage chronologically; otherwise, if they make sure they use transitions in their topic sentences they're golden. Stay golden.

ROMEO AND JULIET--Why Priscilla Rocks It and I, Not So Much!~

ROMEO AND JULIET--my past does not match Priscilla's present! 

As a high school teacher who has taught all four grade levels, I've had the chance to teach many-a-play. Of the bard's I've taught Hamlet, Macbeth, Othello, King Lear--all AP Lit; and Julius Caesar and Midsummer during a stint as a sophomore teacher, BUT when I taught at Southeast Polk, and my own children were daycare age, I decided I needed a more manageable prep load, and was able to land a spot on a freshman teaming squad. Of course, just one prep, but, sure, freshmen six hours a day. It is as true as the love of those kids from Verona that I have taught ROMEO AND JULIET 48 times. It is the one play that someone sitting next to me would want me to stop quoting during the show. (No one likes that.)

I feel like I did a good job with R&J at Polk for those six years times six times a day equals 36 read throughs of Capulet and Montague squabbles. I was enthusiastic--I had someone's old cream prom dress that anyone playing Juliet was eager to wear (it magically kind of fit everyone). I had a flower wreath for her hair, a hat for Romeo, plenty of plastic swords with which servants of opposing houses swatted each other really hard on the legs (or arse). As for stage energy, I could pull it out of them--they were as "easily led by the nose as asses are." But it was chaos. Since this was the early aughts, I was able to talk the custodians into allowing me to use a really pretty tall rolling platform for Juliet's balcony, and I had green garland running up the metal legs. We did NOT have the easy-to-read parallel texts so common now. They read it out of the textbook in the equivalent of the King James' version. I re-recited half the lines and translated entire passages and told myself that they "pretty much got it." I had made voice-driven "worksheets" that we filled out at the end of each period. I had a retractable plastic "happy dagger" for Juliet's last moments, and I had them do final projects.

Lots of freshmen boys viewed the project as a good chance to film themselves whacking each other with light sabers. I do remember a pair of girls doing an impressive interpretive dance of Mercutio and Tybalt's fight--they said it took a "looooonnnnnnng time." It probably did. One girl used her horse as Romeo (she's a math professor now). A group of guys led by Wyatt, who last I knew was writing blogs and doing political commentary videos from his basement somewhere in Russia, did an artsy film of Romeo killing Tybalt--they used closer and closer and closer close ups of one of the boys chanting, "I AM FORTUNE'S FOOL FORTUNE'S FOOL FORTUNE'S FOOL FORTUNE's FOOL" until only the mouth of the actor was shown whispering, "fortune's fool." I wish I still had that.

That's basically how I did ROMEO AND JULIET the first 36 TIMES. When I picked up three sections of English 9 (for everyone!) at my current school, there was Romeo again, crying about Rosaline and then creeping under Juliet's window. I have to admit it. I had lost my spark. I still did my best, but it wasn't the best I had done. That was in the past. And although Romeo and Juliet is GORGEOUS poetry--"O brawling love, oh loving hate!"--I had grown tired of the most famous love story of all time!?! Take that Cathy and Heathcliff, Gatsby and Daisy, Othello and Desdemona...those didn't end well either.

Anyway, I'm still reciting lines, having them act it out, mostly having them read the "real" side of the book, and explaining every scene. BUT, I'm always soooo glad when we read that "Alllllll are punished" and we get to watch the weird DiCaprio movie. (If you haven't see it, Romeo takes a hit of something before the Capulet party. Fortunately, he totally sobers right up by sticking his head into some water--is it the giant aquarium?) Anyway, at that point, if I can get the school's AV equipment to work, it's easy. It's almost over. Thank my star-crossed stars.

I hate to say it--but I'm sure it's obvious--I think I'm kind of "over" teaching Romeo and Juliet. I believe I still pulled it off this year again and they enjoyed it and learned, but of all the things I teach each year, it is my least favorite. Sigh. (Again, arguably the most beautiful piece of literature though.)

Fortunately, NOT EVERYONE at our school is a burn out when it comes to the freshmen introduction to Shakespeare!

I work with a fantastic woman named Priscilla (she and I weirdly went to the same tiny high school four hours away and several years apart). She is an incredibly upbeat, adventurous, funny, and gifted teacher. (She also has glittery silver boots--and some cool purple shoes.) Priscilla joined our building's ELA cast a few years ago and teaches our Advanced English 9 students (along with two other preps). The Shakespeare unit is not done for Priscilla when they finish the play--she's on to the creative follow-up! Below, she describes her students' original productions. If I weren't so old, I would maybe try to steal her idea. (Alas, I am not teaching freshmen next year--which I will miss, except, you know.)

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PRISCILLA's PLAY PROJECT described by Priscilla

"One of my, and most importantly, one of my Advanced 9th grade students', favorite assignments is writing and performing their own original play! After reading Romeo and Juliet for about a month, and thus being immersed in the play-writing style, students are tasked with writing their own original play, in groups of preferably 4, complete with at least 1 prop per character (usually they perform with several more) and costumes. They perform on the stage in our auditorium in front of the other students in their class and any administrators/ teachers who can attend.

Back to groups for a moment, I have found that the magic number is 4 per group, but 5 will work, while 3 isn’t really enough to portray enough characters for a complete play. I have also found that me choosing the students’ groups, mostly to keep the genders in each group balanced, is best, even when the students beg to choose their own groups, which they will, most certainly!

At the beginning of the project, students are often overwhelmed and I need to remind them, “One Step At A Time.”  If students just write their play, props and costumes will come, as undoubtedly a character in the story will talk on their cell phone, or lay down and go to sleep, or sit in a chair.  As for costumes, students don’t need full costumes, a scarf or hat for each character is sufficient, just enough to identify specific characters just in case one member of the group needs to play two different characters.

In the past I have had a play that featured speed dating, but it was more like "Speed Dating Gone Wrong." It was hilarious! I also had a play that crowned a beauty contestant. They had an evening gown competition, a talent competition, and an interview competition. (I had to nix the swimsuit competition--LOL!) Several times there has been a play that started immediately after a plane crash showing how they would survive, and this year my favorite was about grandparents in a nursing home trying to steal medicine. The way they portrayed older people, complete with canes and different voices was great!

By the end of the project, I hear students say something to the effect of, “I thought this project was impossible, but it was Awesome!” or “That was the best thing we did all year!”  When administration or other teachers come to watch the plays, students notice!  “Can you believe (insert name) came to watch?”  I even invite our school media team to come to the play performances so pictures end up on our Facebook page etc.  It is so awesome to recognize the students outside of the classroom for their hard work! "

(T's note about P's picture: it's a shame you can't see her feet: her footwear = always fab.)

Neurodivergent AP instructor

 

I just want to say that you can still (if lucky) have a successful career as a neurodivergent person.  For example, I have wicked ADHD, depression, anxiety, and HIGH CHOLESTEROL, but I am still pulling it off and have since 1987.  Well, I got out for 6 years in the middle while I was less healthy.  I knew it wasn't working--I couldn't do both: I was teaching 160 kids (mostly AP) at a near-the-top Iowa high school and  the mom of a middle school boy and a third-grade girl. At least I couldn't do both well.  I find it interesting and lucky that I got back into the profession.  And (at another top Iowa school) I have been able to add an AP English program, been an NCTE teacher of the year (they pick like 10 a year) and published quite a bit in  the ENGLISH JOURNAL. I'm an AP Lang reader.  

Anyway, I have other struggles. My husband fell down a flight of stairs in late October and there have been lots of hospital and rehab facility visits and a tricky transition home. I still have  the job I love, but I am retiring this spring.  It kind of breaks my heart, but I have a long commute (50 minutes), and a challenging schedule that I love (AP Lang, AP Lit, and English 9). Did I mention I have a very manageable bi-polar diagnosis?

I'm guessing lots of teachers may be neurodivergent in some way. I would like to write a memoir about making it mostly work. I take my mental health very seriously, but I have kept it on the down low for the most part--I'm treated and have a therapist that I talk to once every couple months as needed. I am proud that my students' AP scores are high, and I believe I am an especially effective writing teacher. (My ADHD diagnosis is out in the open--it's the hardest to hide.) Who knows? Maybe people suspect the others, too? How much does it matter? I guess it matters enough to me that I have tried to hide it all for years. But I am retiring.  They're not going to fire me now.  Maybe this would not even be a big deal to most people. That would be nice.

If I made it sound like it's never a struggle for me, that would be an enormous misrepresentation.  I fight to function well on the daily.  I mean, teachers, we all do.  I read this post to my husband and my nephew and they were both like, "That's it?" They both thought I would go on.  I felt like it was a lot of it, to share that I am manageably co-morbid.  But here's one thing--I really over-respond sometimes. Like at least twice a week. For example, while someone else would send one email stating their stance with an admin, I will write five: my strong stance, the one that defends my stance, the one that defends being defensive, the one that is kind of an apology, and then the one that says, "Oh, I'm ok now." (There is usually one more.) 100% the truth.  Just today (on a Sunday morning!) I texted a colleague asking when she would be done with the copies of GATSBY. She wrote (logically), "I will check tomorrow." I wrote three more texts and an email explaining my justified worries. She finally wrote back, "I'm sure it will be ok!  I am on a 'swimming trip' with my family in Sioux City." She was so nice to me and she's on a freaking vacation weekend. I feel stupid. I do this all the time. For some reason, most people seem to forgive me (or at least make room for my "passion")--thank God.   And I am super defensive and super sensitive--even though treated for...all of it. Sometimes it's like I'm fighting a problem that I have imagined. It sucks.

 I am the only person I know who is incredibly anxious before classes start every morning--who has taught more than two years at least. (I heard Henry Fonda vomited before each performance he was so nervous, so I guess I resemble a Hollywood legend--a really dead one.)  Worst of all, I used to cry three times a week on the way to work. I work EXTREMELY hard to make up for the ADHD--I will be fiercely indispensable. 

So, I'm also crazy passionate about teaching, about student learning, about teaching comp. I can cover Poe or Steinbeck with the best of them.  I create new things almost weekly to use in class--I'm ever on the prowl for the next better idea.  I like validation partly because it means I'm doing "OK."  I told a the very straightforward principal at my current school when I first started, "I respond better to positive feedback." Who says something like that? He was careful with me after that. I feel that people think I am talented if not invaluable. But  I think I'm a handful and I wish I weren't. 

 I overall am pretty proud of what I accomplish--and not because I'm neurodivergent. It's because it goes well and they seem to learn a lot. Someone once said to me, "Think what you may have accomplished if you didn't have ADHD." But truly, maybe not half as much. Nothing makes me work harder at this job that I love than my emotional intensity.  And I try really hard to be encouraging and kind. Everyone needs that, I think.

My picture at the top is the most polished I have ever taken. I usually look more like the one below. 

If interesting to people, maybe more to come.  

SMALL GROUP NOVELS: Ideas for Discussion Days

 

small GROUP DISCUSSIONS OVER VARIOUS NOVELS  

(and a quiz)

My students (and likely yours) appreciate having a bit of "voice and choice" at different points in the semester. While we have been hitting AP Q2 pretty hard, on alternate days, they are accountable for having read an assigned section of their group novel. This semester's novel selections are listed below.  The first discussion is usually after the first 60 pages, and I just let them go for it--discussing what they like/dislike, what is happening, what is confusing, etc. These are a few assignments from the unit. I don't think they are earth-shattering, but maybe they'll provide ideas for variety and accountability. Discussions are always lively. 

Below are the novel selections...

 ALL THE LIGHT WE CANNOT SEE, The COUNT OF MONTE CRISTO, WUTHERING HEIGHTS, GRAPES Of WRATH, JANE EYRE

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(This one is fun; they have to know the reading pretty well, and it's a nice review of plot and purpose for the whole group.) 

AP Lit Group Novel Discussion: Pick a Random Plot Point! p. 150-220

Get into your groups.  One at a time, starting alphabetically by first name, randomly turn to a page between p. 150-220. Then ask everyone else to turn there as well. Take about 60 seconds to review your page. Read at least 1/2 of the page aloud to your group.  Explain what is going on and what led up to this moment. Then describe its significance to the overall plot or protagonist.

Then the next person finds a random page and things continue...

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(This is an independent quiz and not open book--just a reflective reading check)

AP Lit Group Independent Quiz 220-270 

What are two events that have recently occurred in your novel?  

A. For each, write a lengthy paragraph detailing the action and then discussing its significance to the plot or developing theme or characters. 

B. Following that paragraph, discuss an alternative event--what COULD have happened instead? Write a long paragraph discussing this potential plot point.  

(As you are doing two scenes, you will have 4 paragraphs in all.) 

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AP Lit Small Group Discussion: p. 270--325

1. How are you feeling about the book overall--how does it compare to other novels you've read? (super basic)

2.  Discuss a secondary character (not the antagonist). What is their importance to the plot and how do they affect the protagonist?  What do they want?

3. What are the strangest or most disturbing or mysterious things that have happened in the novel so far? Explain--what do they add?

a.

b.

c.

4.  If this novel were made into a film, which characters, details, or plot points would be left out? Why?

a.

b.

c.

5.  Discuss how much the setting (both time and place) affect this novel.

6.  Brainstorm:  What would this novel be like if set in the present--Heathcliff visits Gilbert High, etc.? Explain with several details what this would look like--what would need to change and what could remain?

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For the next section, maybe p. 325-400, I have them write a "teacher-like" quiz with answers.

GROUP NOVEL QUIZ (written independently)

Requirements:  You must include 3 multiple choice questions, 3 short answer questions, 2 true or false questions, and 1 two-paragraph reflective question. Provide the answer for each question in highlighted in red and include the page number. It should be set up like an actual class quiz! Make it look cool. :) 

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FINAL DISCUSSION (Student directed Socratic seminar)

Each student arrives at class with three higher order thinking questions.  They will have answered each question in 3-5 sentences.  These questions will be used for your final group discussion.  One of your questions can be from any section of the book. One question should be about the last 20 pages of the novel.  One question should be a reflective question addressing the novel as a whole.

FINAL AP Q3 Essay! 

Since this is an AP Lit class, after the final Socratic seminar, I share a couple appropriate Q3 essay prompts I have found for each book. Students brainstorm together how they would approach the question.  Then each writes about one of the questions as a full essay.