Yes, I know. It is nearly 5:00 a.m. and I am posting on the Blog. I was so tired last night so I went to bed at 10. For some reason I was wide awake at 4:30 and instead of tossing and turning and ultimately disturbing my husband, I decided to read the blogs.
Kayla posted about researching. We read all the time, more than we realize. One of the things I always stressed to my students (in my past life) was how important reading was to each of them. Of course I was dealing with teenagers who thought English class was boring and unimportant and anything learned was useless. So we read. We read stories in the text (no pictures). We watched movie versions of short stories and novels to show that the 'good stuff' had to come from somewhere. We acted out the plays in the text so they would be more involved in the reading process. We wrote outside after reading Walden. We read the newspaper. We searched for messages on billboards. We read ads. We watched a game show with the sound off and read the closed captioning instead. Reading is everywhere.
Just before summer break a junior class was talking about their classes for their senior years. Novels class was a senior elective--a fun class, field trips to libraries, to the movie theatre to see Dances with Wolves and A River Runs through It (those trips were a LONG time ago). One student commented that she had better things to do with her time---while we were wasting our time reading, she would be enjoying life.
I was happy that I didn't have to say a thing--the rest of the class jumped on her about how she read every day, whether she realized it or not, that reading was important just to daily living, and that so much could be learned/experienced/gained from reading anything and everything. They surprised me then by listing all the things they could read and what they could learn: recipes (new ingredients, new cooking methods, new food --Kevin would like that, right!), directions when traveling (new places to see, new places to go), weather maps and statements (it was tornado season in the northern Indiana flatlands), and on and on. It did my heart good!
While some may disagree that everything is 'literature' (and I would have to concur to some extent), the words appear on the page, the eyes read, the mind processes, and new information is added to the bank of knowledge. Food for the mind!
Thursday, May 6, 2010
Wednesday, May 5, 2010
Kate and Great Grandma Eva
Kate Chopin has long been a favorite author. I think I shared before that my first exposure to her writing came when I was a junior at Mt. Vernon High School (yes, Kayla and Kevin--the Mt. Vernon west of Evansville) and Mrs. Kuhn had us read several of her short stories. I loved her writing and the fact that she was 'breaking ground' on a movement of women writers.
A few years later she was a featured author on the syllabus for the Women in Literature course that was one of my electives at Indiana State. That was the first time I read The Awakening. That novel fed my eagerness to read more of her works. Since that time I have taught several of her short stories to juniors ("A Pair of Silk Stockings" and "The Story of an Hour") and have shared The Awakening with some of the more mature seniors in my Novels classes as reading for extra projects.
I was thrilled to see more of Kate's short stories appear in the Norton. "The Story of an Hour" was also included in the text for ENGL 111 and I used it with my lesson on literary terms which led to the required essay test in the curriculum.
Why do I like her work? Maybe it is because my great-grandmother lived during that time period. I am fairly certain that Great Grandma Eva Cattell did not exercise her freedom of speech and take a stand against Great Grandpa Howard. However, I remember Great Grandma Eva well. She died when I was in 3rd or 4th grade, so I did spend hours of time at her house, helping her with flowers, and cooking, and entertaining, and looking at the children's books she had stashed under the couch. Great Grandma was a devout Quaker, but I can imagine her being happy with some new-found freedom. From what I hear, my great-grandfather was a very strict man. Maybe she would have enjoyed buying a pair of silk stockings from the counter at The Boston Store in downtown Alliance. Maybe she would have sat at the counter at Murphys and enjoyed a lunch by herself. Maybe she would have sat in the streetcar on the way back to Beloit, wishing it would go on forever.
A few years later she was a featured author on the syllabus for the Women in Literature course that was one of my electives at Indiana State. That was the first time I read The Awakening. That novel fed my eagerness to read more of her works. Since that time I have taught several of her short stories to juniors ("A Pair of Silk Stockings" and "The Story of an Hour") and have shared The Awakening with some of the more mature seniors in my Novels classes as reading for extra projects.
I was thrilled to see more of Kate's short stories appear in the Norton. "The Story of an Hour" was also included in the text for ENGL 111 and I used it with my lesson on literary terms which led to the required essay test in the curriculum.
Why do I like her work? Maybe it is because my great-grandmother lived during that time period. I am fairly certain that Great Grandma Eva Cattell did not exercise her freedom of speech and take a stand against Great Grandpa Howard. However, I remember Great Grandma Eva well. She died when I was in 3rd or 4th grade, so I did spend hours of time at her house, helping her with flowers, and cooking, and entertaining, and looking at the children's books she had stashed under the couch. Great Grandma was a devout Quaker, but I can imagine her being happy with some new-found freedom. From what I hear, my great-grandfather was a very strict man. Maybe she would have enjoyed buying a pair of silk stockings from the counter at The Boston Store in downtown Alliance. Maybe she would have sat at the counter at Murphys and enjoyed a lunch by herself. Maybe she would have sat in the streetcar on the way back to Beloit, wishing it would go on forever.
Tuesday, May 4, 2010
A brighter outlook
I have to admit I was feeling rather frustrated when I wrote the earlier post today. Grrrr.....too many students with sloppy work, whining about how hard the class is, complaining about how demanding I am, and it was getting to me.
Now, however, I am sitting in my sunroom, watching the sun dance across the yard, the wind rustling through the green leaves on the many trees around our house, and the cats sprinting across the yard after something only they can sense is there because I don't see anything! What a way to brighten my day, lighten the load, soften the edge.
After I finished the grades for one ENGL 112 class, I decided to pull up the excel files of your Pod #10 rubrics and catch up on reading your Blogs. WOW! All I need to do is check out the posts and the responses. I made it through the responses on mine and read everything in Tonya's and thoroughly enjoyed everything. Just what I needed. As Angela posted earlier in hers, this is just like journaling, only with a focus. I love it! I hope that we can continue communicating, or at least reading each other's blogs, long after the semester ends.
But now...back to the argument papers. Sigh...
Now, however, I am sitting in my sunroom, watching the sun dance across the yard, the wind rustling through the green leaves on the many trees around our house, and the cats sprinting across the yard after something only they can sense is there because I don't see anything! What a way to brighten my day, lighten the load, soften the edge.
After I finished the grades for one ENGL 112 class, I decided to pull up the excel files of your Pod #10 rubrics and catch up on reading your Blogs. WOW! All I need to do is check out the posts and the responses. I made it through the responses on mine and read everything in Tonya's and thoroughly enjoyed everything. Just what I needed. As Angela posted earlier in hers, this is just like journaling, only with a focus. I love it! I hope that we can continue communicating, or at least reading each other's blogs, long after the semester ends.
But now...back to the argument papers. Sigh...
Hmmm..what topic today?
My mind has been so muddled these past few days with grading argument essays from my four sections of ENGL 112. I have realized how much I enjoyed this particular class---reading, discussion, lack of 'fussing.' If you fussed, I didn't hear it, so that was great!
Emerson talked so much about Self-Reliance, being true to oneself, accepting responsibility for one's actions. This is something that has been popping through my mind frequently the last few days. One's education is the responsibility of---guess who? The student! I was always responsibile for my own homework, asked for help if I didn't understand something (chemistry--if not for my lab partner Mike Martin, I wouldn't have passed it), and accepted my grades. When I went to Indiana State for my undergrad and then to Purdue for my Master's degree, I was in charge--it was up to me. My grades reflected my efforts, the quality of my work, and the amount of time I decided to donate to the cause. My 'rush to study 10 minutes before the test' showed in a low grade. I never would have blamed my instructors/teachers/professors for my low grades. I would never have blamed ISU or Purdue for my lack of completion of my degree. The requirements are there; I had to work to meet them.
What has changed? Why is it that students feel like they can submit sub-average work, not meet requirements, and still receive high marks for inferior work? Why is it the fault of the instructor? Why is it the ridiculous rules or guidelines set forth by the institution? Why is it always the fault of someone else?
What would Emerson say today about the idea of self-reliance?
Emerson talked so much about Self-Reliance, being true to oneself, accepting responsibility for one's actions. This is something that has been popping through my mind frequently the last few days. One's education is the responsibility of---guess who? The student! I was always responsibile for my own homework, asked for help if I didn't understand something (chemistry--if not for my lab partner Mike Martin, I wouldn't have passed it), and accepted my grades. When I went to Indiana State for my undergrad and then to Purdue for my Master's degree, I was in charge--it was up to me. My grades reflected my efforts, the quality of my work, and the amount of time I decided to donate to the cause. My 'rush to study 10 minutes before the test' showed in a low grade. I never would have blamed my instructors/teachers/professors for my low grades. I would never have blamed ISU or Purdue for my lack of completion of my degree. The requirements are there; I had to work to meet them.
What has changed? Why is it that students feel like they can submit sub-average work, not meet requirements, and still receive high marks for inferior work? Why is it the fault of the instructor? Why is it the ridiculous rules or guidelines set forth by the institution? Why is it always the fault of someone else?
What would Emerson say today about the idea of self-reliance?
Monday, May 3, 2010
What's in a name?
I know, I know. William Shakespeare belongs in Brit Lit, not American, but a line from one of his plays (Romeo and Juliet) fits my train of thought lately.
"A rose by any other name would smell as sweet."
Those of us who have children know the importance of selecting a perfect name for the newborn babe that enters our lives. A friend from church lamented after the birth of her latest grandchild that he had no name. His parents had to look at him, get to know him, and then name him. They had waited two weeks after the birth of their first child to name her! I understand that to some extent, because some of the names of former students just don't fit them in any way...like the petite cheerleader whose name was Mildred. A family name, but not one that fit her personality at all. She did go by Milly some, but still....
I guess it is all in what you are used to also. Our minister's wife is E. Anne. Her first name is really Elizabeth (one that I think is a beautiful name, by the way), but she has always been known by E. Anne. At first it seemed odd to call her that; now it is natural. That is just her name.
What is my point? Our names are our identity in many cases. While I know Tamara, Maria, Tyler, and Angela since they are or have been on the Logansport campus with me, and I have seen pictures of Kevin, Lori, Kayla, and Tonya, I would not know Tina or Teresa or Dawn if they walked into my office. I am not really sure I will recognize Tonya until she walks across the stage on May 13. How many people do you know just by their names? Is your imagined picture of that person accurate?
Which now brings me to another point. Hilary, my daughter the new mother, has been asking me repeatedly what I want to be called. Grandma? Grandma Beth? Nana? Grammy? Memaw (ugh!)? I always said to Landon "It's Grandma, Landon!" or "Grandma's here, Landon" or "Can you smile at Grandma?" Will that be me? Or will I be something different to that sweet little guy?
Our neighbor always called her little grandson "Sweetie" and when he started to talk, he called her "Sweetie" right back. He stills calls her that, and he is 10 now.
"Remember that a person's name is to that person the sweetest and most important sound in any language." -Dale Carnegie, "How to Win Friends and Influence People"
What's in a name? Everything, right now! Will it be Grandma? Nana? Whatever it will be, I am sure when Landon says it, it will be the 'sweetest and most important sound.' Any suggestions?
"A rose by any other name would smell as sweet."
Those of us who have children know the importance of selecting a perfect name for the newborn babe that enters our lives. A friend from church lamented after the birth of her latest grandchild that he had no name. His parents had to look at him, get to know him, and then name him. They had waited two weeks after the birth of their first child to name her! I understand that to some extent, because some of the names of former students just don't fit them in any way...like the petite cheerleader whose name was Mildred. A family name, but not one that fit her personality at all. She did go by Milly some, but still....
I guess it is all in what you are used to also. Our minister's wife is E. Anne. Her first name is really Elizabeth (one that I think is a beautiful name, by the way), but she has always been known by E. Anne. At first it seemed odd to call her that; now it is natural. That is just her name.
What is my point? Our names are our identity in many cases. While I know Tamara, Maria, Tyler, and Angela since they are or have been on the Logansport campus with me, and I have seen pictures of Kevin, Lori, Kayla, and Tonya, I would not know Tina or Teresa or Dawn if they walked into my office. I am not really sure I will recognize Tonya until she walks across the stage on May 13. How many people do you know just by their names? Is your imagined picture of that person accurate?
Which now brings me to another point. Hilary, my daughter the new mother, has been asking me repeatedly what I want to be called. Grandma? Grandma Beth? Nana? Grammy? Memaw (ugh!)? I always said to Landon "It's Grandma, Landon!" or "Grandma's here, Landon" or "Can you smile at Grandma?" Will that be me? Or will I be something different to that sweet little guy?
Our neighbor always called her little grandson "Sweetie" and when he started to talk, he called her "Sweetie" right back. He stills calls her that, and he is 10 now.
"Remember that a person's name is to that person the sweetest and most important sound in any language." -Dale Carnegie, "How to Win Friends and Influence People"
What's in a name? Everything, right now! Will it be Grandma? Nana? Whatever it will be, I am sure when Landon says it, it will be the 'sweetest and most important sound.' Any suggestions?
Saturday, May 1, 2010
Pods
I just finished grading The Joy Luck Club Pod before my husband and I had dinner. I tend to lose myself in reading the submissions each week. Sometimes I think I have just enough time to skim through and get the main ideas of the posts, but I always find myself reading everything word for word--which should be comforting to the students. Yes, I do. I read everything! I can't force myself NOT to. Of course some of you may be thinking "Why wouldn't she read everything? Isn't that what she is SUPPOSED to do?" Which it is. And I do. But I have heard some instructors say that they just skim--they don't have time to read everything verbatim. Well, neither do I, but I do. I would miss out on some great ideas and discussions, plus new insights, if I didn't read anything.
Pods have been interesting. Sometimes each student will pick the same assignment; sometimes an assignment has no takers. I never know, and I commented to a friend that the next time I teach this, I may replace some of the unpopular assignments with others that may seem more interesting. How wrong that would be! Just because very few people read the chapter from The Red Pony a few pods ago doesn't mean that in another semester five or six students may really enjoy Steinbeck and want to read it. What I do want to do, however, is add to the mix. There are so many other stories, poems, and plays in the anthology that we did not have time for, or that I did not have a chance to develop. The next time, I will add more titles to the menu.
Also in the next two semesters there are no novels on the 'reading list' from the state curriculum committee. That means that I won't be able to officially teach The Scarlet Letter, The Red Badge of Courage, or The Joy Luck Club next year. I am not very happy about that, because I feel that the novel is such an important genre, but we will still have Huckleberry Finn in the anthology--I hope. The edition for that is changing as well. And once again, we are being restrited in our choices.
On to Pod #10, the final section of our semester's adventure through American literature. What fun it has been!
Pods have been interesting. Sometimes each student will pick the same assignment; sometimes an assignment has no takers. I never know, and I commented to a friend that the next time I teach this, I may replace some of the unpopular assignments with others that may seem more interesting. How wrong that would be! Just because very few people read the chapter from The Red Pony a few pods ago doesn't mean that in another semester five or six students may really enjoy Steinbeck and want to read it. What I do want to do, however, is add to the mix. There are so many other stories, poems, and plays in the anthology that we did not have time for, or that I did not have a chance to develop. The next time, I will add more titles to the menu.
Also in the next two semesters there are no novels on the 'reading list' from the state curriculum committee. That means that I won't be able to officially teach The Scarlet Letter, The Red Badge of Courage, or The Joy Luck Club next year. I am not very happy about that, because I feel that the novel is such an important genre, but we will still have Huckleberry Finn in the anthology--I hope. The edition for that is changing as well. And once again, we are being restrited in our choices.
On to Pod #10, the final section of our semester's adventure through American literature. What fun it has been!
A favorite novel
Teaching is always a challenge, but teaching Engligh takes so much planning and a toll on the creativity. Maybe that is why my creativity is always so low! Very few people walk into an English class at any level, excited about it. It is one of those 'required so it must be bad' type of high school classes. Teaching juniors, all of them, for over 25 years made my life very challenging. At the point they walked through my door, they were a. tired of school and just wanted out b. hated English and everything to do with it with a passion (due to earlier experiences) c. siblings (or even worse CHILDREN) of former students who knew coming in what was expected and didn't want to do it or d. ready to do whatever I asked them to because they wanted good grades. That last group was easy. The other three were the challenges.
When I needed a novel to teach the boys who returned from the morning vocational classes and went right into my room after lunch, I came up with teaching Steinbeck's Of Mice and Men. Is it about mice? Well, not really, although Lennie does like to pet dead ones in his pocket. Is it about men? Yes, migrant farm workers on a ranch in California. Does it relate to life? Of course! But that is another issue.
Criteria for a novel for junior boys who don't want to be in English class at all: short (check), easy to read (check), good plot (which means someone dying usually - check), and a good way to keep the focus (check).
John Steinbeck wrote many novels ranging from The Grapes of Wrath (not exactly short) to The Red Pony (used in 8th grade English classes and one section of it we read in 223) to East of Eden (the movie version starring James Dean is a must-see) to Of Mice and Men, and I am omitting several from this list. His style in OM+M is one that fits the criteria needed for the juniors. It was short. It was easy to read. The vocabulary was very simple. The plot had just enough conflict to keep them interested. The symbolism was easy to understand (of course I always had to point that out). Plus..the novel included some great dialogue, which translates to fun in the classroom.
When I first introduced the novel I would assign parts and told them the parts were theirs until they died--the characters that is! That always intrigued them. I also acted like I was really pondering who would read which part (like I didn't already have it planned). Let's see...a short little guy who is always looking for a fight, thinks he has power, wants to be in charge even though he isn't---Curly...hmmm (looking around the room)...How about Frank? You could do that role! And the room would erupt with laughter and comments aimed at Frank.
At the end of each class I would assign some of the 'narrative' for them to read, ask them to answer the study questions, and be ready to roll when they walked in the door the next day. Most of the time they would walk in and start moving the desks so we would have plenty of room to 'act out' the scenes before I could even ask them to. Sometimes a student would stop me in the hall, look around, and quietly tell me how much he liked the next chapter and couldn't believe that Lennie had actually crushed Curley's hand. Of course it was told to me quietly, no one else around---can't be seen talking to Mrs. Siemens about a book, can you? Reputation to consider here.
Oh the intensity! The dream--would they pull it off? Why didn't Curley's Wife just stay away from them? What would The Boss do when he found out about the crushed hand? Would Lennie ever get a puppy? How could they hide the dead body and still keep Lennie safe?
When the last page was turned, when the novel ended, there was always a sense of disappointment and sadness in the room. The students left with shoulders sagging and spirits spent. They were disappointed the story of Lennie and George was over.
The test? The best grades ever! They knew that book. The only ones who didn't pass with flying colors were the habitual absentees who didn't bother to read anything that was missed, and who really didn't care anyway. But the rest of them? They loved it. Even today a former student will mention how much he enjoyed reading that book about those two guys who were on the farm and the one guy kept killing everything he touched.
Yes, Of Mice and Men is a favorite novel. I like Steinbeck's style. I like the story and the characters, the conflicts and the symbolism. But what I really like is that Steinbeck was able to capture the attention of many junior English students at West Central and give the experience of reading one of my favorite novels!
When I needed a novel to teach the boys who returned from the morning vocational classes and went right into my room after lunch, I came up with teaching Steinbeck's Of Mice and Men. Is it about mice? Well, not really, although Lennie does like to pet dead ones in his pocket. Is it about men? Yes, migrant farm workers on a ranch in California. Does it relate to life? Of course! But that is another issue.
Criteria for a novel for junior boys who don't want to be in English class at all: short (check), easy to read (check), good plot (which means someone dying usually - check), and a good way to keep the focus (check).
John Steinbeck wrote many novels ranging from The Grapes of Wrath (not exactly short) to The Red Pony (used in 8th grade English classes and one section of it we read in 223) to East of Eden (the movie version starring James Dean is a must-see) to Of Mice and Men, and I am omitting several from this list. His style in OM+M is one that fits the criteria needed for the juniors. It was short. It was easy to read. The vocabulary was very simple. The plot had just enough conflict to keep them interested. The symbolism was easy to understand (of course I always had to point that out). Plus..the novel included some great dialogue, which translates to fun in the classroom.
When I first introduced the novel I would assign parts and told them the parts were theirs until they died--the characters that is! That always intrigued them. I also acted like I was really pondering who would read which part (like I didn't already have it planned). Let's see...a short little guy who is always looking for a fight, thinks he has power, wants to be in charge even though he isn't---Curly...hmmm (looking around the room)...How about Frank? You could do that role! And the room would erupt with laughter and comments aimed at Frank.
At the end of each class I would assign some of the 'narrative' for them to read, ask them to answer the study questions, and be ready to roll when they walked in the door the next day. Most of the time they would walk in and start moving the desks so we would have plenty of room to 'act out' the scenes before I could even ask them to. Sometimes a student would stop me in the hall, look around, and quietly tell me how much he liked the next chapter and couldn't believe that Lennie had actually crushed Curley's hand. Of course it was told to me quietly, no one else around---can't be seen talking to Mrs. Siemens about a book, can you? Reputation to consider here.
Oh the intensity! The dream--would they pull it off? Why didn't Curley's Wife just stay away from them? What would The Boss do when he found out about the crushed hand? Would Lennie ever get a puppy? How could they hide the dead body and still keep Lennie safe?
When the last page was turned, when the novel ended, there was always a sense of disappointment and sadness in the room. The students left with shoulders sagging and spirits spent. They were disappointed the story of Lennie and George was over.
The test? The best grades ever! They knew that book. The only ones who didn't pass with flying colors were the habitual absentees who didn't bother to read anything that was missed, and who really didn't care anyway. But the rest of them? They loved it. Even today a former student will mention how much he enjoyed reading that book about those two guys who were on the farm and the one guy kept killing everything he touched.
Yes, Of Mice and Men is a favorite novel. I like Steinbeck's style. I like the story and the characters, the conflicts and the symbolism. But what I really like is that Steinbeck was able to capture the attention of many junior English students at West Central and give the experience of reading one of my favorite novels!
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