Tag: WIHWT

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WIHWT: Americanah

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(Note to self: ask Cult of Pedagogy if she makes any cash from her links to Amazon.)

This “Wish I Had Written That” is stretching a bit here — this novel is meant for grown-ups. This is not a recommendation for secondary students, although if seniors in high school, or even my own children, wanted to read this novel or anything by Chimamanda Ngozi Adichie, I’d be proud. (As it is, my older son is trying to get me to read Goncharov and my younger one understand the mastery of Dungeons & Dragons, and geological surveys–good luck with that, kids.) But it does need a little life experience under one’s belt. A little bit of context. And full disclosure: I couldn’t have written this. The protagonist has her own story, and for me to make even presumptions or connections about race, love, family, or hair would be disingenuous. (The protagonist is a blogger, but makes a living from it. I’m also not quite there yet!)

But I still think it should be required reading. Wait–scratch that. Read if you want to know about race, love, family, and hair. And surviving yourself through your twenties, and finding your way. Or, if you’re beyond your twenties, how you found your way, which you surely did.

Tomorrow night is night I look forward to–it’s Book Club night. This month’s selection was my choice–I chickened out and gave the ladies a choice, between this book and J.K. Rowling’s The Casual Vacancy. When the book club members overwhelmingly chose Rowling’s book, at first I was a little disappointed because I really want to read Americanah. (That’s what I get for my chicken-ness.) However, I was not disappointed after reading Rowling’s first ‘grown up’ book. I loved it. She is a master of characters, connections, and layers of plots that are never ‘sub’ to anything, but partner plots that hold the whole story together. The only thing I may regret is that I will not have another grown-up to talk about Americanah with.

And what a concept: that I’m truly sorry I have no one in real time to discuss a great book and author. And that–that is what I want to ignite in my classroom. Not just “read it” –but read it so you can talk about it. A book shared is a gift from our inner lives, our inner thoughts: what others come to believe or interpret about literature is sublime and…it’s love.

Last night I was out to dinner with my husband, and telling him about my Renaissance with ‘The Raven‘ by Edgar Allan Poe and 7th grade students. I am not the same teacher I was so many years ago, and have learned over the past four to five years to let the students do most of the heavy mental lifting. Being in on their discussions as they grapple with stanzas and translate early 19th century gothic poetry is so fun. My husband brought up that Poe was not a favorite of his until he heard ‘Annabel Lee.’ Being the modern woman I am, found the poem on my phone, and he looked it over again, and offered new insight to the beauty of some of its lines…how beautiful a concept that angels, who are supposed to be so beatific and perfect, could be jealous of  humans’ love…

The angels, not half so happy in Heaven,
   Went envying her and me—
Yes!—that was the reason (as all men know,
   In this kingdom by the sea)
That the wind came out of the cloud by night,
   Chilling and killing my Annabel Lee.

By talking about a poem, I learned something new about my husband, even after 23 years.

Now I’m not sure how to tell students what this all means, how to show them what’s in front of them, and what beauty is around the corner for them, too. I’ll try to figure out a way though–look through my old scrolls and tomes of quaint and curious lore, of long forgotten lesson plans of book talks and sharing of tales, and see what they create. These experiences, too, add to their own stories.

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WIHWT: Green Angel

Green Angel by Alice Hoffman
Green Angel by Alice Hoffman, 2010

Are there books or texts you desperately want to teach, to introduce, yet never find the right moment? The place in the curriculum, scope and sequence, where a text resides permanently in outlier territory? Green Angel is one such novel for me. This Wish I Had Written That, authored by one of my favorite writers, Alice Hoffman, tells a powerful story of loss, identity, and regrowth. It’s short, only 116 small pages, and is one of those stories that still leaves me aching and in awe over the human spirit. Some say it’s a parable for the events of 9/11, and while that may be the case, it’s themes lend themselves to catastrophe and devastation over time and space.

Some guiding questions:

Closely read the colophon: Describe the structure of the text, and question why the writer requested this. (Buy a copy of the book or review on Amazon to understand this lens–do not want to impede on its copyright laws.)

Closely read the introduction–who is speaking? What are they telling us, and in what timing? Why did the writer use this pacing?

Heart

This is how it happened I once believed that life was a gift. I thought whatever I wanted I would someday possess. Is that greed, or only youth? Is it hope or stupidity? As far as I was concerned the future was a book I could write to suit myself, chapter after chapter of good fortune. All was right with the world, and my place in it was assured, or so I thought then. I had no idea that all stories unfold like white flowers, petal by petal, each in its own time and season, dependent on circumstance and fate. The future is something no one can foretell. My family had always lived on the ridgetop above the village in a county where days were sunny and warm. At twilight, dusk wove across the meadows like a dream of the next day to come. People said we were blessed, and maybe that was true. My father was honest and strong. My mother collected blue jay feathers, preferring them to her pearls. My little sister, Aurora, was as wild as she was beautiful. 

Hoffman, Alice (2010-02-01). Green Angel (Kindle Locations 11-19). Scholastic Inc.. Kindle Edition.

 

There are multiple themes to discuss. Keep in mind not to steer students’ thinking to ONE big idea–there are multiple discussion points.

“Or that the book is a commentary on the value of our memories. All rich books have several themes. When a teacher predetermines “the” theme, the teacher also predetermines the students’ thinking. So what do I mean when I say I want students to generate their own thinking? Let’s return to The Giver, for example. Before reading the novel, I would have told my students that there were several large ideas imbedded in the text and that their job as they read would be to identify one or more of them and to track the development of the ideas. After reading a few chapters, I would schedule a day for the class to revisit their reading. Instead of assigning a theme to track, I might put them in small groups and ask them, “What’s worth talking about in this chapter? What big ideas are beginning to emerge?” ”

Gallagher, Kelly (2015-02-28). In the Best Interest of Students: Staying True to What Works in the ELA Classroom (Kindle Locations 2873-2879). Stenhouse Publishers. Kindle Edition.

I highly recommend this secondary-level novel if you’re doing any teaching discussing and considering loss, identity, destruction, regrowth, sibling and family relationships, etc. Add informational texts from 9/11, and use StoryCorp and This I Believe to hear real narratives. It’s an opportunity to compare how the writer crafts a narrative to tell a ‘true’ story, and how truth, fact, and opinion often live together.

Ah, what a wonderful world with so many stories to tell…

 

Postscript: Writing opportunities–

*Write a brief analysis of how the writer introduces the main character, and how this supports style/craft.

*Write a quick narrative introducing the story from the sister’s point of view.

*Write a news report of the events.

*Write a perspective from the attackers’ point of view.

Suggested Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Craft and Structure:

CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-LITERACY.RL.8.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
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WIHWT: Red Rising

Red Rising by Pierce Brown
Red Rising by Pierce Brown

This Wish I Had Written That (WIHWT) post is about my own connections to reading. In 2009, I participated in my first Puget Sound Writing Project, via the National Writing Project. One of the requirements (or labor of love in my case) is a full-blow lesson, complete with all the lesson-y trimmings. I created, from scratch, an original lesson I titled Voices from the Grave, in order to serve the wonky 8th grade curriculum in my district: social studies does World History/Ancient Civilizations, and since I taught an 8th grade Humanities at the time, wanted to serve multiple standards. I had never heard the term ‘role playing’ but that is essentially what the unit is: you draw a character from Ancient Rome, be it a Proctor, Legate, even Obstetrix and Emperors. There were slaves, legionnaires, gladiators, eques–all types and manners of rank, privilege, jobs, and avocations. There is even a mosaic artist. The purpose of the unit is multi-layered: by immersing oneself in an ancient world, and seeing life through the eyes of the past, we can deeply learn about culture, politics, and society as well as learn content (academic and content language/knowledge). Some of the best work I’ve ever read was from a struggling student who became a legionnaire: down to his hob-nailed boots and a description of his death. He became this foot soldier, and I know he will never forget the transference of skills and knowledge: soldiers move nations, for the generals and the emperors.

I switch from Humanities to ELA, and the the Box of Destiny was born: become a Greek god/goddess, and present in original voice “your” story. This novel is replete with Greek/Roman influences, and its plot structure hangs on a hierarchal, archetypal mythic proportions. To see an 8th grade girl transform herself into Athena or misunderstood Medusa is truly sublime.

Good stuff.

“Matched me with a little girl. I tried to kill her softly … but she wouldn’t die.” Pollux grunts something and claps me on the shoulder. He tries a sour chuckle. “We’ve got it raw, but at least we’re not Reds, you register?”

Brown, Pierce (2014-01-28). Red Rising (The Red Rising Trilogy, Book 1) (p. 371). Random House Publishing Group. Kindle Edition.

Now: combine all of that, a hefty nod to Hunger Games, and a flawed hero, and you have one of the best monomythic tales: Red Rising. I just finished it, and began its sequel, Golden Sun. The potential for rich conversations about class, wealth, power, human nature, politics, love and war. And how legends are created, and destroyed. Just looking at through the lens of lies and control would be enough.

He ignores me. “They heard her song and they call her Persephone already.” I flinch and look over at him. No. That is not her name. She is not their symbol. She doesn’t belong to these brigands with trumped-up names. “Her name is Eo,” I sneer. “And she belongs to Lykos.” “She belongs to her people now, Darrow. And they remember the old tales of a goddess stolen from her family by the god of death. Yet even when she was stolen, death could not forever keep her. She was the Maiden, the goddess of spring destined to return after each winter. Beauty incarnate can touch life even from the grave; that’s how they think of your wife.”

Brown, Pierce (2014-01-28). Red Rising (The Red Rising Trilogy, Book 1) (p. 64). Random House Publishing Group. Kindle Edition.

Questions of trust: from our most personal relationships to our relationships with government and institutions. After reading this novel, I wish I was teaching 8th grade (it does have some implied references to some grittier concepts). I would pair it with Voices from the Grave, and add the element of power and control. And a lot more questions.

Back to the mines.

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WIHWT: How It Went Down

How It Went Down by Kekla Magoon, Coretta Scott King Author Honor Book, 2015
How It Went Down by Kekla Magoon, Coretta Scott King Author Honor Book, 2015

This Wish I Had Written That (WIHWT) moment comes to us courtesy of a wonderful librarian.

This librarian loves books. I love books. We get along.

This past spring, she had time to come to my classes and do some book talks. Several of these piqued my interest as a means to update/refresh some thematic units. (Units do need to be polished and updated now and then, and then summarily tossed when no longer speaking to any part of the human condition.)

What Happens:

A racially charged shooting reveals the complicated relationships that surround a popular teen and the neighborhood that nurtured and challenged him…..As each character reflects on Tariq, a complex young man is revealed, one who used his considerable charm to walk the tightrope of life in his neighborhood. Magoon skillfully tells the story in multiple, sometimes conflicting, voices.

Quote:

These damn kids. They never learn. As a black man, you have to keep your head down. You have to keep yourself steady. You have to follow every rule that’s ever been written, plus a few that have always remained unspoken. How hard is that to understand?

Magoon, Kekla (2014-10-21). How It Went Down (p. 42). Henry Holt and Co. (BYR). Kindle Edition.

Why It Matters:

All we need to do is say the synecdoche of “Ferguson” to understand how this novel fits with our national conversation about race, poverty, incarceration, and racism.

Ideas and Questions:

The chapters are titled by each different characters’ points of view. Each character brings potential for a personal connection as well as demonstrating the importance of connections (positive and damaging) within communities.

My heart, at the moment, is racing away from me, in hot-pink sneakers, looking both ways before crossing each street, like she’s supposed to. The knot in my chest eases when Tyrell catches up with her. He holds her hand, and she lets him, which is a bit of a surprise. When he talks to her, she answers. I keep my distance.

Magoon, Kekla (2014-10-21). How It Went Down (p. 319). Henry Holt and Co. (BYR). Kindle Edition.

It’s about choices, and those choices reflected by our character and surroundings. What we most want, and what we can’t have.

I can’t— I won’t— believe Brick when he says that kind of thing. I knew T better than anyone. He would never … My heart flutters, unexpectedly flooding me with doubt. He would, though. T always stepped up, never back. If it was me who had died, Tariq would lead the charge for revenge, I know that much. He looked out for me. No boundaries to that devotion, at least none I ever saw. So, would he want me to do the same? It’s the least I can do, isn’t it? Brick holds out the knife. I imagine it slitting my throat. Severing my spine. Stabbing through my heart. But I move anyway. I don’t know who Tariq really was— if he was the way I see him, or the way Brick does. But I know who he would want me to be.

Magoon, Kekla (2014-10-21). How It Went Down (p. 308). Henry Holt and Co. (BYR). Kindle Edition.

The pacing is fast: there is some language; if students are 13+ and if granted parent permission, it should be rated PG-13. Some sex implied. Discussion moment: does the author’s use of ‘language’ help or distract from the main message of the story?

The novel provides opportunity for discussion on statistics: how do statistics inform our truths?

Seventy-five percent of black men in Underhill join up. If Tariq was in, then it gives me that much more chance to stay out. If Tariq wasn’t, then he’s still the guy I thought he was, but it makes it that much more likely that I’m gonna cave, now that he’s gone.

Magoon, Kekla (2014-10-21). How It Went Down (p. 274). Henry Holt and Co. (BYR). Kindle Edition.

The narrative lends itself to ambiguity (it doesn’t answer all questions, just like ‘real life’). No spoilers, but this is not a murder mystery. It lends itself to discussing how the media influences each of our own perceptions and truth, and how we reflect back to each other. The plot structure is simple and direct, and for some characters’ paths that lead are truncated, and others move onto the endless horizon: why and how does the plot structure affect our understanding of its themes?

I’d be interested to know your thoughts.

Postscript: “Almost Another Dead Black Male: Remembering a Traffic Stop That Got Ugly”

Next on the list:

(Realistic fiction = character focused)

(Journey of the Hero: focus on quest, and there is usually a map at the beginning!)

(Historical Fiction: time and place)

Red Rising by Pierce Brown (thank you, Mr. Crew!)

The Vault of Dreamers by Caragh M. O’Brien

The Cure for Dreaming by Cat Winters

 

 

Tiny thinking bubble: I learned what ‘metonymy’ is, too.

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The core.

core of apple

 

Whereby I confess my most egregious professional sins and meditate, lighting candles to Grant, Wiggins, and Burke, in order to get my head back on right. And a favor: please do not make assumptions about where I’m going with this, and be honest with yourself–it is a rare human who’s never experienced a pang of professional jealousy, or ‘me-too-itis.’ 

This may be my new favorite teacher-writer: http://www.cultofpedagogy.com

And yes, she takes a great headshot. 

Dang, I am jealous. Straight up. Confessing. Green monster. Yuck.

But…this is when I get things moving forward again.

Jennifer Gonzalez writes the blog, Cult of Pedagogy and I’m having one of those ‘where has this been all my life?’ moments. Writes posts that I wish I had written, says the difficult things I wish I was brave enough to discuss. But now I’m going to lay it out on the table – one of her posts resonated so deeply for me this year, it is a mental grout of my brain tiles. (Oof- that is a horrible metaphor. Sorry. Told you I was off my game.) In her article, Gut-Level Teacher Reflection, she asks five intense questions that dig deeply into our constructs of what and who we are. 

1. Look around your classroom (or picture it in your mind). What parts of the room make you feel tense, anxious, or exhausted? What parts make you feel calm, happy, or proud?

2. Open up your plan book (or spreadsheet, or wherever you keep your lesson plans from the year) and just start browsing, paying attention to how you’re feeling as your eyes meet certain events. What days and weeks give you a lift when you see them, a feeling of pride or satisfaction? Which ones make you feel disappointed, irritated or embarrassed?

3. Take a look at your student roster. What do you feel when you see each name? Which names make you feel relaxed, satisfied and proud, which ones make your chest tighten with regret, and which ones make your stomach tense?

4. Mentally travel from classroom to classroom, picturing each teacher in the building. What are your feelings as you approach each one? Which coworkers give you a generally positive feeling, which ones are neutral, and which ones make you feel nervous, angry, or annoyed?

5. Look at the following professional practice “buzzwords.” As you read each one, do you have positive, negative, or mixed feelings? What other words have you heard a lot this year that give you a strong feeling one way or the other?

  • technology
  • differentiation
  • data
  • research-based strategies
  • Common Core
  • higher-level thinking
  • flip

Okay, let’s see: No. 1 – yes, my room needs some deep purging. I can do that. I may even go in this afternoon. Many best laid plans of conferencing areas, writing nooks, and comfortable reading and discussion areas fell by the wayside.

No. 2: With the directives I was given this year I learned some tough lessons. Be careful of other’s visions if the vision is embedded in negativity. Never again will I miss the subtext of someone who is inherently a doomsayer and offers little or no insight or collaborative, positive steps forward. I know and have proven I know time and again what engages students, how to embed purpose, relevance, and authentic self-esteem in constructing knowledge.

Moving on.

No. 3: What causes me anxiety is when I know, with clarity and dismay, that many of my students don’t receive the services they require, even though I pound loudly at the admin door. There is a lot of rhetoric, but not much action, and occasionally I feel I end up mocked for my efforts to try to get children real and true help. Recognizing this is one of my core values serves my efforts to continue to make as many connections with parents as possible. That’s the only way when leadership isn’t available.

No. 4: Ah, coworkers. Yes, there is one or two that cause me anxiety, but overall, my colleagues are amazing, supportive, intelligent and wise, and I know they feel the same about me. I only feel anxiety when I think I’m being compared unfairly to a new rock star on the block, and not being seen for who I am. This, to me, is one of the sins of administration –playing favorites. It was said to me, “Why don’t you teach like so and so? ” this year. That is the mark of a dysfunctional leader.

No. 5: Buzzwords? Not a problem.

There is another fuzzy-monster I need to squash. I have been honored to know John Spencer for approximately 6 or 7 years in a virtual collegial dialogue. He recently announced he’s leaving the classroom to become a professor, a trajectory I thought I might be able to do years ago.

Here’s the thing: he is amazing, creative, and has gotten out there and made it happen. He created lectures, presentations, blogs, websites, books: created and produced his dreams with the love of his family and friends. That is how it’s supposed to work. Now I am doing some hard thinking about my own trajectory, and what I want, need, and where I can provide the greatest service for students with my strengths. 

What derails us, and how do we get back on track? Well, perhaps, for me, when I am not brave or honest, or forgive myself, with grace, when life events take precedence over the perfectly-planned lesson or the standing ovation observation. I give a lot of myself to my husband, sons, and students. I am greatly looking forward to this summer when I can nourish my own creativity and purge the unnecessary or cumbersome. Funny, ‘cumbersome’ does not come in the form of too much paper or outdated files, but in emotions: it’s time to clean up any residual mental mold, and be proud and happy I know such wonderful colleagues, and they know me. 

ripe red apple with green leaf isolated on white

To summer!

PS Next post: my reading list…