So, I haven’t updated in like a year and a half… I blame that on this dude:
He’s one. So… I suspect that explains it.
Tonight I spent some time updating my bio photo (hmm, my hair is now… eight inches longer and much more purple?) and cleaning up odds and ends, but I’m really hoping to update more regularly (uh, what else is new?!?). I definitely have some “Lessons from the Classics” posts in mind, since I got to teach AP Literature & Composition for the first time, and because I reworked my Creative Writing class a bit. Next year I’ll be teaching a one-semester Poetry elective for the first time (!!!) so I’m excited to dig into that genre more (I am not often an inspired poet, but I am a competent one, and I’m open to improvement, so…).
Last week in English 10 we did an experimental project that turned out really neat, so I’m going to brag about it here!
We’ve been reading selections from Ovid’s Metamorphoses using some lesson plans from EDSITEment! to build from. For this plan, we compared and contrasted three versions of the Orpheus & Eurydice myth: one from NewsELA, A. S. Kline’s translation of Ovid’s version, and the poem “Eurydice” by H.D. At first I wasn’t very excited about HD’s, but as often happens when I analyze a piece of modern poetry, I started to like it more and more each time I read it, and by the time I taught it to the students, I was envisioning a really cool art project to engage them in the poem. Continue reading Eurydice→
I’ve been in one of those emotional fugue states where very little gets done that isn’t absolutely necessary – so I’ve definitely blown it re: this year’s resolution to blog weekly. Hmm. Perhaps, since it’s the solstice, I’ll have a mid-year reboot?
Or perhaps not.
I’ve been re-reading old favorite books, playing with a toddler, and watching my husband play the video game I got him for Valentine’s Day, so for once I’ve been busy with good things… but very busy, nonetheless.
I’ve also been doing some research for my WIPs and absolutely ignoring the fact that I should be prepping for the fall (I’m teaching English 10, which I haven’t taught in 10 years, so… basically a new class). It’s been great!
I keep telling myself that fallow periods are important for creativity, but it’s still a bummer. At least I’ve got a writing group to yell at me (in a good-natured way) when I fail to produce. Outside accountability is very important to me!
Note: This is part of an ongoing series of posts that take what I’m teaching in my 11th-grade American Lit classes and then shows how that could translate into creative writing, using examples of what I’m doing. I welcome feedback, because I’m no expert on American literature–just somebody who’s been teaching it for a couple of years. I would also love to hear how other writers are using these tools!
This week in American lit, students are working in small groups to read Bret Harte’s* short story “The Outcasts of Poker Flat” (1892). This is our first example of literary naturalism, or a story that presents as its theme a bleak worldview in which individuals are crushed and destroyed by an unfeeling world/social order (or, as I tell the students, “if everybody’s dead at the end and nobody cares and nothing changes about the world, it’s probably naturalism”).
The plot of “Outcasts” finds four ne’er-do-wells from the town of Poker Flat escorted out of town: John Oakhurst, gambler; Mother Shipton, who runs a brothel; The Duchess, an employee of Mother Shipton’s; and Uncle Billy, a drunk and a suspected thief. This being naturalism, they all end up dead in the wilderness, but Harte’s focus on their actions between their expulsion from civilized society reveals that “in the end…these seeming derelicts really had hearts of gold” (VanSpanckeren 5). Well… most of them, anyway–Uncle Billy definitely takes the mule and horse and leaves the rest of them to die.
But Oakhurst offers his horse to the Duchess, whose mule isn’t capable of carrying her; Mother Shipton starves herself to give extra food to the innocent Piney, who was running to Poker Flat to marry her sweetheart, Tom; and Piney and the Duchess die huddled together for warmth, equal in death:
And when pitying fingers brushed the snow from their wan faces, you could scarcely have told from the equal peace that dwelt upon them, which was she that had sinned. Even the law of Poker Flat recognized this, and turned away, leaving them still locked in each other’s arms. (Harte 33)
The story ends with Oakhurst writing his own epitaph on a playing card (“who struck a streak of bad luck…and handed in his checks”) and nailing it to a tree–“And pulseless and cold, with a Derringer by his side and a bullet in his heart, though still calm as in life, beneath the snow lay he who was at once the strongest and yet the weakest of the outcasts of Poker Flat” (Harte 35). As I made several students explain to me, Oakhurst is physically strong, and stays calm, and cares for others–the strongest–but gives up and kills himself–the weakest.
That juxtaposition–the innocent and the sinner, the strongest and the weakest–is, to my mind, what gives this story its punch; and let’s not pretend we don’t all love a noble thief or a charming rogue, right?
One of my WIPs features a romantic-hero-mafioso, and the other a band of rebels desperate to bring down an empire. These things have, like everything, been done before, but I think I can get some good hints from Harte about how to use juxtaposition to create interesting characters, and to do it using indirect characterization.
Note: This is the first in an ongoing series (I hope?) of posts that take what I’m teaching in my 11th-grade American Lit classes and then shows how that could translate into creative writing, using examples of what I’m doing. I welcome feedback, because I’m no expert on American literature–just somebody who’s been teaching it for a couple of years. I would also love to hear how other writers are using these tools!
This week in American Lit, we’ve been talking about dialect (writing that imitates the way people actually speak, including accents, slang, and idiom) and how writers use that to provide indirect characterization.
The story we read is Mark Twain’s “The Celebrated Jumping Frog of Calaveras County,” a short, humorous exploration of the type of characters populating a rural mining camp in the 1860s. It’s also a frame story, with an unnamed narrator introducing and closing out the tale in deliberately prolix style, the better to heighten the contrast with the main tale, told by “good-natured, garrulous old Simon Wheeler” (Twain 1). The version at the link has a different ending than the version in our textbook, but the same general ideas are at play in both.
Obviously, Twain’s intent is to satirize both the stuffy narrator, who can’t see the humor in Smiley’s adventures, and Wheeler himself, who’s a bore and a boor and won’t let the narrator escape. We spend time while we’re reading picking out the words that really help characterize the two of them in order to analyze Twain’s use of diction as character. Some of the students’ favorites:
The Narrator: compliance, garrulous, hereunto append, personage, infernal, tedious
Simon Wheeler: feller, flume, curiousest, so’s, solit’ry, dangdest, thish-yer–and I was very unsuccessful in convincing them that “Well, blame my cats!” should make a comeback in teen vernacular.
There’s clearly a vast gulf here in terms of diction (syntactically, they both tend to run on, but only one of them does it grammatically). It would be very, very easy to label any sentence from this story as spoken by the Narrator or by Simon Wheeler, based on diction alone, because their dialects are so distinct.
The beginning of a new semester is always tricky, but especially when you’re sick (still? again? who even knows at this point).
I have a new bunch of students in Creative Writing this semester, and it’s about half the size of last semester’s class–and 80% male. This is the first time I’ve had enough kids sign up to teach it twice in a year, but with the smaller group I suspect it’s going to be a very different experience. Last semester had a lot of humor and several big personalities, and this semester seems like mostly silent students.
But our first unit is Creative Nonfiction, so I’m looking forward to having them write and design their own Six-Word Memoirs.
I just killed like an hour looking for the one I designed on Canva, but have now given up on that. My six-word memoir: “Learned more from teaching than school.”
Today’s Friday, and I’ve had a nice, relaxing evening – play with baby, watch Project Runway with Cam, drink a glass of wine that made me want to go to sleep immediately, etc.
Tomorrow we go to Cincinnati for a craft show, and to visit my family, and we’ll be back Sunday, and then three days of school and then we’re hosting Thanksgiving, and the someting-something-Friendsgiving-idk and then work and then the first weekend in December I’m going on a road trip to Chicago to sell more cutting boards while Cameron goes to do the same in Philly. And then… finals and Christmas!
So… I’m starting to have that glazed-eye look and short fuse that signal it’s mid-November! WATCH OUT, HAHA!
In more cheerful news, my advisory did the #mannequinchallenge:
Well, we’ve reached the portion of the school year where I run out of fucks to give.
Coming up on Thanksgiving, as usual: I’m behind on grading; students are starting to realize that their terrible grades are going to be permanent if they don’t get it together; lots of classes are demanding work from students; behavior is slipping; suspensions are rising; fights are breaking out; and, wouldn’t you know it, there’s a SuperMoon? (I’m not 100% sure what a SuperMoon is, exactly, but I do know that teenagers–like werewolves–react badly to full moons. I am not making this up. Ask any teacher.)
Well, we all know that being emotionally drained is… draining, and I’ve basically been too tired today to do… like, anything.
The election’s still got me reeling and yesterday I successfully ignored it and worked on fiction, where I control all outcomes and the good guys (eventually) win, but today I accidentally started listening to NPR and reading blogs and am just… done.
Luckily there’s still comedy.
Me, trying to read Thoreau with 11th grade: And then what if you took the locker out of your binder? Wait. No. Um…
Kid next to me, under his breath: Maybe you need more coffee.
Me, with a sad, knowing laugh: Oh, StudentName, there is No Such Thing as “more coffee.” Trust me. If “more coffee” were the solution to my problem, I would be perfect right now.
So I’m going to go to bed early (read: on time) and tomorrow’s a new day. The sun will come up (partway through my workout) and I will keep doing everything I can in my little corner of the universe to make sure my Black, Mexican, LGBTQ+, female, atheist, and/or disabled students (this covers 99% of my students, btw, without even mentioning how many of them rely on entitlement programs for food and shelter) know that no matter what else happens, I love them and will do everything I can to protect them–starting by helping them learn to express themselves, fine-tune their bullshit detectors, and use evidence to support an argument (that, by the way, is what we’re actually doing in English classes, whether we’re reading Beowulf or The Onion).
Luckily there’s still literature.
Hmm. Writing as catharsis: suddenly I feel a lot better about charging back into class tomorrow to stomp around insisting to my Creative Writing class that “they / Do not go gentle into that good night” and pulling the American Lit crew, kicking and gnashing their teeth, through the rest of “On Civil Disobedience” (a fortuitous coincidence that we just happened to be dealing with the Transcendentalists this week…).
So, as Thoreau reminds us, we can’t just vote on paper and let that be the end of it. We must do everything we can. Even if it doesn’t feel like much.