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→
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.
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.
So, having spent the requisite half-hour noodling around with web design (I have definitely not kept up with advances in coding since the late 90s/early 2000s, y’all), I am now ready to stare blankly at a “New Post” window for a while before I knock out today’s blog post.
I happened to be putting around on Twitter earlier and saw some tweets from Cleolinda Jones, which took me waaaay back. I read her LiveJournal (remember LIVEJOURNAL??) obsessively in college and just loved her writing. In fact, that got me to thinking about how much I love recaps, because I actually… follow a lot of recappers pop-culture analysis blogs.
So, I’m back to school, and we’re on a new schedule (woo) and I’ve got new students (woooo) and I almost made it into the year with no new classes, but then a bunch of the nerdy kids were sad there was no AP Literature & Composition this year so… AP Lit & Comp club?? (Seven kids have expressed interest. This may well be the Best Club Ever.)
That got me thinking, of course, about all the
amazing classics we’d get to read once I put together a reading list.
Well, while The Baby is napping, and C’s off feeding a friend’s cats and picking up his brother’s dog, I thought I’d try to pop up a quick entry. I’m working on finishing up my grant report for the Teacher Creativity Grant that led to the creation of this blog (fellow educators, GO APPLY!) and will post that shortly. I’ve also been doing some literary archaeology and re-reading the big, sprawling, terrifying novel draft that I was working on with a friend for several years (but no updates since… yikes, January 2015!). Continue reading Blast from the Past→
Last week in American Literature we did one of my favorite projects–unearthed from the vault, so to speak–based on Edgar Lee Masters’ Spoon River Anthology. It’s a collection of poems, each written from the point of view of a former resident (now deceased) of Spoon River. The poems are intertwined, revealing the connections between the lives of the Spoon River-ers, showing town life from various angles.