Next week, Liz and I will be presenting at our third straight CATE (California Association of Teachers of English) Conference. This year, our session is titled “Rigorous and Authentic Interdisciplinary Novel Units: Effectively Pairing Literature and Informational Text Standards.”
Here are links to posts about the last two conferences:
I have an essay on Shakespeare’s Five-Act Structure in the February issue of California English. Here’s a link: https://cateweb.org/journals/february-2019/
A few weeks ago, Liz and I flew down to San Diego for our second CATE (California Association of Teachers of English) Conference.
Last year, the conference was in Santa Clara (a not-too-long drive for us), and we gave a presentation based on a chapter of our book, Method to the Madness. The presentation was titled, Creating Critical Thinkers through the Study of Literature (which is also our book’s subtitle).
This year, our presentation was based on another chapter of the book and was titled, Contemporary Short Fiction: the Key to Unlocking Potential and Leveling the Playing Field for Students of All Ability Levels (long title). We had given a longer version of the presentation to Tracy Unified School District in January.
The presentation began with the rationale for building curriculum centered on quality literature (fiction, poetry, drama, creative nonfiction). There was (still is?) a misconception that Common Core equals less literature in the English classroom and more “informational” reading. This, of course, is a misunderstanding that the framers of the standards have addressed: “Said plainly, stories, drama, poetry, and other literature account for the majority of reading that students will do in the high school ELA classroom. […]The Standards could not be clearer: ELA classrooms must focus on literature — that is not negotiable, but a requirement of high school ELA.” (David Coleman & Susan Pimental)
Next, Liz gave her pitch for using contemporary short stories in the English classroom, particularly as an opening unit, such stories being accessible to a variety of students (including those with attendance issues). These high-quality stories can be taught in a single class period (or two), and they offer students the opportunity to engage with a wide variety of voices while allowing the teacher the opportunity to establish (or remediate) essential skills.
We had prepared to use three short stories—Sticks by George Saunders, The Flowers by Amy Walker, and How to Talk to Your Mother (Notes) by Lorrie Moore—but we only got through the first two.
Each of those stories (Sticks and The Flowers) fits onto a single page, but each story is very meaty. We asked our participants to read and annotate each story, and, despite (as mentioned) each story being only one page, they each led to a wide-ranging academic discussion of the significant choices being made by the author.
(Note: all of the above was great, great, great, and a lot of fun, because our participants were so great, and also because Liz is so great at this.)
We ended with a discussion of narrative structure (the traditional plot curve, which is sometimes incorrectly perceived as a restraint to creativity and voice [a view I once embarrassingly held] but that instead allows for infinite variation).
We were getting short of our time, there were several slides to go, and I was sort of floundering, describing the plots of Pixar movies. Liz would later say that when I gave a third such example, she knew I was in trouble.
But a participant saved me by asking if, when learning about this narrative structure, which is so obvious in Pixar movies, students can apply the elements (ground situation, inciting incident, conflict, complications, climax, resolution) to something like The Flowers, which is so short and describes a single event.
This was exactly where, despite all floundering, we were supposed to be headed, and, as a group, we tried it. It turns out, despite being only one page and describing only one incident, The Flowers “fits” the narrative structure perfectly (infinite variation).
So, we modeled lessons on two one-page short stories (Sticks, by the way, Liz describes as the only “magic bullet” for English teachers: a two-paragraph story that students always like and always have so much to say about). Each story is accessible to a variety of students, and each story provides the opportunity for critical reading, critical thinking, analytical writing, and academic discussion.
Several people came up at the end to buy books (which was very nice), and a few told us that it was the best presentation they had been to all weekend (but maybe they say that to all the presenters).
Two Fridays ago (February 17th), Liz and I attended the California Association of Teachers of English (CATE) Conference in Santa Monica, CA, where we led a workshop on creating critical thinkers through the study of literature.
We had a group of 25-30 English teachers from around the state, all of whom were very nice and very engaged (and a bunch of them bought our book, which was super nice).
[We also had a really really great time! And we would have stayed the whole weekend but, you know…babysitters and kids and all that {thanks, by the way, to Liz’s mom, Ellen, for watching our kids}. And we really really want to thank the people behind the CATE Conference for having us! It was great! Thank you!]
The workshop was based on our book, Method to the Madness: A Common Core Guide to Creating Critical Thinkers through the Study of Literature, and began with the rationale for using quality literature to meet the common core standards (and that common core in the English classroom does not mean more informational texts and less imaginative literature). Our premise is that by building units around quality works of fiction, drama, poetry, and creative nonfiction, you can meet all of the common core literacy standards (including the informational text standards).
We then moved on to an activity for introducing close reading (or critical reading) in the classroom. The purpose of the activity (which can be found in Chapter 2 of Method to the Madness) is to help students…
…recognize and identify significant choices made by an author
…analyze and evaluate the effects of those choices (that’s the “So what?”)
…use the appropriate academic language (literary terms) when discussing those choices
…prepare a text for analysis by annotating it.
The activity also helps students recognize that literary terms work together–specifically, in this case, diction and imagery combine to create a particular mood, or atmosphere.
Our next activity was centered on a short story by George Saunders (whose first novel, Lincoln in the Bardo, was recently released). The story is titled “Sticks”. It’s just a two-paragraph story, but there’s a lot packed into those two paragraphs. The story was included in Saunders’ 2013 collection, Tenth of December, but “Sticks” is actually an older story that was first published in 1995.
Here’s a picture of Liz reading the story in the workshop:
Liz and I have been using “Sticks” in the classroom for about a decade. It’s a great teaching tool precisely because it is so short while being so meaty.
For the workshop, we read the story aloud and then put the participants into groups of four. The groups had five minutes to annotate the story and identify as many literary techniques and devices as they could (they were also given a list of these).
At the end of the five minutes, each group was given a piece of poster paper, on which they were instructed to write a statement about the story. The statement had to make a declarative claim and also had to incorporate at least one literary term.
Each group then shared their statement and supported it using specific evidence from their annotated story.
After the workshop, we had a short autograph session, and we got to browse around the exhibition hall for a while (and also pick up swag).
At the KQED booth, we got a selfie stick (I never thought I would ever own a selfie stick) plus a free tutorial on how to use said selfie stick.
Here’re two photos, one demonstrating my selfie abilities pre-stick, and one post-stick (and post-stick tutorial [hey, I just realized: sticks is a motif in this blog post]):
We were supposed to then post the picture on the right on social media with the hashtag on that card. But we’re getting old, and it was already a big day.
On January 9th, we (Liz and I) led a workshop at the University of the Pacific in Stockton on creating critical thinkers through the study of literature.
The workshop was based on our book, and focused on the following:
We will be conducting a similar workshop at the 2017 CATE (California Assoc. of Teachers of English) Conference, February 17-19 in Santa Clara, CA.
The following are some testimonials from our wonderful participants:
“Very engaging! I wish more teachers would attend! As an administrator, it is enlightening to see solutions to bringing critical thinking to the classroom through literature.”
“So many great things in this workshop. I want to try everything TOMORROW!!! Thank you so much!”
“Extremely informative and useful. I found and will implement at least three strategies (close reading, on-demand writing) that I will use right away. Thank you!”
“This information needs to be shared with our curriculum director!”
“Thank you for all of the methods that I can use in the classroom. As a new teacher with no experience, this information is extremely helpful.”
“Really effective and simple strategies. As a first year teacher, I would strongly urge my undergraduate peers to check out this presentation and the Method to the Madness book.”
“Informative and entertaining, with plenty that will be useful in the classroom.”
“Thank you. Workshop went by quickly and had great, engaging, purposeful information.”
“We were offered many examples/useful samples of student work and activities. We can use this material in the classroom for planning—especially how to increase writing.”
“Y’all are amazing.”
Here are a few upcoming events:
On January 9th, Liz and I will be conducting a professional development workshop for middle and high school English teachers.
The workshop is based on our book, Method to the Madness: A Common Core Guide to Creating Critical Thinkers through the Study of Literature, and will be held at the University of the Pacific in Stockton, CA (flier below).
The registration form is here.
Also, Liz and I will be discussing and signing copies of Method to the Madness at Face in a Book in El Dorado Hills, CA as part of their Teacher Appreciation Day on January 19th.
We will be there from 4 to 6 pm, but teachers can receive 20% off any purchase (plus special treats and gifts) all day.
We’d love to see you there!
Finally, we will be presenting a workshop at the California Association of Teachers of English (CATE) Convention.
The workshop is titled “Creating Critical Thinkers through the Study of Literature” and will take place at 9:45 on February 17th (the first day of the conference).
http://cateweb.org/convention/cate-2017/
Here’s a list of things I did, over this three-day weekend, to avoid grading 50-plus summer reading papers:
