I wrote his words on the white board stuck to my classroom door. I typed them into my power point agenda right above today’s plan—Timed Write (2 x Minor) and projected it on to my screen. From there I said, “Did you guys know that after today I will only see all of you together three more times before your AP Literature test? That’s including today. And that’s why I want you to remember what Jay Z said, ‘The genius thing we did was, we didn’t give up.’” I pointed to the quote on the screen. “Some of you guys might know that I’ve been boxing and kickboxing since January.” I noted a couple of raised eyebrows. “When I started, I committed to going three times a week for three months, and I did it until about Spring Break, and then I went out of town, and after that I had some company, but I’m still there twice a week at least. And you know what? I can punch a lot harder than I could in January. And what difference does that make? Well, none, except that I’m sticking with it and hopefully I can defend myself if I ever need to. But my point is—if you spend two to three hours a week practicing anything, you’ll see results, and that’s what we’re still doing today. We’re practicing, and we’re improving, and we’re not giving up.” I forged on. Certain times of the year call for psychology. “I know that the last thing you want to do is write back-to-back essays.”
I know this because yesterday juniors all took the SAT, a four-and-a-half hour timed test, and I proctored. At the end of the exam, I said, “You guys are welcome to move around and talk to each other until they release us.” As if I had spoken Greek, blank stares and a few blinks met my gaze. On top of yesterday, today and tomorrow my AP Lit juniors are all taking their U. S. History final exam.
Also, I know that after today we only have two more days, and so I passed out a packet of three essays prompts—a poetry analysis, a prose analysis, and a theme prompt based on a major literary work from this year—as I continued my pep talk. “And I only share my boxing because first of all, do I look like a boxer?”
I actually heard a “yes” or two, which is hilarious.
“Most days I don’t want to go, and often I think to myself, ‘I want to quit.’ You know how you hear your own voice in your head?”
I saw nods and their eyes. They were with me.
“Well, you can’t believe everything you think. And sometimes, you have to get back into your head and tell yourself the opposite. ‘I can do this…I can do anything for an hour…’ Guys, boxing is hard and kickboxing—” I just stood there shaking my head back and forth. “But I can do anything for an hour, and I’m getting better.”
Next class period students will self-score using rubrics and sample essays and spend time comparing these essays to past teacher-scored essays in their writing portfolios. After that, all that’s left is extra psychology, some last-minute tips, a healthy dose of prayer, and maybe some Shane Koyczan.
“That’s my middle-west—not the wheat or the prairies or the lost Swede towns but the thrilling, returning trains of my youth and the street lamps and sleigh bells in the frosty dark and the shadows of holly wreaths thrown by lighted windows on the snow. I am part of that, a little solemn with the feel of those long winters, a little complacent from growing up in the Carraway house in a city where dwellings are still called through decades by a family’s name. I see now that this has been a story of the West, after all—Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life.”
Nick Carraway, F. Scott Fitzgerald, The Great Gatsby
Over the past twenty years, I’ve discovered that most writing success begins with an example. Students need concrete models of introductions and thesis statements, topic sentences and embedded quotations and commentary, statements of theme and parallelism. Name the skill, any skill, an example provides the training wheels.
In my bag of teacher tricks, I dig for a creative writing assignment that I must credit to F. Scott Fitzgerald and The Great Gatsby, not to mention Plano ISD, where I taught English and learned my craft for fourteen years, and the intensive two-week Plano Writing Leadership Academy, which I attended twice, and my writing mentors, Lisa Thibodeaux and Marsha Cawthon, who facilitated those game-changing professional development opportunities.
The directions for said-teacher-trick go something like this:
Think about where you are from and use F. Scott Fitzgerald’s description above to inspire one of your own. Use some of his words as needed, and pay attention to his phrasing and punctuation.
That’s my _________—not the _______ or the ________ or the ________ _________ ________ but the ________, _______ _______ of my ________ and the _________ _______ and _______ _______ in the ________ ______ and the…
(You understand where this is going.)
As the teacher, I can’t escape the upcoming high stakes testing, but I know the students need breaks from the test prep and loads of confidence. Did I mention bonus points for sharing aloud? You should see their little faces beaming with pride as they string their ideas together like Fitzgerald, and my eyes get a little misty, too, as I learn something new about my kids and their journeys, their hearts and the insides of their heads.
“Happy Friday, you guys!” I say as each class begins.
A chorus of voices, practically singing, respond on cue, “It’s
Fun Fact Friday!”
Fun Fact Friday just sort of happened this year. One Friday
during the Fall semester, I said, “Fun fact,” and in the pause, all eyes spun
toward me, and I had a captivated audience. I proceeded to tell my students a
little something about my life. They loved it, and now every Friday their
voices ring out, “Fun Fact Friday!”
Last Friday’s Fun Fact:
“So this is my twentieth year to teach,” I said. “I have a
fact from about twenty years ago during my first few years of teaching when I
was young, right?” I try to make eye contact with all of them as I speak. “So
when I first started teaching, I taught seventh graders for five years. Then I
taught freshmen for a couple of years and sophomores for most of my years, and
this is my third year to have juniors. Anyway, do you remember having really fun
assemblies back in middle school?”
A sea of heads bobbed up and down.
“Well, at my school, we had a traveling trampoline show with four or five trampolines in the gym, and music, and people jumping really high and flipping. It was the best assembly ever. The kids loved it. Anyway, at the end, they asked for volunteers to come down and flip.” I raised my hand as if to portray how a person volunteers.
“And so I did. I ran down from the bleachers and jumped up
on the trampoline. I’m not sure the last time I had been on a trampoline or the
last time I had flipped, but I was a gymnast when I was younger, and twenty
years ago I was still young, right? So I took a couple of bounces and went for
it.” I paused to add a little drama. “And do you know what happened?”
Their faces conveyed expectation.
“I landed on my face.”
“Awww!” They responded in unison, mouths twisting, heads shaking back and forth, half-way disbelieving the horror and fully empathizing.
“This was a big middle school, and I fell on my face in
front of about 500 students AND teachers AND administrators.” I shook my head
up and down to verify the truth. “But
do you know what I did?”
“You quit your job?” One boy jested.
“No.” I laughed and shook my head back and forth. “No. I got up,” I said with my index finger pointed upward. I looked at my kids looking at me, I felt my face flash red reliving this embarrassing moment, and I resolved to use it. “I got up,” my number one finger punctuated those words, “and I did it again, and do you know what happened?”
Their faces bore uncertainty and fear of the worst-case scenario.
“I landed that—.” I censored myself before I said shit, at the same time cut off by a thunder of student cheers. “And that’s what life is all about,” I continued, caught a little off guard by their response, louder now, “You will fall down on your face throughout your life, but you have to get up and try again.”
In my head there’s this story about me teaching The Tragedy of Macbeth, and well, it’s complicated.
My story starts at the beginning of this school year (new job, new school) during the planning phase. The last minute planning phase. I had been hired a week or two before fall classes began. I remember planning my syllabus, quickly, with a small degree of flexibility, in a very similar way to that of the teacher before me. I knew that I would be teaching something Shakespeare, and I knew it would be a text I hadn’t taught before. Our book room contained two choices: Hamlet or Macbeth. While I had read Hamlet many moons ago in college, Macbeth I had enjoyed more recently performed under the moon in the park. Eenie meanie miney moe, witches and murder, I picked Macbeth.
I’m hoping one of my high school classmates might be reading this post today because I have a question: “Did we read any Shakespeare senior year?” My memory fails. However, I do remember my friend Jacki, back in junior high apostrophizing, “Out, damned spot! Out I say!” or was it, “Out, out, brief candle”? Either way—somehow these lines are equally familiar, and somehow they have stuck with me over time.
After dog paddling my way through the deep waters of last semester’s curricula for my two advanced placement courses, I started studying Macbeth over Christmas. Where was a tutor when I needed one? Not only did I read but also I listened to the audio and watched the movie and researched commentary and googled lesson plans. Lucky for me, I had a two week “vacation” from school. All of this, I did for my two AP Literature classes when I needed to be planning for my four AP Language classes as well.
If you’re not familiar with Macbeth, here’s a quick refresher. The story is set in medieval Scotland in the midst of civil war. Macbeth is a Scottish nobleman and a war hero, cousins with and loyal to the king. Three witches appear at the beginning of the play with a prophecy for Macbeth. He will become king, they say, which causes Macbeth to consider the logistics of the new title and the possibility of murdering the king. He feels conflicted over the potential betrayal on many levels, but his wife Lady Macbeth mocks his masculinity and manipulates him toward the deed. In this tragedy, murder begets murder, and the Macbeths both succumb to guilt, insanity, and karma. Lady Macbeth cannot wash the blood from her hands to her own demise.
I found an introductory lesson to Macbeth in the New York Times. Students would participate in a brief experiment about symbolic cleansing which would segue into research on one of the following significant 20th century psychological studies:
Classical conditioning by Ivan Pavlov
Conformity by Solomon Asch
Operant conditioning by B. F. Skinner
Human obedience by Stanley Milgram
Abuse of power by Philip Zimbardo
False memories by Elizabeth Loftus
Throughout the play, we would discuss how psychology drives human motivation in connection to the Macbeths as well as ourselves. The more I studied and the more I planned, the more I realized all of my students MUST read Macbeth, especially considering the cheating scandal from last semester. Macbeth provided the perfect opportunity for an extended lesson on right vs. wrong, good vs. evil, and the psychology of human behavior. My AP Language syllabus did not include Macbeth, but I made the executive decision to add it, simplifying my life by teaching the same lessons to both courses for the third nine-week grading period.
And so, to introduce the tragedy, I made two sets of note cards: Group A and Group B. The group A cards said, “Think about an unethical act from your past—like betraying a friend, stealing, or cheating on a test.” The group B cards said, “Think about an ethical deed from your past—like returning lost money, volunteering to feed the homeless, or helping hurricane victims.” My experiment wasn’t exactly scientific. Instead of a random distribution of cards, I targeted my known cheaters with Group A. Then I asked students to consider their responses silently without discussing and bring their cards to my desk where they would choose either a paper clip or an antiseptic wipe, and I would tally statistical information based on their cards and their choices. We followed the activity by reading a New York Times article titled, “Study Finds That Washing Eases Guilty Consciences.”
Instead of the traditional multiple choice test, I opted for a couple of quizzes along the way and a couple of major projects with presentations. In groups, students researched one of the psychology studies previously mentioned and presented their findings to the class in connection to our play. Individually, they had lots of creative options and freedom to choose. And, to tell you the truth, I wrote today’s post just to show off how my students shined when given the opportunity.
Students wrote poetry and performed scenes and sang songs and played ukuleles. One student created an animated video of Macbeth murdering King Duncan using Legos and Play-Doh blood. Now the visuals decorate our classroom and serve as reminders that we don’t need any Lady Macbeths in our lives. But honestly, in the end, my students taught me. They rose to the challenge, and they showed me who they are, and I hope that thirty years from now they will remember reading Macbeth.
P. S. Did you see my flowers? They came from twin girls with an attached thank you for the inspiration.
P. P. S. Fun fact. Did you know that Shakespeare wrote the first knock-knock jokes in Macbeth?
P. P. P. S. Here’s my favorite Macbeth soliloquy.
P. P. P. P. P. S. This is Macbeth’s response to Lady Macbeth’s death. For Macbeth who has just murdered quite a few people and lost his wife due to his own ambition, sure, life is meaningless. He doesn’t have the things in life that make it meaningful: friends and family and love.
P. P. P. P. P. P. S. Happy Monday, everybody! Make it meaningful!