Tag Archives: Student engagement

Teaching satire – the real thing

2 Dec

Before a teacher, especially a middle-school or high-school instructor, sits down to plan a course, he or she should ask the question “What can I reasonably expect that students will retain from this course after a decade?” – Alfie Kohn from With Rigor for All by Carol Jago

What do we want students to know ten years from now? In the past as my junior English classes began Huck Finn, I have always mentioned that Mark Twain intended for his work to be a satire. Ok, let’s move on.

At least that’s what it felt like. Will my students have an understanding of satire that they will remember in the future and can apply to their lives? Not unless they had a teacher who did a better job than I did! So this year we did something a little different.

The first step was to listen to Malcolm Gladwell’s Revisionist History podcast on satire. As students listened, they were to use the following questions to guide them: What is satire? When does satire work? Click on the picture below to check out the podcast.

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Short version: we use satire to make fun of people’s stupidity in politics and current events, but the quality of satire, especially in the United States, has greatly deteriorated into comedians going for the laugh over proving their point. In other countries this is not the case; satire is pointed and thought provoking.

As Gladwell addresses, Tina Fey’s role as Sarah Palin is one of our most famous memories of political satire. We might even remember the fake Palin better than we remember the real one.

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Saturday Night Live is our most well-known criticizer of politics, but, as explored in the podcast, there is far too much “going for the joke.” In a recent Time article, “SNL Actor Michael Che Agrees With Donald Trump That Show Is ‘One-Sided,’” Michael Che responds to Donald Trump’s criticisms with exactly what our class was looking for.

“But comedy should take both sides,” he said. “No matter who is in power, we should be making fun of them.”

Exactly the problem, and my students were quickly able to see it. While other countries are using satire to accomplish a goal, one of our most-watched satirical programs is making sure we can make fun of everyone.

We then applied our new understandings about satire to the SNL skit on the third presidential debate. Was this an example of satire to prove a point, or was this simply a collection of goofs on both candidates intended to get the laughs?

Armed with our knowledge with what satire truly is, my hope is that is much easier for my students to connect this idea to The Adventures of Huckleberry Finn and to their own lives. Who knows, maybe even for ten years!

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When we need to recharge

10 Nov

What happens when you hit a rut? In the 180 plus days of school, it is bound to happen. The mid-semester innovations slump seems to be upon us here in the basement. We have had a few failures, a few successes, but now it is time to take what we have learned and do something amazing.

As I sit and listen to an unusually quite room here in innovations class, it is clear that my pre-blogging speech inspired some reflection today. So what do we do when we need to be inspired?

Reexamine your passions

Why are we even here? What are we good at? How can I align those passions and skills with a problem that lies ahead? On Monday for our brainstorm activity, we made a list of our passions and skills. We then narrowed them down by grouping them together in order to find “the sweet spot” where our passions intersect. We then made a list of problems we have seen around us. How can our passions and skills help to solve those problems?

Take a look at the video below to see what we did at the start of the week.

The next step is for those who were unable to determine a problem they cared about in that session. The assignment over the weekend will be to start a “Bug List” in the notes app of their phone.

Put yourself and your beliefs out there

When we are challenged, we have to determine whether we will stand behind our beliefs or want to disregard them. Blogs help us do to this. My most important example came from innovations class last year. She and I each tweeted her blog post about sexual assault and a discussion with a teacher. The responses she got were rude, offensive, and ignorant. She came to class and asked, “What should I do? Should I take it down?” What we learned was that when trying to make a change, we often run into resistance. This is the time when we determine how strong our beliefs are. That resistance meant that she hit a nerve and needed to keep going. After seeing that response, the student had a renewed commitment to her project and her ultimate goal of educating her fellow students on sexual assault and rape culture. If our beliefs go unchallenged, it can be difficult to find the dedication and determination to make something happen.

Collaborate with trusted peers

When we work with others whom we respect, we have an opportunity to grow our thinking. Even more important is the energy that comes from a great sharing session with a group. We have a chance to be that source of energy for others each day. Think about the last time you met to talk about a great idea, great book, or great speaker. When we have something to discuss that truly matters to us, it is energizing to share that sense of community and build ideas together. Be an energy creator, not an energy vampire!

My hope is that our innovations class continues to see the potential in their ideas and the world around them. Looking back at these three ideas, I find that I use them in my professional life, and that is what makes innovations class so important. If these students can build these skills in high school, they will be far ahead of their peers as they head on to their next steps in life.

Knowing and addressing this slump is an important step on our road to big successes.

 

Essentially speaking

7 Oct

Wow, time sure does go by fast! Apparently I’m already a month into this whole high school thing. At least that’s what they tell me.

Recently we had a chance, as English teachers, to examine all of the secondary English curriculum maps. One thing stood out, well I guess we better say that two things stood out. The first point was that English teachers are protective. Don’t you dare take my books to that grade level! Just kidding (sort of).

But the main point, at least in my eyes, was that an essential question framing a unit makes a huge difference in how that unit is perceived. I have written about Jeffrey Wilhelm before, but his views on essential questions are starting to spread throughout English teachers in our district because of our work last week.

Essential questions must:

  • Get to the heart of the discipline
  • Be compelling and “sexy” in order to capture the students’ attention
  • Not be able to be answered by Googling it

As part of the seventh grade team of teachers who worked on creating essential questions last year, I was proud to hear the chatter of those great questions. Although using the word “sexy” when describing an English lesson might sound ridiculous to some (we almost had to use earmuffs at one point), it is true! How can we be edgy enough to motivate our students to learn?

Here are the unit titles or essential questions that we came up with:

  • How much control do I have over who I am?
  • What would I give up to be free?
  • How can I get people to do what I want?
  • How can I be a hero?

All important to students’ lives, unanswerable through a Google search, and lead students to important parts of English.

New to the tenth and eleventh grade curriculums (curricula? Apparently they are both correct. Thank you, dictionary.com.), I am trying to create some essential questions that are even more powerful and important to my students’ lives. Here is what I have for quarter one.

In American Lit, my first unit is shaped around the question “What power does a label have over me?” We have looked at labels through multiple This I Believe essays dealing with labels. This week we read about the controversy about yoga pants in a local North Dakota school and how the students were shown a clip of Pretty Woman – some pretty interesting labels were being applied to both males and females there – and a blogger’s response to the dress code. And we are moving towards The Scarlet Letter, one of the most famous labels of all. Supporting that will be a look at a girl named Jada who was raped, photographed, and became a hashtag joke on Twitter. Rather than hide in shame Jada stood up for herself and many others and gained national support. Talk about taking over a label!

Creating a unit like this is fun to teach! When I want to be a student in my classroom, and I get fired up about making a connection from a supporting text to a larger piece, it tells me that something great is going to come of it. It also gives me focus in looking for nonfiction articles to support the larger texts.

The hardest part of essential questions is coming up with them! What matters to students right now? What do you know will get their attention?

Challenge yourself to be more engaging in your themes and units. Your student engagement will show you that it was worth it.