reading

Day 31: The Walk

I’ve been reading Faulkner and thought it might be fun to emulate him. Forgive me.

Having cleaned up after dinner, a process that entails both the obvious cycling of dishes back to the dishwasher only hours after having taken them out to hide them neatly in stacks concealed behind cabinet doors only to place them on the table yet again in and endless cycle that is the bane of our children’s existence and the not so obvious assisting Papa in his regimen of oral hygiene procedures foisted on him by childhood dental neglect, a regimen that has become a comforting habit rather than a chore, we head out for our evening walk, a Covid-19-induced habit that might be the best outcome of a worst-case scenario. Tired of the usual routes, we’ve taken to walking a circuit that runs through the neighborhood just across from ours, a newer neighborhood without power lines snaked between crooked power poles but not so new as to have sidewalks, a neighborhood with a slightly more eclectic mix of architecture. For about a year now this has been our favorite route, in part because K likes the feel of the neighborhood more than others, in part because of its distance — almost exactly a mile — and in part because of the long, straight, flat stretch that it includes where the kids, L on her rollerblades and E on his bike, play a strangely frustrating version of tag that includes time outs and random rules that E is convinced — and I am likely to agree — are L’s on-the-spot inventions intended to keep her from being tagged.

Enough — how that man could write like that, though what I did was just a pale imitation, lacking the lugubrious flourish he put into every sentence as if it were the habit of a card cheat. See? Once you start writing like that, start thinking like that, once you start piling phrase upon phrase, clause upon clause, it’s almost impossible to stop, so maybe that’s how he did it: just a big push and off he went, heedless of periods, question marks, semicolons, and anything else resembling in its vaguest form something that someone could accuse of being an ending, a final mark on the paper to suggest “Stop.” The result, in all seriousness, is nothing short of breathtaking. His greatest achievement, Absalom, Absalom!, just sings right from the opening sentences.

From a little after two o’clock until almost sundown of the long still hot weary dead September afternoon they sat in what Miss Coldfield still called the office because her father had called it that-a dim hot airless room with the blinds all closed and fastened for forty-three summers because when she was a girl someone had believed that light and moving air carried heat and that dark was always cooler, and which (as the sun shone fuller and fuller on that side of the house) became latticed with yellow slashes full of dust motes which Quentin thought of as being flecks of the dead old dried paint itself blown inward from the scaling blinds as wind might have blown them. There was a wistaria vine blooming for the second time that summer on a wooden trellis before one window, into which sparrows came now and then in random gusts, making a dry vivid dusty sound before going away: and opposite Quentin, Miss Coldfield in the eternal black which she had worn for forty- three years now, whether for sister, father, or nothusband none knew, sitting so bolt upright in the straight hard chair that was so tall for her that her legs hung straight and rigid as if she had iron shinbones and ankles, clear of the floor with that air of impotent and static rage like children’s feet, and talking in that grim haggard amazed voice until at last listening would renege and hearing-sense self-confound and the long-dead object of her impotent yet indomitable frustration would appear, as though by outraged recapitulation evoked, quiet inattentive and harmless, out of the biding and dreamy and victorious dust. Her voice would not cease, it would just vanish. There would be the dim coffin-smelling gloom sweet and oversweet with the twice-bloomed wistaria against the outer wall by the savage quiet September sun impacted distilled and hyperdistilled, into which came now and then the loud cloudy flutter of the sparrows like a flat limber stick whipped by an idle boy, and the rank smell of female old flesh long embattled in virginity while the wan haggard face watched him above the faint triangle of lace at wrists and throat from the too tall chair in which she resembled a crucified child; and the voice not ceasing but vanishing into and then out of the long intervals like a stream, a trickle running from patch to patch of dried sand, and the ghost mused with shadowy docility as if it were the voice which he haunted where a more fortunate one would have had a house.

Four sentences weighing in at just a little over 400 words, with three of the sentences doing most of the work: that third sentence is so perfectly short (“Her voice would not cease, it would just vanish.”) that it creates the perfect rhythm, a little pause in the thinking that gives both authenticity to the voice and rest to the reader.

I’m reading Absalom now, probably for the tenth or twelfth time, and each time I read it, I notice a little something that had escaped my attention previously: some little piece to the puzzle (for the book is, at its heart, a puzzle to match the puzzle that is living itself), some lovely phrase, some little something. I don’t think I will ever tire of that book, and every time I finish it, I look forward eventually to starting it again: “From a little after two o’clock until almost sundown of the long still hot weary dead September afternoon they sat in what Miss Coldfield still called the office…”

Checking the Gift

L is going to a birthday party tomorrow. She had to check the gift before wrapping it.

Too Many Toys

Every night whoever has Boy Duty (as opposed to Girl Duty) reads to the Boy, and my selection tonight was Too Many Toys by David Shannon of No, David! fame (one of the best children’s books of all time). The story was a little predictable: “Spencer had too many toys,” it begins, and the astute child or the typical adult will guess where this is going.

Tonight, we reached the page that showed all of Spencer’s toys spilling down the stairs. “Spencer liked to make his toys into a parade that stretched from one corner of the house to the other and back again!” E pointed to the huge line of toys and said, “He poured them all out.”

“Yes,” I laughed. “I know someone else who likes to pour his toys out.”

E looked at me thoughtfully for a moment, then concluded, “Babcia doesn’t.”

Indeed. Every time we visit Babcia, she complains, only partially in jest I’m convinced, that she’ll be glad when we’re all gone and she can get back to normal. “No more toys here, there, and everywhere!”

No, Babcia would not be a fan of Spencer’s train of toys.

After a thoughtful second, E continued: “I do too.” Up went his eyebrows as they always do when he’s about to raise an index finger to emphasize a point. “But I clean up.” Another small pause. “Sometimes.”

Begin and End in the Kitchen

The day obviously starts in the kitchen. But it’s more than food and preparation for the day. The Boy has a favorite book lately — Hot Rod Hamster — and on a whim, the Girl decides to read it to him. I read it to him last night; K read it to him the night before. But that’s not enough: he could listen to that book every single day, most likely because of the basic interactivity of it. Hot Rod Hamster, you see, has to choose the parts of his car, and the author often asks the reader, “Which would you choose?” By now everyone in the family knows which one he would choose, but that’s not the point.

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The day also ends in the kitchen, with play. The office chair in which I now sit is a favorite toy, for it swivels in endless circles.

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To the delight of both kids.

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Dig!

Story Time!

The Girl had an idea: record herself reading a story. Unfortunately, her little Leap Frog system wasn’t the highest quality, and she had no way to support the camera while she filmed.

Tata, of course, saved the day.

Reading

The Boy has a developing passion for books. It was one of his early words.

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And it’s one of his favorite activities.

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Promising.

Lord of the Flies

It starts slowly. In fact, Lord of the Flies is a downright boring book for the first little bit, especially for eighth graders. There’s just a lot of, well, buildup. Sure, the Beast is a little interesting, but nothing thrilling.

And then we hit chapter eight: “Gift for the Darkness.”

We do a close reading of Simon’s encounter with the Lord of the Flies, and by the time it’s over, almost all the students are eager to read chapter nine. I find out from their science teacher — most of the kids have science their final period — that all sat in rapt silence the last few minutes of class, reading Lord of the Flies. After school, one by one, the kids come to tell me how horrified and thrilled they are.

Another good time to be a teacher.

Spring Tuesday Afternoon

Everything is finally waking up. Almost all of the raspberry canes now have leaves on them, and buds are poking out of our single blackberry cane. The irises are resurrecting themselves, and the grass has turned a dark green.

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“It’s about time!” is just about what all of us would say. I’m not sure I recall being so glad to see winter go in years. The winter months in South Carolina are usually so very mild that I feel we really haven’t had a winter at all, but this year, there’s no doubting it: we had winter. And it hung on for a while. And kept coming back even after we thought it was gone.

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With the arrival of spring, though, come new chores, chief among them watering our new blueberry bushes, six here, six there.

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In typical fashion, the Boy watches and then quickly imitates. It’s as if he’s constantly thinking, “Oh, so that’s how you do it. I’ll have to give that a try.” He remembers details from previous days, little touches that I’m surprised an almost-two-year-old sees.

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Some of it has been simply funny. A few times I gave him his bottle when he was younger, I held it as if I were a sommelier at some fine restaurant; he soon began doing his best imitation just before lifting the bottle to his mouth.

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Yesterday, he watched me try to jump-start K’s car. “Try” only because the battery was too dead and my small, thin cables didn’t have the capacity to deliver that amount of power — too much lost in route due to the inefficiencies inherent in current.

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And so when he finds the jumper cables sitting out, he does the logical thing: he tries to attach them to his toy fire truck.

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The Girl has her own concerns, though, like a budding reading obsession, that leads her to stumble and fall as she walks and reads. Or was that just the dramatic, theatrical part of her personality, pretending?

“She did that on purpose,” K laughs as I snap pictures. Still, the end result is amusing, even if faked.

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Later, in the hammock, she reads aloud to me. She stumbles over a few words, proper names mainly, like Ester, but by and large, I just sit and listen.

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Words like “gracefully” gracefully fall from her mouth as if she’s merely telling the story herself, from memory, with the inflections and drama of a professional storyteller. Well, almost.

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Exposure

We’re in class, reading the play The Diary of Anne Frank, acting out some sections, comparing others to the original diary. Today, we’re working to analyze the text to determine places where one character implied something and/or another character inferred something. In the story, Anne and Peter’s romance is just beginning, and Anne is getting reading for an evening visit with Peter as she talks with her mother and sister in her room:

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In groups, after we act it out, students analyze the text together to find specific lines (“You have to be able to point to it in the text,” I explained) that clearly show either an implication or inference.

As we’re debriefing as a class, a student points out one of the key lines I was hoping students would see: “Then may I ask you this much, Anne. Please don’t shut the door when you go in.” Mrs. Frank is of course not implying that she thinks that Peter and Anne will do anything untoward; she’s merely worried about giving Mrs. van Daan (in reality, her name was van Pels) something else to complain about.

The student didn’t see it that way, though.

“What is she implying?” I ask.

“That Anne will expose herself to Peter!” he said proudly, with utmost sincerity and seriousness.

We all laughed, but my own belly laugh got them laughing even harder.

First Book Fair

There are few things, I think, as joyful for a lover of books to attend her first book fair at school.

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Mark Up

One class I teach — though I’m fortunate to teach two sections of this course — has begun one of my favorite pieces of literature, the Odyssey. Highly figurative language with a tendency toward oddly inverted sentences, it’s a struggle for them at first, though. We take the time during the first reading to pick apart the opening lines to see how Homer works.

The first famous lines include it all (in this particular translation). There’s inverted sentences like this: “But not by will nor valor could he save them.” We work through the sentence, determining the subject, the verb, and the object, writing it out in normal order: “He could not save them by will or valor.” Numbering the words, students realize just how inverted the sentence is.

Notes from the board

“Lord Helios […] took from their eyes the dawn of their return” the stanza ends, and while many of us might find that easily enough understood, the average eighth grader doesn’t have a lot of experience with figurative language.

As we work, there’s a bit moaning, a bit of boredom, especially among the boys. Who wants to put this much effort into reading, and a poem at that? That’s alright. I know that when the blood starts flowing — Cyclops starts crunching bones and Scylla begins picking off men — they’ll all come around.

Our Own Trisha

Every year, as we begin a unit on the Gary Paulsen novel Nightjohn, I read Patricia Polacco’s Thank You, Mr. Falker. The story of a young dyslexic girl who was suffering the taunts of peers and the seeming neglect of teachers, the book emphasizes the life-changing nature of literacy. Trisha, the protagonist, spends the first four grades of school hiding her inability to read, feeling dumb for not being able to keep up with peers, and taking solace in her one skill, her exceptional artistic ability. It’s such a touching story that even a room of rowdy eighth-graders ends up sitting in silence, visibly moved. Every now and then, a girl — always a girl, for a boy will never show such a “vulnerability” — sniffles in the back or wipes her eye occasionally as the story nears its conclusion.

“We have Trishas in this room, guaranteed,” I tell the class this afternoon. “Someone here has felt stupid about something, been taunted for something out of her control, taken refuge in solitude and some seemingly non-academic talent that doesn’t fit today’s educational mold.”

“We’ve probably all experienced it,” says a boy who has never struck me as being particularly attuned to the pains and sufferings of others. I nod solemnly in agreement. And I think back to the quiet girl a couple of years ago who, leaving the classroom after that particular lesson, murmured, “I have a lot in common with Trisha.”

Related post: Literacy, On the Fly

Double Duty

“Can you read to me?” is a common refrain.

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With two now, that means doubling up sometimes.

Greater Expectations

It’s the end of the year, which means the English I students are tackling Great Expectations, having just finished a brief overview/review of clauses and sentence types. “To understand Dickens,” I explained a couple of weeks ago, “you have to break apart some of his incredibly complex sentences into manageable chunks.” So we practice: every day, students entering class are greeted by a few sentences of from the previous evening’s readings. The bell-ringer, starter, whatever you want to call it:

At the appointed time I returned to Miss Havisham’s, and my hesitating ring at the gate brought out Estella. She locked it after admitting me, as she had done before, and again preceded me into the dark passage where her candle stood. She took no notice of me until she had the candle in her hand, when she looked over her shoulder, superciliously saying, “You are to come this way today,” and took me to quite another part of the house.

Students cross out unnecessary phrases — prepositional, gerund, participial — and try to find the gold: a single subordinate clause. “If you find a subordinate clause,” I explain, “you know it’s either a complex or compound-complex sentence; if you don’t, you know it’s a simple or compound sentence.”

The results are improving daily.

Prize

Read sixty books and you get a free meal at Chick-Fil-A.

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Tour Guide

Oravski Castle, SlovakiaWhen I start a favorite book with a class, I recall the weeks I was a tour guide for my folks and best friend from high school, all of whom flew to Poland for K’s and my wedding.

I knew, for instance, as we rounded the bend and the Oravski castle (where Nosferatu was filmed; watch from 20:00-22:00 and 25:35-27:00 for the castle’s main scenes) came into view that everyone’s jaw would drop. Perched on the top of a rocky hill, the castle tends to have that effect on people.

Later, in Krakow, I knew what the reaction would be as we entered the Basilica of St. Mary on the market square. The high Gothic walls draw all gazes upward, and all mouths fall open.

So, too, with books. As we approach the shocking moments, the truly moving scenes, I anticipate students’ reactions. When Samneric tell Ralph that Roger has “sharpened a stick at both ends,” students ask, “Does that mean what I think that means?” When they meet Anne Frank in the pages of her diary, the knowledge of her fate shakes them.

Yet I’ve never seen a student react so emotionally to a novel as I did recently, as we read Nightjohn. It’s the story of a young slave girl who surreptitiously learns to read with from John, a slave who escaped north but returned to lead other slaves to literacy. There are some brutal depictions of violence against slaves, including the story of Alice, young girl who is whipped and then attempts escape. The pursuing slave owner finds her and lets his dogs attack. She survives, only barely.

“My heart hurts,” said a young African American girl who sits toward the back of the room. By the time the bell rang, a few tears were rolling. As she was leaving, I spoke to her, a little concerned.

“Are you going to be alright?”

“No,” she cried. She walked out of the class and completely broke down. As she sobbed, friends — who hadn’t been in class with her — crowded around her compassionately.

It was bittersweet, in the truest sense of the word. That someone was that moved by a book was both a source of hope and empathy.

Literacy, On the Fly

We began a new unit on Nightjohn and literacy in the English Studies class today. Just as the students were starting the kick-off, which was to answer the essential question, “How does literacy change lives?”, I had remembered William Meredith’s “The Illiterate.” It’s always been one of my favorites, a sonnet that takes all the rules about sonnets and bends them slightly. Cursing (internally only), I was frustrated that I hadn’t thought of it earlier. It was one of those moments where the teaching-as-an-art kicked in. I thought about it for a moment, Googled the title, and, finding it available online, decided to improvise.

I thought I’d try a technique I’d learned at the South Carolina Middle School conference at Myrtle Beach last year, but not having printed copies, I had to improvise.

I projected the poem on the whiteboard and read it aloud to the students.

The Illiterate

By William Meredith

Touching your goodness, I am like a man
Who turns a letter over in his hand
And you might think that this was because the hand
Was unfamiliar but, truth is, the man
Has never had a letter from anyone;
And now he is both afraid of what it means
And ashamed because he has no other means
To find out what it says than to ask someone.

His uncle could have left the farm to him,
Or his parents died before he sent them word,
Or the dark girl changed and want him for beloved.
Afraid and letter-proud, he keeps it with him.
What would you call his feeling for the words
that keep him rich and orphaned and beloved?

“Turn to a partner,” I said when I finished, “and select the five to eight most important words in the poem.” As they finished up, we went though the poem line by line, and I circled important words students called out from behind me. In the end, with a few suggestions from me, it looked something like this:

Touching your goodness, I am like a man
Who turns a letter over in his hand
And you might think that this was because the hand
Was unfamiliar but, truth is, the man
Has never had a letter from anyone;
And now he is both afraid of what it means
And ashamed because he has no other means
To find out what it says than to ask someone.

His uncle could have left the farm to him,
Or his parents died before he sent them word,
Or the dark girl changed and want him for beloved.
Afraid and letter-proud, he keeps it with him.
What would you call his feeling for the words
that keep him rich and orphaned and beloved?

“That’s more than five to eight words,” one student pointed out.

“True, but this was what I was aiming for in the long run, so it worked out well.”

I read the poem again, and then we talked about its meaning based on the highlighted words. They quickly saw that the letter contains three options: riches, sadness, and love. We jumped to the last line and reread it.

“Turn back to your partner and come up with three words that might describe his “feeling for the words that keep him rich and orphaned and beloved.” The responses were varied, as I’d hoped:

  • concerned
  • worried
  • mysterious
  • curious

We went back to the poem once more, and I led them to see that the  majority of the poem is an extended simile to explain the poets feeling when touching the unnamed subject’s goodness.

Turning it back to the essential question, I had students write in their journal how literacy would change the narrator’s life. We shared a few, then moved on to the next portion of the anticipatory lesson for Nightjohn.

As I write this, though, it occurs to me that I missed a significant portion of the potential power of the improvised activity. The narrator is not illiterate in the literal sense of the word (pun not intended). He is, however, illiterate. It might have been worthwhile to see if the kids could pick up on the emotional illiteracy that the poem is expressing.

Still, not bad for ninety seconds of planning and another sixty seconds of preparation.

On Fire, In More Ways Than Intended

I’ve been buying and reading books on pedagogy this summer, and one I bought was Rafe Esquith’s Teach Like Your Hair’s on Fire: The Methods and Madness Inside Room 56. Esquith is all the rage: after all, how many fifth grade teachers do Shakespeare with students after class?

There are some good ideas in there, and initially I was hopeful that it would be a useful book. His discussion of the importance of trust in the classroom and some ideas of how to integrate that into a classroom management plan excited me, as this was something I was hoping to focus on this year.

Soon, though, some things started to feel off. Discussing the fact that educators are role models, Esquith writes,

Some of my students laugh bitterly at a teacher they once had. They discuss her in the most unflattering of terms. She often comes to school late. [… She] talks on her cell phone constantly. Even when the kids are being taken somewhere, their fearless leader walks in front of them gabbing on the phone. […] The same teacher thinks she is “secretly” shopping online while the kids do their science assignments. She believes the kids do not know what she is doing. She is very much mistaken. (10)

My initial reaction: what an awful teacher. My second, more thoughtful reaction: how in the world does Esquith know this? Certainly, a teacher can overhear students talking in class about a teacher they had, but if the conversation continues long enough for the teacher to garner this much information, one of two things is happening:

  1. These kids aren’t working but sitting in class having free time, which they’re using to gossip about another teacher; or,
  2. Esquith discusses other teachers with his classes.

Neither one of these is terribly flattering. The passage in the book is terribly unprofessional.

One passages deserves to be quoted at length:

You see, the children at our school do not read well. They do not like to read. As of this writing, 78 percent of the Latino children on our campus are not proficient in reading, according to our state’s standardized tests. This means one of two things: Either we have the stupidest kids on the planet , or we are failing these children. Please believe me when I tell you that the vast majority of our students are perfectly capable of learning to read. No one wants to admit it, but a systemic conspiracy of mediocrity keeps these children on the treadmill of illiteracy.

To fight the problem, we now have “literacy coaches” at schools. Most of these “experts” are former classroom teachers who never accomplished much with their own students. […]

Teaching our children to read well and helping them develop a love of reading should be our top priorities. People seem to understand this. Millions are spent on books and other reading material, celebrities make public service announcements, and thousands of hours are spent training teachers. The spin doctors at various publish companies tell us that our students are doing better, but honest people know this is simply not the case. Concerned teachers have learned not to bother raising their voices, because powerful textbook companies have carefully prepared answers to anyone who points out that the emperor has no clothes. Young teachers are afraid of being crushed by bureaucrats whose only real mission is to keep selling their product. As testing services compete to rake in millions of dollars, nervous school districts anxiously await the latest test results. And year after year, most children do not become passionate lifelong readers.

It’s complicated. There is a lot of finger-pointing. But to borrow a phrase from another big, fat book that won a Pulitzer Prize, our children are victims of a sort of “confederacy of dunces.” Powerful forces of mediocrity have combined to prevent perfectly competent children from learning to love reading. These forces include television, video games, poor teaching, poverty, the breakup of the family, and a general lack of adult guidance. (29-31)

There is a lot of truth in the statement, Testing services do make a lot of money from the increasing number of standardized tests students have to take. There can be pressure to use state-funded textbooks regardless of a teacher’s preference. But the bottom line is this passage is highly insulting by presumptively marginalizing literacy coaches.

This book has some good ideas, but most of the time, I found myself thinking, “I’m glad I’m not this guy’s colleague!”

Still, listening to him on NPR, I sense a humility that just doesn’t come across in his writing, which is too bad.