Shakespeare decompression

I find at night, after a day that seems long, watching my little DVD library of Shakespeare films pulls me through. If I don't do that, I end up watching Mystery Science Theater 3000 and laughing at little robots making fun of dated or poorly done B-movies.

I guess it's odd that my break from working on the rules of writing and the aspects of story-telling is watching great examples of English drama and comedy or laughing at a from of creative criticism. Of course, sometimes I have my adult beverage in hand, but I think this is my true unwinding therapy.

So, a question for you, or maybe you can use it with your students... "What's your therapy after a long, terrible, no-good, bad day?"

Genre Reflection #1: A Breif Play about 18 students in 24 desks

Day: ONE

(or)

Wait time

A brief play

By

Ben R. Smith

CAST of CHARACTERS

1

2

3

4

6

7

8

9

11

12

13

14

15

16

18

19

20

21

22

23

Teacher

Setting: Interior, Classroom. The floor is of high polished wood that is old and creeks unforgivingly. A path flows from the SMART board, cutting though rows of desks arranged in a way similar to a theater in the round. The audience is a bookshelf with a proctor’s desk and a few posters of the teacher’s favorite movies, and some personal photos showing his two dogs, his first car in high school, and his teaching certificate.

START

At Start: In the darkness we hear a bell ring, there is the sound of students in the halls, lockers slamming, the squeaking of floorboards and after a few minutes the sound of the teacher in the dark, greeting students as they enter his classroom. Students enter in the dark and take their places about the room. Music begins to play (“Either Johnny B. Goode” by Chuck Barry or “Flight of the Bumble Bee”) as the lights come up and we see 17 students occupying 24 desks, each one holding a plain white Popsicle stick with a number written in felt-tipped ink. Though the audience may not be able to tell, each number on the sticks corresponds to numbers laminated or taped to each desk in the class. On the SMART board is the word “CONFORMITY” in bold caps. The teacher is only slightly visible as he is in the process of encouraging each straggler in the hall with phrases like “hurry along” and “get to where you need to be.” Two students enter holding white Popsicle sticks the teacher handed them as they passed through the door. They’re a bit confused but the student in seat 12 explains.

12:

The number on the stick is supposed to be where you sit.

(The two students are obviously best friends—or BFF, as they might say—but sadly one ends up in seat 22 and the other ends up in seat 7. The music comes to an end as the teacher takes a final sweeping look out in the hall before closing the door with a flourish and facing his class. He wears jacket and slacks and looks like a professional. PAUSE 1-2-3.)

TEACHER:

(Looking thoughtfully at the class while seeming to play idly with the 5 remaining Popsicle sticks.)

I’m missing one.

(PAUSE 1-2-3-4.)

Well, I guess I’ll have to / (take roll after all)

(With a thump the door opens and the student walks in before the teacher finishes his sentence. This student wears headphones and a t-shirt from a Disturbed concert he went to over the summer. Metal music is audible to the whole class as the kid finds the first open seat and drops his bag beside it. PAUSE 1-2-3. The TEACHER looks down at the white sticks and picks out the one with the number 2 on it. He walks over and politely offers the stick to the student. The student looks up and takes the stick confused. The Teacher taps his own ear, smiling. The student takes out the earbuds and turns off his iPod.)

TEACHER (con’t):

Thank you.

(Clears his throat.)

Well, you’re all here!

(He puts his coffee cup with the sticks on his desk and looks at the single word projected on the SMART board.)

CONFORMITY!

(Turns to the class.)

Anybody care to give us a definition?

(PAUSE. 1-2-3-4-5.)

Conformity.

(PAUSE. 1-2-3.)

Okay, how about I use it in a sentence? Conformity. All of you, as one mass, looking at me with blank stares, waiting for me to answer my own question are engrossed in an act of conformity.

(Sinister smile/PAUSE. 1-2.The teacher turns a moment to grab something from his lectern. A few students share looks or whisper. #2 slips his earbuds back in, discreetly and turns his music back on a “slightly lower” volume. The Teacher, meanwhile, is again facing his students, still smiling, holding up a second coffee cup. This cup is full of rainbow-colored Popsicle Sticks, again numbered. He plays with them idly as he talks.)

Nobody ever wants to be the first student to answer the first question asked on by the new teacher on the first day of school. This is a natural occurrence and I am not surprised or upset by it. But, I’m curious, why do you think it happens…

(He draws a stick)

Number 7?

(His eyes fall on the poor girl.)

Don’t be afraid. What’s your name?

7:

Marcie.

TEACHER:

Marcie. Why do you think everyone’s reluctant to answer?

MARCIE:

Well, um, maybe they don’t know?

TEACHER:

How do they know they don’t know?

(MARCIE looks to her friend across the room. The TEACHER smiles and holds out his hand for her popsicle stick.)

I think they’re afraid that I’ll put them on the spot like I’m doing to you right now. Thank you, Marcie, for being my first volunteer.

(Turning back to face the other side of the class.)

For all you know I’m one of those sadistic, mean, grumpy teachers who likes nothing more than to humiliate and debase my students for the mere reason that I wasn’t hugged enough by my parents. You’re afraid you’ll be wrong and that I’ll shout at you and call you stupid or useless or I’ll point and shout “STOP WASTING MY TIME!”

(The Teacher has hopefully done his best impression of an overly melodramatic curmudgeon-like character. Should by now have his first laugh, if not he should be sweating because this is going to be a long year and he’s scared to death.)

Or maybe you’ll give me an answer and I’ll say “well, maybe…” I used to hate those teachers. I mean, am I right, am I wrong, how close am I, hot or cold, hot or cold! HELP ME!

(Teacher should be studying his audience carefully enough to notice Number 2 doodling on his binder with his headphones in.)

Or maybe I’m that hard ass? You know the one. The one who sees you every time you sneak those headphones back into your ears and can’t wait to steal himself a new iPod touch.

(He walks over to Number 2, waves, taps his ear again, smiling. Number 2 takes his buds out again.)

What band is it?

2:

(Mumbled)

Slayer.

TEACHER:

Speak up, bud. I blew my eardrums out in my Freshman Science Class when I was being forced to listen to the most boring old man on the planet drone on about beansprouts and onion root cells. Put it away for now, I might let you listen to it later in class.

2:

K.

TEACHER:

Thanks. What’s your name?

2:

Trent.

TEACHER:

Trent, what is conformity?

TRENT:

Um, doing whatever everyone else does. Like a zombie.

TEACHER:

Thank you, Trent. You can give me that back now.

(Takes popsicle stick.)

It’s how I know you kept your A for the day. Trent is right, and so was Marcie. All of you, when you first walked into this room took these Popsicle sticks I forced on you, sat in the seats I assigned you, and then uniformly waited patiently for me to turn you all off and put you ever so sweetly to sleep with my boring English Teacher voice. “Roses are Red, Violets are Blue, Poetry Sucks, and when’s lunch?”

(If they’re not laughing now, hide!)

So, is conformity a good or a bad thing? Let me see hands. How many you think it’s a good thing?

(Quick survey. 1-2.)

And how many of you are rebels at heart, non-conformity is best no matter what? Okay. You (15), what’s your name?

15:

Virgil.

TEACHER:

You had your hand up for conformity being bad. Why?

VIRGIL:

Because it is.

TEACHER:

Why are you in my class, then? Every one of you, this is your Junior year, you’ve been in English classes every semester since you started high school. You come in, you sit down, we do the bellwork, I introduce the daily assignment, we discuss George Orwell or Mark Twain or you take turns giving me oral reports on Suzie Collins or Jack Kerouac or Busta Rhymes—who by the way is an excellent poet. What’s different? Desks, marker-boards, book bags, pens, pencils, paper…

(Putting his hands to his chest, indicating himself.)

Teacher who talks too much. It’s all here. You’ve seen it before.

(PAUSE. 1-2. Addressing the question to the entire class.)

But is it bad?

(1-2-3-4-5-6-7.)

Virgil, you’ve still got you’re A, but I’m curious. Why did you come to school today?

VIRGIL:

My mom made me.

TEACHER:

Well, thank her for me. I’m glad you came! But, yeah, I know what you’re saying. My mom was like that. I used to be able to make myself physically sick so I wouldn’t have to go to school. She eventually caught on. “Mom, I threw up.” “Go to school!”

(PAUSE. 1-2-3. He takes VIRGIL’S white stick.)

Thank you, Virgil. Some of us, maybe, like school. We like the people. We have friends. But not everybody is like that. Some of us are not morning people and school starts so freaking early. Some of us prefer to be by ourselves and work by ourselves and listen to loud music while we think our own thoughts. And we curse “the man” for getting in the way of us doing what we’d rather be doing. I feel your hurt, Trent. We want to sit where we want to sit. Why do we have to have assigned seats? Answer: It’s just until I get your names right. I’m already making progress. Marcie, Trent, Virgil… and what is your name? Number 12…

NUMBER 12:

Sally.

TEACHER:

Sally, which side are you on? Conformity, good or bad?

SALLY:

Um, well, it’s not always good…

TEACHER:

How do you mean?

SALLY:

What if everybody’s doing something bad and you conform.

TEACHER:

Like “If everyone was jumping off a bridge?” How many of you know that saying?

(Pointing to a random student with his hand up.)

Number 8, how does that saying go, please?

8:

If everyone was jumping off a cliff would you?

16:

Depends, is there a ferocious hungry tiger forcing everybody to?

TEACHER:

(Turning.)

Right! Who said that?

(Number 16 stands)

What’s your name?

16:

Robbie.

TEACHER:

Okay, tell us what you mean.

(The teacher keeps his attention on Robbie but walks back to number 8 and takes his stick while Robbie explains.)

ROBBIE:

Well sometimes you don’t have a way out. You can either jump off a cliff and die or you can get eaten by a tiger and die.

TEACHER:

A lose-lose situation. Very good, Robbie. And before I forget, you sir, number 8, what is your name?

8:

Xander.

TEACHER:

Thank you, Xander. Toss me your stick, Robbie, you kept your A. So, we’re all of us on a cliff together. There’s a vicious, ravenous, ferocious tiger blocking us from any escape… So we’re all stuck, trapped, no escape, doomed if we jump and dinner if we don’t. What would you do?

(PAUSE, 1-2-3).

Take out paper.

(TEACHER moves to the SMART board and opens an example MLA heading.)

In the upper right-hand corner of the paper write your name, what hour you’re in, and my name… I’m Mr. Smith, by the way, as you can see in the example. Anyway, once you’ve got that all down in proper MLA format, I want you to write across the top line “BELL WORK” and then put “DAY ONE” on the first line (PAUSE. 1-2-3-4-5-6-7.) Raise your hands when you are all ready for me to give you the question.

(Waits for a majority of hands.)

Okay, when faced with an option of leaping to your death or being eaten by a tiger, which would you chose and why. Six to Eight Sentences. And when you’re done…

(He demonstrates, walking over to the baskets by the windows and lifting up the one for hour one.)

Come over here by the window to the Hour One Basket, toss it in because I want to read your awesome prose today, and then

(Setting the basket down, and crossing the room to pick up a packet and a from two piles by the door.)

Come over to the table by the door and pick up a copy of the syllabus and this pink sheet of paper containing some homework for your parents. I’ll give you three minutes, four if I see you’re using the time effectively, and then we’ll talk about what we’re going to be doing this semester. Okay? Any questions? Okay, on-your-mark-get-set-go!

END OF PLAY.

The First Weirdly Satisfying (if undeserved) Compliment

This entry will be brief, as I feel I have little say about it, other than, it gave me a little bit of awesome to hold onto in moments of doubt.

My Cooperating Teacher asked me if it was required that I attend Parent-Teacher Conferneces.

I said it was not required but that I wanted to interact with parents anyway as I'd like to get as much as I could out the placement.

A student, who was packing up his stuff after class said. "Mr. Smith, I want my parents to meet you."

"Why?" I asked.

"Because you're the only teacher I talk about."

Granted, I might be reading too much into that, but I still smiled at it.

If there is one great lesson I've learned in this observation, it is this: If the students want to talk to you... Listen to them.

Falling into School, Building Up to Teaching (Sept. 1-7)

The middle of last week saw us reviewing and strengthening the students’ understanding of literary terminology. Various handouts and inserts which they were to three hole punch and place in their binders for the class came into great use this week as they began to work on identifying various instances of these terms in poetry and prose.

This Tuesday following the Labor Day weekend, students began working with imagery and symbolism in conjunction with their introduction to Modernism as a movement in literature between 1914 and 1939. Tuesday was a lecture day in which the teacher used Cornell notes in class to give the students some historical background on the movement as well as some singular aspects that identify a work as being quintessentially “modern.”

Incidentally, this week saw an increase in my involvement in planning for the class. Mrs. T has given me the task of introducing bellwork and I began Tuesday’s introduction of Modernism with a pre-writing exercise. My three questions were simple. “What does the word ‘Modern; mean to you?” “What is ‘Modernism’ ?” and “The Great Gatsby and Of Mice and Men are often referred to as ‘Modern Novels.’ What does that tell you about them?

 Wednesday (today), was slightly more interesting as I walked in to find a substitute teacher who was more than willing to let me run the class from start to finish. As the bellwork assignment was on a flash drive and I have not been made familiar about how to operate the smart board, I decided to hand out the main assignment at the door as I welcomed the students.

The assignment was a packet of poetry (Shel Silverstein, Ezra pound, Dorothy Parker, William Carlos Williams, and others). I instructed the students to use their previous handouts identifying literary terminology and multicolored highlighters to make a key at the front of the packet and to go through highlighting examples of the various figurative language in each poem. (EXAMPLE: WILLIAM CARLOS WILLIAMS DESCRIBES A RED WHEEL BARROW IN SUCH A WAY AS YOU SEE IT AS AN IMAGE IN YOUR MIND’S EYE. IF YOU ASIGN THE COLOR RED TO IMAGERY YOU CAN HIGHLIGHT THE “RED WHEEL BARROW.”)

This was a fun class in that I had absolutely no control and almost sole authority. The substitute did a lot of runs to the office to check on things for the next class. I will say that nobody was hurt and that I only had to raise my voice three times to return the volume level to one that was more manageable. Some students seemed to struggle with the assignment while others seemed to zip through it rather quickly in order to use the last 20 minutes of class for discussion of various topics unrelated to class.

In retrospect, I think I should open future classes with the brief description of the assignment and then offer the last ten minutes of class as a reward for the first 40 minutes spent working diligently and quietly in small groups. I take responsibility for the rather disorganized chaos of today in that I should have had a better idea in mind of structure before I began.

But, on the brighter side, I’m looking forward on working with my CT on teaching the upcoming unit on Steinbeck’s Of Mice and Men. The students will spend this week on poetry, the next week on short stories in the Modernist Tradition, and then they will begin reading and taking daily reading quizzes on the novel.

I’m excited and yet still a bit nervous. My CT is a good example and today I realized just how effective her persona alone is in keeping the classroom in order.

Classroom Tools and A Few Interesting Links

I've been noticing in a few of the student papers I've read that a number of issues arise with punctuation and peer editing. Students simply aren't confident about where to put the commas, periods, and 'postrophies and they are also shy about how to properly mark up a fellow student's paper.

So, I've gone online to snoop up a few interesting links:

 The Punctuation Tree

and

Common Proofreading Symbols

I have also begun working on my own classroom decor. I plan to have more than a few helpful posters up in my eventual classroom to aid in both the editing and writing process.

F.A.N.B.O.Y.S.

the coordinating conjunctions

For, And, Nor, But, Or, Yet, So

Dead Verbs

is   are   am   have   had   has   be   been

was   look   were   take   took   went   go   ran

run   make   do   did   gone   came   come   -ing words

 

Common Proofreading Symbols

Symbol	Meaning	Example
	insert a comma
	apostrophe or single quotation mark
	insert something
	use double quotation marks
	use a period here
	delete
	transpose elements
	close up this space
	a space needed here
	begin new paragraph
	no paragraph

Common Proofreading Abbreviations

(The abbreviation would appear in the margin,
probably with a line or arrow pointing to the offending element.)

Abbreviation	Meaning	Example
Ab	a faulty abbreviation	She had earned a Phd along with her M.D.
Agr See also P/A and S/V	agreement problem: subject/verb or pronoun/antecedent	The piano as well as the guitar need tuning. The student lost their book.
Awk	awkward expression or construction	The storm had the effect of causing millions of dollars in damage.
Cap	faulty capitalization	We spent the Fall in Southern spain.
CS	comma splice	Raoul tried his best, this time that wasn't good enough
DICT	faulty diction	Due to the fact that we were wondering as to whether it would rain, we stayed home.
Dgl	dangling construction	Working harder than ever, this job proved to be too much for him to handle.
- ed	problem with final -ed	Last summer he walk all the way to Birmingham.
Frag	fragment	Depending on the amount of snow we get this winter and whether the towns buy new trucks.
| |	problem in parallel form	My income is bigger than my wife.
P/A	pronoun/antecedent agreement	A student in accounting would be wise to see their advisor this month.
Pron	problem with pronoun	My aunt and my mother have wrecked her car The committee has lost their chance to change things. You'll have to do this on one's own time.
Rep	unnecessary repetition	The car was blue in color.
R-O	run-on sentence	Raoul tried his best this time that wasn't good enough.
Sp	spelling error	This sentence is flaude with two mispellings.
- s	problem with final -s	He wonder what these teacher think of him.
STET	Let it stand	The proofreader uses this Latin term to indicate that proofreading marks calling for a change should be ignored and the text as originally written should be "let stand."
S/V	subject/verb agreement	The problem with these cities are leadership.
T	verb tense problem	He comes into the room, and he pulled his gun.
Wdy	wordy	Seldom have we perused a document so verbose, so ostentatious in phrasing, so burdened with too many words.
WW	wrong word	What affect did the movie have on Sheila? She tried to hard to analyze its conclusion.

Some Online Aids on Proofreading and Editing

    Editing and Rewriting (from the Guide to Grammar and Writing)
    "Revising Your Writing" from Paradigm
    "Editing Your Writing" from Paradigm
    Proofreading Strategies — from Bowling Green University

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