HC English Department

"Holden won over the young, especially the 1960s generation who saw themselves in the disaffected preppy, according to the cultural critic Morris Dickstein. "The skepticism, the belief in the purity of the soul against the tawdry, trashy culture plays very well in the counterculture and post-counterculture generation," said Mr. Dickstein, who teaches at the Graduate Center of the University of the City of New York. Today, "I wouldn't say we have a more gullible youth culture, but it may be more of a joining or togetherness culture." The culture is also more competitive. These days, teenagers seem more interested in getting into Harvard than in flunking out of Pencey Prep. Young people, with their compulsive text-messaging and hyperactive pop culture metabolism, are more enchanted by wide-eyed, quidditch-playing Harry Potter of Hogwarts than by the smirking manager of Pencey's fencing team (who was lame enough to lose the team's equipment on the subway, after all). Today's pop culture heroes, it seems, are the nerds who conquer the world - like Harry - not the beautiful losers who reject it."

"In a small Southern town during the Jim Crow era, a black man is accused of raping a white woman. During his stormy trial there are threats of lynching, as well as intimations that the white woman had been the sexual aggressor. That tale summarizes the plot of Harper Lee's novel "To Kill a Mockingbird," a staple of high school English courses. But it also describes part of the more complicated and less morally uplifting real-life story told in "Willie McGee and the Traveling Electric Chair," a half-hour documentary to be broadcast Friday on NPR stations as part of the "Radio Diaries" series (www.radiodiaries.org)."

"What we do know is that a plethora of assessment-related research has shed light not just on the importance of students' mindsets, but also on the importance of continual feedback and how active retrieval of information, in carefully spaced intervals, can produce long-lasting learning. Research also shows that providing students with choice enhances attention and engagement -- and confirms that the arts can help deepen long-term memory consolidation (Hardiman). Specifically, the following research is helping to change our understanding of the correlation between teaching and learning -- and altering our approaches to student assessment."

"Students who write for their teacher write for a grade. Students who write for an audience write to connect, to argue, to entertain, to inform. And when they have other purposes for their writing other than a grade, they begin to care about the craft, choose carefully their words, shape thoughtfully their sentences. Isn't this the goal of writing standards? So the question is: Does your school provide or cheat your students out of an audience? Or, to cut to the chase: Does your school actively support a newspaper or broadcast program? If it doesn't, please stop going on about how you're meeting the Common Core standards. Because in spirit you're not."

"In an education landscape that dramatically deemphasizes creative expression in favor of expository writing and prioritizes the analysis of non-literary texts, high school literature teachers have to negotiate between their preferences and the way the wind is blowing. That sometimes means sacrifice, and poetry is often the first head to roll. Yet poetry enables teachers to teach their students how to write, read, and understand any text. Poetry can give students a healthy outlet for surging emotions. Reading original poetry aloud in class can foster trust and empathy in the classroom community, while also emphasizing speaking and listening skills that are often neglected in high school literature classes."

"The Grapes of Wrath was published 75 years ago this month, a seminal masterpiece of American literature that seems freshly relevant to this era of wealth disparity, rapacious banks and growing poverty."

"List plays alphabetically by number of words by number of speeches by date"

Interesting essay on giving and taking writing criticism

"The end of the school year is a time of conflicting needs. We are all exhausted, yet this is the most fertile time to process a year's worth of learning, struggle, and change, and to bring closure to our work from the year. One way that I attempt to help make meaning of a year, give students the final word about their learning, and achieve a collective sense of completion is by assigning a portfolio project as the final major assignment of the year."

"In the first large-scale analysis of new systems that evaluate teachers based partly on student test scores, two researchers found little or no correlation between quality teaching and the appraisals teachers received. The study, published Tuesday in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association, is the latest in a growing body of research that has cast doubt on whether it is possible for states to use empirical data in identifying good and bad teachers."

"Should students about to read "The Great Gatsby" be forewarned about "a variety of scenes that reference gory, abusive and misogynistic violence," as one Rutgers student proposed? Would any book that addresses racism - like "The Adventures of Huckleberry Finn" or "Things Fall Apart" - have to be preceded by a note of caution? Do sexual images from Greek mythology need to come with a viewer-beware label? Colleges across the country this spring have been wrestling with student requests for what are known as "trigger warnings," explicit alerts that the material they are about to read or see in a classroom might upset them or, as some students assert, cause symptoms of post-traumatic stress disorder in victims of rape or in war veterans."

"The Atlantic's Conor Friedersdorf's picks for must-read nonfiction from 2013."

"Last September we introduced a new lesson-plan format called Text to Text, in which we pair two texts that we think "speak" to each other in interesting ways, then pose questions and suggest a few activities for students to bring the writings together. One of the excerpts we use is always from The New York Times - sometimes pulled from that week's headlines, and other times from the archives. The other excerpt generally comes from an often-taught literary, historical, cultural, scientific or mathematical text. Our goal: to help students see a classic work through a new lens, or to think about how and why a text still matters."

""We're all going to die - and poems can help us live with that." In a charming and funny talk, literary critic Stephen Burt takes us on a lyrical journey with some of his favorite poets, all the way down to a line break and back up to the human urge to imagine."

" five articles that use photography and narrative to reveal the texture of teenage life; next, 11 articles about young people making a splash in the world; and, finally, three news articles about teenage life that we think might provoke interesting classroom discussions. Let us know what you think and how we could make this feature more useful for your classroom. The next installment will be published on July 11."

"This media gallery from American Masters: Salinger features a series of videos that explores how Salinger felt about his writing, his struggle to be published in The New Yorker magazine, and how Holden Caulfield was a reflection of his own life. The associated materials include a background essay, discussion questions and a student activity."

"The Times's Room for Debate hosts six knowledgeable outside contributors who debate whether the college rankings are useful for students or too simplistic. Your Task: Do you think the college ranking system is a useful guide for students looking to find the right college, or do you think the rankings are too simplistic or misleading? Use the six Room for Debate opinion pieces to learn more about the issue and gather evidence on both sides, perhaps keeping track of what you find with this pro-con T-chart organizer (PDF). Then, write your own opinion, making sure you to use evidence from the various opinion pieces to back up your position. (You may even want to rebut a counterclaim within your response to strengthen your argument.)"

"In this lesson, students consider the purpose and history of Op-Eds by exploring the Times feature celebrating the 40th anniversary of the Op-Ed page. They then do one of several multidisciplinary activities designed to make Op-Eds relevant to their experience, perspective and learning."

"Corrigan considers The Great Gatsby to be the greatest American novel - and it's the novel she loves more than any other. She's written a new book about it called So We Read On: How the Great Gatsby Came to Be and Why It Endures. Corrigan says she loves The Great Gatsby in part because of its message that it's admirable to try to beat your own fate. "You can't escape the past, but isn't it noble to try?" she says. "That's the message here ... to be the boat against the current, even though failure and death inevitably await you. The doomed beauty of trying - that's what this novel is about.""

"Since it's not often possible for teachers to sacrifice an entire day of schooling to allow for individual creative pursuits, the idea has been reinterpreted in many schools as a "Genius Hour," where students get one hour per day or week to focus on a project of their choice. The practice combines well with classroom pedagogies such as project-based learning and inquiry-based learning. To find out more about what 20 percent time is and how to use it, watch the playlist below!"