The challenge this week gives you two ends of a triangle: you’ve got a class (I’m going back to our 9th grade BR college prep class—not so old that middle school is a distant memory, not so smart that they will be so over it, not so young that we have to pretend nobody has sex or does drugs); you’ve got your media—any and all of the recordings accessible via the syllabus. How might you use this media and what texts would you pair with them—that’s the last leg of the magic triangle?
You’ve got a real opportunity to be pretty creative here. You are welcome to talk about any of the texts we’ve covered or will cover in class. Or you can go with something else you’d want to teach. Or you can go with a canonical text that might well be included in the framework. Or you can do a little of all three. Additionally, if there is other supplemental media—movies, TV, radio, news items, non-fiction, art-work, dance, whatever—you are welcome to use that.
As my contribution to the discussion: I have actually paired “Is your Dad Single?” with Girl & 7th grade with actual rising 8th and 9th graders. I asked students to map out the story of “Is Your Dad Single?”—so what starts the story, what is the rising action, what is the climactic moment, the denouement, the “truth about life.” I ask them to do this graphically. Since that piece is really about deciding on who you want to be in your own life, we look at Girl and 7th grade through that lens—how do the various characters in each figure out who they are? That’s a final writing. Along the way, I have them write about their own stories of figuring themselves out, of 7th grade, etc. I also ask them to identify the “rules” of being a boy—so write 7th Grade as a series of “you” statements, but about boys, based on the story. The work requires listening, reading, note-taking. It requires working alone and in groups. It requires that they be able to prove a point about a text using the text as evidence. It gives them space to reflect personally. I really enjoy the entire sequence. We end with a very fun exercise where they make their own maps of their lives—who they are now, where they want to end up, how they are going to get there. They present that to the whole class. I do it with them. They marvel at the idea that a 46 year old could still possibly have a life plan.