Embedded Files
"'And which planet,' I ask him, 'do you think is the most interesting?.. Eugene stands still, looks at me thoughtfully, solemnly. 'Earth, of course,' he says."
This is It - "Dance in America" by Lorrie Moore: As the years went on - I introduced less and less new Literature into my class each year. There are a number of reasons for that - the main one being that if I found something that worked well and that I could find something new in each year (to me the most important sign of Great Literature) - I stuck with it. "Dance in America" by Lorrie Moore has the distinction of being (with the exception of some poems in the poems before novels readings) that last new text that I brought into my World Literature Class. And what an incredible short story it is. It is first of all incredibly well-written. It is poignant, insightful, bittersweet, but ultimately hopeful. The story is about itinerant dance teacher reuniting with her old lover and his family. One member of that family is gravely ill - but even so, has a wisdom and an optimism far beyond his years. It is, again, a perfect text to leave my students with - one, whose perhaps ultimate lesson, is about the importance of love, living in the moment, and of course, dance. The story and the lesson also gives me a chance to get my students up on their feet and dancing in order to sieze their own fleeting moments left in high school.
Lesson Overview
Lesson Overview
Quiz
Quiz
No quiz today - we are going to read the story aloud in class - and discuss it as we go.
Reading the Story Aloud
Reading the Story Aloud
Often this story would fall between the two parts of our lessons on "The Jar" and the students needed a break from homework (or they were working furiously on their end of the year project). We still needed to do something in class - and this story can be read aloud in about 20 minutes to a half-hour, leaving another 20 or so minutes to fit a discussion in. Please see my page on Reading Texts aloud in class for more on how to read stories (or any text) in class.
I gave my students, over the years, two different sets of instructions for what to do while we read the story aloud.
While We Read - Approach A
While We Read - Approach A
For the first approach, I simply instructed them (you can find these instructions on my notes on the story, given as a PDF below) to:
Underline and mark lines of text as we read the story, being careful not to fall behind in following along with the reading (remember, every student takes a turn reading aloud). When you get a chance, briefly write with a word or two why you marked those particular words.
After we finished reading the story aloud, I would give the students 5 minutes to find their favorite 3 things that they marked up - and they should elaborate (directly on their notes on the text) why they felt that text was important.
While We Read - Approach B
While We Read - Approach B
The second approach, perhaps a bit more analysitcal was given when I taught this story during AP Literature. I put a Slide Show up on the projector before we began reading which gave the following directions (the Power Point can be found below):
Take notes as we read – pay attention
Write down at least ONE comment, question, or observation for each column of the story (or a total of at least 12 comments).
STAY focused as others read – keep your pen to the story.
As with Approach A - I would then give students 5 minutes to pick their favorite three things that they came up with while we were reading the story aloud.
Class Discussion
Class Discussion
With the remaining time in the class (whether you use A or B above) we went through every single student who got a chance to bring up one of their observations or questions about the story. The dicussion ensued from what the student said. Make sure you save 5 minutes for the next part.
This is It: Up and Dancing
This is It: Up and Dancing
After our discussion, I start to play the Kenny Loggins song - "This is It". It's the song from the story that Eugene dances to - and the song that plays such a pivital part in the text. "This is It" - the idea that Life is about "living in the present". It's about the idea that no matter how interesting all of the other planets in the Universe may be - Eugene, even with his bleak prospects, says that he would choose to live "on Earth, of course." It's a powerful idea. I then tell the students that if they want, no one if forcing them, they can now get up and dance. Don't expect everyone to do it - but usually - and these are fearless seniors - most of them will - and it is a very magical moment for the end of the long - and too short - year together.
My Lesson Notes Transcribed
My Lesson Notes Transcribed
See the above Lesson Overview for a general path that I took in teaching this lesson. But these transcribed notes will allow anyone to teach this text - and it can be easily edited for how you teach as well as what you teach before it. The Lesson Notes are from many years are ammended each year as the students add and contribute to the discussion.
My Handwritten Lesson Notes
My Handwritten Lesson Notes
These are my Handwritten lesson notes for the story. See the above Lesson Overview for a general path that I took in teaching this lesson. The Lesson Notes are from many years are ammended each year as the students add and contribute to the discussion. I hope you can read my handwriting!
The Story (with & without notes)
The Story (with & without notes)
"Counterparts" - The Text Docx PDF
"Counterparts" - The Text Docx PDF
In the years that students didn't have access to the text book or I wanted them to be able to write on the story - this is the handout they received.
"Counterparts" - The Text (with my extensive notes) PDF
"Counterparts" - The Text (with my extensive notes) PDF
My lessons come from my own readings (in addition to student input) - here are my notes over some 30 years on this story.
"What's the Matter Here?" 10,000 Maniacs
"What's the Matter Here?" 10,000 Maniacs
These are the lyrics to the song, "What's the Matter Here?". From the first year that I taught this story I played the song, in order to give the class one more entry point into understanding Joyce's story. I've also included (to the left) a YouTube link with the actual song. Please be aware that this song does address child abuse - and you need to be aware of the maturity of you students as to whether to use it or not.
CounterpartsClassDisc_20170419.mp3Class Recording (on mobile may appear as a Google Drive Link)
Class Recording (on mobile may appear as a Google Drive Link)
A class discussion of James Joyce's short story, "Counterparts". We look at the different counterparts in the story, and how the main character resembles us - how we too avoid what should be done and how we want to take it out on others. We also look at some of the imagery that Joyce uses and its impact on the story.
Most Recent Quiz
Most Recent Quiz
If they do not read, nothing else matters. I can't stress how important that is. The discussions will be so engaging - it will make them want to read - nothing in the world beats the excitement of a whole class discussion - and with this book if you have 30 students, you will have 30 different takes - and it's so great to see the students learn from each other.
Group Work - "Counterparts"
Group Work - "Counterparts"
These two Group Works are so old because after 2002, I decided (wisely) that this story needed to be discussed together. Not only for it's mature possible triggering content - but as it was an important discussion to have together at the end of the year - as we were getting ready for the class to end. Again - I think the best way to do this story is with a discussion. The 1989 "Group Work" is hilarious (to me) as it was my first year of teaching. Please see the actual handout for the questions.
What better story could there be for Seniors about to embark on their lives - and Seniors who have just before this finished reading Toni Morrison's Song of Solomon - a novel whose main character spends the entire book coming to an understanding of that same idea - and the idea that everything else can be shed in order for us to "fly". In my class, today's lesson was a pretty big milestone: It was the last Group Work that my students did - after a year of almost every 3rd or 4th lesson being Group Work. The story, by Tolstoy, is about a man who keeps wanting more and more from World and is never satisfied, and has the misfortune of being overheard by the devil.
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
The song that I play at the end of this lesson: "What's the Matter Here?" by 10,000 Maniacs is a lesson in itself. Though the beat and melody are very upbeat - it is really a song about child physcial abuse and the fear of getting involved to stop it. The impression is - in itself - an ironic counterpart to the message of the song.
Page updated
Google Sites
Report abuse