I watched the movie.
“I watched the movie.” Four words that drive me up the wall. Reading is far more than knowing the plot. There was a teacher of world literature on my undergraduate campus who maintained that one didn’t get to know a book until s/he had read it at least three times. I have come to agree with the principle. Still, much depends on the book and the quality of writing in order to come to appreciate the book better in three readings. For example, re-reading the Harry Potter series is fun; when we know already what has happened, we can pick up on what we missed the first time and consider what else we would like to have made more clear to us. On the other hand, re-reading Toni Morrison’s Beloved several times not only untangles the time line, but enriches our understanding on a deeper lever. No, perhaps it isn’t fair to compare Beloved to Harry Potter, but on the other hand, I am confident, dear reader, that you understand my drift. The depth of the understanding lies also in the depth of the writer’s work.
Nevertheless, it is a risk to take on literature circles for the first time. I had read Literature Circles in Middle School: One Teacher’s Journey by Bonnie Hill and spent a considerable amount of time debating the whole do-able-ness of the adventure. It wasn’t until I spent a few years teaching in high school that I took the risk. I learned several things in the process. First: It is doable and in the end, has its rewards. Second: I made mistakes along the way but we all survived.
Consider, then, the things I would do differently or do better. In an effort to make student groups accountable, I created far too much paperwork for the groups. I tried to find a variety of books, including both fiction and nonfiction, appropriate and appropriate to the class I was teaching. I wanted things that the students would enjoy, would become engaged with, and would relish in the journey. That was a mixed effort. If I were to do this again, I would do better at dealing with the one popular title that every group wanted. Three ranked choices worked, but not all that well. Maybe I was a wimp. The good news is that, because of a great school librarian, I had groups of great titles.
There were the silly moments. When I introduced the titles in Literature of Protest class, I took time to explain that Anna Sewell’s Black Beauty was to the founding of the ASPCA in England as was Harriet Beecher Stowe’s Uncle Tom’s Cabin to the American Civil War. Common legend has it that Stowe’s work was a catalyst. Evidently a particular trio of girls either didn’t listen or didn’t read the blurb on the inside cover of the book when we passed titles around. They were so excited! They. Wanted. This. Book. It took them far too long to grasp the idea that Black Beauty was not a biography of Madame C.J. Walker, the first Black female millionaire who made her fortune developing personal products specifically for Black women, but about (and in the voice of) a horse. For a while I encouraged them to stick with their choice. Not only was Black Beauty a personal favorite, but I felt it was an important contribution to the literature, on par, perhaps with Upton Sinclair’s The Jungle, but not quite as depressing. When they continued to resist, in the interest of time, I gave them Ta-Nehisi Coates’ Between the World and Me, thinking that even though it is a drier read, it was a volume slim enough to work with and finish before the deadline. In the end, the two girls who pressured the third into Black Beauty based on a false premise didn’t read Coates either. The third girl worked her way through it with the thought that someday she may have a son of her own and having read Coates’ commentary addressed to his son might prove to be valuable. She came to appreciate the journey.
One title elicited the “I saw the series on Netflix.” comment. I find this difficult to deal with, being a firm believer that not only is the book usually better than the movie, but that the process of engaging with the author builds not only the reading stamina necessary beyond high school, but it is an entirely different, more active experience than watching a series. I was saddened, but not surprised. We tried hard to find books that didn’t have accompanying movies, but obviously did not succeed. Thirteen Reasons Why is an emotional journey that is entirely different coming off the page than it was on the screen.
Still, there were the great moments. One group took on Karen Thompson Walker’s The Age Of Miracles. While it didn’t quite fit the outline for Literature of Protest, at the time it was the closest I could get to thinking about a future that includes an insurmountable problem that society would have to be with. That particular group dove in. They had a strong group leader who held his classmates accountable. Then there was that moment any teacher would treasure. In the quiet of a classroom where students were well engaged with their work, suddenly this group groaned loudly “OH NO!” Then went on to decry whatever it was that happened that outraged them. Of course, I found out, but the group chose not to share their discovery with the rest of the class. They simply pointed out that their classmates would have to read for themselves.
This is not at all unlike the reaction of the group who read E. Lockhart’s We Were Liars. Before they started the adventure, I made them swear not to skip to the end of the book to discover what happened. As with the group who read The Age of Miracles, the students stuck to their promise, and yes, were aghast at the resolution of the problem. No, We Were Liars did not fit the profile of the class, but on the other hand, I had also had that same reaction when I read We Were Liars and wanted to see if students would feel similarly. It was selfish, but perhaps we could discuss the aspect of lies and truths and what might be more harmful under the circumstances.
Of such successes are fond memories made.
Finally there was the group consisting of boys who were highly engaged in an after school activity known as Empowerment. This was a group of students under the sponsorship of a talented and charismatic history teacher whose goal was to enable Black students to recognize and develop their leadership skills. It was a positive, active group. These three boys chose The Autobiography of Malcolm X by Alex Haley. This is a tome, weighing in at 466 pages. I didn’t want to warn them off so good a read simply because it was a lengthy challenge. I admired them for taking it on. They hopped the usual hoops, calculating the number of pages they had to read daily in order to finish in the time we had. Because they were responsible young men, I didn’t check on them as religiously as I checked on other groups.
Big mistake.
Eventually I discovered that they had already read the first half in Empowerment. Ok, thought I, the second half of the book is also substantial and, in my opinion, extremely important in understanding the development of Malcolm X and his understanding of humanity. The boys never really bought into finishing the read. They enjoyed the first half, learning of Malcolm the hustler, but dodged the other issues, preferring in the end to report more extensively on the first half, then fill in the blanks with their opinions they garnered from their experience in Empowerment.
Big disappointment. It was reminiscent of the sixth grader who did a bang-up in character report on The Adventures of Tom Sawyer, only to have to reveal that he read just the first chapter of the book and was not able to address the rest of the novel.
Sigh.
There are situations wherein time gives us the answer to what we wish we would have said in the moment. What do I wish I had thought to say? Today I would say that not reading the second half of the book or depending only on the movie is like my telling the class that on a given day I was bringing a home-made lunch for all of them as a treat. Then imagine, dear students that I come in with all the prep work done–all the chopping and basic prep—but never completing the actual cooking of the luncheon menu. Why should I? I watched Julia Child do the cooking on PBS.
That’s how I feel about that phrase “I watched the movie.” Here we are at a table laden with a bouquet garni, a boned chicken, some butter, a quart of broth, a large pan, and perhaps a variety of vegetables, washed and ready to go. Add to that display some almost-mousse ingredients, all measured out for dessert. Unless I do the work, there is no meal. Unless we are actively engaged, the experience is incomplete. For me, that’s a truth.
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