Into the Woods

 Yesterday, we had a busy day at the library watching some science experiments. So, we

1.    Listened to some more music during lunch.

2.    Listened to Act 2, Scene 1. (from a recording)

3.    Watched the next part of the film—which he actually said is kind of good.

I occasionally underestimate my son and I was amazed at how easily he picked up the consequences of Tatiana’s and Oberon’s argument.

Today, we read allowed Act 2, Scene 2 with Emery taking the fairy lines and Victor and I playing the lovers. I was surprised by how many lines rhymed and noticed it even more when Victor changed the pronunciation of certain words to make them rhyme.

It was another busy day (mainly because I got caught up at work), so we ended the session by my asking Emery if he saw any symbols in what we had just read. He got confused and was looking for picture-type symbols. I asked him to think about the snake that Hermia/ Helena had been dreaming about.

On the positive side, he easily caught onto the mischief caused by Puck and his favorite line so far is “love in idleness” which he has rewritten to say “love in laziness”. I’d like to point out the subtle differences in each statement, but the boy’s version is too cute.

But, that might make a good prompt for a writing assignment—it might actually be a theme which is a concept he learned this year. What should he write about?

Bottom Jokes

Bottom Jokes

Well, somehow our dinner discussion of Act 1, Scene 2 turned into a back and forth exchange of fart jokes in verse between my husband and son. I think we were discussing poetry.

Today, we

1.    Listened to another movement from Mendelssohn’s Midsummer Night’s Dream

2.    I found some character flash cards online (there are flashcards for everything) and Emery cut out quotes that described each character we’ve met so far in the play. I then had him attach these to a posterboard, but we ran out of paste and tape, so we’ll have to finish tomorrow.

3.    Read Act 1, Scene 2, which was quite funny. Emery played Quince and Victor did a nice Bottom.

4.    Watched scene from 1935 film.

This was a fun day. I’m sure Emery didn’t get all of the historical references of the jokes, but he did get the overall humor of the scene.

On a related note, when your child has an activity on your campus, do you go to the office to work while he or she is involved in the activity? 

The course of true teaching never does run smooth

The course of true teaching never does run smooth

Day 1 (took a little over an hour)

1.    Listened to the first movement of Mendelssohn’s Midsummer Night’s Dream

2.    Worked on next two recitation lines

3.    Watched a brief intro clip to play http://blip.tv/enotes/intro-a-midsummer-night-s-dream-1775298

4.    Read Act I, Scene 1 (Had to convince Victor to take part—he actually did a great job—I wonder what he’s going to make me do during his WWII unit).

5.    Watched first part of the 1935 version on Youtube http://www.youtube.com/watch?v=P39Fh8JwqPw

There has to be a better way to read Shakespeare other than read a passage—ask a comprehension question—yell at kid to reread section for answer.

Definitely need to incorporate an activity with a small excerpt from play—saw a neat one with sound effects that we might try.

Could Gore Vidal inspire my 9-year-old son to read MND?

Could Gore Vidal inspire my 9-year-old son to read MND?

So, tomorrow starts the MND unit. I was exploring the web’s resources this weekend, in particular, the BBC’s site and the Folger’s Shakespeare site. I like the BBC for its really engaging resources and lessons (we used them last year and my son and husband laughed too hard to actually learn anything) and was hoping to find a Bitesize version of MND. Unfortunately, they didn’t have one, but if you haven’t seen these videos, they are hilarious.

http://www.bbc.co.uk/schools/gcsebitesize/english_literature/

The Folger’s site was good, but it was hard to read and navigate the site with my nieces clamoring for attention (I was at my mom’s this weekend). One useful tidbit I did pick up was that you can teach Shakespeare without having to teach about his life and his times and the Globe and everything else. That makes me feel great and honestly if I can just keep my kid from hating Shakespeare or feeling intimidated by his language, I’ll feel successful. (Again, I haven’t yet justified why Shakespeare yet, but I will eventually).

So, tomorrow I’ll reflect on our opening lesson. But I decided on two important things—1. A recording we’ll use (Ian McKellen’s) and 2. Which film to watch.

I think based on Gore Vidal’s introduction and praise of Mickey Rooney, we’ll watch the 1935 version.

http://www.tcm.com/mediaroom/video/185375/Midsummer-Night-s-Dream-A-Movie-Intro-Gore-Vidal.html

Okay, what 10-year-old stumbles upon Shakespeare? As a matter of fact, what kid stumbles upon Dickens or Austen and falls in love with these authors? And why do these people grow into authors? The only thing Emery stumbles upon is the latest video game or flip note. Victor found Tolkien through a family friend, I found my books through my English teachers telling us not to read particular works because they were too “risqué.” But how many kids really grow to love Shakespeare through a project with their mom? 

End of the school year

End of the school year

The thing about teaching school and having a son in school is that every year I wind up saying goodbye twice—once to my students, the other to my child’s teachers. I often find myself wondering if my son will miss his teachers, and if he will someday think about catching up with his former teachers the same way a few of my students think to catch up with me. 

Emery's Reading List

Emery’s literacy history

Before I try to justify why I’m about to read a Shakespearian play with my son, I should give you his literary history, which has been constructed by him, us, and his librarians (who are amazingly perceptive at suggesting books he would like).

Just some of the books we’ve read together at night, in no particular order

A few Magic Tree House books

Treasure Island

The Hobbit

Wind in the Willows

The Apothecary by Malie Meloy

Harry Potter 1-3 (then he took them over and read/ listened on CD for the rest of them)

Heir Apparent by Vivian Vande Velde (great if your kid loves video games)

Chomp

Ghost Knight

The Divide (Victor was mad because this was the second book in a series—but Emery picked it out with my mom)

Peter Nimble and his Fantastic Eyes

Wimpy Kid (just one or two before he started reading them on his own)

Ralph and the Motorcycle

The High Skies Adventures of Blue Jay the Pirate

Frindle

Danny the Champion of the World

The Twits

Stickdog wants a hamburger (and its sequel in which he wants a hot dog)

Of course, we read picture books for years—Frog and Toad, A Snowy Day, everything by Mo Willems, Chris Van Allsburg, and on and on.

On his own, he’s read every possible Garfield he could get his hands on. He’s read all of the Wimpy Kids and Captain Underpants (as well as the spinoffs). He loves graphic novels, and has read the Bone series, the two Stickman Odyssey books, manga-inspired by video games—Pokemon and Zelda (even the right to left versions). I frequently hand him books that are sent to the ALAN Review for review and he reads them to give me his opinion.

One thing he loves to do is listen to audio books—he has read and reread everything by Rick Riordan. He has also listened to Roald Dahl’s books. 

Emery’s comment: our relationship is NOT built around her teaching me stuff we just have busy schedules together. I’ve also read Charly Joe Jackson’s guide to not reading!

Emery's Reading List

Emery’s literacy history

Before I try to justify why I’m about to read a Shakespearian play with my son, I should give you his literary history, which has been constructed by him, us, and his librarians (who are amazingly perceptive at suggesting books he would like).

Just some of the books we’ve read together at night, in no particular order

A few Magic Tree House books

Treasure Island

The Hobbit

Wind in the Willows

The Apothecary by Malie Meloy

Harry Potter 1-3 (then he took them over and read/ listened on CD for the rest of them)

Heir Apparent by Vivian Vande Velde (great if your kid loves video games)

Chomp

Ghost Knight

The Divide (Victor was mad because this was the second book in a series—but Emery picked it out with my mom)

Peter Nimble and his Fantastic Eyes

Wimpy Kid (just one or two before he started reading them on his own)

Ralph and the Motorcycle

The High Skies Adventures of Blue Jay the Pirate

Frindle

Danny the Champion of the World

The Twits

Stickdog wants a hamburger (and its sequel in which he wants a hot dog)

Of course, we read picture books for years—Frog and Toad, A Snowy Day, everything by Mo Willems, Chris Van Allsburg, and on and on.

On his own, he’s read every possible Garfield he could get his hands on. He’s read all of the Wimpy Kids and Captain Underpants (as well as the spinoffs). He loves graphic novels, and has read the Bone series, the two Stickman Odyssey books, manga-inspired by video games—Pokemon and Zelda (even the right to left versions). I frequently hand him books that are sent to the ALAN Review for review and he reads them to give me his opinion.

One thing he loves to do is listen to audio books—he has read and reread everything by Rick Riordan. He has also listened to Roald Dahl’s books. 

Shakespeare is meant to be watched, not read, right?

Shakespeare is meant to be watched, not read, right?

I had one of those moments today, where I was reminded of something my students tell me over and over again—Shakespeare was meant to be watched not read. I spent a few minutes this morning on Youtube (thank goodness for all of those Shakespeare lovers who posted the Oberon’s soliloquy. (I just used the key words Midsummer's night dream I know a bank). Okay, first I didn’t realize this scene could be sung as an aria. After eliminating those posts, as well as the ones with powerpoint and the Disney adaptation and the Shakespeare for early readers, I was left with these two. (yes, I’m aware if I had entered in the act and scene number, I could have found more, but it was six in the morning and I was lazy). 

1.    http://www.youtube.com/watch?v=eia_pWO1wYQ The 1953 adaptation. Puck acts a little too overenthusiastic for me.

2.     http://www.youtube.com/watch?v=Bm9Aq8cKwMY Some actor guy who posted this scene—complete with mountain scenery and props.

After watching these two clips, I realized that this soliloquy was part of the hatching of a plot—and the fun could be in reading the lines in a sinister manner or in a friendly, yet vengeful manner—Ludwig does mention that these lines can be delivered in a whisper and the usefulness of discussing the meaning of the words and how the piece, but I missed the purpose of the passage in the larger context of the play until I watched it being performed.

I think by helping Emery to see how Oberon delivers this speech as part of a prank on the fairy Titania he might actually enjoy it more.

Just to clarify, the actual project hasn’t started yet. I will have two weeks before I start teaching summer school and Emery goes off to the string of camps I’ve signed him up for this summer, so we will start next week. 

As a teacher, I find one of my favorite things to do it to plan—I love planning. In preparation, I went to the local library today and grabbed an armful of books. I did the same thing for one of my summer courses. Sigh, maybe my relationship with my son is built around my teaching him things.

Anybody else feel that way? 

Kiss my oxlips

Kiss my oxlips.

Day 2 of Ludwig’s book and right now my goal is just to have my son memorize the Mid-summer recitation (my project is only two weeks long, then I teach summer school). Ludwig proposes that by the end of the book, readers will be able to recite 25 excerpts from Shakespeare. (After the work it’s taken to have Emery memorize just the first two lines

Here’s a reconstructed conversation we had in the car this afternoon.

Him: “Where oxlips and the nodding violets grow . . .”

Me: “it’s one violet, so grows rhymes with blows” I say in the hope that the grammar rule will help him.

Him: “nodding violet grows”

Me: (hands him a mint for reciting all two  lines correctly three times in a row).

And if my husband keeps mentioning Pearl Buck (long story), I’ll give up by the end of the week.

On the positive side, we did enjoy discussing the imagery of the scene and the upcoming events in the play. Ludwig does a good job of providing the adult with helpful language.

Now, being an educator, I know the importance of pre-assessment in differentiating instruction for students. Therefore, I told my son that we were going learn about Shakespeare this summer and I asked my son what he knew about Shakespeare.

1.    He held out his hand and asked if he was going to be able to speak to the head of Billy Bones (my husband thought he was recalling the character from Treasure Island which we read together a couple of years ago), but he was thinking about the name he gave his skeleton last year for Halloween.

2.    He summarized Romeo and Juliet for me “two people meet, fall in love, and then die.”

3.    He then asked me if the play we were going to read was sad.

So, he got the love and death part right—won’t he be surprised with the supernatural element that rounds out the Shakespearian triad? So, basically based on this evidence, I need to convince him that all of Shakespeare’s plays are not about death, but maybe they are. He couldn’t quote any lines (surely, he’s seen Spongebob cite the infamous “to be or not to be?) or give any information about Shakespeare the person, so this is a good start.

I was hoping he would remember the performance of Midsummer Night’s Dream we saw two years ago (complete with construction workers and puppets) in a park in Brooklyn (performed by PLG Arts http://www.plgarts.org/daydream.htm—alas he did not. I swear he enjoyed it. 

Emery’s comment :I named Billy bones AFTER the guy from Treasure Island! And I sort of remembered the play thy just needed to think about it!

Shall I prepare thee for a summer Shakespeare project?

“I know a bank where the wild thyme blows.” 

Okay, Ludwig, I’m going to give your book, “How to Teach your Children Shakespeare” a try. 

Let me explain. As an overachieving mom (overachieving when it comes to her son, anyway), I often spend part of my summer with my son learning about something. It becomes an all-encompassing task—filled with trips to the library, specialty food shops, and hours (even days) on the computer finding activities to make learning fun for my son. Last year we immersed ourselves in the Middle Ages. I’ll not go into details, but it was a lot of fun, but a lot of work. 

This year, I’ve been trying to think about what to do this summer with my son to keep him off of the couch watching television and playing video games at the same time all summer (my favorite is when he uses his WiiU to watch Netflix while he plays on his 3DS) and since my husband has limited the number of camps I can enroll my son in. Hence, the summer project was born. 

My son is a bit of a ham, loves acting and fencing—I was thinking about what we could do that would incorporate both, when I remembered a colleague had given me a copy of Ludwig’s book (which comes out in June). 

Now, before I begin, I would just like to comment on my own relationship with the Bard; I’m not a huge fan of Shakespeare. One of my favorite lines from Terry Eagleton is “It is … quite possible that, given a deep enough transformation of our history, we may in the future produce a society which is unable to get anything at all out of Shakespeare.” But, I cannot deny his staying power (he is the only author, as far as I can tell, that’s named 3 times in the new Common Core State Standards). And, as a teacher educator for students who want to become certified to teach English, I make them create a unit on Macbeth each year. I’ve had student teachers get stage fright at the thought of having to teach one of his plays.

As a former English teacher, myself, I taught Julius Caesar, have seen plenty of movies and plays and parodies. And, in 2009, I wrote an article on how his works get taught in school films “One size does not fit all: Cinematic approaches to the teaching of Shakespeare.” And I can still recall lines from his plays and sonnets that I memorized in high school. 

So, the thought of approaching Shakespeare Ludwig’s way (which he used with his own children--you can learn more about his story at his facebook page https://www.facebook.com/pages/How-To-Teach-Your-Children-Shakespeare/509086042457564) makes me hopeful that I might renew (or even begin) a healthy relationship with Will—one without the groans of 25-30 adolescents. 

Emery’s comment: education!!!!!!!!!! I must study for my future working with Nintendo! And making Nintendo land (a theme park) and I watch tv with peripheral vision!!!