Flash Fiction: Hashtag Smart (A Story Out of School)

I wrote a flash fiction piece—called 'Hashtag smart'—about a teacher, Mr. Stanley, in an 11th grade English class overrun every morning by a group of 10th grade boys. Discover quirky student banter, T.S. Eliot echoes, and a nostalgic, witty classroom vibe.

Mr. Stanley and His Second Period English Language Arts Class

Hashtag Smart

Tuesday morning, 8:56 AM. My second-period English Language Arts class. My class is 11th graders—some already seated, a copy of T.S. Eliot’s “Journey of the Magi” scattered neatly on every particleboard desk. Adolescents shuffle in, earbuds firmly planted, eyes downcast, looking like they just tumbled in from sleep. It’s an unusually tepid March day, and the AC in my room is blasting like it’s the middle of July. Why? My classroom still has these ancient 1950s grill heaters that think it’s their job to keep us all toasty—even in March.

“It’s a sauna in here,” I say out loud, but to no one in particular. Allan, a mobile gamer aficionado, who’s always a beat behind—like he’s buffering—enters the room. 

“Hi, Allan,” I offer.

He responds, “Huh?”

“Hi,” I say. I wait a beat. And then—“Oh, hey, Mr. Stanley.” Robbie, the athlete, is already dribbling an imaginary basketball. A mess of them. But these boys are not in my class. “Feral golden retrievers,” I dub them—left teacherless for a few minutes because their real teacher is perennially late, trekking from her homeroom on the top floor. So, these 10th-grade boys have taken to nesting in my room until she arrives. It’s become a bit of a ritual, and who am I to ruin their squatter status?

 

There are ditches I no longer die in.

Enrique, stabbing Quentin with the blunt end of a ball-point pen, tells me, “Mr. Stanley, did you know the teacher who’s going to replace you did like a lesson in Ms. Patil’s class yesterday?” I was quitting after teaching in the same school for sixteen years. I had broken the news to the kids just a few days prior. But it still felt raw. Premature. But I offered demurely, “Oh, really? How’d it go?” Enrique grins, “He kept saying ‘hashtag smart’ every time someone answered a question.” Marsha, one of my quirkier students, and actually on my second-period roster, chimes in, “Hashtag smart? That’s so stupid.” 

I secretly relished her response. A kind of commiseration. 

A tinny voice from the hallway—“Don’t be tardy, y’all,” and the stragglers, reluctant, evacuate.

Flash forward. June.

I’m packing up books, and those loitering-sophomore boys from second period show up in my room. They’d just finished their finals, and here they were as if it were two minutes before second period. We chat about summer plans—Anton’s off to summer camp, Robbie might visit family in Belize, and Yuvraj, the one I call “The Prince,” is still insisting he’s a better writer than I am.

Then silence. I take the initiative. And walk towards the door. And like a dismissal, the boys depart. And I stood there in my vacant room. But one of the boys—Yuvraj, the Prince, pokes his head back in—“Hey, Mr. Stanley. Hashtag smart!” And before I can rejoinder—he’s gone. I cross my arms across my chest. A wan smile settles there. And, as T.S. Eliot might say, it was satisfactory.

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Navigating New Beginnings: Reflections on Teaching and Personal Growth in Jackson Heights

Discover a teacher's reflections on personal growth and career transitions, inspired by deep connections with students in Jackson Heights.

"A journey of a thousand miles begins with a single step" — Lao Tzu

Jackson Heights in Queens is Aglow with May Flowers

On Leaving

Jason, whom we'll call by that name, arrived in the classroom accompanied by Corey, also a pseudonym. They exclaimed, "Mr. Roselli, are you leaving? You're my favorite teacher!" Indeed, there is a departure, but the term "leaving" should be viewed more as moving forward. The accuracy of being their favorite teacher might be debatable, yet what truly resonated in that moment was their genuine concern. Their warmth and optimistic demeanor were unexpectedly touching, especially since adolescent boys often oscillate between being reserved and taciturn or loud and brash. This encounter was a proud one, as it reflected a significant connection made.

Existential Moment

I find myself in a place in life that I haven't experienced in a long time. I'm just wrapping up eight years of teaching at my current school in the Jackson Heights neighborhood of Queens, where I've had the honor and pleasure of working with a host of wonderful, curious students. I've gotten to know and work with these students over the years. The current seniors I'm teaching this year have been my students since they were in fifth grade. I taught some of them a research class in sixth grade, an ethics class in middle school, and English in 10th grade. Some I also taught as their history and humanities teacher in 11th grade, and now they're seniors. 

I find myself at a precipice because I am leaving my current school to venture out into a different world. Just like the phoenix, I am ready to rise from the ashes in a new place. This transition has prompted me to reflect on who I am and where I am in life. I am very proud of the work I have done, not only in the past eight years at my current job but also over my entire 13-year career teaching secondary education, covering grades 5 through 12. Just last year, I finally received my professional teaching certification in New York State, which is now part of my official records.

From One Place to Another

I find it fascinating to consider what teaching truly involves. We plant our feet in a specific place, within a specific community. And Oh! The places we go. Whether it is the New Orleans where I grew up, or the many visits I have made to the Metropolitan Museum of Art, I am a sojourner. I've had the privilege of traveling to China with students and teachers and visiting other students in Beijing, Suzhou, Shanghai, and Xi'an. This past February, I traveled with 51 students and 10 teachers to London and Paris. And what about the journey of writing, of reading? I sometimes say you really don't need to leave a place to visit the world. Open a book. Think about it. Since 2017, I have created over 270 unique educational resources, sourced from the public domain, the New York Public Library’s digital collections, and various humanities-based topics, ranging from Socrates to Angela Davis. I can't be done yet, no m'am!

Teaching Humanities, adolescents are exposed to different ideas. And that is an exciting space to carve out in a classroom. While I definitely have my own opinions, and beliefs, and I inhabit the world in a certain way, I wonder how distanced from myself I need to be as an educator to allow my students to begin thinking independently and not merely parroting my ideas (or someone else's). Today, someone asked me about the concern that teachers might indoctrinate their students, which made me think about how we barely have time for that in the classroom. I can be completely myself, yet also create a space for dissenting opinions, which I appreciate as long as we adhere to basic human integrity principles and aim to share rather than harm. I always start my humanities classes with this principle: We state our own opinions and ideas; we do not attack others’. For example, instead of saying, "Deborah thinks capital punishment is illegal, and she’s stupid for thinking so," we say, "I believe capital punishment should be legal in the United States." We take ownership of our ideas, and this is how I conduct discussions in my classroom. 

Reflecting on Mid-Life

Approaching middle age-I'll be 45 in December-I feel confident yet exhausted, and curious about what's next. Maybe that curiosity is what's pushing me to explore a new direction. If Dante, in his classic epic, can find himself guided to new places, where he is "mid-life in his journey," then so can I?

Right? Listen! 

I saw Jason and Corey again; this time, it was during lunch, where 1 sat with two very quiet, amazing teachers and about thirty loud teenagers. They had some stories to tell me-like, 'Remember that time you taught an entire lesson dressed up as Doctor Who?' or, 'When we were being rowdy, so you climbed on the table in your classroom to get our attention?' Yes, those anecdotes are most likely true. By nature, I am an ephemeral person; not much of what I do is permanent. Often feeling like a visitor in my own life, I am comforted when others can validate my experiences. For sure-my tombstone will not merely read

'Greig—he washed his dishes!'

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Fostering Textual Ownership: Passionate Teacher Explores Literacies & Strategies. Periodt. 📚

Passionate cisgender gay teacher encourages student engagement & creativity in literature. Explore diverse literacy forms. 

My students often tell me, "Mr. Roselli, you make us do stuff." They mean I encourage leaving our fingerprints on texts. As a passionate and caring cisgender gay teacher, an inhabitant of this planet, and a member of the home sapiens species, I deeply appreciate literature—especially adolescent literature. I love reading students' creative writing and introducing them to diverse forms of literacy, including film, lyrics, art, primary source documents, and more. I'm dedicated to sourcing mentor texts to enrich my teaching. Other teachers describe me as funny, intelligent, and curious. I'm eager to experiment with new strategies based on evidence, always learning and adapting to engage students across Bloom's taxonomy. I draw inspiration from ancient texts like Plato's "Apology," connecting past and present to enrich humanities teaching. Encouraging students to speak and express themselves is crucial—I incorporate podcasts and discussions to foster accountable talk and solidify thoughts in writing. Speech offers immediate engagement in the classroom, enhancing learning experiences. This video documents my teaching journey as a builder, always seeking to innovate after thirteen years in secondary education. As a quirky humanities teacher from South Louisiana, I find inspiration in New York City's vibrant art scene, using it as a palette for creativity and expression. Living in NYC fuels my passion for teaching and exploring new ideas.

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Portfolio: Mr. Roselli's Teaching Career in a Visually Appealing Presentation

Teaching Statement

Everything I do revolves around Arts and Letters. As a kid, I haunted my local public library and connected with teachers and coaches. As an adult, I’ve worked with learners aged ten to eighteen and thrive when students share stories, thoughts, writing, drawings, and future ambitions.

I teach ethical thinking within Humanities and ELA, adapting instruction to engage each class and collaborating with colleagues when units align. Instruction evolves to meet students’ needs, hooking and sustaining their curiosity through co-planning and shared resources.

I design learning spaces with maps, anchor charts, and reading materials that spark inquiry. I love when students exclaim, “Mr. Roselli—look what I read!” because they see me as a fellow learner in our shared journey.

Active Teacher: Celebrating Diversity, Values, Clubs & Student Groups

I engage in school life by celebrating our community’s diversity, upholding traditions, facilitating after-school clubs, and helping students find affinity groups. My commitment extends beyond the classroom into every corner of school culture.

Collaboration in the High School English Language Arts Classroom

I spearheaded an empathy initiative, bringing lower- and upper-school students together in planned enrichment activities. I also debriefed with students afterward and emphasized empathy not as an academic concept but as something we practice through action. When I saw one of my teens interact with a first-grader with patience and kindness, it opened up a later conversation that year when they were struggling with a peer. I said, “Do you remember when you were so patient with that first-grader? I’m trying to help you get out of your head and think of every interaction as an opportunity to grow—not an easy task, I know.”

Bringing Octavia Butler’s Kindred to life, my eleventh graders dramatized profiles of social justice, historical resistance, and time travel between modern Los Angeles and antebellum Maryland.

Writing Strategies

Sixth Graders in My Humanities Class Create a Mind Map—a useful brainstorming technique for Writing and Idea Sharing.

Independent Reading Initiatives

Are you tired of Netflix? Every summer, I spearhead a themed reading initiative featuring voices like Ibram X. Kendi and Jason Reynolds. During the year, students select books, read in class, and share reviews to foster lifelong reading habits.

Field Trips

I took my Sixth grade class to the Brooklyn Museum to see Egyptian artifacts as part of our unit on Egyptian mythology. I have taken students to many different places—including the Tenement Museum, the Metropolitan Museum of Art, Philadelphia, Nantucket, China, and France and the United Kingdom.

Community Involvement

I invite my class to participate in volunteering; I have taken students to the Brooklyn Book Bodega, a non-profit that has as its mission to provide one hundred books for every New Yorker. I have also partnered with Street Lab and other organizations.

I am in search of a community of high-achieving students. I work best with students from eighth to tenth grade; however, I have experience teaching students as young as fifth grade and as old as college-aged. I consider myself an all-around teacher with one foot in English Language Arts and the other in the Humanities.

If you are seeking a dynamic, warm, witty, and engaging teacher, one whom students often praise by saying, 'We love Mr. Roselli. He does make us do a lot of work, but he has a way of making it fun,' then look no further.

Contact me. I'd love to hear from you.

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Shaping Tomorrow's Citizens: Education, Religion, and Cultural Norms in the Classroom

In this blog post from Stones of Erasmus, I connect philosophical ideas with practical aspects of teaching and societal values. Let's invite reflection on the role of education, the influence of religion, and the importance of cultural norms in shaping the citizens of tomorrow.

The sun may appear small and lightbulb-like to the viewer,
but it's actually a massive fusion-powered
 fireball that sustains life on Earth.

Parity in the Classroom: The Common Gifts of Our Students In every classroom, there lies a hidden world of potential. That gossipy student in the back row? Perhaps a budding playwright, weaving tales for the stage. Our students are not just learners; they are creators, thinkers, and future citizens. The Personal Stance vs. The Professional Stance Education is not just about imparting knowledge; it's a national effort to produce productive citizens. But what does that mean? Producing productive citizens is about nurturing individuals who contribute positively to society and the economy. It's about fostering responsibility, hard work, and a commitment to the common good. It's about developing skills like problem-solving, communication, and teamwork that are vital in today's workforce. The Image of Citizenship: A Reflection of Values What should citizens of a country look like? The nineteenth-century image of the American family was a myth, yet it shaped perceptions. Today, we recognize that there is no one specific way citizens should look. Every individual is unique, bringing their own strengths and perspectives. The goal is to cultivate responsible, engaged members of society who contribute to the common good. Religion and Education: A Complex Relationship "Orderliness is godliness." This saying reflects how we often infuse public education with ideology, including the notion to "pull yourself up by your bootstrap." But do religious influences benefit the school system? The Puritans were able to impose their ideology, but the relationship between religion and education is complex. Some believe that religious values can create moral grounding and community. Others see challenges in separating church and state, ensuring inclusivity for all students. Folkways and Mores: The Fabric of Society Folkways and mores are the threads that weave the social fabric. Folkways are the everyday customs and traditions, while mores are the deeper, moral values that guide a culture. Together, they shape our collective identity. Opinions: The Personal Take on Knowledge An opinion is more than a fleeting thought; it's your unique perspective on what you know. It's a reflection of your understanding, your beliefs, and your individuality.

                                  

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Unlocking Student Accountability in Group Discussions: The Power of Self-Evaluation in the English Language Arts Classroom

Once upon a time, in a bustling middle school, an English Language Arts class gathered in groups, each fervently discussing the nuances of a narrative they were assigned to read. As the bell rang signaling the end of the period, the students scurried to their next class. The teacher, however, noticed a missed opportunity - a chance to debrief and reflect.

Such moments are a chance to instill accountability in students and provide a forum for metacognitive reflection, making classroom learning a more conscious process. Harnessing these opportunities, the teacher introduced a new ritual in their class. After each group activity, they set aside three minutes for students to self-evaluate their performance, creating a potent opportunity for formative assessment.

In these moments, the students pondered upon their participation, considering whether they had effectively contributed to discussions, built on others' ideas, and expressed their views clearly and persuasively. The tangible ripple effect was palpable, with students becoming more accountable, mindful, and confident speakers and listeners.

Empower your ELA class! Foster accountability & reflection
with Stones of Erasmus' Self-Evaluation Form.

Imagine if your classroom could emulate this! With Stones of Erasmus' Self-Evaluation Form for Group Work, it can! This resource offers a teacher guide, a self-evaluation form, a Google Form for group work self-evaluation, and a bonus link to a FREE student note-taking template.

Using evaluations in your English Language Arts classroom isn't just about creating better speakers and listeners; it's about enhancing student accountability and setting class routines. By allotting grades for evaluations, you show students that their participation counts towards their overall performance, amplifying the importance of effective collaboration and communication.

Like our teacher, you too can foster accountability in your classroom, contributing towards a more engaging, reflective, and productive learning environment. Explore more about this resource and others at stonesoferasmus.com. Let's journey together towards better teaching, writing, and arts & letters.

Exclusively from Stones of Erasmus

© 2023 stonesoferasmus.com.

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National Coming Out Day is October 11th: Here's is How One Teacher in Queens Talks About Coming Out as Both a Personal Journey and in Their Role as a Teacher

For National Coming Out Day, Tuesday, October 11, 2022, the LGBT Network sent me a box of pride rainbow and trans ribbons to distribute to students in my school to support "coming out" against violence, discrimination, and abuse against members of our community. Here's more tea: 

Coming out as a Teacher

I came out as a teacher in 2017. I remember the moment — it was on a school trip to Nantucket. On a whim, a group of kids, a few other teachers, and I went to an author talk: the novelist Benjamin Alire Sáenz, who wrote Aristotle and Dante Discover the Secrets of the Universe, was speaking at the Nantucket theater. Mr. Sáenz spoke about writing young adult fiction, a term, he said, didn't apply to him, but apparently, young adults find his novels appealing. I asked a question about coming out, and I said, "As a gay kid growing up, we did not have representation of gay, lesbian, or trans youth, and I told him how grateful I was for this generation that is changing.

Since then, I have been out as a teacher. I have helped start a GSA club at my school, and I included Sáenz's book in the English Langauge Arts curriculum for our teachers. I even created an elective course, "History Comes Out," where we explored biographies of queer figures in history and pop culture. 

Not that I was in the closet, necessarily, before that time, in Nantucket, but I feel like I kept my sexuality to myself and did not talk about it in the classroom, sticking mainly to the role of "single, guy, teacher vibes." I was out to my close circle of co-workers and family, but I bifurcated who I was from my role as a teacher.

Now, the fact that I am a gay male in New York City is not a huge deal. We are legion. But, the number one reason I am vocal about my sexual orientation and gender expression is that I want to normalize the experience for kids who might need or want a different kind of adult. I feel like, sometimes, I have to conform to some heteronormative script that I have concocted in my head. And it has taken a while; I am still learning that I can just be myself.

Growing Up Gay

I grew up as a gay boy in South Louisiana in the 1990s. It was like going to a crawfish boil and telling everyone you don’t eat seafood. They’d look at you like you just grew two heads. 

Now — as an adult — I’m out and proud. So shut your face if you don’t like it. Just kidding! Kinda.

National Coming Out Day

Today is National Coming Out Day. Thank you, @lgbtnetwork and @nycschools, for supporting my school @gardenschoolnyc and @gardenstudents with LGBTQ+ ribbons. The kids who participated love love loved it. 

Here are details from the day: 

A twelve-year-old girl came to me with a drawing she had made on her art 🖼️ app of me as a woman. She was so proud to show me. It made me appreciate my feminine side. A boy talked to me about transphobia and discussed strategies to combat it. And @bats4k gave a heartfelt speech at our school's weekly morning meeting. At dismissal, one of my students was sure to say, “I wore my ribbon all day!”

I am one proud teacher, gay man, gender-affirming, inclusivity-loving individual. Sprinkles!

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#gaypride #gayteachersofinstagram #gay #schools #nationalcomingoutday #queer #trans #kids #lgbtqia

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Why Wednesday Is the Day of the Week to Send Messages (Because of Woden, or, as the Greeks Call Him, Hermes)

Wednesday is named for Woden — the Norse parallel for the Greek and Roman messenger god Hermes.

Ephemera
I’m obsessed with messages, epistolary novels, and journeys and undertakings. I never 👎 skip by a note or love letter. Even a torn letter I see on the sidewalk. I'll pick it up. And save it. And I love to eat tears and swallow joy.

My friends say I’m constantly flexing. My students want the school year to end. I’m listening to lots of books on tape and cooking lots of sausages and egg salad.

Achievements
I’m proud of my student @jukycheng, who got accepted into a Summer engineering program at NYU Tandon in Brooklyn. Congrats, Juky!

And I’m also excited for the Summer—those dog days. But I’m into May. With its warm afternoons and occasional showers.

Let's Chat!
How are you holding up? Need a hug? Here’s one. Need a nudge? Here’s one? Need a ride on a white swan? I don’t have that, but drop me a message if you want to chat about YA novels and the best place to walk in New York City.

Mr. Greig Roselli, Teacher, Writer, and Philosophy Sprinkles Maker!

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On Positivity and How I Am Dealing With Teaching and Promoting Anti-Hate (#stopasianhate #stopblackhate #love)

"Girrrrrrllllllll!" is my general mood as of late.

Two people told me today, “You are always so positive.” The first was a colleague — and they always encourage me to be myself. The second was a student—

.... she came to me after class and was like, “Thank you for always being positive.” And I was like, “Well. I can embrace my sadness. But it's important not get distracted by the negative.” Like. I mean — I'm not oblivious to the Rainbow of emotions. But I like to infuse joy, especially with adolescents. It is the way I connect, and it's the glue to keep a classroom together. That and reading, writing, and arithmetic.

My two English colleagues and besties.

It’s been a stressful year — Covid-19. A disrupted school year. And a tragic time. George Floyd. Breonna Taylor. Say their names. And Asian Hate 😡. 

One of my kids said this week, “I don't like coming to school. I like school. It's just getting there. Should I bring mace?” I told him — “Your feelings are valid.” And we talked about strategies to signal for help if a hater ever comes at you. Pretend to talk on the phone. Don't travel alone or on a lonely street.

All this hate takes its toll. It's toxic.

What are you doing to help folks feel safe? What should we be doing? Am I right to spread positivity? Even when I'm sad or broken, or I feel like I can't find the energy to teach or do whatever. I got this.

Start Class with the Right Attitude

Love you all!

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#covidstories #highschoolenglishteacher#stopasianhateのヴィジュアルを掲出しています #stopasianhate活動#stopviolence #stopblackhate #stopasianhatenyc 😥😔💔😞😩 #positivevibes #love #stopasianhate❤️😔 #stopasianhate能看到 ✊🏽✊🏼✊🏾✊ #stoppeopleofcolorhate❤️#stopasianhate❌#stopasianhatecanada #motivation via stonesoferasmus.com

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A Fourth Grader's Optimism: Who Needs Some Inspiration? (Especially After the Tumultuous Events in Washington, D.C. this Week!)

Feeling the need to be inspired, I found this post-it note on a bulletin board at the school where I am a high school English teacher. I teach in a K-12 school in the New York City borough of Queens.

Julian in Fourth Grade doles out a massive dose of encouragement.

Needing Positivity this Week (For Sure!)

I am usually the teacher who brings positivity to the classroom. But lately, I have been feeling down-and-out. Maybe it's the global pandemic that has swept the world, or maybe it's the attack on our democratic institutions on Wednesday that threw the nation's Capitol building into lockdown. A large group of Trump-inspired far-right rioters breached security protocol and entered the federal building, breaking glass, vandalizing the Speaker of the House's office, and even infiltrating the Senate chambers — where just an hour before, legislators had convened to accept certified electoral college votes from the states — to follow through with the Constitutional process to de facto validate the election of the next President of the United States, Mr. Joseph R. Biden, Jr.

Inspiring Note from a Fourth Grader

And I saw this note from a Fourth grader. Kids at this age have an optimism and clarity for both big-spectacled dreams as well as practical sense. Who doesn't want the world changed for the better? But I love how he admits it is a challenge. And kudos for his marvelous grammatical construction — "Changing the world isn't easy, but anyone can."

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Philosophy in the Classroom: Friedrich Nietzsche's Concept of "Eternal Recurrence" Paired with Groundhog Day — the 90s Movie Starring Bill Murray

Get this lesson
and other lessons
from my TpT store.

In this post, I re-package a previous post I did on Nietzsche's concept of eternal recurrence and turn it into a meaningful High School English lesson for Ninth and Tenth graders.

The demon on your chest — would you curse the demon or embrace your fate?      

      A while ago, I posted a passage from Friedrich Nietzsche's book The Gay Science on my website. I was really struck by a section of the book I call "The Allegory of the Demon." It's a thought experiment and Nietzsche has his reader think about how does one live out their life? How would you live your life differently? What if you had to repeat your life over and over again without change? Would you "gnash your teeth" or would you embrace it? 

      I thought the passage was dense enough and short enough, to elicit a response in my Ninth and Tenth grade English classes. So, I created a lesson to think about Nietzsche along with a classic 1990s movie — Groundhog Day. None of my students had heard of the movie, and their knowledge of Nietzsche was slim — but we dug into the reading and I was pleasantly surprised by how much critical thinking we were able to do with such a small passage from World Literature. So. I put together the lesson on Teachers Pay Teachers. Here is the outline of the lesson:

Philosophy in the Classroom Lesson Plan: Nietzsche and Bill Murray in Groundhog Day 

What is the meaning of life? You and your students are sure to come up with many answers to this question. Get your students engaged in philosophical inquiry by presenting them with Friedrich Nietzsche's concept of "eternal recurrence," paired with clips from the movie Groundhog Day (1993) starring Billy Murray and Andie McDowell.

This resource includes the following features:

Essential Question: What is the meaning of Life?

Supporting Questions: How does Friedrich Nietzsche provide a possible answer to this question. / How can I apply abstract ideas to everyday life?

This resource includes the following features:

The text of the story is included in this resource.

• Teacher's notes on using this resource
• 7 reading comprehension questions
• 1 Entrance Ticket
• 1 Movie View Guide
• 1 Writing Prompt
• 3 Editable Google Slides handouts
• Further Reading List (To go deeper into the topic with your students)

Suggested Uses:

1. Ninth or Tenth Grade High School English Curriculum
2. World History Course on the History of Ideas
3. Introduction to Philosophy Course
4. Literature Course
5. Ethics Course
6. Introduction to Philosophy Course
7. Student Advisory Course
8. A Lesson on the "Meaning of Life"

Suggested Classroom Time: 3 Hours + Independent Worktime for Students' writing

See a companion lesson "Plato's Allegory of the Cave in Plain Language" - on searching for truth in a crazy world.

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Lesson Plan: Teaching New York City with the Musical "On the Town"

    If you like New York City (it's where I happen to reside) and if you love musicals then you may know there is a famous musical produced in the 1940s about the Big Apple. On the Town is a fun day-in-the-life story of a trio of sailors who take a tour of the city and find love and hijinks. In 1949, MGM  made the Broadway hit into a movie.

    Inspired by the film and the song "New York," New York" I invited my students to plan a one-day itinerary to explore the Big Apple. The kids were surprised by how this old-school song is still humorous today. The lyrics are also fun: "The Bronx is up, and the Battery's down" and people "get around in a hole in the ground." I asked my students some trivia questions, too. Do you know where Grant's Tomb is located or do you know the best way to get to the Bowery?

    We then learned more about the history of New York City and then as an extended learning project created itineraries to explore the city on our own terms (in which I encouraged everyone to share their creations with their family and friends who may not know the city very well). 
    I created a lesson plan based on my classroom experience that is three days long, and I used it for my English Language Learners (ESL), but it also fits for a Humanities, English Language Arts, or Social Studies lesson.

My lesson plan includes the following features:

• 1 Lesson Planning Guide and Calendar
• 1 Cloze Passage Worksheet
• Lecture Notes for the Teacher
• 1 Guided Notetaking Organizer
• 6 Editable Google Slide Templates
• 2 Color NYC Landmarks Contact Sheets
• 1 NYC Itinerary Template
• 1 NYC Map Template
• 1 NYC Map Resource List
• List of New York City Regional Transit Maps (including the New York City Subway)
• *Google Classroom / App Friendly Resource*

Suggested Classroom Use:

• Unit on New York City History
• ESL Class for English Language Learners
• Middle School Humanities

For other resources using maps and geography check these out:

• Using Census Data to Explore Ethnic Diversity in New York City Neighborhoods
• Geography Awareness using a Blank World Map

Add my TpT store to your favorites so you can follow me on my journey. I offer original resources for teaching, writing, and all things arts and letters in the Middle and High School classroom.

Images: Paula Kim Studios

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