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I took about a 3 year break from teaching The Grapes of Wrath, but apparently, that wasn't long enough. I forgot how boring parts of this can be. I still see the story as valuable for my students to read, especially since a large number of young adults today are overindulged and have no idea what hunger and need and desperation are. The students have admitted it's boring and wordy, but the main events that happen to the Joads keep them going at least. Maybe this will be the last year I teach this novel. The classics are often a hard sell to teens today because they are so wordy - they are too used to the instant gratification of movies, video games, and TV and the classics take too long to get to the "action." I'm not saying all teens are like this - I have many readers in my classes, but even the readers find the classics kind of dull.

Classics are lost on today's youth, perhaps not so much because they're used to instant gratification, but because they lack perspective/experience. No cure for that at this stage.

Why not break the mold a little, and teach one of Steinbeck's less celebrated books? He's such a fantastic writer. Maybe something a little more fun, like Cannery Row? I remember being blown away by The Winter of our Discontent as well. Just thinking about it makes me think it's time to go back and read both again...

I don't think classics should be given up on. School was my only introduction to them. I don't know if I would have picked them up on my own. I just think that classics that are at least fun should be assigned so that students don't get turned of from wanting to read other classics. I also think that along with classics, teachers need to mix in contemporary works so kids can be exposed to different kinds of literature.

Classics are very important. Some do seem wordy and for sure dated but they imprint something on you and expose you to different times, places, people, and the joy of the written word. Not to mention most things we read today or see on television are from these stories, whether its Silas Marner, Huckleberry Finn, or something from Jane Austen. We recycle the good stories into our modern fiction and mix in the modern take and experience changing the people and places and takes but not really the core essence of the story..... The Grapes of Wrath is a glimpse into our past and helped us see ourselves and hopefully allow us to learn from it.

I am a strong believer in having a good mix of short stories and novels in an English literature course. Yes, students get bogged down in books that they don`t care about and lose interest in literature. After spending 4 years in a literature program at the university I was sick and tired of reading the world`s greats and took a 10 year hiatus from reading fiction and returned with the SUDDEN FICTION anthologies

You probably could teach both Cannery Row and Of Mice and Men in the same amount of time, and get less socialist preaching with the literature.

In that case I think you had better stop teaching it because there is nothing more uninspiring than an uninspired teacher. As Don says "to pick on the grapes of wrath is a sacrilige,it begs to be read at least every 3 years". My sentiments exactly. When I read this book it is more like I live and breath it, I find it haunts me every single time.

I read "East of Eden" when I was still in high school. Really loved it. "Cannery Row" was wonderful too.

Why eat cheddar when there are Cheetos snacks around?

Junk food may stand in just fine but doesn't accomplish the same thing.

I agree that this one might not be the best steinbeck for students. I love it, but it DOES have some really repetitive and boring parts. I think that of mice and men might be a better choice.

You should teach whatever inspires you. To echo Danielle's comments, drop it because you won't be doing the students any favours teaching a novel with which you are bored.

Or, reconfigure your approach to teaching it. A couple people in this thread have commented that it's "sacrilege" to criticize "classics". This is, of course, ludicrous. Part of learning is critical thinking, and we should always think critically about the things that are being taught to us.

So, instead of teaching the novel in a straight forward manner ("the final scene is a symbol for La Pieta" etc), ask the students, why is this a classic? Does it deserve to be part of the Western canon? What is the canon?

Sure, you'll have students who will just dismiss it as boring, but you can actually do something with this. What makes it boring? Why does Steinbeck do this or that even though it's boring? That will open up a discussion on pacing and narrative.

Not all classics should be read anymore. I'm not saying this is one of them; I'm saying it's always positive to think critically about what we consider "carved in stone". Otherwise, how would we have new ideas?

Personally, I'm not the world's biggest fan of this novel. I found the Christian proselytizing to be tedious, and the characters to be wholly one-dimensional. The non-Joad scenes I found to be interminable and added little to the narrative. It isn't a work of journalism - it's a story, and it should function as a story. Of Mice and Men is ten times the novel this is.

While you have the right to dislike a book, please keep in mind that classics are taught for a reason. Sometimes the stories are dull, but we must study them because of the way they write. What are the themes of the book? What writing tools (use of imagery, irony, symbolism) were used in creating the story? Students learn how to write by reading these stories. Twilight's only purpose is for entertainment. You can't gain anything intelligent from reading that kind of book. Don't automatically give in to the complaints you are hearing from the students. Many of these students just want the easy way out. Don't reward them. That said, I would recommend you switch up the books you teach. If you teach the same novels every year, then of course you are going to get bored. So don't teach John Steinbeck next year. There are so many classic novels out there that you shouldn't have to limit yourself to the same ones all the time. To get your students to read, you should comprise a list of books that you find interesting and have them pick one to read. I am willing to bet that your students will be more willing to read a classic book if you let them pick from a list. Then they can pick one that they find interesting. I can understand why guys might not like Jane Austen for instance. Of course this all depends on the rules and policies your school has set. If you aren't given the freedom to teach at your school, it may be time to move on elsewhere. Good luck! Being a teacher is not easy. You sound like you really care about your students!

Valerie wrote: "While you have the right to dislike a book, please keep in mind that classics are taught for a reason. Sometimes the stories are dull, but we must study them because of the way they write. What are..."

Great advice Valerie.

Valerie wrote: "Twilight's only purpose is for entertainment. You can't gain anything intelligent from reading that kind of book"

I fundamentally agree with your overall post, but I take issue with this specific sentence. There's something to be gained from any text if the reader is willing to invest the time to think critically about the text. For example, with Twilight, there's something to be said about the class stratification or the specific heteronormative framework built around the narrative. No matter what the text, something of value can be extracted regardless of the author's intention or the targeted demographic.

macgregor wrote: "Valerie wrote: "Twilight's only purpose is for entertainment. You can't gain anything intelligent from reading that kind of book"

I fundamentally agree with your overall post, but I take issue wit..."

All in good humor, I think I just got a headache. But I do get what Valerie is saying about some books being read just for entertainment's sake.

Wow, a lot of comments! Yes, I plan to shelve this one indefinitely. I pride myself in being a teacher who can excite my students for literature. I try to incorporate both contemporary, high-interest novels with the classics. As for Steinbeck, I've taught both Of Mice and Men and The Pearl, so I have some standbys. Maybe the timing of being right at the end of the year (we are done May 15th) made this a more difficult novel. My approach with this novel is more historical than literary - the juniors take American History in conjunction with American Literature, so we look at a lot of historical reference. Thanks for the ideas - don't worry, I can keep my boredom with this book to myself. My students still think I love it :)

Madbabs wrote: "Why not break the mold a little, and teach one of Steinbeck's less celebrated books? He's such a fantastic writer. Maybe something a little more fun, like Cannery Row? I remember being blown awa..." I think you're right. Cannery Row was fun to read. Of Mice and Men holds up well, too. I read Grapes of Wrath in High School after I had seen the movie on TV and that helped. But the book does have long dull spots and Steinbeck doesn't protray the women very well. I re-read it about a year ago and had trouble finishing it.

Take your class on a trip, read Travels with Charley. Compare and contrast how he got around America and how we do it today, along with the differences in time and culture. For me it was an outstanding read.

And now that we are all debating the merits and demerits of Steinbeck`s writing, let me make a plug for the John Steinbeck Society. Membership is cheap, only $35 a year I remember and they send you a box full of all the back issues upon joining. I`ve been reading them now for three years. Faulkner`s got his own society as well, and I believe Goethe has one. If I recall correctly, the very intellectual Russian speaking detective on Law and Order belonged to it.

I say shelve it. I always found Steinbeck tedious, but I've never been a fan of American literature. Being dispassionate about a piece of literature is going to pass on to your students, and they're just not going to want to read the material. Teach something you love and it may well stick with them for a lifetime-- I had a professor in college who loved and was so passionate about Anglo-Saxon literature (and early English literature in general) that I made it my goal to someday make that my focus of a Master's degree. I admire you for being an educator; I got burned out after a semester, so keep up the good work!

Melissa wrote: "but I've never been a fan of American literature"

Maybe you haven't yet found an author you like from the US?

I adore Steinbeck and read most of his books, even less well-known ones such as Burning Bright, when I was still in my teens. (A very long time ago.) I can't say I ever found him tedious, although I do recall being even more passionate about English authors at the time. I remember kids complaining about all the description in The Mayor of Casterbridge, but I ate that up with the proverbial spoon. I must say that Ethan Frome and The Scarlet Letter left me really cold. What grabs us is personal,isn't it? What are they foisting on kids these days anyway? Just curious. :)

Karen, so true, it is a personal choice for each of us, but I can't comprehend not finding one American piece to enjoy. Mark Twain's writings? Herman Melville? Ernest Hemingway? John Steinbeck? But, like you said, to each his own. I just don't get it.

I absolutely loved Grapes of Wrath as a student in high school. I encourage you to continue teaching it, maybe from a new perspective.

As for turning students off to literature with stories that don´t appeal to them, there are alternatives. At my high school we were required to read 2 novels over the summer recess and bring in a book report. The list of possibilities numbered well over a hundred novels. The especially long literary works excused one from having a second choice-for that I read WAR AND PEACE.

Another alternative is to assign a lot of shorter works. Short stories, novellas, etc.

GET OUT!!!! how could you dislike this book??????? i think it's pretty safe to say that this is my favorite book! I never realized how much i loved Steinbeck until i read him just recently. Grapes of Wrath has a way of sticking with you. Everytime i hear a song or a story about the west or the dustbowl or even just seeing a tractor, brings this story to my mind and i love it! Stick with it!!! unfortunately in this day and age kids don't have much appreciation for anything, let alone great literature!!!

Karen wrote: "I adore Steinbeck and read most of his books, even less well-known ones such as Burning Bright, when I was still in my teens. (A very long time ago.) I can't say I ever found him tedious, although ..."

Here is what I teach (one literature semester per year except 10th grade have Speech semester - other semester is composition/grammar):
7th grade: Touching Spirit Bear, The Outsiders
8th grade: Ghost of Spirit Bear (bullying program), Tangerine, Tex, A Midsummer Nights' Dream
9th grade: The Hunger Games, Night, Romeo and Juliet, sometimes Huck Finn
10th grade: The Odyssey
11th grade (American Lit): short stories and seminal texts, To Kill a Mockingbird, a Steinbeck (The Pearl, Of Mice and Men, or Grapes of Wrath)
12th grade (mostly Brit Lit): Beowulf, Sir Gawain and the Green Knight, some Canterbury Tales, some King Arthur, a Brit lit classic of choice (usually Austen, Bronte, Dickens), The Book Thief, Hamlet

But, this is me - I'm in a tiny district and am the only Language Arts teacher, so what I say goes as long as I master the standards!

I love how you Teach Sir Gawain and the Green Knight!

Wow, Amy. Would not mind being in your class. Sounds like a decent lineup. :)

Teaching English at the Secondary level was what I received my degree in. I soon realized, too little too late, that it wasn't my passion (teaching to teenagers, at least). I admire you for what you do, Amy!

Kim, those were excellent examples of memories of the story! Yes, to me also -- 5 Stars, no less.

Kim wrote: "GET OUT!!!! how could you dislike this book??????? i think it's pretty safe to say that this is my favorite book! I never realized how much i loved Steinbeck until i read him just recently. Grapes ..."
couldn't agree more. I was blown away when I discovered this novel and of course the film is a classic as well.

Melissa wrote: "I say shelve it. I always found Steinbeck tedious, but I've never been a fan of American literature. Being dispassionate about a piece of literature is going to pass on to your students, and they'r..."
I have to ask is that American literature period! Is there no author or genre within the broad sweep of American literature you enjoy/enjoyed?

Karen wrote: "Wow, Amy. Would not mind being in your class. Sounds like a decent lineup. :)"

Thanks! I try to teach the novels I enjoy myself and know my students will hopefully enjoy enough to read at least most of it. It is soooooo hard these days to get teens to read. Compared to the instant gratification of video games, movies, and the Internet, they think reading is too boring, slow, and hard. My principal attended a reading conference where the expert claimed that only about 30% of the class actually reads anything - which unfortunately is probably true. I think though I had very close to 100% reading when I did The Hunger Games and The Book Thief :)

When I read it in high school, I dug the interstitial sections more than the plot...that lonely turtle on the highway sticks to my mind heavily today.

It was about time. I started this book as a student,went to a university,changed university and finished it on holidays after 2 semesters(because I'd do anything not to study for my exams)...

Steinbeck wows me, but he is not always a great read for kids. Who wants to hear that the American dream is not a sure thing when you are 15? On the other hand, sometimes the books we read that are difficult or adopt a theme or style that is not to our liking are the ones that stick with us. Steinbeck is always easier to sell if I am also giving some choice in their independent reading.
And teaching him as primarily an adjunct to history or social studies is always tempting, but damn, the guy can write. I would hate to skip that....

I read "The Grapes of Wrath" on my own when I was in high school at a time when my first choice of authors was Clarke, Heinlein, or Bradbury.

Students should be introduced to Steinbeck as an icon in USA literature, but this one is just too long for classroom use. "The Red Pony" or "The Long Valley" would be better choices, or even an excerpt from "Grapes" like "The Turtle". I used "Of Mice and Men" in my own Junior English classes, and I found it more acceptable to students while it included many of the same societal examples as did "Grapes".

I have been thinking about this book lately as the drought continues in the midwest, imagining the fear if I had to earn a living from farming...I think this book still gets at the fundamentals of man vs. nature, man vs. man in terms of teaching for students. The symbolism is a little heavy-handed but that's not a bad thing for HS.

Patrice wrote: "Amy wrote: "I took about a 3 year break from teaching The Grapes of Wrath, but apparently, that wasn't long enough. I forgot how boring parts of this can be. I still see the story as valuable for m..."

I do not think it is propaganda. I think he wrote about the America he saw at the time. It was a tough time. What strikes me is that the love of the land never wavers, that he felt "America the beautiful" through the whole thing. Still gives me shivers. The land is what he loved.

Argento wrote: "Classics are lost on today's youth, perhaps not so much because they're used to instant gratification, but because they lack perspective/experience. No cure for that at this stage."
As a teenager, I feel I can say that this statement is both true and untrue. As I get older and I reread books that are considered classics, I find myself getting more out of them each time. However I believe it is a bit unfair to say that lack of experience and perspective inhibit us from gaining something from classics. And it is completely unfair to say that there is no cure. The cure is simple: Help us find books that connect with our lives. I would not have fallen in love with The Great Gatsby if I didn't know a Daisy. I would never have discovered and understood Hamlet's hamartia as well, had I not found bits of it in myself. Truth be told, I find your lack of optimism in teen reading sincerely disappointing- however this just might be your greater "experience" speaking. Regardless, this hopelessness is a big part of why more teens don't read classics: because many adults don't think we're mature enough to understand them, so they give up before they start trying to fix the problem; when in fact, occasionally, we can make more use of the books than said adults. If it is simply my lack of "perspective" speaking, please my forgive the ignorance of my youth.

Here's an idea - how about letting your top readers read the story chapters, and the others read the turtle symbolism chapters, and then they have open discussion in the classroom of what it all means? I know that's totally unrealistic but I would have LOVED that in high school. I felt proud of myself when I finished this back in the day, but it was tough. As a 42 year old adult, I just read East of Eden for the first time and absolutely loved it. I might try Grapes again to see the difference in perspective 25 years has brought. Thanks everyone for the great comments! Hannah I love what you wrote about connecting with books. That is so true, no matter your age or reading level.

I am a teenager and I love to read, especially classics. With that in mind I still didn't like this book. Grapes of Wrath is the kind of book that you like once your finished reading, but when you are actually reading it, it becomes a royal pain. I appreciate the diction, setting, satire, and themes. It's simply the way it was written makes it a drag for the reader.

yeah real drag for the people it was about too. By the way caught the news...drought in Oklahoma, wildfires and congress out of session..famous last words of oklahoma rep. "lets just go home" kind of nice to have a home to read a book that is drag in.

Larry wrote: "yeah real drag for the people it was about too. By the way caught the news...drought in Oklahoma, wildfires and congress out of session..famous last words of oklahoma rep. "lets just go home" kind..."

yeah, I kinda don't even like thinking about this book (or anything about the great depression) with the way things are going right now...makes me sad and nervous...

This doesn't apply to anyone on this site (whatever their age), but I think that if classics (or almost any book) are hard for the majority of HS readers (which does not include Sam, Argento, Hannah etc.) is that:

It's boring because they don't understand it;
They don't understand it because they don't know the 'rules' for reading a novel
They don't learn the 'rules' or even realise there are any because they don't really know what a novel is 'for' in the first place;
They don't know what a novel is for because nobody reads much of anything at their home either.

I sometimes think too many teachers jump the gun and overestimate the extent to which the majority of the class have even comprehended what is happening on the page.

The teacher gets disappointed at the poor (or worse, scarcastic and juvenile) response and often because he/she has assumed that the students understood the passage but were bored by it.

I wouldn't be so sure. I think a lot of the time the students haven't got anything out of it because they haven't put anything in.

They're not treating the reading of the novel as an investigation into a mystery that they have to engage with. I suggest that they are waiting passively for the book to deliver something directly into their laps. I suggest they're doing this because they know exactly what the 'rules' are for experiencing a movie or a TV drama and they're applying those rules to this experience. No wonder they're not getting much of anything out of it.

It's like they are outside waiting for the door to open all by itself even though they've yet to turn the handle or even knock on the door.

Well, anyway ...

Amen. Nothing more to be said. Except the teachers aren't putting forth the effort either if no one is understanding how to get someting out of a book and there is no one to guide them. Still great teachers out there. Like to here them!

Nik wrote: "They don't understand it because they don't know the 'rules' for reading a novel
They don't learn the 'rules' or even realise there are any because they don't really know what a novel is 'for' in the first place"

I'm not sure that I know the rules...?

Nik wrote: "This doesn't apply to anyone on this site (whatever their age), but I think that if classics (or almost any book) are hard for the majority of HS readers (which does not include Sam, Argento, Hanna..."
I totally agree! It's funny how my friends seem to miss all the beautiful elements of the story. Most kids my age are absolutely literature deficient! These are actual things my friends said to me (this made me want to scream):

"Lord of the flies is so stupid. Basically a bunch of boys get stuck on an island and that's all that happens. It's totally an unnecessary story."

"Romeo and Juliet fall in love for like three days and then kill themselves. How is that a love story?"

"The Great Gatsby was so boring! The only reason I'm going to see the movie when it comes out is because it has Leonardo Dicaprio in it"

Discussing a book has become quite frustrating!