One of the most fascinating things about teaching middle school students is their ability to masterfully steer a lesson off course—especially if the topic at hand doesn’t spark their interest. It’s an art they refine even further in high school. Early in my teaching career, I quickly realized that without student buy-in, the lesson was unlikely to stick. This truth became a turning point in my teaching approach and ultimately led to an unexpected six-year classroom tradition, as I mentioned in my previous post, One Event Sparks a Reaction that Changes Everything, it’s amazing how a single moment can ripple outward and transform your teaching approach.
It all began during a regular lesson. I don’t remember the subject or the exact topic, but I do remember the moment when my students became laser-focused—not on what I was teaching, but on my upcoming wedding. They peppered me with questions: Where was the wedding? When was it happening? Most importantly, where was the honeymoon? They were captivated. And as a teacher in a self-contained classroom, I knew I needed to pivot fast to harness their attention.
I turned the tables on them and asked, “Where do you think I should go on my honeymoon?” This question lit up the room. Suddenly, the students weren’t just curious—they were invested. I added a twist, asking them to also weigh in on whether we should bring our children along. (My wife Janice had a 14-year-old from a previous marriage, and I had a 4-year-old from mine.) This sparked a lively debate, and I saw an opportunity to turn this interest into a multidisciplinary learning experience.
From Question to Curriculum a Classroom Tradition
To ground the activity, I limited the students’ options to destinations within the United States—after all, as two teachers on a budget, my wife and I had constraints. The students brainstormed ideas and collaborated as a class to narrow the list to five potential destinations. Then, I challenged them to write a five-paragraph persuasive essay. Their task was to argue for one destination, complete with a strong thesis statement, three supporting points with evidence, and a conclusion summarizing their argument.
Knowing the varying skill levels in my classroom, I used the PALS strategy (Peer-Assisted Learning Strategies) to pair students with different writing abilities. The groups worked together, combining ideas and selecting presenters to pitch their proposals to the class. After much discussion and negotiation, the class landed on a final suggestion: Janice and I should take a road trip along Route 66, starting in Chicago and ending in Los Angeles.
But the lesson didn’t stop there.
Cross-Curricular Learning became a Classroom Tradition
The planning of this hypothetical honeymoon became the framework for lessons across multiple subjects.
- Math: I gave the students a budget and asked them to calculate expenses, including gas, lodging, meals, and activities. They also had to allocate time for each stop along the route.
- Social Studies: We explored historical landmarks along Route 66, discussing their significance and the stories behind them.
- Science: We compared the ecosystems we would encounter—from the Great Lakes in Chicago to the deserts of the Southwest and the Pacific Ocean in Los Angeles.
- Language Arts: Students wrote descriptive essays about each destination, imagining what it would be like to visit.
One particularly creative crossover between math and language arts involved analyzing how data could tell a story. The students examined demographic information for the cities we’d visit and made predictions about the cultural and economic factors we’d encounter.
The Real Trip
Ultimately, Janice and I did take that Route 66 road trip. The class’s input shaped much of our itinerary, from stops at the Hancock Building and Navy Pier in Chicago to the St. Louis Zoo and even the quirky Cadillac Ranch in Texas. Some highlights included camping at Grand Canyon National Park (where we learned the hard way about the dramatic temperature swings) and visiting Hollywood and the Pacific Ocean.
To keep the students engaged, I chronicled the trip on Facebook, sharing updates, photos, and shoutouts to the students who had suggested specific stops. Parents followed along, and the experience brought the classroom community closer together.
A Classroom Tradition Is Born
The success of this lesson—and the engagement it sparked—had a lasting impact on my teaching. I adapted the activity for other topics and classes over the next six years. My wife, Janice, even incorporated the idea into her elementary school curriculum, modifying it to fit her students’ needs.
This simple conversation about a honeymoon became a classroom tradition that evolved with time, proving that even the smallest moments can spark meaningful, lasting learning experiences.
In my next post, I’ll dive deeper into how this road trip tradition grew and how Janice and I continued to adapt it over the years. Stay tuned for more stories about turning everyday conversations into impactful lessons!