Teaching Math vs. English - Skills, Interest and Learning

Today was gratifying. For the last two weeks, I've been running a special CAHSEE math study group. Today, in addition to the normal meeting, we had 1.5 hours optional after school. Not only did most of the class stay for it, but two students stayed an additional half hour after that, just because they were having fun.

The really cool thing? Those two who stayed were the same two black girls (and only two black girls in the school) who were the most disillusioned and disaffected at the beginning. By the end, they were laughing, solving complex problems, and saying things like, "I feel smart!"

It's been interesting doing this math study group. First, I've enjoyed it enough that at this point I feel really excited about pursuing a math credential, which my school wants me to do, but previously I'd been feeling a little leery of. Second, and perhaps more importantly, it's made me think about teaching English.

In math, there's a right answer. There's a tangible, demonstrable skill, attempts can be quickly iterated, and answers can be provably right or wrong. In a way, that makes it so much simpler than teaching English!

Looking at my English practice (and commonly the practice I've observed in other classrooms) there is little building of skills. A lot of the measure of success seems to be "did they understand what happened in this book/movie/poem?" While, sure, checking for understanding of the text seems to be a core aspect, it's hardly sufficient on it's own. That should be the /starting point/ not the end.

I have also seen classes where skills were emphasized to the exclusion of appreciating the story... and that was no better. All too often, an excessive emphasis on grammar or whatever quickly becomes overwhelming and undendurably dull.

So where's the happy middle ground? How do I teach hard, tangible, measurable English Skills, in a way that is both fruitful and fun?

I think a lot of the reason teaching math can become fun, even for struggling students, is when it becomes accessible enough that a) they feel a measure of success and triumph, and b) each new problem becomes another opportunity to triumph over a puzzle and get that rush again. Can that model even work in English?

Or, going back even further, what essential skills should I be trying to teach in English? I feel like the work we've been doing is worthwhile, but I also feel like it could be more.