My brother in law was in town this weekend and we enjoyed some rare alone time with him. Usually when we're all together there are plenty of distractions-- the kids, the cats, the family, the yard, the beach, the dinner, etc. and so it was nice to have a couple of hours of adult conversation with the guy.
Even so, the most memorable part of his visit might just turn out to be the iPad app he recommended. It's a game for your cats... yes, really. And not only do our cats like it, but so does the dog. It's super entertaining just watching them swat at the screen. Thank goodness for that super strong glass-- but we may have to start limiting their screen time.
Tuesday, March 13, 2012
Monday, March 12, 2012
Making Peace
It's no secret to those who know me how much I despise Daylight Savings Time, but this year I've accepted that it is just one more item on a very long (and unfortunately growing) list of things I don't like but can do nothing about. With apologies to Dylan Thomas, I'm through raging against the postponement of the light. Oh, DST and I will never be friends, but I've got to let my resentment go.
Sunday, March 11, 2012
Generation Gap
One of my students addressed me directly in her SOL post today. I <3 young, wild & free! You should listen to it sometime Ms. S.
The problem is that I'm familiar with the song, and although I like its catchy anthemy-ness, I can't get on board with some of the lyrics. Call me old-fashioned, but So what we get drunk? So what we smoke weed? just doesn't seem appropriate for sixth graders.
As a result, I was at a loss for how to reply to my student. I wanted to be positive, but I didn't want to imply that I approve of the song. I decided to save her post for a little later and went on to read and reply to other students' writing.
As I worked, I had my own music on. Coincidentally, I was listening to a playlist of all the songs I own from the 1970s, which was when I was in sixth grade. What did I hear you ask? Oh just a few classics like, Tequila Sunrise, Elderberry Wine, and Cocaine, not to mention Let's Get it On, Baba O'Riley (Teenage Wasteland), and The Wall.
Point taken.
(Check out some of our students' SOLSC posts here)
The problem is that I'm familiar with the song, and although I like its catchy anthemy-ness, I can't get on board with some of the lyrics. Call me old-fashioned, but So what we get drunk? So what we smoke weed? just doesn't seem appropriate for sixth graders.
As a result, I was at a loss for how to reply to my student. I wanted to be positive, but I didn't want to imply that I approve of the song. I decided to save her post for a little later and went on to read and reply to other students' writing.
As I worked, I had my own music on. Coincidentally, I was listening to a playlist of all the songs I own from the 1970s, which was when I was in sixth grade. What did I hear you ask? Oh just a few classics like, Tequila Sunrise, Elderberry Wine, and Cocaine, not to mention Let's Get it On, Baba O'Riley (Teenage Wasteland), and The Wall.
Point taken.
(Check out some of our students' SOLSC posts here)
Saturday, March 10, 2012
On the Loose
I went shopping with a friend from work yesterday. We needed to pick up some snacks for a few upcoming club meetings and other school activities so we headed to the big warehouse store not far from our school. At 1:30 on a Friday afternoon, the place was packed. "Who are all these people?" I wondered aloud as we entered the parking lot.
"It's lunch time," my friend reminded me.
Such a detail is easy to overlook when you have eaten lunch at 10:35 for the last 20 years. My job usually keeps me in my classroom or at my desk, and so it can be disorienting when I leave our massive bunker-like building in the middle of the day, much like being in a different setting with someone you have known primarily at work.
I was trolling the parking lot for a space, any space, when to our right we saw someone leaning over to load his car. As I slowed to see how much more stuff he had and whether it was worth waiting for his spot, my friend shouted out, "Hey! I can see your back AND your crack!" and although her remark was accurate, I was appalled. She laughed uproariously as I zoomed away.
"Hmmm. Maybe not such a good idea." I said.
"I know, right? He totally shouldn't have worn that!" she laughed.
"Oh no," I told her, "I meant you and me shopping together!"
"It's lunch time," my friend reminded me.
Such a detail is easy to overlook when you have eaten lunch at 10:35 for the last 20 years. My job usually keeps me in my classroom or at my desk, and so it can be disorienting when I leave our massive bunker-like building in the middle of the day, much like being in a different setting with someone you have known primarily at work.
I was trolling the parking lot for a space, any space, when to our right we saw someone leaning over to load his car. As I slowed to see how much more stuff he had and whether it was worth waiting for his spot, my friend shouted out, "Hey! I can see your back AND your crack!" and although her remark was accurate, I was appalled. She laughed uproariously as I zoomed away.
"Hmmm. Maybe not such a good idea." I said.
"I know, right? He totally shouldn't have worn that!" she laughed.
"Oh no," I told her, "I meant you and me shopping together!"
Friday, March 9, 2012
At Least She Asked
I've been teaching sixth grade a long time, and every year the kids really enjoy writing fictional short stories. We use the writing process: they plan, compose, confer, and revise until their pieces are as polished as possible. Today I had the following conversation with a student as she worked on her first draft:
Student: Will you read this part of my story and tell me if it's okay?
Me (regarding the look on her face with a bit of concern): Sure.
We hold hands as we get to his house. He tells me to come to his house, and I follow him to his room. We have a lot of fun and then we fall asleep in his bed.
Me (with eyebrows raised quite high): If you're asking me if it's appropriate for the characters in your story to have sex, I'm going to have to say no.
Another student (overhearing our conversation): Ewwww! Who wants to read that?
First student: Fine! I'll change it.
In the interest of engaging them in writing they really care about, I give my students a lot of freedom, choice, and leeway when it comes to topic and content, and to be honest, there have certainly been times when I have had to address inappropriate themes and action, but that was definitely a first.
Student: Will you read this part of my story and tell me if it's okay?
Me (regarding the look on her face with a bit of concern): Sure.
We hold hands as we get to his house. He tells me to come to his house, and I follow him to his room. We have a lot of fun and then we fall asleep in his bed.
Me (with eyebrows raised quite high): If you're asking me if it's appropriate for the characters in your story to have sex, I'm going to have to say no.
Another student (overhearing our conversation): Ewwww! Who wants to read that?
First student: Fine! I'll change it.
In the interest of engaging them in writing they really care about, I give my students a lot of freedom, choice, and leeway when it comes to topic and content, and to be honest, there have certainly been times when I have had to address inappropriate themes and action, but that was definitely a first.
Thursday, March 8, 2012
Raising Awareness
Five kids came up to me today to ask if I had ever heard of Joseph Kony. When the first student asked, the name sounded familiar, but I couldn't place it.
"Is he on the other sixth grade team?" I frowned.
"No!" my student answered with barely veiled frustration. "He's this really bad guy in Africa."
My confusion must have been obvious. This was not a student I would ordinarily expect to show an interest in international issues. "Just YouTube it," he told me, "and I'll talk to you tomorrow."
Variations of this scene played out over the course of the day ending with a couple of former students stopping by after the bell. "I know, I know," I said. I promise I'll watch it tonight."
"Good!" one girl told me, "because we want to do something! I'll come talk to you in the morning."
Perhaps many of my readers are already aware of what these kids were talking about. There is a 29 minute video that has gone viral on all the social networks about Ugandan rebel Joseph Kony whose group, the LRS (Lord's Resistance Army) has been kidnapping children for the last 25 years to fight the government. Once I looked it up, I realized that I had indeed heard of him and his atrocities many times over the years.
As I told my students I would, I watched the film tonight, and I too was moved by its message-- I highly recommend it to all-- but more than that, I was impressed by the kids who really got it, enough so that they wanted to do something, and honored that they came to me for help.
Take a look for yourself if you haven't already: Kony 2012. You won't be sorry.
"Is he on the other sixth grade team?" I frowned.
"No!" my student answered with barely veiled frustration. "He's this really bad guy in Africa."
My confusion must have been obvious. This was not a student I would ordinarily expect to show an interest in international issues. "Just YouTube it," he told me, "and I'll talk to you tomorrow."
Variations of this scene played out over the course of the day ending with a couple of former students stopping by after the bell. "I know, I know," I said. I promise I'll watch it tonight."
"Good!" one girl told me, "because we want to do something! I'll come talk to you in the morning."
Perhaps many of my readers are already aware of what these kids were talking about. There is a 29 minute video that has gone viral on all the social networks about Ugandan rebel Joseph Kony whose group, the LRS (Lord's Resistance Army) has been kidnapping children for the last 25 years to fight the government. Once I looked it up, I realized that I had indeed heard of him and his atrocities many times over the years.
As I told my students I would, I watched the film tonight, and I too was moved by its message-- I highly recommend it to all-- but more than that, I was impressed by the kids who really got it, enough so that they wanted to do something, and honored that they came to me for help.
Take a look for yourself if you haven't already: Kony 2012. You won't be sorry.
Wednesday, March 7, 2012
I Asked For It
My students are writing fiction and over the last couple of days they have been experimenting with techniques to develop their characters. As a starting point, we use a list of strategies from Nancie Atwell's Lessons That Change Writers. She suggests Reflection, Dialog, Letters and Journal Entries, Action, Reaction, Other Characters, Quirks, Setting, and Beloved Object as ways to reveal important details about the character to your reader.
As a mini-lesson, I gave the students three short paragraphs from a fiction piece that I am working on and asked them to identify the strategies I had used to help develop the two characters.
Here's the passage:
It was his grandfather who had taught Ned to ride a bike. One evening after dinner when the sky was that watery blue-before-pink, and Ned could tell that his grandfather was tired— he had been working at the waterfront all day— they went out to the quiet side street and up the gentle hill a little ways from his grandparents’ house.
He loved his grandfather and trusted, him, too, but Ned was scared and put his feet down every time. It was so hard to believe that he and his new blue bike could defy gravity and avoid the hard, cold pavement. “Have faith in yourself, Neddy!” his grandfather told him. “Falling and flying are shipmates. Embrace the sweet fall forward.”
When the fireflies came out, there was only time for one more run. The armpits of his grandfather’s shirt were wet, and the old man was breathing hard, and Ned felt that huge, steady hand on his back pulling away like the gangway from a clipper, and this time he wobbled but stayed upright, finally underway, with a fresh breeze at his back. That night, as he rode away from his grandfather who had eased to a stop and was clapping and laughing in his wake, Ned caught a balance he felt that he would never lose.
The number one comment? The grandfather should use more deodorant.
As a mini-lesson, I gave the students three short paragraphs from a fiction piece that I am working on and asked them to identify the strategies I had used to help develop the two characters.
Here's the passage:
It was his grandfather who had taught Ned to ride a bike. One evening after dinner when the sky was that watery blue-before-pink, and Ned could tell that his grandfather was tired— he had been working at the waterfront all day— they went out to the quiet side street and up the gentle hill a little ways from his grandparents’ house.
He loved his grandfather and trusted, him, too, but Ned was scared and put his feet down every time. It was so hard to believe that he and his new blue bike could defy gravity and avoid the hard, cold pavement. “Have faith in yourself, Neddy!” his grandfather told him. “Falling and flying are shipmates. Embrace the sweet fall forward.”
When the fireflies came out, there was only time for one more run. The armpits of his grandfather’s shirt were wet, and the old man was breathing hard, and Ned felt that huge, steady hand on his back pulling away like the gangway from a clipper, and this time he wobbled but stayed upright, finally underway, with a fresh breeze at his back. That night, as he rode away from his grandfather who had eased to a stop and was clapping and laughing in his wake, Ned caught a balance he felt that he would never lose.
The number one comment? The grandfather should use more deodorant.
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