When Middle-aged People Travel...

Food AND Friends

So often when you go to a hip new restaurant the staff kind of has the attitude that you are lucky to be there. Not so at Requin the other night. The pop-up is the brainchild of two Top Chef alums, Mike Isabella and Jen Carroll, and both chefs were working the kitchen when we got there. Not only was the food (Mediterrenean-inspired small plates and family-style entrees) outstanding, but the service was excellent. It seemed like everyone felt lucky that we were there, not just us. Our waiter even arranged for Mike and Jen to come out to meet us and pose for a picture. The place will have its permanent home down at the new waterfront development, and if they continue like that? They are sure to be a huge success.

The Force Awakens

It was early this morning when we lined up for the first show of the new Star Wars movie. A friend had been kind enough to offer us her extra tickets, and so we blearily rolled out of bed on the first day of winter break and headed to the theater. Even the icy wind couldn't wake Heidi up entirely. "Is that guy in a costume?" she asked, pointing to a figure in a long, brown hooded robe.

I raised an eyebrow at her. "Either that, or he's a real Jedi," I said.

Have Fun!

Have fun with pants! has become the inside joke of my reading class this quarter. After every memoir they come up with a theme that fits that pattern:

Have fun with soup!
Have fun with bears! 
Have fun with sweaters! 
Have fun with brats! 
Have fun with death! 

Today I got one of the best teacher-gifts ever. One of the students in the class who is a witty writer and talented cartoonist gave me a comic book that he had created just for me. It's all about a giant squid who opens his Christmas present early. When he doesn't appreciate the pants inside, he lands on Santa's naughty list, but when Santa's pants are stolen he has the chance to redeem himself. Can he do it?

You'll have to read Have Fun with Christmas! if you want to find out!

It Can Wait Until January

My philosophy of the week has been tested by meetings, emails, and colleagues, but with one day left before winter break, I think I'm on pretty solid ground.

Packages, Boxes, and Bags

So, we were talking again today about the difference between a fan letter and a letter that tells an author how his or her book made some kind of a difference to you, the reader. One of the examples that students evaluate is a blatant fan letter full of praise and not much else for Dr. Seuss:

I have always read your books and love them dearly. It’s unbelievable to me that in your lifetime you wrote so many books that are so good. They recently came out with the movie, “The Grinch,” after one of your books. Your books are so funny! I love how you make up words instead of using plain words.

"That's definitely a fan letter," one of my students told me.

"I agree," I answered, "but what could the letter-writer do to make it more of a thoughtful correspondence?"

"Maybe he could say something about the Grinch," the student suggested.

"That sounds good," I said. "You know the story, right?"

He nodded.

"Well, what do you think the lesson might be?" I asked.

"Protect your stuff!" he answered without hesitation, "because the Grinch might get it!"

Scaffolding

While some students were finishing up their SRI test today others were working on an assignment to prepare for their next writing piece, a Letter about Literature. (It might be fun to click on the "Letters about Literature" label at the bottom of this post to review all I've written about that particular assignment.)

It was quiet, but there was a steady stream of students with questions coming up to my desk. At last it occurred to me to upload the text of the assignment and see what its reading level was. It came out to be a lexile of 980, which is nearly the median of sixth grade (925-1070). There were a number of students who were not yet reading on that level, however, and that pretty much explained all the questions.

For them this assignment, like many others in school, was doubly challenging: they struggled to read the content, and then they had to use their understanding to apply the information, evaluate the passages, and answer the questions. Teachers know that there will be a range of reading in any given class, though, and so we plan our lessons to accommodate everyone, as I did today. Students work independently, then in pairs, and then we check their answers with the larger group. That way everyone can access the content and concepts despite their reading level.

Even so, it surprised me today when a student approached me to ask about the task. "I don't understand what you mean 'give suggestions'," she pointed to her sheet.

"Oh, that just means that if you think it's a fan letter instead of a thoughtful correspondence, you should write some suggestions for changing it," I told her.

"But I don't know what 'suggestions' means," she said.

Ohhhh.