Tuesday, October 11, 2016

Slice of Life: Fan Fiction for Caregivers- Other Ideas are Welcome!!!

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

Over the next few weeks, I am taking on the challenge of creating parent-friendly bulletin boards at schools in an effort to involve care-givers with students' writing lives. While I am envisioning articles about workshop practices, I also want to have cards people can take that describe games and activities they can do with children to incorporate play into their writing lives. 

I've written a few ideas out on 4*6 pieces of card stock, and these will be in folders, free for the taking. One of the ideas is a version of fan fiction, and I've written up a quick blurb about it:

I'd be happy to take any other ideas people have for quick, simple-to-explain activities care-givers can do with children to foster a love of story-telling. 
Happy writing!

Tuesday, October 4, 2016

Slice of Life- Writing begets writing

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

Eighteen years ago, my friend Heather theorized to me that "sleep begets sleep." In my sleep-deprived state, I'm surprised I remember the phrase so vividly except that it struck a loud and shrill chord with me. She had her first baby five weeks before I had my second daughter. Her daughter took two long naps and slept through the night. My Julia did. not. sleep. Fast forward eighteen years, and Julia is home from college for a few days, and she is sleeping.

I am writing.

This morning, I read through other people's posts from a weekend writing retreat we shared (shout out to Tara and Clare and Tammy), and I'm thinking about how writing begets writing. It's funny how the more I write, the more I have to write. I am in the middle of a program for my MFA in creative writing, I blog a lot, I am working on a nonfiction piece for the state social studies department, and I am constantly writing for classroom demonstration. When I sit with my fingers on the keys and a cup of coffee by my side, I rarely struggle with not having anything to write; my struggle is more about what piece to work on. 

What I'm really wondering is how we duplicate this sort of sensation in writing classrooms. I've always been a big believer in volume. When children write a lot, they don't get so attached to a piece that they refuse to return to it and work on it. They also develop courage to start new pieces since they aren't so worried about ever finishing it. With the phrase "writing begets writing" at the forefront of my brain, I think there's also a mindfulness and a belief in myself as a writer when I'm in the habit of writing. Writers spend life capturing words, and it becomes a practice that lives healthily beyond desks and classrooms and the comfortable chairs where we write. 

I'll be percolating these thoughts over the next week--hopefully there will be more to come about it, and I look forward to reading comments and insights about how writing energy generates and perpetuates itself within individual writers and writing communities.

All good things,

Tuesday, September 20, 2016

Slice of Life: When you think they've got it, don't be so sure!

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

I was pretty proud of the lesson I planned for a small group of fourth-graders I've been working with. Like many emerging writers, these students have the inclination to start stories when their feet hit the floor. It really doesn't matter if the important moment happens when they trip on the way to turn off the alarm or when they're served dessert after dinner--the first sentence begins with "When I woke up." I'm guessing most of you are familiar with the trope. 

I had an example of a story I'm working on where I learn to dive through the waves. I showed them a beginning where I woke up excited because we were going to the beach. I showed them another beginning where we arrived at the beach and I got out of the car. And then I showed them the beginning where I was standing with my feet in the water. All four students agreed that it would be much easier for me to get to the important points of the story, and much more exciting for readers, if I started with my feet in the water. 

"So how does this relate to the stories you're working on?" I asked. I listened to them talk in pairs, and I was still feeling pretty proud of the breakthroughs I thought were happening. Yep. One boy was going to be getting on his bike, as opposed to waking up in the morning and having pancakes, for the story that was about conquering the big hill on two wheels. The other three students seemed to be on the same track. "Off you go," I said. I couldn't wait to see the revisions!

A few minutes later, I read over one of their shoulders. The story she had described was about  the fight between her cat and a bear. She was going to start with the cat right there looking up at the bear. Nope. That cat was still back at the house knocking Christmas ornaments off the tree before eating some of the sugar cookies, before begging to go outside, before playing in the snow, before spotting a bear. 

Sometimes writing is humbling. Sometimes teaching writing is really humbling. And the next lesson will be? I think for now we'll let that cat go through her motions, and maybe this child's next story will begin closer to the action. Stay tuned!

Happy writing,

Tuesday, September 13, 2016

Slice of Life- The Challenge of Learning

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

There aren't many times when someone else's share becomes my slice of life for the day, but this morning when I visited Heather's room and she told me what she was doing in order to become a better teacher, I knew I had to share it with anyone who would listen. Her commitment to teaching and learning is that inspiring!
The first thing Heather showed me was her pillowcase she made. At first I didn't understand the significance of the pillowcase. Yes, it's bright, and the green satin edging is lovely trim. From the perspective of a seamstress, I think the edges were pretty straight, and I didn't see any puckering or loose threads. I'd expect that from Heather though, since her room is one of the craftiest rooms in our district. However, my perspective changed when she told me this was her first sewing project ever. In order to simulate the learning her students have to do, she wanted to try to learn something herself that would be hard. 

 Heather showed me the book she was using and she told me about the lessons she was taking. It's challenging to learn something new--it's frustrating, and confusing, and humbling, especially when others around you are doing it so easily. And then there's the outcome where the seams aren't perfect, or the case doesn't fit the pillow, or the straight line puckers, or the sewing machine jams. There's also the issue that everything takes so long, even though it seems like it shouldn't. 

For many of us, literacy skills don't require large amounts of metacognitive thinking, and they don't drive us to frustration and a desire to give up and just buy a nice pillowcase. I love that Heather is putting herself in a learning situation that simulates the feelings that students may be having--yes, I have no doubt that she will be a better teacher!

Maybe I'll take up piano...

Happy Writing,

Tuesday, September 6, 2016

Slice of Life: Thinking About 11 Things to Know

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

Over the weekend, someone shared an article published originally in 2015 with eleven things people with older children want people with younger children to know. Even though I still have two daughters home, I have two daughters in college, and the ideas in this post struck a major sentimental chord in me, especially as I've been going through what was left in bedrooms. 

One of my favorite suggestions on the list--and I loved them all--was the first one. 
1. In addition to marking down your child’s first words, record the first conversations you had with them about whether or not there’s a Santa Claus — or a God. 
Don't we all work hard to record the milestones? First words, first steps, first lost teeth... My daughters are interested in those things, but they are more interested in when they had these sorts of conversations. They love to laugh at the lengths we went to in order to have them believe in fairies and elves. They also love to tell me about when they discovered the presents which were later delivered to them from Santa. 

I also love #8
8. If your kid tells you a secret, and asks you not to tell anyone, don’t.
“If you tell your girlfriends, it will get back to them. It really will.” — K.L.

and Number #11
11. Be affectionate — always.“When your child hugs you, never be the first one to let go.” — M.M.
I will never again be the one to let go of any of my daughters first!

I recommend heading over to the link and reading all eleven suggestions, no matter how old your children!


Happy Writing,

Tuesday, August 30, 2016

Slice of Life-Change of Plans on the First Day

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

I wasn't sure how yesterday would unfold. Had I known, I might have driven with my daughter to Michigan--a ten hour trip. I might have opted to clean our attic (which is 110 degrees). I might even have gone for my mammogram that I've been putting off--I know, I know, I'm going next week! I didn't though. I showed up for the first day back to school for teachers.  

Convocation was at 8:30, and after that, my plan was to travel around the district and meet some of the new teachers and long-term substitutes. So often I find questions people didn't even know they had when I stop in to introduce myself. However, my first task was to find the All About Me posters for one of our kindergarten teachers. Until I finally gave up and asked my secretary where they were, I wouldn't have found them since they were in the science cabinets. (I coordinate writing and social studies for the district.) And I also wouldn't have discovered the moths who had discovered the open birdseed.

Fortunately, my supervisor and I share a history with lice and an aversion for any kind of creepy thing that could require an exterminator, so she helped for a while and had no problem with my day's priority involving a vacuum and cleaning spray. 

I'm not sure how the custodian and the exterminator who came today will make sure that the vacuum filters are moth, worm, and egg-free, but so far, the science closet seems to be mothless. The funniest thing we found which we no longer need in the curriculum is this Integrated Pest Management kit. I may have to use this as a gag present one day. There was a certain irony about finding it as we were tracking down meal moths.

My first day of work this year serves as an important reminder that sometimes our most important work isn't what we planned, and that sometimes the most important decisions we make in classrooms are responsive and based on the needs we see right in front of us. Hopefully, they don't inspire second showers of our days, though.

Happy Writing,

Tuesday, August 2, 2016

Slice of Life: The Power of a Writing Community

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

This morning, I got a text from Lisa Keeler telling me that her SOL post was about me. She and I met through the world of blogging and specifically, could trace the genesis of our real-life-meeting path to  the community within the SOL. Her post this morning welled me right up.  We don't often get to know the impression we make on other people--I frequently wonder how crazy my life appears to visitors and observers--and we almost never get to read about it. Lisa's post this morning was a gift I will treasure.

I could go on about how much I also have enjoyed getting to know Lisa. I could write about the dinner we made together in her Virginia kitchen that we ate in Adirondack chairs overlooking meadows, pastures, and beautiful horses. I could also write about the amazing adventures she had as a child traveling around the world, or I could write about the angel food cake she made today for her mother's birthday because it's her mother's favorite. I could write more, too.

But here's the thing. It's really hard for people to understand that relationships really do come out of blogging and twitter and the SOL community until they experience it. When I told my daughters about my new friend Lisa who I only knew through shared posts, on-line stalking, and a phone conversation, they thought I was crazy. Okay, so she has daughters who remind me of my own, a mother with the same birthday, a lab who was older than mine (and took as many pills as mine does until hers died a few months ago), plays tennis, has a similar job, and...I could go on. When we met in person and my daughters met her in person, they understood. "You really are a lot alike," one of my girls said. "That's weird."

But is it?

Maybe it has something to do with the fact that all of us in the SOL community commit to noticing moments and appreciating them enough to write about them. Generally, the moments we share are not shared with the intention to complain or criticize, but rather to celebrate and relive a wonder (my OLW for 2016).

Writing is a powerful connector. If you are new to the SOL community and struggling with the commitment to write and share every week, it's worth it. If you are reading this post and debating about joining in, please do. We will welcome you. Such good things come of it--an appreciation for the power of writing, learning, friendships, posts like the one Lisa wrote this morning...

Thank you to all of my slicing community, thank you Stacey for bringing so many people together, and thank you Lisa.

Tuesday, July 19, 2016

Slice of LIfe- That Thing We Do Called Writing

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

I am working on my MFA through the Solstice Low-Residency MFA in Creative Writing Program at Pine Manor College If anyone is interested in low-residency programs, I'd be happy to talk about this experience, as it is truly life-changing in my world not only as a writer, but also as a person. 

While I have many shares and posts to write, one of the most important is not an earth-shattering one, but a critically important one, and that is how much courage writing takes because it is SO frustrating and humbling. Over the first half of the ten-day residency, I percolated the story arc of a novel I've been working on for a few years. Yes, a few years. I have a couple of drafts written, but I know they're not quite right. During that first half of residency, I re-wrote the story arc, first in my notebook and then on stickie notes. I shared it with some of my workshop colleagues, and they liked it. The arc was clear. I could answer their questions. I knew my characters. I could describe my setting. 

And then in workshop, our mentor asked a question that derailed the work I've done. Who has the most compelling story? $*!%&*. The answer is not the character whose point of view is what I've written and planned on revising. Therefore, I have an entire rewrite to do, as who wants to read a book from the perspective of anyone but the one with the most compelling story. 

Sigh. Writing is so humbling. So frustrating. So maddening. And still, we keep going, pressing onward with revisions and rewrites and even re-creations--

At least it's July and it will be August and those are my writing months. Onward. 

Happy Writing,

Tuesday, July 5, 2016

Slice of Life-Of bricks, chalk, and poetry

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

Our Summer Writing Academy featured poetry, and it was one of my favorite weeks of teaching writing I've ever had. Students read poems, found poems, created poems, and wrote their own poems, and the learning and inspiration that happened from studying words and language so closely was incredible to watch. 

We had a short celebration at the end of the week to share some of the work the students did. Summer is for fun, so we tried hard to incorporate play into the world of our writing. One of those play elements involved sidewalk chalk as a forum for sharing and celebration. Students loved writing their poems on the blacktop, and some of them even got creative with the bricks. Poems and words filled the red bricks of the school wall. Some of the students even created an elaborate and well-engineered pencil that directed and welcomed parents and guests to our poetry celebration. The caption was welcome to the wonder of our writers. 

Unfortunately, the custodians didn't think the brick poetry was as good an idea as we did. I have some advice for all you would-be writers of poetry on bricks--think hard before you allow odes to appear on bricks.. Chalk is a little sticky when it's on red clay.  After listening to the custodians review their summer work lists which did not include scrubbing the outside walls of the school, I volunteered myself and my daughter to come back and remove the poetry (although I do think there could be worse things on the walls of an elementary school!).

Larkin and I had great exercise scrubbing the pencil, the words of welcome, and all the other poems that so happily decorated the bricks.

Happy Writing,

Friday, July 1, 2016

Collaborative Poetry- A Post from a Guest-Blogger

Matt Pascucci is a fifth-grade teacher in our district. Over the summer, he taught at our Summer Writing Academy and is sharing some of the work his students did. 

I spent the last week teaching as a part  of a week-long writing camp.  This year’s theme was “The Power of Poetry.”  The best part of this year is that we were afforded flexibility in exploring poetry in whatever facet worked best.  The worst part was having only a period of five days to convey everything there is to know about poetry… ever. 
Obviously this was impossible, so my planning ended up being driven by two things… the first, I wanted the kids to have fun and enjoy poetry, the second was that I wanted the kids to push themselves into deeper thinking while being unbound by the typical formats of poetry taught in schools.  We did not write haikus, we did not write about me poems, we did not write limericks, and acrostics were not invited.
In order to get my 5th going into 6th graders using their brains thinking in the lyrical quality of free verse, we spent the first day making poetry, rather than writing it.  I wanted the kids to focus on crafting poetry using other people’s words, manipulating them into their own meaning.  We created blackout poetry in order to discover a different meaning hidden among other words, found poetry in order to play with white space by inserting line breaks and stanza breaks, and we played a few other games using the words of other authors. 
The next step was helping the students to get used to looking at the world through their “poet’s eyes.”  We took a walk around the outside of the school, spending time observing objects and trying to create our own poems from varying perspectives.  This second day led to an activity inspired by a type of “found poetry” we had previously done independently.  In a fairly lackluster activity, the kids read the works of various poets, jotting down individual lines that really spoke to them.  They then rearranged those lines in order to create a new poem.  These poems were fine, but they lacked inspiration and emotion.  However, I was inspired.
I decided to have the kids apply this idea to a collaborative production. In small groups, each student started by writing a four line poem on the topic of writing poetry.  The poems were pretty good, they each had small bits of flair, emotion, and musicality.  The real magic came afterwards.

The students then cut their poems into little strips, so that each line of the poem was on its own strip.  Next, the group laid out all of their lines on a table.  From these lines, the kids crafted a new poem, rearranging, adding, and removing lines. 

Not only was I amazing by the quality of the product, but also by the true act of revision taking place. 
As a fifth grade teacher, I often find that the hardest element of revision for my students is the rearrangement, and especially the deletion of writing and ideas within a piece.  For some reason (I don’t know if it was the fact that this was a poem, or if it came down to the freedom of playing with their group members ideas) but the kids very democratically and thoughtfully deleted, rearranged, and added ideas to make their poem the best it could be.
Below is an example of one of the collaborative poems that resulted from their work:

To Express a Poem

Staring at the Blank Page
What to write? I 
A fountain of words
Are racing in my head.
What to write?

Swarming until you find your hand moving
A stream of words
flows from the mind of the writer
and onto the blank white page
and you are writing poetry.

I'm looking forward to finding ways to weave in more poetry instruction throughout the year. Students not only enjoy it, but they also learn so much about both reading and writing by studying the craft of poetry.

Thanks for the opportunity to share--


Tuesday, June 28, 2016

Slice of Life: Providing Learning Opportunities for High School Volunteers

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

The week of our annual Summer Writing Academy is upon me, and although I don't love giving up a week of summer to work, I am excited to watch how a week of poetry unfolds. I am also looking forward to working with the four high school students who are volunteering. The first year I ran the program, one of the high school students gave me feedback that she wished she learned more about teaching. Since then, I have carved out time each day to meet with the volunteers and give them an easily explainable teaching move to try out as they work in the program. This morning, I am thinking about what those sessions will be this year. 

As of right now, I am thinking that today I will go over the structure of a conference, giving each of them some of my pink cards that have places to write compliments, teaching points, and challenges. Tomorrow, I will use Responsive Classroom to teach them about morning meetings and then encourage their teachers to allow them to run an activity. Thursday will be a quick review of growth mindset principles and key language using some key pages from Opening Minds by Peter Johnston (one of my favorite all-time professional books), and Friday will be about reading both published and student work with love and respect. I love the work of Valerie Worth for teaching them to read words with emotion and admiration. 

 I'm never sure of the highest leverage teaching points for my high school volunteers or of the correct sequence for them. As with teaching in a writing classroom, I find myself wanting to teach everything all at once, and I know that this is not good practice. 

If anyone out in my wonderful slicing world has other suggestions that high school volunteers who are interested in education could absorb, practice, and appreciate, please share! This part of our program tends to get underemphasized, but I love encouraging their interest in children and teaching. 

Happy Slicing,

Tuesday, June 7, 2016

Slice of LIfe: Writing about what we know, what matters, and what inspires

Every Tuesday, the writing community of Two Writing Teachers hosts Slice of Life. All are welcome to participate by linking up posts or commenting on other participants. 

On Sunday, I accepted an invitation to go into New York City for a Challenged Athlete Foundation event. For the last two years, I have been working on a middle grade fiction book about a girl with osteosarcoma who has to overcome a leg amputation. My story is based on a child in our town who has lived this experience. She and her family have been incredibly generous about sharing their story with me, and her mother knew that attending this clinic would both help me as a writer and be something I would truly enjoy. She was so right!

 If I had any doubt about the importance of this story, it's gone after watching these amazing people overcome pain, adversity, and challenges. In a park on the upper east side, about fifty amputees of all ages worked together with therapists, prosthetists, and volunteers. Until Sunday, I didn't think as much about  the complexities that amputees live with, even long after their surgery when it appears that they are functioning well. Because they all understood each other and could relate to the issues they face, they talked about the skin irritations,  fitting challenges,  maneuvering challenges, the pros and cons of various prosthetic limbs, and self-conscious moments. One of the teenagers spends days at a time traveling across the country to have the premier prosthetist in the country fit her with a silicone liner that wouldn't irritate her residual limb. 

One of the most important aspects of the clinic was the support and guidance everyone offers each other. There were all different levels of functioning since there was such a variation in people's time since their surgeries. The people who were more experienced worked hard to teach and show others techniques and strategies for maneuvering. In front of our eyes, in a two hour clinic, we watched people go from an awkward walk to a smooth jog. If something hurt or irritated anyone, there were adjustments made right there by experts with tools and equipment. One little boy was the recipient of a donated running leg. With everyone cheering, he put it on, and got to run on a specially built leg. Another girl has struggled with prosthetic challenges. On Sunday, she participated in the relay, running through narrow stretches, hula hoops, and backwards through a designated stretch. Up until then, she had only walked. There was so much emotion when she finished the course that I am welling up as I write. 

These people come long distances to be together and support each other. In a world that emphasizes and values resilience, courage, empathy, perseverance, cooperation, and generosity, they are models of inspiration for all of us. 

We write best when we write about what we know, and on Sunday I learned so much about the struggles and celebrations, courage and bravery of amputees. 

We also write best when we write what matters and what inspires us. I can't wait to get back to my book!

Happy Writing!