Be the Dancing guy at the concert, always.
defining word
nice
1. I have been called this as my main defining trait for as long as I can remember. I am aware that this is a good thing and something I strive for. But recently I have become aware that sometimes I am too nice to the point that I don't put myself first.
2. I have learned lately that growth is a good thing and I can be nice while still putting myself first. I can say no sometimes and people will still like me- a concept I am still grappling with.
3. I hope that one day I can say no and not think about it for three hours to the point that I might as well have said yes because I have spent so much energy worrying.
3. I am thankful for people in my life who have never taken advantage of my sometimes anxiety driven niceness.
4. I really want to use the word kind instead of nice in my classroom. Kindness is a behavior rather than something done out of obligation.
5. This is not to say I do not like being referred to as nice because of course I do! I just am thankful for personal growth and being able to choose myself and my needs sometimes.
It is easy to fall in love with someone who...
-insists you give his basketball shoes to a student at school who is in need.
-always helps homeless people on the road regardless of whether or not they're talking on a cellphone.
-tells you, "if you really think we need the stray dog running around the McDonalds parking lot I can probably catch him."
Textbook, page 113
This idea was borrowed from page 106 of Amy Krouse Rosenthal's Textbook.
Inspiration...
I always feel inspired by A.K.R., but this week was a little different because I felt inspired by a person she had encountered who I found to be very brave. I want to be just like the man at the concert on page 117 who instead of shying away when he was put on the big screen, turned it up and danced like no one was watching. I want to live my life just like that! It took me so long to realize the people who were inspiring to me were the ones who stepped out and did what no one else would do. So now I dance instead of stand and watch others dance. I would love to share this page with my students as an inspiration for launching their writers notebook. If we all can write like this guy dances, we can really make something beautiful. Be proud of who you are!
Brown Girl dreaming
This week as I read Jacqueline Woodson's beautiful writing, I felt especially inspired by a few passages. I have put those passages below as a way to write from them, resonate with them, and respond to what touched me in hopes that it will touch someone else.
"Eager to anchor us to childhood." I love this line, so simple, but such a statement to her life. Her grandmother was clearly so influential to her life and essentially raised her through her first few years. This made me think about all of the things that anchor me to my own childhood still today. I truly don't think I will ever reach an age where my Nana is satisfied with the response, "I'm not hungry, thank you though." I'm so thankful for the people in my life that feel like home and have known me since before I really knew myself.
What a sweet reminder that nothing lasts forever, not even the bad. It sometimes feels like the bad times in our lives will never end, but this section reminds me to hold on to the good that almost feels too good to be true. I often am gently reminded of times that were tough through songs, places, and even smells. I usually don't like to go back to those moments, but I'm thankful to be in the place that I am now. Jacqueline Woodson's writing serves as such a powerful mentor text for impactful writing through things that symbolize our feelings.
This passage, although about a time long ago is unfortunately relevant in our political climate today. It is easy for some to stereotype groups as a whole based on race or religion, but no matter what, we're all just people. The way certain people are portrayed and treated is dehumanizing to say the least. Everybody deserves to be treated like somebody, always. Because they are.
Where I'm From...
Last week (see week 2 blog) I wrote a "where I'm from" poem without using a template, just modeling George Ella Lyon's writing. This week I have decided to try using the template. I am excited to reflect and compare the two!
I am from the blue house at the end of a bumpy gravel road.
From lemon scented dawn and homemade soap.
I'm from the town with no stop lights.
Where I feel at home everywhere I go.
I'm from the monkey grass that lines our walkway.
So green and guiding.
I'm from family Christmas get to gathers and dark brown hair.
From Aaron, Shannon, Judy, Bob, Irene, and Herbert.
I'm from the strong willed but full of kindness.
​
From the, "it is what it is." and "just do your best."
I'm from the Jesus loving, but could go to church a little more often.
I'm from Winston Salem, Germanton, Lawsonville, and West Virginia.
From fudge and chicken casserole.
From my Nana who has beat cancer three times.
And from my Mom who is the toughest woman I know.
I'm from Pawpaw who fought in Vietnam.
I am from dog lovers, hard workers, and help in any way you can.
​
I am from a family that lives on love.
​
When something bad happens (or almost happens) we often don't have the words to discuss it. It is usually easier to avoid it and never bring it up. In this book, the children almost come head to head with a train and barely avoid it. Donald Crews was inspired by his mother and grandmother, but had his whole family expecting success from him. In his acceptance speech for the Laura Ingles Wilder award, he talks a lot about forks in the road in his life. The moments where he had to make life changing decisions.
Professional Readings
I really like the idea in Mentor Texts chapter three of modeling from students how to move from a broad territory to a specific topic. By having students create this visual such as the one on the left, students are able to see the process of starting with one big idea and listing smaller aspects of that topic. Through this, the teacher can model that writing about the territory is far too broad, but choosing one of the smaller topics is much more manageable. This chapter also touches on heart maps and shows a visual of heart maps that contain only pictures, no words. This would be a great way to get younger students thinking about important memories and special things in their lives (Dorfman and Cappelli, 2017). I also appreciated the concept of using conversations in the classroom to help writers discover their inside stories. Children love to talk and share and this should be celebrated as a way to inspire their writing. This can be challenging in a whole group setting because every student will want to share. Dorfman and Cappelli give the idea of partnering students so that all voices are heard and all students participate. Partnering also encourages students to share ideas, learning to appreciate thinking in a writing community (2017).
Launching the Writer's Workshop
Calkins uses incredibly encouraging and positive language throughout the article that should serve as a model for priming students to write. Such as, "You have extraordinary stories to tell, that I'm thinking this year I should teach you to write like professional writers! We need to save these stories forever! We need to hold on to them so that as we learn to be better and better writers, we can make our stories better too!" (2006) This is such an inspiring way to invite students to write and moves away from the common statement of needing to become a good writer "just because". Students should feel that their work is valued and what they have to say should be written down because it matters enough to keep forever. This article is filled with strategies for generating writing, primarily by using topics that just matter to the students such as important memories and people. Shortcut by Donald Crews can be used as a mentor text for a small moment story. The incident may have just been a small moment in his life, but it was worth writing about and made for a great book that has won awards. (Calkins, 2006).
Rosenthal, A. K. (2016). Textbook Amy Krouse Rosenthal. Penguin Group USA.
Woodson, J. (2019). Brown girl dreaming. Vancouver, B.C.: Langara College.
Dorfman, L. R., Cappelli, R., & Hoyt, L. (2017). Mentor texts: teaching writing through childrens literature, k-6. Portland, ME: Stenhouse Publishers.
Calkins, L. M. (2006). A guide to the writing workshop, grades 3-5. Portsmouth, NH: Heinemann
Crews, D. (2011). Shortcut. Halifax, N.S.: Atlantic Provinces Special Education Authority Resource Centre for the Visually Impaired.