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Archive for the ‘Slice of Life’ Category

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Music has always been a part of my life.  From very young listening to my mother play the piano to teenage years hearing my brother through the walls between our rooms.  The musical talent was passed on through the lefties in our family, my mother and my brother.

I took piano lessons until I entered college.  In high school and beyond even to today, I’ve sung alto in multiple choirs. So you could say music is part of me, but I’ve never felt very musical when it came to playing an instrument.

At NCTE this year, I sat in a circle of ukulele players.  Jan Burkins placed her instrument in my hands and taught me three easy chords.  She said, “You could do this!”

I asked Santa (my husband) for a ukulele for Christmas.  He loved the idea.  He researched and visited local music stores to find the just right one. I started practicing early Christmas morning. I’ve practiced every day since.

 

I cut my fingernails on my left hand.  Those fingers are sore and numb from pressing hard on the strings.  They say this gets better with time. I am determined not to give up because of a little pain.  My husband, the runner, says you have to move past the pain.

I haven’t been able to sing and play at the same time which is my end goal.  I do have an awesome teacher, though.  Her name is Cynthia Lin.  She’s patient and kind and takes it slow.

I’ve decided to take on the word EXPLORE for my One Little Word for 2018.  No better way to begin my exploration than to learn to play an instrument.  I will be exploring chords, strumming, and patience.

This photo is a bridge over the Mississippi River near New Orleans.

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Not every student is made to be a mentor.  A common thought about gifted kids is to encourage them to mentor other students.  As a teacher of gifted, I’ve seen students who work well with other students and I’ve seen those who don’t.  I feel it is important to know a student well before pushing him/her to help other students.

I haven’t taught Chloe long, but I knew she would make a great mentor. She is confident without being condescending.  She’s enthusiastic about whatever we are doing in class and spreads that enthusiasm.  So when I asked her if she wanted to teach her regular class about color poems, she literally jumped up and down.

At NCTE I grabbed an Advanced Reader’s Copy of Polly Diamond and the Magic Book by Alice Kuipers and Diana Toledano. I also picked up a teacher’s guide which led me to the color poem pattern from Read, Write, Think.  (Polly writes a color poem that her teacher loves.) Chloe wanted to write a color poem like Polly.

First she chose her favorite color, pink, and made a list of pink things.  We talked about figurative language and how she could use it in her poem.  Chloe wrote this poem:

Pink is cotton candy.

Pink is a horn of a unicorn.

Pink is my blanket.

Pink is a flower.

Pink tastes like bubble gum.

Pink smells like a rose.

Pink sounds like a violin.

Pink feels like a pillow.

Pink looks like my mom’s lips.

Pink makes me beautiful.

Pink is magnificent!

When Chloe shared her poem with her classmates, they were ready to write their own.  Having a form helped.  Her friends selected their own favorite colors and used the form to guide their writing in their writing notebooks.  As she walked from group to group, Chloe checked in to see what they needed help with.  She was patient and helpful.  Her classmates were focused and serious about their writing.  Chloe was a proud teacher.

Writing is hard work!

 

by second grader Kelsie.

 

 

 

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Slice of Losing a Life

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I put off going to visit.

I took my time finishing a prayer blanket. Then busy days kept me away. Until Sunday.  I knew I needed to go before it was too late.

I knocked tentatively on the door.  No answer.  Another knock. No answer.  I hung the bag with the blanket inside on the door handle and tip-toed back to my car.  I texted her daughter, “I left a package at the door.”

She responded, “No one answered the door?  I’m not home.  They must be on the back patio.”

I turned my car around.  Ok, here I go.  I walked around to the back and met her husband and her sister.  “I have the monitor, so I can hear her,” her husband said. “It’s time for her medicine. It’s a good time to visit.  She will be more alert.”

“You may be shocked to see her,” he added.  I remembered seeing my husband’s father near death.  I felt prepared.

I wasn’t prepared.

She lay in the bed. Her face pale, almost stone-like, but still soft and warm.  I lay next to her, placed the blanket over her, and cried.

When I spoke her name, she opened her eyes.  Did she see my tears?  She tried to reach out to hug me, but her arms had no direction.  I held her hand and rambled:

“You are beautiful.

You are a queen.

I love you.

God is with you.”

She mumbled.  I didn’t understand her words.

I think she said, “I’m sick.”

I think she said, “I love you.”

I think she smiled.

When her husband came in with her medicine, I saw true love.  He climbed onto the bed, raised her up, and said, “Breathe, breathe. I love you. Breathe.”

As I left, I hugged him.  A man I just met.  He was doing the best he could.  He’s holding on to a small thread and knows that it will soon break.  He will lose her.  She will die.  My eyes met his.

“I’m sorry,” I said.  “I’m so sorry.”

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Slice of Life: Racism

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Up early this morning, I was reading my email and read a blog post from my friend Julieanne. She lives in Los Angeles, but a few weeks ago we were together at NCTE in St. Louis.  NCTE planted seeds. We left feeling refreshed, renewed, and challenged in our thoughts about teaching and about our lives.

This morning Julianne wrote:

I have been afraid to face racism straight on in the classroom. Fearful of being wrong. The thing is, it’s a done deal. I am wrong. I had manufactured a dilemma to hide in.
–Julieanne Harmatz

Her post reminded me of a conversation in the hallway returning from lunch.  Noah said to Jacob, “You know, you are my slave.”  He did know.  They had both figured out without any words from me that in the play they are rehearsing for the Shadows, a local plantation home, that they are acting as owner and slave.

My students have done this play for years, but this year I wanted to be clear about what their roles were.  I hadn’t talked about it yet with these boys, but they figured it out.  Jacob said, “I’m OK with it.  It’s just a play.”

But is it just a play?  What is our role in stopping racism?  How are we perpetuating the story without saying anything?

Back in class, we were looking through the collection of books I got at NCTE.  One book was Can I Touch Your Hair? by Irene Latham and Charles Waters.  I explained that Irene is a woman who looks like me, and Charles looks like Chloe’s dad.  In their book, Charles and Irene face racism head on. (No pun intended.) We came across a poem about the N-bomb.  What is the N-bomb?  My students wanted to know.

We had an honest discussion about how that word (I spelled it because I couldn’t say it out loud.) is racist.  And what is a racist?  Someone who judges another person by their race and not by who they really are.

Like Julieanne and many teachers affected by the words of Jacqueline Woodson and Jason Reynolds at NCTE, I will take the opportunities when they arise to have these tough conversations.  Teachable moments.  I am a white southern woman. I am part of the dilemma, but I can also be part of the solution.  So can you.

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As I sit at home rummaging through my notes and photos from NCTE, I wonder how I can capture this amazing weekend in a single post.  Then I wrote my title, “A Slice of NCTE.”  I can do a slice, a snippet, a taste.

The overarching message that I came away with was equity.

From Katherine and Randy Bomer, as they accepted the NCTE award for Outstanding Elementary Educator, equity is communicated in their core values.  Meet every child with an air of expectancy and listen with love.  When I attended Katherine’s session “Appreciative Response for Writers: Words and Ways to Reclaim our Voices and Instill Agency in All Students,” once again the word equity arose as she and her teacher educators gave very practical ways to give students what they need in feedback to writing. I stopped by Corwin Books to buy Patty McGee’s new book Feedback that Moves Writers Forward.  In the session, Patty showed us how to honor what students are already doing and yet, move them toward growth.  I look forward to digging into this book.

From Jason Reynolds, the equity message was evident in his acceptance speech for the NCTE Charlotte Huck Award.  The story of Ghost is based on Jason’s real life friend, Matthew.  The real Ghost also loved to eat sunflower seeds.  Jason challenged us teachers by asking us what kind of sunflower eater would we be.  One who puts the whole seed in your mouth and sucks all the salt off to spit it out whole?  One who chews the whole seed and spits it out?  Or one who carefully finds the perfect place to crack the shell, hides the tiny seed in a safe place, then takes out the hard, cracked shell?  #sunflowerseedchallenge.

 

Jack, the lemur, eats sunflower seeds slowly.

From a panel of moving educators (Sara Ahmed, Katharine Hale, Jessica Lifshitz, Donalyn Miller, Katie Muhtaris, Pernille Ripp, and Katherine Sokolowski), all women who have a story, a story of inequity, a story of how they were called to stand up and stand out for justice.  There wasn’t a dry eye in the room.  I was more than moved by their stories.  I resolved to be better, to do better.  I resolved to carefully eat my sunflower seeds and offer a place a safety, a place of equity, a home for all student voices.

 

 

 

 

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On Saturday I attended a photography workshop about using your smartphone held at The Shadows on the Teche, our resident plantation home.  I have fond feelings for this place not just because of its beauty, but it’s a place where my students participate every year in a play for first grade students in the parish.

After James, our presenter, gave us much technical information (some of which flew right over my head), we were sent out on the grounds to find interesting things to photograph.  Although he didn’t say it, most of us interpreted that James wanted us to look at things with a new eye, a different perspective, and an appreciation for the hidden beauty of the place.

I was drawn to a lace curtain over a window with moss in the trees barely visible beyond.  When I got home, I played around with the effects on the iPhone app and sent the photo off to Shutterfly and ordered cards.  One thing that James pointed out to us is that nothing is more satisfying than seeing an actual, hands-on print of your photo.

I also wrote a haiku to place inside the card:

Through the lace curtain,
moss hangs in soft stillness
whispering a prayer.

James assured us that not every photo we take will be “the shot”. We have to take a bunch, practice moving around the subject for many angles, and give yourself permission to try new things.

Here is a gallery of a few of my favorite photos from the day.

The Shadows on the Teche

Moss hangs over the Bayou Teche.

My photo partner wanders to find a perfect shot of the graveyard.

This workshop helped me feel more confident with photography with the camera I always carry with me. I am now more alert to what may make my next winning shot.

This week I’ll be at NCTE.  Hope to see many of my slicing friends there. I’ll be presenting on Friday morning with a panel of knock-out authors.

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We’ve been talking about mood lately, in reading and in writing. I pre-ordered a box of mindfulness cards, Mindful Kids by Whitney Stewart. They arrived last week.  I started to use them along with meditation first thing in the morning.  I wasn’t sure how a group of various ages would respond to the concept of meditation.  So far, I’ve been pleased.

I pulled a card from the Mindful Kids box and the instructions were to draw a picture of your mood.  I asked my students to select a color that depicted their mood. I talked about the importance of being in touch with what you are feeling.  Each response was as different as the kids in the room.

Dawson, 4th grade, said the picture on the right is how he felt when he came to school. On the left is how he feels in our class.

 

Austin, 6th grade, wrote a key to his color and image choices.

We turned off the overhead lights and sat in a comfortable position. I turned on the Insight Timer app, and we were silent together.

This was a beautiful and thoughtful way to begin a Monday morning, a Monday after another mass shooting, a Monday of a soft lockdown, a Monday in new time.  I am coming to believe more and more in the face of these troubling times, I need to create a safe place.  A safe place for expressing your mood, speaking your truth, and creating peace.

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In September I received an invitation from Paul Allison of the New York Writing Project to participate in a discussion about a new website for publishing student work.  In 2010, we worked together to create a platform around the Gulf oil spill called “Voices on the Gulf.”  From this experience, Paul created Youth Voices.  My students participated for a little while, but eventually the content became inappropriate for my young students.  I moved away from using this site because it did not meet the needs of my students as younger voices.

When Paul contacted me that he was ready to open a new site for elementary students, I was thrilled.  An authentic audience is extremely valuable in teaching writing.  Many of my students are isolated as one of few gifted students in their class.  When they write, they want people to read it.  They crave a wider audience.

Kidvoices.live is now live! Some of my students have begun posting their creative poetry there.  The platform is similar to blogging at Kidblogs, but different enough to serve a slightly more sophisticated purpose.

Kidvoices.live is open to other elementary classrooms as well.  If you want to join and get your students involved, you can.  You have to provide a unique email for each student.  You can use a gmail + account or a parent’s email address.  Once they sign up, each student will have a user name and password for future log-ins.  I recommend sending home a parent permission letter.  Paul plans to post it on the site, but you can also contact me for a copy.

Last week we read a story from Scholastic’s Scope magazine that was very close to us. The Great Flood of 2016 occurred in our area as well as in the setting of the article, Baton Rouge.  We then read from Here We Go about helpers and volunteering. (PowerPack #8 on page 65)   My students wrote response poems about the flood, and the larger topics of fear and hope.

When students have the opportunity to share writing online, they grow as writers, as digital citizens, and as people navigating this world.

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On Saturday night, storms ravaged through our area.  I was up for at least an hour comforting my dog Charlie who is afraid of thunderstorms.  I admit, though, I wasn’t sleeping anyway.  Word has it we had some tornado activity.  One school had a small electric fire that caused some smoke damage in their library.

When we arrived at school Monday morning, the internet was out.  For my first group, it was back to the basics of paper and pencil writing.  We read together at school two. But at school #3, where I am teaching 4th grade science, I had planned a video about roller coasters to show force and motion.  When the internet was still not up and running, I had to think creatively.  I grabbed some Jenga blocks and Dominoes.

We reviewed the idea of force and motion.  I sent them off to work on a chain reaction while I worked with a second grader on writing a story.  The two 4th graders were speaking in whispers and didn’t want me to see what they were building.  I promised not to look.  When they were ready, I found that they had been creative themselves and built the blocks in the shape of my name.  Of course, I had to smile and take a video.

This experience made me realize how dependent I have become on technology.  I expect it to work.  I plan for it to work.  I think I should plan for at least one day a week that we unplug and get back to the basics of writing with pencils, reading with each other, and playing with blocks.

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This past weekend was the 28th annual World Championship Gumbo Cookoff in New Iberia.  Every year during the second weekend of October, Main Street is shut down and groups gather to cook their best gumbo for hundreds or thousands of hungry tasters.

Seventeen years ago when our three girls were young, the family decided to have a booth.  Jeff’s siblings and their families came to town, and together we cooked and served the first ever Simon Family Gumbo.  My daughters have been nostalgic about that event and have talked about having another Simon Family Gumbo booth.  So this was the year.

Jeff and our oldest daughter Maggie were in charge.  For months, Jeff has worked weekends on building a facade of our house, the Big White Castle.  Son-in-law Grant designed a logo using our family Christmas frog as a model and adding a chef’s hat and a superman cape. (The theme for this year’s event was super heroes.)

Katherine and Jeff show the back of our family t-shirts after they ran the 5K Roux Run on Saturday.  Each won second place in their division.  The “medal” was a mini wooden gumbo spoon.

The Simon family castle!

When the weekend arrived, Jeff headed to Cosco for roasted chickens, a dozen of them.  Maggie and Grant arrived with sausage to cook in the cast iron pot to fully season it.  The day Saturday was spent chopping loads of onions, celery, and bell pepper.  What joy to have all hands chopping while everyone visited together!  Jeff and Grant worked on the stock outside on the burner.  I wish I could have captured the smell along with the photos.

 

Saturday night was early to bed because the alarms went off at 4:45 AM on Sunday.  The cooking crew had to get downtown to set up and start the roux.  At 6 AM, the gumbo police announced, “Start your burners,” and the town began to smell of flour and oil slowly cooking into 75+ gravies. If you ask anyone who knows anything about cooking a gumbo, they will tell you the secret is in the roux.  For our team it was touch and go and tag-teaming for about an hour and a half before the roux was the just-right color of chocolate to satisfy head chef, Maggie.

Once the roux was done, it was added to the stock along with vegetables, sausage, and chicken. The stew cooked for a few more hours before a sample was sent to the judges.  Then people arrived with tickets in hand to try out as many samples as their stomachs would hold.  Unfortunately, the crowd was lighter than in previous years due to the extreme heat.  No one really craves gumbo when the temperature climbs over 90 degrees.  The heat really wore us all down, but we powered through.

I celebrate my amazing family.  My girls and their significant others get along so well with each other.  At the end of the weekend, Jeff said, “I think they could do anything.”  This was a huge undertaking, and I was proud of our tasty gumbo even though we didn’t place in the competition.  In our hearts, we knew Simon Family Gumbo was the best!

 

 

 

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