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Renee at No Water River is hosting the round up today.  Click here to join in.

Renee at No Water River is hosting the round up today. Click here to join in.

14 Cows
In the past I have avoided the subject of the tragic Sept. 11th with my young elementary students. Yesterday, fellow blogger Holly Mueller posted about using the book 14 Cows for America to teach empathy on Sept. 11th. So I looked in our school library first thing in the morning, and she had the book. I took it as a sign. There was also an accompanying YouTube video about the story of the 14 Cows. I showed the video and read the book aloud. I have to admit I was fighting back tears the whole time. This day affects me deeply as I am sure it does many of you.

14 cows cover
Following the read aloud, I asked my students to write for a few minutes. I was amazed by the profound nature of their writing. They can all be found on our class kidblog, but I wanted to share a few.

Point of View

Looking at a plane,

directly in front of you,

coming closer, closer, closer,

finally, you run. But you’re too late.

It has already hit. Shards of glass graze your skin,

you’re blinded by dust. Finally, you’re out.

You wipe your eyes and see…nothing.

Fire, smoke, and debris are where you just were.

The other tower, just south of the first, is hit.

The first collapses, and you know anyone inside is gone.

–Matthew

Cows are the grass that sways.
Cows are the roads we drive on.
Cows are the great buildings standing tall.
Cows are the stars in the sky.
Cows are life.

–Vannisa

Hope

passion,desperate

loving,wishing,believing

It is in you.

Wonder.

–Tyler

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  Join the Two Writing Teachers Slice of Life Challenge.

Join the Two Writing Teachers Slice of Life Challenge.

ChristianEyeOfProvidence

I think I may be crazy, but I’ve decided to try a new strategy for my formal observation. This is the observation that is announced. My principal and I met for our pre-observation interview on Friday. I told her that I had never taught this skill before. She said, “Oh, we usually advise that you don’t do that, but I’m sure you can handle it.” What was I thinking?

In pre-AP training this summer, I learned about a strategy for poetry analysis called TP-CASTT. Then when I was perusing the Guidebooks for the state curriculum, I found it was used for advanced fourth grade. I have gifted 5th and 6th graders, so this should be right on target for them. We are going to analyze Natasha Trethewey’s poem, Providence. I can relate to this poem because I was a child living in Jackson, Ms in 1969 when Hurricane Camille struck the Gulf Coast. I think adding in my personal experience as well as my passion for Natasha Trethewey’s poem will come through in this lesson.

I also searched online and found a great graphic organizer on Read, Write, Think. I plan to use this organizer to help us collect our thoughts. I have the poem ready on ActiveInspire to project on the Promethean, barring no computer tech problems.

So, what am I worried about? I got this, right?

I will probably lose some sleep worrying about my evaluation. I will give my students a little lecture about behavior before my principal comes in; however, lively conversation with student interaction is actually a good thing on the rubric. I can be sure my students will be engaged.

So cross your fingers and say a little prayer because I am probably in the midst of this lesson as you read this post. I am preaching to myself, “Evaluation is a good thing. You are a good teacher. Be calm and teach on!”

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Please use this button on your site for DigiLit Sunday posts

Please use this button on your site for DigiLit Sunday posts

My students have gotten the blogging fever. I did not expect this and am silently cheering. I am sharing our kidblog site with a colleague whose students are also posting. Also, two former students who are now in middle school are joining in. The site is getting lots of activity.

On my simple rubric for kidblog, my students have four requirements, each worth 10 points: Post 3 times, GUMS (Grammar, Usage, Mechanics, Spelling), 3 comments, and comments must be thoughtful and constructive. Here are the highlights:

1. Lots of posts! What are you reading? Slice of Life stories. Poetry Friday. My students are writing a lot. This must be good for them. I have seen great strides in just these first three weeks of school. They are adding details. They feel like their writing matters. They are using sentence structure and humor to make their writing more interesting.

2. I am using their posts to teach grammar, either in whole group or one on one. This is working. My students are realizing that grammar matters to the reader. They are noticing when other writers are not following grammar rules.

3. Sharing and caring! My students are getting to know the other students posting on our blog. They are relating, connecting, wondering.

How do I turn this activity into data? In this day of data-driven instruction, I want to find a way to track and analyze the progress of my students. I know it’s happening, but how do I prove it? I welcome your responses.

To read some of the many student blog posts, click here.
Please link up your own digital literacy post with Mr. Linky.

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Laura at Author Amok has the Poetry Friday round up today.

Laura at Author Amok has the Poetry Friday round up today.

I enjoy good photography. I also think photos make good prompts for writing. Kim Douillard posted two photos from the beach on her site “Thinking through my Lens.” They were taken minutes apart, and during that small space of time, the sun set and turned the sky orange. She asked her blog audience what the two photographs may be saying to each other. I posted them side by side on the board in the classroom and suggested students write a conversation or dialogue poem. I imagined the following conversation.

photo by Kim Douillard, all rights reserved.

photo by Kim Douillard, all rights reserved.

photo by Kim Douillard, all rights reserved.

photo by Kim Douillard, all rights reserved.

The Hang Glider Speaks to the Sandpiper
A lone sandpiper
steps into the clouds,
reflected sky on serous sand.
I hear the echo of his call,
“Come wade with me.
The sand is cool
between your toes.
Come take a walk with me.”

A lone hang glider
flies in the sunset,
warm rays guide him on.
The silence of the sky speaks,
“Up here, where the air is thin and light,
you can fly like a kite–free–
Come up here with me.”
–Margaret Simon, all rights reserved.

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Join the Poetry Friday Round-up.

Join the Poetry Friday Round-up.

My favorite librarian, Jone, has the round up today at Check it Out. Go check it out!

Inspired by a post from Linda Baie (who blogs at Teacher Dance) about using Eve Merriam’s poem Thumbprint at the beginning of the school year, I designed this week’s Wonder around fingerprints. We read this article on Wonderopolis. I asked students to select four vocabulary words from the Wonder Words. Then we watched this Prezi about annotating Eve Merriam’s Thumbprint. Then using the chosen words, we wrote our own poems. I also passes around an ink pad so my students could place their thumbprint on the journal page. I taught this lesson twice during the day to two groups of students, so I had the added advantage of writing two poems. Here’s mine.

Fingerprint

I own
a God-given design,
uniquely mine,
a painting of swirls
and whorls
imprinting me
on this page.
I own
an invisible touch,
a latent path
left on a note
from me to you,
this fingerkiss.

–Margaret Simon, all rights reserved

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  Join the Two Writing Teachers Slice of Life Challenge.

Join the Two Writing Teachers Slice of Life Challenge.

Now that school is in full swing, I am writing my Slice of Life story with the purpose of modeling for my students. We talked about what a Slice of Life story is by analyzing my post last week about the snake. The board was full of things they noticed, such as having a climax and resolution (Whoa, high five!) A few of you wrote great comments that I could use to teach about making connections in your comments.

Yesterday I read a comment on my Poetry Friday post from Bridget Magee, “Margaret, this poem and the animation are both amazing! I love the lines:’an ornament hanging on a tree,
a bronze clasp pen for my lapel.’ It reminds me of when my oldest daughter was about 5 or 6 (she’s 17 now) and she used to love to walk the neighborhood collecting cicada exoskeletons until one day she pulled one of the tree and the fella was still in there! SHE just about jumped out of her own skin!” This comment models specific feedback and also making a personal connection. I explained to my students that writers like to know people are connecting to what they write. Thank you all for helping me teach valuable lessons about writing and blogging.

You can read some of my students’ SOL stories on our kidblog site. Feel free to leave comments.

This week’s Slice of Life:

My hair has become a problem. This summer (I can’t even remember exactly why) I grew out my bangs. For years I have had short bangs. As they grew out some, I was drying them off to the side, and my husband said to me, “I like your hair. It makes you look younger.” Exactly what any woman loves to hear, right?

On my next scheduled haircut, I told my stylist, “Jeff likes it, so we need to keep growing it out.”

Then the next visit (I schedule my haircuts six weeks apart), I had had enough of the headbands, so I told her to cut it. Keep the bangs long. In fact, I texted a friend to send a picture of her hair, cut in a cute short pixie style. “That’s what I want.”

“Your hair is not going to be straight unless you use a straight iron,” said Gale. Other than using a blow dryer, I do not own or use any other tools on my hair. Gale cut and styled it with the straight iron, knowing full well I would not do this.

My husband goes to the same hair salon. He walked in the next week and announced that he loved my hair. That was a first for Gale, so she was thrilled.

This weekend my husband and I went out dancing which is one of our favorite things to do together. In August the heat is such that no AC can keep up with it, much less when there are warm bodies dancing. The dance hall had placed huge fans around the dance floor. Every time we danced past one of these fans, Woosh! my hair blew across my face. My husband could tell I was getting really annoyed by this.

When we were riding home, he said, “I like your hair even when it’s flying in your face.” I guess I’m stuck with these annoying bangs for a little while longer.

Selfies: old hair style on the left, new on the right.

Selfies: old hair style on the left, new on the right.

For this Slice, I am modeling how you can write a story about anything. Some of my students have a hard time thinking of something to write about. Using my own writing to model, I can share stories of my life and teach them that anything, even your hair style, can become a Slice of Life story.

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Discover. Play. Build.

Ruth Ayres invites us the celebrate each week. Click over to her site Discover. Play. Build. to read more celebrations.

Every week Kim Douillard puts out a photo challenge from her blog site, Thinking Through my Lens. This week’s challenge word was Sky. Last night we went out to dinner near this pond and the sunset grabbed my attention. Using a filter on my phone, I captured this image.

Original photo (iPhonography) by Margaret Simon taken at Sugar Mill Pond, Youngsville, LA.

Original photo (iPhonography) by Margaret Simon taken at Sugar Mill Pond, Youngsville, LA.

This was my first week with my students. It was so much fun to be back with them; although, a few were missing. (Moved on to middle school) We read together, decorated journals, and wrote poems about fireflies and cicadas. Two of my students, 6th grade boys, made me rubber band bracelets. My arm is very colorful.

Arm bands made by 6th grade boys.

Arm bands made by 6th grade boys.

Front cover of my journal for this school year.

Front cover of my journal for this school year.

The back of my journal.

The back of my journal.

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Please use this button on your site for DigiLit Sunday posts

Please use this button on your site for DigiLit Sunday posts


Please join in this meme designed to share our digital learning and challenges. Just as a teacher of writing needs to be a writer, a teacher of digital literacy needs to be a digital learner. Use this button on your blog post and leave a link with Mr. Linky. Please read and comment on other posts. That’s how connectedness and collaboration begin.

Reflection is another means to apply the Connected Learning principles of being Interest-Powered and Production Centered by considering what you’re making and interests are now, and what your orientation is for the immediate future. –Chris Butts, CLMOOC team

clmooc

I have jumped right in to the waters of two digital challenges: The Thinglink Teacher Challenge and National Writing Project’s Making Learning Connected, a.k.a. #clmooc.

summer_challenge8

Yesterday’s email from the CLMOOC team asked us to make a list of three things and to reflect on two questions.

1. What I’ve made so far…

How to pick blueberries: Thinglink
Self avatar: Bitstrip
profile_pic

Digital Self: Thinglink

How to be water: Animoto/YouTube

2. What I’m working on:

Poster about writing in Canva: This is a higher learning curve than other apps I tried this week. I struggled and gave up. But I am determined to try again and conquer this!

3. What I want to work on:

Prezi is a presentation site that I am daunted by. I have seen others do great things with it, and I’m sure my students would love it.

Reflections:

What did you learn from what you’ve already made? I learned to be more confident in my digital self. The Thinglink challenge for this week was to make a digital self. I thought I had to draw something. I started working on my ipad with a new stylus and became quickly annoyed. Then I googled avatar and low and behold, there’s an app for that! I was surprised how easy it was. So many online apps can make you feel stupid, but some, like Bitstrips, made me feel smart.

What do you see as the purpose of making this week? The purpose for me always goes back to my teaching and being able to support my students in their digital learning. However, I also discovered that making was fun, and I was compelled to share (and show off). I want to invite you to take the plunge. Jump in the deep end because there are lots of supportive floatie people out there.

I wanted to make a blog icon for the Connected Learning values, so after writing this post, I tried Canva again. It worked better for this purpose. You should try it.

Connected Learning

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Discover. Play. Build.

Ruth Ayres invites us the celebrate each week. Click over to her site Discover. Play. Build. to read more celebrations.

This morning I have weeded the flower bed, swept the floor, and made spinach balls for tonight’s poetry reading and book signing. I am sitting down now and enjoying the rest. I wasn’t going to do a Celebration Saturday post, but why not? I’m happy in my home and should celebrate that in itself.

Because it’s summer and because I like to connect with other educators, I signed up for the Making Learning Connected Community or #clmooc.
Of course, I already feel behind. I participated in the Twitter chat on Thursday night. It moved so fast. But I got a little encouragement about my first make: a How To. I also learned about some new tech tools that I am saving for tomorrow’s DigiLit Sunday post. The best part of any PD challenge such as this is the connection you make with other teachers and makers. (Julie Johnson is a blogger who is also doing the #clmooc challenge. Check out her blog post here.)

I believe that in order to teach my students to be brave in the tech world, I must be brave. Just do it, as they say.

I waited for inspiration. It came late yesterday evening after my dinner was cooked and cooling off. I thought “How to be water,” inspired by Laura Purdie Salas’ new book Water Can Be. I downloaded the Animoto app on my phone, made a video of my cat drinking from the faucet as she wants to do almost all the time, and uploaded water images. This was quick and satisfying.

Today I celebrate connecting and creating. Have a wonderful summer solstice day!

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Join the Poetry Friday round-up at Jone's site: Check it Out.

Join the Poetry Friday round-up at Jone’s site: Check it Out.

Revision? Ugh! If you are a writer, revision is a necessary evil. Maybe not evil, but definitely necessary. If I am going to urge my students to revise, I must experience it myself.

I have a copy of Kate Messner’s Real Revision in my stack of professional books for the summer. It’s already dog-eared, written in, and sticky-noted. Each chapter ends with a section “Meet Mentor Author…” I decided for this post that I would take one piece of advice and apply it to an old draft of a poem. However, when I got started, I went in a different direction.

I’ve “met” Jeannine Atkins through Poetry Friday. Her exercise in Real Revision begins, “Try It: Jeannine Atkins tries to use concrete nouns- specific, precise words- and verbs that really suggest action.”

I pulled out my poem “Singing the Blues” that I wrote in a wordlab setting. I liked it but felt that it needed work. Jeannine’s exercise helped me attack the challenge, but once I started pinpointing precise words, I also made other changes. This is a good lesson for my work with students. A revision strategy such as this one by Jeannine can be a starting point, but I also should encourage other changes. Jump in with finding precise words, then move on to confirming the theme, changing the order, or adding in senses, metaphor, etc. Revision can be endless. We should teach our students that it can also be fun and satisfying when your writing takes shape and looks like a bird that may fly.

My brother, the performer, Hunter Gibson

My brother, the performer, Hunter Gibson


Find Hunter’s music on the web here.

Singing the Blues

My mother sang blues in rhythm with her cleaning,
mopped on out to the shade of the oak tree
to cool off and cool down. That Mississippi sun
shone like Jupiter on a summer night.

We played with fire.

The front yard burned.
Smoke rose to the gods,
Chatty Cathy and a set of Lincoln Logs—ashes.
Mom cried when she saw her begonias
seared like sausage on a stick.

I buried my Barbies in the flowerbed, knelt
beside the snake of Eden—I am a sinner.
I Guess that’s Why They Call it the Blues
echoes from the microphone.

Brother now plays the keyboard,
sways his Elton John head
above the noise of a crowded bar.
Does he remember?

We were only children, for God’s sake!
What did we know about heat and rage then?
Our phoenix rose long ago.

–Margaret Simon, all rights reserved

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