I Don't Know What to Read

Percy Jackson & The Olympians Series

You've probably heard it from your kids a million times. "There's nothing to eat!"  Occasionally, it may be an accurate estimate of the household food stores and mean trip to the grocery store.  Usually, it is an exaggeration.  "I can't find anything to eat, " is a more likely scenario in your house.  As you know, a little effort paired with a sense of adventure can postpone an unnecessary shopping trip.  There are parallels when it comes to reading.  When your child groans about being unable to find a book, it may be because she doesn't know where or how to look.

The International Reading Association enumerates a number of strategies that you can use to help your child find a great read.  To get started, determine your child's purpose for reading.  Is it for entertainment?  Research?  Is she looking for fiction?  How about an autobiography?  Once the reason is understood, give her an opportunity to browse.  This could be at the bookstore, the library, or even the bookshelves in your home.  In a library or a bookstore, take the time to explain how books are organized.  If you are unsure, ask - it will save time and frustration.  After she has gathered a number of titles, don't be afraid to say "yes."  A book that may seem too simple, too short, or have too many pictures could be the perfect hook for a reluctant reader.  In fact, graphic novels are an excellent way to entice your child to read.  At the same time, allow your child to abandoned a book she doesn't like.  With thousands of great titles to choose from, why should she waste her time reading a book she doesn't enjoy?  Keep in mind that reading requires commitment, however.  Unlike our passive interaction with TV and movies, a novel demands more.  I like the 50 page rule.  If, after 50 pages, I don't like the book, I reserve the right to put it down and never look at it again.  I expect the same of my students.  Additionally, encourage your child to talk to her teachers, her librarian, and her classmates.  Everyone has a book they would love to share!  As an extra resource, I have added every book that has been 'commercialed' by a student to a shelf on Shelfari.  You can find it on the bottom of my blog and linked on Edmodo as well.

Finally, take a moment to enjoy this video about book selection put out by Next Vista for Learning.  Happy reading!

photo credit: Pesky Library via photopin cc

Lemon-Scented Furniture Polish and Driveway Sealer

I am from Pine-Sol,
From lemon-scented furniture polish and driveway sealer.

"Where I'm From," the famous poem written by George Ella Lyon, is a tribute to all that makes us who we are.  From the mundane to crazy family stories, the poem is based on lists of ideas:  family names, specific foods or meals, family games and activities, nostalgic songs, oft repeated phrases, ordinary household items, religious experiences, and the places where family momentos are stored.  Composition students worked diligently to brainstorm the things that make them unique and to put words to their memories.  Then, they viewed Lyon's original poem along with a student-written example.  They analyzed each poem for meaning and looked for similarities and differences between the two.  Even more closely, students looked for sensory details and concrete examples, and paid particular attention to formatting and punctuation.  Finally, the kids were challenged to use the two poems as mentor texts to help them craft their own.  After conferring with me and participating in peer response, students began to type their pieces on Google Docs.  After some additional revision next week, the "Where I'm From" poems should be ready for publication.

Athena, the Greek goddess, is often associated with wisdom and war.  In fact, one of her symbols is the owl, an ageless representation of intelligence.  What is less known about Athena is her talent for weaving and the pride she took in her ability to spin thread.  A mortal by the name of Arachne, shared the same talent.  Because of her ability to weave incredible tapestries, many thought she was apprenticed to Athena.  This she denied.  Furthermore, Arachne had the audacity to claim that her work was superior to that of the goddess.  The boast raised the ire of Athena, and she descended from Mt. Olympus to challenge Arachne to a weaving contest.  The mortal fearlessly entered the competition confident that she would emerge victorious.  Both women created beautiful tapestries, but Arachne's mocked the gods.  With a vengeful fury, Athena cursed Arachne.  For all eternity, Arachne would be doomed to spin thread - as a spider!  Throughout the study of Greek mythology, literature students have been exploring how the stories were frequently used to explain not only the human condition, but nature as well.  Without extensive science and technology, these stories helped the ancient culture make sense of their world.  The influence of mythology continues today, as the scientific term for a spider is ... arachnid!

photo credit: misterjt via photopin cc
photo credit: jonycunha via photopin cc

Spring (or something) is in the Air!

Welcome back from Spring Break!  I hope your time was productive, enjoyable, and most importantly, relaxing.  While it may not feel like Spring in Wisconsin quite yet, the kids are definitely rejuvenated.  With two months of school left, it will be extremely important to direct their newfound energy toward school.  The increase in daylight and temperature often leads to restlessness and distraction, and I'm not just talking about myself!  

I have noticed a marked increase in self-selected reading.  And I'm not the only one.  Mrs. Eppelsheimer has commented on the amount of traffic in the Middle School Library.  She feels that she has rarely seen more sixth graders reading and looking for books.  We couldn't be more pleased.  In fact, one student remarked how she found herself frequently buried in her book during Spring Break.  No, she wasn't stuck here in Wisconsin - she was in Hawaii!  I encourage you to continue to support your children as they read for pleasure.  Even with the improving weather, time should be set aside for reading.  This should be a no strings attached activity, done with regular frequency.  Maybe you could curl up with your own book in the same room as your child.  Reading together and having conversations about your books is time well spent.  It is a great opportunity to set an example and to cut back on some screen time.  

What about writing?  How can you encourage your child to write without pushing her away?  The National Council of Teachers of English offers a few suggestions.  As with reading, letting your child see you write is powerful.  She will see writing as something that is not just done for school, and it will take on more relevancy.  How about sharing a letter or an email that you are drafting and asking your child for advice?  This could inspire a thoughtful conversation about your personal process for writing as well as reinforce that you respect your child's opinion.  Often, I am asked how parents can help with their child's writing.  The NCTE recommends taking on the role of helper.  Ask him what he wants to say, and help him put words to his ideas.  If she wants specific assistance, provide it, but be careful.  Refrain from criticizing her writing.  This could increase her resistance to sharing her work with you in the future.  By taking on the role of coach and captive audience, you are far more likely to gain your young author's trust.  Like reading, set aside regular time for writing beyond the classroom.  Encourage your child to keep travel logs, journals, or writer's notebooks and maybe even start one yourself!

There is no doubt that having recess, playing sports, and enjoying the outdoors is good for the physical and emotional health of all children.  With the weather beckoning everyone outdoors, reading and writing are often relegated to the bottom of our priorities.  Don't forget to make time for yourselves and your children to enjoy a good book or to write a letter to a loved one.  It's a great way to wind down a long day and a perfect opportunity to 'power down.'

The Taste of Human Experience

Taste Test - Click to view photo gallery

Last week, I was inspired professionally while reading the Newbery Medal contender, Liar & Spy, by Rebecca Stead. While it is not unusual for me to be moved by what I read, the adolescent novel actually encouraged me to modify my curriculum. Composition students are currently studying the descriptive genre, and the fictional science teacher in Liar & Spy presented a lesson that I immediately wanted to try. Mr. Landau explains that the tongue map is a myth that has persisted despite contradictory evidence. He teaches his class that there are not specific areas on the tongue that distinguish from bitter, sweet, sour, and salty. The average person has about 10,000 taste buds, and each is capable of discerning them all.  Recently, research has shown that there is an additional taste known as savory or umami. Nacho Cheese Doritos are a great example of umami. After having his students sample the different flavors, Mr. Landau asks them if a human experience can have a taste. Could a memory be sweet? How about sour? What a provocative idea! One that I couldn’t pass up. Armed with lemon juice, cola, coffee, salt, a few plastic cups, and some Q-tips, I decided to put the kids to the test. They dabbed lemon juice on different spots of their tongues and resoundingly agreed that they could taste it everywhere. I had them repeat the same process for the remaining foods, and each time the result was the same. According to the sixth grade composition students, they were able to taste bitter, sweet, sour, and salty all over their tongues, not just in the spots highlighted by the map.

With the experiment fresh in their minds, students listed foods that represented each of the tastes. Using descriptive language, they described to one another the flavors of each one. After the literal definition of taste had been exhausted, students were asked to consider it figuratively. Everyone took out a sheet of paper and brainstormed significant life events. Then I asked them, just as the fictitious Mr. Landau did his students, what is the taste of human experience? Could any of the life experiences they recalled be considered sweet, sour, bitter, or salty? How about umami or even bittersweet? Students had to write for 10 minutes describing one of those important events, all the while comparing it to a specific taste. Never ones to back down from a challenge, they impressed me with their originality and creativity.  I am excited to see how the pieces will turn out after they have gone through the writing process.

Literature students have been teaching their classmates about the gods and goddesses of Greek Mythology.  Individually, they were assigned a specific one that they needed to learn more about.  Using their books as well as Internet resources, they were expected to outline the deity's family tree and research his or her personal symbol and animal.  Once students had gathered the necessary information, they put it into a Prezi that could be used to instruct their peers.  The results were amazing!  The following is a great example of a job well done.

Enjoy your spring break. Relax, read, and create many sweet memories!

Finished, But Not Forgotten

Book Project Presentation - Click for photo gallery

As their final assessment for Roll of Thunder, Hear My Cry, students were asked to stretch their thinking and create an instructional tool that would help demonstrate their understanding of the importance of land, family, respect, and self-respect.  Once finished, they had to use their creation as well as textual evidence to teach their classmates about one of the aforementioned topics.  Finally, students were required to provide written reflections regarding their learning process.  I was impressed with the originality of their projects.  From a remake of OneRepublic's Secrets to mixed media artwork, the kids attacked the assignment with thoughtful enthusiasm.

After they finished presenting their projects this week, I asked students for feedback.  This is an important part of the instructional process, because it informs my teaching practice.  I encouraged them to reflect on what I did well as a teacher and what I could have done better.  It seemed only fair after providing them with my unsolicited, albeit priceless, advice!  In their constructive feedback, students suggested I offer more work days, make memorization of speeches and poems mandatory, adjust the sign-up process, and provide more direct instruction - all great ideas that I can use to refine the assessment for next time.  Positive responses included the ability to make their own choices and exercise their creativity.  Most importantly, the kids told me that what they learned from the project would stick with them.  They indicated that traditional tests generated higher levels of stress and what was memorized was often forgotten shortly thereafter.  It's my hope that they never forget the Logan's!

In composition, students practiced the skill of showing rather than telling.  While an important technique in any genre, creating a visual picture in a reader's mind is particularly valuable when writing descriptively.  In groups and individually, the kids practiced creating similes and metaphors that incorporated sensory language - words that appeal to any of the five senses.  Additionally, small groups took telling sentences and recreated them as descriptive scenes.  Not only did they enjoy putting their creative juices to the test, but they composed writing that a reader could see, hear, taste, touch, and smell.