Reflections on Slicing My Life in March

I have enjoyed the writing challenge this year.  I have "met" some great people, and enjoyed their writing.  The slice a day has been "challenging"  so often I didn't know what to write or where to start.  From reading the many posts of others I have gleamed ideas for class, read recommendations for new books, learned new idioms "before the sparrow farts".  I have learned about the lives and concerns of many great people.  I am sad it has come to an end.

In our district it has been a long standing practice to move teachers to new schools every 12 years.  This is my twelfth year.  The idea of starting in a new school feels daunting, yet exciting.  I have become so attached to the children, families, and staff where I work that it makes me sad that I am leaving.  It hurts to know I am leaving this teaching community.

Daily writing has helped me examine many of my thoughts that were fluttering around my brain.  I even took risks and shared my writing with several of my classes.  Quickly realizing that my writing did not pass my student delighted screening.

I think what I valued the most was the comments.  It was proof that someone out there was listening.  That what I wrote made a connection, a chuckle, or was thought provoking.  Those comments gave me encouragement.  They made me feel connected.  They made me feel that I was part of a community.  The year I participated in the NWP I felt that community, and I have missed that type of daily connection.

This was my second year participating.  Last year I only made it a few times.  This year I wrote 30 out of 31 days.  I feel exhilarated with that accomplishment.  What I feel the most is thankfulness.  I have learned so much reading "Two Writing Teachers" and the many other blogs.  I have found many that I decided to follow.  I hope they keep posting on a regular basis.  Here is to the future - Tuesday slicing and to the wonderful friendships we are building.

Telling The Flip Side of a Tale

One of the books I bought at our Book Fair was "A Troll's Eye View:  A Book of Villainous Tales" by Ellen Datlow. It is a collection of short stories. They are from the "villains" point of view.  The one I read to my fifth graders was "Up the Down Beanstalk:  A Wife Remembers" by Peter S. Beagle.  I used it as my mentor text for this lesson.

After reading the story I asked if they thought Jack was innocent or guilty of theft and murder.  We had a thoughtful discussion.  I was surprised how many thought he was guilty.

I followed the discussion with this writing exercise.  They had a choice - (1) They could write about a court case involving a fairy tale character (2) they could write about a fairy tale from another character's point of view (3) they could write a sequel to the fairy tale.  I gave them 15 minutes to write.  Almost all of them wrote furiously.

When the time was up I had them get into groups of 3 or 4 to share their stories.  Each teammate was to tell the writer something they liked about their writing.  They also were to make one suggestion they had for the story.  Once everyone had shared, they went back to their seat and began revising.  I also gave them the option of writing about a different fairy tale.

My students really were excited about today's class.

  

Excuses

Question -  Why didn’t you bring your library book back?

Answer -  My Mom didn’t put it in my backpack.

This is a conversation I have had many times.  I have tried many different ways to encourage responsible behavior.  One strategy I stumbled upon last year, was writing a friendly letter.  I started having the students write a letter home telling about their overdue book.  They need to bring the letter back with a parents’ signature on it.  Usually it comes back with the book.

One youngster and I had the following discussion.

“You need to write a letter to your family about your over due library book.”

“I know where it is.”

“That’s good.  Where is it?”

“In my bedroom.”

“Ok, write a letter to your parents, tell them where you think it is.  Ask them to help you remember to bring it to library.”

“I wrote a letter last week.”

“Did you bring the book back to the library?”

“No, but I know where it is.”

“Good.  You need to bring it back.  In the meantime write another letter.”

“I don’t need to, my first letter is in my desk.”

I smile, “Since the book hasn’t been returned you still need to write a letter home.  Go get started.”

I use this strategy with my 3^rd – 6^th graders.  They have to bring the letters to me to check before they go home.  I check them and send them back to make any needed corrections.

I figure they are learning some valuable skills. 1.  They are being held accountable for their missing books.  2.  They are learning how to write a friendly letter.  3.  They are getting the opportunity to experience natural consequences.  4.  They are gainfully employed and do not have time to disturb the the other students who are enjoying the privilege of reading.

I knew this strategy was a keeper when I had a young man finally return his books.  They had been missing quite a while before I implemented the letter writing policy.  I asked him what finally motivated him to return his library books.  He glared at me.

“I got tired of writing those “blank” “blank” letters!”

Yup, I knew then this was a keeper!