I know not everyone is excited about planning for the upcoming school year. I completely understand. When I first sat down to start planning, (after only hearing the sort of plan in early August) I was completely overwhelmed. That being said, I tried to gather my resources and challenge my mindset in that moment of feeling like I was underwater. For resources, I collected planning materials, teacher books that I was reading over the summer, and my favorite cup of coffee. My mindset on the other hand? I had to consistently tell myself that there is positivity in this change. Some people are struggling with those being positive. I am trying to find a balance between protecting my peace and being a good listener to colleagues. I am not saying that this will be my most outstanding year as a teacher, but I think this year has the capacity to be the biggest year of my own individual growth. What I mean by this is that the systems that run my classroom down to the core are being changed. I have to change with it. Growth always comes from change.

One of those systems of change is grading. In the spring when we did emergency learning, (I like this phrase better because that’s what it was) I was convinced that nobody should be grading anything. I stand by that observation. There is even a big piece of me that still thinks that this should be the case as I continue to look at the number of students I teach that are included in vulnerable populations. My students who are homeless, hungry, watching other siblings, lack internet access, speak another language, and more. I am particularly aware of my students of color as they move into a school year where conversations about George Floyd and Breonna Taylor are left as ellipsis and not periods. However, I wanted to find a way to make my grading system in my classroom fair and equitable for and to all parties. So, if you are making progress in my class, the end result is shown in the grade book and in the conversations about that progress. This isn’t about points. It’s about people. This post outlines my understanding of Zerwin’s text, and it applies her theories to my classroom model. Hang tight! You will see my grading categories, how I plan on entering things into my grade book, and my new learning goals.

Whether you call quick writes your warmup, a focused writing prompt, writing into the day, or simply timed writing, a quick write has a range of possibilities that are just plain cool and useful in the English classroom. I adhere to the definition that Linda Reif uses in her book The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students' Thinking and Writing: “A quick write is a first draft response to a short piece of writing…” (3). Linda Reif uses other authors’ writing to spark ideas, but in my opinion, it can also be in the form of a question or another prompt to get students thinking. The three-minute quick write as a strategy is not new. It is a technique that published authors use, screenwriters, and classrooms young and old. This post is designed to help you revisit an old strategy and maybe weave in some new techniques to freshen it up a bit. If you are preparing the fall, it may be a perfect time to revisit your classroom weekly teaching routine.

The timing of three minutes is on purpose. It is just long enough to have a moment to think, but not enough time to really have a ton of delay that could cause disruptions in the classroom. I often will be able to put my response in my notebook and warn them just in time that they have a minute and a half left. The timing of this is “enough” time that it is not obtrusive to other activities in a day’s lesson plan. Think short and sweet, but just urgent enough that students will not have much time for hesitation in getting ideas down on paper.

I always end the first six weeks of school with narrative poetry. 1.) It is a mindset thing. I want to show the kids who don’t think they can write poetry that they indeed can write poetry. 2.) It is an excellent way to get to know students better. We may think we know each other after six weeks, but in reality, we have spent a lot of that time on testing and expectations. it is powerful to know our students and let our students know who we are as people. Cue Where I’m From Poems and I Am Poems. I use this form of poetry from George Ella Lyon each year to help build community and access important identity work. This post includes all of the assignment materials and my step-by-step process including mentor texts and a read-aloud.

The Third Coast Camp for Young Writers is an annual summer camp for young writers entering grades 3-8 that happens each year on the campus of Western Michigan University in Kalamazoo, MI. While planning for this year, my teacher partner Mrs. Roberts (Go see her at her teacher blog Literacy Adventures) already met to plan our sessions. I was going to do Animal Memoir writing with a mentor text of El Deafo by Cece Bell, and Mrs. Roberts was going to do science-themed writing sessions with the Science Comics series of graphic novels for kids. We had a plan back in February.

Then, when the COVID-19 pandemic hit our area, and we both navigated through emergency online learning, we were unsure that parents would want a virtual option at all for summer camp. We also were admittedly tired from online learning. After putting out a survey to our own students, their families, and former camp attendees, we got feedback that almost everyone wanted a virtual option for summer camp. So, we pulled together to develop a week-long adventure into writing called Camp Third Coast. See our promotional flyer here. This post is all about the planning of our virtual writing camp, and the lessons that I want to take with me into the fall teaching writing in an online environment. Spoiler Alert: The biggest lesson is that all of our students should we engaged in creative writing as much as possible-even in online learning formats.

I’m not sure I knew that summer burnout existed before this year. There are a ton of possible reasons as to why I am feeling this way. Perhaps, it is the residual burnout from spring online learning, the haphazard end to the school year, or now the impending question of what is to come of the fall. Maybe it is all of the above. Maybe it is more. As I wake up each day to uncertain conversations about what should take place versus what needs to take place and nobody seems to be in agreement with anybody else, I find myself doing a lot of listening and observing. I also find myself wondering how to plan ahead for what I know will be a hard school year this fall.

But, I am certain that this summer burnout is something that I know other teachers are dealing with as well. I see the posts from others each day. I carry many of the conversations with me as I speak with other families, parents, and teachers about what they think of the fall. Many are afraid. Many are overwhelmed. Many are just confused. Summertime is normally the teacher’s time to thrive. Even in the past if I chose to teach summer school, I would be writing every day. I would be reading tons of books, and I would be doing a lot of planning in the form of dreaming for the fall. I normally have a “summer stack” of books that I happily go through and think big in terms of changing how I do business or trying to be a better teacher.

But, I am tired. More than tired.

Feedback is how you know an adventure is complete. Even if it is in stages. I love feedback, specifically, I love critical feedback. I often will immediately scour through my surveys at the end of the year and look for areas that need improvement. I always feel warm and fuzzy from a child’s comment about me being nice, awesome, or their favorite teacher. That is the ultimate compliment. Because that means that I can single-handedly change a student’s day. These comments are on my surveys each year. However, I often find myself looking through the feedback for the points that sting a little or the ways to make my classroom better.

I look for… “It was boring.”

I look for… “I didn’t like when we did…”

I seek out the… “class went so slow when….”

When we stop improving, we stop growing and adapting. Engagement is the ultimate tool for feedback. Because in engagement, resides respect, safety, and compassion. Now, the end of the 2019-2020 school year felt a little different. There were so many variables out of our control as teachers. Just to name a few: Online learning, technology, fear and trauma associated with being quarantined, illness, racial and social disparities, homelessness, students with disabilities and ELLs facing learning from home, and more. Finally, with the protesting in response to the murder of George Floyd, Breonna Taylor, and more, and the inability to talk about these issues face-to-face, my survey felt superficial. I knew what didn’t go right. But, I knew that the key was to still ask my students what they thought because their opinions matter. I finally got the courage up to look at their responses from the end of the year. This post is a report of my findings of perceptions as to me as a teacher, evaluations of face-to-face learning and online learning, and their overall journeys with their own reading this year. It is important to note that you will see 68 responses to my survey. I had 140 students this year, but the variables of online learning that made connecting with all students difficult, also presented a barrier to administering an end-of-year survey where all voices were heard. This is feedback in and of itself.

In the midst of everything lately, I have become laser-focused on the concept of my own comfort zone. This is not just a boundary of physical space, but also a mental periphery of my privilege that extends beyond the tone and color of my skin, my socioeconomic status, my personal education, access to resources and networks, and my formative years of experience. As a teacher, I have been thinking about the status of things that I have grown comfortable with for a long while. Because in my classroom, I am all things comfortable. I own that space because I have made it mine. I have filled it with two cups of love, one cup of understanding, a heaping mound of constantly learning new strategies and resources, and a dash of a look across the room that can say “Please, don’t try that same stuff with me today.” My classroom is where I often feel the most like me.

However, I wonder if that comfort zone is just a thing in my mind I have created to develop a sense of mastery. I am reminded in this process that there is no mastery when it comes to being an ally to my students who are Black, indigenous and people of color. There is only fighting against the comfort zone. While there are many things I disagree with about the system of education and my role as an educator, I have spent 10 years teaching and not much has changed.

Distance or online learning creates the opportunity for teachers to learn new ways to approach students. I have always loved educational technology, and I have to admit, getting excited about learning how to screencast, edit videos, and use technology to meet with students has been good for my student-soul. I created a video tutorial for how to create a journal vision board, put music to the background, and transitions, and you would have thought I was the next coder to grab a hold of a mouse and keyboard. It is a powerful thing to keep learning. And while we must remain open and shift our mindsets to remaining positive during school closures, the most powerful and important tool I have right now in my teacher bag is the student journaling assignment.

The move to online and distance learning has been a rollercoaster ride of emotions, feelings, and actions. I have simultaneously felt like I am not doing enough, and then in another moment, I am trying to tackle all of the things to make myself feel better, more productive. I am asking myself,

“Are you reading enough?”

“Are you writing enough?”

“Are you thinking enough about what matters? The work that has to be done when we go back?”

“Are you sleeping?”

All of these are check-ins with normal routines and behavior. However, we aren’t in a normal routine or behavior mode. This is something different. I have noticed that many of my first reactions to emails, news feeds, blog posts, and videos about distance learning come with “knee-jerk” reactions that make me feel well,...like a jerk. I started last week working purposefully to get myself out of negative reactions immediately, and then focus on the positive aspects of all situations.

During the course of the past month, I have watched other teachers and people in education take on distance learning with full force. What teachers are doing is powerful. The expectations and protocols to move online and the variances from district-to-district are also stifling. Some are being asked to do too much, other teachers not as much. The moral compass of all of this begs the question, what is right in all of this? My answer would be whatever is best for children and creates a positive response in both you and your online classroom. This blog post outlines how to use your journal to shift to positivity, and it uses many negative reactions as writing prompts to get you thinking about your own mindset.

Sometimes we need to make our own positivity.

Poetry has the power to be transformative, inspirational, and healing. Poetry is what I turn to when I find myself reluctant to read, or if I am having a bad day. It taps into the power of feelings, and most recently, the work I have done with graphic novels and novels-in-verse in my classroom has been the most impactful. Kids report at the end of the year that these two sets of activities are what stuck out to them as memorable, important, and meaningful. Especially during this time period, where many of us have found or are in the process of finding that our school year is cut short due to the COVID-19 pandemic, we turn to the power of poetry. The work of teaching is now different in nature and in context. We turn to the ability to work remotely and still provide the same level of commitment and inspiration to our students. The buildings perhaps are closed, but the process of learning is still open. One thing I am turning to particular in the month of April is poetry. Arguably, we will need poetry as part of the process of healing long after this crisis is over. Yesterday, in my bullet journal plan-with-me post, I spent some time curating a personal collection of poems that made me excited about poetry. I think this is an important exercise to do at the beginning of this month and in the process of kicking off any poetry unit.

Go ahead and make your list now and come back to the rest of this post when you can. Really. Even if you aren’t a poetry fan, you might find some comfort and joy in the lines you read. Your list (hopefully) will get you excited, motivated, and ready to begin to think about how you want to teach poetry to your students.

Then, take what you need from this resource post. I have outlined my favorite poems to teach, my favorite teaching resources, 75+ collections of poetry, novels-in-verse, and picturebooks I love, and I have linked how I teach Where I’m From poems. Maybe you are the one who needs poetry right now. Maybe your students need the poems you will share. As we move forward through social distancing and a pandemic, let’s remember to come back to the power of words on the page as often as possible.

I went back and forth on creating this remote learning document and sending it out to families. I feel that students deserve to have time off with their families, but I also knew that a month away during the school year was an extensive amount of time to miss. What a time we are living in right now. Coronavirus or COVID-19 has taken the country by storm and in attempts to “flatten the curve,” schools have shut down. My own district is out for a month, including one week of spring break. It seems like everywhere I look people are posting ideas for online learning and remote learning. While I know that many of my families struggle with access to technology, many of my families do have resources and materials available. Even if this is in the form of a mobile phone or device. I finally came to the decision that if even if some of my students find these resources useful, I would be glad I put the list together. I wanted to send out a hyperdoc with links to valuable resources that can help allow learning to happen (or at least attempt to) while we are away. This whole issue brings up so many reflections.

As educators, what are we supposed to be taking away from this moment?

What flaws in the system are now clear when our buildings shut down?

What limitations are not being addressed that allow our children to learn when our buildings are up and running?

I am proud that my district will offer food drops, but nothing can replace the routine, the classroom, the learning, the engagement, and the opportunities. The inspiration for this post came from Jennifer Gonzalez from the Cult of Pedagogy and her post titled “How HyperDocs Can Transform Your Teaching.” It made the most sense to offer a hyperdoc that linked to valuable resources. This post will outline my letter to families, a suggested schedule, and 20+ strategies to reach online learners through remote systems.

In an effort to battle the idea of book deserts and making sure my classroom library includes all types of books, I have been excited to start graphic novel book clubs this year! This mini-project only takes one week of instruction per class that I teach, and it does not take up the entire day for instruction or work. When I wrote a grant in the fall for 100 graphic novels, the mission was simple: use more graphic novels as mentor texts and create small graphic novel book clubs to kids who can share the joy in talking about the same books that they are reading. We see kids naturally want to form book clubs because reading is social, and it makes it so the act of reading can also be less scary. If I am a struggling reader, I find it less intimidating if I have someone else reading with me. Reading is not meant to be an independent experience. Book clubs can be set up in a variety of ways considering materials, time, and accountability. This post outlines how I conducted my mini-project with my sixth-grade students and the considerations that were made for including graphic novels in choice reading time.

The TED Talk tagline of “ideas worth spreading” is a powerful message about sharing the power of the human voice to transform the everyday experience. Whether it is Luvvie Ajayi urging us to step outside of our comfort zone or Shonda Rhimes telling us to slow down and enjoy the power of play, we learn from shared human experience. A TED Talk is a teacher. A voice that can reach out and inspire others to feel something different or think about something in a new way. Teachers are living TED Talks each day. However, the work of being a living TED Talk in education can be exhausting. The work we do is heavily reliant on our communities and each other when we feel like we are tired, discouraged, or on the edge of burnout. This post is a collection of 10 TED talks that are compiled for the purpose of inspiration to the classroom teacher or person in education who needs to find a small nugget of truth to feel rejuvenated and refreshed. The small “ah-has” are where we find the strength to continue to find meaning inside and outside of our classrooms.

Arthur O’Shaughnessy in his 1874 poem “Ode” wrote: “Yet we are the movers and shakers/Of the world forever, it seems.” I love the term “mover and shaker” because it reminds me of dancing, but what it really lends is to people who make an impact on the world. It is no secret that one of my favorite units to teach is research. I love the choice, the process, and the hard work it takes to produce the product. I also love seeing middle schoolers wrap their brains around the formatting of this project (MLA), and how they get excited about solving problems. One of my favorite things, after all, is to solve problems.

The MLA Research Paper unit I do each winter going into spring focuses on activism. Students identify a problem in their school, community, or world and then research that problem, Inevitably, they see causes, effects, and hypothesize solutions as well. This post will walk you through some mentor texts and resources, strategies, and pacing of the overall unit.

Recently, I got the privilege of talking to a group of educators in Kalamazoo, MI about diverse texts in classroom libraries. The district had worked at providing small libraries of 25-50 books to elementary teachers, and the goal was to move this initiative to middle schools. I am always a fan of giving books to teachers; it possibly is the best resource we can give all of our classrooms. However, the training I was asked to give was intended to be more than what to do with these books, it was more so how to grow your own library and then show up for reading with your students. Books are simply materials or objects if we don’t show students how to use them. Thus, the term “show up” surfaced in a lot of my preparatory work for this training. Tricia Ebarvia in her blog post, “How do we show up?” cites a moment of epiphany when a fellow teacher stated: “Your racial consciousness determines how you show up” -Tony Hudson, an Equity Transformational Specialist from the Pacific Education Group (PEG). In addition to our racial consciousness and discussing the inclusion of voices, how does our consciousness as a reader determine how we present ourselves to students?

The training’s theme was really focusing on the idea of the teacher as a reader. Equipped with the mindset that the teachers in the room may or may not identify as readers themselves and they may or may not have a classroom library, I began to form my goals for the training based on what they do have: a starter set of books, experiences in the classroom that have shaped them as educators and people, and a passion for children and learning evident in their decision to be in the field of education. While naysayers might say that some teachers are not able or willing to change their mindsets, it is with a strong conviction that I know teachers can do better and be better for the students in their classroom that struggle with reading. We all want to help kids, we just need different avenues of the “how.” This post outlines the three objectives covered within training on diverse texts in classroom libraries. It is a calling to assess the materials in our own classrooms, build those materials to create diverse texts #bookflood, and reminders on how we “show up” for reading every single day.

Similes and metaphors might be my favorite figurative language skills to teach because once students notice what they are, they find them everywhere in fiction literature. Similes make everything better. At first glance, students keep reading over them, but the understanding of similes and metaphors unlocks another layer of reading. It is a layer that is deeper and makes readers really think. Figurative language skills matter because they help build critical readers. When building sentence fluency, these skills create stronger readers that add sentence variety and fluency to their writing skills. While you can catch similes in almost any work of fiction these days, I like the books featured in this post for the deliberate instruction of simile usage in literature. This post will outline three books and examples of similes, and it will also show you how I help young writers transfer these skills to their own writing through the mentor text process.

Easy as pie.

Independent learning is always the goal. Biographical reports each year mark one of the first big projects where the gradual release of responsibility actually happens. Biographies are more than about choosing a person that seems interesting, it is about giving students the ability to show interest and make choices in what they are learning. The goal of all teachers should be to teach our students to go find the answers that they seek. A natural curiosity is what drives the passion behind real learning. There is always a moment with this project that I step back, listen to the fingers clicking and clacking on keyboards, see the focus in eyes on screens and books, and the drive to write down facts, and I think to myself: “Learning looks like this.” This post outlines my entire process from directions to the beginning of assessment for biographical report writing in my middle school English Language Arts classroom.

Before we begin the project, students are guided through practice paragraphs. It is always interesting to me where teachers think students should and should not be in terms of writing ability when they reach middle school. Year after year, the review of paragraph writing is one of the critical elements in moving forward into larger projects later on in the year. I start by finding 4-5 articles that are about interesting people. They are specifically high-interest people to start gaining traction with the project before we begin. The first people I grabbed this year were Serena Williams, Bethany Hamilton, Helen Keller, and Nina Simone. We take notes on paragraph writing, watch video clips, hear audio clips, and then practice writing a biographical paragraph together. After that, I assign clockwork partners and release them to practice on their own with other classmates.

The idea of constantly evolving and changing how we shape lessons is one of the many reasons I am still a teacher. I have changed how I teach argumentative writing from shorter on-demand projects to longer multi-genre projects. We have done paragraphs. We have done essays. Normally for this particular project, I connect the topic choices to the novel we just got done reading. However, I always have to remind myself to be inclusive and responsive to the class that I am teaching. Here is the bottom line: My class just wasn’t into Roll of Thunder, Hear My Cry by Mildred Taylor. After trying to get a grasp on history, having great class discussions, and talking about plot elements in the text, my class was simply ready to move on. This feeling of wanting to press on along with the feelings of wanting to do more cycles of argumentative writing gave way to the approach I took for this project. I have combined many aspects of how I teach argumentative writing over the years. You will see essay packets, example essays and mentor texts, and the various ways I try to grade throughout the process to make sure I stay above the paper line. However, this post will also outline the intention of showing our students that learning this process can be ultimately tied to the debate process, and the issues we are talking about genuinely have an impact on our lives now. With a class that seemed a little out of touch, nothing can be a better tool to put them back in touch than an argumentative essay.

Zaretta Hammond's book Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students provides the link to understanding the importance of being culturally responsive and the science behind our students’ learning. In terms of the writing workshop or the general teaching of writing, culturally responsive teaching involves a shift in mindset regarding my instruction, but more specifically about students that I often will label as "struggling writers." It is not a coincidence in teaching that the term "culturally responsive teaching" often is parallel to conversations about students of color, English language learners, or students of lower socioeconomic status. My general education classroom looks entirely different from my advanced education classroom. Part of CRE Education is challenging the labels that are placed on our students. This post will outline some key points from Hammond’s book, and it will make some suggestions for the writing workshop within the English Language Arts Classroom.

Whether or not you have school, the lessons embedded in Dr. Martin Luther King Jr.’s speeches are great mentor text tools for teaching writing and inspiring our young people. Last year, I got inspired after looking at a tweet from Julia E. Torres, a librarian, educator, and activist, and she stated: “Just overheard a child in the hallway on the phone, “We are watching MLK videos again because you know they can neeeeever teach us anything new.” This was a middle school student. Let’s think about that…” And I had a nodding moment. How often do I see my colleagues teach MLK videos or don’t teach anything at all? How many times have I felt like I couldn’t make time to stop and honor this day? I wanted to take the lesson of teaching dreams to a new level. This lesson shows that Dr. Martin Luther King is an author to imitate and admire. His speeches made people listen about issues that mattered. Whether we feel pressured to move through content or curriculum, we have to maintain, some things just matter more.

This day, it matters. So, I thought about how to include Dr. Martin Luther King Jr.’s “I Have a Dream…” speech into our mentor text work. This lesson will not take the entire hour. However, my goal is to have students notice different sentences in MLK’s speech and write like him in regards to their own dreams. We will look at repetition, metaphors, and we will honor the sound of his voice on Monday. This post outlines the 3-step process of teaching his speech as a mentor text. It will also feature further work to do after the lesson.