As I sat down to plan the coming month, this little phrase kept repeating in my mind. I am hoping it is true. Because April seemed like “showers” was the theme. It almost feels like April didn’t happen. I experienced the move to distance learning, got my items from my classroom, and digested that this academic school year was officially over in terms of going into a school building. The learning isn’t over, but it definitely does not feel the same. I sometimes feel that the season we are in right now is all too appropriate. Spring is in the middle. An in-between. It is not hot and not cold. Quarantine is not productive and not lazy. Social-distancing is hard for some and easier for an introvert like me. We are all trying to figure out the middle. I took this picture while I was outside this past week walking around the yard. It captures the moment before the leaves on this little bush are fully sprouting out to say hello to the world. My goal and theme for May is to honor the middle ground that is spring and look for the moments of growth that are about to happen. This post outlines my bullet journal plan with me for the month of May, as well as some new materials I am using to keep things full of color.

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.

April 1st means it is officially poetry month! I woke up this morning to an email letter from Jennifer Benka, executive director of The Academy of American Poets or Poets.Org. In her email, she stated, “More and more people are turning to poetry at this moment, because amid fear and uncertainty, poetry can help bring needed strength. At a time of anxiety and alarm, poetry can help bring tranquility. Poetry has the power to bring us together.” Poetry is powerful. I have to admit that over the course of the past week or so, I had started reading a little less. I had tried to keep up with my journaling, I was writing away on the blog, but my reading was something that sort of fell off. On a day I was feeling particularly funky, I remembered a line from The Red Pencil by Andrea Davis Pinkney where the main character asked, “What else is possible?” in response to not assuming the worst outcome right away. The poem stuck in my brain as being so important right now. There is always something that goes awry. Stubbed your toe? Slow down. Dishwasher broke? You have an opportunity to learn how to fix something. Unexpected school closures in the last third of the school year due to a pandemic virus? Perhaps there is a reason.

I repeat, perhaps there is a reason.

I immediately started to round up the poetry books and novels-in-verse that were in my house and on my bookshelf. I am making a plan for my reading this month focusing on novels-in-verse and poetry. I was scared I had left a ton at school. I had. However, I had more access to poetry and books than I realized. I made a giant stack, and then I spent the rest of the day making a plan for my journal around poetry. I got excited about collecting poems, making lists, and trying to find the right words. Then, I paused when I came across Sarah Kay’s Poem “The Paradox.”

This is not a blog for finances. I cannot offer specific information about how to invest money, create a magical envelope system, or use a snowball payment system to pay down your debt. However, during the time away from school, I am taking the time, like many of us, to look at my simple budget and make some goals during the school closures. A simple budget is something we all should be doing often. I love using my journal for everyday life. I find that there is something satisfying about having one page be journal writing and the next page to be my monthly budget. Our journals should be living documents of our lives. I like to break down steps and make goals that go into my monthly plans. Financial practices are a form of self-care. I feel like financial self-care is a place that opens a world for us in terms of new learning, growing in good habits, and making goals. In this post, I outline four simple steps to use your journal to create or review a simple budget.

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.

When I was 8 or 9, one of my favorite books was a light blue field guide of North American birds. I would browse through this book for hours. I loved owls and hummingbirds, robins and blue jays. The sight of birds always makes me smile. I have the same feeling about the month of March, specifically when I can feel spring is coming. The moment when the snow starts to melt and the wet grass is exposed to fresh air after a while. March is right before Spring Break. If you are anyone in the teaching world you know that Spring Break signifies a major benchmark in the school year. You can feel like you have accomplished so much…or you might have a long way to go. You may be gearing up for the testing season, or you may be trying to wrap your mind around the last 14 weeks of a school year and how to tackle each day with sanity.

Wherever you seem to be, my hope is that you find some moments to notice things like birds in the trees, find some moments of reading, and enjoy early morning journaling. Small things. Things that matter. March means we are three months into the new year, but there is still lots of time to do great work. It isn’t too late. This post outlines my plan for the month of March with a monthly layout, weekly layouts, and a reflection page in my bullet journal. I also have included “more” and “less” sections on each weekly layout to help guide a focused reflection each week. What do I want to do more of? Read, sleep, write, and spend time with my husband. What do I want to do less of? Taking work home, to-do list piling, anxiety, and not being proactive about stress. I am still using the same materials from my February post, including my Leuchtturm 1917 Medium A5 Dotted Journal in Port Red.

Journal in hand. Let’s do this, March.

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.

I have been laughing quite a bit at all of the posts regarding how long the month of January feels to those in the teaching profession. On Friday, it really did feel like we were on the 62nd day of the month. The process of coming off of winter break, entering back into a routine, and realizing that 2020 goals are going to take the same grit from 2019 are all jarring realizations, to say the least. I went back to the yearly overview post I made around New Years to recenter myself on how I am moving forward into the next month. February is about moving forward. Moving forward with any goals, moving forward with ideas, and moving forward into the rest of the school year. At the beginning of January, I had written about the two books I am focusing on for this year: The Boy, the Mole, the Fox and the Horse by Charlie Mackesy and You Had Better Make Some Noise: Words to Change the World by Phaidon Editors. I have many words that connect to goals for 2020, but both of these books are strong reminders to insert love and kindness into the world and do so loudly.

“What do you think success is? asked the boy. “To love,” said the mole.” -The Boy, the Mole, the Fox and the Horse, Charles Mackesy

The first step in moving ahead into February is to challenge the negative mindset that has crept in throughout the month of January. Thoughts such as:

• The school year is already halfway over, and I feel as if I am not accomplishing as much as I want to do.

• I am tired.

• I already feel behind, and it is only January.

• I feel defeated when it comes to sustaining the same energy each day.

• I should be writing more.

• I should be reading more, and yes I am in a reading funk.

• Why haven’t I started the big project, yet?

There are more. However, the battle with negative self-talk enters right around February. Right when the feeling of the New Year subsides. Right when you realize that snow days aren’t happening this year in Michigan, and you adjusting to the idea of survival mode as a means of living. Just surviving is not a way to live. As teachers, the goal of February should be recentering ourselves out of survival mode and moving forward into a place of love. Love for self, others around us, our profession, and our own goals. For many of us, we say to ourselves, “I simply can’t.” Our daily demands are forcing us into a “when I open my eyes, until when I close my eyes” type of mentality. We still have to find a way to move forward even if it is small. Small progress is progress. In order to move forward, we are going to need a lot of determination and a lot of coffee (or the beverage of your choice). This month, the theme is coffee.

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.

Any time there is a transition from being on a break from work back to the everyday routine, it is a struggle. However, this past transition from winter break to teaching in January seemed a little tougher than usual. My students seemed off, I seemed off, and I had to plan for a sub day in the middle of the week due to a school improvement conference I had to attend. The theme for the week was “off.” There are signs of burnout that creep in that sometimes have nothing to do with being on a break or not. Simply, teachers are asked to do all things at all times, and this causes mindset burnout-even if they are just coming off of a break. There are lots of symptoms, but I find that my day-to-day resiliency to handle all of my teacher tasks begins to suffer when I feel burnout settle into my mindset. it is the moment when making a to-do list even seems overwhelming.

For example, I was making the comment to my husband one night this past week:

“I feel like I could work for another 2-3 hours tonight, and I still would not be caught up. I’m never caught up.”

Some teachers that are part of the #mytimeismyown movement on social media, or are trying to prioritize their time outside of the walls of teaching, may have just cringed. But, we all have been there. I don’t want to work at home, but the demands of the job continue to demand time. I recently got 100 graphic novels awarded to my classroom through a grant. I would not have received those materials if I had not given up time outside of the usual to write the grant, present the grant, and then follow through on plans for the new materials. The real question here is how do we set limits? Because the truth is, teachers are trying as hard as they can.

When that beautiful time of year rolls around to teach the argumentative essay to your middle school students, you might find yourself crinkling your nose and thinking, “Oh boy, let’s just get through this.” 

I don’t blame you! 

Teaching the argumentative essay is no easy feat. You aren’t just teaching students the flow and structure of writing, but you are also teaching them how to research, evaluate evidence, make a claim, argue, convince, and write in a formal style. Many of these skills might be new to your students, so it is important to go slow, keep it simple, and make it very clear. 

Today we are going to be looking at 5 tips and tricks to help you teach the argumentative essay to your students in a fun, clear, and simple way!

1. Mentor Texts are Golden

2. Structure is Everything

3. Research is Key 

4. The Little Details Matter

5. Checklists are a Must

For the week back from winter break, I love doing figurative language review, especially with onomatopoeias! If you have been following the mentor text routine on the blog, I always start with a book talk. For onomatopoeias, I love The Wild Robot by Peter Brown because there are so many great examples, and the mentor text example sentences involve the island animals as well. Kids love sounds. Kids love animals. Not only does this lesson provide an easy frame for students to follow, the book naturally pulls kids in with interest and content. This post outlines a quick lesson you can do with your students to use mentor texts and have some fun teaching onomatopoeias.