Poetry Friday: Shel Silvertein’s “Sick”

Poetry_Friday_Button-210

Beloved children’s poet Shel Silverstein would have celebrated his 83rd birthday earlier this week. Born on Sept. 25, 1930, Silverstein is best known for his poetry collections Where the Sidewalk Ends and A Light in the Attic. But did you know he began his career as a cartoonist for Playboy?

My favorite Silverstein poem is “Sick”

sick

“I cannot go to school today,”

Said little Peggy Ann McKay.

“I have the measles and the mumps,

A gash, a rash, and purple bumps.

My mouth is wet, my throat is dry,

I’m going blind in my right eye.

My tonsils are as big as rocks,

I’ve counted sixteen chicken pox…”

Read the rest of the poem here.

Be sure to visit Amy at The Poetry Farm for the weekly round up. Happy Friday, everyone!

Slice of Life Tuesday:

sols_6

“Kind words do not cost much. Yet they accomplish much.” ~ Blaise Pascal

Last spring, at the Teacher’s College Reading and Writing Project Saturday Reunion, Lucy Calkins urged the thousands of teachers gathered at Riverside Church to be supportive of our colleagues and to treat one another with kindness through this tumultuous time in education.

The importance of maintaining this kind of positive attitude is being felt in schools across the country this fall. In Connecticut, where I teach, the state’s new teacher evaluation system is being rolled out this year. Teacher’s are now required to have five goals: two Student Learning Objectives (SLO’s), one Professional Growth Goal (linked to the Connecticut Common Core of Teaching Rubric), a whole-school goal linked to last year’s state assessment results, and a goal related to feedback from a parent survey. These have to be submitted by October 15. Needless to say, this is causing some stress.

And yet, as I meet with my colleagues each day to work on these goals, we feel a sense of accomplishment. As we read through writing samples, we learn more about our students and our writing goals become clear. We read and reread the standards, and our understanding deepens. Our unit plans begin to take shape, and we realize that we can do this. We are doing it. Together.

Thank you to Stacey at Two Writing Teachers for hosting Slice of Life Tuesdays!

It’s Monday! What Are You Reading?

IMWAYR

My colleagues and I have been thinking about how we are going to adapt our instruction to meet CCSS Reading Literature standard Nine (Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take.) I have always tried to link texts thematically whenever possible, but in Connecticut, our state test has had an inordinate emphasis on text-to-self connections for years. So this standard is causing us to rethink some of our curriculum.

I think this is a very good thing, as there is plenty of evidence that reading multiple texts on the same topic and pairing fiction and nonfiction texts helps students build a stronger knowledge base. So we’ve been creating text sets to support our reading units of study. For example, we’ve  selected a variety of titles around the main theme of each unit so students have an independent reading book of their choice that has a similar theme to the short story or novel being read in class. For the past week or so, I’ve been reading and rereading several books we’re thinking about adding to our collection.

HITLERYOUTH2-1

In the spring, the 8th grade will study the Holocaust in social studies and English/language arts. In the past, students have read the play, The Diary of Anne Frank. We haven’t made all of our choices yet, but so far have added The Book Thief to this unit. We want to include nonfiction as well, so last weekend I read Hitler Youth: Growing Up in Hitler’s Shadow, by Susan Campbell Bartoletti. (Scholastic Nonfiction, 2005) This is a powerful book. Parts of it were difficult to read, but Bartoletti does an excellent job of creating a clear picture of how Hitler manipulated the young people of Germany to his purposes. Using extensive primary sources and photographs, readers experience life in Germany from the rise of the Nazis in the early 1930s to the end of the war and beyond. Bartoletti also includes the story of several teens who realized the Nazi leaders were lying to the German people. They tried to warn others, but were arrested and executed.  An epilogue tells readers what happened to the young people whose stories are told throughout the book after the war, and there is an extensive bibliography. In 2006, Hitler Youth: Growing Up in Hitler’s Shadow was named a Newbery Honor Book, a Siebert Honor Book, and an Orbis Pictus Honor book for Outstanding Nonfiction for Children.

we_fought_back

Bands of partisans fought against Hitler throughout Europe, and many of these brave men and women were teenagers. Allan Zullo has collected their stories in We Fought Back: Teen Resisters of the Holocaust. (Scholastic, 2012) This book has many gripping accounts of the harsh conditions the partisans endured, especially during the winter, and the dangerous missions they undertook in their attempts to break the Nazi war machine. There are notes about the lives of these resisters after the war, as well as recommendations for reading more about each individual.

Between-Shades-of-Gray-paperback

Although it isn’t about the Nazis, we will probably include Ruth Sepetys’s Between Shades of Gray in this unit, as there are so many similarities between Lina’s story of persecution and deportation in Soviet Russia under Stalin during World War II and what was happening in Germany and much of Europe at the time. If you haven’t read this amazing book, add it to your list today. In the meantime, you can learn more about it here.

It’s not easy to have the courage to stand up for what you believe in, for what what you know is right. We Fought Back: Teen Resisters of the Holocaust and Between Shades of Gray offer readers inspiring portraits of young people who fought against governments who denied their basic humanity. Reading these books in conjunction with Hitler Youth  will give readers plenty of opportunities to build their knowledge and discuss this terrifying time in world history.

There are many other excellent books that would fit in a unit on the Holocaust. What titles do you include in similar units? How are you addressing standard nine?

Be sure to visit Jen at Teach Mentor Texts and Kellee at Unleashing Readers to find out what other people have been reading lately. Thanks, Jen and Kellee, for hosting!

Poetry Friday: A Red, Red Rose

Poetry_Friday_Button-210

I’ve been thinking about my grandmother lately. Born in 1904, she passed away thirteen years ago this week. She grew up on a farm, had a garden until she was in her 70s and a tomato plant by her back door after that. Having lived through the Depression, she saved EVERYTHING. I loved spending time at her house because I never knew what treasure would turn up. Her father’s family emigrated from Scotland in the 1870s, and she was fiercely proud of her Scottish heritage. Robert Burns was one her favorite poets, so I thought it would be fitting today to share one of the “national poet of Scotland’s” most famous poems.

Alexander Nasmyth [Public domain], via Wikimedia Commons
Alexander Nasmyth [Public domain], via Wikimedia Commons
A Red, Red Rose

by Robert Burns

O my Luve is like a red, red rose

That’s newly sprung in June;

O my Luve is like the melody

That’s sweetly played in tune.

So fair art thou, my bonnie lass,

So deep in luve am I;

And I will luve thee still, my dear,

Till a’ the seas gang dry.

Till a’ the seas gang dry, my dear,

And the rocks melt wi’ the sun;

I will love thee still, my dear,

While the sands o’ life shall run.

And fare thee weel, my only luve!

And fare thee weel awhile!

And I will come again my luve,

Though it were ten thousand mile.

Please be sure to visit Tabatha at The Opposite of Indifference for the Poetry Friday Round Up.

Poetry Friday: For the Fallen

Poetry_Friday_Button-210

Two stanzas from For The Fallen, by Laurence Binyon

They shall grow not old, as we that are left grow old:

Age shall not weary them, nor the years condemn.

At the going down of the sun and in the morning

We will remember them.

As the stars that shall be bright when we are dust,

Moving in marches upon the heavenly plain;

As the stars that are starry in the time of our darkness,

To the end, to the end, they remain.

Read the entire poem here.

hc-new-fairfield-soldier-0907-20130906-001
In Memory Of
Staff Sgt. T.J. Lobraico
November 23, 1990-September 5, 2013

Slice of Life: The 4th Grade Readers’ Choice Awards

Image

Last week, on the sixth day of school, my fourth grade colleagues kicked off the year in style with their annual “Readers’ Choice Awards.” Wanting to make summer reading assignments more purposeful, Bernadette and Kim came up with a plan that also energized their students about reading.

Each student was encouraged to nominate one of their summer reading selections (all chosen from a list of suggested titles, but students could chose a book not on the list) for the best book in one of the following categories: Best Character, Best Setting, and Best Plot. Students wrote their nominations, hoping to persuade their classmates to vote for their book. Once all the nominations were shared, the children voted for a book in each category.

ImageMost fourth-graders arrived at school on Friday dressed to the nines for the awards ceremony, which included a red carpet, golden statues, and lots of applause. After a quick thank-you to the parents from Kim and Bernadette, the Masters of Ceremonies were introduced, and the nominees for the first category were announced. Students were called up to the podium to share the book they nominated, and the runner-up was announced. Then the emcee opened the envelope containing the name of the winner. To heighten the excitement, students in the audience provided a drum-roll on their laps. A statue was presented to the student who nominated the winning book before he or she read a short thank-you speech.

   Image   Image

Once all the awards had been handed out, students mingled with their parents and other guests and posed for photos. All the nominations were displayed for visitors to read, and there were even Hollywood-like stars on the floor leading into the cafeteria.

ImageAlthough this ceremony lasted only half-an-hour, it’s impact will be felt for the rest of the year. By being sensitive to including as many students as possible in the ceremony, Kim and Bernadette created a supportive tone in their classrooms and sense of community that often takes much longer to establish. Even students whose books weren’t chosen had the opportunity to share the title of their book. Parents loved seeing their children celebrate their summer reading in a meaningful way, and the students started the year off with style, excited about reading and sharing books with their friends.

Thank you to Stacey at Two Writing Teachers for hosting Slice of Life Tuesdays!

Poetry Friday: Puzzling Through the Possibilities

Image

Puzzling Through the Possibilities

The clue seemed so simple:

“Rossini’s William Tell and others”

Overtures even fit.

But the crosses didn’t work.

What word meaning “unprepared” begins with “nu?”

As I puzzled through the possibilities,

it occurred to me that

a writer feels this same frustration

as she reaches for the right word,

the clearest meaning,

so often just beyond her grasp.

Aren’t we all really just searching for that missing piece?

The one that clicks into place?

When we find it, it’s often a surprise.

And better than we ever dreamt.

© Catherine Flynn, 2013

Poetry_Friday_Button-210

The idea for this poem came from a journal entry I wrote in response to one of Corbett Harrison’s “Sacred Writing Time” prompts. When my colleagues and I were working on our writing curriculum, we began each day by writing for ten minutes. On this particular day, the slide stated that “dreamt” is the only word in the English language that ends with “mt.” As a Scrabble player and crossword puzzle lover, this intrigued me. So I wrote about filing this tidbit away, thinking it would come in handy as I was “puzzling through the possibilities” when solving a puzzle. Right away, I noticed this phrase. I loved the alliteration and the potential it contained. So I began playing with ideas. I’m still puzzling over this draft; I’m not sure the middle flows as well as it could, but I’ve had fun working on it.

By the way, the Rossini clue is from the New York Times Sunday puzzle from August 25, 2013, constructed by Victor Barocas.

Be sure to visit Laura at Author Amok for the Poetry Friday Round Up.