Category: Slice of Life

Open Tab Poetry #SOL23 10/31

Sherri’s slice today inspired me right away; in it, she lists the titles of her open tabs. “Well,” I thought, “that is truly a slice of life.” I knew I wanted to try the same thing – not least because it would be easy, right? Ha. Writing is pretty much never exactly “easy”: first, I got all judge-y about the number of tabs I have open. (It’s a lot.) Then I got even more judge-y about the quality of my open tabs. And then I got judge-y about my judgy-ness. Harumph.

I stared at my list and wished I could change it. Moments before despair set in, I realized that, of course, I could change it – because that’s what writers do, they change words, and I’m a writer.

So I present to you the equivalent of book spine poetry except now it’s “open tabs poetry.” And because I just made up the genre, I decided that when you write it, you can use parts of the tab titles & just cross out the other bits. Also, I decided that I would use tabs as titles for each poem, too. Now I present to you three of the world’s first-ever “open tab” poems:

My Honest Poem

A Trick of the Light
Poetry Couture
Microjoys
if this is therapy, then i am all in

The Reading Performance – Understanding Fluency through Oral Interpretation

32 Million U.S. Adults are “Functionally Illiterate”
21 Lives Lost Invitation to Submit
No Time to Waste
What If Schools Truly Partnered With Families Living in Poverty?
Designing Trauma-Sensitive Classroom Management Strategies
I want to change the world, one proficiency sequence at a time

5 Exercises to Keep an Aging Body Strong and Fit

Art – Jarret Lerner
March Madness Poetry Bracket
Thinking About How Visual Images Support Writing
Reading Visual Texts with “The Call”
Memoir Writing 101 handout

Literature made me do it #SOL23 9/31

Look. I’ve slept through my alarm, so my husband has to wake me up, and this morning’s shower is non-negotiable, so in I go even though I am already running late. As I wash my hair I mentally review my closet and select the navy and white sundress even though it is March and still cold because I know I can layer the light gray cardigan over top and no one will be any the wiser. 

I am out of the shower, face cream on, hair combed, mascara on and down the stairs for breakfast in under five minutes. Andre has made me a smoothie – he really is the best – but I have to wait for the water to heat for tea. Breathe. Crossword. The water boils and I pour it over the tea, gulp a little more smoothie, run up the stairs to wake the boys then back down the stairs to stop the tea steeping then back up the stairs to finish getting ready.

Black leggings are obviously a no – the dress is navy. I dig for gray leggings. Nope. The only available tights are also black. I search again for the gray leggings while my brain again mentally scans my closet. Ah, there are the leggings! I dry my hair then brush my teeth, wishing – not for the first time – that I were ambidextrous, a skill I imagine using mostly to do things like dry my hair and brush my teeth at the same time. Superpowers, I think, would be wasted on me.

Ok. Ready. Just socks.

Socks.

What the heck kind of socks am I going to wear with gray leggings and a navy dress? Gray. I need gray. There are no gray socks in the drawer. I have white – that’s a no – brown, black. I stare at the socks. In the caverns of my mind I hear my stepsister, Jamie, saying, “I’d go with the _______ pair. ______ goes with everything.” I have no idea whether she said “brown” or “black.” ARGH.

Um… Ok, focus on shoes instead. Which shoes will I wear? I slip on a brown pair, then catch a glimpse of myself in the mirror- nope. I grab a navy pair – but with which socks? Precious seconds slip by. Andre walks into the bedroom and stares at me, barefoot, with multiple pairs of socks on the bed and several pair of shoes on the floor. He looks perplexed. “What are you doing?” I explain my conundrum and he suggests solving it with brown boots. Perfect! I zip them up. Not perfect. They look…wrong.

My carpool buddy will be here any minute. I have not had any tea. I need to be ready about three minutes ago. I still haven’t made my lunch. I stare at the sock drawer as if gray socks might magically appear. I remember that I threw out my last pair a few weeks ago – holes. My carpool buddy arrives downstairs. Suddenly, the solution is obvious: Shakespeare socks. I’m an English teacher! Sure, they don’t match, but they say “To be or not to be” so I can claim literature and no one will be the wiser. Precisely no shoes (probably in the world) go with a navy dress, dark gray leggings and blue-ish Hamlet socks with white skulls and green crowns, so I throw on some navy slides, rush down the stairs, toss a bit of tea down my throat, grab my lunch and run out the door.

No one commented all day long, but I’m pretty sure it was one of the more unusual outfits I have worn in a while. Whatever. March Break starts in under 24 hours. And tomorrow I’m wearing jeans.

Reading Instruction Rabbit Hole #SOL23 8/31

Consider listening to this song as you start reading this post. With apologies to Joni Mitchell…

🎜Help me, I think I’m falling
Down the reading instruction rabbit hole again
When I get that crazy feelin’, I know I’m in trouble again…🎜

I may or may not have quite a few (ahem, a very large number of) tabs open on (more than one window on) my computer. They may or may not be largely (ok, almost entirely) about teaching reading to adolescents. I may or may not be trying to teach myself how to teach reading by consuming as much information as possible in the (already full) hours after work and before (ok, often well after) bedtime while the course is already in session. It may or may not be true that this is part of the reason that I’m writing this at 8:30pm rather than, well, any earlier hour.

I know the title of this blog is “Persistence and Pedagogy” but I’m usually at least a little more balanced. These days, I feel like I’m all persistence in search of pedagogy. So far, all the podcasts and books and articles have taught me one thing for sure: teaching reading is something that someone should take an actual class in, ideally before they are given a class which requires them to teach reading. But here I am.

On February 5, I turned to Twitter. I tweeted: 
Have successfully lobbied for a hs #reading class for rdrs who need extra support.  Now not sure where to start. 10 kids every day. Have done screeners for phonics & vocab. Everyone’s needs are different. Ideas/best practices for this class? Help? 

I got lots of good ideas. Y’all – there are LOTS of good ideas. So. Many. Ideas. The good news is that there are a lot of other teachers out there (I see you Anne-Marie!) doing all sorts of good work with this, and plenty of them are willing to share. My Knit Night crew has lots of ideas to offer, too. There is a lot to read about reading, let me tell you.

Today, I realized that our class may have found our rhythm: we open with a bit of phonics, practice with prefixes and suffixes, create words and brainstorm word families, echo read, choral read, read aloud independently, then take a break. Whew. Next comes vocabulary, then some work with sentence structure, maybe a word game & then the bell rings and, exhausted, we leave. Mostly, the cell phones stay away. Mostly, the students will at least whisper-read the words out loud.

I’m keeping documentation of student learning, and I really really hope this course has some positive outcomes for these students because reading well feels so desperately important. If you’re a reading teacher & you have ideas, feel free to send them my way.

🎜Help me, I think I’m fallin’ in the science of reading abyss 
It’s got me hopin’ for the future and worryin’ about the past
‘Cause I’ve seen some hot, hot theories come down to smoke and ash…🎜

Let’s keep talking #SOL23 7/31

During Black History Month, I shared a nugget of information about Black History every day at the beginning of class. This month is Irish Heritage Month (Canada) and Bangladeshi History Month (Ontario), so I asked the students if they wanted more information nuggets. The 9th graders said no, but the 12th graders said “yes, some days” and I was happy to comply.

Yesterday, I shared the Minister’s statement about Irish Heritage. The students listened politely,  then one young person raised her hand and said, “Honestly, after Black History month, just… why? Why do we need to celebrate Irish heritage when they are a dominant culture?” (Ok, that’s a paraphrase. She was both more eloquent & more delicate.)

I looked around the room. Heads were nodding. Irish culture hardly seems under-represented to this group. I stood in front of them, Irish, and didn’t have an answer. “Well,” I started, “I guess I’ll think out loud. Are you all comfortable interrupting if you disagree or if you have questions? Because I don’t have a researched answer for you. This is just me.” They agreed.

And down the rabbit hole we went. Why and when did Irish people emigrate to Canada? Sure,  Irish people had been desperately poor and had experienced terrible discrimination, but how bad was it? Did they know that the Irish had not been considered white?

Wait. Hold up. The class was instantly interested. From there we found ourselves talking about race as a sociological construction and considering how we know who is and isn’t part of which race. “Are we still good?” I asked at one point, and a student replied immediately, “Oh yeah. Let’s keep talking.” So we did.

We looked at images of a biracial author and his biracial children, some of whom look more like one race or another. Who gets to decide who is which race? We talked about another author whom I had long perceived to be Black but who does not, in fact, identify as a person of color. Some students talked about their own race. We talked about a former student of mine who inherited genes from distant ancestors on both sides of her family and did not appear to be the same race as her parents. Our conclusion – or at least the one that I took away – was, “If you want to talk about how we define race, things get messy fast.”

Eventually we circled back to why we celebrate Irish Heritage Month. Maybe – maybe – we thought, if we can start to look at different parts of being white, if we can acknowledge different aspects of whiteness and stop pretending that white culture is a monolith, maybe we can make space for other races and cultures, too. Or maybe not, but it was the best we could come up with. There was a moment of quiet in the classroom, then we opened our books and read.

*Addendum – which comes from not having finished this slice last night. Today, I shared two different articles about the Irish and whiteness. One bluntly asserts that the idea that the Irish were ever considered not white is pure nonsense. The other disagrees. Officially, we looked at the use of quotation marks and how they affected the tone of each article, but our discussion ranged widely. So… we’re behind, but also kind of ahead. This is what comes of having interesting students.

Not a soccer mom #SOL23 6/31

Confession: I am a terrible soccer mom. I was a little shocked to discover this about myself, but it’s true nonetheless. I didn’t start out this way. I played soccer growing up. My dad coached; my mom watched; my sisters played – it was a family thing. So, when the kids were little, I dutifully signed them up for soccer and volunteered to help coach their teams, but eventually, I realized that I was more interested in the game than they were. Evidence:

Yes, that is my (younger) child. Yes, he is *inside* the ball bag. No, he did not want to play.

So, the kids stopped playing on teams and I stopped coaching. Life went on.

Both kids are pretty athletic (as I am not), and my older child never stopped playing the game with buddies, but he didn’t join a team again until this year. Then, he made the high school team, too. Suddenly, I have an app on my phone and there are uniforms and practices and games and tournaments and so so many emails. I know that this is part and parcel of youth sports, but it turns out, I’m a terrible soccer mom. Evidence:

I ignore a lot of the emails.

The app made me crazy, too, so I made my partner download it.

Which means I really should read the emails.

We are often late to practice. Sometimes it is my fault.

I do not know the names of all the boys on the team. (In fairness to me, my child does not like it when I ask him things like the names of the boys on the team, so I stopped.)

I definitely do not know the parents of the boys on the team.

I often take walks during the outdoor games. 

I often do crosswords during the indoor games.

I accidentally missed today’s semi-final because I was walking (In my defense, my son is injured and was not playing AND I had been told the game was starting later AND I didn’t know that the playoff games were shorter. Which I probably should have known. But whatever.)

The truth is that I’m a little surprised that I don’t want to be more involved, but I don’t. Maybe it’s because he didn’t play for so long or because when he started again this year, he asked me not to watch while he got used to playing again. Mostly, though, it’s because it’s his thing, not mine. One way or another, I’m not really a soccer mom, and I’m making my peace with that.

A metaphor #SOL23 5/31

I was about halfway through the snow to the river when I realized that the path would not be plowed. I would have known this if I’d paused to think, but I’d been anxious to take advantage of the time between two soccer games, so I’d dashed out for a walk without really thinking everything through. “Typical,” I mutter as I take another step forward and sink again, ankle-deep in snow.

If I had paused before I left, I might have thought about this part of my walk – the part *after* the easy part. Maybe I would have decided to try it anyway, but since we got 20ish cm of snow yesterday, I probably would have stuck to the sidewalks. “Nah,” I realize, I wouldn’t have thought of it anyway. Apparently 15 years in Ottawa has not significantly improved my winter planning. And if I had thought of it, I would have stayed at the game – the sidewalk runs along a parkway with a fair amount of traffic. Yuck.

Anyway, now I have to decide: keep going – I can see that the trail is really snowy – or turn back. My own tracks will be firmer footing, but then I’ll be going backwards. And someone has already broken this trail, it’s just that they had better gear (snowshoes). What the heck, I decide, it’s only snow.

This is where I realized that nothing was going to be plowed.

So I keep going towards the river. The trail does not get easier. Sometimes I sink up to mid-calf for step after step; other times the snowshoe path is firmer and I can move several feet on firm ground. This is a metaphor, I think. I am forever throwing myself into things first and only afterwards realizing what I’ve gotten myself into. 

Nevertheless, I keep going. The trail along the river is divided into two paths, one for snowshoes and one for cross country skis. The ski path looks well-worn and firm. I bet if I walked there, I wouldn’t sink so much, I think. But I don’t, because that would make the trail much harder for the skiers. It’s not their fault I came unequipped. I continue my slow, uneven plodding, stopping regularly to look at the river. The view, the quiet – they’re worth the work. And sure, it would have been easier if I’d done this another way, but I didn’t, and I’m still here. This is a metaphor, I think, This is what it’s like to learn new things. I walk, stop, walk, stop; the snow slides into my boots; the bottoms of my leggings get soggy. 

  • That’s a fence in the foreground & part of the river just past the tree line
  • The trail I took
  • Yes, the snow is up to the bench seat
  • Snowshoe on the left, ski on the right

By the time I reach my turnoff, I’m hot and a little tired. My jacket is tied around my waist and I’ve even had to take off my hat. Just as I find firm footing on the pavement, two skiers pass me and nod. They glide smoothly forward, easily covering ground that had been so hard for me. I check my watch – I have taken a long time to go a short distance. Now, on the sidewalk, I pass more people. Our only obstacles are puddles, but we’re also surrounded by cars and the dirt of their exhaust is gray against the snow. I remind myself this is a extended metaphor and walk the rest of the way back to the soccer games.

Video Game Poetry #SOL23 4/31

I have spent much of the morning in the same room as Mr 12, who is deep in a video game with a bunch of his friends. At first I was annoyed – it’s hard to write with someone talking loudly right by me – then inspiration struck: somewhere on Twitter, people are turning their bedmate’s sleep talking into Insta-style poetry. Here, very lightly edited, is the poetry of 12-year-old gamers. (Apologies for the curse-words. I promise he mostly curses in video-game play.)

When all else fails #SOL23 3/31

When life swirls around me and what I thought I knew doesn’t make sense any longer, when my plans get tossed into the air or my tears drip down, when there’s nothing left to grasp on to, I often turn to sudoku.

Sudoku makes sense. 9 times 9 squares. 9 numbers, 9 times. If I pay attention, the pattern will unfold and everything will settle into its proper place.

For an easy sudoku, I like to complete the patterns in my head as best I can, pushing myself to solve the puzzle in numerical order – so I enter all the 9s last – or square by square, holding a corner back until the end. I like to see how much I can solve before I need to start filling things in. Some days it’s more than others.

An easy sudoku has it’s place, but my real sanctuary is the hard ones. I might glance through one of these grids quickly at first, but inevitably I settle down to the rhythm of the pattern – if this can only go here then that can’t go there. If these numbers appear three times in this row then that square must be… yes! Got one. My brain settles in as I fill tiny squares with tiny indicators of possible solutions. Entering one thing means carefully tidying up all the possibilities that no longer exist. If I’m careful I will discover every number’s inevitable space.

In sudoku, attention to detail means that everything will end up where it belongs because everything has a place. 20 minutes after I start, I’ll place the last number – hopefully a nine – in the 81st square and no matter what else is happening, I am able to breathe a little more easily.

When all else fails, sudoku solves everything.

When all else fails #SOL23 3/31

When life swirls around me and what I thought I knew doesn’t make sense any longer, when my plans get tossed into the air or my tears drip down, when there’s nothing left to grasp on to, I often turn to sudoku.

Sudoku makes sense. 9 times 9 squares. 9 numbers, 9 times. Sudoku promises that everything has a place, that if I pay attention, the pattern will unfold.

For an easy sudoku, I push myself to solve the puzzle in numerical order – so I enter all the 9s last – or 9 patch square by 9 patch square, holding one corner back until the end. I like to see how much I can solve before I need to start filling things in. Some days it’s more than others.

While an easy sudoku has it’s place, my real sanctuary is the hard ones. I might glance through one of these grids quickly at first, but inevitably I settle into the rhythm of the pattern – if this can only go here then that can’t go there. If these numbers appear three times in this row then that square must be… yes! Got one. My brain calms as I fill tiny squares with tiny indicators of possible solutions. Entering one thing means carefully tidying up all the possibilities that no longer exist. Every number has an inevitable space.

In sudoku, attention to detail means that everything ends up where it belongs because each number has its own inarguably right place. 20ish minutes after I start, I place the last number – hopefully a nine – in the 81st square and no matter what else is happening, I am able to breathe a little more easily.

When all else fails, sudoku can be solved.

Biting my tongue; watching my words #SOL23 1/31

Here I sit on Day 1 of the March Slice of Life Challenge: once again, I have committed to try to write & publish every day for the next 31 days. I’ve done this for a few years now, so I know some of the ups & downs, but this year brings a new challenge beyond writing: I need to bite my tongue. 

Biting my tongue does not sound like fun. I pause to consider this. Literally biting your tongue hurts a lot – there’s a moment of disbelief, followed by the warm taste of blood, and then the pain that lingers while your tongue heals. Worse, once you’ve bitten your tongue, you often bite it again, its unexpectedly swollen shape catching in your teeth over and over. No wonder I do not want to write for a month if I need to bite my tongue. That sounds awful.

**Some minutes pass in which I fruitlessly attempt to remember times when I have or haven’t bitten my tongue, literally or figuratively. I remember nothing despite knowing that I have done these things.

In an attempt to re-frame, I have decided that I will not, in fact, bite my tongue this month. Instead, I will watch my words. This catches my imagination. Here I sit, writing about this moment in my life, and I can literally watch my words come into being. Look, there’s another one. And another! In class, I tell students to keep their pencil moving or to keep their fingers typing. Watch those words multiply! Look at how much you’ve written! 

Now I imagine my words multiplying, then beginning to peel off the page. They grow bigger and bigger, each word breaking free and flying around the room until the room can no longer contain them and they slip through cracks and imagined spaces and – there! – off they go, out into the world until I am no longer able to watch them, no longer able to see who they meet or how they meet them. I feel lighter already. Yes, watching words is doable.

Friends, I may not make it through all 31 days, but I might, and I won’t if I don’t start. I will not be able to write the whole truth all of the time, but I will be able to write a slice of the truth. I will be able to capture a moment – maybe a moment like this one that exists only because I have embraced the uncertainty that comes from watching my words grow. This month, I will share those words with you, acknowledging from the beginning that each slice of life is only one part of a sometimes nearly invisible whole.

I will not bite my tongue, but I will watch my words. That seems realistic. Watch with me?

Join us at twowritingteachers.org After all, you never know what you might write until you write it.