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“If you could see what’s coming, you wouldn’t stress about what’s happening!” The Universe / “I’m a woman, what’s your superpower?” / www.tut.com Patricia D. Bokowski – CEO & Founder – NineFrogs “A wise woman once said ‘f*ck this sh*t’ and lived happily

As writers, when we empathize with our characters and plunge ourselves into their lives, we can do something no one else can… With superhero movies such a dominant presence in contemporary culture, I…

Oh, my! What a week. Week 4 with my third grade friends was great. Great reading lessons, writing lessons, and picture day. In writing news, we wrote our first story this week! Yeehaw! We have been focusing on choosing small moments. This week we wrote action/reaction plans. You know how your kids want to write stories that sound like this: We did this and then we did this and then we did this and then we did . . . . And then you want to stab yourself in the eye. Anyway, that's how we plan. I tell the kids that those make terrible stories, but our brains really like to think this way when we're telling a story. So the first day, we make plans where we bulleted out actions and skipped four or five lines between each action. The next day, we added in the part that makes a story good. The thoughts and feelings. We labeled each one in our plan with a T and an F. When teaching, I bounce back and forth referring to this as the action/reaction and external/internal story. Whenevery I say action or external, I hold my hand out. Whenever I say reaction or internal, I put one hand on my brain and the other on my heart. Here's how my plan looked at the end of day 2. And no, I don't always write sad stories, but I think it really helps them to see that all stories don't have to be hunky dory. These kids are deeper than we give them credit for. Here are some copies of plans. I kept working with everyone until they were "there". It's a little cookie cutter, but for now it makes the point that you must have thoughts and feelings in a story for it to be worth writing. Now on to life's little reality: I have to get grades y'all. So their grade was based on how much coaching it took to get to a solid plan. Their first stories turned out pretty great for the beginning of third grade! This week we'll work on showing not telling feelings. Here's a page I'm going to use. You can download it here. I'm thinking I'll put them together to make a class book. After that, I really want to do this lesson I found on Miss Radka's Rhapsody. Hopefully, all this will turn out as great as it sounds in my head.

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January is a tough time of year for me. The holidays are over, the weather is just meh in Michigan, and the craziness of midterms and starting a new semester makes my room feel like chaos. I spent…

Teaching kids to write strong beginnings to their personal narratives has always been challenging. And then I found this Uh-mazing anchor chart on Pinterest: Turns out it is from one of my favorite blogs! Stephanie at Third Grade Thoughts wrote about using her chart here. She wrote about it way back in March before I started following her. Thank you for posting exactly what I needed 7 months before I even needed it! I made my own copycat anchor chart. The first day I introduced the strategies, modeled with the story I had written in class recently, and then sent them off to practice three with the story they had just finished. The next day, we had a little fun with it. They got with a partner and wrote three leads for this small moment story: You are standing in line about to get on a GIGANTIC roller coaster. Here are some of my favorites: •The screams of the riders on the roller coaster filled my ears. •Screams filled the air. Suddenly, I was not so sure I wanted to get on the roller coaster. •Trembling with fear, I'm standing in line and hear the man say, "Next up." and my very favorite (from one of my reluctant writers, no less!) •"Step right up! This is the best and scariest ride you've ever been on!" shouted the announcer. Now our anchor chart is in a place of honor and I can expect a great lead for all of our personal narrative from here on out! Big thanks, Stephanie!

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Teaching kids to write strong beginnings to their personal narratives has always been challenging. And then I found this Uh-mazing anchor chart on Pinterest: Turns out it is from one of my favorite blogs! Stephanie at Third Grade Thoughts wrote about using her chart here. She wrote about it way back in March before I started following her. Thank you for posting exactly what I needed 7 months before I even needed it! I made my own copycat anchor chart. The first day I introduced the strategies, modeled with the story I had written in class recently, and then sent them off to practice three with the story they had just finished. The next day, we had a little fun with it. They got with a partner and wrote three leads for this small moment story: You are standing in line about to get on a GIGANTIC roller coaster. Here are some of my favorites: •The screams of the riders on the roller coaster filled my ears. •Screams filled the air. Suddenly, I was not so sure I wanted to get on the roller coaster. •Trembling with fear, I'm standing in line and hear the man say, "Next up." and my very favorite (from one of my reluctant writers, no less!) •"Step right up! This is the best and scariest ride you've ever been on!" shouted the announcer. Now our anchor chart is in a place of honor and I can expect a great lead for all of our personal narrative from here on out! Big thanks, Stephanie!

Oh, my! What a week. Week 4 with my third grade friends was great. Great reading lessons, writing lessons, and picture day. In writing news, we wrote our first story this week! Yeehaw! We have been focusing on choosing small moments. This week we wrote action/reaction plans. You know how your kids want to write stories that sound like this: We did this and then we did this and then we did this and then we did . . . . And then you want to stab yourself in the eye. Anyway, that's how we plan. I tell the kids that those make terrible stories, but our brains really like to think this way when we're telling a story. So the first day, we make plans where we bulleted out actions and skipped four or five lines between each action. The next day, we added in the part that makes a story good. The thoughts and feelings. We labeled each one in our plan with a T and an F. When teaching, I bounce back and forth referring to this as the action/reaction and external/internal story. Whenevery I say action or external, I hold my hand out. Whenever I say reaction or internal, I put one hand on my brain and the other on my heart. Here's how my plan looked at the end of day 2. And no, I don't always write sad stories, but I think it really helps them to see that all stories don't have to be hunky dory. These kids are deeper than we give them credit for. Here are some copies of plans. I kept working with everyone until they were "there". It's a little cookie cutter, but for now it makes the point that you must have thoughts and feelings in a story for it to be worth writing. Now on to life's little reality: I have to get grades y'all. So their grade was based on how much coaching it took to get to a solid plan. Their first stories turned out pretty great for the beginning of third grade! This week we'll work on showing not telling feelings. Here's a page I'm going to use. You can download it here. I'm thinking I'll put them together to make a class book. After that, I really want to do this lesson I found on Miss Radka's Rhapsody. Hopefully, all this will turn out as great as it sounds in my head.

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I’m also a teacher, which is an entirely different set of superpowers, but today we’re talking about writing… because that’s what we do on Wednesdays. Not to be confused wi…

A couple of weeks ago, I held our ailing cat in my arms as a vet injected two drugs into an IV in his paw: one to relax him and the other to stop his heart. Our cat was swaddled in a blanket like a baby. We stroked his head and told him he was a good boy, such a good boy. We looked in his big eyes. Were we making the right decision? Was it the right time? Couldn’t he last even a few more days at home? Did he know what was coming? Did he know we loved him? Was he scared?

Hey hey! Happy Throwback Thursday to you. I'm linking up with Cara over at First Grade Parade today. This was one of my most favorite writing activities this year. We were focusing on how to show not tell in our writing. I had found this super idea at Miss Radka's Rhapsody. The kids chose a strong emotion, and used this planner to brainstorm. **Originally posted October 20, 2012 I wrote here about the awesome lesson I found on Miss Radka's Rhapsody blog and how well it went in my classroom. Here are a few pictures of the final projects. We actually finished these up about two weeks ago. Details details. This is the lesson that keeps on giving. We were working on plans this week. I asked the kids not to just plan the feeling they were having, but how they were going to show it. This lesson has been PERFECTO to refer back to. I know it's going to be an anchor lesson we come back to all year long. Annnnd, here's a little tip for your kiddos that are really struggling with showing feeling. I was working with one of my little guys who was feeling terrified at a point in his story. I asked him how he was going to show it, we referred back to this lesson, and he was still struggling. He told me he wasn't feeling anything, he was just terrified. So, out of nowhere I yelled "BAM!!!!!!!" at the top of my lungs. He jumped a mile. We discussed how his body reacted physically and how he looked when I did that. We also had a good laugh before y'all think I tortured the poor kid. ****** Hope you enjoyed this little trip down memory lane. Going over this lesson again makes me ready to jump into teaching writing again!

I Teach. What’s Your Superpower? Teach • Design • Grow

Hey hey! Happy Throwback Thursday to you. I'm linking up with Cara over at First Grade Parade today. This was one of my most favorite writing activities this year. We were focusing on how to show not tell in our writing. I had found this super idea at Miss Radka's Rhapsody. The kids chose a strong emotion, and used this planner to brainstorm. **Originally posted October 20, 2012 I wrote here about the awesome lesson I found on Miss Radka's Rhapsody blog and how well it went in my classroom. Here are a few pictures of the final projects. We actually finished these up about two weeks ago. Details details. This is the lesson that keeps on giving. We were working on plans this week. I asked the kids not to just plan the feeling they were having, but how they were going to show it. This lesson has been PERFECTO to refer back to. I know it's going to be an anchor lesson we come back to all year long. Annnnd, here's a little tip for your kiddos that are really struggling with showing feeling. I was working with one of my little guys who was feeling terrified at a point in his story. I asked him how he was going to show it, we referred back to this lesson, and he was still struggling. He told me he wasn't feeling anything, he was just terrified. So, out of nowhere I yelled "BAM!!!!!!!" at the top of my lungs. He jumped a mile. We discussed how his body reacted physically and how he looked when I did that. We also had a good laugh before y'all think I tortured the poor kid. ****** Hope you enjoyed this little trip down memory lane. Going over this lesson again makes me ready to jump into teaching writing again!