Kitchen Literacy: Constructing Japanese Fruit Sandos

It was February turning to March and the bright and motivated 5th grader, Hadley, whom I have been teaching privately for the last three years suddenly became dull and bored.  Nothing could spark her interest.  Her normal bookworm self was now not interested in any book in any genre.  Her penchant for writing was also gone. All her academic energy and engagement was zapped.  Week after week this winter, I stared a cross my screen into the face of a girl who did not want to do a single thing except quietly stare at me and say, “No.”  So, I got out my secret weapon, poetry, and that worked for a while.  She created a wonderful assortment of poems and made a digital book.  Then one day, I introduced another poem and that dull stare came back onto her face.  She was listless, passively sitting, responding to me with one-word answers. I knew I had to figure out another idea but what? We normally read a short nonfiction current event passage each week to gain insights into the world around us and to get ideas about what we might want to read, writer, or research next. I timidly suggested we read a nonfiction article I found about Japanese Fruit Sandos (sandwiches). Food!  I often resort to poetry and food to engage students and usually it works! It did this time too!

I went to my trusted nonfiction resource, Newsela, and found an article in the Arts section titled, “Sweeten Your Springtime with Japanese Fruit Sandos.” I had never heard of fruit sandwiches before.  They were so surprising and beautiful  that I thought they might be just the idea to stir Hadley out of her doldrum. At our next session, we took turns reading the article aloud.  I watched Hadley’s face intently.  She was as intrigued as I was when I first read the passage.  The article briefly explained the origins of the fruit sando and then gave a recipe. “Oh, we should make these!” Hadley shouted to me from across her zoom screen.  And then a wisp of sadness came across her face because she knew we couldn’t get together to cook.  I asked her in a cheery voice, “Do you want to see a video of them being made?” and she readily answered, “YES!” I shared my screen and showed her a YouTube channel I found called Emmymade.  Emmy had a 17-minute video called “FRUIT SANDO – Japanese Fruit Sandwich Recipe Test.” Emmy’s presentation was upbeat and funny, a perfect video to engage an eleven- year-old girl. https://www.youtube.com/watch?v=QdZxLetJSZg

At our following session, Hadley wrote her own fruit sando recipe. And as luck would have it, COVID restrictions were being eased, I had gotten the vaccine, and I would be able to see Hadley again in person in a couple of weeks.  Hadley’s curiosity had returned, she started a new fantasy series, she began writing and illustrating a story to enter into a contest, and most importantly she started smiling, laughing, and asking questions AGAIN.  The Hadley I knew had returned!

Last week, I gathered together all the ingredients for Hadley’s fruit sando and went to her house for our first face-to-face session since the fall.  We constructed sandwiches on her back porch, which conveniently connects to her kitchen.  Though Emmy used Texas Toast for her bread, I found a French Toast loaf that was cut in thick slices.  You might also use brioche bread cut thickly or throw caution to the wind and use pound cake! We used canned whipped cream because of time constraints, but the sandwiches will hold together better with fresh whipped cream.  Hadley and I also brainstormed about other fillings: Nutella, peanut butter, and marshmallow fluff.  The varieties are endless so that these sandwiches can appeal to any palette, even the finickiest of eaters!

Set out the ingredients, cut the fruit, pile on the whipped cream!
Arrange fruit on top of cream, add more cream and top with bread.
Wrap in plastic wrap tightly, refrigerate for 20-30 minutes, cut in half, and ENJOY!

Here are ten books to spark a budding cook’s interest:

Cooking Class Glob Feast!: 44 Recipes that Celebrate the World’s Cultures by Deanna F. Cook

Cook Anime: Eat Like Your Favorite Character – From Bento to Yakisoba by Diana Ault

Easy Peasy Japanese Dishes for Kids!: Easy but Yummy Japanese Meals Kids Can Help to Make by Heston Brown

Japanese Cooking for Kids by Kimberly Ono

Japanese Cooking Made Simple by Salina Press

Japanese Kids Cookbook:  A Dedicated Selection of Japanese Recipes for Kids by Sarah Miller

Let’s Make Ramen!: A Comic Book Cookbook by Hugh Amano and Sarah Becan

Super Simple Cooking for Kids: Learn to Cook with 50 Fun and Easy Recipes for Breakfast, Snacks, Dinner, and More? By Jodi Danen

The Complete DIY Cookbook for Young Chefs: 100+ Simple Recipes for Making Absolutely Everything from Scratch by America’s Test Kitchen Kids

The Manga Cookbook: Japanese Bento Boxes, Main Dishes and More! by Chihiro Hattori

Here I Am!: Conferring with Student Writers

There are many things I love and enjoy about teaching – presenting concepts, sharing ideas, being witness to creativity and discovery, but the one thing that is most important to me is connection.  I know that connection is key to student understanding.  Without connection there are just untethered ideas.  And that is why I absolutely love the time I get to sit down with student writers and talk about their work. Many teachers are not comfortable with this part of writing workshop. They are tentative.  They are not sure what to say.  They focus on errors in grammar or spelling to guide them, instead of homing in on the content and meaning.  In Writing Workshop: The Essential Guide, Ralph Fletcher and Jo Ann Portalupi note that, “We should expect plenty of failure: false starts, blank pages, misspellings, and so on.  Failure is an integral part of how people learn.  But we also need to build on their strengths – take notice of and celebrate a great work, sudden twist, surprising image…” Teachers might, indeed, start by asking students to create an “I can be” list.  In this way, the children can explore and ponder all the possibilities that lay ahead of them.

Fletcher and Portalupi suggest that these questions might help you “read” the student you’re working with: 

  • What can I learn from her body language?  Does she seem “up” and engaged, or listless and bored?
  • What kind of writing is she attempting? Is it a poem?  Fiction story?  Personal narrative?  Information piece?  Notebook entry?
  • Where is she in the process?  Has she just begun, or is she almost finished?
  • Is this a genre she has never before tried?
  • What are her strengths as a writer?
  • What is she ready to learn?
  • What surprises me about the student?

In order to promote reflection and make conference time more productive, teachers might ask a student to re-read her writing before the conference.  Ask the student to put an asterisk next to the place in her writing where the writing worked well. Then ask her to put a circle in the margin next to the place where the writing needs more work.  This will help to shorten and focus conference time, and build the scaffolding needed for the student to become an independent and confident writer.

The most important job of the teacher during writing conferences is to listen intently to the student-writer.  Try to put everything out of your mind and be present as a listener. Think about how the student’s writing is affecting you, and then let her know how her words have moved you.  Do not focus on errors and weaknesses.  Rather, give specific, concrete praise: colorful details, a funny moment, a surprise ending.  As Lucy Calkins says: “Teach the writer, not the writing.”  Give the student one strategy to add to her repertoire of writing skills.  In this way, she’s not just fixing this one piece; she now has an extra tool to use on all her writing!

A number of years ago, I read Katherine Bomer’s book, Hidden Gems: Naming and Teaching from the Brilliance in Every Student’s Writing.  Bomer urges teachers to search for hidden gems in student writing by focusing on author style, purpose, and language, rather than concentrating on mistakes. She encourages teachers to make conferences celebrations of student writing: “My hope is that as teachers we can respond to all students’ writing with astonished, appreciative, awe-struck eyes.”

As a Curriculum Coordinator, I no longer have my own band of fearless writers, as I did when I was a classroom teacher. Now, I have to invite myself into classrooms and talk to students about their work.  Teachers are happy to share their conferring time and I get to see students in all stages of writing development: from the Kindergartener who diligently labels her drawing, to a 2nd grader who is learning to add dialogue within a complicated fairy tale variant, to a 3rd grader who is constructing a speech using biographical information, to a 5th grader experimenting with forms of poetry.  I wonder at the complexity that writing entails, and I am now beginning to fully understand why writing takes time and patience and presence.

This week I was once again reminded of the importance of being present – of stopping what I was doing – and listen.  I was reading through the students’ submissions to our literary magazine, Spark.  I nodded, I smiled, and I laughed out loud.  The children boldly put their thoughts and feelings on paper in the form of poems, letters, stories and articles.  They chose pieces that were important to them.  They chose pieces that whirled them away into fantasy and pieces that sunk them back down into COVID reality. As I was reading, I gasped as I came across this gem from a 5th grade writer.  This skinny little, brave poem stood up and demanded to be recognized.   I read it again to myself.  Then, I read it aloud and said, “Wow! Now there’s a poet!”

This poem stands up straight and speaks for itself.  I couldn’t wait to talk to the student-poet.  I couldn’t wait to tell her how much I connected with the poem – how important it was.  The next day, I came into school early, hoping to catch Chelsea before classes started.  I found her in her classroom organizing her desk, and I motioned for her to meet me in the hall.  She looked a little surprised and I added, “You are not in trouble.  I have something wonderful to share with you.”  She came out into the hall, and I told her how much her poem meant to me and how powerful it was.  I told her that I was putting it at the very end of the magazine because it was so very powerful that I wanted to end the magazine on a strong note.  I could see her smiling behind her mask, and I was so glad I took a few minutes to connect with her face to face.  Then we went on with our separate days until I got home later that night and found this waiting in my email inbox.

There is no doubt that Chelsea is a writer – no doubt that her strong opinions and emotions will enlighten the world.   And there is no doubt that connecting with student writers is of the utmost importance. Writing is so much more that spelling, grammar, and punctuation – those skills will come in time.  But the students’ lives and how they express their experiences help them better understand and cope with this swirling world around us.  Take a moment.  Sit down. Listen.

Books About Teaching Writing

  1. A Fresh Look at Writing by Donald Graves
  2. After the End: Teaching Learning Creative Revision by Barry Lane
  3. A Time for Wonder: Reading and Writing in the Primary Grades by Georgia Heard
  4. Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard
  5. Craft Lessons by Fletcher and Portalupi
  6. Day by Day: Refining Writing Workshop Through 180 Days of Reflective Practice by Ruth Ayres and Stacey Shubitz
  7. For the Good of the Earth and the Sun by Georgia Heard
  8. Hidden Gems: Naming and Teaching from the Brilliance in Every Student’s Writing by Katherine Bomer
  9. How’s it Going?  A Practical Guide to Conferring with Student Writers by Carl Anderson
  10. In Pictures and In Words: Teaching the Qualities of Good Writing Through Illustration Study by Katie Wood Ray
  11. Inside Writing:  How to Teach the Details of Craft by Donald Graves and Penny Kittle
  12. Revision Toolbox by Georgia Heard
  13. Study Driven: A Framework for Planning Units of Study in the Writing Workshop by Katie Wood Ray
  14. Teaching the Qualities of Writing by JoAnn Portalupi and Ralph Fletcher
  15. The Art of Teaching Writing by Lucy Calkins
  16. The Journey is Everything by Katherine Bomer
  17. Writing: Teachers and Children at Work by Donald Graves
  18. Writing Workshop:  The Essential Guide by Fletcher and Portalupi

Playing with Language

I have long believed that play is the heart of learning.  In play, we create, take risks, fail, recreate, and grow.  In my teaching, I offer children experiences in play with numbers, scientific principles, philosophical concepts, art, and language.  These forays into learning always result in new and deeper understanding, and surprising discoveries.  This week, I continued to think about poetry as play and encouraged 4th grade students to play with using Spanish words to enhance their poetry.

The students recently completed reading the mystery, Me, Frida, and the Secret of the Peacock Ring by Angela Cervantes.  The story centers around the theft of artist Frida Kahlo’s priceless peacock ring. The author added some Spanish words throughout the story to give her readers a connection to Spanish language and Mexican culture. Frida Kahlo often added words to her paintings such as “Viva la Vida.” Frida was a master at creating vivid images with paint to express her feelings.

After looking at many of Kahlo’s paintings, I asked the students to create vivid images with words by writing a poem using both English and Spanish words. I supplied them with a list of Spanish words and phrases used in the book and encouraged them to also add their own Spanish words to their poems. The students could write poems about something from the book or from Frida’s paintings that they had seen. I told them not to be afraid to play with words and ideas. I suggested that they should write a few poems and decide which ones they liked best.

Here is the way I explained how to build a poem with Spanish words:

Here are examples of poems I created to use as mentor texts:

Frida Azul

Blue sky
Azul
Green leaves
Verde
Sad Face
¡No llores!
¡Lo siento!
True Friend
Una Buena Amiga 
Viva la Vida
Para Siempre
Forever
Blue sky
Azul




Free Bird, Pájaro Libre

Dark eyebrows
Knitted together
Take flight like the wings
of a wild bird
Pájaro
Paloma
Colibrí
Pequeño
Pero con una gran imaginación
Perfecto
She flies free
High over Casa Azul
High over Ciudad de México
Sailing through the air calling,
“Estoy aquí!
Estoy aquí!
Estoy aquí!
I’m am here!”

Here are two student examples of playing with this concept:

I want to explore this concept of using multi-languages to express feelings and ideas.  I realize that many students who are English Language Learners could excel at this activity and be class leaders in integrating two or more languages.  How wonderful it would be to weave a student’s first language into their English poems and stories. I plan to play with this idea, build upon it, and see where it leads.

After walking in the park recently and witnessing a loving moment, I wrote this poem. I wanted to combine my experience with the words of Chilean poet, Pablo Neruda.  I use my own poetry practice to help me formulate how to present these same ideas to children.

Picture Books about Frida Kahlo

Frida by Jonah Winter

Frida Kahlo and her Animalitos by Yamilet Maldonado

Frida Kahlo: The Artist Who Painted Herself by Margaret Frith

I am Frida Kahlo by Brad Meltzer

Me, Frida by Amy Novesky

Viva Frida by Yuyi Morales

Spring Mosaic

We have traveled the long dark cold tunnel of winter and made it into the light! This year that journey is especially sweet.  My confirmation of spring came this week at school where first and second graders have been busy writing poetry. After reading Kenard Pak’s book, Goodbye Winter, Hello Spring, the first graders tried their hand at writing poems.   The neat and concise form is comforting to beginning writers. All students, no matter their level, felt successful creating images of winter and spring.  Here are two examples.

One of my private students, who is in 5th grade, tried here had at this poem format and created this:

The second graders focused on sound mixed with imagery.  They explored including onomatopoeia in their poems.  First, they brainstormed as a group what they see as winter turns to spring. Then they made a list of the sounds that could be heard in the springtime.  Second graders, in particular, love to play with sound. They like to get silly.  They take risks and there is a wonderful spontaneity to their poems.

The students’ poems inspired me to take a good look at the world transforming from winter to spring.  I decided to take a long deep breath. I made myself pause, look around, and notice.  I wanted to collect images that I could arrange into a collage of sorts or more aptly, a spring mosaic.  Here is what I played with this week.

Spring Mosaic

The moon appears 
Like a pearl in the morning sky,
In the woods, beneath the brown
Undergrowth, skunk cabbage
Pokes its green ears
Out of the soggy ground.
Spring peepers croak out
A morning song,
Yellow buds pop from
Tender tangles of forsythia,
White and lavender crocuses
Quietly bloom 
In their small way.

Bare branches are laced
With pink, white, yellow-green,
Cherry, pear, and dogwoods bloom.
Birds gather and scatter
Swooping here and there
Looping through the blue sky
Up toward the pastel clouds
Then landing lightly,
Visiting feeders and garden gates.
As turtles lounge on logs
Sitting end to end in the pond
Following the sun.

On the fertile surface,
Another spring is reborn.
The Earth is renewed.
A soft rain lightly falls
Slowly forming puddles,
In their reflection,
My spirit is restored.

Five Spring Picture Book Choices

  1. and then it’s spring by Julie Foliano
  2. Spring is Hear: A Bear and Mole Story by Will Hillenbrand
  3. We are the Gardeners by Joanna Gaines
  4. When Spring Comes by Kevin Henkes
  5. Worm Weather by Jean Taft

A Time to Celebrate Women

It’s March and among other things it means that it is time to reflect on the accomplishments of women.  For me, this means creating another Women’s History Challenge for my school’s 3rd, 4th, and 5th grade students.  I started this event almost ten years ago as a way for our school, a private girls school – the oldest in New Jersey, to honor women.  It is an enrichment opportunity and is optional, though every year at least twenty to twenty-five students eagerly participate.  The Challenge consists of researching ten women plus another of their choice. The girls have six weeks to complete their research.  In mid-February, I present the list of women for that year.  Then the students who decide to participate work independently completing their research by the end of March.  While the students are busy researching and writing, I create a Women’s History Challenge quiz show in the form of a slideshow.  There are ten questions focusing on the lives of each women.  Also, I gather pictures of the women who the students have chosen for their independent projects.  In early April, we all gather to share information and celebrate the girls’ hard work researching.  The celebration is in the form of an elegant tea party. I got this idea from feminist artist Judy Chicago’s installation – The Dinner Party, which honors the lives of 39 women.

We prepare a large classroom in the style of high tea: lace table cloths, colorful tea pots, vases of flowers, and table settings in springtime colors.  There is the traditional tea menu: tea sandwiches, tea breads, shortbread, sugar cookies, fruit salad, and an assortment of flavored teas. As the participants enter the room, you can feel the energy and see the excitement on their faces.  The girls are ready to share what they’ve learned and also eager to taste the treats and plop one or two sugar cubes in their teacups.  I learned that sugar cubes are a much favored treat with eight to eleven year old girls!

During the tea we have the quiz show and girls take turns answering questions about the featured women.  The emphasis is on the knowledge they uncovered.  There are no losers here.  They are all winners because they have learned how to conduct research and found out about women they had not previously known.  After the quiz show, each girl presents information the women they individually research.  We ask questions and marvel about the lives of the women we had honored that year. It is one of my favorite school celebrations.

Last year, we had to create a virtual tea part due to COVID-19.  I was worried that it would not be as special because I could not set up the high tea finery or prepare the luscious treats.  But I was wrong.  Even virtually, the girls happily celebrated and their individual presentations were even more spectacular.  This year, I’m in the midst of planning our second virtual tea.  Since we are lucky to have a hybrid/in-person schedule, the girls will be taking home a treat bag and then zooming into our virtual tea when then return home in the afternoon.

When preparing for the Women’s History Challenge, I have learned so much about all different women in all different walks of life.  I try to gather a diverse list every year.  Some years, I focus on women in the arts or women in science.  This year, I chose women, most of whom I had not heard of before but who had picture books written about them.  Every year I learn something new, and the students learn to be curious and are inspired by so many women role models.  I wouldn’t be surprised that one day they may have a book written about them that other children will read and be inspired by.

Recent Picture Books About Ten Remarkable Women

  1. Celia Cruz – My Name is Celia by Monica Brown & Rafael Lopez
  2. Eleanor Foraker – The Spacesuit: How a Seamstress Helped Put Man on the Moon by Alison Donald
  3. Ruth Bader GinsbergI Dissent: Ruth Bader Ginsburg Makes Her Mark by Debbie Levy
  4. Amalia HernandezDanza! by Duncan Tonatiuh
  5. Edith Houghton  – The Kid from Diamond Street by Audrey Vernick
  6. Edna Lewis Bring Me Some Apples and I’ll Make You a Pie: A Story About Edna Lewis by Robbin Gourley
  7. Sarla Thakral – Sarla in the Sky by Anjali Joshi
  8. Gabriela Mistral – My Name is Gabriela by Monica Brown
  9. Ethel PayneThe Power of Her Pen: The Story of Groundbreaking Journalist Ethel L. Payne by Lesa Cline-Ransome         
  10. Anna May Wong – Shining Star: The Anna May Wong Story by Paula Yoo                                                         

Possibility of The Blank Canvas

In his latest post, “A Crowd of Me,” Mario Perron writes about the process of beginning a new painting:

Staring at the big (30″ x 30″), white canvas is often the most stressful part of my process. How do I start? Where do I start? That very first mark is so important to me that I find myself in a battle against my fears and insecurities. A multitude of voices clamour for dominance in my head… It’s the same every time! I hear the light-speed and intensely elaborate debate between overthought and instinct, then my hand rises to the canvas and the first mark is there. When I let my mind go, the entire image starts to come into view in my imaginations and muscle-memory does the rest for guiding my hands.

This got me thinking of my own process of creating. I think a blank anything whether it is a canvas, paper, or piece of cloth – gives the artist a moment to ponder and stress.  Something about the purity of the whiteness maybe. We don’t want to put something down that is wrong, ugly, or unintended.  We want the marks, whether words, a painted image, or a quilted line, to be beautiful and meaningful and what we envisioned in our minds in the first place. With writing, the blank page is not so daunting to me.  I create ideas in my head for a good long time, I let them percolate, and then I start placing them on the page.  I’ve been doing this for about sixty years, so with practice comes familiarity and a kind of easy flow.  With canvas or cloth, I am more hesitant.  These I’ve done sporadically over the years; these hold more anxiety for me.  It’s harder to undo a stitch or a painted line.  Typing can be easily deleted, no one will ever know those awkward, ugly, simplistic words were ever there.  But the painted or stitched line is harder to remove.  There is evidence of my lack of ability permanently cast.  So I wonder how to get beyond that.  Abstraction and collage help.  Making abstract images helps free my mind and in doing so it frees my hand.  I don’t worry as much about perfection. I can just flow with the rhythm of what I’m feeling in that moment.

Black Dots on Red
Black Dots on White

Abstraction helps me get in touch with the child inside.  The young child, who hasn’t yet been touched by judgement.  Peter Reynold’s picture book, The Dot, addresses this idea of self-judgement.  In the story a young girl faces desire, hesitation, and ultimate success in making her artistic mark on the world. It’s a wonderful book about creativity and being brave making your mark.  When I do creativity exercises with children, I change the blank paper into a paper with a dot or mark or hole in it.  The paper already has an “imperfection.” Now they don’t have to worry about the first mark, it is already there.  I challenge them to take that mark and use their imagination to create a design, image, or story.  Young children don’t hesitate – they take up the challenge and just draw.  Another activity I’ve done with students after reading Reynold’s book is to have them work together to create a mural using colorful self-sticking dots and.  It is wonderful to see that there was a time we didn’t self-edit.

Start with a dot and then freely explore.
Composing with Dots

I often take an art mistake and incorporate it into a collage.  A couple of months ago, I began dabbling again with watercolors.  What was in my mind did not translate to the page.  I was disappointed.  I looked at the work again and decided I loved the colors, but not the image, so I cut the image into strips and woven them together into two squares.  I liked how the watercolor was transformed and put it a way to use in a collage.  This week, I took a twelve-inch square canvas, painted an undercoat of lemon yellow, yellow ochre, and vermillion.  After that layer dried, I added a coat of green (a mixture of white, sap green and viridian).  While that coat was still wet, I drew on top of that layer with rubber shaping tools creating a design of swirls and dots. I let my hand move freely and added bits of flourish as I saw fit. I let that layer dry and then placed my collage objects: the two woven watercolor squares and six wooden hand-painted buttons.  I spent some time assembling and dissembling until I like the composition. Then I will permanently attach the pieces by sewing the into place of the canvas.

Process of Making Garden Trellis

Instead of focusing on purity, I focus on possibility.  It’s not important to me if the strips are the same width or that the weaving is not perfectly straight.  To me, these imperfections make the work more interesting. What is beyond the canvas, page, cloth that I can imagine into being?  How can I express what I’m thinking and feeling?  How can I connect?

Picture Books That Stimulate the Imagination

Twenty Books and More that Join Crockett Johnson’s Harold and the Purple Crayon Creative Tradition:

  1. A Little Bit of Oomph! by Barney Saltzberg
  2. Also an Octopus by Maggie Tokuda-Hall
  3. Art by Patrick Mc Donnell
  4. Beautiful Oops! by Barney Saltzberg
  5. David Wiesner Books: Art & Max, Flotsam, Free Fall, June 29, 199, Tuesday…
  6. Du Iz Tak? by Carson Ellis
  7. How to by Julie Morstad
  8. Hum & Swish by Matt Myers
  9. Journey by Aaron Becker
  10. Lift by Minh Le and Dan Santat
  11. Max’s Castle by Kate Banks and Boris Kulikov
  12. Niko Draws a Feeling by Bob Raczka
  13. Not a Box by Antoinette Portis
  14. Not a Stick by Antoinette Portis
  15. Perfect Square by Michael Hall
  16. Peter H. Reynolds Books: The Dot, Ish, Skycolor, Happy Dreamer…
  17. The Artist Who Painted a Blue Horse by Eric Carle
  18. The Book of Mistakes by Corinna Luyken
  19. What if? by Samantha Berger
  20. Windblown by Edouard Mancea

Transformation: The Things We Carry

Spring approaches.  It seems to be coming from underground this year.  I look out on to the field behind my home, and I can see the warmth spreading: the green tenderly returning…  slowly, ever so slowly as to be almost imperceptible.  But it is there.  It is no doubt there.  This week, I have some respite from work, a spring break of sorts: a little time to reflect, relax, do some spring cleaning.  It started with my heavy woolen winter clothes, but then I read fellow blogger Stuart M. Perkins’ post, “One Man’s Trash,” and I turned my attention to my junk drawers.  Stuart recalled his mother keeping a junk drawer in the kitchen full of things, which she left intact for years. He vowed not to have one himself but to no avail.  After reading his post, I went into my kitchen and realized I had not one, but two junk drawers full of things I have not used in months and in some cases years. Why do I keep these bits of things.  Apparently, I have a thing for collecting plastic bottle tops. I think I’m going to use them with the kids on some school project, but that never happens, or hasn’t to date.  Then there are the pens, the pens that are out of ink, or whose springs are lost.  Why am I keeping those?  And at some point my husband bought a gross (144 packs!) of rubber bands.  Some of those are shoved at the back of the drawer threatening to make it stick shut forever. 

The kitchen is only the half of it.  I have two more junk drawers in my art table in my bedroom.  I pulled them open tentatively to survey the damage. There, I found more pens, dried up markers, dusty finger splints, a little rubber ball, a book of prayers and affirmations among the assorted bric-a-brac. How can I transform this junk into something artful?  How can I make it something not to leave and forget, but something I want to return to?  I want to make it more than spring cleaning, more than an executive function organization project.  Seven years ago, when Marie Kondo’s first book was published, I read The Life Changing Magic of Tidying Up cover to cover and back again. I went to my closet lifted each item and asked myself “Does it bring me joy?” I ended up giving away at least half of my clothing.  Then I attacked my sock drawer.  Truth be told, I am obsessed with socks.  Somehow I always lose one of them, and I do not have the gumption to toss it out because somewhere in my heart I hold out hope that the other sock will return.  Ever the optimist. I even bought a sock drawer organizer, so that it is the only drawer in my house that is neat and perfectly aligned.  My socks are mostly black, maybe navy, with some simple gray and as Marie Kondo teaches, folded tightly. It is beautiful.  It is a little boring.

Sock Draw KonMari Style

What if I took my junky art drawer and treated it as a piece of art?  What could I make?  How could it become a pleasing aesthetic part of my art space?  All my life, I have loved to make collages and assemblages, to build something or make sense of the pieces.  I could now do this with my art drawer.  I took some of my favorite small bowls and baskets and started to play with the arrangement. I tried many different variations.  I had fun thinking about color and shape and placement within that three-inch deep rectangle.  I chose blues and green because those are my favorite calming colors: the colors of the woods and fields around my house, the color of the sky and the sea. I mixed squares, rectangles, and circles. There was suddenly possibility instead of mess.

Art Drawer Transformed

With the superficial things in order, it was time to think about my mind.  What clutter was I carrying that I could let go?  Usually, I push away not clear out.  Push all the doubt and anxiety to the edges and make a simple clearing.  Lately, the doubt, anxiety has been creeping in more and more quickly with a ferocious tenacity.  I remembered Tim O’Brien’s The Things They Carried, a powerful testament to memory and the Vietnam War.  I’ve read it a few times over the years with high school students.  The power in the listing of items at the beginning of O’Brien’s tale is evident:

The things they carried were largely determined by necessity. Among the necessities or near-necessities were P-38 can openers, pocket knives, heat tabs, wristwatches, dog tags, mosquito repellent, chewing gum, candy, cigarettes, salt tablets, packets of Kool-Aid, lighters, matches, sewing kits, Military Payment Certificates, C rations, and two or three canteens of water. Together, these items weighed between 15 and 20 pounds, depending upon a man’s habits or rate of metabolism. Henry Dobbins, who was a big man, carried extra rations; he was especially fond of canned peaches in heavy syrup over pound cake.

I can see all these items clearly.  I can imagine those young soldiers’ faces. I can smell the jungle and hear the mosquitoes whining.  I can begin to grasp their pain. Though I have not experienced the unbearable cruelty of war, I think all humans carry things deep inside of us: joyful things and things that bring untold despair.  I’m especially thinking of some of my students who are trying to wrap their minds around this pandemic.  They smile, they laugh, they play, they keep their desks in order. But I know inside they are struggling to understand all the death and restrictions.  They move less and stress more.  We all do.  I do.  And so in coming to terms with the state of our world, I think about how to reframe the things I carry into creativity and play.  How can I take those things, both good and bad, both seen and unseen, and shape them so they live together harmoniously? Is it possible to re-organize and transform an assortment of objects and words, and in the process transform yourself?  I believe so.

Junk Drawer

Old rusted key
To something I’ve
Forgotten how to open,
I’ve forgotten,
I cannot remember.
It is locked in my memory
And I know it was terrible,
I can feel it
And I want to run,
I want to
Hide my eyes,
I want to forget.
I collect things:
Keys, bottle tops, bits
Of paper, broken pens,
Little boxes of 
Assorted sizes,
Buttons, marbles,
Anything small
I can store away,
Safe and protected,
Safe and unnoticed,
Safe and forgotten
Until I open the drawer
And see those things
With new eyes.
Those old things
I carry,
Those forgotten
And rusted things
Useless to everyone,
But me.
Transformation

When I put a pen in my hand
I have the power
To transform things.
I can rewrite the tragedy,
I can illuminate the dark places
With bright colors,
I can make things whole.

When I put a brush in my hand
I have the power
To transform things.
Sweep cobalt into the blue harbor,
Place a line of crimson at the horizon
Of a glorious sunset,
I can create beauty.

When I move through a space
I have the power
To transform things.
Reach up confidently,
Twist and sway,
Breath in and out,
Be in this single moment -
Heart open, mind free.

The Sure Thing: Be a Chef

This past month, I have learned that inspiration for teaching and life can come from many places: a photograph of a curled up Dachshund, a simple quote from Shakespeare, a 2nd grader’s writing assessment, or an educational email with the subject line: Are we preparing students to be chefs or cooks?

This email came from A.J. Juliani, who has written many books about student empowerment, technology, and innovation. He is the Director of Learning and Innovation at Centennial School District in Pennsylvania and also teaches at the University of Pennsylvania Graduate School of Education.  Juliani believes that teachers and students should approach their work life chefs.   He explains it this way:

When my brother passed away a few years ago, my thoughts turned to my own children. How could I help raise them to be chefs? How could I raise them to not follow the recipes of life, but instead make their own recipes for their life? But, it is not just my kids, it is all of our kids.

Juliani’s full article about his brother’s fight with cancer and his resilient approach to life is chronicled here: “Focusing on the Time you Have, Not How Much You Have.”

This is one thing I know for sure:  every single one of us is not getting off this planet alive. And since this is the case, I believe we should be kind to ourselves and each other, and always put ourselves in the other person’s shoes. Most importantly, we should follow our dreams and play.  This is why I’m so glad that my work and my play are the same thing.  Maybe I have always approached life like a chef: creating, improvising, putting things together that aren’t normally supposed to go together. To me, it makes life fun and interesting.  And it’s worth it, even when I encounter mistakes.  Or maybe especially when I encounter my mistakes.  The mistakes make me grow and learn and try on new adventures.

This week, I was tasked with reading our students’ writing assessments.  Wednesday night after dinner, tired with a cup of tea in my hand, I read this little gem from one of our 2nd graders:

I smiled when I read this passage. This student didn’t want to be pigeon-holed at the tender age of seven about what she would like to be when she grew up, so she created her own role.  Nobody told her she couldn’t do that.  She invented her own path.  I was so pleased to see this, so happy that we were encouraging kids to think outside the box, to go beyond what lies behind them.

Reading about chef-scientists made think about all the times I’ve spent in the kitchen with children creating holiday foods, foods inspired by children’s books, and foods for the fun of it like the time I made hand-cranked watermelon ice with a rambunctious group of four-year-olds that required six cups of sugar.  That recipe was the definition of SWEET!

My favorite times in the kitchen with kids were the times we created cakes using no recipes.  The students had to create the recipe as we went along.  I called this activity Monster Cake. I would put out a bunch of different ingredients and the children would decide which ingredients to use and how much to put in.  A number of years ago, one little boy was adamant about putting a ¼ cup of salt into the cake batter.  I allowed him to do that because we were making two batches and this way the children could all learn what happens to a cake with ¼ cup of salt in it.  It actually was a beautiful cake, but it didn’t taste good.  We crumbled it up and put it out for the birds, but even the birds and squirrels didn’t eat it!  The other cake had 2 cups of chocolate chips in it and the chips sank to the bottom making a fudge layer.  That cake we all ate with gusto!

While searching the web, I found that actually creating food without a recipe is now a cool and trendy thing. Some call it free-style baking. I love this idea. We should make our one trip on this beautiful planet sweet, spicy, comforting, and sometimes a bit surprising! I’m about to enter my kitchen now to make some Blustery Day Oatmeal cookies, a recipe I invented. Try them, if you dare!

Note: I use gluten-free four and these still turn out wonderfully! I encourage you to invent your own versions!

Books by AJ Juliani

  • Launch
  • Empower
  • The PBL Playbook

Some Inspiration for Creating Like A Chef

No Flour, Eggs, or Butter? No Problem!

Try Guys: Cookies Without a Recipe Video

Free-Style Cookies

February Face

February is a hard month for me.  It is the middle of winter: the snow is no longer a novelty, and the cold and gray gets to be too much for my spirit at times.  I try to lighten up the days literally with candles and sunny yellow tulips from the local supermarket.  I’ve grown fond of eating tart lemon curd pudding.  I’ve grown too fond in fact!

This past Thursday, February 25th would have been my mother’s 99th birthday.  She died almost eight years ago at the age of 91.  She had a nice long life, but not long enough for me.  I miss her every day.  I miss her smile, her shining eyes, her chats about books and kids and recipes.  She was my first teacher, and she was also many children’s teacher for over twenty years. She loved her 2nd graders and would regale our family with story upon story of their triumphs and tribulations. Later, I would regale her with stories of my own students.

It was one February day when my dad called to say that my mom had had a heart attack.  She was seventy-one at the time.  I remember rushing to the hospital where she had to undergo a quadruple bypass operation.  I was terrified but tried to hide it.  She looked at me, grabbed my hands, and looked me in the eye, “Don’t worry.  I am no ready to go.  I am going to make it through.  I’m not going anywhere.”  And I believed her. And she was right.  She had an incredibly long and difficult recovery, but in May that year on Mother’s Day, she was finally released from the hospital and began a slow and steady healing process.

February brings with it a bunch of conflicting emotions for me. Time to celebrate my mom’s birth, time to remember and honor her, but also time to miss her and long for her soothing voice and calm reassurance.  She would tell me everything was going to be okay, and I would believe her.  This February, her 99th year, I wanted to find a way to celebrate her life.

A fellow blogger, Julie Cox, wrote a post last week about a Shakespeare book, Shakespeare for Every Day of the Year by Allie Esiri.  She started the post with the quote from Much Ado About Nothing:

Good morrow, Benedick. Why, what’s the matter

That you have such a February face,

So full of frost, of storm and cloudiness

When I read those words and suddenly a sad, icy facial image came to mind.  I smiled to myself. I immediately knew what I was going to do to honor my mom and her love of books and children. I would have my 4th grade students draw and write about February Faces.  During class, I explained that I was reading Julie’s blog and came across Shakespeare’s quote.  I wanted students to understand that inspiration for writing can come in many different ways and to always be on the lookout for writing ideas.  I read the quote and asked the children what they thought a February face might look like. A multitude of adjectives came flying towards me: sad, grumpy, depressed, icicle hair, hard beady eyes, pale blue skin, happy, wrapped in wool, loving February 14th.  I loved that I received both positive and negative images of February.  After I read the quote, the students said that they wanted to read it aloud.  It wasn’t something I planned for but something they all added to the lesson.  It was an important way for them to connect to Shakespeare’s words.  Many students volunteered, some donning English accents and projecting their dramatic best.  This naturally added to their engagement.  Before I set them out to write their own poems, I modeled what I thought a February face looked like, drawing a simple sketch on the board.  Then I asked the children to help build a poem together. These are two examples of the group poems we created.

After we created the group poems, the girls set to work drawing their February faces and composing their poems.  They worked diligently and I cannot wait to see what they finally create.  One student called me over to her desk and asked if the February face had to human and gave me a mischievous smile.  When I looked at her paper, she was in the process of drawing an Ice Dragon. “Brilliant idea,” I whispered.  “Keep working.  I want to see what you create!”

More than concentrating purely on the product, I think it is essential for kids to experience the process of generating and idea, brainstorming possibilities, and thinking outside the box to create one’s own images, whether they are visual or written.  At first, when I said my writing idea this week was from Shakespeare, they all squirmed in their seats a bit.  They thought Shakespeare was going to be too hard for them.  But in the end, they realized that they could understand Shakespeare and respond to his words with unique and well-thought out ideas.

This week, I will give them plenty of time to share and respond to each other’s work. I hope Shakespeare will be a source of inspiration for them for years to come.

Shakespeare for Children

  • A Stage Full of Shakespeare Stories by Angela McAllister
  • Hamlet for Kids by Lois Burdett (Shakespeare Can be Fun! Series)
  • Illustrated Stories from Shakespeare by Shakespeare
  • Shakespeare 16 Books Children’s Story Collection Set by Tony Ross
  • Shakespeare for Kids: 5 Classic Works Adapted for Kids: A Midsummer Night’s Dream, Macbeth, Much Ado About Nothing, All’s Well that Ends Well, and The Tempest by Familius
  • Tales from Shakespeare by Marcia Williams
  • The Shakespeare Book: Big Ideas Simply Explained by DK Media Company

Write Now: Building a Community of Writers

I cannot remember a time that I did not like to write. Putting a pencil in my hand was giving me my turn to speak.  I loved creating imagined worlds, pouring my heart out, and writing about what could have been and what might yet be.  Writing expanded my horizons.  I get to live more life by writing.  Sometimes it baffles me when the small children in front of me have trouble finding an idea or organizing a thought.  I study them intently, hoping to find a magic strategy that will get them to see themselves as people who enjoy writing.  Magic does come, but not in the way I think it should or would.  Magic comes by writing every day. Allowing space in your day to put the pencil to the page or the fingers to the keys. It comes from allowing yourself to tell your story to others through your hands.

It had been more than forty years since I was part of a community of writers.  In college, I took part in writing groups, collectives, workshops.  After college that stopped, and I wrote for myself, not sharing with anyone until I forced myself to put the piece in an envelope and send it to strangers, who would return it most often with a kind rejection. That did not feel right. I started to think of those stories and poems as rejected, not good enough and that made me avoid writing every day.  But I have an intrepid heart and a yearning to be heard so I eventually picked up the pencil and started writing for myself and my invisible audience.  Over the years, I have written with and for my students.  I encourage them to have intrepid hearts and tell their stories. We build communities and we cultivate gardens of ideas to write about. 

The simplest magic strategy is to LISTEN.  When we listen to kids, whether they struggle to write or easily skip along the page, we can help them move along as writers.  We can connect to them and start the conversation.  Sometimes we go off topic. Okay, many times we go off topic, but that’s just the point.  Our magical winding conversations always lead to wild writing that excites us and beckons us to write more.

Another simple strategy that works for me all the time is to READ.  When I was a very young writer, I would read and imitate.  When I was a young adult writer, I considered that way of writing to be cheating, so I stopped reading.  Do you know what happened then?  My words became stiff and wooden; my ideas were flat and dull.  When I picked up books again, it kickstarted my imagination, and I was off and writing again.

I am so grateful to be part of a blogging community this year.  As much as I love to write every week, I love to read the posts of my fellow bloggers.  I have a connection to them even though we have never met. I have shared their joys and their sorrows, their book recommendations, their recipes for apple cake and jerk chicken taco, their photos of gardens and pets, and oceans and grandchildren. I am fortunate to have this treasure of ideas waiting for me each week. 

Last week, Fran Haley posted a photo of her dog, Dennis, and a poem called “Little Dog Dreams.” This small piece of writing got me to thinking how I could help my 4th grade students out of their winter doldrums.  They have been sitting listless behind their shields of plexiglass for weeks now, and I needed something to perk up their imaginations.  Fran’s little poem was just the thing!  I knew my nine and ten year old girls would fall in love with Dennis and that would spur them to write “Little Dog Dream” poems. 

First, I showed them the photo of Dennis circle up in a comforter, head bowed, ears inside out, a picture of perfect sleep.  Then I read Fran’s small 8-line poem.  We talked about how Fran constructed her poem: two stanzas with four lines each.  We talked about the rhyme scheme and noticed Fran’s word choice – vivid adjectives and strong verbs. Next, we brainstormed words that might go into a “Little Dog Dream” poem.  Our list looked something like this:

Now the girls were ready to write.  They quickly got out their pencils and started to compose.No one had trouble getting started.  They began talking to each other – telling funny dog stories.I had forgotten to leave some time for talking and sharing, but they did so naturally, and I let it be.  Soon the room was quiet and poems began to appear on their papers just like magic.

Emily and Hadley wrote acrostic poems:

Lovable

Incredible

Totally Adorable

Tiny

Loves a belly rub

Energetic

Delightful

Outstanding

Graceful

Lauren and Maddie tried their hand at rhyming:

 LITTLE DOGS DREAM
 by Lauren
  
 Little dogs dream about an owner who cares
 Little dogs don’t dream about teddy bears,
 They are not selfish. They’re happy and proud.
 They are happy to be alive and they don’t ask for much
 Now it’s your turn. Put yourself in the dog’s shoes.
 You would love treats and teddy bears, but
 No! I bet that you would be happy with an owner
 Now imagine you on the streets with no owner.
 I bet you would not ask for much.
 You are happy to be alive.
 Now come back!
 Come alive!
 And imagine that dog life! 

 
 
 LITTLE DOG DREAMS
 by Maddie
  
 Snuggled up on their own little bed
 Thinking about warm thoughts in their head.
 Running through the cold snow
 Sinking and getting low
 When they reach their owners arms
 Safe but alarmed
 When they hear a weird sound
 They cover it up with howling and jumping around.
 When they get back to their cozy home
 Happy thoughts are what they dream. 

My dreamers, Laila and Caroline, added some imagery:

Little Dog Firefly
 by Laila
  
 Flying in the air,
 A firefly lands on my dog’s nose
 My dog just sits there
 Staring into the starry sky,
 Loving and kind.
  
 Little Dogs Dream
 by Caroline
  
 Little dogs dream of jumping
 Into a pool of treats,
 Little dogs dream of owners
 Petting and loving them.
 Little dogs dream of going outside,
 Chasing squirrels, hugging trees,
 And scaring all the birds.
 Little dogs dream
 What little dogs dream! 

And always practical, Ashley, easily took on the voice of her beloved dog, Gerty. 

 Gerty’s Dog Dreams 
 by Ashley
                          
 Some yummy food better come soon! 
 Otherwise I go to the bathroom on the floor! 
 Ahhhh … YAY…  I see food!!!  
 Wait…  Mom is LEAVING ME 
 Oh no. I have to FOLLOW HER. 
 Even though I know she hates it 
 when I follow her. Whatever. 
 Oh man, Cameron is taking me to her zoom call. 
 Ahhh... why is everyone saying AWWWW?
 What is so cute? Wait is it me? 
 Heh, probably I am so… cute!  
 Is this my purpose? Haha! Yay.                                              
 The next day ...                                                                                
 Wait... what? Why is Ashley screaming my name? 
 Let me go to… Taylor's room!  
 Ahhh… I am trapped! 
 Man, I should have gone to Ashley. 
 Let me out Taylor!! 
 Please!!!!!!! Help someone!!! 
 Yay Dad let me go!! 
 Wait, Taylor has me. 
 She is taking me… AHHHH. 
 Ok let's follow Mom again! 
 Mom is moving the furniture again 
 She said it’s the last time!                                      
 That night, 
 Ok let me go to Dad and make him pet me! 
 Ok… just been 10 minutes. 20 minutes.. 
 Dadddddd pay attention to meeeeeee, pleaseeeee!! 
The next day when Emily comes….
 Hmmm… What should I do? 
 I am bored of following mom.. 
 So… Wait, Emily is here!  
 Yay! She is wearing her black leggings 
 now I can shed on her again!!! 
 Mommy gets mad 
 when I shed on her. Whatever. 

And Olivia, who is a devoted cat lover, quietly flipped the theme and wrote this:

 Little Kitten Dreams
 by Olivia
  
 Small kitten sleeping
 Snow covering its white pelt
 Dreaming about prey
  
 Catching sixteen mice
 Running free in the wild
 Freedom is so sweet
  
 Waking up at dawn
 Went to fulfill its wishes
 And fulfill its dreams 

I am so grateful for Fran’s inspiration this week and ever so grateful to be able to spend my weeks writing with children.  They never cease to provide me with magic and promise.  Indeed, I learn from them every single day.