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Literary ejournal WCU PA Writing and Literature Project Site, for the Fellows, by the Fellows
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210 East Rosedale The Literary and Education Journal of the Pennsylvania Writing and Literature Project
Summer/Fall 2012-Volume 1, Issue 1
210 East Rosedale Summer/Fall 2012 – Volume 1, Issue 1
Contributors
Teaching Memoir In Retrospect: A Life Devoted to Teaching by Jean Shervais A Teacher’s Epiphany……………………………………4 by Heather Winterbottom
Personal Memoir History is Found in a Kitchen……………………………6 by Brian Kelley Rhythms of Reality……………………………………….8 by Rita Sorrentino Tell Me a Story…………………………………………..11 by Diane Dougherty Azalea Benches…………………………………………13 by Carrie Hagen
Education Article/Tips Reflections and Applications on……………………….16 How Big Questions Engage and Motivate Students who have
Grown up Digitally – a Jim Burke podcast by Sandra Crook Reader’s Theater: A Recipe for Research……………18 by Rita DiCarne Imagine Making Matters………………………………..21 by Judy Jester The Tipping Point……………………………………….23 by Maryellen Kenney Decorate the Classroom with Student Thought……...27 by Richard Mitchell Kindness Matters………………………………………..28 by Kate Walton
Photographs and cover photographs by Tricia Ebarvia
Poetry Lilacs………………………………………………….30 by Rita DiCarne After the First Elegy…………………………………31 by Don LaBranche After the Eighth Elegy………………………………32 by Don LaBranche Inquiry………………………………………………...33 by Janice Ewing
Book Reviews Good Reads: Fiction………………………………..34 by Linda Walker
Photography Tricia Ebarvia
Meg Griffin
Patty Koller
210 Rosedale Literary Journal Staff The Pennsylvania Writing and Literature Project
A National Writing Project Site since 1980
Director: Dr. Mary Buckelew
Production Editor: Meg Griffin
Assistant Production Editors: Brian Kelley, Sally Malarney and Janice Ewing
PAWLP Staff: Ann Mascherino, Toni Kershaw and Sally Malarney
www.pawlp.org
From the Director
Dear PAWLP Fellows & Friends,
I am delighted to introduce the inaugural Summer/Fall issue of 210 East Rosedale: The Literary
and Education Journal of the Pennsylvania Writing and Literature Project. There is truly something for
everyone in our first issue. From poetry, to teaching memoirs and personal memoirs, to strategies for
teaching informational essays, the varied interests and passions of PAWLP Fellows are showcased in our
first journal. PAWLP Fellows share their insights, wisdom, and joy for life and teaching through their
writing and photography.
Brian Kelley’s (WCU Fellow 2011) enthusiasm and willingness to tackle the initial
organizational challenges were invaluable and moved us forward. Without the editorial leadership of
Meg Griffin (Bucks Fellow 2005), this first issue would not be possible. In between and around teaching,
hiking in New Hampshire, and dog sitting for her children, Meg brought this journal to life. Her
creativity and diligence made all the difference! Many thanks Meg & Brian!
The title of the journal was inspired by the continuity Saturdays facilitated by Diane Dougherty
and a call for a title that might connect to a PAWLP location or connect with the heart of PAWLP.
PAWLP fellow, Janice Ewing suggested “210 East Rosedale,” and it seems like a good fit. Although
PAWLP activities take place in myriad locations from the Michener Museum in Doylestown, to Valley
Forge National Park, to Longwood Gardens, PAWLP’S energy radiates from the offices at Rosedale –
where the PAWLP Staff , Ann Mascherino, Toni Kershaw, and Sally Malarney hold down the PAWLP
Palace (or fort – depending on the season) and assist PAWLP Fellows in their good works to enhance the
literacy lives of students and teachers of grades K-16.
Although far flung in our work, the meetings, the comings and goings, and the socializing at
Rosedale shape and strengthen our community.
210 East Rosedale offers something for everyone -- from the humorous to the profound --
Enjoy!
Sincerely,
Mary Buckelew
IN RETROSPECT: A LIFE DEVOTED TO TEACHING By Jean Shervais
The ancient Greeks got it right: the key to a happy life is balance in all things.
Looking back on my decades of teaching adolescents, I’ve come to realize that it’s been a
balance of many things that has kept me happy and content in teaching while many around
me were becoming embittered or frustrated. Of course it’s also been a little luck, a lot of
passion, and a certain joie de vivre. You say you’d like to know the secret to a long and
happy teaching career? Well, I can’t promise that, but I can share a few things I’ve learned.
As new teachers, we all have a passion for the subject we’ve chosen. Being a
teacher of literature and the written word, I am an avid reader and writer and want to share
what I uncover with others. The tricky part of teaching adolescents is that they are skeptical
about whether that passion for a subject is justified or true. They have to be convinced.
That means much of a teacher’s job is learning how to persuade others to give something a
try. I realized early on that all of my students were not going to love Shakespeare with the
same level of intensity that I do. That didn’t stop me from sharing my love of his masterful
wordcraft, his sound plot structures, and his finely developed characters. For my students
who preferred contemporary or futuristic works, I sought out well written modern pieces that
could offer them the thrills in language or storyline to hook them into lifelong reading habits.
And even for my weakest readers, I helped them to see that there were works out there
worth reading to gain an insight on themselves and on the world around them.
All experienced teachers share a secret: the kids keep us young because we learn
from them everyday. Valuing our students and their youth and inexperience is one of the
hallmarks of a good teacher. I have been fortunate enough to teach students of all ages, of
many backgrounds, and of varying temperaments. Finding the balance in reaching all the
students in a classroom yet keeping order has never been an easy task. I wrote the
following poem remembering back to a day in my first year of teaching:
Photograph by Patty Koller
CAT AND MOUSE
Scritch! Scritch! Scritch! Scritch! Standing in front of my desk as a first year teacher, I register the smug smiles and the air of expectancy hovering in the room. Leaning towards my desk drawer, I hesitate Scritch! Scritch! Scritch! Scritch! then turn decisively to the chalkboard and begin writing the day’s assignment. Excited faces fall. Several students shuffle their notebooks.
Eyes dart back and forth in a kind of Morse code: “What should we do?” Scritch! Scritch! Scritch! Scritch! Boldly, Darting Eyes in row three raises his hand. “Yes, Brad?” “What’s that noise coming from your desk?” How to respond? Ignore it? Deny it? Reject it? Scritch! Scritch! Scritch! Scritch! Slowly I pull back the drawer. Two beady eyes stare up at me. I grab the small brown mouse firmly in hand, “What a lovely present! Thank you!” walk to the outside door just beyond my room
release the frightened creature who scampers off while I turn back for the next game of Cat and Mouse. I wrote the poem because I remembered vividly how exciting yet scary life as a beginning
teacher can be. For every daily success, there are many more challenges and setbacks, but
doesn’t that describe life in general as well? Accepting what works and learning from what
doesn’t can provide the best grounding for a happy life and a successful teaching career.
I haven’t said nearly enough about the importance of being upbeat, of respecting
your students so that they will respect you, or of seeing the humor present in even the most
challenging situations. These are the building blocks that help create each year’s layer of
successful teaching and learning. Working with professional colleagues who also recognize
the importance of optimism, respect, and a good laugh is the blessing that crowns the whole
structure.
With the right attitude, a little luck, and a deep sense of the sacred trust we as
teachers hold—helping our individual students to grow and recognize their own strengths—
we are influencing the future of our society. When we realize this, how can teaching be
anything but a joyful challenge? It has been for me, and I hope it will be for you as well.
Photograph by Patty Koller
Jean Shervais taught in the Owen J. Roberts School District for 36 years as a high school and middle school English teacher. She
currently works as an adjunct professor for Cabrini College. She describes her teaching experiences as a “wonderful way to spend a life.”
She is a lifelong native of Chester County and is both a Writing and Reading Fellow of the National Writing Project. Jean hopes to continue
working with PA Writing & Literature Project during her retirement and is looking forward to having time to enjoy the beauty of Chester
County and to contribute to making it a better place in any way she can.
A Teacher’s Epiphany
By Heather Winterbottom
When asked what I took away from my student teaching experience, I respond with the
expected. “I had an awesome cooperating teacher. We got along and she respected my ideas and
encouraged me every step of the way.” True. “I had a fabulous university supervisor, with
whom I still communicate and share my successes.” Also true. And, “I had a healthy support
system.” I lived with Mom and Dad—lunches packed, laundry done.
I wrote textbook perfect lesson plans. All my materials were thoroughly researched and
organized. I even had the quintessential student teaching wardrobe.
I had hoped that because of my organization and hard work my students would blow me
away with their brilliance—brilliance they achieved, obviously, from my well rehearsed thought-
provoking questions and inspiring lectures. They did impress me to an extent. They were nice.
They nailed the 3x5 exposition on why Oedipus is the Aristotelian tragic hero, and they
understood that Julius Caesar was about Brutus, not J.C.
Big deal—everyone has that. But there was no epiphany—no affirmation that I was going
to be a great teacher—that I had what it takes. Nothing that solidified what kind of teacher I was
going to become.
Epiphanies, however, don’t come in neat packages with rays of light and an angelic
chorus. I learned my most valuable lesson from a nightmare situation—one that didn’t fit into my
scaffolded plan.
I did the most fabulous anticipatory activity for Lord of the Flies. I “dropped” groups of
kids on a deserted island and asked them to create a community. The kids theorized and built and
fought—it was wonderful—I was wonderful. After the clay models and dioramas of their islands
were turned in, I asked the students to reflect on their group experience and determine whether a
leader emerged and what conflicts developed while creating their community.
The connections to the novel and the creation of an actual microcosm were brilliant—this
was going to earn me the gold star of student teaching. During the experimental phase of the
assignment, I wanted to observe (but not influence) the progress of the groups. Equipped with
pen and clipboard, I adopted the persona of a tree—just watching and going with the flow.
4
I got to Joe’s group and they, like the rubric driven students they were, started asking
questions. I refused to answer them. I told them I was a tree. I could only listen.
Joe asked, “What kind of tree are you?”
“A palm tree, of course. You are on a tropical island.”
“Cool. Can I hold your coconuts?”
An innocent question, but we both got the other meaning. Our faces turned five shades of
red as embarrassment rose like cartoon characters.
How was I supposed to react? What do the classroom management gurus say about
situations like this? I knew I should probably scold Joe for being inappropriate, and I knew I
should let him know that I would not tolerate that type of language in my classroom.
I also knew that his eyes could not open any wider and that his face was redder than mine. I let
myself be human. I laughed.
It was funny. It was a mistake. We got over it and moved on.
Now that I’m a “real” teacher I’ve faced many similar situations. Like when Ben pulled
down his pants because the room was hot and when discussing a sexual scene with euphemisms
Brian sang the theme song to a porno, I laughed. They were in high school. They were funny.
My epiphany couldn’t be studied from a book or copied from a lecture. It was authentic.
It was important. I can be serious, and I do work from structure. I learned not to break
down if life doesn’t go according to plan. The real world—the one I’m supposed to be preparing
my students for—doesn’t go according to plan. Teaching is an art of modeling behaviors.
So, laugh.
Heather Winterbottom is starting her 10th year of teaching English at Avon Grove High School. Over the years she has taught
students with abilities ranging from special needs to Advanced Placement. She recently finished the West Chester University
graduate program with a M.A. in Teaching, Writing, and Criticism. Heather has previously published in The Prentice Hall Reader 9th
ed. wherein she prepares students for the AP Language and Composition Exam. She completed the PAWLP Writing Institute in
2007 and hopes to participate in the Reading Institute soon. In her “spare” time, Heather enjoys reading but will be busy planning her
June wedding and her sister’s wedding four months later!
5
Photograph by Meg Griffin
History is Found in a Kitchen by Brian Kelley
Through a text message my mother asked if I wanted Aunt Connie’s china. I didn’t
remember Aunt Connie ever cooking...let alone having china. Aunt Connie (born Conchetta
Quattrone) barely cooked--to be fair, she tried, but just wasn’t good at it--married for a cup of
coffee, and lived most of her 90 years of life in the row house she was born in--the older
daughter of five children of Ferdinand and Josephine Quattrone.
Her father, Ferdinand, left Italy on the steamship Bolivia on May 1, 1901 and arrived at
Ellis Island on May 21, 1901. He missed the tsunami of 1906 that leveled his home town of
Reggio Calabria--driving fast-acting survivors to wait out the catastrophe up into caves high
inside the mountains. It so ravaged Messina and Reggio Calabria that Italian women in our
family refused to even place their feet in the Atlantic Ocean--they believed it to be possessed
with evil.
Ferdinand raised a family on a meager salary generated from plucking slim strands of
boiling straw from enormous iron drums. Bent and molded over a hat block, he used his bare
hands to manipulate the scalding reeds. Aunt Connie recalled her father’s hands as eternally
swollen, hard, and red--his hands were not best described as burnt, but cooked.
As a latch-key kid waiting for my mother to return home from any number of jobs, I
spent many hours in Aunt Connie’s home through the 1970s and 1980s. One of the many houses
on 10th Street managed by an Italian woman, I found myself peeling my bare legs from plastic
slip covers or staring with fear at the hard marble slab corners of the tables.
Some Italian women ran their house alone in the 1970s because America took their
husbands through work or war. While others ran the house, as in my aunt’s case, because it was
left to them while brothers and sisters married themselves into their own brick and families.
In addition to watching Merv Griffin with my aunt after school, and Happy Days at night
in the house I lived in with my mother, our extended family lived in two additional homes on the
same block--at any time, family could be found walking freely to and from to any one of four
houses. We all ate many of our meals among the other houses.
6
As I grew older I learned a few things from hanging out with all of those rough-hewn
Italian women: how to cook; the throbbing sting of a wooden spoon; wine tastes best snuck in a
jelly glass; and the life of a family evolves around a kitchen table--where you share much more
than just a plate.
I asked my mom to text a picture of something from the china set. When it arrived, it
was a round plate. While I still do not recall ever eating from that china in Aunt Connie’s house,
it came as no surprise that my mother added that Aunt Connie wanted me to have the china.
When I pick it up and bring it to my house, my first order of business is not to find a
place to store it, but the right recipe to fill it and the right people to sit around it.
Brian Kelley teaches 8th grade creative writing in the Unionville-Chadds Ford School District. He writes about his
experiences teaching writing to middle school students in his professional blog Walk the Walk
(www.walkthewalkblog.blogspot.com). Previous publication includes Shakespeare Magazine (Georgetown University) in 1995 and
the literary journal Passager in 1992. In addition to writing, Brian serves as an assistant football coach at West Chester University.
He lives in Kemblesville, PA with his fiance Karla and their six rescue dogs and cats.
7
Photograph by Meg Griffin
Rhythms of Reality
by Rita Sorrentino
Despite the fact that I find reality shows contemptible, I must confess that I participated
in one, perhaps one of the very first ones. No, I didn’t have to eat worms, survive a trek through
an infested jungle, or betray someone for money, marriage or a makeover de jour. Instead, I
stood in line for hours at 46th and Market Streets while praying feverishly that I would get into
the Arena before the cutoff. If so, one hurdle down, one to go.Once inside I had to subdue my
built-up excitement and impatiently listen to a list of house rules that most of the teenagers
waiting to get into Bandstand already knew by heart.
“No …,” an important looking dark suited man began.
“…chewing gum,” we’d respond hoping to speed up the process.
“No suggestive dancing,” he’d continue
“No..” he could hardly get his words out.
“…pants or shorts for girls,” we spieled off.
“And boys must have suits jackets,” masculine voices pipe up.
With verbal agreement and visual compliance taken care of, we were ushered into the
studio’s small dance floor, framed with wooden bleachers. Rushing to get a good front and
center seat, we giggled, fussed with hair, and anticipated dancing alongside or possibly with the
“regulars.” Add to that the delight of sharing in the popular Rate-A-Record ritual. “I like the
words. It has a good beat. I give it 90. “ Life seemed simple then: follow the rules, clear-cut,
black and white reality.
When fall arrived my dreams of being a dancing queen were only footsteps away. I
attended West Catholic High School just around the corner from the Arena that hosted the WFIL
Bandstand. However, this proximity did not come at an easy price. Our teachers warned us that
we were not permitted to go on Bandstand, or heaven-forbid, appear on this suspicious TV show
in our uniforms. Whatever the consequence, creative Catholic-school girls across the city devised
the fad of wearing the infamous maroon sweater backwards. Hiding the school emblem became a
badge of courage perhaps foreshadowing later religious disloyalties. But for then I had an
opportunity to enjoy the music, meet new friends, and appear on an ahead-of-its-time reality
show. We could dance the afternoon away without any worries (except perhaps to wonder what
our teachers thought was so reprehensible about this simple pleasure).
8
When the show was over, a mad dash to Pop Singers, a nearby soda fountain, followed.
Inside a jammed booth we sipped cokes, rubbed elbows with the regulars and listened to songs
from the jukebox. “Does Your Chewing Gum Stick to the Bedpost Overnight?” “Little Darlin’,”
“ I Will follow Him,” and “A Whole Lot of Shaking Going’ On” to name a few. My friends and I
treasured these moments of innocence and friendship accompanied by lively music.
Life slowly changed. Responsibilities at home, and gradually, extra curricular activities at
school occupied my time. The daily dance show changed to a weekly show, and eventually
moved to California. Our teenage dreams of being dancing queens also relocated. We took turns
hosting basement parties where we played our 45’s, practiced new steps, danced to tunes of
popular girl groups and found rock-n-roll relevant to our adolescence.
Never again would life be that innocent. Assassinations, the civil rights struggle, and the
Vietnam War framed the next decade. The Beatles “yeah yeah yeahed” us with their new sounds,
but sooner or later they, too, yearned for the peace and certainty of “Yesterday.” The Beach Boy
went “Surfin’ USA” while Simon and Garfunkel preferred “The Sound of Silence” during these
tumultuous times.Subsequently, rock music turned hard and acidic. I can’t say for certain what
day the music died for me, but as rock became less personal and harder to listen to, I tuned out.
But not for long!
“Hi, Rita. It’s Judy. Pick up or call me back ASAP,” the answering machine greeted me
late one Sunday evening. I hesitated for a moment but then returned the call. “What’s up, and
what’s so urgent?’ I asked in an almost uninterested tone.
“Did you watch American Dream tonight?” she started the inquisition.
“No, and I didn’t tape it if that is your next question.”
“Too bad,” Judy started to tease but then blurted out. “I think I saw you on a piece of old
Bandstand footage. A line of kids were doing the stroll and my eyes caught two girls in uniforms
with pageboy fluff hairdos. It really looked like you and Joan.”
Well, there went my 15 seconds of fame. I sighed and said goodbye promising to talk
later in the week. Remembering poodle skirts and bobby socks was not on my agenda for the few
remaining hours of that weekend.
My sister and I will pick up the conversation again. She enjoys reminiscing about the
days of old. I think it soothes her long-distance soul that craves a closer connection to family and
9
friends. I’m not overly nostalgic, yet, my Bandstand days hold fond memories for me. The rock-
n-roll of the 50’s resonates with a good time in my life.
Recently, I discovered a pseudo-bandstand at Curves for Women Fitness Center. The
music is lively and there’s a “Whole Lotta Shaking Goin’ On.” I don’t have to wait in line to
dance to the beat, because now I’m a regular. What goes around comes around – slightly altered
to accommodate reality.
Rita Sorrentino is the technology teacher at Overbrook Elementary School in Philadelphia. Rita joined the Pennsylvania Writing
and Literature Project in 2004 and the Philadelphia Writing Project in 1994. This year Rita was honored with a "Teacher as Hero" award
from the National Liberty Museum for her commitment to professional development through her work with teacher institutes and
networks. Rita is currently interested in finding opportunities to assist today’s digital kids in using digital tools for their writing and
publishing. Rita’s piece, “Rhythms of Reality” was written during the PAWLP 2004 Writing Institute.
10
Photograph by Meg Griffin
Tell Me a Story by Diane Dougherty
He has tanned and muscled arms and hands calloused from years of hard work in the coal
mines. Embedded just under the skin of those arms and those hands are bits of anthracite coal,
remnants of a mine explosion that nearly took his life and did take one lung, leaving the other
barely capable of breath. Yet, those hands pick tomatoes, weed the garden, and pluck raspberries
with a delicacy that belies their appearance.
“Daddy, why did you go back to work in the mines after the war instead of running away
to be a cowboy?”
He pauses his gardening and looks at me thoughtfully. “Uncle Guilio’s been telling
stories again, has he?”
“Daddy, Uncle told us you wanted to be a cowboy. Isn’t that true?”
“There’s lots of things that aren’t lies, honey, that aren’t exactly true either.”
My father understood the concept of “story truth.” In our family there are lots of stories:
“The day the pig got loose”
“Ma takes a stand”
“Daddy chases Poncho Villa across the Rio Grande”
“Anthony breaks his arm pretending to be Superman”
Each story told again and again over Thanksgiving dinner, during picnics at the lake, or on
leisurely Sunday afternoons. Stories with the same plot lines told a little bit differently
depending on the narrator.
“There’s a lot of things that aren’t lies, honey, that aren’t exactly true either.” Is that
why, when I read a memory story, one of my sisters invariably says, “That’s not the way it
happened at all.” My memories are clear as crystal; they just aren’t true facts, apparently.
The morning I questioned Daddy might have really been late afternoon; it might have
happened not in the garden but on the back porch. Maybe it was raining—a thunderstorm, and
since I am terrified of thunderstorms, Daddy tells me a story to distract me from my fear, a story
about chasing bandits when he was in the U.S. Cavalry.
I am thinking of all of this because of the trailer for War Horse, a movie to be released on
Christmas Day. When he sees the trailer my grandson, Collin, wants to know about his great-
11
grandfather. “Mom-mom, didn’t you say that
your father was a soldier with the cavalry in
World War I?”
“Yes, Collin. He never talked about the
war, but my Uncle Guilio told me stories about
it. My father served under General Jack
Pershing and was caught behind enemy lines at
Chateau Thierry. Under cover of darkness he
and two companions made it back to the U.S.
line, dodging German soldiers throughout the
night. My uncle said that the three men were
lucky to have escaped capture, but I like to think
they were clever and brave.”
The “clever and brave” story is not mine
to tell nor was it my uncle’s. Still, we tell it
anyway. How my father lay still, face-down in the mud, pretending to be dead. How he waited
until the sounds of German voices faded into the woods before inching his way forward towards
escape. How he met two other soldiers trying to get to the American line to resume fighting.
How they returned to duty and served honorably until Armistice Day. My uncle told me all of
these stories. I believe every one.
“There’s lots of things that aren’t lies, honey, that aren’t exactly true either.”
"Diane in San Antonio...her father's daughter"
Diane Esolen Dougherty is a retired teacher from the Coatesville Area School District where she also served as Department Chair
in English. She is a teacher consultant for PAWLP and lives in Downingtown with her husband Joe. In her spare time she enjoys spending
time with her children and grandchildren.
12
Azalea Benches By Carrie Hagen
My father encouraged his children to talk to strangers.
Dad could befriend almost anybody. He said hello to people he passed on the street,
and he even talked to crossing guards. Whenever someone returned his wave, I would ask who
the person was.
“I don’t know,” Dad usually replied.
“How do you not know?”
“I don’t have to know everything,” he would say. “And neither do you. Work on
that.”
My younger brothers and I didn’t want to work on being friendlier. The three of us
shied away from meeting new people. Dad tried to combat our social awkwardness by finding
shared interests between us and whomever we encountered -- like the vendors at Phillies games,
the waitresses in the old Woolworth’s diner, the homeless guy who mopped the floor of 7-11 in
exchange for hot dogs. We ignored his conversation attempts. Unless he tried to make
connections with people who kind of looked our age.
More than a few times, Dad turned to teenagers in the football stadium or at the ice
cream stand and asked if we knew them from school. Mortified, my brothers and I cut him off.
“Shut up, Dad!”
“They don’t care, Dad.”
“Dad, what’s your problem?”
Our tone varied depending upon the attractiveness of the person before us. Dad,
though, didn’t mind any overt disrespect. Laughing, he would shrug and say “God bless” to the
bewildered onlooker. Back in our Dodge minivan, he tried to analyze our discomfort.
“What’s wrong with you kids?”
Our answers were the same.
“They don’t care, Dad.”
“Dad, what’s your problem?”
“Shut up, Dad!”
And again, he would laugh.
13
What we -- his children -- didn’t notice was how many people welcomed Dad’s
attempts at conversation. I realized this after his heart attack, when familiar-looking strangers
approached and asked me about him.
Dad hadn’t been feeling well when my brother David got married. The doctor knew
that his heart was in bad shape, but Dad didn’t want the prognosis to interrupt my brother’s
wedding plans. He spent the morning of the wedding in his hotel room, trying to hide his
constant cough from my concerned mother.
A few days later, on his commute home from work, a coughing fit forced him off the
road. Two state troopers noticed his erratic driving and assumed he was drunk. Once they
recognized Dad as a medical emergency, they pulled him out of his van and rushed him to the
hospital.
None of us had recognized the coughing fits as mini-heart attacks. My brothers and I
knew that heart disease ran in our family, but Dad’s gregarious personality dismissed his
doctors’ concerns, even after the quadruple bypass. The first time I visited him in the hospital,
he asked me to pray for him. Then he introduced me to his nurse, a woman my age who also
didn’t like her new sister-in-law.
I wanted to pray, but the effort became one more awkward conversation that my father
forced me into having. Before visiting the hospital the next night, I walked through my
Philadelphia neighborhood, towards the azalea garden that borders the Art Museum grounds.
Every spring, the wind pushes sweet fragrances of pink, white and purple blooms into the traffic
that clogs Kelly Drive. I sat on a bench behind a wine-colored bush and looked across the street.
A homeless man sat on a bench opposite me. I had noticed him before. He wore a neck brace
and pushed around a large cart full of flannel shirts and stuffed bags.
As soon as the hospital released Dad, he began to retain water weight and struggled to
breathe. Mom took him to the emergency room; this time, doctors officially diagnosed him with
congenital heart failure. I asked my parents what I could do. “Pray,” they both said. I walked
again to the azalea garden. The same homeless man sat on the bench across the street.
I started seeing him there every day. Sometimes he stood next to his cart behind the
bench and held onto a cane. On rainy days, he wore a blue poncho. I wondered what would
happen if a speeding car lost control, jumped the curb, and crashed into him. I wondered if I
would be the only person to call the police. I wondered if I would even make the call.
14
Dad entered the hospital for another operation; he returned home with a defibrillator in
his chest. Further tests had revealed greater damage, and the medications weren’t keeping
enough water out of his bloodstream. I visited him the night after the implant. The light was out
in his room. I sat in a chair and watched him sleep.
An unseasonably warm Indian summer extended into the fall. The homeless man took
off his flannel jacket and began standing in a T-shirt underneath a tree a little distance behind the
bench. I thought about asking if he went to the homeless feeding on the Parkway every Friday
night. I thought about making him a sandwich, or buying him a hot dog from the vendor down
the road. I wondered if anybody bothered him at night or gave him coffee in the morning. Each
afternoon, I told myself that I would cross the street to say hello on my way home.
And then, one day, he was gone.
Carrie Hagen is the author of we is got him, the narrative nonfiction account of the first recorded ransom kidnapping in American
history (The Overlook Press, 2011). Her essays and commentary have appeared in the Philadelphia Daily News, Nerve.com, SN Review, and
other publications. She taught high school English in the Council Rock School District for twelve years.
15
Photograph by Patty Koller
Reflections and Applications on Jim Burke’s Podcast
“How Big Questions Engage and Motivate Students who have
Grown up Digitally” by Sandra Crook
http://www.heinemann.com/podcastDetail.aspx?id=18
I had an opportunity to listen to one of Jim Burke’s podcasts. I was intrigued by his
fiveminute podcast because it forced me to reflect on my teaching style. Jim Burke asks, “Who
gets to ask the questions in our class and which questions are asked?” Typically questions
coming from the teacher imply the teacher is assessing students’ understanding and in general
encouraging literary discourse among students. Traditionally, when students ask questions, they
are looking for clarification and a check for understanding. In Burke’s lesson, the roles are
altered. Instead, it is not about the teacher asking the questions, rather the students getting an
opportunity to be guided in asking (and answering) the bigger questions. Burke points out this
generation, native to technology, have grown accustomed to having input. In the digital world,
students interact, navigate and challenge. Unfortunately, it does not always happen in the
classroom and we risk our students shutting down. As teachers, Burke suggests we give them “a
seat at the table” and share the power of inquiry. Giving power to the students to ask the
questions allows students to create their own learning opportunities. Burke suggests at the start
of a unit, to give the students a subject and as the unit unfolds, allow the students to ask the
bigger questions that directly affect their lives.
I wanted to try this out for myself. After we read Beowulf in my senior English class, I
asked my students to form small groups and identify the central themes. Next, I asked my
students to record on chart paper some “bigger” questions that connected those themes with
today. This part was a bit trickier, but as I walked around the class, there was insightful
discussion taking place. Groups recorded their questions under each theme, hung them up and
presented their questions to their peers. Interestingly, common themes were shared but there
were different questions between the groups. Next, everyone walked around and informally
responded to the questions on the chart paper. One of my students asked, “What happens if I
disagree with what someone else said?” All the better, I thought!
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Once students responded to the questions posed, it was evident there was a lot to compare
with modern connections. Discussion focused on the themes, like whether good always prevails.
Several people spoke about the most recent wars in the Middle East and what makes someone
“good” or “evil”. Others related conversation to the theme of glory. The students asked whether
glory was necessary to die for in modern times. Finally, I asked students to choose one of the
many questions and respond to that question in an informal essay. To my delight, the students
were eager to write and share their opinions. This lesson allowed students to get to the heart of
the story while making modern connections. This lesson gave students not only a “seat at the
table,” but a strong voice.
Sandra Crook is in her twelfth year teaching English at Twin Valley High School. Her experience includes working with ELL
to Advanced Placement students. Sandra serves as the English department chair and also advises the National Honor Society.
Sandra is also actively involved in the WCU community. She is a double-Fellow of the PAWLP summer institutes and has presented at
the Saturday seminars. Currently, Sandra is in her third semester at WCU as an adjunct in the Languages and Cultures department.
Sandra enjoys traveling and learning about new cultures. Over the years, she has led several delegations with the People to People
student ambassador program. This past summer, Sandra spent two weeks in Nepal helping to build houses with Habitat for Humanity.
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Photograph by Patty Koller
Readers’ Theater: A Recipe for
Research
by Rita DiCarne
Take 20 enthusiastic seventh graders with an idea
One adventurous teacher
Two cups of research skills
Three tablespoons of group cooperation
A pinch of problem solving
And a dash of critical thinking
Gently sift through ideas. Fold in research with cooperation. Add the problem solving,
and carefully stir until all lumps disappear. Blend in critical thinking. Allow mixture to whip
itself into shape (approximately six –eight class meetings over several weeks). Serve to an
attentive audience.
Recently, I had the opportunity of looping with my sixth grade language arts class. While
the thought of having the same group of students two years in a row was very exciting because I
just loved the kids, it was also a little daunting. I had never taught seventh grade language arts
before, and I wondered whether or not I had enough tricks up my sleeve left to keep my students
sufficiently engaged and motivated.
One of the first questions the kids had when they found out that we would be together
again was whether we would again be doing Readers’ Theater (one of their favorite activities). I
was not sure about Readers’ Theater since we had already performed the scripts that I owned. I
told them that I would check to see if I could find any 7th grade level scripts. Well, leave it to the
kids to solve the problem at hand. They wanted to know why we could not write our own scripts.
Frankly, I did not have an answer – why couldn’t we? So we set off on our journey into the land
of script writing.
Pre-heat the oven. At our first meeting the students discussed various topics they were
interested in exploring. The students simply listed all the topics on the board and then began to
discuss the pros and cons of each topic. Would they be able to find enough information on a
particular topic? Would it be interesting to an audience? Did the topic lend itself to the dialogue
format of Readers’ Theater?
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Whet the Appetite. Once the groups decided on topics, they then began to list subtopics
that would require research. For example, Group 1 chose World War II. They gathered a list of
subtopics including: Pearl Harbor, concentration camps, fleeing from Germany, women in the
war, rulers, generals, weaponry, battles, children, and music. Group 2 chose to research the
origins of London Bridge. Each member of the group was then assigned a subtopic to research
for their next team meeting.
Gather the ingredients. Students came to class prepared with the information they had
researched about their subtopic. Each student took a turn giving a summary of his or her
material. Through discussion, students sifted through the information and began to narrow down
the topic. The World War II group decided to focus their attention on fleeing from Germany (one
student had a first person account from his grandmother), Pearl Harbor, the role of women in the
war, and D-Day. Group 2 decided they needed to research the origin of London Bridge and
Henry VIII and his six wives.
Let simmer. Once the students narrowed down their subjects, they choose parts and began
writing dialogue. Their job was to capture the essence of the material within the constructs of a
play that could last no more than fifteen minutes. All members of the group were required to
have a speaking role.
Taste Test. As with all writing, the scripts needed some revising. Students took turns
reading their parts aloud. The group first listened for accuracy of facts, interesting language,
correct chronological order, and of course grammatical mistakes. Then they listened for fluency,
rate of speed, volume, and expression as each person read.
Serve the dish. Students were given a few class periods to rehearse their lines (students
read from scripts during the actual performance), add some stage movement, and come up with a
few minimal props. A date and time were selected, and each group performed on stage for an
audience of fellow students, faculty, and parents. (Other times we have simply performed in our
classroom and invited another class in to see the performance).
Review the Restaurant. The day after the performance, students were asked to write a
reflection of their Readers’ Theater experience. They were to include strengths, weaknesses,
comments, and suggestions. The feedback was wonderful. The students wrote about the fun they
had researching, the collaboration skills needed for the group to be successful, and the feeling of
satisfaction that they felt after performing an original script. They enjoyed it so much that they
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persuaded their science teacher to allow them to create a Readers’ Theater as their presentation
mode on a chapter about the ocean. She used their performance as the assessment of the chapter.
Vary the Recipe. I continue to use Readers Theater with my Language Arts Class in a
variety of ways. Last year we adapted two picture books into Readers’ Theater Scripts. This year
we are revising an existing script to better meet the needs of the makeup of our class. But by far
the most rewarding experience has been using it for research. The students learned many
research skills such as: generating a question, narrowing a topic, consulting various sources
including first person accounts as well as writing skills including: drafting, revising more than
once, and editing. They also learned that publishing can take on many forms including a stage
performance. I knew I had hit a gold mine when in the eighth grade yearbook one of my former
students wrote that her fondest memory was creating and performing a Readers’ Theater.
Excerpt from London Bridge
Catherine of Aragon (#1)
When I was young a pact was made To marry a king, but I was afraid Although I was wife number one,
He divorced me because I gave him no son.
Jane Seymour (#3) King Henry VIII thought I was the one
But when I became sick after bearing his son He made it quite clear whose life he would save
So our son survived, and I went to the grave
King Henry She was the one I desperately loved
But when it was time to choose I gave her the shove.
Anne of Cleves (#4) I am the King’s 4th but not up to his level
He felt that I looked just like the devil Even though it was a huge hassle
It worked out OK, and I got the castle
Rita DiCarne currently teaches seventh grade ELA at Our Lady of Mercy Regional Catholic School in Maple Glen, PA. She
leads professional development workshops as a teacher/consultant for PAWLP, specializing in the area of Content Area Literacy. She is
Wilson Language Certified and enjoys working one-on-one with struggling readers and writers.
Rita serves as an adjunct faculty member at Bucks County Community College where she teaches Introduction to Rhetorical
Skills and at Delaware Valley College where she teaches Content Area Literacy in their TCIP program. In addition, DiCarne has been
published in Today’s Catholic Teacher Magazine and A Cup of Comfort for Teachers.
Rita resides in Horsham, PA with her husband Chuck and is thoroughly enjoying her newest role in life: mother-in-law.
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by Judy Jester 21
Quick tip: Showing them your own writing in process is a huge boon in this process. Both you and they better understand what you’re attempting. If you make something and interview someone all the better.
Judy Jester has been teaching middle school English for twenty-five years in the Kennett Consolidated School
District. A graduate of Immaculata College, she earned her master’s degree from the University of Delaware. She is a fellow
of the National Writing Project and serves as a co-director of the Pennsylvania Writing and Literature Project at West
Chester University. She has taught graduate courses in the teaching of writing and reading for over fifteen years.
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The Tipping Point
By Maryellen Kenney
This past January I began to explore writing with the high school students in my Written
Communications class. This is an elective class populated by freshman, sophomores, juniors, and
seniors. A few enrolled because they love writing. Some signed up because they wanted to
improve their writing skills. Most were there because a parent or guidance counselor told them it
would be “a good idea” to take the course. I have discovered that a ”good idea” can mean
anything from, “you better get some help with writing” to “we have this empty place in your
schedule next semester and…”
I’ve been teaching long enough to know that creating a community within a classroom is
a necessary first step to creating a safe place to learn, a safe place to take risks with writing. The
sense of community comes first and the learning comes after that. I had been struggling to create
a community of writers, a safe place where writers could work, depending on one another to help
lift the level of their pieces. This time it was truly a struggle. John hated writing and was angry at
his mom who forced him to take the course. Anna was a shy freshman, intimidated by the
seniors. Carla would rather have been in another course with all of her friends but it didn’t fit her
schedule. Joe and Candi are boyfriend and girlfriend. They signed up to be together. (Sigh)
Several weeks into the semester, I could not understand why these students would not
come together. Despite my best efforts, they would not write honestly and care about what they
wrote and one another. We wrote every day. I wrote with them. Every day any student who
wanted to share something they wrote had an opportunity. We filled our writer’s notebooks with
rich fodder for further thinking and writing. There was choice, lots of choice of topic and genre.
We conferenced with one another. I modeled my own writing process. We studied the writing of
mentors whose writing inspired and moved us.
Still the vibe in the classroom was not right. I knew that many of the seniors were
burdened by their graduation project, a major research paper. This writing elective course was
taking a back seat to that. I knew that many of them did not need this course to graduate. What I
couldn’t understand was the lack of response of the underclassmen to all my efforts to have a
fully functioning writing workshop. As a seasoned teacher, experienced with many years of
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using writing workshop in my classroom, I was frustrated at my inability to bring this class
together. I knew that I had to keep trying.
In November of 2006 Smith Magazine asked readers to submit six-word memoirs. You
may remember reading Hemmingway’s: “For sale: baby shoes, never worn.” A colleague across
the hall had mentioned six-word memoir to me and so I went to the Smith Magazine site. I was
delighted by the challenge that writing a good six-word memoir might be and thought my
students would be also. In class the next day, we perused the site, reading the memoirs submitted
and talking about them. Some said so much. Some raised so many questions and then left those
questions unanswered. They were intrigued. Over the next few days we played with writing six-
word memoirs, sharing them, talking about what made some better than others. During that effort
I sensed that the climate in my classroom was changing.
Indeed, this assignment was the tipping point for creating community. Why? To write a
six-word memoir requires cutting to the chase, using a small number of words to say much. It’s
hard. These novice writers finally really cared about their pieces and knew that despite their best
efforts their message may not come across. They were unwilling to leave any questions
unanswered. They wanted to make sure that everyone knew what their struggle was and where
they stood with it. I allowed them to write a short paragraph giving some background on their
six-word memoir, an explanation, if you will. Some of the memoirs were, well, memorable.
Many were not. But the paragraphs were the powerful part. Finally they were buying into their
own writing.
The best stories are inside you.
by Naomi
I don’t like to share my stories and experiences with people. I like to make them happen,
and let life go, and think about my memories, maybe write them out, but it’s always for me, and
me alone.
Finding the way back to myself.
by Taylor, 17
Throughout my life I have changed who I am just to please others. But I believe I’m
finally coming to terms with myself; I’m finding out who I really am as a person.
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Those tiny voices await loving ears.
by Ashani
I somehow manage to forget that Ashayla may have something meaningful to say. I think
it’s the case with most people, especially older brothers or sisters like me: you don’t expect
younger children to have something worth saying, so you choose not to listen. That is a foolish
mistake to make. She’s silly and ditsy. She likes terrible music. She’s awkward to be around. But
she also needs someone there to listen when she’s having trouble figuring stuff out. I haven’t
been home enough to talk to her about anything, so when I found out that she was in counseling
for self mutilation, I hated myself the most. I didn’t judge her for what she did; I understood. I
still can’t live with the fact that at her age she has to bottle all those things, silly or not, from
anyone. I’ll make sure to ask, and listen, next time.
Attention Deficit Hyperactivity Disorder Inattentive Type
by Nate
Those six words have made my life what it is. I don’t like to call it a disability because
people assume I’m just hiding behind a crutch. I am not asking for sympathy or empathy, I
simply wish to be heard. When I was younger my mother didn’t know I had ADHD and
therefore she thought I was just “lazy, irresponsible, and immature.” I think my mother struggled
with the stress from my father, who was a recovering alcoholic, and raising two other children. I
was a boy who would frequently act out in class, forget to write down his homework, or even
forget his backpack on the bus as late as third grade.
When I was little I would always get in trouble towards November or December for
reasons as simple as not doing my work or acting out in class. I knew my mother had a temper
that was easy to lose but things like that never occurred to me when I would act out. One year I
did something in the weeks before Christmas, which is four days after my birthday. When my
mother got a call from the school telling her that her son was being disruptive and a distraction in
class she saw red. On my birthday night I sat at the kitchen table with tears streaming down my
face, dripping onto my cake. No one in my family joined me as I opened my presents. Not my
younger brother, my older sister or even my mild-mannered father. They all left me to sit alone
when I was eight. This kind of treatment towards me continued until high school started.
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Not only did my relationship with my mother deteriorate, my grades slipped more and
more as the years went on. On occasion I would do better than the year before, which I accredit
to teachers that were able to work with my ADHD, but they only increased by a small margin. In
sixth grade, after my pediatrician recommended that I should be tested for ADHD I went to a
doctor in a big house in Bryn Athen to find out what was wrong with me. I remember the room I
was in like I’d been there a thousand times when it had really only been three visits. It was a
circular room with a desk at the center and a tall bay window to the left of the desk, white shades
and a small bench with a pale green pillow. The man who sat at the desk asked me simple
questions and had me solve puzzles. Silly things I thought had nothing to do with testing me for
ADHD.
When my mom and I found out that I was diagnosed with Attention Deficit Hyperactivity
Disorder Inattentive-type I looked at her and I just said “I told you so.” My “disability” may not
be exactly what shaped me into who I am, maybe it was and compiled with my mother’s abuse it
formed me. I am Nathan and I have ADHD I-T.
I’m my own mother and bestfriend.
by Christina, 16
My mother was never really around much in my life, and when she was it was in a very
negative way. So a little over two years ago I decided to cut her from my life completely.
Recently I lost my best friend. She just decided our friendship wasn’t working anymore. I
think the absence of people you care about in your life can definitely be a bad thing but it’s also a
great chance to gain newfound independence too.
I write with my students every day. I learn right alongside them. This year, with this
class, I learned another lesson in persistence and creativity. This particular writing experience
cracked open the door to that place where writers need to live. Not all my students were willing
to walk in and be there. But some were and I was there to work with them. Reluctant writers
need someone who cares enough not to give up. They need someone who will push to find the
writing assignment that clicks with them. This year I learned to keep trying because there is a
tipping point.
Maryellen Kenney teaches English at Upper Moreland High School in Willow Grove, PA. She has been a Fellow of the
Pennsylvania Writing and Literature Project since 2002. Over the past 26 years she has taught at the elementary, middle,
and high school level.
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Decorate the Classroom with Student Thought By Richard Mitchell
This year I put a stop to the boredom and tediousness of the first day of school by asking
my students what they “think.” In my beautiful maroon-velvet storytelling chair, I read Dr.
Seuss’s Oh, the Places You’ll Go to my Advanced Placement seniors. I then asked them to
consider what “High heights” they aspired to, and what “hang-ups and bang-ups” they thought
might leave them in a “lurch.” Each student discussed their dreams, some openly, some
unwillingly. When I calculated they were ready, I asked them the following question: What are
you thinking right now, in September of your senior year?
Myriad responses followed. Some students were thinking about college, others about the
discomfort of new clothes and haircuts. One student pined over a girl he met at camp. Another’s
concern for a sick relative showed on her creased forehead. I asked my students to represent their
thoughts in a poster for display in the classroom. Their hand in decorating the soulless, beige
walls would set the tone for the entire school year.
Any English class should be built on student thinking. The “I Think” poster necessitates
student ownership of the classroom and the work that will occur within it. The posters illustrate
immediately that student thought is the most important element in the learning process. They
offer an initial opportunity for students to relate their lives to what they will learn throughout the
year. Finally, each poster represents a piece of personal landscape in the space of the room, the
collection of which build a community of thought. Students can look to their piece of the wall for
reassurance, courage and strength and their classmate’s posters for inspiration and challenge. “I
Think” posters reinforce the significance of each individual mind and the fact that what comes
from it is important, helpful and necessary to each student in the class.
Richard Mitchell is an English teacher at West Chester East High School. He is a PAWLP and NWP Fellow and co-directs
the Summer Writing Institute at West Chester University. He lives with his wife Maggie, a former music teacher and author of The
Big Stink and Kacey the Paper Cat and their daughter Evelyn Rae, a budding musician and writer herself.
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KINDNESS MATTERS
By Kate Walton
“Kindness Matters” is what I sign on every one of my books. Making kindness
matter to young people has been a deep passion of mine, infiltrating every crevice of my
life. The first time I stepped foot into a classroom back in 1991, I consciously decided to
make kindness the foundation of my teaching practices. I believed it was my job, as the
adult, to discuss and address bullying each time it reared its hideous head. Language arts
afforded me a unique and powerful opportunity to get to the heart of that difficult matter.
Minds are opened when you purposefully craft your language arts lessons to have
an undercurrent of “Kindness Matters.” Allowing students to read and respond to age-
appropriate emotionally charged and honest material provides moments to revolutionize
students’ thinking. I used to call those moments Explicit Conversations. The effects of
bullying (or racism, or intolerance) were openly discussed or written about and shared. I
wanted my students to see each other for the human beings they were, not the labels or
assumptions they were expert at attaching to each other.
Common ground is built, layer by layer. When bullying is openly discussed and
addressed, empathetic thinking blooms. Respect and kindness grow from empathetic
thinking, because when you understand where someone is coming from, it makes it a lot
harder to humiliate them.
Adult involvement is crucial to end bullying. Many young people have no idea
what it looks, sounds, or feels like to be empathetic or kind—often times those behaviors
don’t come naturally. Students must be taught by the adults in their lives. They don’t
know how to “work it out on their own” because they don’t have the tools yet. They need
adults to teach them the tools.
Language Arts affords glorious opportunities to teach those tools. By their very
nature, reading and writing provide a deeper look into the human condition. Language
Arts allows students to see themselves in the printed word, to stretch or change their
thinking, and to connect to each other in profound ways.
Seize the opportunities.
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Ask your students to journal or discuss what they’d like their legacy to be, how
they’d like to be remembered later in life. The jerk? The creep who ruined people’s lives?
The one who ripped other people’s hearts out? Or, the kid who treated everyone with
dignity and respect?
Ask your students to journal or discuss this quotation by American editor and
writer, Thomas Dreier: “The world is a great mirror. It reflects back to you what you
are. If you are loving, if you are friendly, if you are helpful, the world will prove loving
and friendly and helpful to you. The world is what you are.”
Gone are the days where a simple teacher reprimand has the power to stop
bullying. Today’s students need more. Demand more. In this age of information, they
need specifics.
In addition to reading and writing on the issues, explain your clear expectations
and consequences. Share and constantly refer to concrete examples of what it looks and
sounds like to treat other people with basic human dignity:
Looking people in the eyes
Holding the door for people
Smiling
Saying hello or good morning
Offering help
Giving compliments
It’s rather black and white. Bullying in schools will never stop unless the bully is
brought to an understanding of the pain they have caused. They need to know that their
actions are the reason for the pain (or the stomach ache, the headache, the missed school,
the suicide attempt). Bullies, regardless of age, need to realize what their behavior has
caused. Explicit conversations—whether on paper or out loud—in the safety of the
learning community you’ve built, are the ideal venue for bullies to be brought to that
crucial understanding.
Having students leave your classroom believing that Kindness Matters, and
knowing what that looks like in real life, is quite a legacy.
K. M. Walton is the author of Cracked and the upcoming Empty (releasing 1-1-13). As a former middle-school language-arts
teacher and teaching coach, she is passionate about education and ending peer bullying. She gives school presentations on the topic,
“The Power of Human Kindness.” K. M. is a graduate of West Chester University and a PAWLP Fellow. She lives in Pennsylvania
with her family. You can find her online at KMWalton.com and on Twitter at @KMWalton1.
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Lilacs
Rita DiCarne
I didn’t see it coming;
the day had me
agitated.
A routine pass
through the school office
catches me off guard.
Whispers of lilacs,
the delicate scent
of childhood spring times,
summons memories of Philadelphia.
Dad in his suspendered blue jeans
with his trusty gardening shears
is carefully pruning
each fragile branch.
Mom suspends her afternoon
to gently arrange
each pale purple sprig.
All of us circling the table
to inhale the beauty
of these perennials.
The dining room table,
usually a collection of clutter,
is now clear
and dressed in white starched lace.
A crystal vase – imported from Poland
overflows with the lavender bouquet,
bringing the perimeters of our property to its core.
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AFTER THE FIRST ELEGY By Don LaBranche
Angels (they say) don’t know whether it is the living they are moving among, or the dead. --Rilke Every angel is terrifying and we like Magdalene at the tomb before dawn on the third day, tread lightly. But here I think of another Mary visiting the group home where they love her broken son who although he cannot see her, laughs heartily when he hears her voice on music therapy morning, as the horns & tambourines & penny whistles bring to life the old hymns and the singers sway arm in arm in arm, mostly in the same key. After lunch she applies herbs and spices to her son’s tormented skin and not even death can cloud her thoughts nor any doubt concerning whom she moves among.
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Photograph by Meg Griffin
AFTER THE EIGHTH ELEGY By Don LaBranche
A child may wander there for hours, Through the timeless stillness, may get lost in it… --Rilke In the spring of fifth grade roy lugged his diorama—a refrigerator box laid out on the long side—into our Civil War classroom. Regiments of plastic soldiers marched in tight ranks up and over the bloody hills and orchards of Gettysburg shielded from incoming fire by rows of Sherman tanks done up in desert camouflage. He and I lay on the floor for a long time as the battle unfolded then I wondered out loud about tanks on a battlefield in 1863. His eyes glowed with the fierce conviction, the unequivocal response of a scholar-warrior, It doesn’t matter.
Donald LaBranche graduated from West Chester State College and Widener University. He taught physical
education, swimming, third grade, and fifth grade in the Chichester School District. He is a 1993 PAWLP Writing Fellow. In
2002 he participated in a week long internship at the Center for Teaching and Learning, Nanci Atwell's demonstration school
in Maine. He has taught graduate level courses for PAWLP as well as classes in Science Fiction, Fantasy, and Horror to
fascinating writers in the Young Writer's summer program. His poetry has appeared in numerous publications.
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Photograph by Meg Griffin
Inquiry By Janice Ewing
We lingered with uncertainty
sensing questions
just beyond our reach
Tension grew
as we tried to grasp
nebulous threads
slipping away
like dreams at dawn
Still we waited
questions began
to come into focus
take shape and breathe
like us
alive and hungry for answers.
Janice Ewing is a PAWLP 2004 teacher consultant. For most of her career she was a reading specialist and literacy coach in the
William Penn School District. She is currently an adjunct professor in Cabrini College’s Reading Specialist Certification
Program. She is interested in teacher inquiry and in helping others to find and sustain their writing identities.
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Photograph by Meg Griffin
Good Reads: Fiction
by Linda Walker
The following Good Reads connect nature to the characters and action whether it’s
through the use of place or living things both real and imaginary. The authors use the
senses and details making the reader feel like part of the story.
Wildwood by Colin Meloy
A middle grade fantasy adventure. Prue is a different sort of girl whose younger
brother is abducted by a band of crows. She and her friend Curtis venture deep into
Wildwood, a wilderness filled with secrets and dangers to recover Prue’s captured
brother. The illustrations enhance the text so the reader can visualize the setting and
characters the way the author intended.
Visit http://www.wildwoodchronicles.com for a preview of the book and read about the
author and illustrator.
Breadcrumbs by Anne Ursu
A middle grade fantasy adventure inspired by Hans Christian Anderson’s The
Snow Queen. Hazel and Jack are friends who share a liking of fantasy. Even though they
are in the fourth grade and are boy and girl they are best friends until one day Jack stops
talking to Hazel and disappears into an enchanted forest with a mysterious woman made
of ice. Now Hazel must rescue her friend who may not want to be saved.
Visit http://www.anneursu.com/books/books.html to read about the author and other
books of interest.
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A Nest for Celeste by Henry Cole
A lower grade (3-5) story centered on the adventures of a small mouse, Celeste.
Celeste lives under a plantation home where John James Audubon and his assistant
Joseph come to sketch the birdlife in the area. As the story opens Celeste is bullied by
two rats to bring them food. Celeste makes a narrow escape from the house cat, meets
new friends and makes discoveries. The pencil drawing illustrations help develop the
story.
Visit www.henrycole.com to view more of his contribution to children’s literature
through his art.
The Emerald Atlas by John Stephens
An upper middle grade (5-7) fantasy adventure novel is the first book in a series.
Kate, Michael and Emma are separated from their parents and transported in time to a
place ruled by a fair-haired Countess and her army of Screechers. Three books hold the
secret to unimaginable power. The children are at the center of a journey to retrieve the
emerald atlas, the first book, and find their parents. The book combines the story
elements of the Harry Potter, Narnia and Lord of the Rings books into one good read.
Visit www.emeraldatlas.com to meet the characters, read a chapter and watch a trailer of
The Emerald Atlas.
The Guardians of Ga’Hoole, Book 1 The Capture by Kathryn Lasky
Deep in the forest of Tyto, nestled into the arms of the fir trees, the Barn Owls
dwell. Soren is born into their tranquil kingdom. But evil lurks in the owl world, evil that
threatens to shatter Tyto's peace and change the course of Soren's life forever.
First eggs begin to mysteriously disappear from their nests, then Soren himself is
captured by a part of strange yellow-eyed owls. He finds himself in a dark and forbidding
canyon. It's called an orphanage, the St. Aegolius Academy for Orphaned Owls, but
Soren knows it's something far worse. Within his gizzard, the hope for escape remains
alive, no matter how many rules, punishments, and sleepless days he faces at St. Aggie's.
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He and his best friend, Gylfie, know the only way out of this place is up, so they will
need to do something they have never done before — fly.
Read all 15 books in the series. You’ll find a synopsis of each at:
http://www.scholastic.com/gahoole/books.htm
Secrets at Sea by Richard Peck
Mice are not my favorite critters but I did enjoy the adventures of Helena and her
three siblings. The Cranstons are the human family who want to marry off one of their
daughters by sailing to London. Louisa, Helena’s mouse sister, has formed a close
attachment to Camilla, the human Cranston and announces she would be most tragically
sad to lose her. In order to keep Louisa happy and keep the mouse family together Helena
agrees to stow away and join the Cranstons ocean voyage to London, a not too happy a
prospect since mice do not like water. Ship board adventures keep the book moving at a
lively pace. Sprinkled throughout the book Mr. Peck has included historical and cultural
tidbits of the Victorian era which can lead to interesting discussions of that time period.
The Aviary by Kathleen O’Dell
I’m not one for ghost stories but I do like enchantment. Clara lives with her
mother, Harriet, and Ruby the cook in a decaying mansion. The house is owned by Mrs.
Glendoveer, the wife of a famous deceased magician. When Mrs. Glendoveer dies Clara
becomes part of a mystery involving the name Elliot, a group of enchanted birds locked
up in an aviary in the back yard, a key and a diary. As she attempts to unravel the secrets
of the Glendoveer mansion she stumbles onto mysteries of her own past and enlists a new
found friend to help her solve them.
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Emmy And The Incredible Shrinking Rat by Lynne Jonell
Rats are not an animal that people look upon kindly. In the book Emmy and the
Incredible Shrinking Rat Emmy, the good child never noticed in class, not even by the
teacher, develops an unusual relationship with an opinionated, complaining rat, aka
Raston or Ratty. Emmy’s life is controlled by Miss Barmy, her horrible nanny. Miss
Barmy uses potions to control Emmy’s parents (the Addison’s), children in her class and
anyone or rodent that comes between her and what she wants which is the Addison
fortune. With the help of Ratty and Joe, Emmy’s soccer-loving classmate who shrinks to
the size of an action figure, Emmy sets upon exposing Miss Barmy and her wicked plan.
Amusing dialogue keeps the reader turning pages to discover what challenges Emmy will
face next. Lynne Jonell has developed her characters so well that I found myself offering
help in solving their problems. Many laugh out loud moments make this an engaging
read.
There are two sequels to Emmy and the Incredible Shrinking Rat; Emmy and the
Home for Troubled Girls and Emmy and the Rats in the Belfry. I hope she writes more.
Visit Lynne Jonell’s website at www.lynnejonell.com for more of her books and sections
dedicated to teachers and children.
After reading Emmy and the Incredible Shrinking Rat do visit the ratblog at
www.lynnejonell.com/ratblog/kids.html . It’s fun for children and adults.
Linda Walker was a teacher for 33 years with experience in several grade levels including teaching children with learning
disabilities and the gifted. She is a 2005 Fellow of the National Writing Project. For many summers Linda has facilitated two
specialty courses, Young History Writers and Young Nature Writers, for West Chester University’s Young Writers and Readers
Program. She has been published in Highlights for Children.
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Photography Credits
Cover and table of contents Tulips Tricia Ebarvia
Tricia Ebarvia has been teaching English at Conestoga High School in the Tredyffrin-Easttown School
District since 2001. Over the years, she has taught world, American, and European literature, as well as AP
Language and Composition and AP Literature and Composition. Tricia has taken several PAWLP courses and
completed the PAWLP Reading and Literature Institute in 2008 and the Writing Institute in 2011. In addition to her
love of reading and writing, Tricia also enjoys taking photographs and looking at the ways in which the visual and
written worlds intersect. Tricia co-facilitated the Visualizing Words and Worlds course at the Brandywine with
Teresa Moslak this past summer.
Pier Reflections, Nature’s Pathway, Sunset Calling, Golden Splendor Patty Koller
Patty has taught elementary school for the past 34 years in Ohio and Pennsylvania. She is currently an
instructional support teacher for students in grades K-2 in the Downingtown Area School District. Patty is a
PAWLP Fellow and has facilitated a variety of courses for teachers over the past 20 years. Most recently Patty has
been teaching courses for youth and teachers at Longwood Gardens where she gets to combine her love of teaching
and nature.
Monarch, Sunday China, North Sea Beach, Celtic Cemetery, Time Stands Still, Dragonfly Meg Griffin
Meg has had many careers in her adult life from stockbroker to baker to brain injury nurse. The fates
conspired until she finally found her passion – teaching. A PAWLP Writing Fellow since 2005, Meg teaches fourth
grade in the Central Bucks School District. She regularly presents at local and national conferences, particularly on
technology integration. Meg facilitated Moving Writing into the 21st Century: Integrating Technology and
Language Arts in Bucks County this summer.
Photograph by Meg Griffin
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