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May. 23rd, 2013


professornana

Logic, and the lack thereof

logic

I think it is good every once in a while to remind ourselves of the rules of logic (see great list above, for instance). I know that as I am reading some of the posts about CCSS, I wonder if somehow we have missed including LOGIC and reasoning as a skill. Kids need to know how to read something with faulty logic, to spot the truncated syllogisms (one of the favorite things I taught 8th graders all those years ago). Review the rules above and then read this post about CCSS: http://www.navigationnorth.com/the-what-not-how-or-why/ entitled Common Core State Standards…The What. Not The How or The Why: What the Common Core Are and Are Not. It begins logically enough. The WHAT are the standards, the HOW are the techniques needed to teach the standards, and the WHY are the reasons why these standards are included. But read a little further and watch as the logic begins to twist in on itself. It becomes so tortured that I am reminded of this book cover:

twisted

See how the pencil is almost unrecognizable (and if you have not read this book, correct this oversight immediately)? And so it is with this posting. It waffles back and forth about methods for teaching. Most insidiously, it suggests that these standards were a collaborative effort that included all sorts of folks. I am not sure I can even call that twisted logic; I know that requests to participate, to have a seat at the table, were rebuffed (in much the same way they were here in Texas when the ELAR curriculum was written without any input from literacy organizations at all). This author asserts that teachers are not being told how mastery of skills is to be assessed. Apparently, the TEST part has escaped this person's attention. And apparently, this person has not seen the mountainous volumes of PD handouts and books and materials that ARE mandating instructional methods.

There are more flaws, of course, but I wonder if perhaps we could use posts such as these to demonstrate to our students how NOT to construct a logical argument, how NOT to be persuasive? Hmmm, I might just have come up with a HOW that can address the WHAT and show that the WHY is not as strong a foundation as we are led to believe.
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carriejones

My tweets

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robinellen

Babbling about break...

It's a misty, quiet morning (isn't that a song?), and I finished up all my school responsibilities (until the last day, which is one week from today) yesterday. I'm not sure what to do with my time now (ha). I have a list of organizational things which need to be done around the house (a loooong list). The kiddos and I talked about our plans for the summer (the 'schedule' we'll follow), and they're kind of excited, I think. Of course, part of the excitement is simply being on break -- yay!

During the week, I try to follow a similar schedule to the kiddos'. Since I'm having them spend time in reading/writing/math and music, I'll do the same. Maybe I'll actually learn something about the guitar this summer (or maybe I'll just play around on the piano, like I did last summer). I'll definitely use the reading/math/writing time to both read and write (well, let's hope). We'll also be outside for part of each day, playing tennis or basketball or going on a hike. Just like a school day, we stop around 3-ish, and they get 'free' time. ;) It worked pretty well last year, so I'm excited to spend time with them again.

We don't have any weekend plans (yet), though we are heading to Glenwood Springs to visit some caves (E is very excited -- her 'passion' project was on caves) and take a cool hike near there.

So, for any of you who also have charge of kiddos during the summer break, what types of things do you do to keep everyone busy and relatively happy? :)
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cynleitichsmith

New Voice & Giveaway: Laurie Boyle Crompton on Blaze (or Love in the Time of Supervillains)

for Cynsations

Laurie Boyle Crompton is the first-time author of Blaze (or Love in the Time of Supervillains) (Sourcebooks, 2013) and looks forward to the release of Adrenaline (FSG/Macmillian, 2014) and The Real Prom Queens of Westfield High (Sourcebooks, 2014).

From the promotional copy of Blaze (or Love in the Time of Supervillains):

When comic-obsessed Blaze stands up to her evil ex, he posts a racy picture of her online and a battle of epic proportions ensues.

Before she knows it, Zap! Thwack! Pow! Blaze becomes the target of intense bullying.

She must learn to channel her inner-superhero if she hopes to gain the ultimate victory; rescuing herself.

Read an excerpt of Blaze.

How do you psyche yourself up to write, to keep writing, and to do the revision necessary to bring your manuscript to a competitive level? What, for you, are the special challenges in achieving this goal? What techniques have worked best and why?

As a debut author I’m in a unique (and extremely blessed!) position of having three books under contract with two different publishers so I have pressing deadlines all over the place.

Publisher deadlines are very effective motivators, but I still need to set my own deadlines along the way. Breaking a huge revision project into stages such as, “By Friday I will finish compiling research,” or “I have two weeks to do a final manuscript read-through,” makes things much more manageable.

It works well that I’ve always been able to convince myself that my own deadlines are ‘real’ which is probably helped by the fact that I’m a little bit gullible.

When I find motivation lagging I try to tune in to the inspiration that drove me to write the story in the first place. That initial spark is something that should continue to burn throughout the process.

I also try not to think about the book going public. When you write edgy YA, imagining your mother or grandmother reading your work can tend to stifle creativity. Of course, this game of pretending nobody will ever read the book grows harder as the process draws closer to publication day.

The writer’s worst enemy in the late stages is a little thing called perfectionism. The final read-through can be brutal since it’s the last time for making changes. It’s difficult to let go and release your book into the world, but there comes a point where you just need to decide on the word you have changed back and forth with each draft and accept the fact that you won’t be able to tinker with this story anymore. Then the best thing is to turn focus to the next project.

How did you go about connecting with your agent? What was your search process like? Who did you decide to sign with? What about that person and/or agency seemed like the best fit for you? What advice do you have for other writers in seeking the right agent for them?

I love talking about my wonderful agent! The day I signed with Ammi-Joan Paquette of the Erin Murphy Literary Agency was the day things turned around for my writing career.

Mind you, I still had a long path before getting that first publisher yes (and six months later the second one!). But I’m constantly telling writers they need the right agent, not necessarily the right now agent.

My path to publication had many twists and turns, and I know that feeling of wanting to get your polished manuscript in front of editors, like, now! But as tempting as it can be to jump on that first agent offer, be sure you listen to your gut before signing on the dotted line.

I learned this lesson the hard way. After working on my craft for a number of years I got my first offer from a reputable children’s agent and I was thrilled. Finally, here was someone who would get my book in front of editors! I was on my way! But on my way to where? It turns out I was in for three years of heartbreak and insecurity.

That agent happens to be great for some people and we split on the best of terms, but looking back it should’ve happened much sooner. I do not in any way blame that first wrong agent for those early manuscripts not selling, no agent sells every manuscript they take out on submission. But there were many signs along the way that we were not a good fit.

We parted ways. Within two months I had an offer from a new agent at an established agency on Blaze (then titled "Fangirl"). She seemed very nice and said all the right things, but I didn’t quite feel that love that I’d heard other authors talk about. I let the offering agent know that I had a few other partials out and here is the other piece of advice I try to tell any writer who will listen: in addition to contacting those agents with partials, I also wrote to all those with queries who I hadn’t heard back from, letting them know of the offer.

This actually turned into a few full requests, including one from my absolute top choice; Ammi-Joan Paquette. It turned out, she hadn’t received my original query but she was intrigued by my book and asked to see more. As things progressed towards her offer of representation, I came to understand that agent love that other writers talk about. And I certainly feel it still.

So authors, when you get an offer take the time to contact those agents you’ve queried! At the worst it will save busy agents time reading a query for a book that’s already spoken for. And at best, well, you just never know.

Cynsational Notes

Visit Laurie's LiveJournal.

Enter to win a signed copy of Blaze (or Love in the Time of Supervillains) by Laurie Boyle Crompton (Sourcebooks, 2013) from Cynsations at Blogger. Author sponsored. Eligibility: North America, U.K. and Australia. Enter here.

May. 22nd, 2013


calzephyr77 in yalitlovers

The Underland Chronicles 4 and 5

It didn't take me long to finish the last two books - Suzanne Collins is a master at writing cliffhangers. Book 4 and 5 are more like one book than the previous three, and differ vastly in tone as well. Collins ramps up the violence as the Underland humans and rats prepare for war, transforming the series from mere adventure books.

Mild spoilersCollapse )</div>

professornana

Basic rights

So, how about this?

Gallup has a silver bullet for solving many of the world’s problems. Here it is: Every student in the world, from pre-K to higher ed, needs:

•Someone who cares about their development
•To do what they like to do each day
•To do what they are best at every day
That’s it. It should be the new bill of rights for all students -- and frankly, all people -- worldwide.


I am leery of silver bullets. But I am a huge fan of the rights of students. This list comes from a post I read this week here: http://thegallupblog.gallup.com/2013/05/the-new-bill-of-rights-for-all-students.html. I know the site is selling something. I understand the author of the post is not a teacher. However, there is some wisdom here, particularly the suggestion that each and every child have someone who cares about their development (and I would add, more importantly, someone who cares for the CHILD first and foremost). I would add some other rights to this as well.

The right to access all a child needs to be successful is something I have been considering lately. I glance around the room that functions as my office (and the TV room and the room where Scout naps during the day and the room that serves as a catch all from time to time). I have an iPad, a mini iPad, a smart phone, and two laptops (one that is new and the old one that I still need to pull files from before it moves on to recycling). I have access. But I know that my students do not have the access I do. I can get online most days with little effort. I know there are others who have to head to a library or coffee shop for access. If I want a book to read, I simply have to access one of the double stacked shelves I have. I have access. But I know there are many houses where that access is not simple, where books are not at hand. So, ACCESS to me is one right I would love to be able for all kids to have.

And I include access at school as well. How many computers are in the classroom? How much access do kids have to books, to computers, to materials they can use to create something? I know there are schools with 1:1 tablet systems. And I know there are schools where a classroom might have one computer, an older one, that does not provide much access for the 20 or 30 or more kids in that room. I know there are classrooms where there are hundreds and thousands of books in the class library. And I know there are school libraries that have fewer books. The schools with inadequate access are generally, of course, in schools where you can expect inadequate access in homes, too.

There are other rights, of course. Many years ago, the International Reading Association generated a powerful piece in 1999. You can download a PDF of the statement here: www.reading.org/downloads/positions/ps1036_adolescent.pdf. Note that access appears on many of these statements about what adolescents deserve. We need to go back to these fundamental statements again. This is what we need to use as we prepare lessons, gather materials, plan curriculum. ACCESS them now.
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aprilhenry

Haven't I seen you someplace before? Dueling covers for post-apocalyptic teen novels

images-1 images

And a bit of dueling titles, dueling type, dueling genres. 

kellyrfineman

At the new Belmar boardwalk with AT THE BOARDWALK

Some of you may remember that I went to the public library in Belmar, NJ on September 29th of last year to read At the Boardwalk at their cute, historic library. I put up a post about the visit. Thirty days later, Hurricane Sandy came ashore, with what used to be the eye passing just over Brigantine, NJ, a bit to the south of Belmar. Towns to the north of the eye were walloped, including Belmar, which lost its entire 1.3 miles of boardwalk to the superstorm.

The town of Belmar started construction on its new boardwalk in January. Today, I was invited by the library to attend the grand opening of the new boardwalk - all 1.3 miles of it have been rebuilt, stronger and better than ever - and to read At the Boardwalk to some of the schoolkids on the beach after the ceremony was complete. (All of the school children from the public and Catholic school in town had been bused to the beach, wearing their "Tougher Than The Storm: Belmar/Belmarvelous" T-shirts.) There on the right you can see Mayor Matt Doherty, Governor Chris Christie, and Senator Bob Menendez cutting the ribbon to make it official.

I was extremely fortunate that my friend John Rowen decided to make the trek from Pennsylvania to take pictures of me during the reading. He did a really great job, and I'm just going to share a few of the photos with you below.


Here I am getting ready to read to the kindergartners on the beach. With an airhorn.



Here's me, reading to the kindergartners. You can see the ocean in the background.


Here I am again, from another angle. That's Liz Cole from Belmar Elementary holding the book.

It was a privilege and an honor to be asked to attend the grand opening of the boardwalk and to share my book with the kids from Belmar Elementary School. My thanks to the good people of Belmar, and to John Rowen, for a really wonderful day.


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aprilhenry

Writing I liked - even if the book didn't click for me

I recently put down a huge book.  One of those literary-genre hybrids.  You know, about zombies or werewolves, only written by someone with an MFA.  I gave it 113 pages, but it wasn't pulling me in and I have probably 150 books in various teetering TBR piles around the house.

Still, the writing was good.  Maybe a little too good, if that makes any sense.

The sky is clotted with clouds. Rain spits. Seagulls screech. The bay is walled off by fog. In the near distance the brown hills are only a hazy presence and the noise of traffic is only a vague growl as cars pour off the freeway and follow narrower roads that branch into parking ramps, rental lots, terminals. One of them, a black sedan with a silver grill, dips underground to the arrivals area at San Francisco International Airport, but it does not stop where the other cars stop, does not pull up to the curb and pop its trunk and click on its hazard lights. Instead it slides past the rest of the traffic, around the corner, to the bend in the road bordered by concrete walls, where it slows enough for the door to open and a man with a briefcase to step out and walk away without a parting word or backward glance.

I was struck by how the sentences grew longer and longer. And the author uses such muscular verbs: clot, spit, screech, growl, branch, dip, slide.... In this book,aA coffee pot never "sits" on the counter.  Instead, it's much more likely to "squat."

She lands on all fours, rolling and thudding forward, sliding across the short expanse of lawn, smearing away the snow in a ragged teardrop to reveal the green grass beneath. A tree at the edge of the lawn offers a hammer blow to her chest. Her breath is gone. Her wrist blazes as if stabbed through with a hot poker. Glass bites at her. The night seems to close upon her for a moment—and then she draws in a sucking gasp.

The only problem with using verbs in new strong ways is that they stand out.  Like "glass bites."  In the paragraph before, "The glass shatters, and shards of it bite at her."

Even though I didn't get into the book, I want to make my own verbs stronger.


x_think_twice

[If You're Not Into the Whole Brevity Thing...] Hershey Park

Brian, Luke, and I went to Hershey Park with my sister and her boyfriend on Sunday.



When I was a kid I was totally in love with roller coasters, but since I met Brian I've turned into a huge Disney Snob and we hardly ever visit other amusement parks (partly to avoid disappointment, and partly because Disney takes all our money). I was excited to take Luke somewhere new, but I was a little worried that I would spend the whole day thinking, "Well. This isn't Disney World."

I'm happy to report that we had a great day. We actually picked a PERFECT day to visit, because it was early in the season, the Boardwalk wasn't open yet, and the weather looked like rain but never actually rained. The combination of all those factors meant that the park was DEAD. I think the only real line we waited in was for the newest coaster which opened last year, and everything else was pretty much a walk-on. And I only came across ONE group of obnoxious people. One! The whole day just went so much better than I expected.

The only downside was that the overlap between rides Luke could do and rides the adults could enjoy was sadly pretty small.



Luke was a Miniature and the rest of us were Jolly Ranchers. Luke was able to get on:

Starship America with Brian.



It was fast! He seemed a little traumatized afterwards.



The Carrousel with everyone.



He refused to ride a horse, or sit nicely, but he liked the music.

Ladybug ride with Aunt Tabby.



Some of the kiddie rides let one adult ride with the kid. Luke looked Super Serious while it was happening, but afterwards he seemed excited.

Dry Gulch Railroad with everyone.



And the Kissing Tower with everyone.

We also checked out ZooAmerica which is attached to Hershey Park and free with admission.













How'd you like all those animals, Luke?



Yeah. He slept through the entire zoo. He ended up taking at least a three hour nap that day.

There were 11 roller coasters and we managed to get on 8 of them (some twice, depending on how we split up), which I thought was pretty impressive. The Sooperdooperlooper was closed when we walked by, and we just never made it to Sidewinder or Fahrenheit.

After Luke finally woke up from his epic nap, we got some old time pictures taken.





Of course no trip to Hershey Park would be complete without some chocolate, so first we met the anthropomorphic variety.





Then we visited Chocolate World.



We did the free "factory tour," collected our free sample of chocolate, and then got some milkshakes for the road.



It was a great day! I wouldn't rush to go back while Luke is still this small, but definitely when he's a Kiss or a Reese's and big enough to really do all the kiddie rides.



The best part? That happy, exhausted little boy slept through the night for me afterwards.

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