History -> Memory <- Nostalgia

I’m reading closely How the Word is Passed by Clint Smith and facilitating a virtual book club using padlet this month (Still time to join if interested. All the directions are on this padlet in column 1). After the Slavery Tour at Monticello, he interviews his tour guide, David and says:

David sees it as essential that a guide be able to find the balance between telling the truth and not pushing people so much that they shut down. He told me that when you challenge people, specifically white people’s conception of Jefferson, you’re in fact challenging their conceptions of themselves. “I’ve come to realize there’s a difference between history and nostalgia, and somewhere between those two is memory,” he said. “I think that history is the story of the past, using all the available facts, and that nostalgia is a fantast past using no facts, and somewhere between is memory, which is kind of this blend of history and a little bit of emotion…I mean, history is kind of about what you need to know…but nostalgia is what you want to hear.” (pg. 41)

I’ve been thinking about these three words —history—memory—-nostalgia.

Last week, I drove my mom to NC to see her friend, now that we are all vaccinated and it feels safe to venture out on a rode trip. Over dinner with my mother and her friend, both in their 80s, many stories were shared. They both grew up in Washington, D.C., went to the same grade school and high school and stayed close friends as they both raised their families. As I sat and listened, I hear many “Do you remember…” followed by a short story and often a chunkle.

Someting her friend said still sticks with me:
“We really grew up at a great time! I wouldn’t change anything.”

When I look at a history book from 1935-1955, facts related to WWII, the Cold War, and the Civil Rights movement are listed. Facts that paint this as a grim time in history. Yet, these two women recall a time when they happily attended the mostly all-white Catholic grade school and all-girl Catholic High School. A time when the President was always FDR and the Pope was always Pope Pius XXII. They went to the movies at the Tivoli Theatre and enjoyed milkshakes at the Soda Shop. One had a summer job with the telephone company as it changed from the party-line system to giving users a seven-digit phone number. They had the freedom to ride the streetcar down 16th Street from their Columbia Heights neighborhood to downtown Washington. Both look back fondly on their childhood.

I’m going to keep thinking about these words. —-history—-memory—–nostalgia.
Also, I have been thinking about compliance and action.
Also, I have been thinking about the history of the marginalized as I continue to read Clint’s book.
It is through stories, oral and written down, that the word is passed down.
I do believe, as we know more of the past, we can do better.

From left to right, me, my mom, her friend!



Letter of Thanks

Today I wrote to the prompt provided my the Isolation Journal: June 27th

Your prompt for the week:
Who, or what, has been a guardian in your grief? If you were to write this person—or mountain, song, animal, sound—a thank you letter, what would it say?

Dear Arlington Neighborhood,
Since March 13, 2020 you have acted as a guardian to my grief and I thank you for being there for me. Not understanding what it meant to live during a pandemic, I stayed home to stay safe. Now many months have past and more normal routines are returning. Yet, it has been a time. I do feel I am grieving a bit. I personally did not get sick or lose anyone I know to Covid. Yet, I sat, night after night, watching the graphs on MSNBC and each morning reading the chart on the Metro page of the Washington Post listing the daily numbers of infected and dying in VA, MD, and DC. Looking back over the past 15 months, I feel compelled to thank you, my Arlington neighborhood, for all your help.

During the Covid lock-down months, I began to take daily walks. You, Arlington neighborhood, provided me with gifts on these walks. Each day your gifts kept me going.

In March, 2020, you provided gorgeous pink magnolia blooms on trees, standing tall, in neighbors’ front yards. I walked on the petals sprinkled on your sidewalks, all providing a little bit of peace.

In April, 2020, you provided a space to hang a personal thank you to those working at your hospital. As I walked past, I saw one of your driveways transformed into stained glass and lower my head to offer a prayer, all providing a little bit of peace.

In May, 2020, you provided the colorful and fragrane of the Bluemont Rose Garden park. As I strolled through, I paused and appreciated the variety, especially the tiny buds, all providing a bit of peace.

In June, 2020, your safe and flexible schools provided closure on a year when in-person teaching was cut short. As I stood 6-feet apart, waving my pom-poms on your school sidewalk, the car parade crawled through and we handed each a treat, all providing a bit of peace.

My dear, Arlington Neighborhood, since March 13, 2020 you have acted as a guardian to my grief and I thank you for being there for me. You provided me with the space to move in 2020 when our world shut down. You provided me with colors, spaces to reflect, sweet smells and a supportive school system. As I walked on your streets, through your parks and cheered outside your schools, you, Arlington, always provided me with a bit of peace. Thank you.

Gratefully yours,
Sally

I’m Like That!

“I go to church, too” C said as I added the words ‘goes to church’ to CJ’s Identity Web in his tutoring notebook. I was reading Last Stop on Market Street with C, a 9 year old boy I am tutoring in reading this summer.

Earlier in the day, I spent from 11am-5pm exploring my own identity and my racial timeline during Day 1 of the TCRWP Equity Institute** Then I headed over to C’s house for an hour of reading practice. I brought along two picture book treasures by the amazing duo, Matt de la Pena and Christina Robinson. And I had identity on my mind. So I drew a circle for CJ, Nana, Milo, his sister, his mom and C in his notebook and I started our interactive read-aloud.

As we read and discussed together, we added to the webs. On Nana’s we added ‘likes to knit’. After noticing CJ on the last page reading a book while waiting to take the bus home, we added “loves to read’. To Milo’s web, we added ‘rides the subway’ and ‘likes to draw’ and, for Milo’s sister, using C’s words , we added “a cell phone maniac”.

As we read, I discovered that C’s grandma taught him how to knit. That he also likes to draw and read. That his favorite animal is a giraffe and that he loves to ski, golf, play soccer and swim.

Years ago, I would read and point out that proficient readers make connections as they read. A part of the text is just like me or like another text or like something happening in the world. By using the lens of IDENTITY, connections are happening, too. However, these connections feels deeper and more meaningful. Maybe because the parts that aren’t just like me nudge me toward embracing the beauty of diversity and showing empathy.

If you haven’t given it a try, I recommend making your own Identity Web and also thinking about the identity of the characters you find in books.

** Thank you to TCRWP for a fabulous Day 1
FYI: I will be blogging about this whole week of learning in the near future!

Teacher Research 2020-2021: Reading Identity

All year long as a teacher researcher,
I read….

  • Donald Graves and heard him saying (from his book A Sea of Faces), “While I am learning the names, I am also engaged in finding three nouns that will characterize each child. I may also choose three verbs that create pictures of what the child does. When children know that I want to get to know them alone and together, the community begins to grow.”
  • Sara Ahmed (from her book Being the Change) and heard her say to make an Identity Web, share it your students and invite them to make theirs. Use these webs as a way to get to know each other and value all our unique identities.
  • Dr. Rudine Sims Bisphop (RIF newsletter) and heard her saying, “They (dominiate social groups) need books that help them understand the multicultural mature of the world they live in, and their place as a member of just one group, as well as their connections to all other humans.” and knew as a white, suburban woman she was pushing me to read more “window” books.

All year long as a teacher researcher,
I met my 92 middle school students across 5 classes first only online and then in March some in-person at the same time as all the rest were at home online. I created the list of their names and made a point to meet each one-on-one in a breakout room. I also created interest surveys using Google forms. “Tell me the kind of books you like to read,” I’d ask. “Tell me about your family. Who do you live with?” “Tell me how you spend your time outside of school.” I started to know my students as Donald Graves taught me. I now had nouns listed next to their name – ice skater, Muslim, mom’s from Chile, soccer, speaks Spanish, speaks Arabic, celebrates Hanukkah. I then could recommend “mirror” books for them to read.

All year long as a teacher researcher,
I reflected on my identity as suggested by Sara Ahmed. Twice, once during the first week of school and once when the 2nd semester began, I showed them my identity web and I asked them to make theirs. I treated this information like it was gold and used it to recommend books to students. “You like soccer. Have you read Tangerine?” “You are Jewish. So is the main character in Becoming Briana“. As this school year is approaching the end, I spent this weekend with 92 printed out identity webs in front of me. I studied them. I used the words at the edges of these webs to create this PADLET recommending books to read this summer. I am endng the year focused on what’s most important about my students, their identities, as Sara taught me.

All year long as a teacher researcher,
I personally and purposefully read “window” books as suggested by Dr. Bishop. I chose books about characters who physically look nothing like me. Some stories took place now and some, many years ago. All helped widen my eyes. All helped me to know more. As Maya Angelo says, “Do the best you can until you know better. Then when you know better, do better.” I believe the many window books I read this year will help me to do better. It was important to me to do this window reading. While doing it, I shared and was a model for my students. It is important to me for books to be both a way to see ourself, as in a mirror book and to see others as in a “window” book. I am proud of my reading life this school year.

Here’s my year as a teacher researcher in a slideshow story of images:

What have you researched recently?
What might be your next year’s research question?
As a teacher researcher, I discovered LOTS
and in turn, my students are better for all my learning!

Peanut Butter and Jelly

“When I say a word, shout out the first word that comes to mind. Ready? Peanut Butter….”

“Jelly”

“Let’s try again. Macaroni and…”

“Cheese!”

“One more…. Hugs and”

“Kisses!”

“Wow! That was kinda like magic. I got ALL of you to say the same word. But here’s the thing. It isn’t magic. Our brains are wired after hearing these pair of words together so often, it becomes the rule. They go together.

This is how I started a lesson last week before reading aloud Matt and Christian’s newest book, Milo Imagines the World, a pair of authors that also go together!

I went on and explained to my 3rd grade audience:

“Today, I also want to introduce you to a word – stereotype. The definition of stereotype is a widely held image or idea of a particular type of person or thing.

The thing about STEREOTYPES is that as humans it can sometimes be unkind when a person or an idea is ONLY thought of one way. For example, peanut butter and banana sandwiches are cool too. And we would not want to be unkind toward a person who likes their sandwich that way. Instead, we want to be open to learning about people and ideas and being accepting of all the ways people and ideas can be.

I share this word stereotype because in Matt and Christian’s new book, the main character, Milo, notices strangers while taking a Sunday ride on the  subway car and he sketches what he imagines their life to be. By the end of his journey he does not use the word stereotype in the story but he does start to realize that he had a biased view or a stereotypical reaction to the people he sketches. Kinda like you saying jelly when I said peanut butter. And Milo learns an important lesson. Maybe you can’t know anyone just by looking at their face, a line from the book.

I ended interactive read-aloud lesson saying this and showing a 2-minute video:

“Readers, we want to have flexible brains. We don’t want to just think one way. There is a group of kids who got together with a camera man and a director and made a public service announcement, a commercial. They felt like people were seeing them only one way and they wanted it to stop.

Let’s watch. https://www.youtube.com/watch?v=QUG811lqtRs


Readers, today and everyday, I want you to remember this word stereotype. Be sure to realize that even though your brain may be wired to put two things together, like peanut butter and jelly, you don’t want to hold a biased view or have a stereotypical reaction to people. Let’s remember when we see strangers that “Maybe you can’t know anyone just by looking at their face.”

Have you met Milo yet? I predict you will and will again.
This pair of authors taught me a valuable lesson.
It is one I’ll keep sharing with others.
I hope you do too.

New Favorite Author

Yesterday my school hosted the author, Jewell Parker Rhodes, virtually. What a treat! On this asynchronous Monday, 65 students remembered to join the TEAMS meeting at 1:30pm and for an hour, she shared about writing Ghost Boys and graciously answered student questions. Many of our 7th graders had read this book in a recent book club unit and many of my 6th graders elevated the book through their votes in our recent March Book Madness to the Elite Eight Round.

HERE is a video of her speaking about Ghost Boys. The same passion seen in that video was seen on our TEAMS call yesterday! She shared how emotionally draining it was for her to write Ghost Boys. She spent 2 1/2 years researching and writing. She explained that her writing process is to hear the character. Then, like an actress, she acts out the parts as she writes. She shared how this process made writing Ghost Boys so hard and depressing. But now, she shared, readers of the book, act as healing for her. “It was worth the effort! Your age group imspires ME! You WILL make the world even better.”

“I was just a little girl when Emmett Till was murdered and I think WHY is this still happening? She explained how she created Sarah, a character with a cultural difference, a good heart, and someone who was curious but not afraid of differences. The perfect ally.

During our hour, she asked us to watch this video of present day allies, making a powerful Public Service Announcement. WOW! SO moving! This film was directed by Kiri Laurelle Davis. More info can be found here: www.JustUsProject.com and @JustUsProject.

Yesterday afternoon, I also made a quick trip to Barnes and Nobel to buy Ghost Boys and her newest, Black Brother, Black Brother. She shared how she is married to a white man. Her daughter looks more like him. Her son looks more like her. Inspired by her own children’s experience, this novel explores how the world sees two brothers differently because of their different skin tones. I’ll read these books and as she suggested, ask how I can bear witness, now that I have met issues through her books. My hope is that once I know more, I can do better.

Have you read any Jewell Parker Rhodes books?
If not, I highly recommend adding her to your upcoming summer reading list!

ABC possibilities

My neice is expecting her first baby, a baby girl. Her mom (my husband’s sister) is making an ABC book for the little one and asked for letter suggestions using this prompt: “My gift/wish for her is…”

Other family members started to share:

B – Ballgames and Beach trips
E – Equality
G – Gardening
H – Humor
M – Music

I shared:

C – Confidence to do everything she sets her mind to
L – daily Laptime, to sit and Listen to books being read aloud to her.
T – Time to Travel to see the world (including some architectual wonders)
V – Visits to spend time with extended family members

Next, my oldest daughter shared:

A – Activism, pushing the world around her to be a better place
C – Cooking
D – Democrats. Enough said. 
P – Plants, because we all need a little greenery in our lives (I’ve recently become a Plant Mom and am enjoying it)
Q – Quantitative reasoning; numbers can change the world!
S – The Sound of Music, an important musical in my childhood. I hope she enjoys it (and Singing!) too!
T – Traveling
V – Voting!

What would YOU share?

I Did It! Year 8!

Yesterday, I packed a cooler of food and a suitcase of clothes and a backpack of books and drove three hours to our beach house in Chincoteague, VA. (famous for the ponies and setting of the 1948 Newbery Honor book, Misty of Chincoteague). Once I arrived, I spent the afternoon rereading my last 30 Slice of Life postings. I noticed the topics I wrote about and the craft moves I tried. Here’s what I discovered:

I wrote 11 school-related small moments.
I worte 11 personal-related small moments.
Three slices shared about PD I gave or participated in this month.
Two slices related to an earlier family memory.
One slice was how I celebrated St. Patrick’s Day.
One was about how the loss of a friend’s mother triggered other losses for me.
One was a reflection on commenting as a slicer and it got a SHOUT OUT today by TwoWritingTeacher’s in their Be Inspired section (WOW!!! What an honor!!!Thank you!!)

And I did ALL this during a pandemic, a time when I notice my focus is more challenged. It makes sense that I stuck with what I know. A moment from my teaching day. A moment from a personal walk. Looking back, so often I kept it small. In a couple of instances, I told a small part and returned to it the next day and told the rest of the story. This may have started as my struggle to attend but I came to see these small pieces as being more powerful writing. By zooming in and saying less, I think I said more. A good lesson for me to learn.

This year, I actively tried to embrace more of the blog features as I created my posts. I learned how to add a Featured Image from Jennifer Gonzales’ Jump Start course (which I recommend as well as her Cult of Pedagogy podcast) and had fun picking just the right image to match the topic of my slice each day. Whenever I mentioned something that could be linked, I took time and addded the hyperlink. I noticed I included links to: videos, padlets, books (always now using a link to an Indie Bookstore website), author websites, a sound video and links to other slicers’ blog posts. Blogs are designed to be interactive and finally after eight years, I notice I have started to embrace a few of the many available features.

This year, I also noticed I actively included photos to show more to my readers. I figured out how to use the slideshow feature on WordPress. I figured out how to crop tweets and texts from my phone, airdrop them to my MacBook Air and include them as an image in my slice. I included images of slides I used as a teacher and student work samples, too. I found myself taking walks during the day and snapping photos thinking maybe I could use this image in a future slice. It seems that my camera gallery has become another kind of writing notebook!

I can’t thank the TwoWritingTeachers enough for providing this safe-space for me to grow as a writer and a blogger. The daily practice is paying off for me! I look forward to more writing and reading and commenting on Tuesdays throughout the whole year and then again in March, 2022. We become what we do. WIth confidence and because of this community, I happily end this slice proclaiming, “I am a writer. I am a blogger.”

Now off to take a walk on the beach. Yes, I’ll have my notebook and camera in my pocket. This community has trained me well.

Before – Now

Before the pandemic, she’d stop at Shoppers or Aldi’s on her way home from daily Mass at St. James. She’s eat out a few times a month with friends from church. The Friday Night Fish Fry was a favorite at the Knights of Columbus.

Now every Sunday, I call to get her grocery list. Usually it includes two bananas, peach yogurt, chicken thighs, frozen vegetables, a loaf of rye bread and an ice cream treat. She still reads the Food section of Wednesday’s paper and will add any good bargains. Carrying her credit card in my wallet, I stop at Safeway and then personally deliver the bag of groceries to her condo.

Before the pandemic, she attended daily Mass in person. Afterwards she’d stand outside the large church door entance and chat with her friends.

Now she sits alone in her living watching daily Mass from the Vatican broadcast on WETN cable TV.

Before the pandemic, she played cards with 3 girlfriends on Mondays. They played hand and foot for hours. Midway, they stopped for a lunch break. Each brought something to share potluck style.

Now each Thursday, I pick up carryout and bring it over for dinner. We rotate between our favorites – Chinese food from Peking Pavilliion or Crab soup from Dogfish or chicken and rice from Moby Dicks. After we eat, we play two-handed pinochle. We play multiple hands, until one of us scores 100 points. Last week, the cards fell her way and it took only three hands for her to beat me. I keep a tally. Overall, I’m winning, 21 games to 16.

Before the pandemic, I’d call at least once a week to say hi and catch up on the phone. I’d stop by for a visit when I had time. Maybe a silver lining to this past year is it nudged me into a regular routine to make time and my mom and I are both better for it.

My mom celebrating
her May, 2020 birthday.

Writer as Commenter

March, 2014 was my first SOL Challenge and I wrote this in my final reflective slice:

I tallied and I received a total of 123 comments! Unexpectedly, getting comments was my favorite part of this challenge. Knowing that someone read my words and then took time to tell me their connection or thoughts about what I wrote gave me so much energy! It kept me going!

March, 2015, no longer a rookie, I wrote this in my final reflective slice:

I wasn’t expecting how much the comments would mean to me – both getting them and giving them. The process involved in commenting is so powerful. When reading others’ slices, I noticed the craft moves made and thought about whether I could try this same craft move in my writing. I especially noticed what craft moves made me laugh or cry and then tried to write to elicit similar emotions. I would notice possible genres and structures of writing I could try. Without reading other slices, my slices would have been same old, same old. 

Fast forward to now, March, 2021. This year I’ve struggled to read and comment on other slices as much as in years past. My personal routine is to awake early, write, post. Then read and make three comments right away. My commenting habit includes the two prior Slicer’s posts and the Slicer who posted right after me. All this occurIng between 5:30-6:30am. In years past, I then would return after school and spend at least an hour reading more and leaving comments to many. And my 2014 and 2015 reflections show how much I valued this part of the writing challenge. But due to the pandemic and my current hybrid/concurrent teaching model, once my school day ends, I need time away from a screen. And sadly, this has affected the time I’ve given to the challenge this year.

This all changed this past weekend. Finally, I’m on Spring Break. Finally, I have time and energy to sit and read and comment. I focused on the dozen Slicers who I consider my mini-community within this writing community. They are the writers who live near me and some who work with me. I clicked on their blogs and read post after post, catching up on all the small moments I had missed over the past weeks. I’m so glad I could read and learn from these gifted writers. Here’s a few of my weekend take-aways:

  • Writing is fun as shown by Amy HERE. I felt like I was listening to Bob Costas give the play-by-play at the Olympics as she describes the TwoWritingTeachers giving a play-by-play of watching her struggle to create a slice. Such clever writng! And shown by Meg HERE who compares this writing challenge to the circus. Such clever writing!
  • Writing is revealing. Katlyn HERE shows so much about herself through the 20 phrases crafted in her ID poem.
  • Writing is hard. Marilyn HERE shows this through her encouraging letter to a child she is tutoring. Wisely, she commends this child on what he can do as a reader and then connects that to what he can work on as a writer.
  • Writing teachers have to make hard choices. Meaghan HERE shows her angst as a state mandate has her and her collegues choose how best to support struggling readers. Sadly, writing takes a hit.
  • Writing is healing. Beth HERE shows this as she reflects on the mother she lost last year and also years ago to alcoholism. Through writing she continues to heal from her grief.
  • Writing is healing. Cindy HERE honestly shares the racism she experiences living in her Asian skin.
  • Writing is healing. Fran HERE honestly reveals her inner thinking as her own daughter lies in a hospital bed a year ago after being hit by a car while crossing the street in Cuba.

This past weekend, I left comments on ALL these posts and many more. This past weekend, no longer in a brain fog, I read and I commented. I can’t thank the TwoWritingTeachers enough for creating this writing community. Thank you AMY, BETSY, BETH, MELANIE, and STANCEY. This year, 2021, it took me 28 days to fully participate and I know I am better for being a member here.