being a teacher, books, Reading, Reading Identity, student choice

The Best Books for Middle School According to My Students 2020

I didn’t want to let a global pandemic stand in the way of gathering the titles of the amazing books my 7th graders loved this year. This is the fifth year that my students have gathered what they deem the very best books that they read this year and shared their recommendations with the world. As always we have favorites that seem to pop up every year, but this year we also had a lot of new titles join the mix.

As always, I loved seeing what made the cut because I simply could not do the work I do without the help of these incredible books.   Some of these are fine for all 7th graders, some are more mature, I am including them all so that you can make your own decision.    All parents are informed of the range of books that are present in our classroom library so that students can choose something that speaks to them.  Not all of these books are in my library but are books that the students have found and read independently.

It was interesting to see just how many of these books I myself had read and book-talked, as well as how many have been favorites two or more years in a row.  There were also many of these books that were book-talked by more than one student such as Until Friday Night, Yummy, Scythe, and the Mortal Instruments.  Yet this also seemed to be the year where students continued to read about stories that they may not be familiar with themselves, however, despite my book talks, there are still certain gaps in what our students are loving. I hope you find their recommendations helpful. This year, they created a slide to speak about their choice. Scroll down to see the list.

Other things I noticed were:

  • The most requested book was Long Way down by Jason Reynolds, followed closely by any of Angie Thomas’ books, Children of Blood and Bone by Tomi Adeyemi, and the whole Scythe series by Neal Shusterman.
  • High school drama books that had a romantic twist were in heavy rotation.
  • So were free verse books and graphic novels.
  • Social justice books continue to carry a deep impact and are passed from hand to hand.
  • Kids reading interests range widely, some students gravitated toward more traditional literature this year while others solely devoured lighthearted middle grade – this shows the incredible need for a broad and inclusive selection for all of our students.

To see the list from 2016 go here

To see the list from 2017 go here

To see the list from 2018, go here

To see the list from 2019, go here

I have gathered the list for shopping purposes at Bookshop.org – a fantastic website that partners with independent booksellers and pays them a higher percentage for anything they sell than Amazon. So please consider using them when ordering books.

Without further ado, here they are as reported by my 74 seventh graders this year

The Call of the Wild is a short adventure novel by Jack London published in 1903 and set in Yukon, Canada during the 1890s Klondike Gold Rush, when strong sled dogs were in high demand. The central character of the novel is a dog named Buck. The story opens at a ranch in Santa Clara Valley, California, when Buck is stolen from his home and sold into service as a sled dog in Alaska. He becomes progressively feral in the harsh environment, where he is forced to fight to survive and dominate other dogs. By the end, he sheds the veneer of civilization, and relies on primordial instinct and learned experience to emerge as a leader in the wild.

Sixteen-year-old Bri wants to be one of the greatest rappers of all time. Or at least win her first battle. As the daughter of an underground hip hop legend who died right before he hit big, Bri’s got massive shoes to fill.

But it’s hard to get your come up when you’re labeled a hoodlum at school, and your fridge at home is empty after your mom loses her job. So Bri pours her anger and frustration into her first song, which goes viral . . . for all the wrong reasons.

Bri soon finds herself at the center of a controversy, portrayed by the media as more menace than MC. But with an eviction notice staring her family down, Bri doesn’t just want to make it–she has to. Even if it means becoming the very thing the public has made her out to be.

Insightful, unflinching, and full of heart, On the Come Up is an ode to hip hop from one of the most influential literary voices of a generation. It is the story of fighting for your dreams, even as the odds are stacked against you; and about how, especially for young black people, freedom of speech isn’t always free.

Jason tumbles into a quest to save a magical in this #1 New York Times bestselling start to Brandon Mull’s Beyonders fantasy series.Jason Walker has often wished his life could be a bit less predictable–until a routine day at the zoo ends with Jason suddenly transporting from the hippo tank to a place unlike anything he’s ever seen. In the past, the people of Lyrian welcomed visitors from the Beyond, but attitudes have changed since the wizard emperor Maldor rose to power. The brave resistors who opposed the emperor have been bought off or broken, leaving a realm where fear and suspicion prevail.In his search for a way home, Jason meets Rachel, who was also mysteriously drawn to Lyrian from our world. With the help of a few scattered rebels, Jason and Rachel become entangled in a quest to piece together the word of power that can destroy the emperor and learn that their best hope to find a way home will be to save this world without heroes.

Maybe He Just Likes You

For seventh grader Mila, it starts with an unwanted hug on the school blacktop.

The next day, it’s another hug. A smirk. Comments. It all feels…weird. According to her friend Zara, Mila is being immature, overreacting. Doesn’t she know what flirting looks like?

But it keeps happening, despite Mila’s protests. On the bus, in the halls. Even during band practice-the one time Mila could always escape to her “blue-sky” feeling. It seems like the boys are EVERYWHERE. And it doesn’t feel like flirting–so what is it?

Mila starts to gain confidence when she enrolls in karate class. But her friends still don’t understand why Mila is making such a big deal about the boys’ attention. When Mila is finally pushed too far, she realizes she can’t battle this on her own–and finds help in some unexpected places.

In a future where the Population Police enforce the law limiting a family to only two children, Luke, an illegal third child, has lived all his twelve years in isolation and fear on his family’s farm in this start to the Shadow Children series from Margar.


Kek comes from Africa. In America he sees snow for the first time, and feels its sting. He’s never walked on ice, and he falls. He wonders if the people in this new place will be like the winter – cold and unkind.

In Africa, Kek lived with his mother, father, and brother. But only he and his mother have survived, and now she’s missing. Kek is on his own. Slowly, he makes friends: a girl who is in foster care; an old woman who owns a rundown farm, and a cow whose name means family in Kek’s native language. As Kek awaits word of his mother’s fate, he weathers the tough Minnesota winter by finding warmth in his new friendships, strength in his memories, and belief in his new country.

For generations, four Clans of wild cats have shared the forest according to the laws laid down by their ancestors. But the warrior code has been threatened, and the ThunderClan cats are in grave danger. The sinister ShadowClan grows stronger every day. Noble warriors are dying–and some deaths are more mysterious than others.

In the midst of this turmoil appears an ordinary housecat named Rusty… who may turn out to be the bravest warrior of them all.

Sixteen-year-old Starr Carter moves between two worlds: the poor neighborhood where she lives and the fancy suburban prep school she attends. The uneasy balance between these worlds is shattered when Starr witnesses the fatal shooting of her childhood best friend Khalil at the hands of a police officer. Khalil was unarmed.

Soon afterward, his death is a national headline. Some are calling him a thug, maybe even a drug dealer and a gangbanger. Protesters are taking to the streets in Khalil’s name. Some cops and the local drug lord try to intimidate Starr and her family. What everyone wants to know is: what really went down that night? And the only person alive who can answer that is Starr.

But what Starr does–or does not–say could upend her community. It could also endanger her life.

One touch is all it takes. One touch, and Juliette Ferrars can leave a fully grown man gasping for air. One touch, and she can kill.

No one knows why Juliette has such incredible power. It feels like a curse, a burden that one person alone could never bear. But The Reestablishment sees it as a gift, sees her as an opportunity. An opportunity for a deadly weapon.

Juliette has never fought for herself before. But when she’s reunited with the one person who ever cared about her, she finds a strength she never knew she had.

Brooklyn, 1998. Biggie Smalls was right: Things done changed. But that doesn’t mean that Quadir and Jarrell are cool letting their best friend Steph’s music lie forgotten under his bed after he’s murdered–not when his rhymes could turn any Bed Stuy corner into a party.

With the help of Steph’s younger sister Jasmine, they come up with a plan to promote Steph’s music under a new rap name: the Architect. Soon, everyone wants a piece of him. When his demo catches the attention of a hotheaded music label rep, the trio must prove Steph’s talent from beyond the grave.

As the pressure of keeping their secret grows, Quadir, Jarrell, and Jasmine are forced to confront the truth about what happened to Steph. Only, each has something to hide. And with everything riding on Steph’s fame, they need to decide what they stand for or lose all that they’ve worked so hard to hold on to–including each other.

Magnus Chase, a once-homeless teen, is on a death-defying quest across the Norse realms, literally. As a resident of the Hotel Valhalla, this son of the god Frey is now one of Odin’s chosen warriors. Magnus and his friends, Hearthstone the elf, Blitzen the dwarf, Samirah the Valkyrie, and other heroic characters must use all their wits and special talents in order to defeat fearsome giants, lethal creatures, and meddlesome gods in order stave off Ragnarok.

Can you love someone you can never touch?

Stella Grant likes to be in control–even though her totally out of control lungs have sent her in and out of the hospital most of her life. At this point, what Stella needs to control most is keeping herself away from anyone or anything that might pass along an infection and jeopardize the possibility of a lung transplant. Six feet apart. No exceptions.The only thing Will Newman wants to be in control of is getting out of this hospital. He couldn’t care less about his treatments, or a fancy new clinical drug trial. Soon, he’ll turn eighteen and then he’ll be able to unplug all these machines and actually go see the world, not just its hospitals.Will’s exactly what Stella needs to stay away from. If he so much as breathes on Stella she could lose her spot on the transplant list. Either one of them could die. The only way to stay alive is to stay apart. But suddenly six feet doesn’t feel like safety. It feels like punishment.What if they could steal back just a little bit of the space their broken lungs have stolen from them? Would five feet apart really be so dangerous if it stops their hearts from breaking too?

What if all the crushes you ever had found out how you felt about them.all at once? Sixteen-year-old Lara Jean Song keeps her love letters in a hatbox her mother gave her. They aren’t love letters that anyone else wrote for her; these are ones she’s written. One for every boy she’s ever loved-five in all. When she writes, she pours out her heart and soul and says all the things she would never say in real life, because her letters are for her eyes only. Until the day her secret letters are mailed, and suddenly, Lara Jean’s love life goes from imaginary to out of control.

How hard do you have to shake the family tree to find the truth about the past? Fifteen year-old Rae Kerrigan never really knew her family’s history. Her mother and father died when she was young and it is only when she accepts a scholarship to the prestigious Guilder Boarding School in England that a mysterious family secret is revealed. Will the sins of the father be the sins of the daughter? As Rae struggles with new friends, a new school and a star-struck forbidden love, she must also face the ultimate challenge: receive a tattoo on her sixteenth birthday with specific powers that may bind her to an unspeakable darkness. It’s up to Rae to undo the dark evil in her family’s past and have a ray of hope for her future.

Amazon.com: Glimpse (9781416997313): Carol Lynch Williams: Books

In one moment
it is over.
In one moment
it is gone.
     
Twelve-year-old Hope’s life is turned upside down when her older sister, Lizzie, becomes an elective mute and is institutionalized after trying to kill herself. Hope and Lizzie have relied on each other from a young age, ever since their dad died. Their mother, who turns tricks to support her family, is a reluctant and unreliable parent—at best. During the course of this lyrical and heartbreaking narrative, told in blank verse from an exceptionally promising YA voice, readers will discover the chilling reason why Lizzie has stopped speaking—and why Hope is the only one who can bring the truth to light and save her sister.

One choice can transform you. Beatrice Prior’s society is divided into five factions–Candor (the honest), Abnegation (the selfless), Dauntless (the brave), Amity (the peaceful), and Erudite (the intelligent). Beatrice must choose between staying with her Abnegation family and transferring factions.

Her choice will shock her community and herself. But the newly christened Tris also has a secret, one she’s determined to keep hidden, because in this world, what makes you different makes you dangerous.

When snow shuts down Greg Heffley’s middle school, his neighborhood transforms into a wintry battlefield. Rival groups fight over territory, build massive snow forts, and stage epic snowball fights. And in the crosshairs are Greg and his trusty best friend, Rowley Jefferson.It’s a fight for survival as Greg and Rowley navigate alliances, betrayals, and warring gangs in a neighborhood meltdown. When the snow clears, will Greg and Rowley emerge as heroes? Or will they even survive to see another day?

Two teens must learn the “art of killing” in this Printz Honor-winning book, the first in a chilling new series from Neal Shusterman, author of the New York Times bestselling Unwind dystology.A world with no hunger, no disease, no war, no misery: humanity has conquered all those things, and has even conquered death. Now Scythes are the only ones who can end life–and they are commanded to do so, in order to keep the size of the population under control.

Citra and Rowan are chosen to apprentice to a scythe–a role that neither wants. These teens must master the “art” of taking life, knowing that the consequence of failure could mean losing their own.

Rowan and Citra take opposite stances on the morality of the Scythedom, putting them at odds, in the chilling sequel to the Printz Honor Book Scythe from New York Times bestseller Neal Shusterman, author of the Unwind dystology.

The Thunderhead cannot interfere in the affairs of the Scythedom. All it can do is observe–it does not like what it sees.

A year has passed since Rowan had gone off grid. Since then, he has become an urban legend, a vigilante snuffing out corrupt scythes in a trial by fire. His story is told in whispers across the continent.

As Scythe Anastasia, Citra gleans with compassion and openly challenges the ideals of the “new order.” But when her life is threatened and her methods questioned, it becomes clear that not everyone is open to the change.Will the Thunderhead intervene?Or will it simply watch as this perfect world begins to unravel?

When Ada’s clubfoot is surgically fixed at last, she knows for certain that she’s not what her mother said she was–damaged, deranged, crippled mentally as well as physically. She’s not a daughter anymore, either. Who is she now?World War II rages on, and Ada and her brother, Jamie, move with their guardian, Susan, into a cottage with the iron-faced Lady Thorton and her daughter, Maggie. Life in the crowded home is tense.

Then Ruth moves in. Ruth, a Jewish girl, from Germany. A German? Could Ruth be a spy?As the fallout from war intensifies, calamity creeps closer, and life during wartime grows even more complicated. Who will Ada decide to be? How can she keep fighting? And who will she struggle to save?

Twelve-year-old Shayla is allergic to trouble. All she wants to do is to follow the rules. (Oh, and she’d also like to make it through seventh grade with her best friendships intact, learn to run track, and have a cute boy see past her giant forehead.)

But in junior high, it’s like all the rules have changed. Now she’s suddenly questioning who her best friends are and some people at school are saying she’s not black enough. Wait, what?

Shay’s sister, Hana, is involved in Black Lives Matter, but Shay doesn’t think that’s for her. After experiencing a powerful protest, though, Shay decides some rules are worth breaking. She starts wearing an armband to school in support of the Black Lives movement. Soon everyone is taking sides. And she is given an ultimatum.

Shay is scared to do the wrong thing (and even more scared to do the right thing), but if she doesn’t face her fear, she’ll be forever tripping over the next hurdle. Now that’s trouble, for real.

What was once the western United States is now home to the Republic, a nation perpetually at war with its neighbors. Born into an elite family in one of the Republic’s wealthiest districts, fifteen-year-old June is a prodigy being groomed for success in the Republic’s highest military circles. Born into the slums, fifteen-year-old Day is the country’s most wanted criminal. But his motives may not be as malicious as they seem.From very different worlds, June and Day have no reason to cross paths – until the day June’s brother, Metias, is murdered and Day becomes the prime suspect. Caught in the ultimate game of cat and mouse, Day is in a race for his family’s survival, while June seeks to avenge Metias’s death. But in a shocking turn of events, the two uncover the truth of what has really brought them together, and the sinister lengths their country will go to keep its secrets.

Lena has her killer style, her awesome boyfriend, and a plan. She knows she’s going to make it big. Campbell, on the other hand, is just trying to keep her head down and get through the year at her new school.

When both girls attend the Friday-night football game, what neither expects is for everything to descend into sudden mass chaos. Chaos born from violence and hate. Chaos that unexpectedly throws them together.

They aren’t friends. They hardly understand the other’s point of view. But none of that matters when the city is up in flames, and they only have each other to rely on if they’re going to survive the night.

For years, Grace has watched the wolves in the woods behind her house. One yellow-eyed wolf–her wolf–is a chilling presence she can’t seem to live without. Meanwhile, Sam has lived two lives: In winter, the frozen woods, the protection of the pack, and the silent company of a fearless girl. In summer, a few precious months of being human . . . until the cold makes him shift back again.Now, Grace meets a yellow-eyed boy whose familiarity takes her breath away. It’s her wolf. It has to be. But as winter nears, Sam must fight to stay human–or risk losing himself, and Grace, forever.

At the dawn of the nineteenth century, two very different magicians emerge to change England’s history. In the year 1806, with the Napoleonic Wars raging on land and sea, most people believe magic to be long dead in England-until the reclusive Mr Norrell reveals his powers, and becomes a celebrity overnight.Soon, another practicing magician comes forth: the young, handsome, and daring Jonathan Strange. He becomes Norrell’s student, and they join forces in the war against France. But Strange is increasingly drawn to the wildest, most perilous forms of magic, straining his partnership with Norrell, and putting at risk everything else he holds dear.

After the tragic death of their father, Emily and Navin move with their mother to the home of her deceased great-grandfather, but the strange house proves to be dangerous. Before long, a sinister creature lures the kids’ mom through a door in the basement. Em and Navin, desperate not to lose her, follow her into an underground world inhabited by demons, robots, and talking animals.
Eventually, they enlist the help of a small mechanical rabbit named Miskit. Together with Miskit, they face the most terrifying monster of all, and Em finally has the chance to save someone she loves.

They have always scared him in the past—the Rangers, with their dark cloaks and shadowy ways. The villagers believe the Rangers practice magic that makes them invisible to ordinary people. And now 15-year-old Will, always small for his age, has been chosen as a Ranger’s apprentice. What he doesn’t yet realize is that the Rangers are the protectors of the kingdom. Highly trained in the skills of battle and surveillance, they fight the battles before the battles reach the people. And as Will is about to learn, there is a large battle brewing. The exiled Morgarath, Lord of the Mountains of Rain and Night, is gathering his forces for an attack on the kingdom. This time, he will not be denied. . . .

Everyone in Fairview knows the story.Pretty and popular high school senior Andie Bell was murdered by her boyfriend, Sal Singh, who then killed himself. It was all anyone could talk about. And five years later, Pip sees how the tragedy still haunts her town.But she can’t shake the feeling that there was more to what happened that day. She knew Sal when she was a child, and he was always so kind to her. How could he possibly have been a killer?Now a senior herself, Pip decides to reexamine the closed case for her final project, at first just to cast doubt on the original investigation. But soon she discovers a trail of dark secrets that might actually prove Sal innocent . . . and the line between past and present begins to blur. Someone in Fairview doesn’t want Pip digging around for answers, and now her own life might be in danger.

Thirteen-year-old Teddy Youngblood is in a coma fighting for his life after an unspecified football injury at training camp. His family and friends flock to his bedside to support his recovery–and to discuss the events leading up to the tragic accident. Was this an inevitable result of playing a violent sport, or was something more sinister happening on the field that day?

To twelve-year-old Molly Nathans, perfect is:

–The number four
–The tip of a newly sharpened No. 2 pencil
–A crisp white pad of paper
–Her neatly aligned glass animal figurines

What’s not perfect is Molly’s mother leaving the family to take a faraway job with the promise to return in one year. Molly knows that promises are sometimes broken, so she hatches a plan to bring her mother home: Win the Lakeville Middle School Poetry Slam Contest. The winner is honored at a fancy banquet with white tablecloths. Molly is sure her mother would never miss that. Right…?

But as time passes, writing and reciting slam poetry become harder. Actually, everything becomes harder as new habits appear, and counting, cleaning, and organizing are not enough to keep Molly’s world from spinning out of control. In this fresh-voiced debut novel, one girl learns there is no such thing as perfect.

They killed my mother.
They took our magic.
They tried to bury us.

Now we rise.

Zélie Adebola remembers when the soil of Orïsha hummed with magic. Burners ignited flames, Tiders beckoned waves, and Zélie’s Reaper mother summoned forth souls.

But everything changed the night magic disappeared. Under the orders of a ruthless king, maji were killed, leaving Zélie without a mother and her people without hope.

Now Zélie has one chance to bring back magic and strike against the monarchy. With the help of a rogue princess, Zélie must outwit and outrun the crown prince, who is hell-bent on eradicating magic for good.

Danger lurks in Orïsha, where snow leoponaires prowl and vengeful spirits wait in the waters. Yet the greatest danger may be Zélie herself as she struggles to control her powers and her growing feelings for an enemy.

Ryn has one unread text message on her phone. And it’s been there for almost a year.She hasn’t tried to read it. She can’t. She won’t. Because that one message is the last thing her best friend ever said to her before she died.But as Ryn finds herself trapped in the Denver International Airport on New Year’s Eve thanks to a never-ending blizzard on the one-year anniversary of her best friend’s death, fate literally runs into her.And his name is Xander.When the two accidentally swap phones, Ryn and Xander are thrust into the chaos of an unforgettable all-night adventure, filled with charming and mysterious strangers, a secret New Year’s Eve bash, and a possible Illuminati conspiracy hidden within the Denver airport. But as the bizarre night continues, all Ryn can think about is that one unread text message. It follows her wherever she goes, because Ryn can’t get her brilliantly wild and free-spirited best friend out of her head.Ryn can’t move on.But tonight, for the first time ever, she’s trying. And maybe that’s a start.

Monday Charles is missing, and only Claudia seems to notice. Claudia and Monday have always been inseparable–more sisters than friends. So when Monday doesn’t turn up for the first day of school, Claudia’s worried.

When she doesn’t show for the second day, or second week, Claudia knows that something is wrong. Monday wouldn’t just leave her to endure tests and bullies alone. Not after last year’s rumors and not with her grades on the line. Now Claudia needs her best–and only–friend more than ever. But Monday’s mother refuses to give Claudia a straight answer, and Monday’s sister April is even less help.

As Claudia digs deeper into her friend’s disappearance, she discovers that no one seems to remember the last time they saw Monday. How can a teenage girl just vanish without anyone noticing that she’s gone?

Winning means fame and fortune. Losing means certain death. The Hunger Games have begun. . . .In the ruins of a place once known as North America lies the nation of Panem, a shining Capitol surrounded by twelve outlying districts. The Capitol is harsh and cruel and keeps the districts in line by forcing them all to send one boy and one girl between the ages of twelve and eighteen to participate in the annual Hunger Games, a fight to the death on live TV.
Sixteen-year-old Katniss Everdeen regards it as a death sentence when she steps forward to take her sister’s place in the Games. But Katniss has been close to dead before-and survival, for her, is second nature. Without really meaning to, she becomes a contender. But if she is to win, she will have to start making choices that weigh survival against humanity and life against love.

Raina wakes up one night with a terrible upset stomach. Her mom has one, too, so it’s probably just a bug. Raina eventually returns to school, where she’s dealing with the usual highs and lows: friends, not-friends, and classmates who think the school year is just one long gross-out session. It soon becomes clear that Raina’s tummy trouble isn’t going away… and it coincides with her worries about food, school, and changing friendships. What’s going on?

Six days ago, astronaut Mark Watney became one of the first people to walk on Mars.Now, he’s sure he’ll be the first person to die there.After a dust storm nearly kills him and forces his crew to evacuate while thinking him dead, Mark finds himself stranded and completely alone with no way to even signal Earth that he’s alive–and even if he could get word out, his supplies would be gone long before a rescue could arrive.

Chances are, though, he won’t have time to starve to death. The damaged machinery, unforgiving environment, or plain-old “human error” are much more likely to kill him first.But Mark isn’t ready to give up yet. Drawing on his ingenuity, his engineering skills–and a relentless, dogged refusal to quit–he steadfastly confronts one seemingly insurmountable obstacle after the next. Will his resourcefulness be enough to overcome the impossible odds against him?

The Garretts are everything the Reeds are not. Loud, numerous, messy, affectionate. And every day from her balcony perch, seventeen-year-old Samantha Reed wishes she was one of them . . . until one summer evening, Jase Garrett climbs her terrace and changes everything. As the two fall fiercely in love, Jase’s family makes Samantha one of their own. Then in an instant, the bottom drops out of her world and she is suddenly faced with an impossible decision. Which perfect family will save her? Or is it time she saved herself?

Todd Hewitt is the only boy in a town of men. Ever since the settlers were infected with the Noise germ, Todd can hear everything the men think, and they hear everything he thinks. Todd is just a month away from becoming a man, but in the midst of the cacophony, he knows that the town is hiding something from him — something so awful Todd is forced to flee with only his dog, whose simple, loyal voice he hears too. With hostile men from the town in pursuit, the two stumble upon a strange and eerily silent creature: a girl. Who is she? Why wasn’t she killed by the germ like all the females on New World? Propelled by Todd’s gritty narration, readers are in for a white-knuckle journey in which a boy on the cusp of manhood must unlearn everything he knows in order to figure out who he truly is.

“Speak up for yourself–we want to know what you have to say.” From the first moment of her freshman year at Merryweather High, Melinda knows this is a big fat lie, part of the nonsense of high school. She is friendless, outcast, because she busted an end-of-summer party by calling the cops, so now nobody will talk to her, let alone listen to her. As time passes, she becomes increasingly isolated and practically stops talking altogether. Only her art class offers any solace, and it is through her work on an art project that she is finally able to face what really happened at that terrible party: she was raped by an upperclassman, a guy who still attends Merryweather and is still a threat to her. Her healing process has just begun when she has another violent encounter with him. But this time Melinda fights back, refuses to be silent, and thereby achieves a measure of vindication. In Laurie Halse Anderson’s powerful novel, an utterly believable heroine with a bitterly ironic voice delivers a blow to the hypocritical world of high school. She speaks for many a disenfranchised teenager while demonstrating the importance of speaking up for oneself.

A cannon. A strap.
A piece. A biscuit.
A burner. A heater.
A chopper. A gat.
A hammer
A tool
for RULE

Or, you can call it a gun. That’s what fifteen-year-old Will has shoved in the back waistband of his jeans. See, his brother Shawn was just murdered. And Will knows the rules. No crying. No snitching. Revenge. That’s where Will’s now heading, with that gun shoved in the back waistband of his jeans, the gun that was his brother’s gun. He gets on the elevator, seventh floor, stoked. He knows who he’s after. Or does he?

As the elevator stops on the sixth floor, on comes Buck. Buck, Will finds out, is who gave Shawn the gun before Will took the gun. Buck tells Will to check that the gun is even loaded. And that’s when Will sees that one bullet is missing. And the only one who could have fired Shawn’s gun was Shawn. Huh. Will didn’t know that Shawn had ever actually USED his gun. Bigger huh. BUCK IS DEAD. But Buck’s in the elevator?

Just as Will’s trying to think this through, the door to the next floor opens. A teenage girl gets on, waves away the smoke from Dead Buck’s cigarette. Will doesn’t know her, but she knew him. Knew. When they were eight. And stray bullets had cut through the playground, and Will had tried to cover her, but she was hit anyway, and so what she wants to know, on that fifth floor elevator stop, is, what if Will, Will with the gun shoved in the back waistband of his jeans, MISSES.And so it goes, the whole long way down, as the elevator stops on each floor, and at each stop someone connected to his brother gets on to give Will a piece to a bigger story than the one he thinks he knows. A story that might never know an END…if Will gets off that elevator.

Manor Farm is like any other English farm, expect for a drunken owner, Mr Jones, incompetent workers and oppressed animals. Fed up with the ignorance of their human masters, the animals rise up in rebellion and take over the farm. Led by intellectually superior pigs like Snowball and Napoleon, the animals how to take charge of their destiny and remove the inequities of their lives. But as time passes, the realize that things aren’t happening quite as expected. Animal Farmis, one level, a simple story about barnyard animals. On a much deeper level, it is a savage political satire on corrupted ideals, misdirected revolutions and class conflict-themes as valid today as they were sixty years ago.

Seconds before the Earth is demolished to make way for a galactic freeway, Arthur Dent is plucked off the planet by his friend Ford Prefect, a researcher for the revised edition of The Hitchhiker’s Guide to the Galaxy who, for the last fifteen years, has been posing as an out-of-work actor.
Together this dynamic pair begin a journey through space aided by quotes from The Hitchhiker’s Guide (“A towel is about the most massively useful thing an interstellar hitchhiker can have”) and a galaxy-full of fellow travelers: Zaphod Beeblebrox–the two-headed, three-armed ex-hippie and totally out-to-lunch president of the galaxy; Trillian, Zaphod’s girlfriend (formally Tricia McMillan), whom Arthur tried to pick up at a cocktail party once upon a time zone; Marvin, a paranoid, brilliant, and chronically depressed robot; Veet Voojagig, a former graduate student who is obsessed with the disappearance of all the ballpoint pens he bought over the years.
Where are these pens? Why are we born? Why do we die? Why do we spend so much time between wearing digital watches? For all the answers stick your thumb to the stars. And don’t forget to bring a towel!

Rose Howard is obsessed with homonyms. She’s thrilled that her own name is a homonym, and she purposely gave her dog Rain a name with two homonyms (Reign, Rein), which, according to Rose’s rules of homonyms, is very special. Not everyone understands Rose’s obsessions, her rules, and the other things that make her different–not her teachers, not other kids, and not her single father.

When a storm hits their rural town, rivers overflow, the roads are flooded, and Rain goes missing. Rose’s father shouldn’t have let Rain out. Now Rose has to find her dog, even if it means leaving her routines and safe places to search.

Other Books Heavily in Rotation this Year:

The two-time Newbery Honor winner Gary D. Schmidt delivers the shattering story of Joseph, a father at thirteen, who has never seen his daughter, Jupiter. After spending time in a juvenile facility, he’s placed with a foster family on a farm in rural Maine. Here Joseph, damaged and withdrawn, meets twelve-year-old Jack, who narrates the account of the troubled, passionate teen who wants to find his baby at any cost. In this riveting novel, two boys discover the true meaning of family and the sacrifices it requires.

My disease is as rare as it is famous. Basically, I’m allergic to the world.I don’t leave my house, have not left my house in seventeen years. The only people I ever see are my mom and my nurse, Carla. 

But then one day, a moving truck arrives next door. I look out my window, and I see him. He’s tall, lean and wearing all black—black T-shirt, black jeans, black sneakers, and a black knit cap that covers his hair completely. He catches me looking and stares at me. I stare right back. His name is Olly.

Maybe we can’t predict the future, but we can predict some things. For example, I am certainly going to fall in love with Olly. It’s almost certainly going to be a disaster.

To everyone who knows him, West Ashby has always been that guy: the cocky, popular, way-too-handsome-for-his-own-good football god who led Lawton High to the state championships. But while West may be Big Man on Campus on the outside, on the inside he’s battling the grief that comes with watching his father slowly die of cancer.

Two years ago, Maggie Carleton’s life fell apart when her father murdered her mother. And after she told the police what happened, she stopped speaking and hasn’t spoken since. Even the move to Lawton, Alabama, couldn’t draw Maggie back out. So she stayed quiet, keeping her sorrow and her fractured heart hidden away.

As West’s pain becomes too much to handle, he knows he needs to talk to someone about his father—so in the dark shadows of a post-game party, he opens up to the one girl who he knows won’t tell anyone else.

West expected that talking about his dad would bring some relief, or at least a flood of emotions he couldn’t control. But he never expected the quiet new girl to reply, to reveal a pain even deeper than his own—or for them to form a connection so strong that he couldn’t ever let her go…

For the millions who log in every day, Warcross isn’t just a game—it’s a way of life. The obsession started ten years ago and its fan base now spans the globe, some eager to escape from reality and others hoping to make a profit. Struggling to make ends meet, teenage hacker Emika Chen works as a bounty hunter, tracking down Warcross players who bet on the game illegally. But the bounty-hunting world is a competitive one, and survival has not been easy. To make some quick cash, Emika takes a risk and hacks into the opening game of the international Warcross Championships—only to accidentally glitch herself into the action and become an overnight sensation.

Convinced she’s going to be arrested, Emika is shocked when instead she gets a call from the game’s creator, the elusive young billionaire Hideo Tanaka, with an irresistible offer. He needs a spy on the inside of this year’s tournament in order to uncover a security problem . . . and he wants Emika for the job. With no time to lose, Emika’s whisked off to Tokyo and thrust into a world of fame and fortune that she’s only dreamed of. But soon her investigation uncovers a sinister plot, with major consequences for the entire Warcross empire.

Xiomara Batista feels unheard and unable to hide in her Harlem neighborhood. Ever since her body grew into curves, she has learned to let her fists and her fierceness do the talking.

But Xiomara has plenty she wants to say, and she pours all her frustration and passion onto the pages of a leather notebook, reciting the words to herself like prayers—especially after she catches feelings for a boy in her bio class named Aman, who her family can never know about.

With Mami’s determination to force her daughter to obey the laws of the church, Xiomara understands that her thoughts are best kept to herself. So when she is invited to join her school’s slam poetry club, she doesn’t know how she could ever attend without her mami finding out. But she still can’t stop thinking about performing her poems.

Because in the face of a world that may not want to hear her, Xiomara refuses to be silent.

Emily Lonergan’s best friend died last year.

And Emily hasn’t stopped grieving. Lizzie Porter was lively, loud, and fun — Emily’s better half. Emily can’t accept that she’s gone.

When Lizzie’s parents and her sister come back to town to visit, Emily’s heartened to see them. The Porters understand her pain. They miss Lizzie desperately, too.

Desperately enough to do something crazy.

Something unthinkable.

Suddenly, Emily’s life is hurtling toward a very dark place — and she’s not sure she’ll ever be able to return to what she once knew was real.

Justyce McAllister is a good kid, an honor student, and always there to help a friend—but none of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can’t escape the scorn of his former peers or the ridicule of his new classmates.

Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. But do they hold up anymore? He starts a journal to Dr. King to find out.

Then comes the day Justyce goes driving with his best friend, Manny, windows rolled down, music turned up—way up, sparking the fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce and Manny are caught in the crosshairs. In the media fallout, it’s Justyce who is under attack.

“With a bolt of lightning on my kicks . . .The court is SIZZLING. My sweat is DRIZZLING. Stop all that quivering. Cuz tonight I’m delivering,” announces dread-locked, 12-year old Josh Bell. He and his twin brother Jordan are awesome on the court. But Josh has more than basketball in his blood, he’s got mad beats, too, that tell his family’s story in verse, in this fast and furious middle grade novel of family and brotherhood from Kwame Alexander.

  Josh and Jordan must come to grips with growing up on and off the court to realize breaking the rules comes at a terrible price, as their story’s heart-stopping climax proves a game-changer for the entire family.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. I offer up workshops and presentations both live and virtually that are based on the work I do with my own students as we pursue engaging, personalized, and independent learning opportunities. I also write more about the design of my classroom and how to give control of their learning back to students in my first book, Passionate Learners.


Be the change, being a teacher, being me

Take Care

There are currently two distraught children in my house. One has locked her door to signal her anger, another is blasting her recorder as loudly as she can to let us know, only pausing to yell at her younger sister whenever she gets too close. The discontent seems to be a common visitor in our house these days as the world continues to be paused, as the cancellation of life events continue to roll in. As school continues in its now familiar humdrum of video, worksheet, record, submit.

We are doing fine, we are not in dire need of money yet although the financial strain is getting larger, nor is our health threatened. We have it better than many, we know it, we count our blessings. We search for the good, for the moments of joy when the kids are not yelling, when we can laugh together and don’t have to referee yet another sibling fight. When we don’t have to plead with a child to please get dressed because pajama day cannot be every day, when we have to ask them to please get back to their school work because it does need to be done at some point, in some way. And the hours we spend will never be enough to replicate what their teachers do because school is so much more about production of work.

We stopped pursuing a schedule a long time ago, rather just playing it by ear, knowing full well that there will be good days, and not so good and spending an entire day arguing with a 7-year-old is no one’s idea of joy. We have fallen into to an uneasy routine, counting down the days until school is done, and yet also dreading the news that come through our door every day, not quite sure what the usual magical lazy days of summer will hold for us.

And my own teaching continues. Yesterday, in a meeting we started to discuss what September might look like if we are online. As my heart rate increased, and that uneasy feeling in my stomach grew, we discussed the potential contingency plans that are being planned where hybrid learning may be offered – perhaps it will be entirely online, perhaps it will be every other day, perhaps it will be half days. It may be as close to normal as we can hope or it may be anything but.

Except for us teachers, it won’t be.

We will be expected to teach full-time in whichever way we are asked. We will be asked to create meaningful lessons that not only cover the standards, but also engage every child, value every child, meet every child where they are at. We will be asked to create meaningful bonds with students we potentially have never met. We will be asked to learn new technology, train ourselves if the professional development is not available, convert all of our learning to online “just in case.” We will be asked for new ideas, ideas we haven’t even dreamt of yet, all for kids most of us don’t know beyond their data and files, to be everything we can be for unseen children. And we will be expected to do it with a smile because that’s what we signed up for. Because that’s what teachers do.

And I will pick up the work and carry it on my back because I cannot fathom giving up now. Even if feels too heavy at times.

And yet, I have also once again come to the realization that right now we may know that the kids are not alright, but neither are the adults.

So I am going to make a few promises to myself as we continue to face this unknown future. I will set a few goals because at some point I need to remember that I do not have unlimited power reserves. That I do not need to solve every problem at that time.

I will fight for educational funding. In a time where schools are stretched beyond their capacity, where the glaring inequities that exist within our structures loom even larger than before, I will do what I can to shine a light on the need for funding of our schools, on funding for every child.

I will continue to reach out to those doing the work with me both locally and globally because together we can do so much more than we can alone.

I will set boundaries for myself. Allow myself to do what I can and then take a break.

I will seek out professional training that speaks to what I believe in; equity, seeing the whole child for the amazing being they are, and pushing my own biases and misunderstandings. I know I have much to learn.

I will plan day by day, sharing as I can with others so that others may have it easier.

I will continue to rely on what I know is best practice; that every child deserves a chance, that every child deserves choice, that every child has the right to feel safe, that there is more to the story of every child and it is up to them to decide whether they trust me enough to share it.

I will speak up against practices that harm rather than help.

I will stay silent when it is not my turn or my place to speak so that other voices can be heard, and lift their voices when I can.

I will read books when I can and not fault myself when I can’t.

I will plan for time off, sticking to it much like I would a work schedule.

I will seek inspiration in my own children.

I will stay informed but turn off the news when I need to.

I will say no when I need to.

The road ahead is uncertain, it may be filled with more hurt than we could ever imagine. I do not have answers for problems I cannot see yet, but I can continue on this path as much as possible.

To take it day by day, to continue the fight, and to take care of me so that I can take care of others. I hope you do as well.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. I offer up workshops and presentations both live and virtually that are based on the work I do with my own students as we pursue engaging, personalized, and independent learning opportunities. I also write more about the design of my classroom and how to give control of their learning back to students in my first book, Passionate Learners.

authentic learning, Be the change, being a teacher, Personalized Learning, student choice, student driven, students choice

Choose Your Own Learning – 5 Opportunities for Learning as We Continue Emergency Remote Teaching

Note: Yes, you may adapt this to fit your own needs, please just make a copy because these are my original documents. Please give credit and also do not adapt it to sell it online or in any way benefit financially beyond your salary as an educator.

We got the the news yesterday; school will be physically shut until the end of the year. The emergency remote teaching will continue. I cried when I heard. I know it seems so silly in the grand scheme of things but I miss our community so much, we didn’t say goodbye, I worry about them, the work I am assigning and everything in between. While the year is not over, it still feels so final. Who would have thought that this was it when I told them to take care of themselves and have a great weekend on March 13th?

And yet, we have also prepared for this type of teaching and learning without even knowing it would be needed. As detailed in my book, Passionate Learners, we pursue independent choice-based learning in almost everything we do all year, not by happenstance but by design. We focus on creating opportunities for students to be independent while figuring out how they learn best as individuals. We focus on choice, personalization, and giving tools for students to speak up for their needs. We do self-paced learning throughout the year and have introduced tools to them as we need. We didn’t plan to finish the year apart, but we are as ready as we could be.

The first round of choose your own learning was fairly successful. Many students appreciated the choices, many students enjoyed the opportunity to pick something that would fit their own learning needs right now and then pursue it with different levels of support from their teachers. Many students clearly showed off their learning and found it worthwhile, fairly stress free, and interesting.

As I would in our classroom, I asked for their feedback before kicking off this second round and tweaked a few things. I also added a new option for them; the daily writing exercises as a way for students to flex their writing muscles without worrying about a long piece. I added better instructions a few places, added in a check-in virtually for others. I am sure there is still much that can be done.

This second round will last a little more than two weeks hopefully. If we need to adjust we will, if we need to change it mid-flight we will. And yes, I share so that perhaps others can use it, please adapt it to your own students as this is made for the ones I know. I will try to give links here to everything that I can.

I welcome the students every time with a slide show posted in Classroom. This is where they will see me welcome them back in a video, see the choices and also make their selection on the survey toward the end. To see the slide show, go here it is short and to the point on purpose.

Three out of the five projects require a weekly meeting with me, students are simply asked to sign up on a form that looks like this.

So what are the choices?

Choice 1:  The independent reading adventure.  

On this adventure, you will use a self-chosen fiction chapter book to further your reading analysis skills.  Read and either record or write answers to questions that show your deeper understanding of your chosen text.

Students are given a choice board where they select 4 “boxes” to do with their book. Every box has a video to help them in case they are stuck. These are mostly lessons from me so if you use this, i would encourage you to make your own lessons for your students using language that is familiar to them.

This used to be a much more art-based project, I modified it to fit a written response, only because I am not sure if kids will have access to art materials. However, kids can still choose to illustrate and use art to answer their selected questions. All of the questions are review, so we have done this work before but they get to practice by applying it to a new book. This was inspired by the one-pager project, my colleague does and I am grateful for her work. 

This required more independence from students then I think some realized and so a tweak I have made for the second round is that students need to check in once a week with me to discuss their progress.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 2:  The picture book read aloud.

On this adventure, you will listen to a picture book being read aloud every day by lots of fantastic people.  Then you will write or record a response to a specific question every day.

This was a popular choice the first round because a lot of students felt it was easy to manage; listen to one picture book read aloud, write a response a day. I love it because it honors the picture book read alouds we have done throughout the year, and it allowed me to gather fantastic picture book read alouds that have been shared. I tried to make sure that all choices here are following fair use and copyright guidelines as I do not want to harm any of the creators whose work is being shared. Sample questions can be seen below and the rest is found in the links.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 3:  The Inquiry Project.

Ever wanted a chance to just pursue a major topic of interest for yourself?  Now is the chance, craft a learning plan for yourself with Mrs. Ripp, learn more about your topic and then showcase your learning to our community. The students who chose this in the first round, really liked it and said this was easier than they thought, so don’t be afraid to try this project.

Project requirement:  

  1. Identify an inquiry question you want to pursue – remember, inquiry questions are not straight “Googleable,” they will need learning from many sources or experiences to answer.
  2. Fill in the learning plan to show what you will be learning and how you will challenge yourself.
  3. Do the learning on your own, checking in with Mrs. Ripp every week virtually.
  4. Create a product of your choice to showcase your learning – you have many choices of what to create.

Independence expectations:

  1. This is a project that will require discipline and focus. Because you will not be creating a day-to-day product, you are expected to produce a larger final learning product to share your learning.
  2. The inquiry question you choose to pursue can be one that you already know something about or one that you know very little about, it is up to you. 
  3. There should be NEW learning though that happens throughout, not just a summary of what you already knew.

Students will be asked to do a learning plan, so I can support them if they choose this project. It looks like this:

We have done two other inquiry projects so I have seen students navigate this before, I am hoping this will give kids a chance to explore what they would like to explore rather than all of their learning choices being dictated by adults. The few students that chose this the first round loved it and I hope their enthusiam gives other students a chance to try it as well. It was wonderful to see students immersed in learning that they chose again and also thinking about how to showcase it in a way that they may not have used before.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 4:  The Creative Writing Project.

Have a story to tell?  Here is your chance to use dedicated time in English to pursue your own writing craft and put some of those sweet writing moves you have been working on into action. Decide how you want to grow as a writer, discuss with Mrs. Ripp, and then start writing.  Teaching points will be based on what you are hoping to work on. 

The few kids that chose this loved it. They loved the choice in lessons and the feedback that allowed them to write something meaningful to them. To help with lessons, students are given a video bank of lessons that they can choose from every day, as well as the option to find their own lessons and post those. They are asked to create a daily writing lesson plan so that I can see they are working. The once a week check-ins worked well as well because they were just like the writing conferences we would have in class.

Project requirement:  

  1. Identify your areas of strength as a writer – what do you already do well in writing?
  2. Identify areas of growth in writing for yourself – how will this project challenge you?
  3. Actively work on those areas of growth through independent study of craft techniques and conferring with Mrs. Ripp.
  4. Choices:
    • If a mini-story:  Produce 2 or more pages of a full story.
    • If a longer story (part of a larger piece):  Produce a scene or chapter from beginning to end.
    • If poetry:  5 or more poems or a short story in prose form.
    • If a graphic novel or comic strips:  Discuss with Mrs. Ripp

Schedule a conferring time with Mrs. Ripp each week – that is twice over the two weeks.  These will be via Google Meet.

Independence expectations:

  1. This is a project that will require a lot of discipline and focus. Because you will not be creating a day-to-day product, you are expected to produce a larger final learning product to share your learning.
  2. The creative writing project you pursue should be meaningful to you and show growth in your writing tools.
  3. There should be NEW learning that happens throughout, not just a summary of the skills you already have.
  4. You will need to fill in a  learning plan and submit it to Mrs. Ripp for approval.  It will be posted in Classroom.

Those who chose it loved it but some chose to do poetry rather than story writing so I added some guidelines for that. I also added videos that were shared by students to our daily lesson video bank.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

Choice 5:  Daily Writing Exercises.

Have you wanted to expand your writing techniques and craft?  Here is your chance to be introduced to a new writing exercise a day and then trying it in your own writing.   

Project requirement:  

  1. Watch the video posted for each day (preview in the table below)
  2. Respond either in typing in the box or by submitting an image of your writer’s notebook if you are handwriting. 
  3. You will be given a separate document to record your answer in, this is what you will turn in.

I spent time pulling together ideas for stand alone writing exercises and am incredibly grateful to Amy Ludwig VanDerWater for sharing her daily writing exercises, as well as other resources out there.

I wanted this opportunity to be a way for kids to just have some fun with writing and also have a project that mirrored the manageability of the picture book choice, allowing them do one thing a day and not having to attend to a longer project. I am excited to see how this one will play out.

To see the overall directions for teachers and for students to make their choice, go here

To see what students are given to do the project, go here

A note on choices: Students will indicate their choice on the survey form – this will offer me a pathway forward so that I can send the proper resources to them. Because Google Classroom allows me to only give certain things to certain kids, I can easily provide them the next steps in their choices such as learning plans or other tools. I am encouraging them to choose something else than what they did the first round but have already discussed with one student who would like to continue working on their story. There will be exceptions made as needed in order to make sure this is meaningful to all kids.

A note on grades: You may have noticed that these projects encompass different standards, this is okay because both of these. rounds will be counted toward the same standards. I have also decided that if a child shows any kind of effort then it is an automatic “3” or higher. This is not the time for me to do deep assessment because all I am assessing then is their access to the learning, it is not fair to students, there are way too many inequities playing out for me to pretend that grades would be fair or objective. As far as if a child does not “show effort” then I will be reaching out and discussing with them.

A note on support: I will be individualizing support for my students. For some this will mean just check-ins, for others it will be sharing further resources for their learning. Most kids were successful the first round, some were not, so I will adjust support accordingly. I also have support from an incredible special ed teacher, as well as para educators that I can ask for help from.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. I offer up workshops and presentations both live and virtually that are based on the work I do with my own students as we pursue engaging, personalized, and independent learning opportunities. I also write more about the design of my classroom and how to give control of their learning back to students in my first book, Passionate Learners.

being a teacher

To This Kid…

I thought I was a pretty good teacher until I started teaching 7th graders. Their love language was so foreign to me. Gone were everyday stories of home, the drawings, the accidental slip ups where they called you Mom. Gone were having all of the time in the world, vowing to get to something later because we could, all day field trips, class parties, and hugs at the end of the day as they went home. Now it was 45 minutes of teaching content. So many kids whose names I desperately tried to learn as quickly as I could. Very little family contact unless it was needed. One teacher among many, teaching a subject that many students had decided they didn’t really need in their life. The smell of failure was real, the mistakes were often, the sense of never being enough was as pervasive as the stacks of things to grade that followed me home.

I cried so much as a beginning middle school teacher.

I thought my second year as a 7th grade teacher would be my last. I decided to give it one more shot before I made a decision of what to do next. Because if I tried one more time then I surely would realize that I wasn’t cut out to be a middle school teacher. That the gap between the 10 year olds I used to teach and the now terrifying 12 year olds was so much more than just a few years. That I was not the teacher I thought I could be. That they deserved so much better than me.

And yet, that second year something quietly happened; I started to get my feet under me. I realized that I could share my worries about being a good enough teacher and I could ask them how to grow. I could be vulnerable and share the stories from my own life as we started to trust each other more with all that we were. I got their names down in less than a week by studying them every moment I had. I asked them over and over how I could be a better teacher for all of them. I took their advice, changed whenever I could and always kept a door open. In turn, they opened up, teaching me as much at times as I taught them, and together we grew to be a community that made me realize that perhaps 7th grade English was exactly where I needed to be for now. That behind the thorny facades, the eye rolls, the hurried explanations of how reading just wasn’t their thing, or how English was just too hard, there was love. There was respect. There was a quiet commitment to what we were trying to establish together. They showed up every day, so I did too.

At the end of that year, we once again ended with our This I Believe assignment. A moment of grace where kids chose to share beliefs that they fully believed in as a speech in our final days together. Where some kids chose to share pieces of themselves that made me hold my breath and tears run down my cheeks as they laid it all out for their classmates to see. As they proved to me that we had created exactly what I thought I would never be a part of again; a place that was safe. Where kids felt accepted. Where they could be whomever they were, and with us, together in those 45 minutes, they would be okay. It was never perfect, but for the most part it was ours, and that was something.

For years in my Passionate Learners keynote I have shared the story a child who chose this final speech to share something that he knew would potentially change how others saw him. How when he slid his computer in front of me to read his first draft, he didn’t tell me what to look for but instead sat back, crossed his arms and watched me in silence as I read. How his second paragraph made me gasp, my eyes well up, as I realized how he had chosen to share a part of himself, how he was not really looking for my editing skills, but for my protection and care with his words. How he was watching for my reaction to see how it would go. As I looked up, I only had one question, “How can I help?” And he told me, “You already have” and pointed to a small sign behind me.

And so when it came time to give his speech, he stood up there boldly sharing his story, asking us all to protect it, to protect him, to help him feel safe, to be true friends when he needed it the most. And the kids did, applauding at the end, some patting his shoulder, others writing compliments, a few wiping tears. Me, I cried, and recognized that in that moment there was no other classroom I would want to be in. That perhaps 7th graders had a space for me, just like I had for them.

And he went on to 8th graders, we passed in the hallways, sometimes stopping for a quick chat, a check in. I saw him last year at the high school, checking in when he passed me on a visit there. He had a big smile. He told me he was reading. He looked happy. But we weren’t in touch, he didn’t know how much his trust had meant to me. How much his faith in the community we shared changed me as a person. That’s just how it goes sometimes.

Tonight, we got the news that this child, this child with his big heart and smile and a bright future ahead, has died.

And for the second time with him, I gasped, and the tears came and I had to sit with the quiet realization that something that had never happened to me has now happened; we lost one of our kids. We lost one of our own. We lost him.

And so I write this through tears as a final goodbye and so long for now to this child who trusted me. To this child who trusted us. Who made our community more than I ever could have thought it would be. To this child, who may have been gone from our team for years, but still was one of our kids, will always be one of our kids.

To this kid, who more than once throughout the past years has reminded me of what it means to fight for kids. To fight for them to be their full selves in our classrooms even as others tell us their lives are against their religion, are immoral, are not natural. To this kid, who saw something in me I had not seen in myself at that time. To this kid who is now gone.

So while I find no peace in this moment, I will say that my life was made better because of his. That I will continue to carry his story with me. That his life will continue to matter in mine. Because this kid, the kids who was, will always be a part of me. A part of us. Whether he knew it or not, but I hope he did.

Five years ago, he wrote, “…everyone should feel wanted, cared for, and believed in by someone who isn’t in their family.” May we all have that. May we all have this kid in our lives, even if only for a brief time.

I send love out into the world to those who need it tonight.

Signing off,

Pernille

authentic learning, being a teacher, choices, Personalized Learning

Choose Your Own Learning – 4 Learning Options As We Go Virtual/Online

Note: This has been updated to have 5 options in the second round as well as to clear up any confusion for students, please see this post to see the updated version. The final round had 9 different options and the slides for that can be seen here.

Yes, you may adapt this to fit your own needs, but please give credit and also do not adapt it to sell it online or in any way benefit financially beyond your salary as an educator.

In yesterday’s post, I mentioned how I wanted to honor the work we have already been doing in our community as we switch to virtual learning starting next week. Because this shut down of our school does not come with an end date at the moment, I am pacing out instruction by weeks rather than days. If we go back sooner than I expect, which would be incredible, then I can switch this particular project to in-class as well.

We were also given guidelines yesterday from our district; plan for about 35 minutes of learning time for each class, I have a double block but am trying to keep it to around that time still, instead with the extra time, I am hoping kids will find the time to read. Kids are not expected to sit in front of a computer all day. We have guidelines in place for making sure kids are connected to us with virtual office hours. We also need to check in if we are not hearing from kids or seeing them do any learning. We are trying to think of things we cannot even think of yet.

We are trying to keep it relevant, accessible, and not overwhelming.

We are trying to help kids continue their learning even when we are not right there with them.

So, for our students, I have created a “Choose Your Own Learning” two-week exploration. This, hopefully, continues the honoring of their individual needs and desires, while still helping them with their growth. There are different levels of independence for them to choose from, as well as choices for recording or writing their responses. There are different levels of teaching involved that will unfold once they select their choice.

From a longer letter welcoming kids into our project

Choice 1:  The independent reading adventure.  

On this adventure, you will use a self-chosen fiction chapter book to further your reading analysis skills.  Read and either record or write answers to questions that show your deeper understanding of your chosen text.

The connect-four template we use for this.

This used to be a much more art-based project, I modified it to fit a written response, only because I am not sure if kids will have access to art materials. However, kids can still choose to illustrate and use art to answer their selected questions. All of the questions are review, so we have done this work before but they get to practice by applying it to a new book. This was inspired by the one-pager project, my colleague does and I am grateful for her work. To see the project guidelines, go here.

Choice 2:  The picture book read aloud.

On this adventure, you will listen to a picture book being read aloud every day by lots of fantastic people.  Then you will write or record a response to a specific question every day.

I wanted to honor the picture book read alouds we have done throughout the year, so I gathered picture book recordings for the students to listen to – one a day – and then created questions to go with it such as the one below.

While I love all of the picture books I am finding, I am still changing some of them out to have a wider representation of creators shown. I am also still working through questions, so this document is very much a work in progress. To see the project guidelines, go here.

Choice 3:  The Inquiry Project.

Ever wanted a chance to just pursue a major topic of interest for yourself?  Now is the chance, craft a learning plan for yourself with Mrs. Ripp, learn more about your topic and then showcase your learning to our community.

Project requirement:  

  • Identity an inquiry question you want to pursue – remember, inquiry questions are not straight “Googleable,” they will need learning from many sources or experiences to answer.
  • Fill in the learning plan to show what you will be learning and how you will challenge yourself.
  • Do the learning on your own, checking in with Mrs. Ripp every two days.
  • Create a product of your choice to showcase your learning – you have many choices of what to create.

Independence expectations:

  • This is a project that will require a lot of discipline and focus. Because you will not be creating a day-to-day product, you are expected to produce a larger final learning product to share your learning.
  • The inquiry question you choose to pursue can be one that you already know something about or one that you know very little about, it is up to you. 
  • There should be NEW learning though that happens throughout, not just a summary of what you already knew.

Students will be asked to do a learning plan, so I can support them if they choose this project. It looks like this:

We have done two other inquiry projects so I have seen students navigate this before, I am hoping this will give kids a chance to explore what they would like to explore rather than all of their learning choices being dictated by adults . To see the project guidelines, go here.

Choice 4:  The Creative Writing Project.

I know some of us have longed to do some creative writing, so here is your chance.  Decide how you want to grow as a writer, discuss with Mrs. Ripp, and then start writing.  Teaching points will be based on what you are hoping to work on. 

Project requirement:  

  • Identify your areas of strength as a writer – what do you already do well in writing?
  • Identify areas of growth in writing for yourself – how will this project challenge you?
  • Actively work on those areas of growth through independent study of craft techniques and conferring with Mrs. Ripp.
  • Produce 2 or more pages in a coherent writing form, you choose the writing form.
  • Schedule 2 conferring times with Mrs. Ripp each week – that is 4 times over the two weeks.  These can be via Google meet, email discussion, chat, or some other mode of communication.

Independence expectations:

  • This is a project that will require a lot of discipline and focus. Because you will not be creating a day-to-day product, you are expected to produce a larger final learning product to share your learning.
  • The creative writing project you pursue should be meaningful to you and show growth in your writing tools.
  • There should be NEW learning though that happens throughout, not just a summary of the skills you already have.

We have done creative writing in small spurts throughout the year but not enough in my opinion, so this is our chance to do it more. I am hoping this will offer up those who choose it a way to sink into their writing and create something meaningful. To see the project guidelines, go here.

A note on choices: Students will indicate their choice on a survey form – this will offer me a pathway forward so that I can send the proper resources to them. Because Google Classroom allows me to only give certain things to certain kids, I can easily provide them the next steps in their choices such as learning plans or other tools.

A note on grades: You may have noticed that these projects encompass different standards, this is okay because all of the work we are doing right now is formative as per our district guidelines. As the closing continues, we will be given updated guidelines. What this means is that when the two weeks are over for this project, I will either recycle the options and ask students to choose a different option or brainstorm further learning with my students. If we switch to live school in the middle, then once this project is done we will go back to our regular scheduled learning, which is debates and Shark Tank presentations.

A note on support: I will be individualizing support for my students. For some this will mean just check-ins, for others it will be sharing further resources for their learning. I teach 76 students, I am not sure how this will look, but we will make it work.

Want to connect with me? I am going to do a Facebook live in the upcoming week in our Passionate Readers Facebook group to take questions and share book recommendations. Join me!

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. 

being a teacher

Switching to Remote Learning While Still Offering Choice

Unknown future Design

I have never experienced a world so quiet before. Not for this long. Every day as I look out our window, I am reminded of the quiet that shrouds us all on January 1st where the world holds its breath and we sit with our dreams in hand, hoping for a new start.

Many now sit with fears in their hands instead, a pervasive uncertainty that permeates even the smallest moments. But the hope is still there, a hope for a world that doesn’t quite feel so unwieldy and uncertain. That doesn’t promise us death, financial losses, and long-term fall out.

And so we went into self-isolation the day after I turned 40, trying to do our part to keep the rest of the world safe, while knowing what it would do for our own children to shut the door on the world as much as possible.

On day 1 of isolation, I thought of all the things I would catch up on during this time; sleep! Books! Cooking! Learning how to play guitar! Writing a book!

On day 2, I was reminded of how extroverted our kids are compared to my husband and I. Do they ever crave quiet? (The answer is; not yet…)

On day 3, I realized I needed to take control over my newswatching or my fear for the world would grow. (CNN check in’s only a few times a day as well as with local news and purposeful social media use).

On day 4, I was reminded of how much I love being a classroom teacher because I love the everyday moments, not just the big ones, the check ins, the community, the being able to reach out to make sure a child feels seen and valued. And I miss it a lot, the putzing around, the excitement to see plans come to life, the moments where it doesn’t work and you have to find a solution. I continue to be a classroom teacher because of how much I love the kids.

On day 5, I recognized that we all needed a moment of space. That our schedule works for the most part but who knows how long it will. That while planning it down to the 30 minute mark works for our kids not going crazy, it doesn’t work for us, the adults, and that there needs to be a balance. That my books are calling and so is my creativity at times.

Turns out the new normal is anything but.

And so as we are told by our district to prepare for our remote virtuel learning, knowing how inequitable that is, and also how I am decidedly not trained in online learning, I keep thinking about what our community has been built on the whole year; read aloud, reflection, inquiry and choice. How in this uncertain time, there are certainties I can hold up for our students; that I will do everything I can to support from afar. That I want them to find success not insurmountable challenges, that I want this to work for them in any way I can. That I want them to have each other.

So rather than assigning one thing, they will have different choices for the un-foreseeable future.

All will be asked to please read for 20 minutes every day something of their choice with nothing but joy and value attached to it.

They can choose to read a fiction book of their choice and do some analysis as they progress through it, using an online one-pager assignment. If they have books at home they are set or they can access our Audible account to choose one to listen to. They can record or write their response to the prompts, whatever seems to work for them the best.

They can choose to do an inquiry project into something they want to learn about, craft a learning plan for me to discuss with them and then create a product at the end of it to teach us about their topic. We have done an inquiry into inquiry and also just finished an inquiry into a self-chosen topic for their TED talks. Their final product should showcase their deepened understanding in some ways, ideas will be offered and support will be based around their learning plan.

They can choose to listen to a picture book read aloud every day by a different creator and then record or write a response to the question I will pose along with it. Questions will range from what is the theme and how do you know? What does this thing (insert specific thing) symbolize and how do you know? How would the message of the picture book change if we changed the narrator? Whose perspective is missing and how does that impact the story being told? How did the perspective of the narrator influence their actions in the story? How did the main character change throughout? How does this picture book connect to your world? If you were to teach this picture book, which questions would you ask to start a discussion?

They can choose to write a story, alone or by themselves, working on all of the tools of storytelling we have been discussing through the year. Before they begin, they will be asked to identity how they want to grow as writers, how they will work on that, and then how I can support them (this is what we do throughout the year). The story can be fiction or from their own lives and teaching points will be based on what they are working on.

Throughout the year, we have done a lot of learning, now is simply the next step to put it all into action. Can they use what we have learned on their own? Have the skills been transferred? How can I continue to support them on a meaningful journey that will help them grow while also recognizing the realities of this world we are faced with right now. While also recognizing that right now schools in Wisconsin are closed indefinitely and so I don’t know how long of a timeline I am even preparing for.

Will it be perfect? Absolutely not. Will it be okay? I hope so. After all, that is the best I can do right now. To be here, to keep trying to connect, to reach out and be there for all the kids.

What are your plans?

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.