Be the change, being a student, being a teacher, new year, PD, student choice, Student Engagement, student voice

Final Free PD Masterclass: Getting Ready for Going Back – How Do We Learn Best?

This summer has been one of worry. Of anxiousness. Of too much time spent thinking about possibilities that seemed to shift every day. Of waiting for answers. Of too many times trying to not think about the fall. But the countdown to go back to school has started for many of us, the future, while still uncertain, has at least been hinted at, and I still have so many questions.

A few weeks ago we were told we would be fully virtual for the first quarter and with that information I knew that I could stay overwhelmed and anxious or I could move into solution mode. To take it day by day, rather than try to figure out my whole quarter; focus on the first week, and then have an idea for what might come after. It has helped calm me as I think of all of the unknowns. (Not that I am feeling calm by any means).

And so, as I move ideas into action, it is time to invite you into the thoughts and discussion in my final masterclass of the summer: Masterclass – How Do We Learn Best – Embedding Authentic Choice and Voice. While some of the underlying research and ideas will not have changed from May when I offered it last, I have updated it with ideas of how I plan on establishing conditions to build community, to determine how we can feel safe with one another, how I will embed choice and space for students to speak up and change our time together as we start fully online. This class dives into why it is vital that we center the voices and identities of students as we plan on our instruction and interrogate the systems we have in place. It is meant to inspire, spark discussions, and also offer practical ideas. The accompanying office hours will allow you to ask follow up questions, to share your ideas, and also to have a collective of experts help you with your problems of practice.

So join me for this free PD session offered through CUE and sponsored by Microsoft, just hit the “Join this Session” at the time listed and it will allow you access. Spread the word if you think this masterclass will be helpful to others. This will also be the final free PD I offer for a while as the school year looms large and I have to balance the virtual schooling of my own four kids with the needs of my 80+ students while also trying to keep my sanity.

The class sessions will be:

  • August 13th 7 PM PST/9 PM CST
  • August 20th 7 PM PST/9 PM CST
  • August 27th 7 PM PST/9 PM CST

The office hour sessions will be:

  • August 15th 8 AM PST/10 AM CST
  • August 16th 8 AM PST/10 AM CST
  • August 23rd 8 AM PST/10 AM CST
  • August 30th 8 AM PST/10 AM CST

Don’t forget to check out the other incredible free PD sessions as well that are still being offering during the month of August.

Also, if your district or conference are interested in bringing me in virtually throughout the school year, please see information here. I have been supporting teachers remotely and in-person as they plan for meaningful literacy instruction in an in-person, virtual or hybrid model throughout the years and would love to help others as well.

being a student, being a teacher, being me, hopes, Passionate Readers, Reading, Reading Identity, student choice, Student Engagement, teaching, Writing Identity

Creating Passionate Writers – Next Masterclass Kicks Off Tomorrow

Moving to America at the age of 18, gave me a whole new education. An education in privilege, in control, in power, and how to know your place. To pursue your dreams but only if others see you as worthy of that dream.

Becoming a teacher in the American public school system has been one of my greatest joys but also one of my biggest frustrations, my biggest moments of failure, of regret. The power handed those of us with teaching degrees is immeasurable; I can continue the systemic inequities of the structures we work within, or I can learn, listen, question, dismantle, disturb, and create an education that is truly for all kids. I didn’t know that when I started as an educator, my own privilege awarded me blinders and ear muffs. But 10 years ago I started to wake up, a little at a time, although not fast enough, and I recognized that how I used control as a way to ascertain my power in the classroom meant that not all kids could thrive, that not all kids were cared for. That my classroom might have said “Welcome” but those were shallow words. And it was echoed in the curriculum we did and how I helped students grow, how I used choice, how I used rewards and punishment.

And so I started to change the way I taught, the way I thought of education, of my own power within the classroom. I immersed myself in the expertise and wisdom of others who have been on this journey so much longer than I have, I started to ask my students questions I should have been asking from the start and I started writing this blog; sharing my thoughts out loud, inviting others on the journey as I stumbled through and tried to create an education that might work for all kids. A shared experience that would center on the identity of each child rather than the curriculum. It is the work I continue to do and will for a long time. I continue to stumble through on this journey, I continue to share on here, I continue to learn and grow from others while offering my own journey up and now I have been invited by CUE and Microsoft to share through their channels as well as a way to invite you into the journey.

And so I invite you into a conversation surrounding the writing we do in our classrooms with students and how we can use storytelling not just as a way to teach standards but to help students examine and find power within their own identity and story. To come along with me as I share the questions we discuss in our community, the writing we do, and also the resources I have learned from so perhaps you can learn from them as well. So if you have space in your life or a desire to go on this journey with me, please go here to register

The Masterclass will be three parts much like the other masterclass I have done this summer, you can join live or access the recording when it is posted here. I will also be finishing up Embedding Authentic Choice and Voice. part 3 this week, on Thursday at 11 AM PST.

Posting this today, I also know that not everyone is in a place for PD or perhaps that this is not the type of PD you want to immerse yourself in, this is okay. The world is rightfully continuing to need our attention and perhaps you are putting in your energy elsewhere or fully taking a break. I know I have been taking many breaks the last few weeks as I plan for actions in the fall and right now, but for those of you who want to learn with and from me, please know that there will be several offerings all the way through summer.

Live office hours will start up next week – my first drop in one is on the 22nd at 8 AM PST. This is a great opportunity for you to bring problems of practice and we can brainstorm together for an hour or so. If you participate in the Global Read Aloud, you can also use the office hours to brainstorm with me or just ask questions.

All of these sessions are free and the sessions are recorded (office hours are not) so even if you can’t or don’t want to be there live, you can access them later.

The schedule for the rest of the summer’s free PD from me looks like so:

Sessions:

  • 6/17 7 AM PST – Masterclass: Passionate Writers Pt1
  • 6/18 10:30 AM PST – Choice and Voice Pt 3
  • 6/24 7 AM PST – Masterclass: Passionate Writers Pt 2
  • 7/1 7AM PST – Masterclass: Passionate Writers Pt 3
  • 7/8 11 AM PST – Passionate Readers – stand-alone session
  • 7/15 11 AM PST – Masterclass: But They Still Hate Reading – Supporting and Developing Student Reading Identity Pt 1
  • 7/22 11 AM PST – Masterclass: But They Still Hate Reading – Supporting and Developing Student Reading Identity Pt 2
  • 7/29 11 AM PST – Masterclass: But They Still Hate Reading – Supporting and Developing Student Reading Identity Pt 3
  • 8/6 7 PM PST – Passionate Learners – stand alone session
  • 8/13 7 PM PST – Repeat Masterclass: Embedding Authentic Choice and Voice as we get ready for a new year Pt 1
  • 8/20 7 PM PST – Repeat Masterclass: Embedding Authentic Choice and Voice as we get ready for a new year Pt 2
  • 8/27 7 PM PST – Repeat Masterclass: Embedding Authentic Choice and Voice as we get ready for a new year Pt 3


Office hours:

  • 6/22 – 8 AM PST
  • 6/28 – 8 AM PST
  • 7/2 – 7 PM PST
  • 7/5 – 8 AM PST
  • 7/12 – 8 AM PST
  • 7/19 – 8 AM PST
  • 7/26 – 8 AM PST
  • 7/29 – 7 PM PST
  • 8/7 – 8 AM PST
  • 8/15 – 8 AM PST
  • 8/16 – 8 AM PST
  • 8/23 – 8 AM PST

I hope I can be of service through these sessions. I hope to see some of you there.

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, 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, choices, student choice, Student Engagement

How Do I Learn Best – Setting Students Up For Learning Success Beyond Our Classroom

How do i learn best Design

I never planned on teaching through a global pandemic. I doubt anyone did. And yet, here we are, two months to the date when I last saw all of my incredible students in our classroom as I told them, “Take care of yourself, thank you for today, have a great weekend…”

Had I known that March 13th would be the last day of our face-to-face school year, I would have done so many things different. Loaded them up with books. Made sure they cleaned out their lockers. Taken their questions. Created plans. Made sure they knew who to turn to and how to get a hold of us. Told them how much our community has meant to me every day. Hugged them if they wanted to. And yet, now, two months into whatever we are calling this kind of teaching, I am so glad that there were things that we did do all year that has helped us as we transitioned to fully online, to this independent study with support from teachers rather than what school normally is. There are steps that we took as a team all year that our students now say pay off as they sit at home, trying to navigate this online world.

For the past ten years, I have tried to create a classroom where students are given the space to shape their own learning, to discover how they learn best, to go past grades to reflect more deeply on their own needs as learners and as humans and then act on those needs if possible. To create ownership over their learning rather than have school just “be done” to them. I have tried to create an environment where students help plan the lessons, shape how they will be assessed, and also what and how we should pursue our learning. It means that every year there are parts of our learning specifically set up to to do this and it is these parts that now help us have more success in whichever way we define success these days.

So I thought I would give a brief overview of these parts, but also let you know that how to do this is the central question of my book Passionate Learners and that I do virtual and in-person workshops on it as well. (If you would like to have me do this work for you, please reach out).

Part 1: How do you learn best?

This central question is one that we pursue in all of our choices because it is not just that I want a child to be able to be successful in 7th grade English, I want them to take the skills and knowledge they have gained about themselves and apply it to their life after 7th grade English. I want them to be able to walk into a learning situation and know how to advocate for themselves as well as make smart choices that will lead to success. Perhaps too big of a goal but a goal nonetheless.

So how do you learn best applies to where you sit, who you work with, how you approach a project, how do you want to be helped, and even how do you want to be assessed? It applies to every part of how we are in the learning community and how we reflect on ourselves and then use that knowledge to create better conditions for ourselves. A small way of working through this can be seat selection; do I learn best seated on a chair, a yoga ball, a stool, on the floor, standing or lying down? How does where I am in the classroom impact what I can do? How does who I work with impact my learning? How do I approach new topics in a way that makes sense for me? We try out, we reflect on our choices, we discuss, and we draw conclusions in order to move along in our journey. We also discuss how this applies to our “regular” outside lives away from school. How can we speak up and advocate for ourselves and others in order to create change?

This question is central to everything we do. It is where I feel I see some of the largest growth in our year together. It is where I see a lot of engagement shifts for students, especially those where school has not been something they have cared for or felt safe in before.

Part 2: What are your choices?

In order for us to know how we learn best, we have to try out a lot of things. This is why choice in many different aspects of their learning is such a cornerstone of everything we do. Whether it is choice in product, choice in who they learn with, choice in how they learn something, choice in how they are assessed, or even choice in their setting, every choice they are are offered and then make will give kids further insight into how they learn best. Because even what may appear as a “bad” choice is something you can learn from. And so always providing students with choice in some aspect of their learning is part of my planning. If I cannot provide them choice in their product due to state or district standards, then I need to make sure they have other choices to use. They need to have a say in as many components as possible in order to feel proper ownership and also be able to make great and not so great choices. This goes for all students, not just those who have earned it. So this means that even if a child repeatedly makes not so great choices, that we continue to dialogue with them and help them make choices that will support their learning. This doesn’t mean they always get free range but that all kids need to have at least some choices at their disposal, otherwise, we cannot expect them to ever make great choices on their own.

This is one of the things I love the most about being a teacher; providing a safety net for students to explore many different options even if they don’t lead to the type of success they, or we, had hoped for. Our schools should be a safe place to make mistakes. Often kids – and adults – assume that if a child doesn’t complete work or doesn’t use their time wisely that they have failed in the learning, and yet the experience of not being able to do something well is rife with chances for exploration and reflection.

Part 3: What did you learn?

Rather than assume a child has failed if a product is not finished, this is the chance to discover what they did learn in the process about themselves. Did they discover that they need to work with an adult more closely? That selecting the teammates they did, did not work out. That they didn’t do their part and that led to group strife? Giving them built-in chances to assess themselves and the process of learning they have engaged in in order to see what they need to change is a powerful tool in learning and one that needs to be central whenever there is a natural end to a learning cycle. This is also a chance to celebrate any successes they have had; what worked well? What should they replicate in the future? What do they know about themselves now that they didn’t before?

We often assume that students will naturally take this time to internalize these reflections and know what works and what doesn’t, but in my experience this is not always the case. Often, we need to build in time to reflect so that the transfer of realization can happen for each child. We do this through surveys, reflection prompts, and conversations, whatever fits best for the moment. In the beginning of the year, the reflection is often fast and shallow but as the year progresses, I start to see further depth in their answers because we discuss what it means to know yourself. I also offer up more in class chances to share how they are growing as learners which then helps other students go through the process as well.

Part 4: How do you handle obstacles?

Throughout the year, we inevitably have a lot of failures and missteps, but rather than see them as such, they are only thought of as learning opportunities, both for the students and myself. Often these are small such as getting behind on a larger project, being distracted in class, or even just not using the tools provided in a meaningful way, but sometimes it turns into fully missed learning opportunities or complete breakdown in the learning. While this is frustrating for the student, and sometimes the teacher, when it happens there is so much that can be learned from these obstacles because inevitably students will face obstacles in the future that are similar. So rather than give up or assume that obstacles are out of our control, we work through them together and try to solve them together.

When I first started out as a teacher, I assumed that I had to solve every problem for a child, now I know my role as the teacher is to make sure they have an adult to help them solve something if they want to but that we solve it together. And also that sometimes a solution is not what we had hoped for but it will work for now.

Setting up opportunities for students to reflect on the obstacles they faced as well as how they navigated them is a powerful way to invite them into further investment into their own learning. It allows us, the teachers, a way to see which obstacles we have inadvertently placed in the path of students because often I find that it is one of my components or ideas that are causing problems, not just the choices or actions of the students. Sharing the ownership of the learning helps me grow as a practitioner in ways that are instrumental to the changes I make and seek out.

Part 5: Do you trust yourself?

I have to trust my students that they are trying. That they are giving me what they are able to give me in the moment. I have to trust that the feedback they give me is something that matters. That even choices I don’t understand are a way for them to grow. This also means that I have to continually give students chances to prove to me that they can handle further responsibility. That students constantly get a chance to try again and that I don’t narrow their choices because I think I know best and that they will not be able to handle something. Instead I state my concerns upfront and we come up with a plan.

So continually thinking about how responsibility can be shared comes down to how much we trust our students. Even if a child didn’t make a great choice the first time around doesn’t mean that they won’t now. And that is central to what we do; always resetting, always reflecting, always pursuing the learning that we need to do in order to grow as human beings and not just in English.

So you may ask; what does all of this have to do with what we are doing right now? Well, for us, it means lots of choices in their learning – 9 different learning paths options as we speak right now . It means that many students are able to reach out to get what they need or ask the questions they have in order to navigate the obstacles in their way. It means that students are giving me feedback on the learning we are doing and offering up ideas for how to make it better. It means that they are advocating for themselves or finding adults that can help them. It means that many students feel confident in English right now despite all of the format being differently because the independence and advocacy piece has been cultivated and grown all year. Even if that confidence leads to letting me know that the work is too much right now, because that is a win in itself.

And so as I look ahead at the potential for starting next year online, my mind is buzzing with ideas of how we will create the same conditions for next year’s class even if we do not start face to face. Of how students’ voices will be a central component to everything we do in English because that is what we do. Of how I can help guide kids through the reflections we need to do so they can disocver what they already are capable of and how they would like to grow.

The world may look different right now, but that doesn’t mean our philosophy has to change, just the implementation of it. And I am here to help if anyone needs it.

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 student, being a teacher, Reading, student choice, student driven

Stepping Into Inquiry – How to Use Google Search Better and Whose Voices are Missing?

Note: This is a continuation of the blog series I am doing detailing the work I am doing with students in an inquiry project into how to research better. The first post detailing the set-up and our first module, How to Write an Inquiry Question, can be found here.

Module 3 was a big one for us, spread over two days, not so much for the tips on how to use Google Search better although they were helpful, but more because we wanted our students to think about the types of sources they were finding, as well as whose voice was missing from their sources, so they could consider the impact of those missing voices.

This question; whose voices are missing, is a question we center our work around all year. Throughout the year, I have been actively trying to expand students’ historical knowledge of the world using an “overlooked history” segment every Friday for discussion and reflection, as well as spending a lot of time selecting the media that our students will be immersed in, in order for them to experience as many voices as we can. So we knew that searching for reliable sources to use would be a brilliant opportunity to put this more into their hands as our students don’t automatically consider whose voices they are using an dhow that will impact the knowledge they gain and the direction they take.

There are so many tips for how to use Google Search better, many can be Googled, so we wanted to introduce just a few that would potentially limit their results and bring them more specific results. We watched a video together that discussed some of the limiters, I didn’t love it and will probably search for a better video for next year. The students continued to practice their note-taking skills along with the video and then I walked them through a search so they could see how my results changed.

The limiters we decided to focus on were:

  • Using quotation marks for an exact phrase
  • Using boolean operators.
  • Eliminating unnecessary words.
  • Excluding words.
  • Including year range.
  • and using specific sites to limit their search – this one we just showed but didn’t expect them to use.

Teaching slides day 1

Then they started their work in their student slides (note, there are duplicate slides in here because I was out with sick kids and so they worked through slides I would have taught otherwise). We wanted them to specifically consider:

  • What they actually were searching for, so to clarify their inquiry question.
  • Which types of sources they would search for, we reminded them that video, infographics, and podcasts can also make for excellent resources.
  • We discussed the difference between primary and secondary sources in order for them to think of whose voices they should be listening to.
  • Then led a specific conversation about whose voices they would search for urging them to think of how someone’s perspective is going to change based on many factors such as their economic situation.

Once they had found the sources they wanted to use, they needed to consider whose voices were being represented so they could think of whose voices were missing. You could see a lot of aha moments here as students considered their sources and how they were incomplete. Then they had to consider whose voices they needed to add as well as the the impact those missing voices would have on their research. Honestly, this is the largest point I wanted students to walk away; getting to think about whose voice holds power and who is not represented. My teaching slides for day two had introduced this concept more fully and many students were spot on in theirintial analysis of whose voices were missing and why they needed to find better sources.

For my 2nd day of teaching, I had specific discussion points about changing perspective and why it is so vital we recognize our limitations of what we know and then try to learn more. This was a great discussion supported by the teaching slides and set them up for further work within their own slides.

Day 2 Teaching Slides

Reflection Back

I am still pondering what I need to change as there were many things I liked and some I didn’t. Like I said, I need to find a better video for them to take notes on. We also had our small groups work together on one inquiry question and find sources together for that question, but I don’t love how that limits their choice when it comes to what they are pursuing. Some of the limiters were not particularly helpful and actually increased their results rather than decreased them. But the conversation about perspective, missing voices, and the impact it will have on our knowledge were powerful and will be continued throughout the year because the few days of work we did around it here is simply not enough. It was a taste and something I am still actively working through as an adult.

The one area I want to work on through discussion is why we should be worried about whose voices are given authority and how power is given to certain voices and not others. While I touched on it, it was not enough (I am not sure what “enough” would look like), so I am mulling over how this can be added further.

Note: The unit after this was a lesson on how to use databases led by our librarian so I will not be sharing those slides as they are not mine to share.

After that came another big one: How to check reliability using the CRAAP method.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page.. If you like what you read here, consider reading my latest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students