THE MOMENT

“OK, so I’ll probably cry.”

The students looked at me, their faces reflecting elements of surprise.

“I’ve read this book many times, yet, I still get those ‘feels’.  You know the feeling, like when your cheeks tingle or feel warm, and your eyes get teary.”

“Great books make you feel that way,” I added.

And so, as expected, I cried.

I felt their eyes on me.

“Listen, I promise this gets better,” I said.

It did get better.

THE REALITY

And so this was me last month, always me with the kids – legally my students- but really my kids now and forever.

Teaching and learning are days of mixed emotions and energy expenditures. We expect it and learn to manage it. Yet, at the end of the day, students need to know that emotions are okay and that books help us to experience them safely.

With a book, you are reflecting on someone else’s story but really you are connecting to your own. You can hide behind the character or you can stand out in front and declare something that reveals part of yourself.

THE LESSON

The book I read is called, The Big Little Book of Happy Sadness by Colin Thompson.

I don’t remember how it first came into my possession or why I purchased it. It was not on the usual book lists. But it is, FANTASTIC. The premise is a young boy lives alone with his grandmother. It is clear that they are very distant with each other. One day the little boy sees a dog at the dog shelter. The boy and the dog bond silently with each other. It is the dog’s “last day.”  The boy has an hour to run home and convince his grandmother to get the dog before the shelter closes. The dog speaks his thoughts to the reader about the day closing and the possibility that it is his last. (This of course is where I breakdown). Anyway…the story develops in the most beautiful way.

Discussion is often lively! Many students can connect to the family structure in this book, the distance that happens. Often we talk about how something like a dog brings people together and how regular dogs and therapy dogs do serve that purpose. So many students have pet stories and related stories in general about happy moments and sad moments in their lives.

THE WRITING CONNECTION 

I love writing with students so I have had them respond by creating their own mini-book: “My   Big Little Book of Happy Sadness”.

Mini-books are folded out of 1 sheet of paper.

Here are the directions.

Make your own version of the book to have an example for students.

Here is mine!

 (front cover)

(happy moment)

(sad moment)

(happy moment)

(sad moment)

(happy moment)

(back – about the author)

THE WRITING EXTENSION 

These little books are great as a stepping off point for future writing. Each happy or sad moment can be expanded into longer pieces of writing.  You learn a lot about students with these little books.

THE VIDEO PAIRING

I often pair the book with this video. It is an interesting way to solve the main problem in the book.

THE ENDING 🙂

I hoped you’ve enjoyed this lesson idea. I also hope that you have not gone through too many tissues. So yes, it’s OK to keep crying, baseball is a topic for another day!

Until Next Time,

Coach Clark

How do I get students to add more details?

If students don’t add details it is because the word “details” holds no meaning for them.

Students need to be taught explicitly how and where to add details before it is expected of them independently.

To add details, students need to be aware of what they are trying to say and what the reader might be thinking.

The underlying hook to revision is that they need to know that it is the writer’s job to take over the reader’s mind.

The writer needs to put words on paper that override any preconceived notions in the reader’s mind about any detail in the story.

If a student was to write about a dog, we all have a picture in our mind that comes immediately to the surface when we think of dog.

It might be our dog, a friend or relative’s dog, a dog from the movies, books or cartoons.

The point is, a word triggers a picture or image in our mind.

The writer intends for the reader to have picture in their mind that matches the one that is in writer’s mind.

However, if the writer writes…I was walking my dog.

The reader thinks of their own image of dog.

To show you what I mean, watch this story, Madlenka’s Dog by Peter Sis. Notice that the dog in the story is invisible. The other characters in the book have a flaps that open to reveal their childhood dog. The image of the childhood dog replaces the one that is missing, Madlenka’s dog.

In order to take over the reader’s mind, the writer needs to add more detail.

Writers might add words to describe the dog.

• breed –  pug
• color – brown,
• size – up to my knees,
• popular dog -Snoopy

For example, I walked my short, brown pug Murphy.

These added words, or details, change the image of dog in the reader’s mind.

Further Revision Lessons

• brainstorming using the five W’s and one H (who, what, when, where, why and how)  For example,  After supper, my best friend and I raced to Lois Hole Park to walk my short, brown pug Murphy because he needed exercise.  In this new sentence I have clarified who? where? when? why? how?
• brainstorming around their sentence to include the five senses – (see, hear, taste, feel, smell)
• fitting their new details into their writing – learning where to add words and how to add words by adding a caret
• double spacing their work so that there is a space for adding words

In the early years, revision is done at the word level.

As students move up the grades, revision moves from words and phrases to rearranging the order of ideas.

Even with a larger revision, students need to be thinking about their reader,

• What do they want their reader to think?
• What do they want their reader to imagine?
• What order do they want the reader to get the information?

Have Students Read Each Other’s Work

Another reader can tell the writer about confusing parts and clarify their thinking by asking the writer questions.

The questions above will help the writer to make revisions that fit the story they want the reader to experience.

Lesson Available

If you would like a lesson for using Madelenka’s Dog, please contact me.

Until Next Time,

Coach Clark