tag:blogger.com,1999:blog-57477374449779243982024-02-20T21:23:59.932-08:00ChitChatWelcome to ChitChat. I am the mother of four children and a writer of children's literature trying to make sense of it all. Join me as we talk about family, children, education, current events and GREAT BOOKS!Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.comBlogger604125tag:blogger.com,1999:blog-5747737444977924398.post-15387051954108540462014-07-21T20:32:00.001-07:002014-07-21T20:32:31.188-07:00Concluding Intensive at Hamline MFAC<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">As I sit here at the gate at MSP airport, I recall my plan to blog daily. Bwa ha ha ha. They don’t call it “Intensive” for nothing. No time for blogging! With homework and late nights and rare moments to call home (when family was often already asleep due to our late nights and the time difference), I did not blog as planned. I am sorry. Especially to you, Jody, who specifically requested it. However, I am going to send you my reflections on each lecture that I had to turn in. They are short and sweet, but if you find anything interesting, I have many more notes.</span></div>
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<span style="letter-spacing: 0.0px;">I bought a 3 subject composition book for the Intensive, and yesterday I filled the last page and had to go onto the cover. So it was definitely time to go home. So, yes, I took at least 120 pages of notes!!! Lots of cheeky young grad students take notes right on their computer, but I still have to do it by hand. I feel like I process it so much better that way. So when I get home, I will have to file it all under the correct speaker, workshop, etc., so I can refer to them all semester and likely, future semesters, as well. </span></div>
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<span style="letter-spacing: 0.0px;">This semester is my critical thesis semester. In the MFAC program, students technically have two theses. One is critical and one is creative. My creative thesis will be my LAST semester, and that will comprise the publishable body of work I have completed while in the program. Of course, we continue to work on our creative while working on the critical, but the critical demands a lot of time and energy. It has two parts, a paper, of course, and a presentation. I look forward to it because I am interested in my topic, but I REALLY look forward to finishing it, so I can go full speed ahead on my creative. I am working with the brilliant and kind Claire Rudolf Murphy (yes, go read her books), so I will forge ahead with more nonfiction manuscripts.</span></div>
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<span style="letter-spacing: 0.0px;">This intensive was the most INTENSE I’ve experienced. We had frequent homework which definitely increased the learning curve, but it also made for late nights and constant scrambling for printer access (not to mention issues with internet being down sometimes). I also came in with NO critical thesis idea, and no idea what kind of creative I would work on this semester. Both huge decisions I had to make during the course of this intensive. Finally, our lunches were much shorter than last summer (when we had a full hour or more, so I took a quick nap during lunch daily, which made SUCH a difference in my focus in afternoon sessions—this year, I relied more heavily on coffee and M&Ms). </span></div>
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<span style="letter-spacing: 0.0px;">The BOYS OF SUMMER, Gary, Gene, and Ron, don’t come to the winter residencies, so it’s always such a treat to see them at the summer ones. I am such a fan of all three of these guys, their work, and their amazing teaching abilities. I worked with Jane Resh Thomas my first semester, and she had been a little under the weather health-wise. She looked FABULOUS this residency, she seemed healthy and in great spirits. Her keynote was a highlight, as always, but I was so grateful to see her so upbeat and involved. I was also happy to see JACKIE BRIGGS MARTIN, my brilliant mentor from last semester (go read all her books, too), and give her a big hug for sticking with me. </span></div>
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<span style="letter-spacing: 0.0px;">I was a ‘buddy’ for two incoming students. This program is SO amazing and life-changing, it is fun to see the new students change over the course of the week. They are (rightfully) frightened and overwhelmed the first few days, but they quickly become enmeshed in the fabric of the program. I think we all feel like we’ve found our ‘tribe’ when we come here, and we unapologetically talk nonstop about books and writing and other things that (it seems like) no one else in the world wants to talk to us about. We study and learn and discuss and debate at such a fever pitch that my brain is as exhausted as my body, but in a wonderful way. I feel so blessed to have this opportunity. Our entire faculty, not just the ones I’ve mentioned, hangs WITH us for the week. Though their knowledge and experience is vast, they model the skills and enthusiasm of lifelong learners. Still, they are kind, compassionate, patient and interested in our work, our process, and our struggles. I think we ALL just want to be like THEM. </span></div>
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<span style="letter-spacing: 0.0px;">Our theme for this residency was POV. The breadth and depth of this topic astounded me daily and boggled my brain! I need to go home and continue my study, and it flows well into my critical thesis topic. I also want to go back to all my old manuscripts and evaluate my use of POV and the countless other things we discussed this session. </span></div>
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<span style="letter-spacing: 0.0px;">I missed my family like crazy, especially since it’s summer and the children are out of school, but they seem to have survived quite well without me. My husband is a ROCK STAR to keep that train going in my absence. </span></div>
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<span style="letter-spacing: 0.0px;">Time to board. More later! </span></div>
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Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-47351830167231816342014-07-21T20:31:00.001-07:002014-07-21T20:32:59.640-07:00Concluding Intensive at Hamline MFAC<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">As I sit here at the gate at MSP airport, I recall my plan to blog daily. Bwa ha ha ha. They don’t call it “Intensive” for nothing. No time for blogging! With homework and late nights and rare moments to call home (when family was often already asleep due to our late nights and the time difference), I did not blog as planned. I am sorry. Especially to you, Jody, who specifically requested it. However, I am going to send you my reflections on each lecture that I had to turn in. They are short and sweet, but if you find anything interesting, I have many more notes.</span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">I bought a 3 subject composition book for the Intensive, and yesterday I filled the last page and had to go onto the cover. So it was definitely time to go home. So, yes, I took at least 120 pages of notes!!! Lots of cheeky young grad students take notes right on their computer, but I still have to do it by hand. I feel like I process it so much better that way. So when I get home, I will have to file it all under the correct speaker, workshop, etc., so I can refer to them all semester and likely, future semesters, as well. </span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">This semester is my critical thesis semester. In the MFAC program, students technically have two theses. One is critical and one is creative. My creative thesis will be my LAST semester, and that will comprise the publishable body of work I have completed while in the program. Of course, we continue to work on our creative while working on the critical, but the critical demands a lot of time and energy. It has two parts, a paper, of course, and a presentation. I look forward to it because I am interested in my topic, but I REALLY look forward to finishing it, so I can go full speed ahead on my creative. I am working with the brilliant and kind Claire Rudolf Murphy (yes, go read her books), so I will forge ahead with more nonfiction manuscripts.</span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">This intensive was the most INTENSE I’ve experienced. We had frequent homework which definitely increased the learning curve, but it also made for late nights and constant scrambling for printer access (not to mention issues with internet being down sometimes). I also came in with NO critical thesis idea, and no idea what kind of creative I would work on this semester. Both huge decisions I had to make during the course of this intensive. Finally, our lunches were much shorter than last summer (when we had a full hour or more, so I took a quick nap during lunch daily, which made SUCH a difference in my focus in afternoon sessions—this year, I relied more heavily on coffee and M&Ms). </span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">The BOYS OF SUMMER, Gary, Gene, and Ron, don’t come to the winter residencies, so it’s always such a treat to see them at the summer ones. I am such a fan of all three of these guys, their work, and their amazing teaching abilities. I worked with Jane Resh Thomas my first semester, and she had been a little under the weather health-wise. She looked FABULOUS this residency, she seemed healthy and in great spirits. Her keynote was a highlight, as always, but I was so grateful to see her so upbeat and involved. I was also happy to see JACKIE BRIGGS MARTIN, my brilliant mentor from last semester (go read all her books, too), and give her a big hug for sticking with me. </span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">I was a ‘buddy’ for two incoming students. This program is SO amazing and life-changing, it is fun to see the new students change over the course of the week. They are (rightfully) frightened and overwhelmed the first few days, but they quickly become enmeshed in the fabric of the program. I think we all feel like we’ve found our ‘tribe’ when we come here, and we unapologetically talk nonstop about books and writing and other things that (it seems like) no one else in the world wants to talk to us about. We study and learn and discuss and debate at such a fever pitch that my brain is as exhausted as my body, but in a wonderful way. I feel so blessed to have this opportunity. Our entire faculty, not just the ones I’ve mentioned, hangs WITH us for the week. Though their knowledge and experience is vast, they model the skills and enthusiasm of lifelong learners. Still, they are kind, compassionate, patient and interested in our work, our process, and our struggles. I think we ALL just want to be like THEM. </span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Our theme for this residency was POV. The breadth and depth of this topic astounded me daily and boggled my brain! I need to go home and continue my study, and it flows well into my critical thesis topic. I also want to go back to all my old manuscripts and evaluate my use of POV and the countless other things we discussed this session. </span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">I missed my family like crazy, especially since it’s summer and the children are out of school, but they seem to have survived quite well without me. My husband is a ROCK STAR to keep that train going in my absence. </span></div>
<div style="font-family: Helvetica; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<br />
<div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Time to board. More later! </span></div>
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<span style="letter-spacing: 0.0px;"><br /></span></div>
Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-3797196668955317582014-07-11T19:39:00.005-07:002014-07-11T19:39:53.759-07:00Friday, July 11th at Hamline Intensive for MFACAfter a nice drenching walk in the rain, I had a wonderful breakfast with a couple of fellow students and professors Ron Koertge and Gary Schmidt, two brilliant writers in their own right. I gushed a little (COALTOWN JESUS was fabulous, and OKAY FOR NOW made this blog last year as a YA favorite novel), of course. <br />
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We were welcomed back. Today is the first day EVERYONE is here. Yesterday, it was only new students and mentors/buddies. The newbies looked a little less frightened today, and all the returning students hugged and cried and rejoiced at being together again. <br />
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I really need to commit to a critical thesis topic. I have been convinced of my topic many times, but then I change my mind. I just need to COMMIT. So anyway, we had a helpful meeting today to talk about that very topic. The faculty, always generous, offered to help read our proposals, especially Ron and Marsha Chall. The fourth semester students had many good suggestions for us about our upcoming semester which is focused on our critical essay. It culminates with a presentation of our findings at the January intensive. <br />
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The clever, cat-loving Anne Ursu introduced the theme of our intensive, Point of View. She spoke for about an hour about the different points-of-view, although she didn't address all 26. (thankfully) I loved that she said a good point of view "keeps the reader under the spell of the story without breaking the spell." She reminded us that things look different from different vantage points, so we should ask the following questions: Who is speaking? Whose eyes are seeing? Whose thoughts do the reader access? What distance is the narrator from the action?<br />
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She used excellent examples from many, many books (and now I have about ten new books I want to read), and I took about eight pages of very insightful notes and thoughts on POV. <br />
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Then, I moved on to a workshop on the first person POV by Swati Avasthi. Swati is a gifted instructor. I could listen to her teach all day long and be a WAY better writer for it. She required us to read CODE NAME VERITY prior to this class, so we'd be prepared to use this novel for discussion on this topic. I can't wait for this class to meet again (well, okay, I need to do my homework first....), but I felt like the instruction was really helpful and informative for me.<br />
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We had a class meeting and then another meeting, I can't remember what it was. Then, we had a dinner and social to mingle with everyone including the returning alums. (38 of them this week-end!) Then, we returned to hear readings from Ron Koertge, Christine Hepperman, Phyllis Root, Laura Ruby, and Marsha Qually. Every reading was outstanding and entertaining. Being surrounded by all this talent is humbling and inspiring. This faculty is so talented and generous in sharing their gifts with us.<br />
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Now, I am exhausted. I might have slept seven hours total over the past two nights. Tonight, I must rest. Busy day tomorrow with first day of workshops. <br />
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Big love to everyone at home. Big kisses to all. Thanks for the thoughts and prayers and encouragement. I feel so blessed to be here. <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com1tag:blogger.com,1999:blog-5747737444977924398.post-49045180123900978112014-07-10T11:46:00.001-07:002014-07-10T11:46:07.416-07:00Residency #3 in the Hamline University MFAC programSo...I've been a slogger lately due to my commitment to this program. I began my Masters in Fine Arts in Creative Writing for Children a year ago this week, and the coursework has kept me plenty busy! So busy, in fact, that my blog was a casualty. I can't promise to return to regular blogging, but I am going to blog about my residency experience the next couple of weeks. In a low-residency program, the student (ahem, me) attends an 'intensive' every semester and then completes additional work throughout the semester from home. Think of a semester's worth of lectures, instruction, guest speakers, and workshops all crammed into a little less than two weeks. Long days and short nights but filled with glorious discovery.<br />
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The first residency, I didn't have a clue what to expect. I didn't know anyone in my class or anyone who had completed this program (although I knew someone in the program). I hadn't been in a dorm in a VERY long time. Also, I hadn't planned to rent a car or anything because the schedule was so rigorous. I mailed bedding, mattress pad, pillows, etc. to MN.<br />
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During the winter residency, my second, it was very, very cold (as you can imagine), and we live in a hotel because there are regular students in the dorms that time of year. I didn't get a car because I was uncomfortable driving in the weather.<br />
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So here I am at my third residency. I flew in last night after numerous delays due to thunderstorms. I have two semesters under my belt, lots of manuscripts cooking, and I KNOW how awesome residency is, so I look forward to it like crazy. It is a major deal for me to leave my house with four kids for two weeks, so by the time I get here, I am already exhausted. But no matter, I am with my people. <br />
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And I rented a car. A cheeky pick-up truck. (not what I reserved, of course, see the Seinfeld episode about a rental car 'reservation', but I love it.) Who would have thought I'd have to leave NC to drive a pick-up truck? Anyway, this morning, I set out in my awesome truck to get things I need locally instead of shipping them, then I registered, went to my dorm, and unloaded the truck. (Yes, I put things in the back--it's called a 'bed', you know...a nice man at Target corrected me this morning. Of course, I KNEW that in my brain, but the new truck vernacular hasn't reached my lips yet.)<br />
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So here I am in my dorm room. At my desk. Looking out at campus. I always set 'residency goals' for myself, set up a work schedule (I like to get up and write in the morning before classes begin), and go over the course schedule. I am hyper as a kid at Christmas. I just can't wait to tackle all these exciting topics and learn to be be BETTER at what I do. <br />
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My first event today is to meet the new students. I am a mentor/buddy for two of them, and I have corresponded with them prior to today. I look forward to meeting them in person. I am always inspired by the people in this program from all over the country, all walks of life, all kinds of 'day jobs', all levels of publishing credits, and all ages. (Yes, I am one of the oldest.) <br />
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So that's all for now. Not much to report yet since we haven't begun, but I will have more for you later!<br />
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Also, Grandma Koppelman is still in the hospital. I hope to see her tonight or tomorrow. It is about 40 minutes to her house from here. <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-31823037556241917332014-05-22T08:01:00.002-07:002014-05-22T08:01:44.053-07:00Summertime is for Reading!I have been working hard on my Master of Fine Arts in Children's Literature this year, so I haven't been with you all as much as usual. HOWEVER, now that I have finished my required annotated reading list for my program, I can resume reading all the great new books AND share them with you. <br />
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My oldest daughter graduated from high school last week (I know, GASP!) and my two middles have exams this week, and my youngest has a bit more, but there's no denying it--summer is finally upon us! <br />
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For some of us, summer reading will be a catch up. So I will tell you a few books that you may have missed during your busy winter. <br />
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Also, a lot of terrific NEW books come out this time of year, so I will include a few of those books, as well.<br />
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The most important thing to know about this list: you don't want to miss any of these books.<br />
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As Mary Poppins would say, "One, two, three and away we go..."<br />
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First, the picture books...<br />
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I'm going to talk about two slightly different books. These books almost create new genres in their unique take on the picture book. As a result, they are both not without criticism. But here's the thing, <i>KIDS LOVE THEM</i>. (And adults, too, if they're totally honest. I mean, they're hilarious.) Summer is the time to try new things and let children fall in love with reading by reading <i>WHAT THEY LIKE</i>. <br />
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<b>BATTLE BUNNY</b> by Mac Barnett and Jon Scieszka is hilarious. Your grandmother will hate it. It's somewhat controversial with its violence and general rebellious air of book destruction, but your children are guaranteed to love it. Even my thirteen-year-old loved it. Do you have a non reading grandson? This book is for him. No kidding.<br />
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<b>PRESIDENT TAFT IS STUCK IN THE BATH</b> by Mac Barnett and Chris Van Dusen is another hilarious, slightly, um, nontraditional take on the presidential biography. It focuses on the story of President Taft getting stuck in the White House bathtub, a part of history I always found amusing. Mac Barnett delivers another book that will convert non-readers everywhere. This book is funny, irreverent, but the back pages pack a nice historic punch. <br />
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Next, the MG books...<br />
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<b>THE REAL BOY</b> by Anne Ursu is a beautifully written, intriguing fantasy. Middle Grade. I highly recommend it as a family read aloud. Lots of interesting things to discuss, questions to puzzle, and characters to love.<br />
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<b>NEWSGIRL</b> by Liza Ketchum is a unique MG historical fiction about the hordes of Americans who moved west during the Gold Rush years. It is a fascinating glimpse into the lives and communities of these brave pioneers who moved west, built towns from scratch, and how the young people played a critical role. Another great family read aloud. <br />
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<b>WHAT THE MOON SAID</b> by Gayle Rosengren is another terrific MG read aloud. As you can tell, I'm a big fan of family read alouds, especially in the summer. ALL AGES can benefit from them, and they provide great talking points for family dinners. I have to say, BIG PROPS to Gayle Rosengren for the title. We have a mutual friend on Facebook, and when her friend congratulated her on her new book, WHAT THE MOON SAID, I just couldn't stand it. I HAD to know what the moon said. <br />
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<b>NAVIGATING EARLY</b> by Clare Vanderpool. This book was my pick for the Newbery this year. It's probably a bit long for a read aloud, but as a private read, it's not long enough! It's a terrific adventure story with sad bits probably more suited for older MG. <br />
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Now on to YA...<br />
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If you haven't yet read <b>THIN SPACE</b> by Jody Casella, you must. It's that simple. It came out last September, but don't miss it. (Then after you finish it, call me to discuss!) Great book club pick because it stimulates so much discussion. Also, a great pick for a parent and teen to read together (probably not out loud, too long, but individually) and discuss. Just make sure you have a NO SPOILER rule.<br />
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Also, if you haven't read <b>BOXERS AND SAINTS</b> by the brilliant Gene Luen Yang, you MUST. Yes, it is a graphic novel (kind of like a big, long comic book) about the Boxer Rebellion. But it is so much more. This book is a must-read for everyone. The Chinese history is fascinating as seen from the perspective of a young boy. Lovely, brilliant, entertaining, touching.<br />
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<b>BEING HENRY DAVID</b> by Cal Armistead is one of those YA books that incorporates great classic literature. In this situation, our protagonist channels Henry David Thoreau to solve his pretty big problem. You will fall in love with the main character AND HDT, but it is a fascinating, contemporary story, as well. Teens will enjoy the story, no matter how much he or she knows about HDT, but I guarantee more interest when he comes up in English class this year. (a great perk, but it doesn't feel forced at all)<br />
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<b>SALVAGE THE BONES</b> by Jesmyn Ward. Somehow I just got around to reading this National Book Award winner, and it is a zinger. The protagonist is a young teen-ager, but the subject matter is adult in many ways. However, it is an excellent example of a book that will promote compassion and understanding of different cultural groups. It may very well be the most important book of its kind in contemporary literature. It is set in a poor, rural region of Louisiana leading up to and at the time of Hurricane Katrina. The hurricane is one part of the story, not the focus, but a great context. I loved this book, but it's heavy duty.<br />
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<b>WE WERE LIARS</b> by E. Lockhart is a fabulous new release. It just came out last week, and it came out with a big. I predict big awards, big sales, and a big buzz on this one. It is a YA novel set mostly at a family summer home in New England. Party family drama, part mystery, part love story, and more. You MUST read it, and then call me to discuss. WOW. <br />
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So now go hit the books! Check the tide, place your chair accordingly, take a deep, salty breath, and enjoy a good summer read. Then, don't forget to SHARE!<br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com1tag:blogger.com,1999:blog-5747737444977924398.post-50173777666436855552014-01-30T17:50:00.003-08:002014-01-30T17:50:42.604-08:00I Believe in Music....So...calling all writers! Fellow writers, if you use music in the writing process, please answer my survey on the left side. I am doing research on the role of music in writing picture books. However, I would be interested in hearing from writers of all genres. <br />
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I love music, all kinds of music, and it is a big part of my writing process. I work out my rhyming picture books on the piano, for example, and I wonder if anyone else uses music in this way (and if it is even a good idea!). I might be cramping the story in a box. So I want to study the relationship between music and writing and how it may be helpful and/or harmful. I welcome any thoughts, suggestions, or recommended resources in this process. <br />
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I am working on a book now along with a study of rhythm and meter in Cajun music. The topic of the book is related to southern Cajun culture. I hope to study the process by doing a series of manuscripts using music. <br />
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It might be good or it might be bad. I will keep you posted. Thanks for your feedback and input. Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-92014454439708435502014-01-29T06:44:00.002-08:002014-01-29T06:44:58.469-08:00Trying Things Kate's Way Hamline University's MFAC program has a fairy godmother, and her name is Kate DiCamillo. Her name is whispered in the hallowed halls. Students love her, revere her, and yet she is approachable and friendly. She is a brilliant writer which means she is a hard-working writer. Her work is so full of heart that the reader can't help but fall in love with her characters and Kate, herself. She doesn't avoid the tough topics. She plunges right in. <br />
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She is generous in her role at Hamline. She is generous with the scholarship and award she offers. She is generous with encouragement and advice. She is humble and unassuming, yet when she speaks about her work, writers lean forward to catch every word. <br />
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So I was shocked when she told us that she writes only two pages a day. She said she writes EVERY DAY but only two pages.<br />
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Even Jane Yolen scoffed a little at those two pages. She writes 6-10 hours some days. Two pages? Kate, really?<br />
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Really? <br />
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I, who am no Kate DiCamillo, usually strive for somewhere between 1500 and 2500 words a day. 10,000 hours, man! I'm going for Beatles in Amsterdam (see the OUTLIERS by Malcolm Gladwell if you don't know what I am talking about). Two pages is, like, 500 words. <br />
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For some reason, this tidbit stuck in my head. It's been torturing me for well over a week now. Kate DiCamillo (who won the Newbery medal YET AGAIN on Monday) writes two pages a day. <br />
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Am I some kind of wild, undisciplined writer who just pours out the words to count them? Am I encouraging mediocrity in my writing? Am I focused on quantity instead of quality? <br />
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I understand that everyone works differently. Sure. We all have to find our way, our routine. In Steven Pressfield's THE WAR OF ART, the first section "What I do" details his daily writing routine--mostly the things he does BEFORE he starts to write. I light a candle. Sometimes I draw or sketch or paint. Usually I drink coffee. No big secrets there. Mr. Pressfield's routines are a bit more elaborate and thoughtful (and maybe I'll try one of them...I especially like his invocation of the muse from Homer's ODYSSEY). By the time Mr. P and I have completed our little routines, Kate is probably FINISHED. Or maybe she has her own routines. Still, two pages, Two pages. It has haunted me. <br />
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So I did some math. If I write 2000 words a day (an average between the 1500 to 2500), that's 14,000 a week. At Hamline during the intensive, I wrote 1000 words a day, a low number, but attainable in that environment and still 7000 a week.<br />
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If Kate writes 500 a day, that's 3500 a week.<br />
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Wow. Big difference. And is there a difference in our writing? Um, yes, but somehow I don't think it's all due to word count. Ha ha. But stay with me.<br />
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So then I decided to be HONEST with myself. How often do I actually write 2000-2500 words a day? Well, every day. WAIT. Every day I write. You see, I need a block of time to do that kind of writing (especially if I listen to Robert Olen Butler). Sometimes I don't have a block of time that big, so what do I do? I work on research or brainstorm plot points or character traits or things like that. Maybe I fool around with a picture book manuscript on the piano or find music on youtube that will reflect my setting. If I have a doctor's appointment or the kids get out of school for snow or something comes up, I always WORK somehow, but more and more, it's not actually sitting down and knocking out the words. So, in the past few weeks, I have only written about 15,000 words on my novel. (I am not including pb words--impossible to count--different matter altogether). So that becomes a little over 1000 words a day. Now the intensive was in there, a tough time to write, but still. <br />
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There are WHOLE DAYS when I do not write a word on my novel. Why? Because I don't have that block of time. <br />
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WHAT IF I only wrote 500 words a day? What if I only wrote TWO PAGES a day? <br />
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1. I would NEVER have an excuse. I can write 500 words a day despite any schedule interruption.<br />
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2. I would keep my head in my story 7 days a week. That kind of day-to-day time spent on my novel will allow for fewer wasted words as I strive to 'get back into the story' or 'settle back into the voice' that I lose when I'm two days away from it.<br />
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3. I would gain a better routine. Surely, I can postpone or ignore almost anything until I've written 500 words.<br />
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4. I might conquer Resistance, that ugly fellow who feeds me all the things I need to do instead of write. What kind of argument is 500 words? Even Resistance would shrug and feel non threatened by 500 words<br />
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5. In the end, my work might be better for all the above reasons.<br />
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6. I might even (gasp) write more. Because 500 words, seven days a week adds up. Like a financial planner might tell you, slow and steady always wins.<br />
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7. I will avoid the guilt I feel when I don't reach my daily, often lofty, writing goals. I have NO EXCUSE to skip 500 words. <br />
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So , dear Kate. I do not mean any disrespect in comparing my writing life to yours. That would be like comparing me in my skirted swimsuit to a Sports Illustrated model in her painted on bikini. NO CONTEST. <br />
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But I want to thank you. I plan to lower my word count goal immediately, and in doing so, I think I will not only produce better work, but I will feel better about it. <br />
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Thank you for your ongoing inspiration, motivation and generosity. Thank you for all you give to the world of children's literature. I am grateful that you give your very best to the children of the world. <br />
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I am a fan. <br />
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<br />
Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-8370696564299553322014-01-22T15:24:00.000-08:002014-01-22T15:24:14.879-08:00Winter Residency at Hamline University's MFAC Program I just returned from my second residency at Hamline's Master in Fine Arts for Children program. It is a graduate program with a low-residency model, which means I go twice a year for about two weeks INTENSIVELY, and then the rest of my semester's work is completed from home. It is, in my opinion, an excellent model for a creative writing program, especially a graduate program, because of all the writing. July was my first residency, and I was truly so overwhelmed that I never even blogged about it. <br />
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The residency is also called an intensive and for good reason. The schedule is intensive. The focus is intensive. The theme is intensive. We start early every morning and end late in the night. On most days, we begin with our small groups for workshop time, then the rest of the day is spent hearing lectures or participating in courses taught by the AMAZING faculty and guest authors. We also hear presentations from other members of the program as well as readings from students and faculty. This description sounds so boring and mundane. But it's not. NOT AT ALL.<br />
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So I've tried to come up with a few reasons why the Intensive Residencies are so awesome: <br />
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1. You finally get to see your semester advisor, a wiser-than-Yoda professor and writer who has given feedback and suggestions and encouragement (and eventually grades) on your semester work. By the end of the semester, you feel bound by blood to this person. It is exciting to meet in person to discuss your progress.<br />
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2. You reunite with all your classmates. For the past semester, you have all been in the same boat, and now you get to compare war stories. And love stories. And other stories of triumph and defeat. <br />
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3. You celebrate a successful semester together, and you get geared up for a new semester together.<br />
Yes, beer is involved. (remember, I am WAY older than many---okay MOST---of these people)<br />
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4. You hear the most brilliant talks on writing craft that you will ever hear in your life. No kidding. These professors are the real deal. They are the rare combination of published writers in the trenches AND professors. They KNOW what they are talking about, they LIVE what they are talking about, they win awards for DOING what they help us do.<br />
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5. These people are MY PEOPLE. I have found my place in the world. You can make a corny, obscure literary allusion and SOMEONE GETS IT. (and they find it as funny as you do) They have real passion for books and reading and characters. <br />
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6. These people are enormously talented. In workshop every day, the talent and creativity will blow you away. You will RUN to the bookstore to read books written by your classmates---their work is some of the best writing you have ever heard.<br />
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7. Everyone is generous with their knowledge and experience. The students farther along in the program are always willing to help the new students. It's a true community---not the competitive environment that marks so many professional programs. <br />
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8. These people truly love and appreciate the young reader. They GET it. Childhood is sacred, precious and magical--they want to emphasize and enhance that feeling. A common phrase is "help and hope for the reader". <br />
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9. For some strange reason, these people are investing in you, they believe in you, and they are there to help you be successful. Truly. AND they have the capability to help you--not just the want--these people KNOW THINGS and want you to LEARN, TOO. <br />
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So now I am home, ready to begin my independent work for the semester, but I am inspired and encouraged by the great community that is the Hamline MFAC program. I am grateful and humbled by everyone there---these people are kind, courageous, bold, creative, generous, and thoughtful. They are not only the writers I long to be, they are the people I long to be. <br />
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Thank you, dear Hamliners. See you in July.Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-68025199691169037032014-01-06T13:39:00.001-08:002014-01-06T13:42:43.966-08:00SHOULD YOU PURSUE An MFA in CREATIVE WRITING FOR CHILDREN? One woman's humble opinion.....Um....yes! YES! YES! YESSSSS! Maybe I should elaborate.<br />
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I had been writing for about ten years. By myself. At home. Okay, well, I had an accountability partner. And I HAD an agent. I published some. I wrote a LOT. I worked on my craft. I didn't want to be just good enough, I thought children deserved the BEST--MY BEST. I probably got my 10,000 hours or pretty close (see OUTLIERS by Malcolm Gladwell or just listen to the rap song...), but, like that cheeky Oliver, I wanted more. <br />
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So I nervously applied for MFAC programs. In truth, there were only two programs in the United States that appealed to me. So, I applied. Did I mention the nervously part?<br />
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So let me do your arguing for you. Here are the reasons I thought it was a bad idea:<br />
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1. It is very expensive.<br />
2. I probably wouldn't get in.<br />
3. Even if I got in, I probably wasn't good enough. <br />
4. Even if they thought I was good enough, they were probably mistaken.<br />
5. I have four children, for Lord's sake. I don't have TIME for that!<br />
6. I have four children, for Lord's sake. I don't have the MONEY for that!<br />
7. I already have several degrees....including Master's....<br />
8. I don't need it. I have been writing for ten years! I've read every book out there! I've even worked my way through the book that calls itself a do-it-yourself MFA (or something like that).<br />
9. I should devote my time and knowledge to something that will help others, the less fortunate...or something like that...<br />
10. My house isn't clean enough to do anything else AT ALL!<br />
11. I liked being married.<br />
12. I was too OLD!<br />
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I had some excellent arguments, but I said to God, "Look, if you want me to do this thing, then make it happen." And in truth, I really, deep down, thought it was selfish. I thought I wouldn't get in. I prepared myself to accept reality. I braced myself to say, "Well, I tried." <br />
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Then, I got in. <br />
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Long story short, I chose the AMAZING Hamline University's MFAC program, and it has changed my life, my writing life, and my faith walk forever. <br />
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I am absolutely certain that I am where I should be. As I write this blog post, I am so excited to return to my second residency even though it is in Minnesota where it is sixteen below! I can't wait to rejoin this incredible community of writers and readers and artists. I yearn to see my brilliant and supportive mentor from this past semester who has taught me more in six months than I've learned in ten years. I look forward to congratulating the other members of this community of have won awards, new book deals, and other accolades in the six months since we've been together. I plan to welcome the new students with the same support and enthusiasm that enveloped me, and I will be honored to celebrate with the graduating class (including my talented buddy, Miriam--"buddy" is an official title, btw) and my soon-to-be BFF, Jane Yolen. <br />
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In short, I haven't regretted this decision for one second. This program is bigger and better and more than all the arguments I could conjure. Or maybe my DREAM is bigger. But even my dream isn't too big for Hamline and its amazing faculty. <br />
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Watch out, Minnesota, wind chill and all, HERE I COME! <br />
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If anyone has any questions about the MFAC program, seriously, I would be happy to talk some sense into you, I mean, answer your questions. <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-22323328316016945712013-10-29T07:47:00.002-07:002013-10-29T07:47:40.036-07:00GONE, GONE, GONE; SHE'S BEEN GONE SO LONG. SHE'S BEEN GONE, GONE, GONE SO LONG.Anyone recognize the lyrics of that awesome old song? Beware, admitting it may also be an admission of your age.<br />
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I have to confess that I got SICK, SICK, SICK of the Common Core Curriculum. So I decided a year was plenty of study in that department. I doubt any of you want more...teachers are having it crammed down their throat already and the rest of you are seeing it everywhere now. I hope our CCC time together was helpful.<br />
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So...I have been GONE, GONE, GONE! And I am sorry, sorry, sorry. A great deal has happened in my absence, so let me see if I can catch you up. <br />
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The following events are not necessarily in order! <br />
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1. I entered an MFA program! Yee haw! Hamline University's partial residency MFAC (Master of Fine Arts in Children's Literature) is where I decided to park my pen. Thanks to everyone I interviewed throughout this process. I am certain I chose the right program. <br />
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2. I attended my first MFAC INTENSIVE last July. It was amazing. I learned more in those twelve days than maybe in the last twelve years! They don't call it an INTENSIVE for nothing! <br />
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3. I am more than half-way through my first semester in the program. I am working hard and loving every minute. I am so grateful for this opportunity.<br />
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4. My advisor/instructor this semester is the brilliant, magnificent JANE RESH THOMAS!!! I feel enormously blessed to be working with this amazing woman. I only hope her genius is contagious.<br />
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5. I took my two darling girls to London this summer.<br />
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6. In August, we discovered that my ED (17) had a very serious bone infection for which she is still being treated. She has a picc line, and she is spending lots of time at home, and I am spending lots of time in Raleigh with her at doctor's appointments, etc. We hope and pray this first line of treatment will be complete by Thanksgiving.<br />
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7. I began a new novel.<br />
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8. I quit nonfiction (for now, anyway).<br />
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9. My OS played his first season of football with no major injuries.<br />
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10. My YS began playing the guitar, also with no major injuries.<br />
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11. My YD just finished tennis season, and she has already begun to think about colleges.<br />
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12. My OD has been accepted to two colleges and continues to apply despite her health setbacks and being enormously behind at school.<br />
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I am sure there are a few more things I could add, but I'm already boring myself which tells me it must be excruciating for you. <br />
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So I will leave you on a lighter note. Yesterday my ten-year-old said to me, "Mom, when will I get a double neck like you and dad have? It makes you look so strong." <br />
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Ummm.....glad it's almost turtleneck season. <br />
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Love to you all my faithful followers. If you haven't already, make sure you check out Jody Casella's AWESOME new novel, THIN SPACE. I predict BIG THINGS for this novel and the writer. Check it out! You'll be glad you did. <br />
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xoxox Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-6725514445480076932013-05-30T06:36:00.000-07:002013-05-30T06:36:43.648-07:00We'd like to take a break from our regularly scheduled program....REACH OUT to the children of our communities...Okay, I know we've been in the midst of Common Core Curriculum, and I promise to get BACK to that ASAP. But I need to take a moment and talk about students. It seems sad that STUDENTS are 'off-topic' when talking about CCC or any other curriculum, but sometimes it seems like the students are a side story.<br />
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I opened my small local newspaper to a story about crimes committed in our town and some arrests made. Without giving any big details, I noted (as I, sadly, often do) that one of the students involved in this crime is an ex-student of mine. Now I know that doesn't do much for my credentials as a teacher, but the truth is, I see ex-students in the arrest record more often than I'd like to admit. The sad part is I am rarely surprised. When I knew these students many years ago, we all knew they were on negative paths. Sadly, we tried many interventions, many programs, many things to try and re-route these troubled children, but they all had ONE THING in common. Their parents were troubled and off-track, as well. For example, on one occasion, I had a young student whose mother clearly had major drug problems, to the point that we wouldn't let her drive her son home from a conference. Is it any surprise, fifteen years later, that her son is arrested for drug possession? I HATE that it is so predictable, yet we seem so impotent to stop these horrible family traditions. It breaks my heart. I could tell you two dozen stories like that one. All predictable. Sometimes, when I hear of an arrest and they give the age, I try to guess who it might be. I know these ticking bombs. I know these children, while they look like adults, are stunted and poised for bad decisions. It's a horrible and sad thing. <br />
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I have another ex-student whose mother was barely in her twenties when she came to the conferences. She was so proud of her smart, high-achieving daughter. You see, she had birthed this girl when she was only thirteen, and she was DETERMINED that her child would finish school and go to college. Yet, sadly, her daughter ended up having four children before she graduated from high school. I know that situation broke my heart AND her mother's heart. In this situation, EVEN THIS MOTHER wanted to break the pattern, she wanted to help her daughter so something different, and, of course, so did her support system of teachers, so WHY WASN'T IT ENOUGH? <br />
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Now, I do have some awesome kids who have broken out. One boy who works in the community had so much trouble in school, honestly struggled though he tried, so I always worried that he would be vulnerable to less desirable 'career' options in crime. However, he is a stand-up, hard-working, beloved citizen of our town. I wonder what he thinks when he sees classmates who made 'Easy As' grow up and go to jail while he struggled for a C, and now he's the most successful of that bunch. And why are they so often boys? <br />
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All I know is someone somewhere made a difference in the life of that last boy. Try to be that difference. Know the children in your world. I know some situations seem so destined for tragedy, but maybe a word from one person could change all that. DARE to speak up. DARE to have high expectations of our young people. Reach out with a smile, a handshake. Take the time to learn the names of the kids who hang out in your neighborhood. Ask them what they're reading. Ask them about school. Encourage them. <br />
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CCC is here. It's happening. It's something we all need to know about and be aware of. But no curriculum, no plan, no dynamic Federally funded ANYTHING will take the place of community. NOTHING can replace the power of expectation. RELATIONSHIPS will always yield power and influence in the lives of young people. <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-4640736369897459132013-05-22T06:21:00.003-07:002013-05-22T06:21:55.014-07:00Common Core Curriculum Kindergarten Unit 6 WONDERS OF NATURE: Plants, Bugs, and FrogsWe now enter the last unit of the Common Core Curriculum for Kindergarten Language Arts. What a run ride it has been! It ALMOST makes me want to teacher kindergarteners again. (Almost. Kindergarten, IMHO, is the HARDEST YEAR EVER to teach. The cuteness factor is a total distraction...so I applaud all the great kindergarten teachers out there --with a special shout out to June Proctor, Jennifer Bass, Lisa Leary, and Lori Willis). <br />
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When I read the title of this unit, I thought, "FINALLY!" The other units have all been terrific and can certainly be applied in a way that appeals to all students, but this title is the first one that I KNOW would excite my boys. What a wonderful way to end the year and start off a summer of self-exploration and independent play! <br />
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My boys have always loved nonfiction, from the very beginning, and this unit gives ample opportunity for children to fall in love with nonfiction. Of course, there are PLENTY of fiction tie-ins with "Plants, Bugs, and Frogs", as well. Teachers will reinforce CAUSE AND EFFECT and COMPARE AND CONTRAST---what better lesson to do with plants? Students will begin to 'dictate a narrative', re-tell through writing and/or artwork. Students begin to read more books independently while teacher continue to share read-alouds. This age is GOLDEN for picture books, and PB writers everywhere know that.<br />
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So what kind of books will the teachers need for this unit?<br />
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**NON-FICTION books for 5-6 year-olds to read INDEPENDENTLY. Librarians and teachers have long told me that there is a huge shortage in this category. The Common Core Curriculum will demand even more non-fiction texts geared toward our younger set. The opportunities abound for a nonfiction picture book that includes any aspect of 'Plants, Bugs, and Frogs'. The possibilities are endless. I LOVE, LOVE, LOVE this 'need', and I have a half-dozen ideas swirling around even as I write it. I KNOW my boys would have loved more books in this genre.<br />
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**FICTION (especially read aloud) books that include 'Plants, Bugs and Frogs', especially if the characters demonstrate some valid characteristics of the creature. For example, I'm sure it's fun for a frog to hang his clothes on a froggy clothesline. However, couldn't we come up with something that is instructional and fun? (and with a bit of authenticity?) Instead of 'fried rice' for lunch, couldn't a frog enjoy some 'fried lice'? It's a tiny thing, but it provokes curiousity, giggles, and even a bit of recall about the eating habits of a frog.<br />
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**NON-FICTION poetry. I love this genre. I think a rollicking, rhythmic poem peppered with facts and details about ANYTHING is a great way to learn. I'm a big fan of memorizing poetry, and wouldn't this unit be an awesome place to do it? This category is another one I can't wait to try.<br />
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Yahoo! We've now finished KINDERGARTEN!!! The Common Core Curriculum for Kindergarten exploded with needs and ideas for savvy writers. I hope you're taking notes and brainstorming because opportunity abounds!<br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-11642073482601924912013-05-15T09:03:00.002-07:002013-05-15T09:03:31.835-07:00Common Core Curriculum Kindergarten Unit 5My son came home from school yesterday. He said, "Guess what, Mom, big news." I waited for the big news. "The End of Grade tests don't really matter this year. They can't grade them until October."<br />
"What?" I asked. Sadly, EOGs are all parents hear about this time of year, so it seemed odd that the whole thing was derailed. "Are you sure?" He seemed sure, but I still haven't heard anything officially, so who knows. But this is what really caught my attention, "Mom, how will they know whether or not I can go to the fifth grade?" <br />
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Yikes! This kid really thinks that no matter what he does ALL YEAR, it is only the EOG that matters? I explained to him that his hard work all year will surely take him safely to the 5th grade. "What about all the kids who don't try until the EOG? Lots of kids just rely on the EOG." <br />
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Wow. So believe you me, I know your skepticism. I know your concerns. I know your reluctance to invest your time and energy into yet another educational 'trend' like the Common Core Curriculum. But here's the thing--the children need our BEST EFFORTS. All the time. No matter what happened last year or last month or who isn't going to grade the tests until October (???? This is probably a rumor). So let's take a look at the next Kindergarten unit for Language Arts.<br />
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<i>THE GREAT BIG WORLD In this fifth six-week unit of kindergarten, students focus on the difference a setting can make in the creation of a story.</i><br />
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Writers and illustrators everywhere are trembling with excitement at this unit. We know setting is IMPORTANT. We also know setting can be fun and interesting and educational and thought-provoking---all before the story even begins. <br />
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Students will learn to identify the parts of a story--characters, settings, and major events. They will be able to compare and contrast characters, events and settings. They will connect events with their own experiences. They will utilize conventions of Standard English and spelling in order to tell stories of their own.<br />
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I am currently working on a nonfiction picture book about a significant historical figure. The setting is EVERYTHING. If he had been born earlier or later or in another region, his life would have been completely different. This unit is a great opportunity to learn the relevance of the parts of the story. What if the THREE LITTLE PIGS had lived in condos? What if LITTLE RED RIDING HOOD had taken the subway instead of an obscure path through the woods? What if George Washington had cut down a cherry tree TODAY in a historic district? What if the Wright Brothers had performed their top secret flight research in today's media culture? What if Anne Frank had a cellphone or twitter? <br />
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The possibilities for wondering are ENDLESS. What fun!<br />
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To me, this unit is particularly well suited to the following kinds of books:<br />
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1. Historical fiction/nonfiction. Necessity IS the mother of invention. <br />
2. Books will simple story lines that can be 'retold' as an exercise in a different setting. Fractured fairy tales. Unfortunately, our children don't seem to know the old fairy tales so well, so the fractured can fall flat. Be careful there.<br />
3. Stories and books that show how technology has changed lives--for good and otherwise.<br />
4. Books that take a common childhood theme and twist it, especially if it is the setting that is twisted.<br />
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I don't know about you writer friends, but this unit makes me want to write, write, write! So get to it, friends. <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-86007295090010569132013-05-07T05:59:00.002-07:002013-05-07T06:00:56.331-07:00Feedback on the Common Core Curriculum from a master teacher<br />
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<span style="letter-spacing: 0.0px;">It’s a good time for us to hear from another teacher. While we are still ‘in kindergarten’, the following teacher survey is from a 3rd grade teacher in a public school environment. However, she has been very involved in CCC. As a former teacher myself, I notice all the rumbling about CCC. Lots of teachers have been very outspoken in their disdain for it. Or at least that’s how it seems, at first. Actually, I think teachers are expressing the same thing they have struggled with for years---too many responsibilities, too little time, too little help, and too many changes coming down the pike every few years. I was relieved to hear (not to spoil the ending) that this teacher seems to think the CCC is here for a while. IMHO, simply sticking with one curriculum and honing it will be an improvement over ANYTHING, as opposed to changing gears too often. </span></div>
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<span style="letter-spacing: 0.0px;">Read carefully. This teacher is truly a master teacher, and her opinion means a great deal to me. She is one of the many teachers that I worry we will lose due to frustration and overwhelming work load. She is brilliant, talented, and gifted in the classroom, and it would be an enormous loss to let someone of her caliber get away. Perhaps, the CCC will have some staying power, and that fact alone will give the teachers some relief and security. </span></div>
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<span style="letter-spacing: 0.0px;">Now let’s hear from this awesome educator.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Summarize the Common Core Curriculum in 1-3 sentences.</b> </span></div>
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<span style="letter-spacing: 0.0px;">The Common Core State Standards initiative was designed to create college and career ready students. The majority of states have adopted these language arts and math standards. </span></div>
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<span style="letter-spacing: 0.0px;"><b> What kind of training have you received and do you expect to receive on the Common Core Curriculum? </b></span></div>
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<span style="letter-spacing: 0.0px;">I have spent every workday this school year studying the Common Core Curriculum, especially for language arts.</span></div>
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<span style="letter-spacing: 0.0px;">Last year, I co-chaired the curriculum committee at my school and we studied math and language arts K-2. </span></div>
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<span style="letter-spacing: 0.0px;">I am currently reading </span><span style="letter-spacing: 0.0px; text-decoration: underline;">Pathways to the Common Core</span><span style="letter-spacing: 0.0px;"> and creating integrated units to address third grade standards. </span></div>
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<span style="letter-spacing: 0.0px;"><b>How will the changes affect teachers, students and librarians on a daily basis? </b></span></div>
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<span style="letter-spacing: 0.0px;">The Common Core Curriculum, nor any other curriculum, is going to make a big enough change without us making some structural changes. We have students with extreme, diverse needs and one teacher is supposed to address the needs from students with severe learning disabilities to incredibly gifted. </span></div>
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<span style="letter-spacing: 0.0px;">I have a teaching assistant for thirty minutes a day! </span></div>
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<span style="letter-spacing: 0.0px;"><b> How can writers of children’s literature help support the Common Core Curriculum?</b></span></div>
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<span style="letter-spacing: 0.0px;">There is a huge need for informational text rich in text features at early reading levels. Another genre we have difficulty finding children’s literature at an early reading level is mythology (and this is in the 3</span><span style="font: 8.0px Helvetica; letter-spacing: 0.0px;"><sup>rd</sup></span><span style="letter-spacing: 0.0px;"> grade CCSS). </span></div>
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<span style="letter-spacing: 0.0px;">What new resources are needed to support this curriculum?</span></div>
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<span style="letter-spacing: 0.0px;">Schools, in our area at least, were not given textbook funds so there is little if any funds to order the literature to support the CCSS. </span></div>
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<span style="letter-spacing: 0.0px;">And with the increased focus on technology (insert eye roll), book funds, instructional supplies and resources, and professional development are often cut. </span></div>
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<span style="letter-spacing: 0.0px;">Most teachers I know spend a huge amount of their personal money on books for instructional purposes. </span></div>
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<span style="letter-spacing: 0.0px;"><b>In your opinion, is the CCC just another passing fad, or do you think it will be around for a while?</b></span></div>
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<span style="letter-spacing: 0.0px;">They will be around for a while. The consortium creating assessments won’t even be in place until next year. </span></div>
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<span style="letter-spacing: 0.0px;"><b> Do you have any recommended reading on this subject? </b></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://www.burkinsandyaris.com/blog/">http://www.burkinsandyaris.com/blog/</a></span></div>
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<span style="letter-spacing: 0.0px;">-ironically a recent post was about children’s lit</span></div>
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<span style="letter-spacing: 0.0px;">-under “Our Favorites” there are a couple different CCSS links</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://www.helloliteracy.blogspot.com/search/label/Common">http://www.helloliteracy.blogspot.com/search/label/Common</a></span><span style="letter-spacing: 0.0px color: #000000;"> Core</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://readingandwritingproject.com/resources/common-core-standards.html">http://readingandwritingproject.com/resources/common-core-standards.html</a></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;">Pathways to the Common Core</span><span style="letter-spacing: 0.0px;">-Lucy Calkins,…</span></div>
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<span style="letter-spacing: 0.0px;">Thank you ALL for your participation in the surveys. MORE TO COME! </span></div>
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<span style="letter-spacing: 0.0px;">But first, back to kindergarten!</span></div>
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Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-45016036582755356922013-04-23T07:03:00.002-07:002013-04-23T07:12:58.660-07:00Common Core Curriculum: Kindergarten Unit 4 America: Symbols and Celebrations"<i>In this fourth six-week unit of kindergarten, students explore America's symbols and celebrations through literary and informational texts; they begin to write informative/explanatory pieces." </i><br />
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Someone will disagree with me, but I think establishing an appreciation for our country, a pride in America, an early semblance of patriotism, and a knowledge of the Pledge of Allegiance and patriotic songs is an ESSENTIAL part of early education. No matter the student's background. If they are being educated in America, they need to be taught pride in our country. If students don't grow up to believe in this country, they will not be responsible, contributing citizens. If we don't have responsible, contributing citizens, our entire democratic system falls apart. In the words of Thomas Jefferson, <span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; line-height: 22px;"><em>". . . whenever the people are well-informed, they can be trusted with their own government; that, whenever things get so far wrong as to attract their notice, they may be relied on to set them right."</em></span><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; line-height: 22px;"> One day these kindergarten students WILL be trusted with the government, so they need a pride and understanding of patriotism.</span></span><br />
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This unit comes after the unit on neighborhoods. As you can imagine, students begin to understand the workings of the world immediately around them, and then expand their understanding to include broader society. They learn about and become more aware of symbols. They may use patriotic text and song lyrics to discern meaning from text. They will use language to describe people, things, and events that they have a personal connection to. While this unit begins with the foundation of American symbols and celebrations, it will expand to include the symbols and celebrations of other groups. This inclusion offers a great opportunity to utilize the diversity in classroom and community. Also, to note, depending on the region, this unit may also correlate with election day. Retelling familiar stories from history, understanding cause and effect, comparing and contrasting, and adding new vocabulary will play a role in this unit, as well.<br />
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For writers:<br />
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WOW! Writers, this unit is a really fun opportunity to take some of the 'tried and true' old texts and re-tell them in a new way suitable for kindergarten. Non-fiction for kindergarteners can be more of an introduction to a topic or person from history, but it must be done in a fun and engaging way. Writers of nonfiction for children have traditionally geared their work toward older children. They often complain, "It's been done" about many topics and historical figures from history. But GOOD NEWS, writers, a LOT of topics that have been written to death for older children has not been introduced to this young set. I planned to resist book recommendations during this series, but I just HAVE to mention the brilliant picture book, <b>JOHN, PAUL, GEORGE & BEN </b>by Lane Smith. It is an excellent example of introducing historic figures to the younger set.<br />
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Writers, here are the kinds of books teachers will need: <br />
**And let me mention here--when I say teachers will need these kinds of books to support this curriculum, I do not mean to say that some of these books don't already exist. However, there are huge holes in certain subject area/age group combinations that will guarantee a demand for certain books as the CCC takes hold.<br />
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1. Teachers will look for books about the PLEDGE OF ALLEGIANCE, the STAR SPANGLED BANNER, and other classic American songs of patriotism. Books that include the lyrics, with illustrations, are good, but books that provide some background information---again, appropriate for early elementary school and/or reading aloud---will be staples.<br />
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2. Teachers will look for books like <b>JOHN, PAUL, GEORGE & BEN </b>that provide an entertaining introduction to 'big names' in American history. If we can connect names from history with some character traits or a particular event, and we can do it on a level that kids really enjoy, that book will be a HUGE score. Plus, as kids grow older, they will already have that framework in place when it is time to learn the longer versions of the story or when they see these figures within the bigger picture of history.<br />
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3. Teachers will look for Patriotic books that employ vocabulary words that may be new to their students like SYMBOL, CAUSE, EFFECT, TRADITION, etc.<br />
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4. So many school children say the Pledge of Allegiance every day, and they have NO IDEA what it means. A really cool, creative, informative, illustrated and explanatory version of this piece would be amazing.<br />
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5. Teachers will need books that tell about other traditions and holidays in America. These books will bring in the great 'melting pot' of diversity in our schools. Teachers will likely look for books that reflect the culture of their particular region. For example, a teacher in rural Georgia will have different needs in this category than a teacher in L.A., but they will both needs books that show culture, tradition, and holidays like Hanukkah, Kwanzaa, and the Chinese New Year. <br />
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6. This unit lends itself to starting off with American patriotism, and then reaching out to include other cultures into the mix. While I don't necessarily disagree with that structure, I would LOVE to see a book that begins with a glimpse into a variety of different cultures without our country, then culminates with everyone together celebrating an American event. I would love to see some kind of cool, creative illustrations that pulled together lots of flags into an American flag, somehow. <br />
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7. The other awesome thing about this unit for writers is that many of the needs I discussed above can also be categorized as "Fourth of July" books in the holiday displays at bookstores. That's not a reason to write a book, of course, but it is something to think about. <br />
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So Happy Writing, all my dear writer friends! The Common Core Curriculum needs you to produce EXCELLENT manuscripts for our young people, so GET TO IT! <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-68233184098425263852013-04-17T08:08:00.003-07:002013-04-17T08:08:50.113-07:00Common Core Curriculum- Kindergarten Unit 3 Exploring with Friends in the Neighborhood"<i>In this third six-week unit of kindergarten, students explore fictional characters in literary texts and neighborhoods in informational texts." </i>Common Core Curriculum Map<br />
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Yahoo! What could be more fun to read about than friends in the neighborhood? I just LOVE this unit, and I have to confess, it reminds me of Mister Rogers. The main thrust of this unit is encouraging student comprehension in a body of writing. They will begin to identify CHARACTER, SETTING, and MAJOR EVENTS in a story. The ability to identify these three things will naturally lead into the ability to answer questions and re-tell details from a text. Again, students will be able to do these things orally, in writing, and with pictures. They will continue to work on their COMPARE and CONTRAST skills (great opportunity to look at prepositional opposites IN vs. OUT, UP vs. DOWN,etc). They will work on the WHO, WHAT, WHEN, WHERE, and WHY questions about text. They will begin to differentiate between FICTION and NONFICTION. <br />
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So....as writers, you have lots of fun things to supply the teachers and learners in this segment. <br />
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1. Think about stories with opposites--opposite characters, opposite settings, opposite attempts to solve the problem of the story.<br />
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2. Think about stories set in familiar 'neighborhoods' with the character(s) interacting in that neighborhood/community.<br />
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3. Think about stories that show the role of different occupations in the community. (Remember the old Sesame Street song? "These are the people in the neighborhood...") Could you juxtapose two character 'opposites' in the problem of a story? For example, a chef whose goals are the opposite of the fireman's? Can you see where a chef cooking on an open flame might conflict with the views of the fireman? Or perhaps a stuntman whose brother is a worried Emergency Room doctor? Can you see some potential conflicts? Now get that conflict nailed down in a way that appeals to kids. <br />
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4. Think about stories where the character encounters opposites--opposite settings, opposite advice, opposite directions....<br />
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5. Think about similar situations (in, perhaps, more than one story) when different characters handle a similar situation in a very different way. Do they get different results? Or same results? Why?<br />
"Lots of ways to skin a cat" kind of thing.<br />
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6. This category offers many opportunities for nonfiction, as well. At this age, I took my boys to the waste management facility in our town because they were truly interested in where their, um, poop went. These are the day to day logistics that we, as adults, take for granted, but children are inquisitive. How does the water get into our bathroom spigot? How does our mail get from Grandma's mailbox to ours? Why do we have to brush our teeth? (now that's a good compare/contrast opportunity...ha) Where does the garbage go when the garbage men pick it up ?<br />
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All this fun stuff ALMOST makes me want to teach kindergarteners again. What a magical, glorious age. Let's give them the best we've got in terms of literature, characters, and nonfiction books. When they reinforce the curriculum, we help and support the teachers, as well. And remember, it's not just about WRITING excellent books, we should help make these curricular connections, as well. I'm not saying to write a book based on the curriculum, but when your book correlates with it, point it out! Draw a connection anywhere you can. That's a help to our educators, parents, and ultimately, the children.<br />
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Thanks for reading. Let me know if any of this information is having an impact on your writing. It certainly has me thinking...<br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-292201888748136842013-04-13T07:30:00.001-07:002013-04-13T07:30:27.772-07:00Common Core Curriculum Kindergarten Unit 2So friends, as we journey through this CCC together, I invite your comments and feedback. I will be periodically posting more interviews from teachers, librarians, writers, and other professionals. My goal is NOT to tell you what to do or outline lesson plans. My goal is to present the information in a pretty general way, draw connections for writers, and then see what your amazing creative spirits produce. I BELIEVE IN THE GENIUS BEHIND CHILDREN'S LITERATURE. This field is comprised by some of the most amazing, talented, creative, brilliant people I have EVER MET in ANY FIELD. What if our most creative writers truly embraced and connected their work to the CCC? It would, without a doubt, take it to a whole new level. I don't mean that any writer should FOLLOW the CCC. I simply mean that we, as writers, should be aware of the CCC and where our work fits in. We should be generous with educators, parents and students, and take the time to make the connections where they exist. <br />
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I know I have a lot of new followers since I began this series, so I want to take a sec and re-introduce myself. I am a writer of children's literature, a passionate follower and supporter of the field, and I believe that children's writers are some of the most AMAZING, selfless, caring, creative, brilliant people working in America today. My background is in education and curriculum. I have taught school (elementary, middle, high school, and college), supervised student teachers, written and revised curriculum, worked with teachers, written for educational journals, led small conferences, presented at large conferences, and engaged in many school visits. I have a heart for schools, teachers, students, and curriculum. I have a heart for GOOD children's literature. <br />
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I EARNESTLY BELIEVE THAT THE KEY TO THE COMMON CORE CURRICULUM'S SUCCESS IS CONNECTING IT TO QUALITY CHILDREN'S LITERATURE. <br />
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Even when my children were in the first grade, they recognized how awful some of the little paperback books were that they were required to read for homework. Our family would sit at the table at dinner and howl with laughter at how AWFUL they were. I mean, who would WANT to read if that's all you saw? But thankfully, those books were only a small part of their coursework. What if EVERY BOOK our children touched was EXCELLENT? We would have to turn our prisons into libraries due to supply and demand. <br />
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So that's where I'm coming from. Now get on the train with me, and let's power through this CCC. Let's do our part to support and enrich American education for all students. Let's see past our WIP and work together toward a READING REVOLUTION. <br />
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The best place to start? Well, Kindergarten, of course. That magical world...<br />
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Kindergarten- Unit 2 Tell a Story 1-2-3<br />
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While children will be sorry to end the unit on Rhyme, Rhythm, and Poetry, Unit 2 has plenty of allure. As anyone who has ever taught elementary school knows, children LOVE to tell you a story. Carpet time could last ALL DAY with children raising their hands to tell you a story, and that's a great way to start this unit. <br />
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WE ALL HAVE A STORY, and NO TWO STORIES ARE THE SAME. However, we can learn to structure our stories in certain ways that will help children learn the parts of the story--the beginning, the middle, and the end. Children will think about, discern, and re-tell the ORDER OF EVENTS. They will begin to answer simple questions about stories they read. What happened FIRST? What happened NEXT? And so on. <br />
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Children will tell stories verbally, in pictures, with manipulatives, and in writing. Children will tell stories about a shared experience, and note the differences between points of view of different students. <br />
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This unit also emphasizes the use of counting books, a natural connection when looking at order and structure in a story. <br />
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So many books jump out to me in this category, and at this time, I'm going to resist mentioning specific books. I want YOU to think creatively about it.<br />
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For writers? Educators will need and want the following:<br />
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1. AWESOME, fun, smart counting books. <br />
2. Children's literature where some (or all) of the story is told through amazing illustrations. Or, even better, when a whole different story is told through the illustrations that children can follow. <br />
3. Great cause and effect books that play well into questions like....what happened first? (inciting incident-writers) THEN what happened? Books that build one event upon another are great examples....IF YOU.....THEN....<br />
4. Great stories of commonly understood events told from a different perspective (here's where the whole fractured fairy tale thing will be great)<br />
5. A brilliant rhyming counting book that builds one event upon another would be a perfect bridge from Unit 1 to Unit 2. <br />
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Writers, sharpen those pencils and get to work. Our children deserve the BEST. <br />
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Illustrators, this six week unit offers so many creative opportunities in illustration. These early readers just DEVOUR the pictures, they catch EVERY LITTLE DETAIL. You can do your most creative work here in this category, and know that the children will delight in every stroke. <br />
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Now GO FORTH AND CREATE! <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-77184417246431125712013-04-11T09:35:00.000-07:002013-04-11T09:35:23.842-07:00Common Core Curriculum Series English and Language Arts Kindergarten-Unit 1**Today, I will discuss the first unit in the Common Core Curriculum. I will begin with Kindergarten and work my way up in age. "" designate EXACT QUOTES from the CCC (Common Core Curriculum--and I will continue to refer to it as the CCC). All other comments are my thoughts and opinions.<br />
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"A COLORFUL TIME WITH RHYTHM AND RHYME <i>In this first unit of kindergarten, students are introduced to colorful picture books, traditional poetry, and nursery rhymes filled with rhythm and rhyme."</i><br />
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I just LOVE that the first unit for kindergarteners involves rhythm and rhyme. I am a huge fan of children and poetry (Happy National Poetry Month, by the way). I cannot think of a better way to introduce children to the joys of reading than with poetry. Rhythm and rhyme lends itself beautifully to musical interpretations, another hugely important resource to use with young children, and movement. What better way to enjoy a class full of wiggle worms than by dancing, marching, clapping to rhythms and rhymes. <br />
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As writers, we want to be certain that teachers have a VAST EXCELLENT SUPPLY of rhyming picture books and poetry collections. Many already exist, but for this first unit of the year, teachers will want some fabulous go-to rhyming stories to kick the year off. As we consider this need, we should also be aware of the reading level of entering kindergarteners. The teachers will need several levels of books in this category.<br />
1. Teachers will need great rhyming read-alouds. These books should have strong story structure, character development, and fun, musical rhymes. <br />
2. Teachers will need some early reader rhyming books. Simply stories with great rhymes. I learned to read on Dr. Seuss, as many of you did. What better context clues than rhymes? Truly, it offers the young reader a reasonable guess on unfamiliar words based on the rhyme scheme. That said, a predictable, consistent rhyme scheme is probably best in these books. These books will be the kind of books that go home with students at night, either from classroom library or school library. People, please write some good books in this category. My kids brought home some pretty awful stuff in those days, and I wondered why ANY child would EVER want to read that junk.<br />
3. Teachers will want and need good poetry collections and musical adaptations (even recordings) of such collections. I can't help but think that great links that support your writing (with music) would be awesome. When my kids were young, they loved a book called HEY LITTLE ANT (Hoose). It had sheet music in the back, so I could play it on the piano and my kids would sing it. They LOVED that.<br />
Technology gives us a lot of cool options in this category.<br />
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What a great start to our examination of the CCC! In some units, I will go into more detail with the standards. However, in the early grades, the standards are pretty obvious. Ex: recognize and produce rhyming words, recognize a poem, etc. <br />
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I will continue with this series through the elementary grades with the focus on Language Arts. Then, if you are all interested in continuing the study with me, I can continue into middle grades with Language Arts OR return to kindergarten with Math. Let's just roll with it, and see what you think!<br />
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Thank you all for your interest and support in this series! More interviews to come!<br />
<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com1tag:blogger.com,1999:blog-5747737444977924398.post-54631994932706088512013-03-21T11:04:00.000-07:002013-03-21T11:04:16.378-07:00Common Core Curriculum- a teacher's perspective<br />
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Since we last spoke, my eldest daughter has had surgery on her ACL. The recovery has been a bit more 'exciting' than we anticipated, but she's coming along. Thanks for asking.</div>
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Now onward and upward with our Common Core Curriculum discussion. I have about a dozen interviews to share with you as we make this journey together. Each interview comes from a different perspective. These people are teachers, librarians, administrators, authors, etc. who are all involved in CCC in some way. I want to begin our discussion with Meghan, a fabulous fourth grade teacher in a self-contained classroom. Meghan has many good and helpful insights here. She is an excellent educator with many years of experience. I am grateful to her for sharing her thoughts with us. I hope you find them helpful. Her interview is the first of many, and if you know of anyone else who would like to share, let me know. </div>
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The goal is for all of us to learn as much as we can about the CCC and how it affects us, as writers. The added bonus is that we will be more informed parents, citizens and voters. </div>
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<b>What kind of training have you received and do you expect to receive on the Common Core Curriculum? </b><i>Common Core training began at the beginning of the 2011-2012 School year. We’ve had professional development days, training during faculty meetings, and collaborative planning to discuss the common core. The county has a team of teachers developing resources and lesson plans. The state has also posted webinars throughout the last 2 school years to extensively explain the new standards. We have also been trained on Close Reading and the continued use of Exemplars in math.<u></u><u></u></i></div>
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<b>Summarize the Common Core Curriculum in 1-3 sentences.</b> <i>The Common Core is a plan to align curriculum across the grade levels and the United States. If we are teaching our students that we live in a global community, then our curriculum must reflect this understanding. Students no longer live in one state their entire educational career and must experience continuity in their learning regardless of how many times they move.</i></div>
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<b>How will the changes affect teachers, students and librarians on a daily basis?</b> <u></u></div>
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<i>The Common Core is definitely more rigorous and requires students to think on a much deeper level, most times providing evidence from the text to support their answers. They must make deeper connections. The biggest “shock” will be in the end of grade assessment which is the PARCC in my state. Multiple choice questions will be replaced with short answer responses.<u></u><u></u></i></div>
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<b>How can writers of children’s literature help support the Common Core Curriculum?</b> <i>Children’s literature should continue to provide quality characters and plotlines that encourage children’s love of reading. They should include a clear theme and even some advanced literary devices (i.e. foreshadowing and figurative language).<u></u><u></u></i></div>
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<b>What new resources are needed to support this curriculum?</b> <i>As the standards change, the textbooks remain aligned to the old standards (until a new adoption takes place) and are no longer useful. We need common resources easily accessible on the internet.<u></u><u></u></i></div>
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<b>In your opinion, is the CCC just another passing fad, or do you think it will be around for a while?</b> <i>I hope it will be around for a while in some form. We can no longer act as independent states when educating our children; we must work together as a nation in order to prepare our children to be competitive in a global society.<u></u><u></u></i></div>
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<b>Is there anything else you would like to say about the Common Core Curriculum?</b> <i>Change isn’t always easy, but it’s necessary sometimes. <u></u><u></u></i></div>
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Meghan made a number of important points here. The most thought-provoking one, to me, related to the resources. She said, "We need common resources easily accessible on the internet." This statement reflects a big shift on thought on resources in the classroom. When I was a young teacher, I spent hours at the library in research on extra information for units of study. I imagine most teachers do this research on the computer now. So does that mean we need more information online geared toward teachers? More checks and balances on the ACCURACY of information found online? Or more nonfiction books available for electronic purchase and/or loan? Are we doing the best job of marketing, informing teachers, and making books easily available for class room use? (aside from the library in their own school) </div>
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Teachers, when you google a subject, for example, how often does that question lead you to a book? More often, I'd guess, it leads you to a website. Is that good or bad? What does that have to do with me, a writer? My job is not writing books, <i>per se</i>, my job is <i>writing content</i>, regardless of how it is accessed. Or is it? What do you all think? (or is it too soon to say?)</div>
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Thanks, again, to Meghan for getting us off to such a great start. Meg, I am sending a 'thank you' gift to your class. Please email me your school's address, so I can send it along. </div>
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Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-34092176913346483562013-03-13T07:01:00.000-07:002013-03-13T07:01:00.163-07:00I'm ChewingSo...a number of things have happened since my last post when I announced the new mission--study the Common Core Curriculum! My daughter tore her ACL and will have surgery next week, so I got a little off-track posting. I also delved so deeply into this topic that I literally couldn't stop my studies to write about it. But write, I must. Many, many times this week, I have thought about the phrase "Biting off more than you can chew". I feel like I have taken an ENORMOUS bite with this Common Core Curriculum, and I am just chewing and chewing and chewing....<br />
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I'm going to be totally honest with you here. I have gone from being excited and inspired by this major national education movement to depressed and discouraged. Despite my attempts otherwise, I have begun to form some opinions about aspects of this plan. However, I will strive to keep those opinions to myself on this blog. So please understand, I am going to communicate with you the facts and needs and goals of this plan. I am not necessarily endorsing it or not endorsing it. I am just handing over the facts. When I do interviews and post them here, undoubtedly opinions will come out, and I welcome them from people 'in the trenches'. I invite you to express your thoughts, as well. I will strive to show all points of view except my own. <br />
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I am going to begin posting links to other articles on the subject, so look for them. For those of you who follow my facebook author page, I'm posting them there, as well. I would encourage everyone to read and learn about this topic. I will begin with the K-5 LANGUAGE ARTS CURRICULUM.<br />
I will discuss one grade level per post. My first post will be about KINDERGARTEN LANGUAGE ARTS, then I will proceed to FIRST GRADE LANGUAGE ARTS and so on. After I have gone through K-5 LANGUAGE ARTS, I will return to KINDERGARTEN for another subject area of study, probably Math. Once I have finished K-5, if there is enough interest, I will then do the MIDDLE SCHOOL CURRICULUM. <br />
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What do you think about that organization strategy? I really labored over the best way to present it to you, and I wanted to present it by grade level and interdisciplinary units, BUT the goal is to study this curriculum and what it means for WRITERS OF CHILDREN'S LITERATURE. I finally decided that separating the subject areas would be more beneficial for that topic. <br />
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Today, I am working on interview questions for the professionals who have agreed to be interviewed. I plan to throw in a few 'Jimmy Kimmel-style' interviews, as well, with people on the street. I am interested to hear what level of interest/knowledge parents have been given on this topic from their schools. <br />
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So...boring as this post may be, I think it was necessary to set our course. So here we go! Stay tuned for exciting things to come! Buckle your seatbelts, allocate a little notebook for notes on the Common Core Curriculum, and come learn along with me. Aligning our work and careers with the Common Core Curriculum will help countless children, teachers, and parents. My ultimate goal is to create a network of children's writers who are truly committed to supporting the goals of the Common Core Curriculum with books, magazine articles, and other resources that will help educators, children and parents. <br />
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So come along!Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-3029393771248174492013-03-04T11:30:00.002-08:002013-03-04T11:30:56.093-08:00It's March 4th, so let us MARCH FORTH Over the past few months, something has become very clear to me. Common Core Curriculum demands my time and attention. Whether I like it or not, it is time for me to learn it, master it, clarify it as necessary, and then apply it to the field of children's literature. I realized years ago that the best way to master a subject is to teach it, so here I am. I now proclaim my blog to be the temporary homeplace of the Common Core Curriculum and its implications for children's literature. It is time for me to jump into the deep end and paddle like hell. Is anyone with me?<br />
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Because here's the thing, I am not the only one who wants and needs to learn this information. I am not the only one paddling through it, but it seems like I should share what I learn anyway. AND it will help me to learn it better if you hold me accountable. <br />
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Here are my goals. Together, we will examine section by section of the CCCS, discern the meaning of the objectives, and their implications for children's writers. I KNOW there is a great demand for books that complement the new standards, so for those of us who earnestly desire a career in children's publishing, this journey is 'required reading'. Why not have a fun learning adventure TOGETHER? See, we're almost looking forward to it, now. <br />
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While I do not claim any expertise on the subject of the CCCS, I hope my background in education and curriculum as an undergraduate and graduate student will be helpful in this process. I KNOW that my contacts in that field will be helpful to us all. I have gathered a wonderful group of people who are 'experts' (as expert as you can be so early in the process) in their own little corner of this subject. By interviewing them all, I hope we can piece together a real body of knowledge. <br />
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So join me today, March 4th, as we MARCH FORTH into the world of Common Core Curriculum Standards. Please join me in the effort to educate ourselves on this important topic. If we can discern the most helpful way that we, as writers, can support the educational environment, we will have more readers in the world. <br />
So who's in? Ask yourself today, AM I IN? (If you're on the fence, there WILL be prizes--not sure how and why, but I know that's an important motivating factor for you guys....)<br />
And by the way, Happy Birthday to Theodore "Crazy" Judah. He is the topic of my current work-in-progress. Does anyone else know who he is?<br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com1tag:blogger.com,1999:blog-5747737444977924398.post-765019754253717652013-03-03T18:16:00.000-08:002013-03-03T18:16:10.632-08:00Something's coming, something good...Oh, my dear followers, I have been gone too long! Please accept my most sincere apologies. In my absence, I have been to the SCBWI-NY conference (the AMAZING Meg Rosoff, Margaret Peterson Haddix and MORE--see my author page on facebook for some great quotes) and been busy writing. I have also been busy working on a special project for YOU! My blog is going to have a new theme for a few months. I hope that this new theme will be a valuable resource and help to all of my writer readers (or reader writers). That said, you will have to wait a bit longer for the big reveal.<br />
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In the meantime, please note that I am the featured author in the recent volume of Knowonder!. I love the mission of Knowonder! to structure the volumes in such a way that families get a story a day for a month. The hope is that such a volume at an affordable price will encourage DAILY reading with parents and children. Check it out on Amazon (<i>Knowonder! Herman's Horrible Day)</i>. I will put a link on my blog, as well. <br />
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I recently read an amazing middle grade novel that you should check out, as well. ONE FOR THE MURPHYS by Lynda Mulally Hunt was the best book I've read in a long time. The protagonist is a foster child who was taken from an abusive situation and temporarily placed with the Murphy family. This story touched me deeply, and I've not been able to stop thinking about it. You MUST check it out.<br />
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Also, Highlights Workshops in Honesdale, PA have been posted for 2013. There are some amazing courses offered this year, and I heartily recommend you check them out.<br />
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Yesterday, my daughter and I volunteered at an Odyssey of the Mind tournament in Chapel Hill. Most of you know that I have been an OM coach for many years, and I just took this year off. My daughter had been missing it, so we decided to volunteer. We worked in a different region than our usual competitions in order to be closer to her school. Even though I have been to many OM tournaments, it was completely different being on the other side. I was amazed and impressed at the enormous amount of work that went into the competition. I was especially awed by the number of volunteers who gave up their Saturdays to support these young people. Volunteering was fun and interesting, but it was HARD work! Some of these volunteers had been doing it for ten years or more. Many of them are teachers, many are former OMers themselves, many are parents of OMers, but a surprising number of volunteers are simply good-natured supporters of the program. As always, the children stunned me with their creativity and unique takes on the problem-solving challenges. The middle schoolers still seem to outshine all other age groups. (yes, even the high schoolers!) Most of all, I just LOVE hundreds of people gathered in one spot to cheer wildly for an academic competition. I am moved to tears every time. These young people are amazing and creative and unique and valued for their DIFFERENCES, which, sadly, is probably different from their everyday lives at their typical middle schools. But here, at OM, they can be fabulously creative and different and brilliant, and we cheer for them. <br />
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All these things--a literacy initiative, a great new book, an OM tournament, new learning<br />
opportunities-- play into a new focus for my blog. For a few months, I will learn and study and strive to understand a subject, and I will bring you along with me for the ride. I predict you will be VERY interested, and I KNOW it is relevant. So, stay tuned! <br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-43630419002025477532013-01-15T07:08:00.001-08:002013-01-15T07:08:30.329-08:00ChitChat: What I Learned in 2012...and What I HOPE to Learn in 2013<a href="http://donnakoppelman.blogspot.com/2013/01/what-i-learned-in-2012and-what-i-hope.html#links">ChitChat: What I Learned in 2012...and What I HOPE to Learn in 2013</a>Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0tag:blogger.com,1999:blog-5747737444977924398.post-85641134199403675642013-01-15T07:04:00.001-08:002013-01-15T07:07:41.957-08:00What I Learned in 2012...and What I HOPE to Learn in 2013I think 2012 may go down in my personal history as the year I learned to let go. I let go of a professional situation that wasn't working, I let go of not-so-great tradition that I had stubbornly held on to, I let go and permitted my daughter to go away to school in the eleventh grade (wow--hard one), I let go of some of my need for planning, and I let go of some personal and physical baggage that weighed me down. <br />
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Do you know what I learned from letting go? That I should have let go of ALL THOSE THINGS sooner, with more confidence, and without any of the stress that accompanied it. I should have TRUSTED MY INSTINCTS from the beginning. <br />
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And I learned that I will be letting go MORE. I look back on most of those decisions, and I don't know why they were even a decision! But I agonized over each one. Now, it is SO clear and obvious that letting go was the right thing to do, that I can't even remember why I hesitated. Which leads me to what I HOPE to learn in 2013.<br />
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But then I heard a bit of a talk yesterday on talk radio. Oprah's soul series this month is led by PURPOSE DRIVEN LIFE author and pastor, Rick Warren. He said something very interesting last night. I only heard a tiny bit of the show, but this one thing made quite an impression. He said that life changes don't work until we re-set our AUTOMATIC PILOT. Rather than get into the Automatic Pilot analogy, I'm going to take his point and explain it a little differently. I'm going to use the phrase DUE NORTH.<br />
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When we get lost, we look at our compass (or GPS) for DUE NORTH, right? Because once we know where NORTH is, then we can find out way. All our old habits, whether physical habits like eating half a pack of Oreos during Downton Abbey each week (hypothetical, of course) or mental habits (like saying to yourself, I knew that story was going to be rejected) have become our DUE NORTH. When something throws us off balance, we go for that DUE NORTH. It's human nature. So I may have set a resolution of no more Oreos and no more negative thinking about my writing, but the first time something 'throws' me, my instinct will be to go to my DUE NORTH, which, you'll remember, is Oreos and negative thinking. Sometimes we are half-way through that creamy filling or head-shaking self-analysis before we even know that we've lapsed. You know why? Because DUE NORTH feels more like home than these new resolutions. <br />
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So here's what we have to do, according to Rick Warren. We have to CHANGE OUR DUE NORTH (or AUTOMATIC PILOT, as he says it). We have to actively go to, say, SOUTH (instead of North), so often and so intentionally and so regularly that it becomes our new norm. How interesting and logical. So I'm working on that. I'll let you know how it goes. I'm SURE I will be successful (see, that's my new DUE SOUTH, I'm SURE I will be successful)<br />
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A while back I wrote about an amazing book, THIS IS NOT THE STORY YOU THINK IT IS by Laura Munson. This book is a must-read for anyone who is a writer and/or who is married. It is part writer struggle and part wife struggle and all lovely, well-written, compelling, and potentially life-changing. On her blog this month (www.lauramunson.com then click on her blog), she is promoting the idea of community with guest blog posts. Mine was selected to be on there this week, starting yesterday, so CHECK IT OUT! Mine is Long Ago: Community Entry #2. I would highly recommend that you continue to follow her blog if you are a writer or a human. Great stuff. And if you haven't read the book I mentioned above, you must.<br />
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<br />Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com1tag:blogger.com,1999:blog-5747737444977924398.post-78691694946056205122013-01-09T08:44:00.000-08:002013-01-09T08:51:08.933-08:00TOP TEN WAYS Writing a Manuscript is Like Raising a ChildI don't know if it's the New Year or the two weeks off writing or what, but I'm full of new ideas this week. There just aren't enough hours in the day! But what I really need to be doing is revising, but I've got to catch that idea by the tail first, and get it down.
I've been thinking a lot lately about the parallels between parenting and writing a manuscript. Now I've spoken before about the parallels of BIRTHING a child and a book, but now I'm thinking the whole nurturing process is even more critical in this analogy.<br />
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So here are the TOP TEN ways writing a manuscript is like raising a child:<br />
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10. It's hard to know when your manuscript and/or child is ready to go out into the world. Some days, the answer seems obvious, and other days, not so much.<br />
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9. FEEDBACK is critical in the raising of a child and the growing of a manuscript. Sometimes you need perspective that you can only get from an outsider of sorts.<br />
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8. There are TONS of good books on writing manuscripts AND raising your child, but everyone has to find their own way to do it.<br />
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7. Everyone thinks they know how to fix their friend's manuscript (or child), and it always seems easier than fixing your own.<br />
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6. Criticism is HARD to take. Your manuscript is personal, and when you put it out there, well, it's much like when someone criticizes your child. It hurts, it stings, and no matter how ridiculous, you secretly carry that comment around and wonder....<br />
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5. You are SO proud of your manuscript and your child, that sometimes people think you can talk of nothing else. (and sometimes your spouse has to say, "Let's go out and NOT talk about your book/our kids."<br />
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4. Nutrition is critical in both of these endeavors. It's tempting to reward a child with treats all the time, but that's just not healthy. It's also tempting to use chocolate to fuel your creative process, but that's not healthy either (and it really just makes you want to nap).<br />
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3. Your moods and level of optimism are directly related to the status of your manuscript and your child. If you are stuck in a rut with either one of these things, you can't focus on anything else until you work it out.<br />
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2. You daydream about the difference your book and your child will make out in the world one day.<br />
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1. With your child and with your manuscript, you have to love it the best you can and then let go. The rest is OUT OF YOUR CONTROL. So you MUST enjoy the process!<br />
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Have a terrific day, dear writer friends! I hope your manuscripts and your children are doing well today! Donna Jones Koppelmanhttp://www.blogger.com/profile/12857811448882017818noreply@blogger.com0