Why Can’t I Go Home?

Whatever happened to the days of leaving school and then going straight home. Actually arriving when the sun is still high and bright. The times when you can exchange friendly waves with neighbors and just relaxing before dinner.

Of course, I know the answer. I just thought that I would pose this rhetorical question hoping that I can someday change this answer.

I know why….tennis practice, soccer practice, milk, bananas, get car battery checked, church meetings, teacher meetings, private lessons, and list goes on and on.

Don’t get wrong. I am thankful for life that I live. I’m grateful for my husband, kids, family, friends and every other classification in between.

So for now, I will accept my lot in life and enjoy watching my boys learn to work together on a team for a common goal (to win!!). I will be thankful that I have the resources to pick up the items that we need. I will be grateful that this time, my battery was recharged for free. I am thankful for the common purpose that binds me with my church members and other teachers. I am grateful.

During all for this gratefulness and thankfulness, don’t think for one minute that I’m not devising plan when I can come straight home.

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The light that started the flame

A year ago, I would not have believed that I would be committing to writing for 31 days. Don’t get me wrong….I enjoy writing, but I never held myself to a daily standard to write.

You ask what changed? Three words… Summer Writing Institute. If you have not participated in one, I would find one quickly. Like right now. Of course, after you read my post.

The Summer Institute changed my life. It became theraputic like a daughter that begins to see a therapist because she thinks that she is turning into her mother. We wrote using Taco Bell sauce packets, songs and even phrases from OPI nail polish bottles as our daily inspirations.

As my love of writing grew, I didn’t realize that a bond was growing for the other educators   that gave up three weeks of their summer vacation as well. We talked, shared and ran writing marathons. Those marathons were miles that stretched from quaint coffee shops to cemeteries. Yes, a cemetary.

These great times have been etched into my heart.

I only hope that I turn my marathon into a relay race passing the love of writing to my students.

 

 

Freak the Mighty Web Quest

Welcome to the Freak the Mighty Web Quest!!!!

As Freak and Max enjoyed their quest, you will be on a quest also.

We have briefly discussed some key topics while reading Freak the Mighty. Now, you will explore a topic to become an expert and to report back and teach to the class. The topics were based on your responses that were added to our Wonder Wall.

The topics are King Arthur, Quest and Chivalry, Morquio Syndrome and learning disabilities.

You will follow a web quest using the internet to gather your information on your topic. Your responses should be recorded in your journals.

 

Group 1: Quests and Chivalry

First, click here to visit ChivalryToday.com.
In your journal, write your own definition of what the term “chivalry” means.
Give four examples of how someone might act in a “chivalrous” way.

What is the Code of Chivalry?
What is the significance of the round table?

Group 2: King Arthur

First, google the definition of a fable. In your journal, write the definition of fable and write the meaning in your own words.

Visit this website http://www.caerleon.net/history/arthur/page2.htm  to learn about the Legend of King Arthur  and to answer the following questions.
1. What task did Arthur have to complete to become king?
2. Who is Guinevere?
3. What was the name King Arthur’s castle?

Does Freak tell an accurate story of King Arthur and Guinevere? How do you know?

Group 3: Morquio Syndrome

First, visit the following link to learn more about this disease.

https://medlineplus.gov/ency/article/001206.htm

What are the symptoms of this disease?

What symptoms of Morquio Syndrome does Kevin have in the story? List three of them.

Watch the video below about a young girl’s struggle with Morquio Syndrome. What difficulties do the parents describe about raising a child with this disease?

https://www.youtube.com/watch?v=qjFm8l29d6k
Visit this link https://www.caringbridge.org/visit/bella04  to read more about Bella and her story. You can leave a positive message in her guest book and view her most current pictures.

Group 4: Learning Disabilities

Max has a learning disability. Look at these descriptions of learning disabilities.

Take notes on dyslexia, auditory, and memory learning disabilities

http://www.ldonline.org/ldbasics/signs

http://www.ncld.org/images/stories/Publications/Forms-Checklists-Flyers-Handouts/ldchecklist.pdf

1. Which signs of learning disabilities do you see in Max in the novel?
2. Which learning disability do you think he might have?

People generally understand that it is unacceptable to tease or harass a person based on their race, religion, or culture. So why do we hear people use the word “retarded” to imply that something is stupid so often?

Read this article  http://www.tolerance.org/magazine/number-39-spring-2011/feature/girl-and-word and respond to the questions below.

1. Does it change the way you think about the word “retarded”?
2. Think back to Section 5, how would you respond if someone called Bella “retarded”?
3. How do you think Bella would feel if she heard someone call her retarded?