Tag Archives: passion

#NCTE18: Friday

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Moments in time

Moments suspended

Moments desired

Moments expected

Moments shared

Magical because of the connections

Across time

Across states

Across texts

Across interests . . .

Magical Mentor Moments

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“We come from:  Oklahoma, Iowa, California, Pennsylvania, Ohio, and Canada.  Mentors All.” (10 points to you if you know the context of this quote.) TY: #G2Great for so many magical moments at #NCTE18.

Writing in the Wild = Margaret Simon

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“Slicer” Dinner = Mentor Writers

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An annual tradition from #TWTBlog. Three of the authors from #TWT and some of the bloggers at dinner and sharing literary gifts!

And then the sessions:


Difficult choices.

So many great ones.

So little time.

What fuels the choices?

Friday, November 16, 2018

Passion and Power

Be you.

Be real.

Activism means thinking, talking, reading, writing, and growing your passions.

I love this 5th grader’s quote shared by Justin Dolci.

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And the people . . .

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Magical #NCTE18 Moments

Where have you found your magic? 

And your mentors?

NCTE Highlights

#SOL15: Passion – Finding Your Voice

passion four

What is the strong feeling or emotion that drives you?

Is it your belief in students?

Your belief in students ability to learn?

Find your passion and you will never WORK a day in your life.  You will truly live your passion.

passion two

What is your passion?

Is it literacy?

Is is the power of literacy?

Is it the freedom derived from literacy?

passion three

What is your passion?

Is it instruction?

Is it assessment?

Is it curriculum?

Is it the curiosity of daily life?


What is your passion?

Find it.

Fuel it.

Live it!

How will I know it?

I will hear it, see it, and feel it in everything you say and do!


Check out the writers, readers and teachers who are “slicing” here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsy at “Two Writing Teachers” for creating a place to share our work.  So grateful for this entire community of writers who also read, write and support each other!

#SOL14: Commencement


Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. 


Verizon Foundation on 06.01.14 tweeted this link to the 25 Most Promising Graduation Speeches of the Year and I was immediately intrigued to think about “HOW” that rating would be determined.  After all, Commencement for me is all about the music.  It’s hard to imagine a graduation ceremony without Pomp and Circumstance played as the processional tune at graduation.  Majestic, inspiring, regal, stately!  That is my view as a “listener”!




Pomp and Circumstance totally sets the tone for graduation ceremonies.

What does a musician need to know?

He or she would need to understand the sound symbol relationships in musical notations including:  time signature, “allegro con molto fuoco”, “poco allargando”,  treble clef, bass clef, notes, sharps, rests, crescendos, codas, etc. Could you pick this music up and play it expertly right now?  If yes, how many years have you been playing the piano?  If no, what would you need to learn in order to play this piece?  What knowledge gaps do you have?  Would you need to begin at the beginning?  Or with a little refresher or review of some basic skills and a piano to practice on, could you play one of the lines reasonably accurately?  Do you REALLY know Italian or do you just know some of the musical phrases?  And then what about the intricacies involved when multiple instruments have their own parts in the band or orchestra?  How does it all come together at that graduation ceremony?

Listen to a bit of Pomp and Circumstance:  Pomp and Circumstance for graduation

Expecting a novice musician to play this score well is like expecting a novice reader to read and understand the nuances of the Preamble to the Constitution.  Instruction is needed.  Appropriateness of the text is also a consideration.  Background knowledge and motivation come into play.  Depending on the age and experiences, some scaffolding may be necessary.  And then deeper understanding to be able to compose or improvise something similar involves understanding the mathematics involved in scales in terms of  the progressions in scales and the relationships between the black and white ivory keys.  Many, many, many layers of knowledge similar to reading a text . . .

What other connections to life can you make?

I can appreciate the beauty of this music without being able to play it all personally myself.  But if my passion is reading and writing music and reading and writing words, will I have to somehow learn the notation system in order to put it altogether?  When and how will this happen?

How many different “reading systems” are there in my life?
How did I learn them all?

How many systems will the kindergarten students need to learn in their lifetimes?

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