Flipped Book Review

Flipped

Flipped by Wendelin Van Draanen

Goodreads Summary:

Flipped is a romance told in two voices. The first time Juli Baker saw Bryce Loski, she flipped. The first time Bryce saw Juli, he ran. That’s pretty much the pattern for these two neighbors until the eighth grade, when, just as Juli is realizing Bryce isn’t as wonderful as she thought, Bryce is starting to see that Juli is pretty amazing. How these two teens manage to see beyond the surface of things and come together makes for a comic and poignant romance.

My Thoughts:

Talk about a character change. Told from 2 different points of view, this book had me mesmerized. Love the author’s style. Can’t wait to read the next one by her!!

Great upper elementary grade book! Maybe 5th and up. πŸ™‚

5 of 5 stars

Five For Friday

I’m linking up over at Doodle Bugs Teaching for her Five For Friday linky!!

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1. I’m an official graduate of the JSU National Writing Project!! YAY! This was the most empowering and invigorating PD experience EVER! πŸ™‚ I’ve written up a blog post about ALL 16 days if you want to browse around on my blog for some great ideas AND some AWESOME apps/websites!

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2. I am writing for the first time ever with Teachers Write 2013.

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Check this out on the fabulous Kate Messner’s site if you’re interested!

3. I very rarely get a picture of my husband so I need to post this one as EVIDENCE that he does exist! LOL! This was after I ran my 1st half marathon back in February at Disney World-The Princess Half. It almost killed me. πŸ™‚

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4. And since I LIKE to punish myself……I’m running another one in August in Chicago!!

The Zooma Women’s Half Marathong. Lots of prayers would be great. πŸ™‚

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5. And since I’m in a hurry to go camping and canoeing with my family and friends this weekend, and of course I still have errands to run and things to do, I’ll end this post with one of my favorite quotes ever:

Life is not measured by the number of breaths we take, but by the moments that take our breath away.”

Have an awesomely happy funlicious weekend. πŸ™‚

National Writing Project- Day 16

The end. It seems impossible. That 4 weeks have flown by at the rate they have.

We graduated today. It was definitely bittersweet. So happy to be finished with a HUGE sense of accomplishment, yet so sad to know that it’s over.

I’ve learned a lot during this time with the National Writing Project. I’ve learned:

that everyone has questions

that researching what you wantt is invigorating

that no task is insurmountable

that being a teacher means being a lifelong learner

that driving 150 miles a day might cause bedsores

that eating wonderfully prepared food EVERYDAY will cause you to gain weight

that I can do anything I set my mind to doing

So- farewell teacher fellows. I hope to meet up again. πŸ™‚

 

 

 

 

 

 

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National Writing Project- Day 15

Sniff-Sniff. Tomorrow is the last day of NWP. I can’t believe it’s almost over.

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One door closes and another door opens. I will be leaving the NWP (even though it will remain in my heart and mind forever) and beginning a new journey with Teachers Write 2013.

I’m not sure where this path will take me. I’ve never considered myself a writer really. But I’ve noticed that the more I talk about writing and think about writing the more I want to WRITE. πŸ™‚

I’ve got to start with baby steps though. As in SENTENCE LEVEL. Or even PHRASES. FRAGMENTS. SNATCHES OF THOUGHTS. SNIPPETS OF IDEAS.

I sectioned my writer’s notebook with 2 major sections: MY WRITING and COLLECTIONS

My first thought was that of course since I’m not a writer the COLLECTIONS section will be much larger than MY WRITING section.

One day into it, and I have proved myself wrong. My fleeting thoughts that MUST be put on paper before I lose them have spread to page #2. That’s right. Page 2. πŸ™‚

And I’ve noticed that these word whispers come to me best when I’m driving. Uh-oh. πŸ™‚ So today I just pulled out my iphone, tapped on the super cool app-Dragon Dictation- and the rest is history. I was able to “catch” my thoughts by recording them and emailing them to myself. Neat.

I know that others involved in Teachers Write are writing stories, novels even. Maybe one day. But for now I’ll just be content with these quiet murmurs that come to me softly like a breath of fresh air.

 

National Writing Project- Day 14

One of the greatest things about participating in the National Writing Project is the FOOD!!!!!!!!! πŸ™‚

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Our celebration picnic was today. Lots of conversation and laughter. I’m gonna miss these girls.

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Most of our time this week (since it’s our last) has been spent catching up on assignments and working on the anthology which will hold all of our creations.

I finished up Jeff Anderson’s Mechanically Inclined just in time to add it to my collection of annotated bibliographies. If you’re interested in reading about the teaching of grammar within writing then his books are for you! I’ve read Everyday Editing and now this one. Next up is 10 Things Every Writer Should Know, which he recommended when I asked him about the CCSS and informational/argumentative writing. Have I mentioned that HEART twitter?

Everyday EditingMechanically Inclined: Building Grammar, Usage, and Style into Writer's WorkshopTen Things Every Writer Needs to Know

Our Round Table discussion was giving feedback to students and peer editing. I’m definitely incorporating response groups into my classroom for peer editing/feedback purposes. Of course, I asked the question that had been burning in my mind-How is it effective for students to let other students edit their work if the other students don’t know any more than them? πŸ™‚

SOLUTION-give students a checklist as a guide-preferably one they helped to create (ownership)

One of the teacher fellows described her procedures for her response groups:

1. Each response group would get a folder with papers in it. These papers would be from the students in ANOTHER response group. This frees them up to be honest in their feedback instead of being scared of hurting someone’s feelings in THEIR group.

2. Each student would have 3 sticky notes to put on each paper for feedback. So when a student got THEIR paper back it might have 12 sticky notes full of feedback!! Genius!

PQP-PRAISE, QUESTION, PERFECT

Also, might want to keep a checklist on each student throughout the grading period. Like a plus/minus checklist. All of these go toward final grade. Writing should be about the process, the improvement, the progress. NOT labeling someone as a C writer or A writer from the very beginning. Makes sense doesn’t it?Β  Still trying to muddle through that for my classroom.

We are on a 6 week grading period. Progress reports (number grades) go out during 3rd week. We have to have 6 total grades by end for each subject. Hmm….

Should my students be publishing 1 piece each 6 weeks? 2? Lots to think about.

Two things that were discussed heavily and have been throughout this NWP are:

1. The use of model/mentor texts. Close reading of them. Read like a writer. Reading and writing go hand in hand.

2. Students need to write ALL THE TIME. Don’t let the “teaching’ of writing interfere with the writing.

I hope I have given you lots to think about. I want your brain to be sizzling and popping just like mine. πŸ™‚

What are your thoughts on giving feedback to student writers?