Is There Really a Bucket?

 Yes, there really is a bucket in my classroom. 

This was a question I got from a person translating Lockdown! into Spanish. She had several issues with the book. She really hated it, but the one thing that she really took issue with was the bucket. 

 Lockdown! is realistic fiction. It is not true, but the elements in the story are based in reality. The bucket I mentioned in it is a real thing. Every class has one at my school. When I told her that she pretty much called me a liar until I offered to send her a picture of the bucket. 

Then she backed off and started to dig into how poorly written it was and the importance of hiring an editor. I provided the two names of the professors at American College of Education that read and graded it (it earned 100% for the class and 100% for the capstone) and the three editors through my publisher that I paid.

Then, she told me I did not do enough research because in the Hispanic culture suicide is not discussed. I told her that she needs to do some research on how women tend to kill themselves -- it is not with a gun as hinted at in the book. See, I am going to let you in on a little secret. Oliver's Mom did not commit suicide. She was killed. Lockdown! is told through the eyes of Oliver (first person). He is not openly discussing his feelings with anyone. Instead it is the narrative in his head. Therefore, he is not talking about suicide with anyone. 

But I digress....

Let's get back to the bucket. I recently opened the bucket with one of my classes. My students are used to seeing a bucket in every class they have ever had. Thankfully, they did not know what was in the bucket. I say thankfully because that means there has not been  a need to open the bucket. So, one day, out of curiosity we opened the bucket. 

What did we find? Two rolls of toilet paper, several plastic bags, a tarp, paper cups, water bottles and a dead cockroach (no joke!). The purpose of the bucket is to be a toilet. If needed, the items would be removed and one of the garbage bags would be placed in the bucket as a liner (think about poop). The tarp would be draped over the two doors to my closet for privacy. The student would use the bucket, tie off the bag and exit the closet. 

I would like to add hand sanitizer and air freshener to the bucket as well as some granola bars. I really hope I never have to use the bucket, but it is important that it is there. It also was beneficial to the students seeing what was in it and why. 

So what now? First, if you have not read Lockdown do it! :-) Secondly, talk to your child about the bucket. Most parents and community stakeholders do not even know there is a bucket. Have an open conversation with your child about how they feel regarding the bucket. What would it be like if they had to use it? What if they had to go number two and some gas passed? What about the smell? What if their classmate had to use it? 

I know it is uncomfortable and something we do not want to think about or children having to do. But, this is our reality. This is the America we live in. We have to have uncomfortable conversations.

LOCKDOWN! One of a Kind YA Picture Book

 Published!

In April of 2023 I was working on my M Ed in English through American College of Education. I had an assignment that was a struggle. Normally, I was able to have my assignments complete for the week by Wednesday when they were due on Sunday. The week of April 24th I had to write a flash fiction. A flash fiction is a narrative using a1000 words or less. It is a new trend inspired by social media posts that used to have a character limit.

Flash fictions also go against (at the time) every grain in my teacher soul. I am constantly telling students to write more and expand on their ideas. Now, I am suppose to write less? Ha! Regardless, I had to do the assignment and I was stuck. It was Thursday and I still had no clue about what to write. Then the routine lockdown happened at school, As I got up off the floor with a smudge of dirt on my dress, I knew I had my topic. The flash fiction Lockdown! was born.

After I wrote it, I knew I had something special and my instructor agreed with me. She told me I really should have it published. But, how? It was only 956 words. I am not a short story author. It is not like I could just add it to a book I was working on. In the meantime I also I had my capstone I needed to start in order to graduate in May of 2024.

I struggled with both how to publish Lockdown! and what to do for my capstone. In the meantime, I was using picture books in my 7th grade ELA class to teach the Elements of Literature. In October on 2023 it finally dawned on me that I needed to publish Lockdown! as a picture book and use it as my capstone. 

On May 1, 2023 Lockdown! hit online bookstores worldwide. It also served as my capstone in which I was able to graduate with a 4.0 M Ed. in English. I expanded on the 1000 world limit per suggested by my Publisher to around 4000 words. It is scary to have such a controversial piece of literature published. However, it is a story that needs to be told because it happens on a regular occurrence across the United States of America. My hope is that it opens up conversations between community stakeholders, teachers and students. 

I need your help to get the conversation started. Would you share the link with your friends and family? Purchasing a book to share with others, keep on your bookshelf, and/or donating a copy to your local library would be greatly appreciated as well! 

Check out my official website: Betsie Morris

How to Teach Exposition

     I recently attended a workshop in which we learned how to write great expositions. Though the content was not new to me, the activity was great. My class spent three weeks on narrative writing at the beginning of the year. We are going to circle back around to it after state testing in the 4th quarter. If your students do not know about the Elements of Literature, you will want to teach it to them first.

    What is the Exposition?

      The exposition is traditionally taught and universally understood as the background of a story. Exposition is the context of a story.  It is what the reader needs to know in order to jump in and follow along. However, it does not just appear at the beginning of the story. It is sprinkled in all through out. It is in the exposition that the reader will usually find the most enjoyment. The key to writing a good exposition is to tell the reader just enough, but not to much. Do they really need to know what the character ate for breakfast? The writer gives enough details in which the reader gets to connect the dots in their head -- which is the most fun in reading according to some experts.

    In the beginning of  story is could be about what a character's normal life is like or connections between characters and their relationships with each other. In the later portion of the story it could be a decision a character makes that needs to be explained, the setting changes and it is in a new time or place, flashbacks and through the revelation at the end.  

When Expositions Go Bad

    There are two ways expositions can go bad. First, there is just too much of it which bores the reader. It will read as vey matter-of-fact. It overly explains everything and it leaves your reader with nothing to piece together on their own. The 5 Ws have all been answered before they are asked. Second, there is too little which leads to confusion. The reader has so many of the 5 Ws to answer and not provided with the needed information to figure it out. The writer may be to close to the projects and does not know what the reader needs to figure it out. 

When Exposition Goes Good

    There is just enough tantalizing information. The writer has given the reader just enough information to understand the circumstances and follow along. Some of the questions are not answered right away and the reader is curious and not distracted by not knowing it all. 

The 20 Minute Exposition

    Before I tell you what the prompt was I wrote my exposition for,  I want to share with you what I wrote in 20 minutes for this activity. Each participant was given a conflict and had to create an exposition for it. If the writer did a good job establishing those two things, the reader should be able to figure it out. Therefore I am not going to tell you what I was suppose to write about until the end of this post. Tell me if you were able to figure it out.

The Stray

    The Furever Mom races into the warm house holding a nearly frozen green eyed puuuuuuuurfect little vixen. "Sandy, you don't mind do you?"

    Sandy wags his fluffy gold tail and woofs softly as to not terrify the house guest. Last thing he wants is those claws coming out.

    Kitty opens her big emerald eyes and bats them at Sandy. She stretches and strolls over to her new friend -- the target of her affection.

    Sandy is aroused in a bizarre way that shocks him. Kitty rubs her body on Sandy purring softly and whips him with her tail. She bursts into a flirty run thinking "maybe if he chases me I can say it was self defense."

    Sandy is a gentle giant and just sits there stoically. Kitty stops, sits and looks deep in the big bronze eyes of her target. Slowly Sandy's tail starts to sway. He hesitantly walks to Kitty, gently picks her up by the neck and sets her down on his pillow. He engulfs her with his fluffy coat. Kitty is alarmed by the warm heat that is developing in the pit of her stomach. She reminds herself of the task at hand.

    Sandy lingers his gaze at Kitty and wonders "could this be? A cat and a dog?" He thinks it could. After all his days are spent chasing birds in the backyards and naps. "See!" He tells himself, "things in common!"

    Kitty wonders where Sandy is hiding the puppies. Regardless she has a job to do. She sharpens her claws....

    Down the street a shout goes out "SANDY! Where did you find this puppy?!?!?! Damn it dog! I still have not found a home for the last one!"

    Kitty hears it to late. Her job is done. 

The Exposition Prompt

    A sweet cat named "Kitty" showed up outside Sandy the dog's home. Sandy and Kitty get along well. However, Kitty is an assassin and Sandy is her target. Or so she thinks. There is another Sandy on the other side of the street that has been kidnapping puppies. Sandy thinks he has found a lifetime friend. Kitty has to complete the mission as soon as possible. 

Did you figure it out?

How to Use Stories to Improve Education

 

• The following is a discussion I posted for a course I took about how to use storytelling in the classroom. Some teachers shy away from using stories because they question how ethical it is to embellish them. I would like to challenge those educators to consider if the embellishment is in the best interest and well being of the student or teacher? If it is in favor of the student, it is okay to use the story. If the story is used as a way to manipulate the student into doing something that benefits the teacher, it should be avoided. 

  There are several things educators need to keep in mind when utilizing storytelling to improve instruction. First, determine if you are telling a story to teach a lesson or build community. A great way to connect with students is to use stories from your own life. This allows the students to see you as a real person and builds empathy (Ang, 2014). I like to start of with telling humorous stories from my life on the second or third day of school (establishing rules I do on the first day so the students know the code of conduct in the classroom). This builds relationships with my students and motivates them in their course work.

  My recommendations are for middle school ELA.

  When using storytelling to teach, it is important to make sure the story you are sharing is relevant to the lesson and the students know what you are teaching. Stories can be interpreted different ways, so checking for understanding and clearing up anything you did not mean to portray is crucial (Ang). Since the storyteller has autonomy it is important the students' wellbeing and happiness are kept at the forefront of the teller's mind. The storyteller's values and judgements need to line up with what is in the best interest of the students (Grose, 2010). Here are the steps to successfully using story telling in the classroom:

  1) Determine what you want the story's theme to be (Grose).

  2) Determine how you are going to tell the story to teach the lesson (theme) (Grose).

  3) Is the story going to have extraordinary characters in normal situations or circumstances (Character based)? If so, it is best told in first person. Or, is the story best told in which normal characters with no special powers are in extraordinary situations or circumstances (Plot based)? Plot based stories are best told in third person (Hollister et al., 2019).

  4) Construct your story with subtexts utilizing pictures, voice reflection and body language if you choose to tell it. Practice it a few times in the mirror or for your family before presenting it to students. Middle schooler are a blessing in that they are exceptionally honest -- which means if you have not practiced they will tell you where you went wrong.  If you are using digital media try Storyboard ThatLinks to an external site. to create and share your story with the students.

  5) Share the story and do a check for understanding to make sure your meaning was conveyed in the manner in which you wanted it. 

  6) Depending on what subject/theme was taught, have the students create their own story using Storyboard ThatLinks to an external site. . Give them the same theme and assign a character for the student to tell the perspective of a certain character of the story you just told. By allowing the student to tell the story it not only provides a check for understanding, but it also gives them an opportunity to be an active participant in a nonthreatening way. This leads to empathy for others and a better understanding of the lesson being taught. 

   

  References:

  Ang, K. (2014). Storytelling in the history classroom. Agora, 49(2), 73–79.

  Grose, C. (2010). Storytelling across the curriculum: From margin to center, from clinic to the classroom. Journal of the Association of Legal Writing Directors, 37–62.

  Hollister, J. R., & Gonzalez, A. J. (2019). The campfire storytelling system - automatic creation and modification of a narrative. Journal of Experimental & Theoretical Artificial Intelligence, 31(1), 15–40. https://doi.or/10.1080/0952813X.2018.1517829

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