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Wednesday, February 4, 2015

An Apology

From today's assigned reading:




Why did the apology sit there "large and loud and clumsy"? Why is she sorry?

Beyond the questions --- Just the language... Markus Zusak masterfully crafted this moment. 

What part of today's reading did you find powerful? Why? What did you notice & note?  



Share your thoughts!! 

#engage #learning

Wednesday, January 21, 2015

A Collection of Favorite Moments

We just started reading The Book Thief, and we already have favorite parts!  Thank you for sending me snapshots of your books!










Wednesday, October 15, 2014

Challenge: Exciting Headlines

One great way to hook a reader is to provide a compelling title for your piece of writing.  Many of you are still struggling with the idea of a creative title.

Challenge:  Go online to some newspapers and magazines.  Find examples of intriguing headlines. Tell me why a particular headline caught your attention.  Make sure to include the newspaper/article where you found the headline.

Follow the format in the example below:

From The New York Times:  "What if You Just Hate Making Dinner"
While I do not necessarily "hate" making dinner, this headline grabbed my attention because I think the article may provide some tips for making the process easier and less of a chore.
Mrs. Powers

Make sure to comment with your name and period, and I will give you extra credit!

#extracredit

Tuesday, October 7, 2014

Studying Smarter

I just came across the article on my Facebook newsfeed: Better Ways to Learn.  I totally thought I was going to gain new information on how to study and the best ways to learn and retain information.

There was something new.  I've always been a believer in the study session, and I'm surprised to see that research shows it may not be as effective as I thought.
For starters, long and focused study sessions may seem productive, but chances are you are spending most of your brainpower on trying to maintain your concentration for a long period of time. That doesn’t leave a lot of brain energy for learning.

However, there is some research that supports what I've come to realize over the years.  Here is one strategy I always try to instill in my own kids:
One way to signal to the brain that information is important is to talk about it. Ask a young student to play “teacher” based on the information they have studied. Self-testing and writing down information on flashcards also reinforces learning.

Read the article.  Does it change anything you believe about learning? Will you change your habits in any way?  Comment below.

Thursday, April 10, 2014

Stossel Essay Winner!

Julia Perillo's Stossel essay  (Food Nannies) was awarded a prize! She earned a spot as one of 50 semi-finalists and will be receiving a $100 check for writing an essay! Isn't that amazing? 

Nearly 7,000 essays from students across the country were submitted to the contest, so all winning essays—even Honorable Mentions—were among the top 2% of all essays submitted

Congratulations!  Here is Julia's essay. 


To Eat, or Not to Eat
by Julia Perillo

While the government should try to inspire people to make healthy choices, it is not the government’s responsibility to force people to eat healthy. As New York Times reporter and author of Salt Sugar Fat Michael Moss says, “They may have salt, sugar, and fat on their side, but we, ultimately, have the power to make choices. After all, we decide what to buy. We decide how much to eat.” This quote illustrates the idea that people have the power and the choice to decide what they eat, not the government.  Personal decisions about which foods people will eat should not be disrupted by the government.
Having the freedom to make choices between many options is part of what makes America a unique, free, and desirable country to live in.  For instance, if the government were only to allow its citizens to practice one religion in this country, people would angrily protest for having their liberty taken away.  The same goes for food.  People should have options and freedom to consume whatever they want without government interference. While the government should inspire and motivate people to live a healthier lifestyle, the government is not responsible for banning certain types of foods and limiting options for the public. The Declaration of Independence states that people have natural born rights to  “life, liberty, and the pursuit of happiness.”  To clarify, by creating bans and restrictions that limit people’s food options, the government is denying Americans their natural right to live their lives the way that they want.
When the government imposes health requirements on certain corporations, it costs the corporations a great deal of money and these requirements are often ineffective. As John Stossel mentions in his Fox News hour Myths, Lies, and Complete Stupidity, the government is forcing big corporations to post clearly visible calorie counts on their menus.  This costs the companies money and time to change their promotional materials and signs, and to research and calculate the number of calories in their offerings. Ironically, studies have shown that even with these calorie counts clearly visible to patrons, people actually consume more calories than they would without access to nutritional information.  Evidently, the government’s costly regulations are pointless and inefficient.  Moreover, government is forcing companies to incur an expense, yet there is no health benefit to the consumer.  Furthermore, New York City’s former mayor Michael Bloomberg banned establishments from selling “supersized” sugary drinks.  However, nothing is stopping people from buying bigger drinks from the supermarket or purchasing more than one large cup. The fact of the matter is, if someone wants to live an unhealthy life, they will find a way to do it. The government’s bans do not affect their decisions, and can end up causing companies to waste money.
Because the government now pays for some people’s healthcare, some argue that the government should play a bigger role in keeping people healthy. Obamacare has turned healthcare into a government issue.  People who are obese have a much higher risk to develop high blood pressure, diabetes, and heart disease.  On the other hand, not everyone was in favor of Obamacare and not everyone receives Obamacare. Additionally, people who do not receive socialized healthcare should not be forced to be healthy since the government does not pay for their health care.  Though the government should inform people about healthy living, they should not be allowed to ban things on the basis of government health care that not every citizen is receiving.

The government should not be responsible for keeping citizens healthy because it violates the right to freedom of choice, it is costly yet ineffective to implement some of these measures, and the government does not pay for everyone’s health care so the government should not force everyone to be healthy. People have the right to live the kind of life they want to live, and the government should not interfere with this unalienable right.  It is not the responsibility of the government to dictate what an individual chooses to eat, and everyone should have options for what they would like to eat.  John Mackey, the founder of Whole Foods once said, “Rather than increase government spending and control, we need to address the root causes of poor health. This begins with the realization that every American adult is responsible for his or her own health."

Wednesday, March 19, 2014

Literary Fair Winner - Manga by Catherine Wu


Congratulations to Catherine Wu who placed first in the Manga category for her short manga based on "Part 1: The Grave Digger's Handbook" of The Book Thief by Markus Zusak. Her piece will move on to the district competition. Click on the link below to check it out!

Tuesday, March 18, 2014

Literary Fair Winner - "Dad Dreams" by Ryder Kaplan

Congratulations to Ryder Kaplan who one first place in the Rap (Spoken Word) Poem category. His poem will move on to the district competition.

Dad Dreams
by Ryder Kaplan

“Hey, son, go play with the other kids!” Dad shoutin’ from the hallway.
“No, I’m busy!” conversational relay.
Race of his emotions; fingers tap tap tap at the keyboard.
“No wonder they call you a fat nerd!”
Well, Dad, you don’t see it, teachers can’t believe it -
Your son’s a lyrical miracle, a true genius.
Tappin’ the keys when the other kids were tappin’ their feet.
Tryin’ to compete for a position as a top athlete.
None have won some still believe
They can run and run to a career victory.
But not your son, no, he has bigger dreams.

Your son wants to be a poet -
A master of the written word, mended by metaphors
Assisted by alliteration.
His mind’s racing, pacing back and forth, in his room contemplating.
Happiness in writing his feelings, but they’re all locks; the keys keep changing.
He sits in his room alone, with his own thoughts,
There’s treasures in his mind, dad’s bringing him down; he can’t open up his own vault.



Flash forward -- it’s senior year.
Dad in the aisle; son’s surrounded by his peers
Watching in awe at his awesome academic achievements,
But Dad’s still not proud .
A valedictorian of the written word
“Gee, Dad, this fat nerd really got heard!”
With praise from the whole school,
And he didn’t have to drown in the pool of liquor.
It was evil snickers
That would come with athletic dreams.
He never let his dad’s lack of approval come between
His poetic dreams and as he stands on the pedestal; it’s quite a scene.
The boy’s complete dream, not deemed worthy
Just because his father wanted an athlete on the football team,
But it’s all OK, because at this moment right now, on this pedestal
Diploma being forked over by the principal or some older
Man that isn’t Dad but he’s glad that he had
This opportune opportunity to tune out of the cartoons and Dad’s rules
And it ended well, for his son, and Dad thinks to himself
“Hey, maybe he’s done with my vision, and he may be fat

But he pursued his dreams, did great, and I love him for that.”

Friday, March 14, 2014

Literary Fair Winner - "The Being of Pain and Destruction" by Camille Adames

Congratulations to Camille Adames who won first place in the Free Verse category. Her poem will move on to the district competition.

The Being of Pain and Destruction
by Camille Adames


His aura shadows you.
His being stalks you.
His dark mass preys upon your soul.
The more you resist,
The easier he snaps you back into his malice embrace.


He can be a massive boulder
Or thousands of ill-sized pebbles.
No matter his size,
His demeanor is always the same,
Onerous,vile, and destructive.


Peers throw him at you.
Pass-byers  may toss a few pebbles your way.
Bullies bombard him as boulders of mass destruction.


He is impossible to dodge.
He always finds a way to seep inside.
The horrid part is
He doesn’t leave.
Ever.
His sting might dwindle,
But his being will never die.
He is forever.


He travels with you for all eternity.
He chooses to bite at times,
But he mostly keeps still.
Do not fall for his trickery.
He is still there, waiting to pounce.


Be wary of him, Judgement.
Do not toss him around unconsciously.
He is a dangerous and powerful creature of Lucifer,
Peace exists so long  as he is extinct.

Monday, December 2, 2013

Sunday Dinner - Contest Winner!


Harrison Arnberg received the Third Prize for the Creative Writing Contest to complement the exhibit "Growers, Grocers & Gefilte Fish: A Gastronomic Look at Florida Jews & Food" at the Jewish Museum of Florida.  He will receive a prize of $50 and deserves acclaim!  Congratulations, Harrison!

Sunday Dinner
by Harrison Arnberg

My brothers and I sat at the table, rubbing our hands together for the meal.
It was all-American night: hot dogs, hamburgers, but no veal.
This meal became a Sunday night tradition.
Since our new older brother joined us as an addition.
His name is Vieux Kande, a boy from Senegal.
He rolled into our house like a bowling bowl.
We decided to take him in from the Sagemont School.
He came to the States for basketball, and he was very cool.
Ever since then, Vieux and I have been stuck like glue
Despite our religions, and their own view.
He came to my Bar Mitzvah although he is Muslim.
He sat amongst my family including my first cousin.
So now whenever we eat that special meal as a family,
We think about how much weʼve been through and how itʼs meant to be. 

The hot dogs, hamburgers, mac and cheese, and sausage are the foundation 
Of a Sunday night feast beyond fascination.
Vieux and I agreed to make this meal a tradition.
When we are older and hang out, making this meal is a mission.
We shall pass it on amongst our families
No matter where we live in other countries.
The all-American meal with forever be in my familyʼs heart. 

Friday, October 4, 2013

A Haiku Party

A Haiku doesn't have to be the typical 3-lines - 5, 7, 5 (syllables) structure. It can be about capturing a moment. I've been writing in non-traditional Haiku for days now. 

I call this one 5:45 am.

Steam invades my sleep
music fills the morning air -
The new day begins.

Here are some of my favorites from last night's #haiku #extravaganza on Google+


Crispy Strips
by Noah  Barboza

An aroma fills the air-
Sizzling grease stings my skin
on a perfect Sunday morning.
______________________________

by Jessica Kang

In hot air balloon
Floating towards the sunset
Dream of a lifetime

Small panic attacks
Barely suppressing frenzy
Procrastination

______________________________

by Andrew Braxton

Frightening goblins
Spooky, scary skeletons
Roaming 'round the street

Fear grips at my soul
I can feel chills down my spine
Could this be the end?

Wait, it's Halloween
I forgot to buy candy!
Yep, it is the end.

______________________________

by Zack Galpern

Luke gets a call to adventure
He crosses the threshold into his journey
To the Death Star he goes...

______________________________

by Evan Joseph

Learning fills my brain 
Teachers demonstrate lessons
School has now begun

______________________________

Do you have another one? Comment below.  

Tuesday, May 21, 2013

Tips for Ultimate Success on Team 806

It's that time of the year when I ask you guys to give words of wisdom to the seventh graders who will grace Team 806 with their intelligence next year.

What bit of advice will you give them to reach ultimate success in 8th grade?

Maybe something general that applies to the whole team?

Perhaps something more specific?

Go ahead, graduates, give them your advice!

Sunday, March 17, 2013

Literary Fair Winners

Congratulations to the following students who will represent Team 806 at the Broward County Literary Fair.


Worth Every Tear
By Antares Tobelem (Personal Narrative)

     Have you gone yet to watch Les Misérables in theaters? Were you like me, indecisive about watching it because you were unsure as to whether you should bring concessions or a box of tissues? Did I really want to leave the movies, a place where I have found comfort in romance and comedy for so many years, puffed up in the face and wretched with tears?
      Could I really resist when the family decided to go and watch it on Christmas Day, the day of the premiere? Would anyone else have really enjoyed to spend an hour waiting in a line, fighting for a seat, only to watch a so-called “classic” story that would leave me with a depressing realization of what the world was really like?
     When you sat down with your popcorn to watch it, did you prepare yourself for 2 hours and 38 minutes of sobbing and despair? Did the end of each preview that passed make you feel like you were slowly sinking into a terrible abyss from which there was no return? Was your mind reeling in expectation, holding back the tears from remembering the movie trailer before the real movie even began? Did you think you were the only one?
      When that first scene came on the screen, of an overworked Hugh Jackman (Jean Valjean) obviously working as a slave to haul a huge boat safely into port, did you hold your breath? Was the thought of a man spending  19 years in slavery only to be told he would spend several more rotting away make your stomach flip?
     Were you compelled by the story of Fantine, the woman who was fired from her job but had a child at home to feed? Did you feel your soul ripped apart as you watched the poor Fantine sell pieces of herself, her hair, her teeth, and her innocence, to continue to feed that same child?
     At the hotel where Cosette, Fantine’s daughter, was being abused by her caretakers, did you cry with her as she spoke of a “Castle on a Cloud?” Did her wishes for freedom and love become yours?
      If your children went to go see the movie with you, how did you explain to them that the little girl’s mother was dead and a complete stranger would now take care of her; how could you possibly have made them understand?
      When was it that you finally realized that Jean Valjean’s strength as a slave was foreshadowing to his later discovery as a paroled convict? When he lifted the carriage off the poor man on the street? Or was it already after police inspector Javert reported him as one?
      Were you lost through the years as Cosette grew older, constantly relocating because of Jean Valjean’s endless escape from Javert’s wrath? Were you as amazed by their will to live; only needing to be together?
      Was I the only one who almost forgot that amidst all of this drama, the French Revolution was right at its peak?
      Introduced to the older, more beautiful Cosette and finding that she falls in love with the handsome Marius; did you feel hopeful for the future? Did you feel sympathy or disgust at Eponine when you realized she was the daughter of the same caretakers who mistreated Cosette as a girl, and knew that she, too, loved Marius?
     Was that same hope lost again when Cosette left her beloved, and Eponine still was sulking over the ignorant Marius? Was your head spinning in circles yet?
     How did you feel about Gavroche, the young blonde boy who fought alongside his brothers for independence? Has anyone not cried in the scene where young Gavroche is mercilessly shot down by troops of the opposing side?
     And later, when the two sides faced each other at the barricade, did Eponine’s sacrifice for Marius seem crazy, or simply driven by love; nevertheless, could you have done the same? As the two sides of the revolution fought, would you have placed yourself as one of the rebel leaders, or someone who hid in their home to protect the children from the guns and war? Was Jean Valjean’s rescue of Marius a brave, inspired, moving action? Do you understand now that a father’s love for his daughter and her wishes causes him to move mountains?
     Were you confused by the scene where Javert commits suicide as well, taking a minute or two to comprehend that by saving his life, Jean Valjean brought it to an end? Maybe he was trying to say that the one man he had spent his entire life as a police inspector pursuing, was really a miraculous human being? How much did Javert’s actions teach all of us as individuals about sacrifice? How can we apply these lessons to our own lives?
     After Marius and Cosette were married, and at the end when Jean Valjean passes away, where was your mind left?
     With Gavroche?
     With Eponine?
     With Fantine?
     With the men who lost their lives in the barricade?
     With Javert?
     What was it exactly that you learned? That strength and compassion surpasses all hardship? That unlucky convicts can improve to become respectable people? Or maybe you just learned to forgive and to love, to help others in any way you possibly can?
     Was this an incredible movie? Did you stand and applaud at its end? Was it worth all the tears and heartache? Was it worth the message?
     Well, what do you think?


--------------------------------------------------

Just Because
by Sterling Wertanzl  (Quatrain Poem)

Everyday the crowds appear in the long, narrow halls,
On the playground, by the cafeteria, near the bathroom stalls.
I hear their giggles, I hear their hate,
And I finally realize: All I am to them is bait.

I watch them whisper and pretend that I don’t care,
And that I don’t notice their rude and hateful glares.
They’re more than just bullies, they’re more than just girls.
They’re beautiful monsters with hate intertwined in their curls.

I sit alone at lunch while they laugh at me and stare,
And that’s when the fire in broken heart begins to flare.
They say they’re friendly, their savage personalities in disguise,
But I know they’re evil, all their words are just lies.

Their constant mocking makes me scream from the inside,
The tears stream out and there’s nowhere to hide.
They have won, yes, the leaders of the pack,
They’ll take my mourns as their prize and mount them on a plaque.

And yet the others don’t care, no, they don’t mind,
If anything they’re clueless, oblivious, and blind.
One day I’ll disappear and they’ll finally feel my pain.
I’ll be watching over them as I freely and happily reign.

After it all, all that’s left are these blistering battle scars.
As I hopelessly gaze above at the shining night stars,
I see the sanctuary of the heavens above,
And I know there are angels up there who will welcome me with love.

I hear my mother’s cries and my brother’s loss of control.
I closely watch over them as they try to revive a body with no soul.
Their faces weep over the broken victim who always will be and was
The girl who took her own life just because.

-----------------------------------------------------

The Right to Fight
by Sara Burgoa (Editorial)



In January, Defense Secretary Leon Panetta reignited a debate that’s been going on for years by lifting the ban that prevented female soldiers in the armed forces from fighting alongside men in equal combat roles. Although many citizens feel that women in military combat zones would reduce the effectiveness of the armed forces, I wholeheartedly believe that, as long as they meet the physical requirements necessary, anybody should be allowed to serve their country in whatever way they can, regardless of their gender.
        Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex.” These words were taken directly from the Equal Rights Amendment which, unfortunately, was never ratified by Congress. However, the concept of equality among the sexes addressed in the measure applies directly to the women-in-combat debate. Women should be entitled to the same rights as any male citizen, even if it includes adopting traditionally masculine characteristics. One of America’s chief features is its promotion of equality, but by preventing women from performing in the combat roles, the U.S. would seem hypocritical and unpatriotic.
        Already, females throughout the nation risk their lives to help their community on a daily basis. Allowing them to contribute to our well-being in combat zones is simply taking their dedication to the country one step further. Female soldiers (who make up about 14% of the 1.4 million military personnel, as of 2012) undergo rigorous problem-solving and self-defense training prior to being sent to a particularly dangerous war zone, so it’s not like they are completely helpless. Moreover, with the old, restrictive combat policy, it was difficult for female officers to progress in status. The military limitations that women have to face today share parallel similarities to the restrictions faced by African Americans in the past, which proved to be completely unconstitutional and unfair.
        One of the most beautiful American concepts is that of choice. Women who meet the physical requirements for participating in combat roles in the armed forces should be allowed to do so if they choose to. Obviously, entering any war zone involves great risk, but the decision should be left to the American women, not to the men who represent them in government. That is precisely the reason that Panetta made the right choice when he consented to the lifting of the constricting ban. Indeed, female soldiers in the armed forces should be allowed to serve in equal combat roles alongside men; it is simply un-American to say otherwise.

------------------------------------------------------------------

Society Gazette
by Justin Oletsky (Literary Newspaper)




Monday, February 11, 2013

Writing Element: Conventions


Welcome to the final week of our review of the four writing elements.  Each week, you will be assessed on the specific element reviewed by completing a timed essay assessment similar to FCAT Writing. Fun!!

There are four writing elements which make-up the criteria for how writers are assessed. These elements include: focus, organization, support, and conventions.  Three weeks ago, we reviewed the element of focus.  Two weeks ago, we reviewed the element of organization. Last week, we reviewed the writing element of support.  This week, we will review the writing element of conventions.

The element of conventions is all the basic writing skills you have learned and practice since elementary school!!  For some of you this is the most difficult of all the four elements.  The best advice I can give you is that you must edit your writing. You can do this.

Get ready to "Write On!" this week.   

Take a look at this video presentation.  I also emailed everyone a pdf copy of the presentation as well as some additional information.  As always, feel free to post or email any questions or comments.


Sunday, February 3, 2013

Writing Element: Support


Welcome to week number three of our review of the four writing elements.  Each week, you will be assessed on the specific element reviewed by completing a timed essay assessment similar to FCAT Writing. Fun!!

There are four writing elements which make-up the criteria for how writers are assessed. These elements include: focus, organization, support, and conventions.  Two weeks ago, we reviewed the element of focus.  Last week, we reviewed the element of organization. This week, we will review the writing element of support.

The element of support builds upon the skills which were assessed during the last two weeks.  You will notice how the same skills you have been practicing will be assessed within the writing element of support, and some new skills are added in.  The writing element of support is possibly the most difficult for many of you, but as I said on Friday, I have seen a dramatic improvement in this area in your class writing.  You can do this.

Get ready to "Write On!" this week.  

Take a look at this video presentation.  I also emailed everyone a pdf copy of the presentation as well as some additional information.  As always, feel free to post or email any questions or comments.


Sunday, January 27, 2013

Writing Element: Organization


Welcome to the second week review of the four writing elements.  Each week, you will be assessed on the specific element reviewed by completing a timed essay assessment similar to FCAT Writing. Fun!!

There are four writing elements which make-up the criteria for how writers are assessed. These elements include: focus, organization, support, and conventions.  Last week, we reviewed the element of focus.  This week, we will review the writing element of organization.

The element of organization builds upon the skills which were assessed last week during the writing element of focus.  You will notice how the same skills you practiced last week will be assessed within the writing element of organization, and some new skills are added in.  It's getting more challenging, kiddos, but I have faith in you.

Get ready to "Write On!" this week!

Take a look at this video presentation.  I also emailed everyone a pdf copy of the presentation as well as some additional information.  Feel free to post or email any questions or comments.




Sunday, January 20, 2013

Writing Element: Focus

For the next four weeks, we will be reviewing the four different writing elements.  Each week, you will be assessed on the specific element reviewed by completing a timed essay assessment similar to FCAT Writing. Fun!!

There are four writing elements which make-up the criteria for how writers are assessed. These elements include: focus, organization, support, and conventions.  This week, we will review the writing element of focus.

Take a look at this video presentation.  Feel free to post or email any questions or comments.


Monday, October 8, 2012

Flipped Lesson: Using Transitional Devices

For our next flipped lesson, I want to introduce the concept of using complex sentences (LB, S) as transitional devices.  This short video will go over how to incorporate these sentences at the beginning of body paragraphs to add more maturity to your writing.  With this new skill, you will stop using the typical transitional words like "first" "next" "also" "finally" and "in conclusion" to begin body and concluding paragraphs.  Instead, you will use the LB, S to smoothly and maturely move from one idea to the next.  Don't worry, you will still use transitional words!  Those transitional words work perfectly within paragraphs to indicate examples, additional information, and/or comparisons.  

As with our first flipped lesson, please take notes and jot down any questions you may have to ask me in class.  Also, feel free to comment on the blog, and I will respond there as well.  Remember, asking questions is part of learning.  Don't be embarrassed if you feel as if you're missing something.  Chances are someone else feels the same way; be the hero and ask the question!


Saturday, September 22, 2012

Rules for Writing


Read this article in The New York Times How to Write

Questions to consider:  Which of these rules seem important to you?  Did you learn anything new?  Do we need rules for writing?   

Sure, it's extra credit.  Read the article.  Answer the questions. Make sure your responses provide evidence that you actually read the article (quote it!).  Due by Friday, 9/28

ps - If you comment here, you will get extra credit at the end of the quarter for blog participation, but you will only receive extra credit for this separate assignment if you turn in a separate response as described above.

Wednesday, September 19, 2012

A Flipped Lesson: Grabbers and Clinchers

What's a flipped lesson?  It's a form of teaching that allows us to spend more time actually practicing skills in the classroom instead of lecturing.  For this lesson, you are going to watch a video presentation which reviews the concept of Grabbers and Clinchers. (This is a review because you all learned about Grabbers and Clinchers last year.)  Make sure you have a piece of paper to take some notes or jot down any questions you want to ask in class tomorrow.

The handout of the presentation is posted on the website.



Disclaimer:  This is my very first flipped video. Be kind!

Please, feel free to comment or ask questions below; I'll respond!


Wednesday, August 22, 2012

Here We Go Again...

It's the start of the new year which means new blog posts for me.  I usually begin the year by looking forward, but this year, I'd like to reflect.

For the first time in years, my family had a completely new summer experience.  Let me explain.  Since my husband and I are both teachers, summers have typically been pretty carefree and unplanned by the Powers family.  We hang out.  We go the beach. We take road trips. We pick a place on the map between here and New York and go.  It's fun to bond with our kids (for us, anyway) and get to visit family up north without care or time schedules.

This year, a great friend recruited us to Camp Green Lane in Pennsylvania.  My husband was the Athletic Director, and I was the supervisor for the Inter Boys (ages 8-10). The kids, well, they got to be campers.  None of us have ever been to sleep-away camp, and all of us are pretty used to all the comforts of home and doing whatever we want over the summer.  However, we embarked on our new adventure with our minds open (mostly) and ready to love it.  Love it? We did.   Since getting home, all we think about is "next summer," and we really, truly understand what people mean when they say they live ten months for two.

(Picture:  My kids and I in front of my cabin on visiting day.  This is the only time all summer I got to be with all three of my kids for a minute!)


I could go on and on about what made this an incredible experience for my family, but really, I want to hear about your summers.

What did you do?