Chicken Boy and a Giveaway!

I would like to think that I would have enjoyed Frances O'Roark Dowell's book, Chicken Boy, even if it wasn't set in North Carolina. 

But it sure helped to be able to picture the rural farm areas around the triangle region of North Carolina that are slowly being gobbled up by suburban development. Fifteen years ago I visited a goat farm in Durham that no longer exists. 

But I digress.

Like North Carolina itself, the author skillfully intertwines modern people and places with Southern folk and settings. 

Tobin Mccauley, the 12-year-old protagonist, is a lonely outcast in 7th grade. His mother has been dead five years and no one in his dysfunctional family ever talks about her. Tobin longs to live in a "normal" home--one where  his father talks to him and his family does more than eat together in front of the television. His best friend is his wacky Granny, who loves trucks, fishing, and her privacy; but who is also grieving the loss of her daughter.

Into this picture walks a new boy in school. Henry not only befriends Tobin, but encourages him to join him in his chicken-raising venture--despite the fact that Tobin hates chickens ever since watching Granny ring one's neck with her bare hands. 

Through Henry's friendly perseverance, Tobin sheds his skin of his old self, discovers he likes chickens, realizes that he has athletic and academic abilities, and begins to have friends at school. Henry is a powerful secondary character who comes alongside of Tobin, accepts him for who he was, and nudges him out of isolation.    

I also loved Granny. Since I listened to this book on CD, I can't quote any of her lines, but trust me, she is a Southern Toyota-truck-fixing character you won't forget. Other secondary characters including Tobin's foster parents, school teacher, social workers, and family therapist are also skillfully portrayed. 

O'Roark Dowell created original, quirky characters that stick in the reader's mind. Do you know a grandmother who drives up on the sidewalk in front of her grandson's middle school? Or a boy who wants to prove that chickens have souls? Or a 7th-grader who notices his teacher smells like lemons and likes to sniff the oil and grease on a tool? These people were real.

Vivid details bring Chicken Boy's characters to life.  As I move into my next round of revision of Half-Truths, I want to bring more depth to my characters. In order to do that, I've decided to use my daybook to start recording random characteristics of people I meet and know. 

Watch out. You know that quirky jerk of your head or the way you fling your hands out when you talk? You never know. I might just be watching...and taking notes about you. 

                                           *********
AND...Frances O'Roark Dowell is donating either a copy of this book or audio book to one lucky reader! Leave me a comment by the evening of July 27th (with your email address if you are new to this blog) and you might win!
  

Thinking Out Loud on Paper

There are books that you read and wonder, "Why didn’t I think of this?"  Thinking out Loud on Paper: The Student Daybook as a Tool to Foster Learning   (Heinemann, 2008) is one of those books. 

Used in all grades, the daybook is a marvelous way to hook students in all subject areas to "think out loud" through writing. I resonate with the concept since it fits with my own experience as a writer. I remember things better when I write them down and I process my thoughts and experiences by writing about them (as readers of this blog know!). Now with my own daybook, I have a place to keep my random thoughts and jottings all in one place.

The book is co-authored by five members of the UNC Charlotte Writing Project. As such, each author has contributed his or her experiences with using daybooks personally and in the classroom. The result is an easy-to-read guide on how to implement daybooks. Chapters include how to organize, sustain, and assess the books; as well as the advantages and disadvantages of going digital.  

From the introductory chapter, the authors explain their thinking. "Daybooks have helped us foster ways of learning that allow students the space and freedom to be silly and messy, to be thinkers and writers just for the sake of thinking and writing, to be miners of their thoughts even if just to dig out a golden line from something that they read....The daybook breaks down the typical disconnect that occurs in schools: disconnects between theory and practice, between one grade and the next, between one subject and another, and between the way people really learn and how we often feel obligated to make our students learn in very specific and predetermined ways."  (p.1, 2)

This book takes the simple, ordinary composition book and elevates it to a position of central importance in the classroom. More than a journal, it not only is a way for students to record random thoughts which they might use in a poem, essay or story; but is also a place to store favorite quotes ("golden lines"),  new vocabulary words (which they pick and share with their peers), questions for book discussions, revision strategies,  focused quickwrites, maps of complex texts, metawriting musings, as well as "ordinary" writing assignments. 

One invaluable aspect of the daybook is how students reflect upon patterns and themes they discover in their own writing. As Karen Haag, one of the authors writes, “A key component of daybooks is self-assessment. By having their thinking in one central place, students can refer back to their ideas through the year. Writers look back over the pages and see progress…I ask my students to reflect on what is happening in their daybooks and document what they see. Students build this reflectiveness over time through daily, weekly, and quarterly assessments. These assessments become as important for growth as the work itself.” (p.85)

Using the daybook concept, teachers are creating creative and inquisitive writers.  As a result, these students go into standardized testing with confidence and smiles. “Becoming a writer and feeling the joy of writing is how we spend 99 percent of our time. Only 1 percent of our time is spent on the test—and in that time, we are showing them that they already know everything they need to know.” (p. 46)

To sum it up: “Daybooks make visible students’ thinking and learning.” (p.61)

Now, why didn’t I think of that? 

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Thinking Out Loud on Paper, daybook, Karen Haag, UNC Charlotte Writing Project, teaching writing, writing across the curriculum, metawriting, quickwrites
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