By empowering our students to lead and serve lead for change is changing lives, transforming communities and improving our world. Learn more, check out the research and access free leadership curriculum now at leadforchange.org. Good evening everyone. On behalf of the American Federation of Teachers, I'd like to welcome everyone to today's webinar. On centering student voices through storytelling, we have a. Skilled presenter with us. My name is Marge Brown. I work at the American Federation of Teachers and I am in an associate director there and I will be your moderator. Before we begin, I'd like to thank today's virtual conference sponsor lead for Change, which is celebrating its 10th year. Lead for change is a free leadership curriculum for grades six through 12 with a community service framework that is easily integrated into any class, club or setting. Need for change is the nation's fastest growing, privately funded student leadership program with more than 15,000 educators in nearly two million students give you a class, club or school. A chance to win up to $10,000 in the lead for change challenge. You can learn more about lead for change by clicking on their logo. On the right side of your screen and we truly appreciate your support. Now let's watch a short video on how our webinars work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. Beautiful. And the poll question. Is. Oh you have a day off all to yourself, no obligations. What do you do, wow? Do you take a solo road trip? Do you sleep? Do you curl up with a book? Do you do some quality TV bingeing? Four choices take your pick. We will give you a minute or so to answer that. What would I do? Not a road trip. I would probably curl up with a book. Although there are some TV shows I need that need bingeing sobin seriously needs some bingeing. Stacy, have you answered this yet? Are you thinking about your answer? I did. I did answer it. I as much as I want to say that I would curl up with a book. I would probably spend all day napping. That's honestly right. Now, let's see what everybody else said. I think if I click this slide. There we go. Oh, look at that. Book and bingeing are tide. Wow. That's pretty impressive. 37% book 37% ******* read back and forth back and forth back and forth. Anyway, enough about that. Let me introduce you please to Stacyville Classic from the East Con. East Conn Arts Center. He's calm center art at the Capitol district. I'm going to screw up every time I say it's Stacy. I'm gonna let you talk now. I'm looking forward to this presentation. Thank you so much for being here. Stacy and thank you all of us for joining us and Stacy's Bio is in the right side of your screen. Goodbye thank you Marjorie. Hi everybody, my name is Stacy Boca stick. I teach at a performing arts magnet high school in Willimantic, CT. I am the. Ultimate theater kid, but I run the creative writing department and teach English there in the comment section here, I'm noticing that we got a lot of East Coasters, but we've also got a lot of West Coasters, and I even see some. Some middle country folk so welcome in all of your different time zones. Thank you for. Coming to hang out with me tonight or this afternoon, whichever it is for you. I always like to start these by pre apologizing if my dog starts barking and comes into the frame she likes to be the center of attention too, so hopefully she will stay away. It's almost her bedtime. So thank you again for joining me. I hope everyone is having. A good school year so far. You know, I don't know how it's been going for you all, but I think this year. Has even been harder than last year, but we are. Muddling through one day at a time. And I cannot believe that it is almost the end of March. Where has the time gone? We were almost at the end of the school year and I just can't even believe it. So as Marjorie. Said we are going to talk about student voices and storytelling and there's a bunch of different ways that people might take. This title, right so? We want to make sure in all of our classrooms that we are presenting our students with voices that. They can connect with that. They can identify with. We wanna make sure that we are giving them the space to share their own stories. And we want to be able to do it in a way that is. Respectful that is. Open and brave and safe. A lot of times people will talk about. Creating a safe space for students and I've started to think about it a little bit differently. I wanna make a brave space for students where not only are they safe, but they feel that courage and that bravery to share themselves with each other and with us. As I said, you know, I teach at a performing arts school. I was a theater kid. I was always on stage. I love being the center of attention me. It could be only child syndrome as well too, but I love a story. I love to tell stories. I love to share what's going on. With my students, I teach high school so we have a lot of conversations. About a lot of things just yesterday. Just yesterday I was telling my juniors and seniors a story from when I was their age about this. Concert that I had gone to. And. They were mesmerized and just like can you just tell us stories all the time and I wish that I could. But you know, we have other things to do, but there is a way to kind of bring storytelling into the mix. So today I wanna share with you some activities that I have included in my classes that you might be able to modify or just use as is in your own classes to kind of get kids talking not only about themselves but about other. People and places through some art. And as a way to kind of build that connection in the that community. So. Our first poll question. Is you know how often do you let kids tell stories in class? I know this is going to be different for everybody because we have different curricular needs and demands and maybe let is the wrong word. So let's say how often do you make space for your kids to share their stories. Let's see. I forgot how I see the results. I feel like it's a hover. Is there a resulting? I think it's just the next slide. Is it OK? That's where I was when I did, OK? Well, let's go. Yeah no look there it is. I'm so silly. It's seven o'clock here in incitti. It's almost been bad time. Let's be honest, so thank you for being patient with me. I love it. We've got another tie we've gotten every day and at least once a week I love it. I love it. And if and if you aren't in that place where this is part of your regular practice or you don't feel like you have that time with all of the other demands that you have upon you, 'cause, let's face it, it all gets piled on the classroom. Teacher, right? I don't want you to be upset. I don't want you to. Feel guilty or feel like you're doing something wrong because that's not true, right? But let's see if there's a way that we can work within the confines. And demands that we have on us to kind of make it more available for kids to be able to do some sharing like this. So when we think about the why we tell stories? But these are just a just several ways. There's so many more, right? We want to make sense of what's happening around us. We want to understand ourselves. We want that connection and community. We want to connect with our past and maybe share our culture with others and we wanna like share our experiences. I know that's. Kind of where I come from the most with my story telling is that I want to let my students know that. Be adults in their lives. Have experienced a lot of the same things that they are currently experiencing and that it gets better. But also, I'm really proud of who I am and what I have overcome in my life. The experiences that I've had my family. You know, I'm. The granddaughter of immigrants my my grandparents came here from Sicily after World War Two. And I have so many stories about them and how we grew up and. And I share a lot of that with my students because it's important for me not just to keep my family alive, but. To to show them that you know there's so much more to the world and to who we are. And I love, you know, talking about food and language and music with them. It just it makes me feel good. So there's a bunch of other reasons why we tell stories. And so. I think that's a very individual thing. But we also want to think about how we tell stories. And it doesn't just have to be. Through writing, I think a lot of times, especially as an English teacher, we get stuck in the short story kind of thing, or a memoir, or something of that that nature, but. Any way that makes sense to us is how we can sell stories. We can tell stories through music, either music that we've written, or music that we listen to. There's all sorts of narrative writing, right. I myself started an MFA based on narrative poetry. We can make art. We can be oral storytellers. There's just so many ways that we can do it, and. Opening that door for our kids and making them feel like they can share of themselves with any way with any in any way is is important, right? Yeah, it's definitely a way for for us to help Esther saying that it's great to make relationships with students. It makes them feel heard and valued. And it's so true. When we're listening to them. And we can connect to what they're saying and bring, you know, a piece of us into that. It makes them feel like they matter absolutely. Felicia is the dedicated storyteller in her family, and it's definitely important to encourage that. I. I've been on this struggle bus a little bit and I don't know if anybody else has kind of felt this way. About the kinds of things that we ask our students to tell stories about because they come from so many different. Backgrounds and so many different family dynamics, and especially with the last couple of years about how we've all. Kind of gone through this, really. Big. Thing. And it's just kind of looming over us and and we've dealt with it in different ways. I sometimes struggle with. What I'm asking them to talk about. And I think it's really important for us. As the adults to kind of not force certain things onto our students, I used to do a like an oral history like a family oral history with kids until I realized that. Some of my students never knew their families. They might be in foster care or in a group home. Or they don't have relationships with. Cousins and aunties and uncles, and it was really really hard for them to get into that assignment. So there's like there's a struggle that comes with with that as well, because you don't wanna alienate any of your kids, right? And you want to give them? The leeway. To share what what? It is that they want to share and sometimes it doesn't make a lot of sense to us, but sometimes it doesn't need to always make sense to us, right? I've spent a lot of time and I don't know how. How many of you feel this way too? But I've spent a lot of time in the last few years letting go. Uhm? Not. Meeting to have so much control over all the Inns and outs of what we're doing and letting it. Happen a little bit more organically, you know. Obviously I've got my standards and my rubrics and all of this stuff, but. I think at one point in my teaching career I had to have every single piece. The way that I envisioned it. And if student didn't meet my personal expectation, then I felt disappointed. And I felt like they weren't taking it seriously. But when I stopped to think about it, it was because it wasn't an assignment for them. It was something for me. And so. I think. As Evelyn saying, we we need to like. Ask them what they wanna share with us about their life. I I don't know. So in Connecticut we used to have this test called the CAP test. It was like the Connecticut Aptitude Placement test or something and they've since gone away with it. I it's been replaced with the S back and and park. But one of the questions that used to be on that test in the in the response literature was what makes. Like why was this a good story and the kids had to write an essay about it. And so these were some of the things that that students would share in their essays about what makes a good story. So thinking about the language of the story, are there elements of success of suspense? Kids love a suspense story, right? Conflict action. If the characters were relatable, if there was humor in it, relatable situations and emotions, which was something that I always said to the kids. Like if you're reading a story or watching a movie, and let's say you've never had to be Spiderman, you can't connect to waking. Getting bit by an inner active radioactive spider and waking up with these superpowers. But maybe there's an emotion that you can relate to then that's what you would focus on. Uhm? The dynamics of the story of someone telling it, you know. Voice, volume, emphasis the details that are in there. If there's a lesson or immoral, the gestures and postures and intention grabber, like these are all the things that. Kids have said make good stories, so when we're thinking about. What we're expecting from students. These are great places and these all connect with all of our standards right? To kind of jump in and dive in and and talk about a very specific thing and a very specific place or time or event or moment. Storytelling can help build other kinds of connections. Absolutely, I think Felicia you're totally on point with that right if. If you have a group, let's say you have 20 kids in your classroom and one of the kids shares a story about. You know the first time they went. Skateboarding and then another kids like Oh my God you skateboard. I skateboard to have you ever tried did it and then they realize that they have this stuff in common? And it creates a new little like together moment for them that they can kind of move on with absolutely. Yeah, the tiny text box is hard. Avoid sighting by my hair, OK? I say I'm an awful lot. I'm thank you for being patient with my umming so the all of these kind of elements. Can be implemented in any kind of story that we tell, right? So let's keep that in mind. As we as we move forward so. Sometimes. A lot of times. Maybe for older kids I think. Maybe younger kids find it easier to just jump into stories. Maybe some older students might feel a little more. Reserved and sharing some things. Sometimes it can be really hard for them to just jump right into their own stories. Have you ever invited students whose puppets? Uhm? You know what, no? Funny Side Story. We are very close to Yukon and Yukon has. A whole kind of like puppet making world there. There's a museum. We do the puppets, but we I've never tried that. I think it would be fun to have them make their own puppets. And then. Create some sort of show. For my performing arts mind goes. So instead of just jumping right into the stories of. Others Oh my God. It's 725. OK, I'm gonna start talking faster. Hold on with me. We don't need to look at all these. So. An activity that I've done that was really helpful with storytelling that gets our bodies involved so so Linda this might be something that you would think about for your 12th graders. A lot of times, right? As English teachers we talk about taking on the point of view of a character of a new book or something that we want, and acting exercise that we can do with students is having them become those whatever characters, either themselves or others, is something where they're thinking about what I feel, what I know and what I want. And I'm gonna show you a painting. So this painting is by Jacob Lawrence he. Did this amazing series about. John Brown and he did this. Series on with Harriet Tubman as the center character. So this is one of his pieces called the time to rest so. What I had the kids do was get into small little groups and they had to pick. A character in the painting and get on the floor and put themselves in the position of the painting and from there we set a timer and we went through. What do I feel? What do I know? What do I see? Do I feel? What do I know what I see? What do I want? What I feel, what I know, what I want, and they had to kind of talk through. Uhm, what that character in the painting would be saying, and then we went back and forth and we did that. And then we ended up having a dialogue as those people so they would be 2 characters talking to each other and as part of the writing activity we took on the perspective of a non human in the painting. And did some automatic writing. So one of the students chose the sky, and so we thought about. OK, well, what is the sky want? What is the sky? Know what is the sky feel? And we answered those questions 1st and then we turned it into a narrative so. This was like a really helpful way to kind of get them physically involved in storytelling and thinking about telling a story that wasn't. So directly linked to them. But there was some vulnerability ***** ability there was, you know, details they needed to share. There was really thinking about empathy, and this was a really fun activity that the kids really liked. A readers theater with stories at groups of students create about their own stories? Yeah, just wait, Felicia, I got something you're gonna love. Some of my students like to add words in a group to make a story. Yeah, and exquisite corpse kind of activity is a great thing. You could even put a bunch of words in the fishbowl or something and have them pull them out and kind of piece together. A story. That's always a great activity as well. So this is an activity that you can do. Come. And there's there's directions that'll be on the share my lesson site, but this is something that you can do with kind of any art that could be completely independent of your content, but it could be something that has to that, like supplements your content. Uhm? So this is a fun way to get them thinking about storytelling without making it super personal, and another way to do that is you can go to music. There's tons of. Narrative songs out there and you can talk about the songs in the same way that you would talk about a story. And have students connect to what's happening in the song so. So for instance, when I think about the downeaster Alexa by Billy Joel, I think Billy Joel is. Like one of the top notch storytellers in music. Uhm, you know it's about someone being on a boat. And having this job and being away from home so when we're analyzing what's happening in the story, AKA the song, what connections can we make? When have we felt that way? And what would your story be? Uhm? And this is a great way to get students bringing in songs and stories that they connect to. You can make up class playlists. There's all sorts of ways that you can bring that music into the storytelling aspect, and even a cultural piece when we think about. You know our families. You know we've talked a lot about families in the chat box. What songs were important to them and to our own cultures? Our own. Passed and what does that say about who we are? Vivian Paley yes. There, I mean, there's tons of resources. I actually. I. I don't want to say I won. I was awarded and awarded a. Grant to study storytelling at the National Gallery of Art in DC a handful of years ago, and we focused a lot on storytelling through paintings and sculptures in the museum, and then we. Did digital storytelling. So we wrote our own stories and created videos that matched the stories and we used we share fast car. Yeah it's funny because the songs that we might pick. Our students really wouldn't necessarily choose. But I mean in the past when we've studied the civil rights movement, I've shared the Ballad of Emmett Till by Bob Dylan with the kids. We've looked at. Pete Seeger and, you know, Arlo Guthrie. Oh, Felicia, this is my jam. I am the arts girl for the FT. Well I'm one of the arts girls, but that's what most of my workshops are about is integrating. Art and collaboration into content areas. It's my jam. Another music thing. Oh, we've got a. We've got a poll. Oh OK, 'cause I moved it there so. How often would you say that you supplement your content with art and or music? Like are you able to bring that into your classes on the regular? I think it's something that I am very spoiled with. Uhm, I've taught, you know, in a quote, UN quote regular high school before. And I would get in trouble. I was the troublemaker I would get in trouble because I would kind of veer off the path and. Be a lot more creative than they really wanted me to be, so finding the school that I'm currently at where I can do all of this. Come and not get in trouble has been really good for my. Myself and for my kids. I'm actually going to show you some. Some stuff that my kids have done early childhood requires it. God bless you. I don't know how you do it with. Recently my students asked me why I wanted to be a high school teacher. And I told them that little kids scare me. It may do, and it's there's nothing wrong with them. They're lovely little mini people. I just don't know how y'all do it every day. It's hard enough with teenagers. I think I I'm more suited for Sass and sarcasm than I am for. Uhm? Like really many people. Not that I don't want you to think I don't like them, I just they scare me. But you know what? There's probably some people that say high school kids. They're not their gym either. At least once a week. I love it, yeah, and there's so many ways to bring music in to supplement our content as well. So there was a song in that list makeshift patriot by stage Francis he actually lives here in Connecticut. He's a very nice man. I reached out to him at the beginning of this year 'cause we were using that song. I don't have kids I I don't have kids now. Because they scare me, Evelyn. Uhm? But that song was about 9:11, so when we are talking about that, I bring in that song and we talk about how things are presented differently. In different avenues and and that song is very. Provocative is a good way to put it. So if we continue on the art track for storytelling, I think a great thing that we could do in all ages is self portraits. And then encourage students to, you know, talk or write about what they see. Why did they choose the things that they chose? And this is a great activity to kind of revisit. So if we do it at the beginning of the year and then have them re create a new self portrait at the end of the year, how did we grow over the course of this year? Codicia loves the little mini people. You know it's I'm. I will say that Mrs. Bostrom, my 5th grade teacher, was the first one. To really encourage my storytelling, she I remembered distinctly her talking to my mom and telling her that I had a gift for writing, and that I should. Uhm? I should keep going with it and I will always be grateful for Mrs. Bostrom, because I don't. I wouldn't be here without her so. If I mean I'm in my 40s and I still remember my elementary school teachers, so I think it's important that. That you know that that we don't forget you even. When we get really old. So self portraits can be a way of storytelling. You know you might say, well, why do you think? You have to wear glasses. Is there anybody else that wears glasses? Why did you choose this and kind of get them thinking about it? And that's a great way to kind of work on that self esteem that we're always trying to help our students with. Uhm? And another music thing that we can do our soundtracks. So this is. And this is a great way for students to kind of share things that they love so. What are three songs that describe who you are as a person as an artist, as an athlete as a sibling as? As in whatever. They can explain why these songs matter, what they say about them. You go Mary Jo. And it's a great way to have them tell a story without necessarily having to be super vulnerable. 'cause not all of our students are in places where they feel comfortable being vulnerable, but they still want to share. So this is a great activity and you can even do this activity for historical figures, characters and books. I think I wrote down like periodic elements. Different cloud you're studying different clouds. You're studying cells. You might, you know, think about like what would this cloud sound like kind of thing. Here, an accidental elementary school teacher. Woo. Former parole officer. Felicia, I like you. We would be friends. OK, let's see where are we now? So now let's get a little bit more personal. So we're going to bring the stories into ourselves. I am a fan. Of collaborative creative writing projects. They have been. A godsend in my classes, so is this something? That you do. Maybe? Maybe it's not. And if it's not, that's OK. 'cause I've got something that you might wanna try. Oh Robin, that's so great. Isn't it nice when? You know you're not. I think, oh God. It always hurts when kids say that they hate reading or like. They're proud when they, when they're graduating. They're like I haven't read a book yet. Like why are you proud about that? It's big and it's because we kind of like force things on them. But if maybe we gave gave them the opportunity to read something that they want that their whole trajectory would change. I don't know. I know our new Secretary of education is from Connecticut, but I kind of feel like. Maybe I want his job. What does that mean? To use loose parts to tell stories? Can you tell me more? I want to say that I don't want to butcher your name. Is it Jamila? OK, yes. I was nervous that I wasn't gonna say it right and then I would have felt terrible. I have that Italian guilt it like never goes away and then I would think about it in like 3 weeks and be like Oh no. I said that very lovely person's name wrong and they hate me. It's a curse. OK. So we do have some folks who are on the collaborative writing train, but we've got some folks who may be. Are uncomfortable with it. Maybe don't have the time to do it. So. I'm going to share with you one of my favorite activities. Probably ever. And it is the where I'm from poem. I wanna say. Several years ago, maybe like 2019. There was I. If you know who Kwame Alexander is. He was on NPR and they were talking about this collaborative crowdsourced poem that they put together. So there's a woman named Joe Carson and she wrote this poem where I'm from and it kind of lists. Where she's from, the things that kind of make her who she is. I don't know if I can click on the link, but I'll I'm going to click on the link on my phone and then. Maybe I won't click on the link on my phone. Blue OK, but she talks about. You know she came from this, the home, the house she came from, the town she came from, the people she came from. So the way that I like to do it is I what we'll do is we'll listen to the NPR morning Edition story. We may share this crowdsourced poem will read Joe Carson poem, and then I'll give kids about 20 minutes or so to draft their own version. Uhm, my version has things like I come from. Hand talkers and storytellers from Sunday sauce and overflowing dinner tables, kinds of things, and once they've got their own version out and they can write whatever they want and it doesn't have to be positive, right? 'cause our lives aren't all positive. And then what I'll do is I'll pass out index cards or sticky notes whatever, and I'll have kids pull out some of the phrases and some of the lines that are most reflective of who they think they are. And we'll throw him in a pile on the floor, and we'll kind of shuffle him about. And then everybody kind of surrounds the pile. And we start. Putting them in patterns and natural groupings to kind of start making stanzas. And then we will. Revise as necessary so they've had the opportunity to kind of write about themselves in a Safeway. A safe and brave way where not everybody is gonna read everything. They get the decision of what they want to share and then together they put them. In one cohesive piece. So this is a picture of some of my kids on the floor with their cards. And the way that we would revise it, we would project it up on the screen. We'd kind of talk about it. We'd go through all of our writing, process things. And then. We would make our changes. They'd go through it until it was a solid piece. So. We just had our coffeehouse, which is the show for our Creative writing department and we did a where I'm from poem to open our show and. We decided I say we, but it was me. We decided that we were going to make a video. With our with our poem, and so I'm gonna play that. This is this is one draft this is. Yeah, so this was a first draft from a a poem, so I'm from friends from the approval of others from the people in my life who like me for being me. I'm from the heart of people who love me. I'm from Tupper Ware field cabinets that have been there since before I was born. Family dinners stretched throughout the year. The warm feeling of being safe. So this was that first draft from that group of kids in the picture. And then they ended up with a final draft where they looked at line lengths and and whatnot. So. We did a video. And I'm going to share that with you. Let's see if it works. Next play. I am from a home with almost a decade of memories. Oh no, what happened go back. I am from a home with almost a decade of memories from an old house in temperature that my grandfather still lingers in with not enough living space. Family history embedded in fibers of the wood. I am from hand talkers and storytellers from conversations that are too loud and dinner tables that are too full from rice in the salt shakers and pancakes on Winnie the Pooh plates. I'm from Salina, pouring through paper thin walls. From rolling Massa in Macassa handmade tortillas toasting on the comal, I'm from sitting on the kitchen floor, eating greasy delivery pizza. I am from homemade birthday cake and coolers filled with juice boxes. I am from sun bleached pavement that scars my knees from rock slides beneath my feet as I run down tumbling hills. I am from Barbie dolls and rock bands. Their bikes and pretend bus routes and supermarkets in the kitchen cashing out on ironing boards. I am from tall grass and tick checks. I am from cookies chirping only at night. I am from the stars at gleam from roots that embedded flowers into soil that holds beads of yesterday's rain. I am tender, headed with braids too tight. I am from church. Would Sunday school after I am from the quiet cold classrooms and from the crowded halls covered in footprints. I am from snowball fights and apologetic hot chocolate. I'm from home remedies and honey tea from late night baking, cold soup left on the stove. I am from the pegau scraped from the bottom of the pot from pedal porky and other unanswered things. I'm from sickly sweet kittens rubbing against my legs. I come from a home that desperately needs to be vacuumed and loved. I am the melding of an artist mother and an engineer father, a patron of creative arts with desire for order and protocol. I am from lovers and fighters who express themselves in declarations and confrontations and from engagement rings and divorce papers. Shopping trips with my stepmother. I am from discipline and tough love. I am from talks with mom and fights with Dad. I am from forgetful fathers. I'm from silence. Long drawn lines of tension in the jaw. I am from the TAPS 123 of my feet as I try and sit properly. OCD never makes a dull moment. I'm from the constant fear that I'll never be enough. I am from a place where someone fears become real. I'm from the vines that creep up your walls so overwhelming not even your piercing screams could cut them. I am from a long line of bipolar mood changes. I am from therapy office that reshaped my socially unaware mind. I am from hard decisions and bold moves the daily choice to be joyful and tangible efforts to improve. I'm from fantasies that lasted a bit longer than most. The kind of ideas that if I tried a bit harder would become so strong they would come to life. I'm from 2:00 AM DND sessions from cursing over natural ones and threatening my dungeon master. I am from wild card and Remi thousand piece puzzles and lace table doilies bingeing Michael Cera movies late into the night with someone I've known my whole life. Even though we have work in a couple hours, I'm from piles of unread books, pages marked with receipts and postcards from around the world. I am from monster cans littering my desk from little notes written inside origami. I am from burned incense ash that collects on moon phase at trees next to tarot cards, ready to be deciphered. We are from our past and present creating new futures every day. Those are my babies. Uhm? I was so proud of them. And the audience loved. Loved that performance. They worked really hard and put together something that really showed who we were as a community. But also as who we were individually. Thank you and I will share your your response with them because I think it'll mean the world to them. That more than just their families and friends got to see that. I'm so thank you, thank you. Yeah, I'm really super proud of them, but this is a great way to let your kids start to be vulnerable in a way that. It's not just them and they get to make those connections, and they get to put it together. And when you read it out loud, once you've kind of put things together. You don't know who belongs to what, and I think that's part of the power of an activity like this is that. Nobody knows who what is without saying. So Marjorie is back. So I'm like I'm in trouble. I'm not in trouble. Two minutes, OK, so. Yeah, social emotional skills too. So let's move and groove. We don't have time for a home with almost a decade of memories from an old house and check picture that my grandfather still lingers in with not enough living space. Family history embedded in fibers of the wood. Can't talk, but I don't know where it is. I was on a different slide. It started without me. I'm gonna jump over. Oh, you did it awesome. I'm not going to talk about that because they have two minutes. The last thing I just wanna quickly tell you about is I don't know if you know who Linda Rief is, but she wrote this book the quick Right hand book. It's 100 mentor text to jumpstart your students writing, and she wrote this rambling autobiography, which is kind of like. And interior monologue. So what we ended up doing was making sentence starters is thank you. That's so sweet. We made sentence starters from her rambling biography and then the kids kind of filled them in as another kind of way to share details about themselves in a form of writing. Linda rief 100 quick rates. The Quick rate handbook. It's super fun and easy. There's all sorts of cool things in there. And when we did this with revision, we talked about blowing up sentences, exploding moments so. The kids went through their first drafts and then we added on to the stories more detail. So it was a way to go through the writing process while sharing details about ourselves and telling stories about who we were. And then I'm I'm gonna end it here. There's a couple other things in the PowerPoint that you can check out because there's a video that we have to watch. So I talked too much which is. My Latin life. But that's OK. I definitely wanted to the resources. Yeah, they most definitely should be available in the share my lesson platform, so you'll be able to go there and kind of look at this more in your own time. Check out the resources. And yeah, so. I'm going to stop talking now, Marjorie, I'm I'm. I'm shushing my face. Well, it was a very engaging presentation. Thank you very much and thank all of you for attending there's. I'm sure there's a ton of more stuff that that you could get to, and if we had more time we would love to have it, but. Yes, great ideas. We don't have any time for Q&A. We do have one more. Video for you to watch about getting your certificates. If you can hang on for a second Stacy, thank you. Thank you. Thank you so much. Oh, your dog didn't make an appearance. Yeah, of course she did all these things so much. During the day you wanna push that last video and have a great rest of your school year everyone. Thank you. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated with your name, the date, and the title of the webinar. Second, when we closeout this webinar, you will get access to an evaluation for today's webinar. 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