Make A Day Plan: An Introduction to Procedural Writing

So it’s been awhile, like a whole while. We moved across the country (more later) and I have been asked to write for a book (again, more later) for teachers on teaching science, math, engineering and technology in an integrated fashion-a book that has been coming along way slower than anticipated. I am beginning to think that it’s because I haven’t been taking the time to write about what I enjoy the most-teaching and learning with my kids. We have been plugging along slowly as we get accustom to our new house and new province, new city and new friends, all the while loosely following the “curriculum” in our own way.

Currently, a few of my teacher colleagues are focusing on evaluating their classes’ ability to “do” procedural writing-so I decided to adapt this “curriculum expectation” for my kids-meaning making it relevant to us. My son (and daughter, but more my son) will only write for a purpose that he can see. I know that there have been studies done that state that boys in primary grades seem to resist writing more frequently than girls and, not to pigeonhole my children, but I seem to find it to be the case with our kids anyway.



So I tried to think of a way for both of them to be interested and engaged enough to write something procedural and I came up with the “Make a Day Plan”. I told my kids to make a plan for the day that was detailed enough to follow and listed things in their preferred order while still keeping in mind the routines of the day.


Since it was really just an introduction, I told them they could use words like first, second, or then and later to indicate the order of operations so-to-speak, and then we would do our best to do most of what they made as their day plans. I think the reason that they were excited about procedural writing in this case has to do with the tangible outcome of doing the activities in the day plan. In other words, I think the key is to validate the procedural writing they did by following their suggested procedure. In this way, at least I believe, it gives a sense of purpose, influence and importance in their writing-meaning hopefully they will want to write more often, as they will see it as a way to communicate their desires, feelings and opinions!

Aside: I also love how my son added "clean up the earth" to his list and took the time to draw a diagram in the off chance I wouldn't understand what he was thinking, and how my daughter added "have fun" to her list. The open nature of this task also allowed them to also share with me what was important to them (for today anyways) and gave me a glimpse of what they felt was a good use of their time-both of which I strongly agree with F.Y.I.

Tomorrow is a recipe for Christmas cookies-a great way to reinforce procedural writing and get a snack for later!

My First Day BY C.W.

played with trains and pop for numbers and painted!

My First Day By F.W.

we played with  snap  cubes and went on wet leaf   walk ,I  loved  all  of  it!!! !!!!!!!!!!!!!!!

Freedom is a Funny Thing...

It's interesting how one little thing that can help point you to the bigger picture. I've spent the last few weeks almost paralyzed and overwhelmed both by an excess of and a deficiency of information. The "curriculum" that needs to be covered, the newest "studies" that tell us things we all inherently know about children and child development and the latest push by the Ministry of Education towards numeracy, child-centered play based learning, and the infusion of technology. It's a lot to take in to say the very least and even more to teach while you simultaneously attempt to document and analyze while you fear being required to provide evidence of your child's learning at the drop of a hat.

But then this happened:

...and then I remembered why I wanted to do this in the first place. To keep the love of learning alive in my children for as long as possible.For those of you that are interested, the topics going from left to right and top to bottom are:

• chemistry
• body
• germs
• planets
• geography
• how does rain come out of a cloud?
• Nanaimo
• How do people make wind?
• What is inside a molecule?
• How do people make sand?
• B.C.
• How do you make a button?

I know that everyone fears what they do not know. I do not know how tomorrow will go. I do not know how this week will go, or this month, or this year. But I do know that the most important thing is not whether or not my children "can count backwards from 20 or any number below 20 in intervals of 1, 2, 5, 10" before the end of September, but rather that they have the desire to learn how to count backwards from 20 when they are ready.

My children want to learn. Maybe not about everything, but they do have a passion for learning. And I think that as long as I provide the resources for them to do so, they will be able to accomplish whatever they wish regardless of where and what they choose to learn...with a little direction of course!

Big Year, Big Goals, Big Fears...

So it's been a good 5 or 6 months since I have last had the chance to write. Scratch that, its been about 5 or 6 months since I have had the confidence and desire to write about homeschooling my children as I have been too wrapped up in my own fears and doubts. We have been plugging along, slow and steady, but as each month goes by my little cloud of doubt gets bigger and bigger.

What if I am unable to recognize my own deficiencies as a teacher and pass those straight on to the most important students I have ever had?

My children are young, at an age that I would argue is "crucial". Not that every age isn't "crucial" in terms of learning development, but I have always argued that it is the early years, the ones where skills are being learned, that frame the learning path. I feel as though learning throughout life is similar to building a house-you need a strong foundation to start with in order for all the other pieces to gel together and remain strong and solid. Furthermore, the higher the structure, the more that the foundation needs to support, the more important its structure and development becomes.


My background in teaching is one surrounded around math, science, engineering and technology. I have taught both high school and middle school level. I have tutored many students from all sections of the "learning spectrum" and yet I am still nervous. Scared of the unknown, petrified of the responsibility. I understand why people pay me to tutor their children in math and science, or at least I have a theory. I feel as if it is the same reason that my little doubt cloud is getting bigger. I have associated my difficulty in school with languages and arts with an inability to learn and teach it. And that if I do not "know" it I will not be able to teach it well enough and my children will suffer. And I will be the SOLE PERSON responsible for that. And that because it is just me, I will not even be able to recognize that I am doing it poorly until their house gets to be 2 or 3 stories high and the whole thing comes crumbling down. I know this may sound disgusting, but in a way there is some comfort in the idea of someone else being responsible for my children's learning, and in having someone else to blame when or if they don't.

I suck at spelling. My writing of this blog has even been criticized. My language teacher in high school, as he put it, "gave me an 80 because he liked me." In this day and age, where everyone is emphasizing the importance of communication and collaboration, I wonder how my weaknesses influence my children, especially if they are not exposed to individuals with strengths in those areas. It doesn't matter if you are the best scientist in the world, it doesn't mean squat if you can't communicate your knowledge.

But maybe, just maybe, having these fears is enough. Maybe recognizing that no teacher, public or private, schooled or unschooled,  needs to be an expert in everything or anything in order for a child to have a good foundation. Maybe the importance of who I am teaching will be the new driving force to find my love of languages.

...or maybe I will just get a language tutor.

"Mommy, Somebody Took Uranus away"

...is a sentence I will remember until the end of time thanks to a 3D Glow-in-the-Dark Solar System mobile kit by 4M. My son, and my daughter by proxy, have become remarkably obsessed with learning everything about space. You may remember a previous blog post in which I came home to a solar system on the wall, forcing me to think about how I could take this interest and extend their learning even further. Two weeks and twenty bucks later, I had a mini project in my hands-one that provided an extension of their interest in space with a little bit of art and some measurement and dimension analysis.

Although I am acutely aware that this "topic" is not officially located in the Ontario curriculum documents until grade 6, I truly could care less, as I have always felt that any "topic" can be taught at any age, provided it is at the right learning level. Also, I think it would have been pretty stupid silly to let this one fizzle out and die simply because they aren't "suppose" to learn it until they are 11 years old.

The reason that I chose this model in particular is because it not only provides a three dimensional representation of our solar system, but it also requires the user to paint and assemble each planet and then measure out both the length of string as well as the distance between each planet, in order to have a somewhat realistic representation of our solar system.

When painting the planets that came complete with topological features, my children decided to use their "Big Book of Space" along with the cover of the box as guides-reinforcing their "research skills" along with their artistic ones. Naturally the kit only came with a strip of primary colours plus black and white, so I used that "opportunity" to discuss primary colours and colour mixing and a little bit about light and dark as they made the rest of the colours they needed according to their references.

Once the paint was dry, they applied the glow paint as I threw in a little bit of information about what a phosphor is and how it sucks up light and then spits it out. We then moved on to the actual setting up of the mobile, and now I know why baby mobiles cost 50 bucks, even at Walmart!

Rather than do it myself, I asked my children to read the instructions and help me make sense of the diagram. They each measured out the string length for 4 planets and then worked together to space them out properly along the mobile rods.

They ended up with a beautiful model of the solar system that will continue to give them a visual representation of the planets, the sun and the concept of an orbit. I ended up with a project that incorporated science, math and art, all for the cost of 20 bucks and 5 days of time.

The downside? They are fighting over who gets to have it in their room at night, so another purchase and project may be coming down the pipeline!

How Baking and Christmas Cards Can Cover A lot of Math, Science, English and Art

I love everything about Christmas. As soon as November 1st hits and the mall turns into a wonderful display of commercialism, I start thinking about cookies and Christmas cards. This year is the first year my kids can read and write and so I figured it would be great idea to create a Christmas "project" that would not only hit all the right "schooling" buttons, but leave me with enough cookies to last until New Year's!

I decided to let my children create all the Christmas cookie and card gifts this year-one for every neighbor, friend and dog we know.

They each came up with a unique card for every person on our list, not only showcasing their magnificent art "skills" but also allowing them to practice their printing, spelling and writing skills. I only had one request-that they try and come up with one unique personal message for each card.

They then used the computer to look up all the addresses we needed, addressed each envelope, slapped on a stamp and put them in a pile by the front door.

Then came the super fun part-making lots and lots and lots of yummy Christmas cookies. For those of you who bake, I am sure that the following sentence is of no surprise to you:

Baking can have a heck of a lot of math and science in it. 

When we made our cookies we started with measurement-cups to mL, teaspoons to grams and the idea behind doubling and tripling recipes as the additional of another group (or two groups respectively) of whatever we needed.

We then revisited solids and liquids and I introduced the idea classifying substances by their various properties-wet and dry, sticky and greasy, hard and soft, crystalline and amorphous. We also talked about following a method to ensure consistent, fluffy cookies and discussed the reasoning behind a method or a recipe.

We used cookie sheets and cookies to show groups of 4 and 5 as well as played a little with visual multiplication and division. I used various amounts of cookies on a sheet, let's say 12 for example, and then had them determine things such as what half the cookie sheet would be, two cookie sheets and so forth. We made up questions like "if the littlest one ate 4 cookies, how many would be left"  and just generally had fun playing with cookies. 

Then we ate a whole heck of a lot of them and spent the evening lying down in a cookie induced coma. 

Good food, good fun, a good day even including the time the kids were bouncing off the walls in a mom-induced sugar high :)

I love Christmas!