Greater love has no one than this: to lay down one’s life for one’s friends.
John 15:13

God isn’t asking us to physically die in this passage. He is asking us to die to our flesh. Every. Single. Day. Which in retrospect is much harder than the first. Why? Because we are a me society. Selfish. Entitled. To put aside our own feelings and needs day in and day out is an almost inconceivable task, but that is what God is asking. It is something that we have to be intentional about daily. It is a task that we have to focus on all day long. It doesn’t come naturally. Laying down our own life is symbolic of laying down our own selfish desires. I keep trying to think of small ways to lay aside my needs/wants to better meet the needs of others around me. A great starting point is just stopping and listening to the people around us. That’s hard because we are so rushed. We have so many tasks daily that we need to complete; however, when we stop and pause we can learn a lot from our friends’ words/body language. In a society that has us going ninety to nothing we often get caught up in what I need to do. Where I need to be next. We miss out on sharing a kind word. We miss out on seeing the pain in someone’s eyes. We miss the fact that people all around us are truly struggling with deep pain and issues that are strangling them. The devil is telling us that we need, that we have to have, to keep going and work harder. Don’t stop. Why? Because he knows that we are missing the one fundamental trait of Christianity when we are so rushed – and that is truly serving and meeting the needs of others.

God, today my prayer is that you would help me to pause. To stop. To listen. Help me to see my friends and coworkers, my husband and my kids, through your eyes today. Help me to see their needs, and help me better serve them in the same way Christ served everyone around him. Please help me put my needs and wants to the side and really focus on others. I want to be more like you, Jesus. And I want to help make Your kingdom bigger. Amen.

You, my brothers and sisters, were called to be free. But do not use your freedom to indulge the flesh; rather, serve one another humbly in love. –Galatians 5:13

Being bound by the rules of today’s society is a very real thing. If we are not careful we can become so caught up in keeping up with unreachable standards that we end up beaten down and broken-hearted. We will always be grasping for one more trinket, new clothes, houses, cars, new titles, a higher education, yet we will still never feel quite good enough. These “things” are not bad, but they are bad when they control us. This is the epitome of modern day bondage. In a country where we pride ourself on freedom, it is truly sad to realize that our so-called freedom is enslaving us. Our freedom allows us to go to college, work long hours, buy vacation homes, and spend a crazy amount of time on extracurricular activities with our kids. Once again, these “things” can be good – in moderation. However, when they become the driving force of 28 out of 24 hours of our day then we have a major problem. We are handcuffed to tasks and do not even realize it. I am 100% guilty of this “gain more” mentality. God is calling us to be free of these things so that our hearts and innermost beings can be focused on serving others. So many people around us are truly struggling with life. They may barely be scraping by, which makes them unable to pay their bills and feed their children. If we are so far in debt, making six figures a year but living paycheck to paycheck, then we are unable to help them. On the other hand, our neighbor may be extremely wealthy but have a heart that longs for companionship. If we are so bound to the daily grind, with a schedule that makes our head spin, then we will not be able to serve them in the true act of friendship. God says not to use our freedom to indulge our own desires, but to use the freedom that we have been so graciously granted to serve our neighbors in love.

Luke 4:18 paints a beautiful picture of how we can serve others in true love and what our focus should be on: “The Spirit of the Lord is upon Me, because He has anointed Me to preach the gospel to the poor; He has sent Me to heal the brokenhearted, to proclaim liberty to the captives and recovery of sight to the blind, to set at liberty those who are oppressed.

God, today I pray that you will free me of anything that is taking my focus off of you and the expansion of your Kingdom. Let me live in Your freedom, which is the freedom to serve others. Please release any chains that are holding me back. Please help me move past the desire to serve myself. Help me not to live in a state of entitlement anymore. Help others see Your love through me. Amen.

 

 

We have developed a badge system in our district where teachers can earn badges by completing various technology tasks. This month my group of Tech Champions had the challenge to create a badge that teachers can earn. The following is what 1st grade teacher Natalee Foret has created:

Tech Challenge 7

Rationale:

For my Tech Challenge, I chose to create a badge that encouraged teachers to use the innovative gaming system for elementary students called Osmo. There are so many ways that this can be used throughout elementary grade levels. I received four Osmo Genius Kits through a Donor’s Choose Project and they have changed my classroom. I would love to see and share this resource with other teachers and students.  

T-TESS Dimension(s):

Dimension 1.4 The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.

Dimension 2.4 The teacher differentiates instruction, aligning methods and techniques to diverse student needs.

Branching out with Osmo (Level 1):

Schedule a time to come and meet with Natalee Foret to do an Osmo Training. After a short 10-15 minute training, schedule a day/ time to use Osmo in your classroom. Write a short paragraph or two about how you liked/ disliked using Osmo in your classroom and what would make it better. Include which application you used with it ( Masterpiece, Numbers, Words, Tangram).

Awesome with Osmo (Level 2):

Schedule a time with Natalee Foret to use Osmo. Design your own lesson by inputting your own words into the Osmo Library, Creating a math lesson, or having your students use Masterpiece for a drawing or handwriting practice. Get creative!

 

Christmas Treats with a Twist

OVERVIEW:

Students will use previous knowledge of cooking utensils, knife cuts, math skills, and recipe creations to make an appetizer or dessert using one specific ingredient that is drawn by the student groups.

OBJECTIVES:

Students will research foods with a specific ingredient to make delicious dishes.  They will have a trial run where they can modify their ingredients/dishes to be put out for teachers.

MATERIALS:

Chocolate

Hot Dogs

Bacon

Vegetables

Fruit

Eggs

Chicken

Gluten Free

Chips

Sausage

Crescent Rolls

Cheese

Other miscellaneous ingredients

DIRECTIONS:

Students will  draw cards with random ingredients on it. (Must be gluten free, must use cinnamon, sausage, bacon, hot dogs, cheese, vegetables, fruit, eggs, chips, chicken, chocolate)

Students will use Google search engine to come up with a recipe using the ingredient.

Students will have to use Google Docs to write up their recipe with instructions and email to me.

Students will take pictures of their creations on their trial run day, and use those pictures using Google Slides to create a how-to-presentation of their dish.

Students will cook their creations and have a display set up.

Culinary II Students will also complete this challenge, and also provide a holiday punch to complement their cooked items.

EVALUATIONS:

Teachers will sample items made by students and choose favorites in the categories of Best Appetizer, Best Dessert, Best Overall, Most Creative Use of an Ingredient, and Best Presentation

 

Up on the Housetop

Lesson Plan

Teacher: Mrs. Abby Paben

Date: 12/XX/16

Overview & Purpose

Santa must conserve his magic dust for his reindeer to fly; therefore, he needs to use a ladder that will get him from the roof to the top of the chimney to deliver his presents. Due to his weak knees, he just can’t land that jump any more. In order to decide the height of the ladder, we must use the Pythagorean Theorem.

TEKS Objectives

8.7.C 1. We will use Pythagorean Theorem to solve problems.

Materials Needed

1. iPad
2. Google Slides App
3. Calculator

Verification

1. Students will need to follow the Pythagorean Theorem steps in order to create their measurements for their right triangle and show proof that it works.

Activity

We will use Google Slides to construct a house by using the tools within Google Slides. We will draw off a right triangle from the top of the chimney to roof within the app. Then, we will come up with measurements that realistically fit to prove the Pythagorean Theorem so that Santa can find out how tall his ladder needs to be.

Link to pictures and work: https://docs.google.com/presentation/d/1-o1hjIrZRJLNA7bvLDBBAwc4pKd4KVPiA0vlb0Bt6qE/edit?usp=sharing

 

 

I was diagnosed on October 31, 2016. It was Halloween and a Monday. A day I was prepared to gorge on all sorts of junk; a day I was not prepared to change every thing. Sitting in the chair listening to my doctor that morning I knew that my life was about to be different. Different because I would have to meal prep (something I have always scoffed at), I would have to cook (something I never do), and I could never, ever eat another Oreo cookie again. Insert sad face emoji here.

I have been sick for eight years. Eight years. Only my closest friends knew that I was sick all day. Every single day. You just learn to roll with it. Want to know my symptoms –  Google Celiac Disease. I am a textbook case. Since being diagnosed I have researched, reached out, and then researched some more in hopes to make sense of this tiny protein we call gluten and all that it entails. Celiac disease isn’t an allergy or an intolerance. It is an autoimmune disease in which your body attacks itself at the slightest trace of gluten. I even had to get rid of my Mac lipstick. Here are 12 things I’ve discovered since being diagnosed:

1. It’s all I think about and talk about. Sorry. Seriously. Every detail of my day needs to be planned out. Food has to be prepped and ready. My ten vitamins have to be packed. I can’t just take off somewhere without knowing what I will have to eat. Did I mention I also have Diabetes? (A symptom of Celiac) Yeah. Not eating a meal isn’t an option. I have to eat, and I have to eat things not containing gluten.
2. Cross Contamination is real. We have all new pots and pans. The toaster is gone. My peanut butter and butter is labeled “Daisy Only”. Even if my friends want to be sweet and make me something Gluten Free – please don’t. I can’t eat out of your pans. You know how pans get scratched? Gluten hides down inside of those scratches, and the tiniest bit of that protein could make me extremely sick. Sounds crazy, but it is very true. Gluten is pure poison to a person with Celiac.
3. Just because it says Gluten Free doesn’t mean it is. It hides in all sorts of places. In all sorts of ingredients. I have to read every single label. I have a list a mile long saved on my phone of words that I check. I am not just looking for the word gluten. It is much easier just to eat clean, unprocessed food. Dairy, meat, fruits & veggies. Plus, if I can’t have a Great American Cookie, I sure don’t want a gluten free cookie. Pass.
4. You Feel like a Weirdo. It is a lot to explain. To everyone. If you dare eat out you have to call ahead and check for safety. Do you use a separate counter for gluten free needs? Do you use separate knives when preparing gluten free meals? Will you change your gloves before you prepare my food?  You feel like a new age hipster, but you’re not. You just don’t want to ever be that sick again.
5. I can eat rice and potatoes. Score.
6. My Whole House is Gluten Free. Frank and I decided it would just be easier. If we would have gone the other route we would have to have separate pans, separate sponges, even separate strainers for my food vs. theirs. This whole thing is already stressful enough. My family eats gluten while they are out and about. They even have cookies in the cupboards here. We just do not cook with gluten. At all.
7. I have not taken a nap in almost two months, which means I am no longer lethargic. Celiac disease makes your body unable to absorb nutrients (if you are consuming gluten). I thought I was just a working mom with kids. We are all tired. I didn’t know that all of my vitamin levels were just non-existent.
8. My husband and kids have my back. They don’t want me to be sick anymore either. Often times they are asking if something contains gluten or telling people that I can’t have it before I even have a chance. It’s actually pretty sweet.
9. I have not been sick since November 3rd. Three days after cutting gluten from my diet. I never knew how bad I felt until I didn’t feel bad anymore.
10. Celiac is not cancer. What do I mean? Ok, I can’t eat a lot of stuff. I can’t graze on food at get togethers or parties anymore, but I don’t have cancer. What I have can be managed by me planning ahead and by me eating healthy foods. By me not being lazy. For this I am thankful.
11. It’s me. Not my kids. I can not imagine having to helicopter a severe food allergy or the whole cross contamination thing with one of my kids. My heart goes out to any parent that has to diligently protect their children in this way every single day. I am paranoid enough thinking about myself getting cross contaminated.
12. I have not felt this good in a long, long time. My diagnosis has truly been the best thing that has happened to me.

Why am I blogging about this? Because I hope it helps someone else. I was sick for so long. If I would have talked about it, if I would have known, then maybe I could have gotten help sooner. Spreading awareness is key.

Tech Champ – Sara Moore

Holiday Edition

English I

Objective: To read a variety of informational texts and conduct research on a Winter Holiday celebrated in another part of the world, and create a media representation of assigned holiday  

TEKS:

(6)  Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.

(21)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A)  follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;

(B)  organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and

(C)  paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number).

Specifics:

Find all information on GOOGLE. Be specific in your searches and you will have better luck!

Put all information into a Google Slides Presentation IN THIS ORDER

1. Name of Holiday (5 points)
2. Country(s) Associated with Holiday (10 points). If this holiday is celebrated in the United States, say something about it!
3. Religion(s) Associated with Holiday (10 points)
4. Dates Holiday Celebrated (5 points)
5. 3 Traditions Associated with Holiday (15 points)
   1. One slide per tradition – include a description
6. 3 Foods Associated with Holiday (15 points)
   1. One slide per food – include a description or a picture
7. 1 informational text – essay, memoir, biography, autobiography, or news article – discussing the holiday (15 points)
   1. Include an excerpt from the informational text on one slide, and the link to the full text
8. 10 pictures representing Holiday (that you find on the internet) (1 point per picture)
   1. As many slides as necessary
9. Links to ALL websites you got information from (15 points) – yes, you can put this all on one page. Just make the text small.

Share with Mrs. Moore (sara.moore@warrenisd.net) as soon as you create the slideshow – If it is not shared, you can’t get credit!

Additional pieces of this project that will be accepted and counted as extra credit:

1. Make a holiday card that would be appropriate in your holiday
2. Make a collage or diorama depicting your holiday
3. Make a food or bring a drink that is consumed at your holiday (on Dec 16)
4. Wear the colors/clothes associated with your holiday (on Dec 16)

TIMELINE:

12/12/16: Assign project and answer questions

12/14/16: You have the whole class period to research/compile information

12/15/16: You have a vocab quiz, then the rest of the class period to research/compile information.

12/16/16: Slideshows due at the end of the class period. Any additional pieces are also due on this day.

NOTE: In the interest of time, you will not be required to present this information; as such, be sure that you have adequately explained each portion of your holiday.

HOLIDAYS FROM WHICH TO CHOOSE: (Students will randomly draw)

1. Hannukah
2. Kwanzaa
3. Boxing Day
4. Yalda (Winter Solstice)
5. The Emperor’s Birthday (Japan)
6. St. Nicholas Day
7. Bodhi Day
8. Festivus
9. Pancha Ganapati
10. Donghzi Festival
11. KrampusNacht
12. Feast of Winter Veil (World of Warcraft)

The following is a sample of a finished project by a student in Mrs. Moore’s class. (We have permission to share.)

https://docs.google.com/presentation/d/185SpqalMRfjaaeYr-fIBYHeCdEm9iIs9GWNThXKYx90/edit?usp=sharing

 

I probably will never be able to express today’s experience adequately, so I am going to try and keep this short and sweet. Against my wishes our school purchased a 3D printer. I did not want it. I did not see the educational value in it, and honestly I did not think I would be “smart” enough to figure the machine out. My how things have changed. This printer has changed my life and my students. We have cried, we have thought harder than we ever have before, and we are excited about where this journey is taking us.

When we started off I told my students that we were going to build a hand. They didn’t really get it, and neither did I. Our a-ha moment happened the day we actually started assembling the hand. That is when it all came together. That was the moment they realized exactly what we were doing and the impact that they were making. We worked diligently on our practice hand. The students all slipped into their roles fairly easy. It all kind of just fell into place. The girls researched and tied strings. We all agreed their fingers were dainty and could easily maneuver the strings through the tiny holes in the hand. The boys used power tools to drill, lighters to burn, and assembled all of the pieces together.

During the process of assembling our practice hand we reached out to a sweet lady that I went to high school with. Her daughter was born with Amniotic Band Syndrome, which caused some of her fingers to not form correctly. I asked Brittany if she would be interested in having my students make her a 3D printed prosthetic hand. She said YES, and our journey officially started.

This morning my Tech Team had the opportunity to meet Brittany and her daughter Blake. We talked about how all of this would {hopefully} unfold. We talked about the design of the hand we will print. Blake talked us through some of the discomfort that her hand causes her, and then….. we had to take selfies. Of course! Here are a few pictures from today. We will be documenting this journey from start to end in hopes to raise awareness to other districts throughout Texas and beyond. Mrs. Abby Paben has named my Tech Team “World Changing Warriors”, and I could not agree more. These kids on my team are truly changing the world, one hand at a time.

Pictures of the Tech Team explaining the different parts of the hand that they worked on while building our practice hand.

Pictures of us talking about the process. Pictures  of the girls on our team preparing to measure Blake’s arm and wrist.

Measuring different parts of Blake’s hand, wrists and arm – and of course some selfie taking fun. 🙂

Today was AMAZING!!! When I woke up I thought to myself, “Is this real life? Do I really get to do this?”  I am so incredibly thankful that my superintendent saw the need for this program. I am glad that I wasn’t so resistant to change and innovation that I missed out on this. I am so glad that I didn’t let fear win.

Digital Portfolio Artist Statements

This year we will be creating digital portfolios through Seesaw. A digital portfolio will follow the students throughout their years with me and show their growth as artists. This will also build on their writing and speaking skills, as we will write and present artist statements for their artwork. So this assignment will actually be an ongoing assignment that will be repeated over and over again throughout the year.

I created an example poster that I would like to have copies of to hang in my classroom to remind the students some of the questions that should be addressed in their artist statement. For their first portfolio project, we will actually take photographs of their finished artwork and then the students will use Canva to create their own poster like my example answering the questions under the 5 headings using proper grammar, spelling, sentence structure…

After that first portfolio entry using the poster we will have other portfolio entries, some using this Canva method, some with audio recordings of the child’s artist statement, as well as some video recordings. I would like to have an audio/video recording area set up in my closet so that it will be private and allow the students to be able to express themselves without worrying about how they sound or look…almost like a photo booth! I think it would be a fun way for the kids to get excited about talking about their artwork!

TEKS:

(7.1, 8.1) Perception. The student develops and organizes ideas from the environment. The student is expected to:

(B) compare and contrast the use of art elements and principles, using vocabulary accurately.

(7.2, 8.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A) create artworks based on direct observations, personal experience, and imagination;
(B) incorporate design into artworks for use in everyday life; and
(C) produce drawings, paintings, prints, sculptures, ceramics, fiber art, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways.

(7.3, 8.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A) analyze ways that international, historical, and political issues influence artworks;
(B) analyze selected artworks to determine cultural contexts

(7.4, 8.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
(A) analyze and compare relationships, such as function and meaning, in personal artworks