Is there pizza-flavored kibble?

OK, so this afternoon was kind of weird. There are a couple of contributing factors. I'm glad there's a teenage mutant ninja poodle who's also having a crazy day. I'm glad his benefactor is looking as jazzy as Leonardo.

Careful what you wish for.

Easy come, easy go. So long, Dr. A.

meet the tribe.

yo, i know i'm a youtubin junky right now but whatever, i found this:



i want to hang out with twyla tharp.
not only to teach some horses sweet dance moves but to hook up with that doogie look-alike.

So, pretend I'm named Leitha and I live in the forest, and you're an evil queen...

I was wondering whether we can get together and play Dungeons and Dragons and blog about that. Because, why not have some unstructured, creative play in our lives?

calm.

cool lady sammy.

wow. i'm having wednesday morning revelations left and right. maybe cause i'm drinking twig tea. maybe cause shirley macLaine is coming for a visit.
maybe cause MOP MOP is coming toooo???!! does anyone know how much i love mop mop?
does mop mop know? i sure hope so.
i will one day adopt her calm nature. i will one day smell like her.
but for now, i'll just hang out with her. maybe we'll go see shirley's talk about her spiritual journey together! oh heck.



looook. her toes can do it too!

"And so my baby's growing up"

I'm trying to write some paper about teaching competencies in the English language arts classroom, thinking about writing as a recursive process.

A lady in line for coffee just said that some guy (whomI can only assume is her friend or coworker or something) said he was her bitch today so she can order anything on his tab. Not to get all WOST on your asses or anything, but pejorative gender terms are starting to harsh my mellow.

Maybe I'm getting sensitive for the classroom. I don't know. I just think we can all do better. We can all pick better words.

One of the competencies I'm writing on has to do with writing being a process--recursive, ongoing, developmental, integrative. And as I write about how to teach that, I'm realizing that thought and formation of schema and reality is a process that's recursive, ongoing, developmental, and integrative, so the articulation of those thoughts and lessons should be, too. But kids really want these ideas to be fixed. I mean, I know a lot of my students want to learn stuff and be done with it. They don't really know yet that everything is always changing and that that's kind of great. So...teaching writing has a lot in common with teaching about life. Hmph.

Uh, on an unrelated note, what can we do with the phrase "vocabulary of dirt?" I've had it stuck in my head, and was thinking about writing some companion poems to that book called Appalachia that I think I've made all of you examine (by Charles Wright, my hero). But I don't know if it sounds too much like "empire of dirt." The ideas I have in mind don't meld well with Trent Reznor's aesthetics, although writing some response songs to Nine Inch Nails could be a fun project for a rainy day, too.