I See Thou Know’st Me Not – The Things They Say

Been working some things out with my boy.

Having some good talks- and some moments of realizing how very proud I am of who he is and how he handles himself in life:

Tonight, we were having a car talk. One of my favorites with my people. The van is the perfect cubicle for deep, personal chats.  More on that another time!

He shared some insight about how he navigates a couple of social settings that have caused pain to other family members who have gone before him in those same settings.

He said he determines to go in and make it a brighter place, and he doesn’t expect to necessarily find a close friend amongst the people there.  He recognizes it has been a place of pain for people he cares about so has a caution there.

Then, he shared one of his profound quotes with me (which, frankly, caused my literary soul to soar with joy!!)  He shared that he memorized a line from Shakespeare that he keeps at heart for his own, personal narrative:

He ruminated that at a certain point, it is important to realize that your critiquer doesn’t really know you; the real, true person that you are. And honestly, this is especially true/significant when you are dealing with any kind of personal struggle.

And- with that in mind, he recited a line from Romeo and Juliet ( a play he recently read) because he deemed it so appropriate to social situations, roasts, and unkind comments – and in particular this context where there has been a bit of verbal mud-slinging.

“I see thou know’st me not…”

Act 1 Scene 3 Romeo and Juliet

And he said, “At some point, you just have to realize that the person making the unkind comments, remarks, or ‘jokes,’ doesn’t really know you.”

That person doesn’t have the key to the inner heart where the real person lives, breathes, and feels. This line serves so well as the final word (whether spoken out loud or in the heart!) in a verbal spar that has no good ending.

So, shrug your shoulders (deflect the comments), and move on. They know you not (and they are missing out! -says the mother!!! 🙂 )

Wise, wise words my son, and words that I need to take to heart for myself!

The Things They Say

(My darling, sixteen year old son memorizing and quoting Shakespeare to me. Love!!)


Endless Gifts from beginning August

…found these waiting in my drafts…posting because I don’t want to ever forget….

Endless Gifts

Pachelbel’s Canon being worked out on the piano- O, peace; O, beauty!

playing dolls with my little one and chatting about this and that

finger knitting madness

a wee pink octopus (knitted) on my night stand

purple and white mini carnations for love and beauty

Chrysaline on a drive with my boy-on an absolutely beautiful day, and lemonades, and an invigorating Super – Walmart (home of the above carnations,favorite whip cream(s), and marvelous fruit)

his steak on the grill

a garden step-stone, wee bird house, and tiny fairy garden house placed carefully by three small girls








September 1st: End of Summer


Bonfire Night 

Summer night

that brands our minds

with a rivulet of gold


like the ruddy flames

that flicker upward

from the last bonfire

glowing at our feet.


The sparks singe

and disappear

pinpoints of light

radiating north


unlike the memories

of celebrated days

marked by summer’s



which instead, nestle


aflame forever,

heart, soul, mind, memory:

Bonfire Night 2019.

The Writing Process_ 20 Steps to Paper Writing Success for High School!

Today has been a long day. Long. But I just created this, and I thought I would post it here for a memorial stone, a reference, a banner waving high in the wind.

This checklist is for the student who needs explicit steps and training in the writing process. Students need to be encouraged to take their time, pace their work, and pursue excellence through diligence and effort.

*note: an outline is not included in the steps listed here, and it also does not include thesis building as that has its own, specific steps.  I really do read the prompt again, and again, and again when writing a paper{and when tutoring/assisting students with papers},and I personally do not have any writing struggles academic or otherwise. Truly, one can’t revisit the prompt too much!

Explicit Steps for High School Academic Writing:

Helps for High School Writing: Academic writing is like building a puzzle or a Lego Creation. All the pieces need to fit together to create a unified whole. Build the pieces (sections) one at a time. Then, fit them all together and smooth out any rough edges.

20 Solid Steps

  1. Carefully Read the Prompt
  2. Prepare For Pre-Writing: Choose and set up Graphic Organizer (mind map, table, Venn Diagram, color-coded doc)
  3. Read the Prompt Again
  4. Begin Filling Out the Organizer/Take Notes on all aspects of the prompt (answer all parts)
  5. Include direct quotes and notes (paraphrases from books, articles, and so on) with citations in the organizer
  6. If needed, set-up a separate Works Cited Draft Page and paste source entries to be polished, alphabetized, organized during format draft
  7. Copy and Paste Graphic Organizer Notes into Word Document
  8. Read Prompt again
  9. Paste prompt at top of document for easy reference
  10. Begin to form paragraphs and sentences from the graphic organizer notes based on prompt. Make sure your paragraph order reflects the order of the prompt. Use your own words and use citations for all sourced material. Include at least one direct quote per paragraph. Cite everything.
  11. Read the Prompt again
  12. Create Intro and Concluding Paragraphs
  13. Delete any unnecessary headers/extra words/ “junk” from Word document that came from graphic organizer or structuring helps. Delete prompt from top of paper if not required. Keep Teacher Guidelines/Prompt/Instructions nearby/at hand.
  14. Add transition words to help paper flow from paragraph to paragraph. Move sentences around. Move paragraphs around, if needed. Copy, paste, and cut as needed. Check each paragraph for a topic sentence and a concluding sentence. Check intro for a “hook” or interesting opener. Check conclusion for an ending impact statement.
  15. Format paper and double space; check length and format requirements from Instructor’s guidelines; Format Works Cited Page if needed and add to the end of paper
  16. Create Title
  17. Print paper and read out loud to person (Mom ). Make changes as needed.
  18. Print paper or share google doc and have paper reviewed by another person (mom, dad, tutor, sibling, etc). Make changes as needed.
  19. Polish and refine based on suggestions and corrections; Double Check Format requirements. Double check paper against Instructor Guidelines. Read out loud one more time to check for flow, clarity, meaning and that the paper answers the Prompt; revise as needed.
  20. Submit to Instructor per their guidelines (in person/online/etc)


*The heavy focus on the prompt and the oral recitation of the paper is highly intentional.