Handy Middle School
Writing Traits
Lessons
RSY 8/30//07 CC/HMS/BCPS
WRITING TRAITS-Ideas & Organization
PURPOSE: Teach our students the characteristics of the writing traits and how to navigate a “Peer
Response to a Student Writing Sample.”
IDEAS & ORGANIZATION Writing Trait LESSON PLAN:
1. SAY THIS: All good writers at all ages, across the nation, in all genres of writing, in all content
areas have the same six things in common. They are called Writing Traits. The six writing
traits (or characteristics) are strong IDEAS with relevant details, a great beginning, middle and
end or ORGANIZATION, fluid, complete SENTENCE STRUCTURE, exciting WORD CHOICE,
a personality, humor or VOICE. SENTENCE STRUC TURE, WORD CHOICE and VOICE all
make up a writer’s personal STYLE. Lastly all good writers use appropriate grammar,
punctuation, and spelling or CONVENTIONS. We are going to be learning how to score
anonymous anchor papers for the four major trait categories: IDEAS, ORGANIZATION,
STYLE (Word Choice, Sentence Fluency, and Voice) & CONVENTIONS. Today we are going
to be working with IDEAS & ORGANIZATION.
2. Show IDEAS poster overhead and discuss the main characteristics of IDEAS with students.
3. Distribute student packets which include two lesson:
a. IDEAS poster
b. IDEAS Student Friendly Scoring Rubric
c. Anchor paper to score for IDEAS & ORGANIZATION (use same paper twice)
d. ORGANIZATION poster
e. ORGANIZATION Student Friendly Scoring Rubric
4. Tell students that you will be scoring an anonymous paper for the IDEAS trait today.
5. Read through and discuss the 5 different levels of IDEAS, noting how the wording changes
slightly as you go down each level.
6. When scoring, it is best to start by reading a 3, and then deciding whether it needs to go up or
down.
RSY 8/30//07 CC/HMS/BCPS
7. Tell students that you are not scoring for neatness, grammar, spelling, punctuation, etc., just
the IDEAS trait. (This is hard to get used to!) 
8. Have students silently read the student anchor paper and assign a score that they would give.
9. Tell them to make an “I” at the bottom LEFT hand corner of their papers and place the score
next to it.
10. There is NO DISCUSSION YET!
11. Have students show the score they would give the paper for IDEAS only, by holding up that
number of fingers. Note what they came up with as a majority and ask someone from each
level represented to tell why they would give it that score, using language taken from the
rubric. There is good possibility that this could spark some debate, just keep reminding them
that we are just scoring for the one trait and to support it with evidence.
12. I know you want me to give you the score that the paper really received, but we will use it for a
discussion piece at our next staff meeting, so bring a few ideas of your own to discuss.
13. You may keep the IDEAS & ORGANIZATION posters to hang in your room. 
14. Repeat the same process for ORGANIZATION. When having students record the score for
Organization on the anchor paper, have them write an “O” on the bottom RIGHT hand corner
and place their score next to it.
RSY 8/30//07 CC/HMS/BCPS
IDEAS
Student Friendly Rubric for Scoring
5
The idea or topic is clear and easy to identify
Writer stuck to the topic from beginning to end
Writer had a clear and meaningful purpose for writing this piece
Intriguing and details to support or expand main ideas-“show, don’t tell”
4
Idea is somewhat clear-there may be a fuzzy moment
Stuck to topic almost all of the time
Mention of personal experience or research makes paper believable
Some relevant details-but some generalities too
3
Idea may be coming into focus-but is difficult to identify
Stuck to topic, well, most of the time
Somewhat believable, although it lacks credibility
A few details, but not enough yet. Need more information
2
It’s confusing. It rambles and I’m not sure what point the writer is trying to make
Pretty vague, wanders from topic
Seems to be making things up, need more credible information
Writer may have details in their head, but didn’t get them down on paper
1
I’m looking for a main idea in here, but I can’t find it!
What is this about? There’s no telling
Writer doesn’t seem to have a solid idea of what they are writing about
Adapted from Linda Rice
RSY 8/30//07 CC/HMS/BCPS
ORGANIZATION
Student Friendly Rubric for Scoring
5
This is easy to follow-like having a road map. Nothing is out of place
Everything connects-it is easy to see how one thing connects to another
I have an exciting lead that catches your attention & makes you want to keep
reading
I have a strong conclusion-this makes my paper unforgettable
4
The order works. I think you can find your way through my paper easily
Most of my ideas are connected. There is a stray thought here or there
My lead works-but haven’t I see that somewhere before?
I have a conclusion that works, although nothing extraordinary
3
Some parts are definitely out of place. Maybe they are not even needed
It is not easy for my readers to see how ideas connect
I have a lead, but it seems accidental
I’m not sure my conclusion works, but I did try
2
I seem to be going in lots of directions-on a journey without a map
I don’t know how to connect ideas to each other. I did try.
There is a lead, but it needs lots of work!
There is a conclusion-it needs lots of work, too!
1
This is a maze of random thoughts
I have made no attempt at connecting my ideas
There is no lead and/or conclusion-it just starts and stops
RSY 8/30//07 CC/HMS/BCPS
STUDENT WRITING SAMPLE 1
Shopping. Miserable, Endless shopping. Everytime I go
shopping something alyways gets in my way to destroy the
day. No matter what all the stores are always crowded and
never have any sales! When I go to get something specific
they never have that thng or anything like it! But when my dad
comes with we are always in a hurry. But even on good days
we never buy anything because it is always to expensive, even
if it is already on sale! But at least you can get something
good out of it…sometimes.
Grade 7
RSY 8/30//07 CC/HMS/BCPS
WRITING TRAITS-Word Choice & Voice
PURPOSE: Teach our students the characteristics of the writing traits and how to navigate a “Peer
Response to a Student Writing Sample.”
WORD CHOICE & VOICE Writing Trait LESSON PLAN:
15. SAY THIS: All good writers at all ages, across the nation, in all genres of writing, in all content
areas have the same six things in common. They are called Writing Traits. The six writing
traits (or characteristics) are strong IDEAS with relevant details, a great beginning, middle and
end or ORGANIZATION, fluid, complete SENTENCE STRUCTURE, exciting WORD CHOICE,
a personality, humor or VOICE. SENTENCE STRUC TURE, WORD CHOICE and VOICE all
make up a writer’s personal STYLE. Lastly all good writers use appropriate grammar,
punctuation, and spelling or CONVENTIONS. We are going to be learning how to score
anonymous anchor papers for the four major trait categories: IDEAS, ORGANIZATION,
STYLE (Word Choice, Sentence Fluency, and Voice) & CONVENTIONS. Today we are going
to be working with WORD CHOICE & VOICE.
16. TRANSPARENCY-WORD CHOICE poster overhead and discuss the main characteristics of
WORD CHOICE with students. (TRANSPARENCY-VOICE is included too)
17. Distribute student packets which include two lessons:
a. WORD CHOICE Poster & Student Friendly Scoring Rubric
b. Anchor papers to score for WORD CHOICE & VOICE (one for each trait)
c. VOICE Poster Student Friendly Scoring Rubric
18. Tell students that you will be scoring an anonymous paper for the WORD CHOICE trait today.
19. Read through and discuss the 5 different levels of WORD CHOICE, noting how the wording
changes slightly as you go down each level.
20. When scoring, it is best to start by reading a 3, and then deciding whether it needs to go up or
down.
21. Tell students that you are not scoring for neatness, grammar, spelling, punctuation, etc., just
the WORD CHOICE trait. (This is hard to get used to!) 
RSY 8/30//07 CC/HMS/BCPS
22. Have students silently read the student anchor paper and assign a score that they would give.
23. Tell them to make a “WC” at the bottom LEFT hand corner of their papers and place the score
next to it.
24. There is NO DISCUSSION YET!
25. Have students show the score they would give the paper for WORD CHOICE only, by holding
up that number of fingers. Note what they came up with as a majority and ask someone from
each level represented to tell why they would give it that score, using language taken from the
rubric. There is good possibility that this could spark some debate, just keep reminding them
that we are just scoring for the one trait and to support it with evidence.
26. Teacher discussion points are attached, as requested.
27. You may keep the WORD CHOICE & VOICE posters to hang in your room. 
28. Repeat the same process for VOICE. When having students record the score for
Organization on the anchor paper, have them write a “V” on the bottom RIGHT hand corner
and place their score next to it.
FOLLOWUP:
Score the any other student samples for WORD CHOICE & VOICE.
RSY 8/30//07 CC/HMS/BCPS
TEACHER DISCUSSION POINTS:
MY MOST REWARDING MOMENT
Word Choice SCORE 3
The words are often quite incorrect, and do not support the meaning of the piece at all. No
points for entertainment quality are given here-too bad. A piece like this can really liven up a
teacher’s day.
These words definitely capture our imagination, but not in a relevant way to the overall
meaning of the piece.
There is a definite attempt at colorful language but a THESAURUS OVERLOAD. The word
choice goes back and forth between the ridiculous and the obvious. It is a mix of stretching
and falling back on the easiest way to say something. There aren’t many successes here.
Most of the words work, though some are distracting. It would be important to make sure the
writer feels complimented and encouraged for trying something new when conferencing.
ONE DAY
Voice SCORE 1
Although the author of this piece has something specific to say, they haven’t found their voice.
They don’t tell us whether they were scared or not, what they felt like, or any of the emotions
that were surely present. The author doesn’t offer any reason why we should care one way or
another about this series of events-and if they are not concerned, how can the reader be
concerned?
No highs, no lows-the facts, nothing but the facts. And barely those when you look again.
Each of the short statements could be amplified by the writer’s perspective on what it meant to
them, how it felt, and a dose of what it all means. The element of voice is not present to any
degree at this stage.
The piece drives home the fact that writing just doesn’t work when it isn’t a little bit bold.
RSY 8/30//07 CC/HMS/BCPS
WORD CHOICE
Student Friendly Rubric for Scoring
5
The words I chose are used correctly and make my meaning clear.
I use a lot of excellent words that are unforgettable.
Most of my verbs are strong and lively.
My choices of phrases are fresh and original.
4
Most of my words are used correctly to help make my meaning clear.
Some of my words stand out. I repeated a few things.
Some verbs are strong. Some are ordinary.
I have some original phrases-I didn’t try too hard to say new things.
3
I did not always use words correctly. Sometimes I guessed.
My word choice is just OK. I had one or two good moments.
My verbs are not that strong. I really don’t pay much attention to them.
I did not try to be original. I used the first words that came to mind.
2
Some words are confusing-it is clear I do not know what they mean.
I used a lot of words that everyone uses- and I repeated them too much.
I use verbs to serve a purpose. They don’t stand out.
Much of the time I couln’t think of the right words to say what I mean.
1
My words do not make sense; the words I use are unclear and confusing.
I’m not even sure what a verb is.
I need to say what I mean. I need different words. I need better words.
Adapted from Linda Rice
RSY 8/30//07 CC/HMS/BCPS
VOICE
Student Friendly Rubric for Scoring
5
My personality is all over the page. My personality shows.
The tone or flavor is perfect for my audience, topic and purpose.
It is easy to see that I had an audience in mind when I wrote this piece.
Enthusiasm and commitment to the topic makes this piece hard to put down.
4
My fingerprints are apparent, showing my personality now and then.
The tone or flavor is acceptable for my topic and/or purpose.
I’m pretty sure of my audience, although this sense may come and go.
Some sense of enthusiasm and commitment may make you want to read on.
3
If there is a fingerprint showing my personality, it’s accidental.
The tone or flavor may be apparent here and there; I don’t seem to care.
There are slight hints of my audience. You may have to guess.
Only a hint of enthusiasm shows I am not really committed to the topic.
2
Anyone could have written this piece. It is hard to tell.
There may be a moment of tone or flavor, as I have little sense of purpose.
I have no audience in mind. If there is one, it was purely by accident.
I am too functional-it rambles. I may as well be making a list.
1
There is no trace of personality in this piece.
There is no evidence of tone or flavor, so the purpose is lost.
Audience, what audience?
RSY 8/30//07 CC/HMS/BCPS
STUDENT WRITING SAMPLE 2
My Most Memorable Moment
My most rewarding moment started out on August 7th.
“Wake up” deplored Mom at 6 a.m. “You should get ready to go!” So I
woke up and got dressed.
“Time to get on the bus!” impeached Dad. We were off-that is, off to
Oregon. My softball team was traveling to the National Tournament in
Salem. We were riding on a massive bus that would drive two days
straight. Michelle brought a movie and we all scanned it with pleasure.
“How fortunate we are!” I disputed.
“Hey Lisa, do you have any idea what this place is going to be like?”
“Yeh, I wish I did. Then I wouldn’t be so jittery!”
“Hey, I’m hungry! When are we stopping to eat?”
“We’ll be stopping in five minutes,” lamented the driver of the bus.
“I’m getting very fatigued sitting in these consolidated seats!” replied
Amy. “Did anyone bring any propitious music tapes?”
“I did.” Indicated Lisa. “Here’s one with a lot of desirable songs on it.
Let’s play it.”
Later, there we were, stopping to eat at McDonald’s. We weren’t even
out of Colorado yet.
“Look!” said Lisa. “You can see the mountain covered with brushy fir
trees and below I can see a brine blue river.”
Two hours later, our bus impelled into a nice looking hotel.
“We’re here!” beseeched Amy.
The next morning, my coach replied to me that he wanted to me to
hold the flag for our state flag. That was my most rewarding moment.
Grade 7
RSY 8/30//07 CC/HMS/BCPS
STUDENT WRITING SAMPLE 3
One Day
______
One day I was riding my bike. A guy came up to me. He chased me
into a dark alley. I rode it fast and he stopped to rest. I went home
and called the police. They caught the guy.
Grade 6
RSY 8/30//07 CC/HMS/BCPS
WRITING TRAITS-Sentence Fluency & Conventions
PURPOSE: Teach our students the characteristics of good writing traits
LESSON PLAN:
29. SAY THIS: All good writers at all ages, across the nation, in all genres of writing, in all content
areas have the same six things in common. They are called Writing Traits. The six writing
traits (or characteristics) are strong IDEAS with relevant details, a great beginning, middle and
end or ORGANIZATION, fluid, complete SENTENCE STRUCTURE, exciting WORD CHOICE,
a personality, humor or VOICE. SENTENCE STRUC TURE, WORD CHOICE and VOICE all
make up a writer’s personal STYLE. Lastly all good writers use appropriate grammar,
punctuation, and spelling or CONVENTIONS. We are going to be learning how to score
anonymous anchor papers for the four major trait categories: IDEAS, ORGANIZATION,
STYLE (Word Choice, Sentence Fluency, and Voice) & CONVENTIONS. Today we are going
to be working with SENTENCE FLUENCY & CONVENTIONS.
30. TRANSPARENCY-SENTENCE FLUENCY poster transparency and discuss the main
characteristics of SENTENCE FLUENCY with students. (TRANSPARENCY-CONVENTIONS
is included too) Students do NOT have these posters in their packets.
31. Distribute student packets which include two lessons:
a. SENTENCE FLUENCY Student Friendly Scoring Rubric
b. Anchor papers to score for SENTENCE FLUENCY & CONVENTIONS (one for each
trait)
c. CONVENTIONS Student Friendly Scoring Rubric
32. Tell students that you will be scoring an anonymous paper for the SENTENCE FLUENCY trait
today.
33. TRANSPARENCY-SENTENCE FLUENCY Student Friendly Scoring Rubric. Read through
and discuss the 5 different levels of SENTENCE FLUENCY noting how the wording changes
slightly as you go down each level.
34. When scoring, it is best to start by reading a 3, and then deciding whether it needs to go up or
down.
35. Tell students that you are not scoring for any other traits, just the SENTENCE FLUENCY trait.
(This is hard to get used to!) 
36. Teach students how to SPLINKY for Sentence Fluency. Start with hands together and stretch
hands out until the final punctuation mark. At the final punctuation mark, have students bring
their palms back together into a quiet clap. Students are doing this to FEEL the rhythm of the
RSY 8/30//07 CC/HMS/BCPS
writing. The paper should not be short and choppy or full of run-on sentences. The sentences
should vary.
37. Read the first few sentences out loud to demonstrate how to SPLINKY, then ask students to
quietly read the paper OUT LOUD and quietly SPLINKY the rest of the paper.
38. When they are finished, have them record their score.
39. Tell them to make a “SF” at the bottom LEFT hand corner of their papers and place the score
next to it.
40. There is NO DISCUSSION YET!
41. Have students show the score they would give the paper for SENTENCE FLUENCY only, by
holding up that number of fingers. Note what they came up with as a majority and ask
someone from each level represented to tell why they would give it that score, using language
taken from the rubric. There is good possibility that this could spark some debate, just keep
reminding them that we are just scoring for the one trait and to support it with evidence.
42. Teacher discussion points are attached, as requested.
43. Continue the discussion by having students go back and discuss each of the previous traits for
this paper. (Ideas, Organization, Word Choice, Voice) How did the writer do in these areas?
44. You may keep the SENTENCE FLUENCY posters to hang in your room. 
45. Repeat the same process for CONVENTIONS. When having students record the score for
Conventions on the anchor paper, have them write a “C” on the bottom RIGHT hand corner
and place their score next to it.
46. Student Writing Sample 5 was revised and I have added the revised piece to the teacher
transparency packet for you to discuss what a revised paper may look like.
FOLLOWUP:
Score any other student samples for IDEAS, ORGANIZATION, WORD CHOICE & VOICE.
RSY 8/30//07 CC/HMS/BCPS
DISCUSSION POINTS:
TENNESSEE DAWN MOUNTAINS
Sentence Fluency-SCORE
5
The use of fragments is highly stylistic, original and effective-risky, but effective. The sentence
structure definitely varies, but there is a solid rhythm to the piece. SHORT, then long, SHORT,
then long.
Purposeful and varied sentence beginnings.
The writer has thought about the sound of the words as well as the meaning.
TRAIT REVIEW-discuss previous traits and score for those if time allows:
IDEAS-On topic with numerous, relevant details (5)
ORGANIZATION-Great lead, a solid overall middle structure, great ending. (4/5)
WORD CHOICE- truly paints a vivid picture, they SHOW and don’t just tell with the words they
choose to use. Considering the grade level; excellent word choice. (5)
VOICE-Writing style is very original, their personality shows. (4/5)
** Written by a 3rd Grader (share last)
WHAT ARE THE QUALITIES OF A GOOD TEACHER
Conventions-SCORE
3
Spelling is usually correct or reasonable on common words, more difficult words were a
problem for this writer.
End punctuation is usually correct; other punctuation like commas, apostrophes, semicolons,
dashes, colons, parenthesis are sometimes missing or wrong.
Most words are capitalized correctly, control over more sophisticated capitalization skills may
be spotty.
Problems with grammar or usage are not serious enough to confuse meaning but may not be
correct all of the time.
Paragraphing was definitely in place and the student did well on this aspect.
Very minor editing in spelling, capitalization and punctuation is needed to bring this score up to
a higher level.
TRAIT REVIEW-discuss previous traits and score for those if time allows:
IDEAS-On topic with supporting details (5)
ORGANIZATION- good, but very superficial (this is a perfect example of the five paragraph essay
with an introduction, three supporting paragraphs, and a conclusion- BORING!) Lead is weak,
ending is good until “thank yu for reading my paper.”(3)
WORD CHOICE- very limited, perhaps some different words could have been used, do your
students have any examples? (2)
VOICE-no voice, this could have been written by anyone. A better approach would be to make it
a personal narrative about a teacher who does have these qualities. (2) (See revised version)
**WRITTEN BY A 9th GRADER** (share last)
RSY 8/30//07 CC/HMS/BCPS
SENTENCE FLUENCY
Student Friendly Rubric for Scoring
5
This is easy to read. You can read it aloud without any trouble.
Lots of sentences begin in different ways.
I use both long and short sentences. They are not all the same.
It is pleasant to listen to. It dances. It sings. It flows. Try it!
4
My sentences hang together rather nicely. They are easy to follow.
Some sentences begin in different ways. Many begin the same way.
Some sentences are short and some are long. Many are the same length.
When you read this out loud, it sounds pretty good. You won’t get stuck.
3
This does not flow like poetry. It sounds off-or choppy-or something.
Most of my sentences begin the same way.
Most of my sentences are about the same length, which makes it boring.
To read this aloud, you will need practice. I don’t like the sound of it.
2
The sentences are hard to read. You’ll need to stop and start over a lot.
My sentences pretty much begin in the same way.
Sometimes I went on and on-sometimes I wrote in choppy phrases.
This is too hard to read aloud.
1
These sentences do not make any sense, even to me.
I have to fill in missing words or hook words together to make a sentence.
This needs a lot of work before it can be read out loud.
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CONVENTIONS
Student Friendly Rubric for Scoring
5
Only the pickiest editors will spot errors in my text-errors are minor.
I used good conventions to make my text meaningful and easy to read.
I used a variety of conventions to show off what I know.
Minor touch-ups will get this ready to publish.
4
I made some noticeable errors, but you may not have noticed.
With minor errors, my meaning is still clear.
I used some variety of conventions. Mostly the basics, but it worked well.
A good once-over and you can send it off to the publisher!
3
A few errors may stop you-but you’ll figure it out quickly.
It needs moderate editing-although my meaning is still somewhat intact.
I used the basics (periods, capitalization, simple spelling); It is OK.
Please don’t publish it-not just yet!
2
I have a lot of noticeable errors.
The convention errors are making my meaning unclear.
Simple basics like spelling and capitals and periods need work.
Almost every line will need editing if I’m going to publish it!
1
Serious and frequent errors! Only patient readers can get through this.
I have a whole bunch of editing to do-it’s hard to tell what my message is.
I should go through this word by word if I even think about publishing it!
RSY 8/30//07 CC/HMS/BCPS
STUDENT WRITING SAMPLE 4
Tennessee Dawn Mountains
Colors. Streaming out from the slither of sun barely peeking over the
pine. Pine trees swaying in the gentle breeze. Dawn is reaching over
the mountains. The Brook. Welcoming Dawn with low murmur as it
dances through the steep mountains reaching the clouds. Puffy white
clouds. Parting so that you can see the sun wriggle to announce a
new morn. I smile, the ends of my mouth turn up ear to ear. I smile at
my invisible friend. She is mine. Only visible to me! Squelch.
Squelching through moss. Muddy, cold, wet. Little splashes under our
feet. Chirping. Chirping crickets. A chirping hum. Crickets hopping
around my feet. Honey bees. Bees making honey. The sweet odor
dancing around me. Making me long for it. Long to taste the sweet
liquid run through my mouth and down my throat. Mountains. Steep
purple mountains. Standing tall against the purple, and pine, and
yellow, and orange, sky. Birds tweet. Swooping through the sky.
Bringing worms, wriggling to be free. All is quiet except-thump,
thumpity-thump. My heart bumping in the silence. In the stillness. No
wait, not my heart. The ground trembles from running. A horse. It’s
brown coat glimmering in the sun light. Wishing, wanting to jump the
fence to gallop off into the wilderness. Mane whipping in the wind.
The sun is high in the sky now, and everything is pulling me. Pulling
me to go home. DO I have to? The warmth of the July air turns me
around pointing me to the cabin. The sun has made it. Made it. Made
it a new day.
Grade ____
RSY 8/30//07 CC/HMS/BCPS
STUDENT WRITING SAMPLE 5
What are the Qualities of a Good Teacher?____________________
There are many things that make a good teacher. In this essay, I
will talk about three of the qualities of a good teacher although some of
the qualities you might not agree with these are my opinions.
The first quality of a good teacher is that he or she is very nice.
That doesn’t mean they can’t yell at you if you do something stupid, but
they should do it in a nice way. A good teacher doesn’t yell much.
The second things that make a good teacher is they don’t have
too many rules. Good teachers don’t worry about the small stuff to
much like hall passes and getting you’re homework done exactly at the
right time. Good teachers know we are just kids and kids don’t always
remember the rules.
The third quality of a good teacher is that he or she should be
organized. Not have a bunch of stuff all over the place. A good
teacher knows where to find things and how to help you.
These are the three most important qualities of a good teacher. I
think. There may be more, but I think a good teacher has these three
qualities. Do you agree with these three qualities of a good teacher?
Maybe you do or don’t. thank yu for reading my paper.
Grade ____
RSY 8/30//07 CC/HMS/BCPS
STUDENT WRITING SAMPLE 5 (revised)
Those who can; teach
Mr. Boulanger changed my life. He was my fifth grade teacher and as far
as I am concerned, he set the standard for all other teachers to follow.
Compassion, respect and structure were his defining teaching qualities. He
only yelled if we did something really stupid, but always found a way to keep our
dignity intact. I tore up the phone number of Leroy’s babysitter and instead of
yelling, Mr. Boulanger quietly took us both in the hallway and had us talk it out.
He truly cared about making his students caring citizens, as well as top rate
students.
Our classroom was run with three simple rules. Respect property, others
and yourself. He never worried too much about the small stuff like hall passes
and getting our homework done exactly at the right time, as long as we tried our
best. He knew we were just kids and kids don’t always remember all of the rules,
all of the time.
“A place for everything and every in its place.” If I had a nickel for every
time our class heard this, I would be rich right now. Mr. Boulanger ran a tight ship
and insisted on having cleanliness and order. He always said that if we live in
chaos, our lives become chaotic.
Compassion, respect and structure shaped my fifth grade year into one of
my favorites. Mr. Boulanger, without realizing it, helped me to shape what I
believe today, as well as what I look for in each teacher I have had throughout
my educational experience. Who is your favorite teacher and what fine qualities
did they posses to make a difference in your life?
RSY 8/30//07 CC/HMS/BCPS