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I really liked the Hexagonal Thinking strategy because I believe it will deepen the students' vocabulary knowledge. This activity will also allow them to make connections between terms/topics and will give them an opportunity to share with the classroom their points of view on the relationships they created based on the activity.

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I enjoyed learning about the hexagonal thinking strategy and feel it would be an excellent organizer activity to help students organize the K so they can figure out the N before moving forward on a PBL.

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One strategy that I will use in my class will be the hexagonal thinking because it's a visual map to critical thinking which is a benefit to my students' age group.

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I love the use of SCAMPER to boost the creative behaviors in the classroom. I hope to assign this in small groups and individually.

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All the strategies that we have learned are fun and engaging. I will try to implement the Genially app, I like the idea of making my own games, students will love it as well.

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I loved SCAMPER; it helps evolve thinking and extend thoughts. I will use hexagonal thinking because it will help with relationships.

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I look forward to using the hexagonal learning option. I feel it is a great hands on activity but also simple enough for little ones to understand. It also gives students the opportunity to collaborate without the students getting off task since the task is simple.

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I'd like to use this critical thinking method as an introduction of each other for the beginning of the year. This will give students an opportunity to collaborate with one another while connecting ideas. Once they get comfortable with this, I will use it in the classroom often.

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I am committed to using PBL in my classroom as well as hexagonal thinking. I am definitely going to order some hexagons from Amazon.

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One strategy I am excited to utilize in my Kindergarten classroom is Hexagonal Thinking. On each hexagon, there is a picture and a word. Each one shows something we do to make our classroom a happy, safe, and kind place.

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I don’t plan to explicitly teach SCAMPER step-by-step, but I use it as a behind-the-scenes tool to design more creative, choice-based activities. For example, my choice boards might include tasks that substitute perspectives, combine texts, or adapt scenes—reflecting SCAMPER strategies without labeling them for students. This way, SCAMPER guides my planning to enhance critical thinking while keeping instruction flexible and student-centered.

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I will use SCAMPER! It will assist me with exploring artistic ideas and the relationships between sizes in abstract art.

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I will try doing at least one PrBL during the year, because I think my students would feel a sense of accomplishment after designing/creating something that could possibly solve a real-world problem.

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I will use the "What-if" scenarios to encourage students to think forwards and backwards. I expect this will invite students to both plan a response and demonstrate how they understand assorted ELAR elements.

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One strategy that I am going to commit to using this year is PBL. We cover plants in three of our core content areas, so the kinder team is designing a plant project or garden for all of kinder. The garden will be used for other lessons and provide many hands-on approaches.

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One strategy I will implement this school year will be hexagonal thinking because it leads to great discussion and collaboration. This is something we strive for in a dual language classroom, therefore students will get to use academic terms/concepts while language transfers. It could also be used for many activities across subjects.

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One strategy I commit to using next year is the hexagonal thinking strategy because I like how kids are making their own connections to the vocabulary words and having them explain what those connections are.

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I commit to using Hexagonal thinking. I can use it in Reading with stories, setting, characterst, ets. I can use it in writing with word families or sentence structure. I can use it in science with food chains or life cycles. I can also use it i social studies for inventors and thier inventions, community helpers, transportatin and many other subjects.

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I can easily commit to using the hexagonal thinking strategy. I could print out pictures and use velcro to change out the concepts or using our touch screen, students can manipulate the hexagons to show and discuss how they relate to one another.

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I would definitely use the Hexagonal thinking strategy with my 4th grade students to review academic vocabulary and make connections to the real world. The other strategy that I plan on using is the website to build escape rooms. This would be a highly engaging assignment for my students to complete within a group setting.

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Students have an opportunity to "justify their connections", prompting discussion about mathematical reasoning and vocabulary. Targeting Academic Vocabulary is a target. This supports:

Math talk and collaborative learning.

Peer-to-peer explanations that reinforce comprehension.

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I will incorporate the hexagonal thinking strategy in math and introduce it by using it as a get to know you activity. I will also incorporate the SCAMPER activity in social studies.

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I will commit to using hexagonal thinking in the classroom at the beginning of the year as a way for students to share interest about themselves, but also for other students to learn about each other and see the ways they may connect with their peers.

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One strategy I will use this year with my 2nd graders is SCAMPER. This seems like a fun activity/ice breaker I can use almost every morning as my kids start to enter the class. With my 2nd graders, I probably will not do all 7 letters in one day. So, I will probably do 2 letters each day, and they can build on what they did the day prior.

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creating short stories

divergent questions

describing pictures

using genially

I think these will all give students the opportunity to think more creatively and more options to persue

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This upcoming year I would like to incorporate Hexagonal Thinking across the curriculum to encourage students to make connections.

SCAMPER could also be an idea we can try together at the beginning of school and then then slowly release students to explore it as the year progresses.

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I will use the Scamper and the List ideas to help with narrative writing. It helps when the students have choice in what they are writing. I would still need to put some guidelines on it to make sure it stays appropriate for school but I can already imagine the types of narratives I could get using the lists.

The lists help them focus more I think, where as brain storming can be hard for them because they try to focus on wha they’re think I want them to write about. So I can use the lists to help them get the creative juices flowing in hopes that I will get some authentic writing out of them.

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It's important to introduce as much technology as possible in the classroom to engage students. They need to learn to use the technology correctly and efficiently and who doesn't respond well to having to use their own brain for themselves.

Escape Rooms get students thinking about what comes next, so their thinking ahead.

Scamper helps them think beyond reading and searching for details.

Hexagonal Thinking helps them see relationships far beyond just how characters behave in a novel.

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One strategy that I will enjoy sharing with my students is the hexagonal thinking tiles. I feel that they will be able to expand their word knowledge and the connections between the words.

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This next year I want to use SCAMPER. I think this strategy will be a great way to help my students be creative, think outside the box, and help build their confidence!

I also want to use the Hexagonal thinking, I think this strategy will be a great review in math and a great end of the unit comparing for our amplify units.

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I will use hexagonal thinking! I like the idea of having my GT students come up with vocabulary and key words to create the word bank themselves, then having groups use those words to create and explain their hexagonal thinking map. This could be used for math vocabulary, us history events, themes in RLA, or even grammar rules. I've been to a training on it before but haven't implemented yet, and now I feel more prepared to plug in the idea this year. Alexis Dokka

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Hexigonal thinking looks like a great strategy to use with my units in ELAR. I can easily pull together vocabulary words, facts, and characters from reading materials. Students can then analyze the information deepening understanding by manipulating the concepts. We can extend this thinking by discussing or writing.

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I would like to use SCAMPER teach about divergent thinking skills and how to apply that to everyday items they use in the classroom. To extend the activity, I would have students then use a recording device to show me what they have at home and practice doing SCAMPER outside of the classroom. The next morning I would show the videos to the classroom and incorporate it to our daily routine or wherever I can supplement it with the curriculum we are using.

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I would like to use the SCAMPER strategy with my 2nd graders as a brain break (at first) to get them to broaden their thinking. I also would like to use Genially.

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I think hexagonal thinking will help my Seniors think in more nuanced ways, hopefully helping them to see that Government and Politics is not 2 dimensional as politicians and our media would like us to think of it, but is far more complex.

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I will utilize the Hexagonal Thinking Template because it is an effective and engaging way for students to establish connections.

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We will commit to using the hexagonal thinking throughout the school year. We can modify for all levels as well as get a better understanding of the students thinking process. It can also be used for multiple teks.

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I enjoyed learning this and I know my students will also. These are great tools to apply to elementary learning environments. PK-2nd grade will benefit from these a lot. I just need to modify them. The other skills/tools might be too advanced or made for higher learners so I'll wait on those.

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I will commit to using hexagonal thinking exercises this year. I like this one because it allows students to potentially show their background knowledge on a topic, as well as how their thought process goes when combining ideas and relating them to ideas they already are familiar with. It allows them to move around a bit and use their hands. It also encourages discussions among their peers.

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I will try to use scamper in my class. I think I can find a way to use it for my second graders. I think they might enjoy it.

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I will create differentiated task cards to keep the students accountable, and stay on task.

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One of the strategies I would use in class would be the hexagonal thinking, because I believe this will engage students by interacting and sharing ideas. Most importantly staying focus.

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I plan to use hexagonal tiles and learning stations when differentiating activities for small groups.

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As an instructional coach..I can show teachers and model for them how to use this in their classrooms to help enhance critical thinking in their lessons.

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A strategy that I look forward to using in my classroom this year is the hexagonal tiles, I feel that they will give students a wonderful opportunity to explain how they think different words connect within each other.

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1. The Outsiders

2. Gangs

3. Adoption

4. Immigration

5. Slavery

6. Poverty

7. Fitting In

8. Family

9. Being Seen As Human

10. Self-Defense

11. Bullying

12. Food Funding in Schools

13. Driven By Money

14. Love

15. Empathy

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4th Grade Vocabulary Words-

Non-renewable and Renewable Resources

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Science 4.7B The water cycle

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What if USA attacked Japan first? What would that lead to? If a war would had commence, would USA have won the battle?

Suppose the USA military listened to the Hawaiian locals of a possible attack. How would that change things?

What would happen if we switched the battleships to airplanes and submarines only? Would there have been less deaths?

If the invasion of Japan occured today, what would it look like?

Imagine that the invasion was not a surprise attack. How would that impact us?

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Hexagonal Thinking-Problem solving and emotions

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*What might have happened if the United States had elected to not drop the atomic bombs on Japan to help bring the war to a close?

*What might have changed if Japan had gone with diplomacy instead of attacking Pearl Harbor in 1941?

What would have happened if The Treaty of Versailles had been less harsh on Germany, do you think WW2 could have been avoided?

How would the world be different today if atomic weapons had not been created during World War 2

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Some intentionally left blank in case students want to draw pictures. Students can sort based on importance within their community or opinions on which showcases their perspectives.

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Navajo

1. Navajo Language

2. Navajo History

3. Navajo Culture

4. Navajo Art

5. Navajo Traditions

6. Navajo Geography

7. Navajo Cuisine

8. Navajo Music

9. Navajo Religion

10. Navajo Clothing

11. Navajo Jewelry

12. Navajo Folklore

13. Navajo Economy

14. Navajo Education

15. Navajo Governance

16. Navajo Reservation

17. Navajo Agriculture

18. Navajo Wildlife

19. Navajo Medicine

20. Navajo Sports

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Hexagons for inventer unit

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What if we, as a country, did not have to pay for EMS services and was considered an essential service?

1. More efficient

2. Better care

3. Timely intervention

4. Equal access

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Scenario A: 9/11 Was Prevented

If U.S. intelligence had intercepted the plot in time:

Political Effects: The Bush administration may have lost the “rally around the flag” surge in approval. Domestic and foreign policy might have been more cautious.

No War in Iraq? Without 9/11, the justification for the Iraq invasion (under the War on Terror umbrella) might have failed to gain support. Saddam might have remained in power.

Surveillance and Civil Liberties: The Patriot Act may never have passed, meaning mass surveillance programs like PRISM might not exist—or would have developed more slowly and quietly.

Middle East Dynamics: Al-Qaeda might still have attempted other attacks. The U.S. presence in Afghanistan may have been smaller or delayed.

Scenario B: A Worse Attack Occurred

If Flight 93 had hit the Capitol or White House:

Greater Psychological Trauma: The symbolism of striking a core seat of American democracy would intensify the public response.

More Aggressive Foreign Policy: This might have led to even broader military action, possibly involving Iran or Syria earlier.

Crackdowns at Home: Civil liberties might have been curtailed even more severely.

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* What if Mexico had won the Mexican-American War?

* Suppose Elon Musk was President.

* What would happen if we switched Congress and the Supreme Court?

* What would happen if we switched Donald Trump & Nancy Pelosi (in 2019)?

* Imagine that The US Dollar collapsed. How would this impact us?

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I would use the hexagonal thinking with my vocabulary words. However, I would add arrows to show and label (explain) relationships between hexagons.

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These hexagons are grouped based on how students might view the correlation of the terms together. Students would also see different ways to attach these tiles. (I would add photos to each of these tiles to better facilitate my students abilities)

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In Esperanza Rising the main character, Esperanza, and her mother have to leave their life in Mexico and move to California. They have to work on a farm labor camp and live through the Great Depression (in the 1920s). The book talks about the difficulties the characters have to overcome.

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What if the Navajo Long Walk never happened?

If the Navajo had never gone on the Long Walk, they might have been able to preserve more of their land, culture, and way of life without the trauma and loss caused by forced removal. Their communities could have remained stronger and more united, and their traditions may have continued without as much disruption. Avoiding the Long Walk could have also prevented the suffering, death, and injustice they experienced, possibly leading to better relations with the U.S. government over time.

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S-Cut into inches

C-Make magnetic to combine and take apart in sections. (Part to whole)

A-Attach a golf pencil to use for measuring

M- Make it dry erase so you can draw the measurements

P-Use it as a bookmark to hold your place

E- Eliminate the measurements.

R-?

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Rumi's K-pop uniform shimmered as she moved, her eyes glowing faintly as she prepared to face the demon. Her fighting style was a mix of martial arts and her uncanny ability to summon spirit melodies through song, a power that amplified with her dancing.

She made her way to the ship’s grand cinema. The velvet curtains parted as she entered, revealing a lavish room filled with passengers who had no idea what was about to unfold. There, sitting in the center, was Uma—her platinum blonde hair cascading like a veil, her eyes glowing an unnatural red.

"Well, well, if it isn’t Rumi, the K-pop hero," Uma smirked, holding a giant, overflowing bucket of popcorn. "Come to stop me from my latest snack, huh?"

Rumi’s lips curled into a confident smile. "You’ve caused enough chaos with your popcorn obsession, Uma. It ends here."

Uma stood up, her eyes twinkling mischievously. "You think you can stop me? I’m a demon of desire, Rumi. I can make you crave this popcorn as much as I do!"

With a flick of her fingers, Uma tossed a handful of popcorn into the air. It shimmered with dark energy, falling like glittering bombs, each kernel an explosion of temptation. Rumi leaped into action, her body moving in perfect rhythm to a song only she could hear, evading the cursed popcorn rain.

"Your tricks won’t work on me!" Rumi called, spinning and summoning a streak of light. She kicked high, sending a wave of energy toward Uma, but the demon dodged, her laughter echoing through the theater.

“Popcorn isn't just a craving, darling," Uma taunted, "It’s a need. And soon, you’ll feel it too.”

Rumi's eyes narrowed. She could feel it now, the pull of the demon’s power trying to infect her thoughts. The salty, buttery temptation gnawed at the edges of her concentration. But Rumi was stronger than that. She focused, calling upon the power of her K-pop roots—her voice rising in a harmonious melody.

The sound of the song transformed into an ethereal barrier, pushing back Uma’s magic.

Uma snarled. "No! You think you can fight me with music? This is more than just some ordinary craving!" With a flick of her wrist, she conjured an enormous popcorn storm, a swirling vortex of buttery kernels.

Rumi wasn’t afraid. She dropped into a crouch, her hands moving in a rapid, intricate dance, her body syncing with the melody that echoed throughout the theater. Each step she took unleashed a burst of light, clearing away the swirling popcorn with an energy more powerful than Uma's dark magic.

Uma’s eyes widened in disbelief. "What... how?"

Rumi smiled. "Popcorn or not, you can't defeat what you can't touch."

With a final leap, Rumi danced into the air, her energy reaching a crescendo. She spun once, twice, before slamming her foot down onto the ground with a force that sent a wave of light crashing toward Uma. The popcorn storm dissolved into harmless puffs, and the demon shrieked as she was blasted back, vanishing into the ether.

The theater fell silent. Passengers, who had been unaware of the battle, blinked in confusion as the lights flickered and the eerie tension lifted.

Rumi stood there, breathing heavily but victorious. She dusted off her uniform and turned to leave, but before exiting, she glanced back at the now empty seat where Uma had sat.

"Popcorn," Rumi murmured to herself, "Some cravings are just too dangerous."

With that, she disappeared into the night, the cruise sailing onward into the calm, moonlit sea, leaving behind only the faint echo of her music and the promise of peace—for now.

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Water Bottle Stations

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CHAT GPT said:

Scene: Rooftop terrace in Paris at dusk. Victor Wembanyama is casually snacking on a baguette, enjoying the view. A loud metallic clank announces Iron Man landing beside him — slightly off-balance, knocking over a patio chair.

Iron Man:
Whoa — okay, these rooftops are not built for superhero landings.
(straightens up)
Bonsoir, monsieur Wemby.

Victor Wembanyama:
(raising an eyebrow)
Tony Stark, huh? What’s the suit budget these days — a billion? Two?

Iron Man:
Please, I don’t discuss finances before dinner.
(sees the baguette)
Is that… is that an actual baguette? People still eat those like that here?

Victor Wembanyama:
You’re in France, man. It’s practically mandatory.
(offers it)
Want a bite?

Iron Man:
This suit doesn’t exactly come with a “baguette mode.” Closest I’ve got is a cappuccino dispenser.

Victor Wembanyama:
Weak.

Iron Man:
Says the guy who could dunk on a giraffe. You know, you and I, we should team up. Call ourselves “Stretch & Tech.”

Victor Wembanyama:
(laughing)
I like it. You fight the bad guys, I’ll block their shots.

Iron Man:
Perfect. Though if we run into a 12-foot alien, I’m sending you in first. You’re already eye level.

Victor Wembanyama:
Fair. But if he asks for one-on-one, that’s all me.

Iron Man:
Deal. Hey — you ever consider adding a jetpack to your game? I could hook you up. A little Wemby Mk I.

Victor Wembanyama:
Bro, I barely get through airport security as it is.

Iron Man:
(laughs)
Good point. I almost got detained at Charles de Gaulle last week because they thought I was a very aggressive espresso machine.

Victor Wembanyama:
Well, you kind of look like one.

Iron Man:
Alright, now you’re just being hurtful.
(beat)
Want to take a selfie? I need proof I met someone taller than my ego.

Victor Wembanyama:
(chuckles, pulling out his phone)
Only if you promise not to photobomb the Eiffel Tower with a missile or something.

Iron Man:
No promises.

(They strike a goofy pose as the camera clicks. Paris sparkles behind them.)

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Eraser

Substitute:  Rubber band or sponge

Combine: Scent

Modify:  Make it liquid

Put to another Use: Use for shoe soles

Eliminate: Take out color.

Reverse: Write with it instead of erase

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S – SUBSTITUTE

Change the setting of the story you read.

Pretend that you are one of the characters who has “come back” 25 years after the novel has ended.

Pretend that you are the author and describe the most fun or difficult part to write.

Retell the story in the form of a fairy tale or a children’s story.

Rewrite the story for younger children in picture book form.

Pretend that you are going to join the characters in the story. What would you do in the story to change the outcome?

C – COMBINE

Write two articles for a newspaper published at the time of a major event.

Create a newspaper from one of the towns/cities listed in your story.

Design an advertising campaign with: poster, radio/TV ad, magazine/newspaper ad, bumper sticker, and button.

Create a comic strip (text + visuals + color + quote).

Write and perform an original song related to your story.

Create a radio ad for your story (script + audio).

A – ADAPT

Write about a character’s life 20 years from the time the story ends.

Imagine that you are the author and the story becomes a bestseller. Write to a movie producer explaining its film potential.

Write about how you would make your story into a movie (cast, location, etc.).

Create a t-shirt or costume to represent your story.

Prepare a travel brochure for the setting or fictional location.

Script a scene and perform with others.

Choreograph and perform an original movement piece related to the story.

M – MODIFY (Magnify/Minimize)

Write several diary entries (at least 10) for a character.

Draw a picture of the setting of the climax and explain the author’s choice.

Create a sculpture or portrait of a character with reflection and quote.

Create a colorful diorama of a specific scene with paragraph and quote.

Do several (5) pieces of art about your story.

Choose a scene and create a comic strip (10–15 frames).

P – PUT TO ANOTHER USE

Write any kind of poem about your story (min. 20 lines).

Write a letter to a character asking questions, protesting, or suggesting.

Write a scene that could have happened in the story.

Add a new character and explain their role.

Write a motto quote and reflect on its usefulness.

Create and answer five “What if...?” questions about a character.

Select a heroic character and explain why.

Create a room design for a character and explain the choices.

E – ELIMINATE

Tell what you think happened before the story began.

Choose three conflicts and give solutions. Is there one you wish was handled differently?

Write another part of the story describing what happened after the story ended.

List 5 main characters and explain 3 things each did or didn’t learn.

R – REVERSE (REARRANGE)

Explain how a character changed from the beginning to the end.

Spend a day with a character and describe what you would do and why.

Create an interview with a major character (perform or record).

Perform a monologue as a character describing their experience.

Make an audition video for a movie version of your story.

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S- substitute the "hot seat" with selecting a student to lead or teach their group.

C- Allow students to learn from each other by asking questions

A- Interview one another

M- Class presentation

P- Add vocabulary or visuals to start a discussion

E- converse using vocabulary before writing

R- present an image and have students discuss what they see

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S- Finger

C- different exterior (rubbery, jelly-like material)

A- car key remote

M-change interface control to tap, toggle,stroke

P-back massage

E-stress ball

R-electronic puzzle

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Topic-Equations

M~ Modify the equation by using inverse

R~ Rearrange by using commutive properties

A/P~Use other examples like food and cars for combine like terms

R~ Plugging in your answers

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Script about Thor using Adam Sandler as the charater in narnia to help lucy free Mr. Thomas

Absolutely! Here’s a fun, whimsical crossover script where Thor (played with the quirky, chaotic energy of Adam Sandler) is magically dropped into Narnia to help Lucy Pevensie free Mr. Tumnus from the clutches of the White Witch.

Title: "Thor in Narnia: The Thunder of Tumnus"

Setting: A snowy Narnian forest, White Witch’s castle, magical vibes everywhere

Tone: Comedic fantasy with classic Adam Sandler charm and Thor epicness

Characters:

Thor – Played as Adam Sandler (same powers, wildly different personality)

Lucy Pevensie – Brave and kind

Mr. Tumnus – Captive faun

White Witch – Cold, calculating, fabulous

Dobby-like Wolf Guard – Comic relief villain henchman

[Scene 1 – Narnian Woods]

[Thunder crashes. A portal opens above the trees. THOR (Adam Sandler) falls out of the sky and lands face-first in the snow.]

Thor (Sandler):

(muffled)

Owww. Okay, okay... definitely not Asgard. And definitely not Brooklyn. Where the heck am I? Who turned the thermostat to "frozen peas"?

[LUCY steps from behind a tree, cautiously.]

Lucy:

Are you... are you a friend or a foe?

Thor (Sandler):

(squints)

That depends. You got snacks?

Lucy:

(sternly)

Mr. Tumnus has been taken by the White Witch! I need help getting him back.

Thor (Sandler):

Ah, kidnapping, classic villain move. Okay, let’s bust in there, shock some people with lightning, maybe eat a turkey leg after.

Lucy:

Do you really have powers?

Thor (Sandler):

(grabs Mjölnir, which makes a fart noise on arrival)

Only all of them.

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SCAMPER Graphic Organizer: The Sun's Effect on Weather- student edition

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SCAMPER-"Treasure Box"

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List: Manu Ginobili, Batman, and Washington DC

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List: Manu Ginobili, Batman, and Washington DC

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It was a cool fall day, on the White House lawn. Everyone was gathered around, buzzing with excitement for the ceremony that was about to take place. Far from home, Manu prepared to take the stage. He was nervous for the day's events, but he was so excited to meet his American hero. Manu thought to himself, "I can't believe I am going to meet the most important man in the free world. I wonder if he's taller than I am. Will he be wearing his famous suit? I hope my hands aren't too sweaty."

Then, Manu's name was announced, and he graced the stage, seeing his hero in front of him for the first time. "He's shorter than I expected," Manu thought to himself. Manu reached out to shake hands with his hero. Manu's hero, dressed in his suit, extended his hand to welcome Manu to the stage. The crowd cheered with excitement, and Manu's nervousness faded. The most important man in the free world leaned over to hang a medal on Manu's chest. "It's perfect," Manu thought. It was black. It was kind of boring. It was the shape of a bat.

Batman began his quick speech, recognizing Manu for his commendable service. As he ended, "Congratulations, Manu! As of October 31st, 2009, you are the true Bat-Man!"

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When Manu Ginobili Stopped A Bat | ESPN Archives

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It was midnight. Colder than most this summer. Maybe that means fall is on its way. Batman smells something burning. He jumps to action and uses his grapple hook to make his way up the building to get a better look. In the distance, he sees lights…and they’re moving. “What are those?” He thought.

Those aren't normal lights…they’re about 3 feet long! And there’s people using them as swords! “What is going on?” He whispered to himself with confusion.

He decided this might be something to investigate. On his way there he noticed something about the individuals, they’re grunting and yelling at each other. They’re FIGHTING!

Batman decided he MUST intervene. It’s his duty. But who does he help, what does he do?

As he gets closer, they begin jumping from rooftop to rooftop! JUMPING! These guys aren’t normal.

Batman then proceeds to yell…almost out of nowhere…”Cut it out!” The two individuals pause…lower their weapons? But they just disappear almost into vapor. With a peculiar sound.

Back to the point! “Why are you two fighting”

They laugh. We’re Jedi’s, practicing. No need to worry there soldier. Why don’t you leave us be.”

Suddenly, Batman felt the sudden urge to go home. And off he went.

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SCAMPER GREAT GATSBY

SUBSTITUTE — Begin the story with Gatsby's murder and then go back in the past and tell the story from the beginning

COMBINE — Old Money and New Money combined in the same character

ADAPT — Put Gatsby's character today with current technology

MODIFY — Make Tom fight for Myrtle's affection

PUT TO OTHER USES — Gatsby is a infomercial guy and sells his plan to make money

ELIMINATE — Myrtle doesn't die in the story

REVERSE AND REARRANGE — Gatsby and Tom's characters

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Esperanza and Esmy: A Spark in Austin

It was the first time Esperanza had ever stepped foot in Austin, Texas—far from the vineyards and memories of her past, and yet oddly comforting with its wide skies and fiery sunsets. She’d come as a guest speaker for a cultural heritage symposium at the University of Texas, but deep down, she was searching for something more: a connection to the life she might've lived if things had been different.

Esmy, a bright-eyed sophomore majoring in Latin American Studies, had volunteered to be her student host. She wasn’t expecting the woman in the flowing peach shawl to be quite so magnetic—Esperanza carried her past like a poem, every sentence measured and warm, like the hum of a lullaby remembered.

The two clicked instantly.

Over tacos at a food truck parked just off Guadalupe Street, they talked about resilience and identity, peppered with laughs about college chaos—Esmy’s struggle to navigate midnight essays and caffeinated exams, and Esperanza’s tales of sneaking mangoes as a child. Esmy confessed how hard it was, sometimes, to feel rooted when everything around her seemed in flux.

Esperanza smiled, her fingers brushing the edge of her iced tea glass. “Mi querida Esmy,” she said softly, “the soil isn’t always where you’re born—it’s where you choose to grow.”

✨ That night, at the campus amphitheater, Esperanza stood beneath the string lights and spoke about transformation, of how hope doesn’t rise like the sun—it rises in people. She glanced at Esmy in the front row, wide-eyed and absorbing every word like sunlight through leaves.

After the applause faded and the crowds dispersed, Esmy walked with Esperanza through the moonlit quad. “I think,” she said, “I want to write a book one day. One that makes someone feel the way I feel right now.”

Esperanza nodded. “Then let’s make sure your roots are strong enough to reach the stars.”

And under the velvet Texas sky, a story began—not just Esperanza’s, but Esmy’s too.

Story continues...

Want me to turn this into a poem, comic strip concept, or the first chapter of a longer tale? I’ve got ideas blooming. 🌸

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I have a SoapBox for students to stand on to express their feelings or opinions.

S - Desk

C - Put a chairback on it

A - Use it as a step or stool

M - put a lid on it, for storage

P - Storage

E - Take away the front & back. You have a stool

R - Dig a hole for people to speak from.

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- Briefly explain SCAMPER with toy car examples:
S: Substitute – What can we use instead of wheels?
C: Combine – What happens if we combine the car with a ramp?
A: Adapt – How can we change the car to make it better or different?
M: Modify – How can we make the car bigger or smaller?
P: Put to Another Use – What else can we use the car for?
E: Eliminate – What happens if we take away parts?
R: Reverse – What happens if we make it go backward or upside down?

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Title: "Aggie Adventures: Jim Carrey and the Bat at Texas A&M"

It was a bright, cloudless afternoon when two unexpected figures strode across the lawn of Texas A&M University: Jim Carrey, vibrating with boundless energy, and Batman, cloaked in shadow even under the Texas sun.

Jim darted across the grass like a kid on a sugar rush, arms flailing, voice rising.
“Smell that, Bats? That’s youth! And possibly barbecue. Oooooh! This place is electric!”

Batman followed at a measured pace, boots crunching the path.
“I smell...smoke. Maybe from a pit fire. Possibly sabotage.”

“Relax, Dark Knight!” Jim laughed. “You’re not in Gotham anymore. This is Aggieland—where WHOOP is a language, and brisket is practically currency!”

Batman paused, scanning the area. “Whoop?”

“It’s a yell. Like your whole grunting thing, but more joyful. Let me demonstrate.” Jim threw his arms back and let out a loud, “WHOOOOP!”

Nearby students barely batted an eye—just another day at A&M.

They reached the statue of Lawrence Sullivan Ross, or as Jim quickly dubbed him, “Sully with the Stache.”

“Tradition says students leave pennies here for good luck,” Jim said, dropping a coin on the pedestal. “You should leave something symbolic... like a batarang!”

Batman narrowed his eyes. “Do you really think a penny changes academic outcomes?”

“Do you really think wearing black leather in July is productive?” Jim countered with a grin. “C’mon. Just once—for the culture.”

With a slow, deliberate motion, Batman removed a small, sleek batarang from his utility belt and laid it beside the penny.
“For tradition,” he said solemnly.

The two continued walking past maroon flags and students wearing Corps uniforms. Batman observed the precision of the marching cadets, his tone softening.
“Discipline. Order. I respect that.”

Jim waved at the Fightin’ Texas Aggie Band. “You’d fit right in, you know. All that silent brooding? They’d love your tuba solo.”

“I don’t play the tuba.”

“You don’t know you don’t play the tuba,” Jim winked.

As the sun dipped lower and the shadows stretched long across campus, the unlikely pair stood outside Kyle Field.

“Any last words, Caped Crusader?” Jim asked, shielding his eyes.

Batman looked across the stadium. “Good training ground. Strong young minds. I could use a few Aggies in Gotham.”

Jim gave a dramatic bow. “And I could use a breakfast taco. WHOOP!”

And with that, they disappeared into the twilight—one a shadow, the other a spark—leaving behind one batarang, one penny, and a story Aggieland would never forget.

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S - Substitute with Class Dojo, Teacher Bucks, or stickers

C - Combine with a goal setting journal to reflect on behaviors

A - Adapt the chart to focus on positive behaviors to promote a growth mindset

M - Modify the chart into a portable version

P - Use the chart as a class incentive tracker to encourage teamwork

E - Eliminate public display and provide private feedback

R- Rearrange by reversing the reward structure (start the day with full points)

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Focus: Using materials the right way.

Read: What do we use pencils for?

Prompts:

“What else could we use instead of a pencil to write?”

“Would it work as well? Why or why not?”

“What happens if we use a pencil the wrong way?”

Activity: Practice using pencils & crayons properly, then draw one thing you can use a pencil for.

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Superman was out flying around looking around town observing the floods that had occurred. He was flying over South Park Mall, where the whole parking lot was under water. He saw Tom Hanks standing on top of a vehicle and flies down to assist. Tom Hanks reminds superman that he doesn't need any help due to the fact that he once built a raft while stranded out in the ocean. Tom Hanks grabbed some items floating by and built a raft and was able to float to safety. Superman flew off to see who else he could help.

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Objective: Students will use the SCAMPER strategy to think creatively and design a new version of a backpack for a specific purpose.

S: Substitute the straps with slinky arms!

C: Combine a backpack with a lunchbox.

A: Adapt it to work underwater.

M: Make it gigantic for sports gear.

P: Put it to another use—as a parachute!

E: Eliminate the zipper—how will it close?

R: Rearrange it so the pockets are on the bottom.

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S-What if the eraser was candy?

C-What if it had a flashlight?

A-What if it worked underwater?

M-What if the pencil was teeny-tiny?

P-What if it was a magic wand?

E-What if it didn't need sharpened?

R-What if the eraser was at both ends?

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Absolutely! Let’s apply the SCAMPER method—a creative thinking framework—to explore how Jaime Reyes can use Khaji-Da (the Scarab) for peaceful and constructive purposes. SCAMPER stands for Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse.

🔧 S – Substitute

Replace lethal weaponry with non-lethal tech like stun blasts, shields, or EMP pulses.

Swap combat protocols with rescue and support algorithms—prioritizing saving lives over defeating enemies.

🔗 C – Combine

Fuse Khaji-Da’s scanning and hacking abilities with humanitarian missions, like disaster relief or medical aid.

Team up with other heroes or scientists to develop tech solutions using Scarab’s advanced systems.

🌀 A – Adapt

Reprogram Khaji-Da’s combat instincts to respond with de-escalation tactics.

Adapt its armor for civilian protection, such as shielding during natural disasters or riots.

🎨 M – Modify

Customize the Scarab’s interface to include ethical decision-making filters, ensuring peaceful intent.

Modify its appearance to be less intimidating, promoting trust in public settings.

🔄 P – Put to Another Use

Use Khaji-Da’s energy manipulation to power clean energy grids or repair infrastructure.

Employ its translation and communication tools to bridge cultural gaps in diplomacy.

🚫 E – Eliminate

Remove aggressive auto-response features that act without Jaime’s consent.

Eliminate invasive surveillance functions unless used for public safety with transparency.

🔁 R – Reverse

Flip its original purpose—from conquest to protection and education.

Use its origin as a cautionary tale to teach responsible tech use and AI ethics.

Jaime’s ability to guide Khaji-Da with empathy and purpose is what makes this transformation possible.

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Creative thinking and problem-solving are essential parts of the learning process to turn ideas into innovation to open creativity. A successful method used in creative thinking is the SCAMPER technique. The SCAMPER technique aims to provide seven different thinking approaches to find innovative ideas and solutions.

Flavor substitute: Replace chili with wasabi, Sriracha, or BBQ.

Product hybrid: Combine with a meal—like a Hot Cheeto crusted mac & cheese, chicken wings, or pizza.

Adapt the heat: Create mild or extreme versions (e.g., “Baby Heat” or “Dragon Breath”).

Change shape: Spiral, sphere, or novelty shapes (like emojis or letters).

New use: Crushed Hot Cheetos as spice rubs, salad topping, or dessert garnishes.

Remove artificial ingredients: Create an all-natural version.

Reverse the heat: A cool version (like mint Cheetos?) or ones that start cool and then heat up.

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Marisol, Rick

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"One step forward, two premiums back."