- read the entire book
- re-read chapter 1 and take notes
- re-read chapter 2 and take notes
- re-read chapter 3 and take notes
- repeat, etc, etc, etc,
You get the idea. They have a long time to do this and each chapter in the book is fairly short. The notes are answers to questions that the teacher has provided in a booklet. So far, so good. Everything is pretty well-structured and there is a lot of time.
And then - CATASTROPHE! It's time to write the report!
To be honest, Kid#1 had the choice of about six different options, including writing a report, doing a presentation, making a skit, etc. Option #6 was, of course, "something else" whereby the student could come up with a creative idea not already listed, discuss it with the teacher, and move ahead with the approved plan.
So why did Kid#1 pick a report? I mean, of all the boringest of options.... but whatever - he is 9 yrs old and he gets to pick.
Yesterday, on non-holiday Monday, Kid#1 is in a seriously foul mood when I pick him up after school. Later, I realize that this is probably because in class, they have had to pick their "presentation dates" for their biography projects. Kid#1, of course, doesn't share this until later when he off-handedly and eye-rollingly says that he picked the last possible date for his project because he doesn't even know if he'll be done by then... (I wish that the actual exaggerated fatigue and burden of the world inherent in the tone of his voice resonated better over the virtual print media...)
Over the past couple of weeks, Kid#1 has been typing out his report. He can't type. He can't even hunt and peck. He is about one word per minute. But he was trying. Really. Really. Hard. But, as you might expect, he's gotten tired of this glacial pace and the energy has slowed. Hubby and I have collaborated - how do we assist in this process without actually doing all of the work for him? Kid#1 has an idea - he will dictate to me and I will type out what he says. Hubby scoffs at this, and says that's what the oldest kid does in the Diary of a Wimpy Kid books. I remind Hubby that we're dealing with real life here, and not some cartoon fiction. Hubby, surprisingly, does not appreciate me making this distinction clear for him.
Finally, on that non-holiday Monday, I propose to Kid#1 that he needs to write out a project outline, and then we will match his notes to the outline, I will type out his notes (because, in my mind, it's just the skill of typing that is missing - he's done all the other work) and then he can review and revise and format and all those other good things.
Kid#1 GROANS and MOANS and DIES and COMPLAINS that this is way too much work. I explain very clearly what a project outline is (just a few words - not the whole idea) and why it's important and what it will be used for next and how it doesn't have to be neat and how his teacher will never see it, etc, etc, etc, etc.
An hour and a half later, after much crying and wailing and gnashing of teeth (him, not me - mostly), the outline finally emerges.
I wish to pat myself on my back for only isolating him to his room and for not losing it completely. It is times like this that put us to the test.
Now today, I'm going to force him to align his previously-written notes to the new outline. Wish us both luck.