I grew up with Snoopy and the Peanuts gang. I read the comics, had a stuffed Snoopy, and even a cutlery set for meals.
When I taught preschool, Snoopy was my co-pilot. At the beginning of the year, I would introduce stuffed Snoopy and tell the kids that he was going to help teach class. “Snoopy says…” (i.e. “please help pick up the toys,”) became a regular part of our school day.
Lately Snoopy’s been sitting on the shelf, because the older kids don’t really need him. Or do they? Last week, I wrote a letter to my middle school student and sent it in the mail, as an example of a fun way to practice handwriting. While cleaning out my desk I found some Snoopy stickers I used with the little guys. “Do you like Snoopy?” I asked, as an afterthought, at the end of the letter.
Who knew what was coming? Not only does he like Snoopy, but he has a Snoopy watch. At our next session, which turned out to be the best one ever, I downloaded an image of Snoopy at a typewriter, and added a thought bubble: “Snoopy says, “We need snacks!” This is the student’s grocery list template, which is a great way to practice cursive writing.
Oh, and something else. His essay on the beach is almost done. Not only has he written all the parts for his graphic organizer, but he even volunteered to finish writing it on the weekend! Talk about being in the zone. This is what I meant several weeks ago when I wrote about being “lost” in play or reading.
In the end, everyone needs Snoopy.