Saturday, September 26, 2026
Saturday Fragments: Weather, Walking, and Apples
Thursday, September 24, 2026
More Thoughts on Housing
ELCA pastor Clint Schnekloth has been doing some interesting thinking and writing about housing and the Church's responsibility in this time of housing lack; this piece about the vacant (not abandoned so much as underused and underutilized) church space is his latest, and this piece has some specific examples of responses by individual churches.
My church is much smaller, both in terms of space and members, than Schnekloth's church in Arkansas. We have had members who needed temporary housing, which has led me to ponder our own use of space. We don't have an educational wing/building with unused space. It would take some radical rethinking to transform any of the rooms below the sanctuary. It's a country church, with the sanctuary and restrooms on the first floor, and in the basement, a kitchen, a small fellowship hall, two bathrooms (one with a walk-in shower), three classrooms, one storage area, and a pastor's office.
As a very part-time minister who is only at the church on Sunday, I would be happy to give up my office to be a one room sleeping area for someone in crisis, even if the crisis lasts weeks. But would the person who comes after me be happy with that decision?
And let me also remember that the Church Council has more say in this than I do. My church in Bristol is amazing in terms of the members being responsible for the vision and the mission. They've had very temporary pastors for over a decade now. I don't want to undercut them.
Wednesday, September 23, 2026
Pumpkin Patch Anniversary
Tuesday, September 22, 2026
Of Apple Farms and Alternate Futures
Monday, September 21, 2026
Hurricane Anniversaries: Hugo and Beyond
Sunday, September 20, 2026
Guardians of Lesser Galaxies
Friday, September 18, 2026
Love Poem in Strips
Some of my more interesting teaching ideas come when I get towards the end of what I have planned, and there's still a lot of class time left. Some days, I just finish. Some days I come up with something else because I've already let the class go early in the last week or two, and I don't want students to start to expect it.
Yesterday I went to my Creative Writing class with worksheets, along with two sonnets: a traditional love sonnet by Constable and "My Mistress' Eyes Are Nothing Like the Sun" by Shakespeare. In a 102 class several semesters ago, I created a Love Imagery Generator Worksheet:
My love is like _____________________________________________________.
My beloved’s eyes are like ____________________________________________.
My beloved’s skin is like ______________________________________________.
My beloved’s personality is like ____________________________________________.
My beloved’s hair is like _________________________________________________.
I love my beloved the same way I love _____________________________________.
My beloved’s cooking is like ___________________________________________.
My beloved’s hands are like __________________________________________.
My beloved’s voice is like ______________________________________________.
We filled in the sheets; I encouraged them to feel free to make up a fictional beloved. In fact, I advised it might work better as a fictional experiment.
I had taken out parts to make a new worksheet, and we tried making a love poem to a non-human, like a car or a phone or a pet: My beloved's _________ is like ________.
By design, I had extra worksheets which I cut into strips. I gave everyone 6 strips and had them fill in the blanks. They could use the worksheets they'd already filled in or create something new.
I had planned to have them paste strips to pink paper on tables around the edge of the room, but I realized we'd end class 30-40 minutes early if I went with my original plan--not good. So I pasted three strips per paper, strips I took from each student, with space in between. I divided them into 2 groups of 4, with 2 pink sheets per table. They worked in groups, or pairs, to put additional strips on the paper, which took 15-20 minutes longer than each student pasting strips would have taken. On the 5th sheet of paper, I put more strips in a random way--students were working more than I anticipated to have the poems make sense and/or flow.
Before I read them, I asked what they expected. Then I read them. They were a mix of things: intriguing imagery, cliches, weirdness that did and did not work. It might have been interesting to have them take each poem and try to go deeper. I thought that the completely random poem was no better or worse than the poems they took more care creating, but I didn't tell them that.
I had them take pictures of the poems, just in case they wanted them later. They will be taking one of the poetry projects we've done and revise, plus a short process piece: a love poem, a photo with haiku, and either a villanelle or a triolet are the options.
I'm so pleased with how this class session went--my students were engaged, even though I could tell that some of them were mildly frustrated at times or perhaps baffled is more accurate--or both. They worked together, even though they weren't sure what they were doing. We all seemed to leave in a good mood, astonished at what we had created--or maybe it was just me who was astonished.




