Thomas Wilson Fuller was born on May 15th.   He weighed 6 pounds and 13 ounces and was 19.1 inches long.  He is healthy and we are all doing great.  He is the cutest baby ever!  :) 

Brenda Nicole Fuller

LIST 5361, 5384

M.Ed. with Literacy Emphasis

Reading Specialist, MRT, ESL

IRA, TESOL

Curriculum Unit 

2^nd grade unit/ resource classroomTheme:  Writing your own fiction book, from rough draft to editing and then to final, published piece.Time:  6 weeks or 30 days; 30 minute sessions 

TEKS:  §110.4. English Language Arts and
Reading, Grade 2.(a)  Introduction. (1)  In Grade 2, students read and write independently. Students have many opportunities to use spoken language. Second grade students understand that there are different purposes for speaking and listening. Students know how to attract and hold the attention of their classmates when they make announcements or share a story. Second grade students recognize a large number of words automatically and use a variety of word identification strategies to figure out words they do not immediately recognize. Students read regularly for understanding and fluency in a variety of genres, including selections from classic and contemporary works. Students read texts from which they acquire new information. Students summarize what they read and represent ideas gained from reading with story maps, charts, and drawings. Students use references, including dictionaries and glossaries, to build word meanings and confirm pronunciation. Second grade students revise and edit their own writing to make ideas more clear and precise. Students use appropriate capitalization and punctuation. Students use singular and plural nouns and adjust verbs for agreement. In Grade 2, students’ penmanship is characterized by letters that are properly formed, words that are properly spaced, and overall compositions that are legible. Students begin to take simple notes and compile notes into outlines.(2)  For second grade students whose first language is not English, the students’ native language serves as a foundation for English language acquisition.(3)  The essential knowledge and skills as well as the student expectations for Grade 2 are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels.(4)  To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, “The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language,” students will accomplish the essential knowledge and skills as well as the student expectations for Grade 2 as described in subsection (b) of this section.(5)  To meet Texas Education Code, §28.002(h), which states, “. . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks,” students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.(b)  Knowledge and skills.(1)  Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:(A)  determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);  (C)  participate in rhymes, songs, conversations, and discussions (K-3); (D)  listen critically to interpret and evaluate (K-3); (E)  listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3). (2)  Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:(A)  connect experiences and ideas with those of others through speaking and listening (K-3).(3)  Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to:(A)  choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (C)  ask and answer relevant questions and make contributions in small or large group discussions (K-3); (D)  present dramatic interpretations of experiences, stories, poems, or plays (K-3); and (E)  gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).(4)  Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:(A)  use vocabulary to describe clearly ideas, feelings, and experiences (K-3); (B)  clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and (C)  retell a spoken message by summarizing or clarifying (K-3).(5)  Reading/word identification. The student uses a variety of word identification strategies. The student is expected to:(C)  recognize high frequency irregular words such as said, was, where, and is (1-2); (E)  use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2); (F)  use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2); (G)  use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and (H)  read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).(6)  Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to: (C)  read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2); (D)  self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and (E)  read silently for increasing periods of time (2-3).(7)  Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (B)  read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3); and (C)  read to accomplish various purposes, both assigned and self-selected (2-3).(8)  Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:(A)  discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (B)  develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); (C)  develop vocabulary through reading (2-3); and (D)  use resources and references such as beginners’ dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3).(9)  Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to:(A)  use prior knowledge to anticipate meaning and make sense of texts (K-3); (B)  establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C)  retell or act out the order of important events in stories (K-3); (D)  monitor his/her own comprehension and act purposefully when comprehension breaks down such as rereading, searching for clues, and asking for help (1-3); (E)  draw and discuss visual images based on text descriptions (1-3); (F)  make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); (G)  identify similarities and differences across texts such as in topics, characters, and problems (1-2); (H)  produce summaries of text selections (2-3); and (I)  represent text information in different ways, including story maps, graphs, and charts (2-3).(10)  Reading/literary response. The student responds to various texts. The student is expected to:(D)  connect ideas and themes across texts (1-3).(11)  Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to:(B)  identify text as written for entertainment (narrative) or for information (expository) (2); (C)  distinguish fiction from nonfiction, including fact and fantasy (K-3); (D)  recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3); (F)  understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2); (G)  understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); (H)  analyze characters, including their traits, relationships, and changes (1-3); (I)  identify the importance of the setting to a story’s meaning (1-3); and (J)  recognize the story problem(s) or plot (1-3).(12)  Reading inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to:(A)  identify relevant questions for inquiry such as “Why do birds build different kinds of nests?” (K-3);  (C)  recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); (F)  locate and use important areas of the library media center (2-3); (G)  demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and (H)  draw conclusions from information gathered (K-3).(13)  Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. The student is expected to:(A)  connect life experiences with the life experiences, language, customs, and culture of others (K-3).(14)  Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to:(A)  write to record ideas and reflections (K-3); (B)  write to discover, develop, and refine ideas (1-3); (C)  write to communicate with a variety of audiences (1-3).(15)  Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly. The student is expected to:(A)  gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2); (B)  use word and letter spacing and margins to make messages readable (1-2); (C)  use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2); and (D)  use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2).(16)  Writing/spelling. The student spells proficiently. The student is expected to:(A)  use resources to find correct spellings, synonyms, and replacement words (1-3); (B)  write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3); (C)  write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2); and (D)  write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2).(17)  Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The student is expected to:(A)  use singular and plural forms of regular nouns (2); (B)  compose complete sentences in written texts and use the appropriate end punctuation (1-2); (C)  compose sentences with interesting, elaborated subjects (2-3); and (D)  edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3).(18)  Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:(A)  generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3); (B)  develop drafts (1-3); (C)  revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); (D)  edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3); (E)  use available technology for aspects of writing, including word processing, spell checking, and printing (2-3); and (F)  demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and “publishing” them for audiences (2-3).(19)  Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to:(A)  identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B)  respond constructively to others’ writing (1-3); (C)  determine how his/her own writing achieves its purposes (1-3); (D)  use published pieces as models for writing (2-3); and (E)  review a collection of his/her own written work to monitor growth as a writer (2-3).Source: The provisions of this §110.4 adopted to be effective September 1, 1998, 22 TexReg 7549.Goals and Objectives: 

• Students will identify the cover, title page, author, and illustrator of the book. 
• Students will define the characters and their traits.
• Students will connect the book to real life, by using a double bubble thinking map to compare and contrast their pet to Mudge.
• Students will identify the setting of the story and its importance.
• Students will recognize the pattern of a story- beginning, rise, climax, fall, ending.
• Students will recognize the problem and infer what might happen next.  Students will make predictions and evaluate the choices that the character could make.  After they know what the character did, they will evaluate his or her actions.
• Students will use voice and dialogue in the stories.
• Students will write with details, using adjectives.
• Students will write complete sentences, using proper capitalization and punctuation.
• Students will write a first draft, edit and final draft of an original fictional story.
• Students will discuss with a partner about the stories and find ways to improve.
• Students will use computers to type and edit their stories.
• Students will create a polished piece and read it aloud to the class and a kindergarten class.
• Students will evaluate their own stories and justify scores to the teacher.  Students will also give each student a score, after hearing the stories (only the teacher will see these).

Materials/ resources:

• Teacher resources- Website for suggested activities, chapter questions and four-block reading strategies.http://www.marcias-lesson-links.com/HenryandMudge.html
• http://www.abcteach.com/directory/basics/reading/book_units_vocabulary_enrichment/henry_and_mudge   
• http://www.thinkingmaps.com/htthinkmapx.php3

• Henry and Mudge series, by Cynthia Rylant (I like In Puddle Trouble.)
• Alligator Baby
• Where the Wild Things Are
• Mini coke can or another interesting object (for describing)
• Pictures from the story (beginning, rise/problem, climax, fall/resolution, ending)
• Laptops (or access to the computer lab)
• Journals
• Paper
• Crayons or map pencils
• Laminator
• Binder
• Rubric
  • Self-Evaluation
  • Student Evaluation
  • Teacher Evaluation

Day 1   Read Henry and Mudge (which ever story is best suited to your class) and discuss story structure.  Identify the cover and title page.  Identify the author and illustrator and their roles.  

Day 2Read the rest of the story, if not finished.  Define the characters and their traits, using a bubble map.  Choose one character and complete as a class.  Then break students into small groups and have each group make a bubble map for different characters.    

Day 3            Connect the story the real life:  Students will compare and contrast Mudge to their own pet, using a double bubble map.   

Day 4Students will share their double bubble maps.  Show students how this map is like the Venn diagram, by drawing on the board.  Overlap the double bubble and Venn diagram, so that he students can see that the two maps are representing the same ideas.  

Day 5            Discuss the setting of a story and the importance to the story.  Why do you think the author chose this location for the story?  Do you think a better location could have been chosen?  What if the story took place in another location?  How would the story change?  Would the story be still be a good one?   

Day 6            Discuss plot and the stages of the story.  Have students identify the beginning, rise/problem, climax, fall/resolution and ending of the story.  Have pictures printed of each section of the story.  On the board draw a curved line (∩) to show the parts of the plot.  As a group, discuss the story and its parts.  Have students place the pictures on the line, in order.  Students will be able to see that without one part, the next would not make sense.   

Days 7 and 8            Discuss the problem and resolution of the story.  Students will predict what the character will do.  After reading and discovering what he or she does, evaluate the decision.  Was it the right or wrong choice?  What will be the consequences or results of this action?  What could the character have done differently?  If the character made a bad choice, what would be a better choice, for next time?  What would you do, if you were the character?  Give situations and ask what the students would do.  Evaluate the pros and cons of each action and decide what the best choice would be. Day 9            Explain dialogue and how it adds to the story.  The teacher should model story dialogue with a couple of students.  Partner the students and have them talk out what the characters might say.  Show that dialogue in writing is just like talking to a friend.   

Day 10            Work on voice in writing and stories.  Use the book to see Henry’s voice.  What would the story be like, if we could not hear his side of the story?  Voice is the author’s personality, coming out through the characters.  How would you treat the character?  What would you think? 

Day 11            Focus on adding details to writing, through adjectives.  Teach that adjectives describe an object.  Pretend that you are in an ice cream store.  You cannot order “ice cream.”  You must be specific.  Do you want cherry praline, rocky road or sherbet?  There are more choices than just chocolate or vanilla.  Bring in object for descriptive journaling.  I use an empty mini coke can because it is familiar, but still interesting.  The students will create a bubble map, using all five senses to describe the can.   

Days 12 and 13            Pick one of the characters, through random assignment.  Draw names from a hat.  The students with the same characters will be in a small group together.  Each group is assigned a character.  The students will take the bubble maps (from day 2) and modify it.  The students will look up synonyms and new adjectives for the characters.  They will write these new words all around the bubble map.   

Day 14            Students will brainstorm through pre-writing activities.  Students will pick their characters and the main idea of their story.  This can be done in partners, if you choose. 

Days 15-17            Students will write the rough draft of their story, using the laptops or computer lab.  Some students will need assistance in typing.  I do this activity in my classroom with the laptops, so that it is easier to monitor and help each student.  For some students, writing is easier and they will use paper to write the rough draft.  I will help them to type it.   

Day 18            Partner the students and have them edit each other’s paper, with close monitoring.  They should discuss the errors, ways to improve and the things that are great.  Remind the students that they are being helpful and not hurtful.  Do not be mean to your friends.  

Days 19 and 20            These are individual revision sessions, with a teacher conference.  Students will revise their own papers and then meet with the teacher to discuss the paper.  As students are finishing, they will begin working on the final draft. 

Day 21            Students will work on the final draft of their story.  All stories will be typed.  Student will use spell-check on their papers. 

Days 22-24            Students will illustrate their stories.  The pictures must match the words on the page.  Students will draw and color each illustration.  For modified assignment, students may cut out pictures from a magazine and glue to their paper.  When finished, the teacher will laminate and bind each book, so that it is a finished product.   

Days 25 and 26            Students will share their books with the class.  While reading, the audience will score the book and then pass into the teacher.  Invite the principal, counselor and homeroom teachers to enjoy the presentation.    

Days 27 and 28            Students will share their books with the kindergarten classes and talk about what they enjoyed while writing the book. 

Days 29 and 30            All of the students will evaluate their own books.  Then the students will conference with the teacher and go over the teacher evaluation.                  Book ListHenry and Mudge series (required and some in centers)Alligator Baby (optional, in centers)Where the Wild Things Are (optional, in centers) 

The Web            Students could find sites about the authors and illustrators.  They could present a fact about each one to the class.  I like to take a digital picture and print it for the author page of their book.  This makes the project more personal.  The students love this and it makes them feel like real authors and illustrators. Extension            The students could make a list of the people that listen to the story.  Read the stories at home and write down the names of each person they read it to.

Results of Target issue:
   I called the regional manager and spoke to his assistant yesterday.  She said that she would contact the store and get back to me.  She must have lit a fire under someone!  The manager of the local store called me today and said that they would make an exception and switch colors.  Why they could not do it in the first place, I do not know.  But, all it took was one call to the regional manager.    Although, this was resolved, I would recommend not registering with Target.

Just let everyone know:

     I had a baby registry with TARGET and I wanted to share this negative experience.  I received an item from my registry, but no receipt.  The item was the wrong color when I opened the box, so I wanted to exchange it for the right color.  I did not want my money back.  It showed up that the correct color was purchased on my registry.  When I got to the store, I was informed that they would not exchange it, without a receipt and nothing over $20.  It was the wrong item inside the box and they would not exchange it.  This was something that was not because I changed my mind…  it showed as the correct item on the registry but was wrong inside the box.  They would not help at all and were unwilling to offer any solution!  I am calling the regional and district offices, but since it is the weekend, I have to wait until Monday.  I will post again when I have more details.  When we registered we were not informed of this policy.   Please tell your friends NOT to register at TARGET because they will not help you, even when it was their fault.  Register at Wal-Mart or Babies R us.   

If I Were President…                                                                                    Written by Nicole Fuller 

What would you do if you had a chance to be the president?  What would you change?  Would you look out for the greater good?  What is important to you?

If I were president, I would value teachers more and give them a raise because without us there would be no doctors and no president.  I would fund the education system and reform the special education laws and programs.  I would reduce insurance costs and give tax breaks to the middle class.  I would reduce the self-employed tax rate and make the taxes more equal, instead of the rich getting richer.  I would plant more crops and allow people to keep their land.  I would not take private property to build more super highways (Trans-Texas Corridor) or apartment buildings.  I would make harsher punishment for criminals, especially child predators.  I would allow immigration, but only through legal routes.  I would try to make the world a better place and give all children a chance to be educated.  These are just a few items that are important to me.         

I did a writing activity with my students, grades 3-6.  The topic was “If I were president…”  First, we talked about the election process and why it is so important to vote.  Then, we had a discussion about issues and concerns that a president may have.  This went so well.  I could not believe it!  We talked about hunger, poor people, insurance, the war, imminent domain, gun control, alcohol and drugs, and even immigration.  I was not expecting them to be so mature about the discussion, especially the sixth graders.  I was playing the devil’s advocate, to get them thinking about both sides.  I wanted them to defend why they thought a certain way.  For imminent domain, I told them a story on their level and asked how they would feel if something like that happened.  They could not believe that this existed and they all thought it “was not fair.”   I wanted them to think beyond themselves and their community. 

Remember I did not tell them what way to think and I gave them both sides.  Here are some of the best answers or thoughts:

We should not bring our soldiers home because we need them to protect us.  Otherwise
China will put bad stuff in our toys.- 3rd grade boy     

I would bring our soldiers home because my uncle is over there.  He has two kids and needs to be home.- 6th grade girl

We should build more parks and schools.- 3rd grade girl

We should let people immigrate, if they get their shots.  If they get shots (vaccines), they will not get sick and neither will we.  Then we let them in.- 6th grade girl

We should end world hunger and plant more crops. - 4th grade boy

I would protect my country, my family, and God. - 3rd grade girl

I would build more houses in Africa.- 4th grade boy

If we had to pay more taxes, I think Congress should have to pay them. - 6th grade girl

If you do not vote, you go to jail. - 6th grade girl

You should have to say the Pledge of Allegiance in school.- 2nd grade boy, 3rd grade girl, 6th grade boy and girl

You should have to fly the American flag.- 2nd grade boy

You can’t take my land!- 3rd -6th grade boys and girls

I would give free insurance.- 4th grade girl

I would stop selling beer and cigarettes.- 3rd and 4th grade girls

I would stop making guns.- 3rd and 4th grade girls

I would not stop making guns because our soldiers need them.  No one else could have guns.- 3rd grade boy

We should not drill for oil in
Alaska because animals would die.- 6th grade girl

We should protect endangered animals and end animal cruelty. - 6th grade boy

I would lower the job age to 14.- 6th grade boy

We should give teachers a big allowance.- 4th grade boy

It was an interesting discussion and very mature!  I was so proud!  Hopefully, I helped create involved citizens for the future.

Whether you agree or disagree, that is not what is important.  What is important is to be an active citizen.  Get out there and vote and make a difference in your community.  Let your voice be heard!  Speak!  Consider the words of these children.  Why, as adults, can we not figure it all out? 

I just had to add this!  I teach resource and I have several students taking TAKS-M this year.  Well, I have three 3rd graders on TAKS-M and all three passed the first administration of the reading test!  One girl only missed four questions and the other boy and girl only missed five out of 30 questions.  I was so excited!!  Woo-hoo!  Yeah! 

Bonus post #11

I went to the doctor yesterday for a check up and everything looks great.  I only gained 1 pound over this two weeks.  That excited me!  He was quite active and moved around a lot when the doctor was trying to listen to his heartbeat.  Then we went down to get a sonogram and by that point, he had decided that he was tired.  He was curled up in a little ball, sucking his thumb, sound asleep.  He did not want to move around, so we could look at him.  He just kept sucking his thumb and stayed curled up in the ball.  It was pretty cute!  He is really long.  There is not much room in there and he is not due for 7 1/2 more weeks!  He already reaches all of the away across, from left to right, with his legs curled up.  He has to lay like a horseshoe, to fit most comfortably.  I just am not sure how he will still fit for the rest of the time.  I may end up as big as a barn yet…right now, I think I am sitting at “linebacker” weight.  Hehe…  lots of exercise after he is born…        

Post #10

Alright, here is my dilemma…

I want to finish my grad school classes by next spring and in order to do that I need to take classes this summer.  I was planning to take two classes, but is that too much with a brand new baby?  If I do not take two classes, I guess I will take one this summer and one next summer to finish my degree.  I will not be working this summer, so that frees up a lot of time.  Then I will take two classes in the fall and two in the spring.  Anyone taking classes with a new baby?  What do you think? 

Hmmm….oh, and I have to share what the special ed coordinators thought up now! GRRR!  They decided that 46 special ed stuents did not warrant having two teachers!  So, since I was last hired, I am first to go…  There will be no resource teacher for next year.  The entire case load will be on one teacher.  She will have to teach CMC and resource and is ARD vice-chair (which means all of the paperwork).  Ridiculous!  How stupid are the coordinators?  We found Friday before we left for Spring Break.  We do not get a choice.  The principal does not get a choice.  The coordinators say out and we have to comply!  That sucks! 

On the positive side, I have been praying about staying home or going back to work and I think this must be my answer.  So, as of right now, I will probably be a stay-at-home mom next year.          

#9

Tomorrow we go back to school.  I am tired and I think I need one more day to catch up on my sleep.  We went to Oklahoma for a bit and then to my parents and that did not leave much time to rest.  I am taking a day off on Wednesday, so I guess that will be my day to rest.  I have a doctor’s appointment and need to work on a project for another class. 

Last night, John and I met up with some friends that I went to high school with and we stayed out late.  Well, 11:30 is really late for me these days!  I am sleepy by 9:00!  It was really nice to see some of the girls again.  The restaurant had a band that played Johnny Cash-like music.  It was cool. 

We did not get the nursery painted, but next weekend, my best friend is coming to help.  We will get it done in no time.  Maybe… if the talking does not get in the way!  Hehe.

#8

We have a new nephew!  He was born on Friday at 9:04 PM.  He weighed 7 pounds and 5 ounces and was 21 inches long.  His name is Jacob Langston Thomason.  He is so cute and looks just like his daddy.  He woke up and just looked around.  Oh, he is so cute. 

We were out of town when he was born, but we were the first to see him at home.  The parents were setting up the pack n’ play.  We got to hold him and not have to share with the other visitors.  Holding him made me really excited for when our little guy will be here.  Only 8 more weeks!

He is so cute… just wanted to say that one more time, in case anyone forgot.