American experiences

Teach Playwriting with Norman Rockwell Paintings

April 6, 2026 By dhcbaldwin Leave a Comment

Teach Playwriting with Norman Rockwell Paintings

When I taught playwriting, one of the biggest challenges was helping students move past the blank page. That’s why I began to teach playwriting with Norman Rockwell paintings, using images filled with character, emotion, and story to spark student ideas. Instead of asking students to invent everything from scratch, I gave them a moment already in progress—and suddenly, writing dialogue didn’t feel so overwhelming. This approach works just as well in an ELA classroom as it does in drama, making it a flexible option for interdisciplinary teaching.

Teach Playwriting with Norman Rockwell Paintings

Norman Rockwell was a famous American illustrator best known for his warm, detailed paintings that captured everyday life in the United States. His work often appeared on the covers of The Saturday Evening Post, where he told visual stories about family, community, and American values.

Rockwell’s art is known for its realism, humor, and emotion. Some of his most famous works, like Rosie the Riveter and The Problem We All Live With, also reflected important social issues of his time.

He remains one of America’s most beloved artists because his paintings feel like snapshots of real life—making viewers both smile and think.

Why This Lesson Works So Well

This approach removes the pressure of traditional playwriting by giving students:

A clear setting
Built-in characters
An immediate conflict to explore

This method keeps it non-threatening for the students. You aren’t giving them a blank page of paper and saying, “Okay, let’s playwright today.” They are stepping into a story that’s already begun.

Even better, this lesson is designed to be confidence-building, making it ideal for reluctant writers and performers. Plus, the playwriting lesson using Norman Rockwell paintings supports both drama and ELA learning goals.

👉 Students aren’t asked to create from nothing—they’re asked to continue a story already in motion.

Why Postcards Make This Even Better

This is a three day lesson, although you could teach the entire lesson in one day. Fortunately, you don’t need anything fancy to make this work.

In fact, I often use postcard-sized prints of Rockwell’s paintings. You can purchase sets or simply print and cut them yourself. If you have the budget for it, I highly recommend you purchase these postcards. Norman Rockwell paintings postcards. They run around $15.00 for 24. There are various sets of these.

There’s something about handing a student a physical image that makes it easier. Not everyone can imagine a scene on their own.

It feels:

Manageable
Personal
Inspiring

I’ve seen students dive right into this lesson because they were easily inspired by the art. That is what you want–instant interest and engagement.

How I Use This Lesson in My Classroom

Day 1: Image Exploration

Students study their painting and respond to questions such as:

Who are these people?
What is happening in this moment?
What might have just happened before this scene?

Day 2: Character & Conflict

Students develop:

Character backstories
Relationships
A clear conflict

On day two, give students a different painting. Help them to write short backstories about the characters. Also, they should establish the conflict. This can be as simple as man versus man or the conflict could be about a little girl wants to go to school, but can’t without the men’s help.

Day 3: Writing the Scene

Students write a short scripted scene using dialogue. Expect about a page in length. It’s wise to give them an example, too so they know what you are expecting. Pick up this example to show them: Norman Rockwell Scene Example

This is where the magic happens—because they already understand the situation, the dialogue comes more naturally.

Day 4 (Optional): Sharing or Performance

Students can:

Read their scenes aloud
Perform them
Or share in small groups

Why Students Respond So Well

I’ve always enjoyed teaching this lesson because it meets students where they are. Consequently, if students can relate to a lesson, they are more likely to be successful. In the same way, I like to direct students in plays or musicals where they get to be kids like them. Check out: Ten Reasons Why Everyone Produces Anne of Green Gables

Visual learners have an immediate entry point
Reluctant writers feel supported
Creative students expand the story in unique ways

Furthermore, because every student receives a different image, the variety of scenes is always engaging. My advice is to process after each scene and discuss its assets. Plus, You could use this lesson many times during the school years by using other painters art. Some other artists you would use are Edward Hopper, Grant Wood and Jacob Lawrence.

by Edward Hopper

A Flexible Lesson You Can Use Anytime

This activity works beautifully as:

A playwriting introduction
A creative writing extension
A sub plan
Or part of a larger drama unit

As I’ve mentioned it’s simple to implement—and easy to revisit throughout the year with different images. Or you can leave for a substitute to teach! It’s remarkably useful and versatile.

Want a Ready-to-Use Version?

If you’d like a structured version of this lesson—with warm-up, guiding questions, and student handouts—you can find it in my Dramamommaspeaks resources.

In conclusion, by using artwork like Norman Rockwell’s as a starting point, students begin to see that stories are everywhere—not just on the stage, but in everyday moments. With just an image and a little imagination, even reluctant writers can find their voice and bring a scene to life.

Overcoming Fear and Anxiety When Speaking English As A Second Language

March 16, 2023 By dhcbaldwin Leave a Comment

Overcoming Fear and Anxiety When Speaking English As A Second Language

One of the most valuable aspects of theater class is how it can be integrated into core subjects. Today, I want to speak about overcoming fear and anxiety when speaking English as a second language. Personally, I think the best way is by taking a theater class. Let me explain.

If you are unfamiliar with the term, “ESL”, simply put it means English as a second language learner. “ELL’ means the same thing, but we also have World language learner.

Since I taught theater classes for over thirty-eight years, my teaching experience is vast. Not only have I taught middle school students for a large portion of my career, but I worked with elementary and high school as well.

However, my favorite grade level is middle school. If you’d like more information about my reasons, go to: Striking a Balance with Students in Their Middle School Years.

When I taught a pre-elective drama class in Missouri, the ELL students were integrated into my class. There are many funny experiences of these sweet students trying valiantly to learn English and still be a child. (Sometime ask me about the time I sat two girls together from warring tribes, the Tsuti and Hutus, without understanding their tribes were mortal enemies. Yikes!)

Did you know I have a new book, We’re Live! Radio Theater #101 which teaches you how to engage students with a unique tool? Check it out here.

Overcoming Fear and Anxiety When Speaking English As A Second Language

A sidenote: My grandparents were missionaries in Japan where my mother was raised until she was eighteen years old. When I was a child, my mother gave free boarding to international college students because she said, “They make me feel like I’m home in Japan.” Because I was raised around these people, I am very comfortable with people of all different nationalities and find them extremely interesting and generally quite friendly.

Being the observant person that I am, I noticed the ELL students were petrified to speak in front of their peers and did not fraternize with the native speakers. I thought this was sad, but understandable. Neither knew each other and neither was willing to be the first to extend a friendly hand. (Truly, it should be the native speaker.)

One year, I was looking for something different to offer after school as part of my career ladder responsibilities. Remembering the native speakers and the ELL students sitting apart in the cafeteria not speaking to one another, I approached the ELL teacher about me sponsoring an after-school drama club specifically for them. She jumped at the idea!

It seemed simple enough, right?

Three ELL Drama Club Problems to Overcome

I planned to have six weeks of drama club and then a performance at the end.

The first problem: The students would need transportation to take them home from school since they had no other means of travel. We applied for money from the state for this and they came through handsomely.

The second problem: How do inform the students and their parents about the club? Easy. Mrs. Zumwalt would take care of that for me. (I must say, co-teaching with another teacher from my school was fabulous.) She took care of communication with parents and the students, while I planned the weekly activities.

The third problem: What were my goals for the club? I knew that ELL students needed to overcome their fear and anxiety about speaking aloud. The best way I knew to do this was by integrating drama. Obviously, I wanted to strengthen their speaking of English. But what else? Drama games are always a hit with all of my students and I noticed the ELL students enjoyed them when we played them in class. For particular games I used, see: Drama Games for the Introvertive Student, but I needed many more.

Readers Theater Resources on the Internet

I took to the internet and looked for websites that shared particular games that ELL teachers used in their classroom, hoping to find some which integrated drama. Although this was many years ago, I looked at sites such as Fluentu.com. I ran on to several books which were helpful, too–Enlivening Instruction with Drama and Improv: A Guide for Second Language and World Language Teachers . The ESL / ELL Teacher’s Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels.

Generally, I relied on my go-to drama games and exercises that are successful with all students. I always suggest to new teachers that they purchase a copy of Viola Spolin‘s book, Theatre Games for the Classroom. IIt is an excellent source for creative dramatics exercises to use in any elementary and middle school classroom.

My plan included ending the club with a production of some sort. I turned to Aaron Shepherd’s readers theater website, Aaron Shepard’s RT page as I was familiar with his work. His script, The Legend of Lightning Larry which is still one of my favorites.

I selected readers theater because students read from a script rather than memorize lines and sit together when they perform (safety in numbers, you know). Both attributes would help the students as they slowly overcame their fear and anxiety when speaking English.

If you are unfamiliar with the strengths of using readers theater in your classroom, check out: The Reasons Reader’s Theater is Successful with Our Students.

Overcoming Fear and Anxiety When Speaking English As A Second Language

The day arrived to perform the play. I was very excited, but very naïve. I thought the students’ parents and siblings would attend. Parents attended every other time my students performed in my class. We sent out invitations both through email and hard copies. We baked cookies, had punch ready and decorated.

No one attended.

Why? Transportation issues. I never occurred to me that transportation could be an issue, but of course it could be!

The important thing, however, is that the students had a blast doing the play. The local newspaper came out and photographed the students performing. Just think of how wonderful that would be for an immigrant to be acknowledged in their community’s newspaper!

The next year, we participated in the school’s diversity celebration. Using a book titled All the Colors of the Earth and a song from the movie, Making an American quilt, the students performed a movement piece to it using multi-color flags. I narrated most of the poem and one student echoed me in several places in the poem. It was a tremendous success! The student body and teachers applauded for them. It makes me cry just to think about it now.

My Advice

If you are on the hunt for drama activities for ELL, ENL or World Languages students, I hope you’ll check out the materials I’ve mentioned above. However, if you want to purchase from someone who is a veteran teacher and has first hand experience teaching creative dramatics to students, I’m your gal.

Earlier I mentioned readers theater scripts. I have adapted several multicultural folk tales into readers theater scripts. Here are a few. You can check them all out at: Dramamommaspeaks Readers Theater Units

I hope my experiences are helpful to you. If you have any questions or need advice, please don’t hesitate to email me. You can find me at DhcBaldwin.net or DhcBaldwin@gmail.com

The Essential Drama Integration Guide for Come From Away the Broadway Musical

September 15, 2021 By dhcbaldwin 3 Comments

The Essential Drama Integration Guide to Come From Away the Broadway Musical

Have you used drama integration to reach your students? This would be a good place to begin. Use my drama integration Come From Away the Broadway Musical.

What is Drama Integration?

Through participation in theatre, students develop speaking and listening skills. Students collaborate with others in accomplishing common goals. Though many classroom teachers do not have a drama teacher to collaborate with, drama is a natural place to begin arts integration.

The story behind Come From Away is one which can easily be used in any classroom studying September 11th. Rather than just studying the story, how about teaching the historical moment through a theatrical production?

Why is The Musical Titled “Come From Away”?

“Come from away” is a term used in Canada’s Atlantic provinces for someone who has moved to the area from somewhere else. I’m a come from away myself, from Ontario, though my mother was born here.

The first reason to teach with this musical, and foremost in my opinion, if the story. It is just plain fascinating and begins with an explanation of Operation Yellow Ribbon.

Operation Yellow Ribbon was commenced by Canada to handle the diversion of civilian airline flights in response to the September 11 attacks in 2001 on the United States. Canada’s goal was to ensure that potentially destructive air traffic be removed from United States airspace as quickly as possible, and away from potential U.S. targets.

Instead of U.S. soil, those aircraft headed into the U.S. were place on the ground in Canada, at military and civilian airports in the Canadian provinces of Newfoundland, Newfoundland and Labrador, and British Columbia (and also several in New Brunswick, Alberta, Manitoba, Ontario and Quebec) where any destructive potential could be better contained and neutralized. None of the aircraft proved to be a threat, and Canada and Canadians hosted thousands of passengers stranded in Canada until U.S. airspace was reopened.

The Essential Drama Integration Guide to Come From Away the Broadway Musical

Canada began the operation after the U.S. Federal Aviation Administration (FAA), implementing Security Control of Air Traffic and Air Navigation Aids (SCATANA), grounded all aircraft across the United States, an unprecedented action. The FAA then worked with Transport Canada to reroute incoming international flights to airports in Canada.

During the operation, departing flights—with the exception of police, military, and humanitarian flights—were cancelled, marking the first time that Canadian airspace had been shut down. In total, as a result of Operation Yellow Ribbon, 255 aircraft were diverted to 17 different airports across the country. 45,000 people were displaced.

I told you it was fascinating! Come From Away is placed in Gander, Newfoundland.

Gander is a town located in the northeastern part of the island of Newfoundland in the province of Newfoundland and Labrador. Located on the northeastern shore of Gander Lake, it is the site of Gander International Airport, once an important refueling stop for transatlantic aircraft, and still a preferred emergency landing point for aircraft facing on-board medical or security issues. At the time of the 911 attack, its population was 6,000.

Most of the streets in Gander are named after famous aviators, including Alcock and Brown, Amelia Earhart, Charles Lindbergh, Eddie Rickenbacker, Marc Garneau and Chuck Yeager.

Come From Away the Broadway Musical

Some musicals are developed with each creative team member responsible for particular parts of the show from playwriting to directing to choreography. Others are more collaborative in nature. The path of the musical, Come from Away to becoming a Broadway musical was fairly traditional once it was conceived.

However, its conception was the unique aspect and perhaps that why audiences love it so much. In this particular case, the composer and lyricists are also the playwrights. This doesn’t occur very often.

The Essential Drama Integration Guide to Come From Away the Broadway Musical

What is equally fascinating is the creative team’s personal connection to the story. The setting is in their home province of Newfoundland, Canada. The team didn’t realize there was a story to be told until ten years later when they were approached to write the show.

The musical has been received by audiences and critics as a cathartic reminder of the capacity for human kindness in even the darkest of times and the triumph of humanity over hate.

DID YOU KNOW ONLY 14 STATES TEACH ABOUT 911?

Fourteen.

That’s a crying shame, but I’m out to change all that!

DramaMommaSpeaks Come From Away Drama Integration Guide

My Drama Resources

As you may be aware, I create drama education resources for teachers in my store, DramaMommaSpeaks. Currently, my Come From Away unit is very popular with vocal music, language arts and theater teachers.

This 46 page, two-day product includes:

Letter to Teacher
Warm Up–MY Version of a Popular Physical Warm Up
Teacher’s Script–What I Say and How I Say it!
Photos of Gander, Newfoundland where the story takes place and the airstrip which became the connector between strangers
Plot of the Musical
Synopsis of the Musical
A Brief Description of the Operation Yellow Ribbon and 9/12, what occurred the day after the 9/11 attacks
Separate File of Photos for Teacher’s Use in Lecture
History about the Origination of the Production
Information on the Director, Christopher Ashley
Information on the Writing Team co-composers & playwrights David Hein and Irene Sankuff
A Shortened Lesson on: What are the Tony Awards?
List of Tony Awards
New York City Map with Competing Theaters Labeled
Student Note Page
Teacher Note Page Key
Trivia about Come From Away and Broadway Musicals with Some Surprising Facts!
Lyrics from “Welcome to the Rock”–Good for Class Discussions or as a Jumping Off Point
Extension Activities–Terrific Suggestions of Ways to Secure the Learning and Enrich the Experience, Individual and Group
Sources & Links to Video Clips from the Show
And More!

Looking for a Theater Curriculum Scope and Sequence for Middle School? Check out mine: Drama Units Scope and Sequence.

Comprehensive? You bet. If this interests you, perhaps my Hamilton lesson will too. Check out this blog post here.

The Essential Drama Integration Guide for Come From Away the Broadway Musical

Come From Away Movie

The Come From Away movie was released recently. You can find it on Apple TV. Of course, it would be wonderful if your students could view the movie. If not, you’ve got my complete lesson to answer any and all questions pertaining to this terrific musical.

It isn’t often that a historical moment is still pertinent twenty years later, but here we are.

If you direct productions, you’ll enjoy this musical for its ensemble feel. The story is told by every character with most playing more than one role. That’s always a nice challenge for performers and such fun, too. The set is simple, containing chairs, a table or two and few stage properties. The music is clever and sounds a bit like Irish folk music to me.

DramaMommaSpeaks Come From Away Drama Integration Guide

I think once its released to amateurs, every community theater, in the country will produce it. Wow!

A note to social studies and language arts teachers–don’t shy away from this musical because it is just that. Integrate drama into your classroom and your students will love you for it, I promise. Some of the best teaching is done when you break out of your routine and teach through a different medium.

I hope you’ll consider teaching your students about the musical, Come From Away. As I said, it’s one of most popular products (in the top four!) so there is some reason everyone desires this lesson. See for yourself.

Where were you when 911 occurred? I was the first person in my school building to hear the news. What an unforgettable experience to be sure.

Interested in another Broadway musical? Check out: Phantom of the Opera

I’d love to hear about your memories of 911. Contact me at DhcBaldwin@gmail.com or DeborahBaldwin.net

Want a FREE guide and drama integration lesson for grades 6 to 8? Go here: FREE guide and drama integration

This Is What Happens When You Don’t Think Too Much, a Special Kind of Spontaneity

June 23, 2018 By dhcbaldwin 1 Comment

This is What Happens When You Don’t Think Too Much

I have a special kind of spontaneity. Sometimes I do things with very little thought. I rely on my instinct. That is better than me trying to control my thoughts, because whenever I do so it messes with my creativity-no joke! My spontaneity makes no sense at the time, but things pan out much better than I ever expected. This is what happens when you don’t think too much.

Take last Wednesday, for instance.

Tim, Abby and I enjoyed story time at the library. Afterward, Abby always likes to see the puffer fish one more time before we head home. I took a seat near the Leggo table while she and Tim played oceanographers.

I noticed a family of five looking a little disillusioned. They sat quietly keeping to themselves. I overhead a woman (much like me) say, “Come on. I’ll take you there.” and leave with the adult male (who it turns out was Simeon, the father of the family.)

Time passed.

The family’s younger children, Jude and Esther, began to play with the wooden trains and stacked Leggos. The mother spoke to her older son who looked to be in about eighth grade.

The mother was wearing a shirt emblazoned with “Bronx” on it.

Here was my chance.

Previously, I shared with you about a season in our life when we took school groups to NYC for spring break. We did so for seven years. I can always chat about our NYC experiences and given half a chance, I can get people talking.

At this point, I felt compelled to speak to the woman. Why?

No one else was speaking to them and no one sat by them. Oh, please…..Because they had suitcases with them (why would they have suitcases in a library?) or the color of their skin? Either reason is ridiculous.

The mother’s hair was awesome, coiffed up high and a pretty black color. Her open face and easy smile were charming.

I enjoy speaking with people. In fact, it helps my mental health. So, I struck up a conversation with her first speaking about her hair, because I honestly thought it was terrific.

I moved closer to speak to Falila and our conversation lasted about fifteen minutes. Turns out, Joel, her eighth grade son had qualified for the junior Olympics which were being held here in Lawrence at the new Rock Chalk park track.

How cool! I congratulated him, asking when he was racing. Falila said he would race on Thursday at 1:30 p.m.

Falila had a wonderful accent (she certainly didn’t sound like a New Yorker) and I asked her where she was from originally.

Nigeria– they were first generation immigrants.

I was struck by Falila’s sweet countenance, her authenticity and the ease in which we chatted. Honestly, I felt like we had been friends for years.

My husband and I aren’t really good at retiring. We forget we can be spontaneous. We have a tendency to look toward the weekend for anything recreational or social.

Oh, we thought, we can go to Joel’s race. We are free to do so!

So we did. Wow, that was quite an experience.

We are arts people. We aren’t very aware of sports. Generally, I don’t even know which teams are in this year’s Super Bowl. Please don’t hold this against me…

These kids as young as twelve are tremendous athletes! We were so impressed. They were good sports and helped each other. They cheered for one another and congratulated the winners of each heat. During one race, a girl tripped and fell. Four others quickly returned to make sure she was unharmed. Impressive.

Joel did wonderfully for his first Jr. Olympics competition. He didn’t win his heat, but his parents were supportive and encouraging of Joel’s efforts and that’s all that matters.

The story gets better.

As we left the competitions, I asked the Afere family if they would like to have lunch with us on Saturday. We enjoyed speaking with them and wanted more conversation with them.

You understand, these are total strangers, right?

Now, you are probably wondering why I would do such a thing.

I am sick and tired of people being treated poorly, especially immigrants and people of color.

I can’t fix the refugee crisis, nor the Muslim ban or the immigration conflict but I can be kind to an immigrant in a tough spot. I can be friendly and welcoming. If that means I rely on my special kind of spontaneity, so be it.

Please understand this family was independent and completely self reliant. They came to the states all by themselves. Simeon is an engineer, gainfully employed as an inspector of buildings. Falila is a stay at home mom, but she has an accounting degree.

They didn’t need our help or hospitality. I merely offered it.

You see, Joel was here without his track team or his coach. He qualified for the competition only three weeks ago. By then, there were very few air line tickets for a family of five to fly together. Their only alternative was to take a bus. This sweet family spent 30 hours riding a Greyhound bus clear across the country from NYC.

30 HOURS!!

That’s a family with fortitude.

The reason they were stranded at the library? Simeon reserved a rental car and when he called to pick it up, the company stated they had no such reservation.

Their hotel was in Lenexa which is thirty miles away. They were truly stranded.

Later in the afternoon, it all worked out and they were able to rent another car and get themselves around the area the rest of the weekend.

The Afere family came to lunch and stayed for three hours. My mother always told me if people stay a long time at your party, then they are having a good time.

I filled them with a typical American lunch–turkey and roast beef sandwiches, chips, yummy pistachio fluff salad and brownies. The children didn’t eat much of it, because they are used to their mother’s Nigerian food, understandably. Sliced apple seemed to be a hit as was ice cream, but isn’t it always?

Over lunch, we talked about the U.S., the fact that there is no social welfare program in Nigeria, their experiences living in NYC for ten years and the stressors of living there, what they want for their children and what was most important to them.

Have you ever inspired someone? Have you helped them dream?

It seems the longer they had been here, the more the Aferes liked the idea of moving away from the city– maybe Texas, Florida or somewhere Simeon’s engineering company would transfer him?

Or maybe the mid west? They liked it here, the friendliness of the people and the natural beauty of Kansas which many people never even notice.

Tim showed Simeon a realty site in Columbia, MO where we lived for thirty years. We aren’t as familiar with Lawrence as we are with Columbia.

We think Columbia is a terrific place to raise your children. Every parent wants their child to have a good education and Columbia can provide this. We urged the Aferes to give it some thought and keep us abreast of their decision. It was heart warming to help such a great family.

We are not experts nor do we have many experiences with an immigrant family.

But we have one thing in common–we are Americans and we want the best for our family.

Simple as that.

I challenge you to do the same. The next time you see a family who looks lost, frazzled or needing assistance ask them if you can help them. They may not need your help, but it’s worth the effort.

Don’t think about it. Trust your instincts. Take a chance.

Be the person your momma raised you to be–friendly and kind. Show some hard working, determined newcomers what it really means to be an American. Try some spontaneity–my special kind.

American experiences

Teach Playwriting with Norman Rockwell Paintings

Teach Playwriting with Norman Rockwell Paintings

Why This Lesson Works So Well

Why Postcards Make This Even Better

How I Use This Lesson in My Classroom

Day 1: Image Exploration

Day 2: Character & Conflict

Day 3: Writing the Scene

Day 4 (Optional): Sharing or Performance

Why Students Respond So Well

A Flexible Lesson You Can Use Anytime

Want a Ready-to-Use Version?

Share this:

Like this:

Overcoming Fear and Anxiety When Speaking English As A Second Language

Overcoming Fear and Anxiety When Speaking English As A Second Language

Readers Theater Resources on the Internet

Overcoming Fear and Anxiety When Speaking English As A Second Language

My Advice

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Like this:

The Essential Drama Integration Guide to Come From Away the Broadway Musical

Why is The Musical Titled “Come From Away”?

The Essential Drama Integration Guide to Come From Away the Broadway Musical

Come From Away the Broadway Musical

The Essential Drama Integration Guide to Come From Away the Broadway Musical

DramaMommaSpeaks Come From Away Drama Integration Guide

My Drama Resources

The Essential Drama Integration Guide for Come From Away the Broadway Musical

Come From Away Movie

DramaMommaSpeaks Come From Away Drama Integration Guide

Share this:

Like this:

This is What Happens When You Don’t Think Too Much

Take last Wednesday, for instance.

Tim, Abby and I enjoyed story time at the library. Afterward, Abby always likes to see the puffer fish one more time before we head home. I took a seat near the Leggo table while she and Tim played oceanographers.

I noticed a family of five looking a little disillusioned. They sat quietly keeping to themselves. I overhead a woman (much like me) say, “Come on. I’ll take you there.” and leave with the adult male (who it turns out was Simeon, the father of the family.)

Time passed.

The family’s younger children, Jude and Esther, began to play with the wooden trains and stacked Leggos. The mother spoke to her older son who looked to be in about eighth grade.

The mother was wearing a shirt emblazoned with “Bronx” on it.

Here was my chance.

Previously, I shared with you about a season in our life when we took school groups to NYC for spring break. We did so for seven years. I can always chat about our NYC experiences and given half a chance, I can get people talking.

At this point, I felt compelled to speak to the woman. Why?

No one else was speaking to them and no one sat by them. Oh, please…..Because they had suitcases with them (why would they have suitcases in a library?) or the color of their skin? Either reason is ridiculous.

The mother’s hair was awesome, coiffed up high and a pretty black color. Her open face and easy smile were charming.

I enjoy speaking with people. In fact, it helps my mental health. So, I struck up a conversation with her first speaking about her hair, because I honestly thought it was terrific.

I moved closer to speak to Falila and our conversation lasted about fifteen minutes. Turns out, Joel, her eighth grade son had qualified for the junior Olympics which were being held here in Lawrence at the new Rock Chalk park track.

How cool! I congratulated him, asking when he was racing. Falila said he would race on Thursday at 1:30 p.m.

Falila had a wonderful accent (she certainly didn’t sound like a New Yorker) and I asked her where she was from originally.

Nigeria– they were first generation immigrants.

I was struck by Falila’s sweet countenance, her authenticity and the ease in which we chatted. Honestly, I felt like we had been friends for years.

My husband and I aren’t really good at retiring. We forget we can be spontaneous. We have a tendency to look toward the weekend for anything recreational or social.

Oh, we thought, we can go to Joel’s race. We are free to do so!

So we did. Wow, that was quite an experience.

We are arts people. We aren’t very aware of sports. Generally, I don’t even know which teams are in this year’s Super Bowl. Please don’t hold this against me…

Joel did wonderfully for his first Jr. Olympics competition. He didn’t win his heat, but his parents were supportive and encouraging of Joel’s efforts and that’s all that matters.

The story gets better.

As we left the competitions, I asked the Afere family if they would like to have lunch with us on Saturday. We enjoyed speaking with them and wanted more conversation with them.

You understand, these are total strangers, right?

Now, you are probably wondering why I would do such a thing.

I am sick and tired of people being treated poorly, especially immigrants and people of color.

I can’t fix the refugee crisis, nor the Muslim ban or the immigration conflict but I can be kind to an immigrant in a tough spot. I can be friendly and welcoming. If that means I rely on my special kind of spontaneity, so be it.

Please understand this family was independent and completely self reliant. They came to the states all by themselves. Simeon is an engineer, gainfully employed as an inspector of buildings. Falila is a stay at home mom, but she has an accounting degree.

They didn’t need our help or hospitality. I merely offered it.

30 HOURS!!

That’s a family with fortitude.

The reason they were stranded at the library? Simeon reserved a rental car and when he called to pick it up, the company stated they had no such reservation.

Their hotel was in Lenexa which is thirty miles away. They were truly stranded.

Later in the afternoon, it all worked out and they were able to rent another car and get themselves around the area the rest of the weekend.

The Afere family came to lunch and stayed for three hours. My mother always told me if people stay a long time at your party, then they are having a good time.

Over lunch, we talked about the U.S., the fact that there is no social welfare program in Nigeria, their experiences living in NYC for ten years and the stressors of living there, what they want for their children and what was most important to them.

Have you ever inspired someone? Have you helped them dream?

It seems the longer they had been here, the more the Aferes liked the idea of moving away from the city– maybe Texas, Florida or somewhere Simeon’s engineering company would transfer him?

Or maybe the mid west? They liked it here, the friendliness of the people and the natural beauty of Kansas which many people never even notice.

Tim showed Simeon a realty site in Columbia, MO where we lived for thirty years. We aren’t as familiar with Lawrence as we are with Columbia.

We think Columbia is a terrific place to raise your children. Every parent wants their child to have a good education and Columbia can provide this. We urged the Aferes to give it some thought and keep us abreast of their decision. It was heart warming to help such a great family.

We are not experts nor do we have many experiences with an immigrant family.

But we have one thing in common–we are Americans and we want the best for our family.

Simple as that.