cookies

Strawberry Lemonade Cheesecake Bars with a Shortbread Crust

Strawberry Lemonade Cheesecake Bars with a Shortbread Crust



Recipe by: Adapted from King Arthur Flour (crust) and Shared Sugar (cheesecake)
Yields: about 18 bars

These cheesecake bars are the perfect summer treat: sweet, creamy, tangy, buttery, and easy to prepare!

Crust Ingredients:
1 cup (2 sticks) butter
2 cups all-purpose flour
1/2 cup confectioners’ sugar

Cheesecake Layer Ingredients:
32 ounces cream cheese, at room temperature
4 eggs
5-6 tablespoons lemon juice, depending on how tart you usually like your lemonade!
lemon zest from one lemon (reserve a little to sprinkle on top)
1 cup sugar
strawberries, quartered*
powdered sugar for topping
*Note: I probably bought 2 pints of strawberries but didn’t quite use them all. I didn’t quarter mine because I thought they’d be pretty whole, but they were a bit hard to eat and I’ll quarter them next time I make this recipe!

Directions:
Preheat your oven to 350°F. Prepare a 9 x 13 in. baking dish with a parchment paper sling. Cut the butter into the flour and confectioners’ sugar and press into the baking dish (I used a food processor to cut the fat into the flour, and then the bottom of a dish to press the mixture into the pan). Bake 20 minutes or until light brown. Let cool on wire rack.

In a bowl with an electric mixer, add the cream cheese, eggs, lemon juice, lemon zest, and sugar. Mix until the ingredients are creamy and the cream cheese is fully incorporated. Pour into the pan with the cooled crust. Then evenly distribute the strawberries.

Bake 30-35 minutes or until filling is set. Remove from the oven and cool completely. Then refrigerate for at least 3 hours. Remove the cheesecake from the pan using the parchment paper. Cut into bars and sprinkle with powdered sugar and/or lemon zest.

Cherry Lemon Rosemary Shortbread Cookies

Cherry Lemon Rosemary Shortbread Cookies



Recipe by: Willow Bird Baking
Yield: 20-25 cookies

These are tender, buttery shortbread cookies replete with cherries, tangy lemon, and rosemary. Enjoy them hot from the oven and freeze some for baking in a pinch.

Ingredients:
2 cups all-purpose flour
1/4 teaspoon salt
2 1/2 teaspoons dried rosemary leaves, chopped finely
3/8 cup powdered sugar
1 cup (2 sticks) butter, at room temperature
1 1/2 tablespoons finely grated lemon zest (about the zest from one lemon)
1/4 cup freshly squeezed lemon juice
1/2 cup dried cherries, finely chopped
about 1/2 cup white chocolate chips

Directions:
In a large bowl, whisk together the flour, salt, and dried rosemary. In a separate large bowl, cream together the butter, lemon zest, and powdered sugar 2-3 minutes or until pale, light, and fluffy. Mix in the lemon juice. Beat in the flour mixture and then stir in the cherries by hand to be sure everything is combined.

Use a sheet of wax paper to roll the dough into a 1 1/2-inch wide log (if you’re having trouble, chill the dough for a bit in the fridge before rolling it). Wrap plastic wrap or foil around the logs and freeze them until firm (you can also double-wrap them and leave them frozen for up to 3 weeks at this point. When you’re ready to bake, just use a serrated knife to cut the cookies and bake as usual. It make take a few minutes longer since they’ll be baking from frozen, but just keep an eye on them.) While they cookies are freezing, preheat the oven to 350 degrees F and place the rack in the center. Prepare a baking sheet with parchment paper or a silicone baking mat.

Use a serrated knife to slice each log into 1/4-inch slices and place these about 1 inch apart on the prepared baking sheet. Bake until golden, about 8-10 minutes, rotating once halfway through baking. Let the cookies cool for a couple of minutes on the pan before transferring them to a cooling rack to cool completely. In the meantime, melt white chocolate according to package instructions (usually half-power, in small increments, stirring often) and spoon it into a plastic zip-top bag with a tiny corner cut off. Set cookies on wax or parchment paper and squeeze the melted chocolate from the zip-top bag over them in a zig zag design. Let them dry. Store them in an airtight container separated by leaves of parchment or wax paper for up to a week.

Cookie Butter Cookies (with Coffee Butter and Salted Caramel Butter) and a Biscoff Spread Giveaway!

Cookie Butter Cookies



Recipe by: Adapted from Housewife Eclectic
Yield: 24 cookies

These warm cookie butter cookies are delicious right out of the oven, or schmeared with coffee butter, salted caramel butter, or even a little extra cookie butter!

Ingredients:
1/4 cup shortening
1/4 cup butter, softened
1/2 cup sugar, plus extra for rolling
1/2 cup brown sugar
1/2 cup crunchy cookie butter (Trader Joe’s Speculoos Spread or Biscoff Spread)
1 egg
1 1/4 cup all-purpose flour
3/4 teaspoon baking soda
1/2 teaspoon baking powder

Directions:
Preheat the oven to 375 degrees F and cover two baking sheets with parchment paper. In a large bowl, cream together the butter, shortening, and two sugars until light and fluffy (2-3 minutes). Add the cookie butter and egg and combine. Add in the flour, baking sodar, and baking powder, and mix until combined, scraping down the sides of the bowl as needed.

Roll the dough into 1-inch balls and roll in sugar. Place about 2 inches apart on a baking sheet and bake for 7 minutes. Remove from the oven and gently remove from the pan to a cooling rack so the bottoms don’t get too brown. Cool completely and spread with coffee butter, salted caramel butter, or more cookie butter!

Rosemary Thumbprints with Clementine Curd and The Day I Went to Ina Garten’s Cookie Swap (What?!)

Um. I may or may not have gone to a Cookie Swap at Ina Garten’s House.

And photos and recipes from this cookie swap may or may not have just been published in Ladies’ Home Journal.


This totally happened.

It may or may not have been one of the coolest things that’s ever happened to me (it was.)

Enough fangirling, though. I know what you really want to know — the nitty gritty details! For the gorgeous photos and recipes, you need the magazine itself (look for Ina on the cover — it’s on newstands now), but I’ll be your go-to source for those gossipy behind-the-scenes details. Such as:

1. No really, Ina Garten is one of the sweetest, most hospitable people on the planet. She wasn’t a diva in any sense; rather, she made us all feel very welcome and appreciated. When she took a bite of my cookie, I admitted that I was totally starstruck, saying, “This is a life moment.” She laughed and told me about one of her life moments: when Meryl Streep tasted one of her dishes. She’s so down-to-earth, y’all.

2. No, we didn’t see Jeffrey — I so wanted him to come in and give Ina a big smooch like he does on Barefoot Contessa.

3. Ina’s breakfast indulgence? Oatmeal. Seriously! She says people are always disappointed to learn that that’s her biggest vice.

4. I found this out while eating breakfast with her before the cookie swap at her favorite restaurant, The 1770 House, which kind of blows my mind. Is this my life? Did that actually happen?!

5. Her yard is just as beautiful as it is on the show — and her garden is a sight to behold! As we were walking through it, the photographer pinched off a plump strawberry and ate it.

6. Speaking of our fancy schmancy photog, Quentin Bacon, we had a great conversation about celebrity chefs and pavlova (he’s an Aussie) on the bus to the Hamptons. He got a text message from Curtis Stone en route inviting him to a party. No biggie. I offered to attend in his stead, which for some reason was only met with laughter.

7. His last name’s BACON. Of course he gets invited to celebrity parties.

8. Joy the Baker and I caught a pedicab in NYC to a restaurant and couldn’t decide if we were having a load of fun or about to die. It was like a roller coaster that twisted in and out of oncoming traffic. Then we were way overcharged. Call it a bonding experience.

9. I took random photos of people kissing in Central Park. I hope they didn’t notice.

10. Ina Garten’s hair stylist has been doing her hair since before she was the Barefoot Contessa. I asked her if she ever felt starstruck and she shrugged and said, “She’s always been Ina to me.” How must that feel?!

11. The folks of Ladies’ Home Journal are a seriously fun bunch to be around. Our conversations ranged from food blogs to sex to religion and everywhere in between on our ride to the Hamptons.

12. The bus driver became my good buddy and NYC tour guide when I got carsick and moved to sit up front with him. Shout out to Alex!

13. Ina is even more beautiful in person — those freckles! She’s also petite — we took off our shoes for pictures with her.

14. Yes, of course I peeked in her pantry. It’s just what you’d expect: nice local products, a few items from her own product line, and tons of gorgeous dishes, all neatly arranged. We may or may not have also peeked in the freezer. Yes, she really does keep chicken stock in there! We lusted a bit after her beautiful kitchen.

As an aside, perhaps I don’t get invited to more celebrity parties because I peek in people’s pantries. Just a thought.

15. Cookie swaps that include Chandon Rosé and festive boxes spread across a gorgeous table dressed for winter are the best sort of cookie swaps.

16. You should buy Ina’s latest cookbook, Foolproof, which I was fortunate enough to receive a copy of. While it’s full of new recipes (including a mustard flank steak I already promised to make for Mike), it’s typical Barefoot Contessa: classic, elegant, and simple. You’ll love it. I read it like a novel before bed!

17. While I’m spendin’ your money, please pick up a copy of Ladies’ Home Journal — I really want them to feel how much we love reading about blogs and bloggers, and companies feel the love through sales! I’ve already bought several copies myself. LHJ is one of the few magazines really embracing food blogs and pioneering how they can work together with print media. Love that!

18. Want to see more of the article now? Here is the interview with Ina and here are all the fantastic cookie recipes! My cookies are Rosemary Thumbprints with Clementine Curd, and they’re seriously delicious.

19. I had the privilege of attending the cookie swap with some other lovely bloggers including Deb from Smitten Kitchen, Lisa from Homesick Texan, Clara from Channeling Contessa, Joy from Joy the Baker, and Zoë from Zoë Bakes. These ladies are amazing and so much fun.

20. Finally, I want you to get a chance to have the same wonderful experience with Ina that I had. LHJ is currently holding a contest called the World’s Biggest Cookie Swap. You can get details to enter and hopefully win a chance to have lunch with Ina here.

Thank you to Ina for your hospitality, and to Ladies’ Home Journal for the experience!

(Photos by Quentin Bacon. Used with permission.)

Pimiento Cheese Cookies

The teacher across the hall from me is named Julie as well. My last name is Ruble. Hers is Reulbach. We’re both have long, blonde hair and blue eyes. We’re the same height. We both blog and tweet. We’re both energetic (read: spastic) in the classroom. It’s easy to get confused.

When I saw Julie’s post on her amazing math education blog, I Speak Math, yesterday, I knew I had to write a copycat post. Her post was “A Day in the Life” post, written as part of Drawing on Math‘s initiative to show what teaching really entails. I’m not a math teacher, but I loved the idea. So here it goes.

A Day in the Life of a Language Arts Teacher

6:00 am – I wake up, stick some oatmeal in the microwave, and jump in the shower.

6:20 am – I dry my hair, doctor up my oatmeal and finally take the dog out to potty. I rush her and feel bad, but it’s hard to tell if she’s dawdling or really has to go.

6:45 am – I respond to a few emails and check the schedule while eating my oatmeal, taking my medicine, and throwing my dog’s bone a few times, hoping she’ll feel like I’ve spent some quality time with her.

7:05 am – I shuffle through the dryer for some clothes to wear. Byrd is whining because she knows I’m about to leave her — apparently the quality time trick didn’t work. I assure her that I’ll be back after school, stuff my computer and cord in its case, and grab a pack of popcorn for lunch.

7:30 am – I’m sharing “early teacher” responsibilities with Julie, so on Tuesdays and Thursdays, I’m supposed to get to school by 7:45. At this point I’m usually rushing out the door, trying not to forget a stack of papers or my keys.

7:45 am – I arrive at school and pull up my lesson plan. I write the Do Now and homework up on the board while chatting with a few students who like to come in early and spend time with me. I’d love to just have some quiet work time here, but there are always a series of small fires to put out: “The pen on the reading chart broke,” and, “I can’t find the book I’m looking for,” and of course, the dreaded, “I lost my notebook.”

8:00 am – I rush out to make copies and cut apart questions for our discussion groups today.

8:15 am – I find a nice relaxing station on iTunes radio for my first 7th grade class to listen to as they complete their 10 minute Do Now. They’re chatty today and late getting started. They also forget to stand their independent reading books up to display what they’re reading for the class. I warn them that if they can’t handle the freedom of a 7th grade Do Now, they’ll be relegated to the structured 6th grade version (which is silent and strictly enforced). Today the Do Now is a discussion reflection where they’ll think about what went well and what went poorly in their group discussions last week. They have to set 1-2 goals for themselves in today’s discussion, which is the first one they’ll receive a grade for.

8:25 am – We discuss the last few chapters of our novel, Red Scarf Girl: A Memoir of the Cultural Revolution, together. I realize as we’re describing two girls’ changes throughout China’s Cultural Revolution that it would be best represented as a double line graph, so I jump up and have the students help me create one on the board. They copy it down in their novels as a succinct portrayal of character transformation. I’m pleased with myself and have Julie Reulbach run in from her class across the hall and check out our math skillz.

8:55 am – The students share the discussion goals they created during the Do Now and start on their graded small group discussion. I observe and record grades in my grade book based on the dynamics and content of their discussions. The question is a hard one: to develop empathy, I’m having them find evidence from the text to support Communism — something they’ve been trained all their lives not to do. It’s hard to see others’ points-of-view, but even though they’ve discovered so many negatives about the system, they jump right in to figure out why some people in China thought it was a beneficial change.

9:10 am – I’m late dismissing my students because I’m quickly explaining their homework to them. They’re to scan through the chapters so far and draw symbols representing characterization and character transformation in the text. We’ll use these next week. Finally, I tell the students to do their Exit Procedure (where they clean tables, push in chairs, and usually get their agendas checked). Today I skip checking agendas and dismiss them all, wary of keeping them much longer.

9:11 am – My next 7th grade class filters in as my first one leaves, and I turn on the Do Now music. I repeat the lesson, though each class feels remarkably different due to the varying discussions.

10:05 am – I rush to dismiss my second 7th grade. Even though the 6th graders have a 10-minute break before the next class starts, they are already filtering in my room with tons of questions: Can they start their Do Now? (No, it’s not even written up on the board yet!) Is snack in my room today? (Check the schedule!) Have I ever read this awesome book? (No, but it sounds neat!)

I play-gripe at them to go outside and enjoy their break, which is my only break too. Some of them leave, but some of them dawdle, thinking that “having a question for me” is a good excuse to stay. Sigh. Especially when their questions are about books or one of their hobbies — baking, gaming, etc. — I feel bad shutting them down. After all, isn’t one of my primary goals as a teacher to build them up as people? So I listen and try to respond while scanning over my lesson plan, writing the 6th grade Do Now and homework on the board, and running through the hallway to make a few more copies (yes, they follow.)

10:15 am – My first 6th grade class of the day is already seated when I rush back in with copies. They complain that their Do Now isn’t written up (what a change from 7th grade today!) and I explain that their Do Now will be verbal today because it’s complex. I have them line up around the room and grab a Writing Log and a manila folder to staple it into. I’m the staple person, since I’ve long since learned that they will jam the stapler 8 times over before we get through the line. I staple each student’s Writing Log into the folder and they go back to their seats to sort through their portfolios. We’re preparing for Portfolio Review tomorrow, where their parents will come in and see the amazing work they’ve done in all their classes so far this year. They log their first essay — a descriptive essay of their perfect world — into their new Writing Log, place all of their graded work into the portfolios, and put their portfolios back in the crate.

10:45 am – The rest of class is workshop time for them to work on their current project: turning a Greek myth of their choosing into a comic strip. The project refines smaller skills like making a presentation neat and attractive, using appropriate layout and spacing on a poster, and attention to detail. But the main goal is to reinforce their ability to pick out the main points of a plot, something we’ll work on all year long. They’re also careful to use the drawing skills they’ve learned so far in their art class.

Today most students are working on character sketches, 4 panels that will introduce main characters to the viewer. The panels include the character’s name, a drawing of the character, a description of their physicality and personality, and the role they play in the myth. During workshop, I confer with students incessantly for questions ranging from, “Is this good?” to, “I can only find 3 characters in my myth.” We troubleshoot and brainstorm together. At both the beginning and end of workshop, I do a Status of the Class check, where I call out their names and they give me a quick summary of where they are in their process (for instance, “I’m on character sketch 2 of 4.”) This allows me to assess their progress.

11:10 am – Time for 6th grade Service Learning, which I inevitably forgot we had today. No worries; it’s my fifth year teaching Service Learning and I know the fantastic curriculum by heart. 6th grade focuses on Animal Advocacy. Today we’re demonstrating a dog treat recipe for the students. They’ll bake batches of them at home (alone with their parents or in groups) and bring them in to package, price, and sell at our town’s Christmas festival. The money we raise will be donated to the Charlotte Humane Society and Cornelius Animal Shelter, two local animal shelters.

I grab the ingredients for the treats and explain our goals to the students. We head down to the campus kitchen together and crowd around the island. I thank God when I see Julie Reulbach, who’s also my fellow Service Learning teacher, has already laid out bowls and handed out recipes to the arriving students. I prepare the dog treats, tossing in a few cooking pointers here and there while my co-teacher throws herself into the role of fabulous cooking assistant: opening ingredients, shushing students, and washing dishes. We high-five afterwards for pulling everything together.

12:05 pm – My planning period! Another teacher asks for some advice dealing with a behavior issue, so we take care of that together. The student involved is tearful, having made an uncharacteristically poor decision, so I feel my role vacillate between disciplinarian and comforter. Teaching is an emotional experience.

I head back to my room to draft a few emails (a thank you to a parent volunteer, a question to another parent) and find a new message in my inbox about Grandfriend’s Day, when our students will bring their grandparents and friends to school to share their daily experience. It’s coming up quickly and I know I need to look at the guest list and prepare. Like so many emails throughout the week, this message gets filed under “to be dealt with” in my brain, since it requires actions I don’t have time to take at the moment. So often, as my colleague describes, my inbox becomes an “email graveyard.” I periodically clean it out, but currently it has 219 emails in it — some of which I’m sure I was supposed to have already responded to! I try my best.

12:35 pm – This is my only prep period, so I have to eat my lunch quick before it’s over! I pop my popcorn and eat it while vegging out to the tune of Facebook, CNN, and People.com.

12:55 pm – I’m usually still stuffing the last few pieces of popcorn into my mouth (or let’s be realistic, dropping them all over my lap) as my next 6th grade class walks in the door. I welcome this new class and grab my stapler to repeat my lesson plan for them.

1:50 pm – This is project work time. My 7th grade students are working on finishing up the last bits of their Japanese anime project — an interdisciplinary application project that combines social studies, language arts, science, visual arts, and music. I rush down to the art room to help the art teacher facilitate their stop-motion animation, which we’ll show at their “Japanese Film Fest” style Portfolio Review. I feel a little useless since I’m not particularly artistic, but I at least offer a few helpful pointers about the animation process to a couple of groups and retrieve some colored whiteboard markers for another.

2:45 pm – Now it’s time for advisory, where I meet with a small group of 7th grade girls and check up on their academic and social well-being each day. Today we’re continuing a discussion on body image. They’ve brought in magazines and they each choose an advertisement and brainstorm about how it might make “everyday girls” feel inadequate. We have a good time poking fun at the ideals being touted by each magazine.

3:15 pm – I dismiss my students and head to Cookie Capers, a weekly baking camp I hold with several lower school students. This week we’re baking Pumpkin Cake Cookies. It’s a chaotic hour and a half, but somehow everyone emerges unscathed and well-fed.

4:45 pm – I jump in the car and head home to Byrd, who — as one of my fellow teachers like to say — is probably dancing around with her legs crossed.

5:05 pm – Byrd gets some relief when I take her out to potty. I’m exhausted, but I eat a quick snack and check up on emails I missed during camp. I fill my turtle’s feeding tank and feed him.

6:00 pm – Honestly, at the beginning of the year I’d usually lie down for a nap at this point, but then I ended up pushing all of my work later into the evening. Lately I’ve been trying to get it all finished earlier. Now, for instance, I might quickly piece together tomorrow’s lesson plan by adapting plans from previous years to students’ current needs and level of progress. Then I might grade some 6th grade projects. Thankfully, these are quick to grade since they’re not papers, but résumés the students wrote to apply for a job as the next Greek god or goddess.

When I have papers to grade, it feels like my whole schedule grinds to a halt. There’s never enough time in prep periods to get many of them finished — I can finish 5 a schoolday if I’m absolutely in the zone — and my schedule at home is usually jam-packed unless I’m staying up too late (which I always am). I’m so lucky to have a small number of students (60), but still, paper grading is a heavy burden.

7:00 pm – I throw on my workout clothes and drive to the gym for a 7:30 exercise class. Tonight it’s Zumba. I’m not very energetic, but I get through the class and the few individual exercises I do afterward — back raises, stair climbs. My night would be so much easier if I didn’t work out, but after developing health problems this summer, I’m not willing to sacrifice it.

9:00 pm – I head to my local deli to eat dinner and continue working. I usually read the news while I eat (or, let’s be honest, watch this live feed of the kitten room of a no-kill shelter), but then as soon as my food is gone, I’ll work on photo editing, recipe development, blog post writing, Willow Bird Baking social media upkeep, and email responses. I’ll also work on any lesson planning I still have left to do.

10:00 pm – The deli closes and kicks me out, so I head home to continue work. I take mini-breaks to poke around on Facebook, CNN, or my RSS feed. I always plan to get to bed by 11 but usually end up realizing around that time that I still have to take Byrd out, do something about the dishes all over the counter, rewash my laundry which has soured after being forgotten, brush my teeth, take my medicine, and other miscellaneous tasks before being able to go to bed.

12:00 am – I get into bed, kicking myself for not going to sleep earlier. I constantly lambaste myself for not using my time wisely; I feel like I could have peeked at Facebook less, not taken a nap (if I did), been a little more firm when 5 students came up to ask me a question at once during my prep period, or graded a few more papers instead of taking an actual break for lunch. In fact, my defensiveness about my exercise above probably stems from feeling guilty about taking that 1.5 – 2 hours for my health, even though I know it’s something I need and that ultimately will reduce (theoretically) my days out of work due to illness.

Unfortunately, since I have two jobs (you’re looking at the second one!), my weekends are slammed as well. Friday night is spent putting the finishing touches on a recipe, grocery shopping, and baking. Saturday is spent exercising, baking, styling food, and photographing food. Church is a highlight, but it consumes Sunday morning. Sunday evening is when I lesson plan and update my class pages. This means the only time I can spend with Mike is Saturday night and Sunday lunch (which is spent with Mike’s family). That’s on the weekends when he drives to see me in Charlotte. When I pack up, stuff Byrd in the car, and make the three-hour trip to see him in Raleigh, you can imagine the schedule havoc that creates.

So what’s the point? Just a big whine? Actually, no. I know that having a crazy schedule is a minor complaint. I love teaching and I love my students. I feel like I have the most amazing job in the universe. And frankly, I love that I have any job and a roof over my head.

But I would like to have time to prepare meals, exercise without guilt, and get enough sleep. This isn’t unique to me — this is the story of teachers everywhere. It’s just important that we know what we’re asking of teachers when making policies (and heck, pondering the state of their salaries across the country) so we’re treating teachers like the professional management that they are.

. . .

If you have time in your day to squeeze in some baking, these cookies are a comforting choice. They combine the salty, savory pimiento cheese with bright, fresh strawberry jam. I know it sounds like a weird combination, but just imagine the tart jam on, say, a cheese straw, and you’ll have a good idea of the awesome flavor of these babies. They’re easy to whip up and so unique — perfect for a holiday cookie swap or cocktail party (do people actually throw cocktail parties? And a better question: why are they not inviting me? Oh, right, because I don’t have time…)

Tell me about a day in your life!

One year ago: A Dozen Pumpkin Recipes from Willow Bird Baking
Two years ago: Easy Apple Puff Pastry Tarts with Almond Whipped Cream
Three years ago: Creamy Chicken and Green Chile Enchiladas with Mexican Sausage Rice

Pimiento Cheese Cookies



Recipe by: slightly adapted from Southern Living, originally from Pawley’s Island Specialty Foods
Yield: 2 dozen cookies

These cookies are so easy, creative, and delicious! They taste like a spicy, nutty cheese straw with tart, sweet jam slathered on top. They’re addictive and perfect for Christmas cookie swaps.

Ingredients:
1 cup all-purpose flour
1 cup Southern pimiento cheese, processed fine (don’t skimp on the hot peppers)
1/2 cup pecans, finely chopped
1/4 cup butter, softened
2 tablespoons strawberry jam
2 tablespoons apple jelly

Directions:
In a large bowl, mix together the flour and pimiento cheese to form a paste. Beat in the finely chopped pecans and butter. Wrap the resulting dough in plastic wrap, forming it into a disc, and chill it in the refrigerator for 2 hours.

Preheat oven to 400 degrees F and prepare two baking sheets with parchment paper. On a lightly floured surface, roll out the dough to about 1/8-inch thickness, checking often to be sure it’s not sticking. Use a 2-inch circle cookie cutter, cut out cookies and place them on the prepared baking sheet about 2 inches apart. Place 1 teaspoon full of jam (apple or strawberry) in the center of each cookie before placing another cookie cutout on top and pressing the edges to seal them. You can reroll the scraps once to get more cookie rounds.

Bake for 12 to 15 minutes or until golden brown and crisp. Let them cool on the baking sheets for 10 minutes before transferring them to a wire rack to cool completely. No, really, let them cool, or you will burn your mouth off on flaming jelly. Do not ask how I know this.

Want to see more Days in the Lives of Educators? Here’s how:

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