Upon Reflection…

This time of the year is a maddeningly reflective time of year.

Though I have just over a month left before I dial up Alice Cooper’s ‘School’s Out’ and tear out of the parking lot, I feel deep in reflection mode.

I’ve already met with my principal about my year-end reflection. My team and I met to plan the tasks and assessments that will run out the year of our common courses. We had our school planning day, and the new member of our team was there. She’s a former student of mine, and the daughter of a beloved former principal. We’re finding out what our schedules will look like next year, and have been discussing what elements of this year will carry over, and how we’ll tweak things. I’m getting ready to start a project that I love with my Grade 10 class, and I’m looking at how we do it this year, to make it the best iteration of the project. And, well, the last few weeks have been crazy, personally, and professionally, so I’ve been catching up on the stack of marking.

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Image via 121clicks.com

Reflection is such a vital part of what we do. We need to look at what we’ve done, and decide whether it merits doing again, and likely, how it can be done better. A cool part of sharing so openly, here on Moving Writers, and via Twitter, is that I actually get a lot of feedback on things, which adds a really cool element to the reflection. I have an amazing team that I work with, and great students who I can discuss things with, and a solid community online to help me work better. Continue reading

How To Reflect: 5 Ways to Encourage Reflection in Your Classroom

How to Reflect

Today is an important day, a day all teachers cherish. Graduation. How remarkable to be able to share in this milestone year after year, class after class. What a privilege to take some small part in the upbringing and education of so many wonderful young people moving up and onto the next steps of their lives.

Every year this time, I’m verklempt by the flood of students parading in and out of my room in their caps and gowns, their hugs and photos, their thank yous and goodbyes. It reminds me of a line from one of my favorite poems I teach, “Blackberry Picking” by Seamus Heaney, “Each year I hoped they’d keep, knew they would not.” And recently when tearfully thanking my students for sharing in great literature like this with me, one student jokingly promised to not turn bitter and rot like the molded over blackberries in the poem.

It gets me thinking. More accurately, it gets me reflecting—seeing the image of the year thrown back at me without being absorbed by it. Not yet anyway. That will happen in the fall when the yellow school buses pull up and a new year begins.

But for now, I’m reflecting on this year—what went well, what went not so well, where I succeeded, where I failed, how I helped and how I hindered. I reflect on another year’s experience of teaching because reflection is a powerful opportunity to learn and grow, both personally and professionally.

The same, of course, is true for our students.

I love creating opportunities for my students to reflect. I see on their faces the deep introspection that is the turning over of your own thoughts. It’s the class-magic equivalent of a room of silent readers all digging into a good book. But this time, instead of books, it’s their brains. And over the years I’ve noticed that reflection creates sound writing. Speaking of magic, there’s something about making sense of your own thoughts, feelings, and ideas that sparks creativity and, as we like to say around here, moves the writer.

Here are some ways you can encourage reflection in your classroom:

  1. Letter Writing

This is by far my favorite reflective activity. Aside from the beauty and nostalgia of a handwritten letter, the form lends itself to contemplation and introspection. It’s something I’ve only happened upon in my classroom. In letter writing, the task is clear—address a specific person and relay information in your own unique and authentic voice. Plus Letters of Note would sure make for some great mentor texts.

Here are two of my favorite letter writing activities:

The first is an assignment created by my teaching mentor Kevin Mooney, called Hello, It’s Me. The task is to write a letter to someone who you think needs it. There are a few stipulations, and that’s what yields considered writing. They are as follows:

  • The letter should be to someone real, living and available.
  • The letter should say what you haven’t had the presence of mind, the guts, the opportunity or the time to say.
  • The letter should be genuine, heartfelt, and brave.
  • The letter should represent your full effort to balance the scales, pay the debt, mend the fence or rightly honor the achievements.
  • The letter should be written to someone who you would send the letter to. And, I would suggest and prefer, it should be written to someone you think might appreciate or need or require a letter like this most.

My next favorite letter writing assignment is the Literature Letter to Your Teacher. My only requirements were that students read, enjoy, appreciate, and savor an assigned poem; to talk about it with their friends;  examine the writer’s craft, structure, literary elements; and then write a letter to me reflecting on it.

The poem was Wild Geese by Mary Oliver in case you’re wondering. And a poem like this certainly begs reflection and elegant prose.

The letter form was perfect for exploring the concepts of the poem. Students were freed from “academic style writing” and free to use their own voices. Here is one of my favorite letters:

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  1. Prove You’ve Been Here (an end-of-course reflection)

Here’s a fun little thought experiment. Give your students this prompt: It’s graduation day and the principal says, “Nope, you’re not walking today. You don’t have your English credit.” You stand there, clad in cap and gown, and you have to defend you did indeed earn an English credit this year. Your task is to prove you’ve been here.

Students have a lot of fun with this, and this playful prompt allows them to really explore what they have learned and achieved throughout the year. And while you’ll probably get a lot of genuine and heartfelt “thank yous” along the way, you’ll also get some surprising reflections from students you may not anticipate. Here was a student response that humbled me and made my heart swell.

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I do love playful writing, but beginning and ending the year with meaningful reflection is meaningful to students. Check out Liz Matheny’s post using the beautiful E.B. White essay “Once More to the Lake” as a way to open or close your year with reflective writing.

  1. SketchNotes

It’s no secret that visual arts is one of my tricks of the English classroom trade. This year, after my students studied Slaughterhouse Five and before assigning their Narrative of Learning essay, I asked my students to use SketchNotes as a means of reflection and a way to “brain dump.”

The meditative quality of sketching and coloring made this reflection style both unique and worthwhile. This particular form worked as scaffolding to my students’ end of novel essays, but in the meantime, it helped them continue to uncover ideas about the text and see connections they perhaps didn’t before. SketchNotes proved to be an effective form of pre-writing and reflection.

IMG_0438 Continue reading

Fostering Reflection in Narrative Writing

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Today’s guest post is from Liz Matheny (@matheeli)

I like to open and close the year with reflective, narrative writing. I do this for two reasons: to help my students explore themselves and their experiences, but also to help them see the growth in their writing. One of my favorite ways to do is to have my students reflect on personal change through the lens of E.B. White’s “Once More to the Lake”.

Becoming an adult is tricky, especially for my juniors and seniors. They have one foot planted in adolescence, but want the independence and confidence of adults. That duality is exactly why White’s essay works so well with older high school students.

Just like my students, White yearns for summer. He recalls sweet memories of vacationing at a lake in Maine every August with his family. He recalls the sights, the sounds, the little intricacies one only notices in the sweltering heat summer solitude. Eventually his nostalgia gets the best of him and he revisits the lake as an adult with his son. White’s new experience–visiting the lake as an adult– is all consuming. He tries to enjoy all the things he once did as a boy, but realizes he no longer fits in. It is his son that must enjoy the subtle nuances of this magical place.

When I introduce the essay to my students, I give very little context other than they probably know E.B. White as the writer of Charlotte’s Web. I request that as they read they mark up their noticings. What moves does White make that make the essay work?

Once they finish reading, I see students caught up in their own daydreams, lusting for summer or the past. I ask them to form a small group (no more than 4 people) and share out their noticings. I want them to talk it out and pick up on noticings they may not have recognized.

After their 5-minute conversation, we compile a class set of noticings on the board.  As they share their noticings, I request that they add noticings from other groups to their own annotations. As they contribute various noticings, I ask them to explain the impact of that move on White’s essay. How did it impact the reader’s experience?

Here’s a sample of what my 6th period class noticed:

  • Varied sentence structure and lengths (to create intensity and emphasize certain emotions).
  • Repetition (to create rhythm)
  • The use of contrast (to help the reader see his “a-ha” moment)
  • Tone shifts (to contrast before and after)
  • Imagery (symbolism of lightning; keen attention to detail and description)
  • Duality of experience (past vs. present comparison)
  • Organization: before/after, past/present, compare/contrast (to show his own growth and awareness)
  • Concluding recognition (the realization his experience at the lake will never be the same and he will have to live through his son’s experience)

I then ask my students to talk within their groups and select the three or four most meaningful moves White makes. We reconvene, and the groups discuss and whittle away at our master list. My mod 6 determined these moves as the most significant, meaningful moves:

  • Varied sentence length
  • Detail & description
  • Repeition
  • past/present organization

We spend a few minutes talking about what they liked about the essay: their favorite lines, if they could relate. I share some of my favorite lines (“…sometimes in the summer there are days when the restlessness of the tides and the fearful cold of the sea water and the incessant wind which blows across the afternoon and into the evening make me wish for the placidity of the lake in the woods.”).

I close our conversation by talking about the reflective nature of personal narratives. How these essays often reflect human nature and experience more authentically than any other form. Then, I give students the following prompt:

Use White’s “Once More to the Lake” as a mentor text for your own reflective narrative.

  • Incorporate at least 3 of White’s moves that your class selected.
  • Pick an approach:
    • Tell about an occasion when you revisited a place that you no longer “fit” into.
    • Consider a belief you once had that changed or developed. Tell about the experience prompted the change?

My students spend the rest of class brainstorming and writing. I encourage them to go back to White’s essays frequently to study the moves so they can play in their own writing. I tend to give them about 48-hours to compose their narratives.

Over the next two or three class periods, we work on the essay by re-reading White’s moves and sharing their writing with one another. They label the top of their essays with the moves they incorporated in their own essays. This helps their partners give feedback about the success or limits of how the move is used. They consult their copies of “Once More to the Lake” again and again, deeply analyzing how White’s moves function. They compare White’s writing to their own and their peers’. They see how they’ve used the same moves similarly, or in unique ways.

Our final step is to use White’s title as inspiration. Over the years I’ve read essays entitled  “Once More to the 1st Grade Classroom”, “Once More to the Church”, “Once More to the Soccer Field”. Just as my students learn so much about themselves and each other through this process, I also learn about them, too. I learn about their experiences as people, but I also get to see my risk-takers when it comes to writing. I get to see who put themselves out there and who kept guard. I get to know them as people and as writers.

Teachers (especially high school teachers!)  love “Once More to the Lake” — how have you used this text to spark writing in your classroom? Are there other texts you use as mentors for reflective narratives? Leave us a comment below! 

Minute Papers: Short Sprints

Sprinting

As writing teachers, we have many different writing assignments of varying length. Students write timed essays, five-paragraph essays, formal research papers, poetry, and creative non-fiction. My classroom, for instance, included marathon-length research papers, a half marathon of a literary analysis, and a group-drafted rhetorical analysis project that is best described as a relay. But before I discovered Minute Papers, my classroom was missing a sprint.

In a track meet, the sprint events are my favorite. They are short, exciting bursts of

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Image via The Toledo Blade

athletic prowess that get me on my feet and craning my neck to see who finishes first. These are the events that the crowd loves.

To run my students through the track meet that is a school year and to not provide the excitement of the sprint events would be a disservice to their writing muscles.

Rules

  1. You must write for the entirety of the race (usually 2-4 minutes).
  2. You must stay in your lane. No disrupting other sprinters.
  3. Finish strong! Don’t give up in the last 10 yards of the race.

Continue reading

The Wonder of Whipstitch: Poetry as Literary Analysis

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We are delighted to share a guest post today from middle school teacher Elizabeth Oosterheert. You might remember her from a post earlier this year! You can connect with her on Twitter @oosterheerte. 

Ah, spring. It’s that vibrant time when my “garden” of students begins to blossom beautifully, and the seeds planted earlier in the year stretch toward the sun as students gain a stronger sense of voice and begin to take more ownership of their writing. That’s the sweetness of seasons changing.

Another end of the year splendor is celebrating National Poetry Month in April, and flowing into May with more reasons than ever to incorporate poetry into my writing workshop. After reading Karla Hilliard’s post earlier this year about whipstitch poetry, and Rebekah’s challenge to strive for authenticity in literary analysis, I began to wonder what it would look like to use whipstitch poetry as a whimsical frame for everything from character study to thinking about more abstract concepts like theme and mood.

When I first explored this idea, my students were reading in coming of age book clubs that we called Voyages. As Karla suggested in her post, I began my workshop one day by inviting students to make a list of objects or natural forces  they noticed in the books they were reading. We visited Randi Ward’s website and read examples of whipstitch poems, carefully examining the way that she used word choice, brevity, line breaks, and breathtaking photography to enhance her poetry. We discussed how vital the right image can be to inspiring excellent writing.

After using Ward’s poems as mentor texts, my students experimented with writing whipstitch poetry as an analytical response to their book club reading.

Tessa, one of my eighth grade writers, composed these poems after reading the novel Orbiting Jupiter, by Gary D. Schmidt. Her poems invite readers to consider the natural forces at work in the story such as the ice that eventually leads to a character’s death, and also to think about Joseph, the protagonist, and his search for his daughter, Jupiter.

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  1. Ice

I am the ice

I climb with the cold

And fall with the heat

Do you not think I feel you Joseph?

I try to warn you with splinters on my surface            

But you go too far

I fall, taking you with me

You escape the cold waters the first time

But your life seeps from you the second

You sink to the bone chilling cold beneath

I am the ice

 

  1. Jupiter

I’m looking for you Jupiter

Gazing at the planet in the sky

Every night, gazing

I am alone with Silence

I let it have my heart

But I can’t make it breathe

Yet it grows, it grows big around me

But I am growing too

  1. Will.Find.You.

 

  1. Rosie

Warped stall doors creak

Bright motes of dust swirl between sinking beams

Streaking the spindly hay string loft

Careful hands squeeze and release my udder

Creating a steady stream of milk

The circular rubbing of the coarse hide on my rump

Makes my backside waggle

I moo a sigh of contentment

Chiming a melody with the steady thumping of milk

I love you, Joseph.

 

  1. Church Bell

Snowballs explode against my sturdy frame             

Joseph seems to find it fun to strike me with snowballs

I scream loudly, clanging my tongue against my exterior

But no matter how hard I try, he doesn’t stop.

He shows up every day after school, tackling me

with an onslaught of snowballs.

Later, we read Salt to the Sea, by Ruta Sepetys, as a whole class text and the “banner” story in our study of World War II.   An exemplary novel for examining characterization and voice,  Sepetys’ haunting tale is told from the perspectives of four young refugees trying to escape the relentlessly advancing Russian army.

Working with coauthors, students were invited to compose whipstitch poems that explored characters’ motivations, fears, and questions. They were also encouraged to create their own artwork to accompany their poetry, or to import images that enhanced their message.

We shared our work in the context of a class poetry reading, and discussed what we had learned about characterization and other elements in the novel through the lens of whipstitch poetry.

Salt to the Sea Whipstitch

By Kayla, Maria, and Grant

 

Screen Shot 2017-05-13 at 11.15.13 PM.pngEmilia—- Maria

I walk through the snow.

With every step I take my feet sink beneath the coldness.

I had nowhere to go, I could only follow.

Florian, he is much like August, my knight.

I carry him inside me wherever I go.

I look up to the nests in the trees.

Beautiful baby birds soon flying free.

No one is free.

No one is safe.

Shame is a hunter.

 

Eva—- Maria

Sorry, but it’s true, we are nearly gone.

War is destroying everything around it.

No one is safe.

Soon we will all vanish, whether we are killed

or we starve.

The only thing we are fed is lies.

These people all around me have no hope.

Those who do soon will be swallowed by

the grave they dug for themselves.

 

Wandering Boy—- Grant

I follow life, just wandering

Wandering away from pain

Wandering toward freedom

Wandering home.

 

One-eared Bunny—- Kayla

One hope lost

A new one found.

Like everyone in my sad story

I am just looking for someone to love me.

 

Joana—- Kayla

Everyone seems to forget-

War does not justify inhumanity.

Currently,  to conclude our study of World War II, my students and I have been reading the young adult adaptation of Laura Hillenbrand’s Unbroken, and we’ve chosen to revisit whipstitch one more time, but broaden the ways that we employ it as an analytical tool.

Today, my students received this invitation to engage with our shared text using a poetic lens:

Screen Shot 2017-05-13 at 11.14.02 PMWhat would it look like to frame the events in Unbroken as whipstitch reflections?

You might use whipstitch poetry to:

  • Analyze decisions and the resulting actions/consequences
  • Compose an apology from one character to another
  • Capture one event from the book, such as one day on the raft, or one day in a japanese pow camp.
  • Reflect on a word that has special meaning in the story such as: glory, courage, determination, champion, villain, faith, etc.
  • Ask questions
  • Emphasize an important conversation (what is being said, and what is implied, but left unspoken?)
  • Focus on a definition
  • Express a big idea

 

Your Invitation:

 

  • Choose a theme you’ve noticed in unbroken, and frame a series of four whipstitch poems around your big idea.
  • Example: “a moment of pain is worth a lifetime of glory.” If you choose these words spoken by pete zamperini, your four poems could be about the following topics: Pete’s influence in Louie’s life, the determination that louie shows while training for the olympics, a reflection on louie’s time on the raft, or a day in louie’s struggle against the bird.
  • You may work individually or collaboratively on your poems.

 

 

The final weeks of school are a perfect “garden” for growing student writers, an opportunity to engage students by using poetry to celebrate language and promote authentic analysis in your classroom. My students also enjoy writing narrative poetry and poetry in two or more voices.  How do you use poetry with your students? What are your favorite poems?

Connect with me on Twitter @oosterheerte, or email me at oosterheerte@pellachristian.net to share your ideas!

Mentor Text Wednesday: Say Something Nice

Mentor Texts:

The Say Something Nice series at Birth.Movies.Death

Writing Techniques:

  • Criticism
  • Counterargument
  • Tone and Voice

Background – Our students consume a fair amount of pop culture. They’re able to budget their time in such a way that they’re consuming media at an insane pace, binge watching like mad, and watching everything Netflix has to offer in their favorite genre.

So, it stands to reason that they watch a lot of crap.

When we’re talking about these things, at some point during the bashing, I make a point of pointing out that the things we hate the most are someone else’s absolute favorites, and vice versa. It kind of blows their minds, but it highlights a point I really want them to think about as consumers of media, as participants in work with texts of all kinds – there is good in the bad.

As a fan of pop culture, and as a teacher of literature, it’s second nature for me to note the positive aspects in things. I’m either justifying my investment in entertainment, financially, my time, or looking for the teachable moments in a piece. It’s a practice I enjoy personally, but it’s also a thing I think is important for my students to adopt as well. I want them looking for golden lines, magic moments and things that they enjoy, even if the text they’re in stinks. Continue reading

Ask Moving Writers!

Ask

As we all head into our summer vacations, we are full of reflection about this year (“Boy, that was the worst lesson I’ve ever taught” and “I can’t believe that worked so well!”) and dreams for next school year.

We are also full of questions! We bet you are, too.

This summer, the Moving Writers team will be answering your burning questions about secondary writing instruction! What do you want to know? What do you need to know more about before fall? How can we help?

Leave your question here! We will start answering them on the blog in July!

O Captain, My Captain

I love showing Dead Poets Society to Grade 12 students.

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Image via creoflick.net

There’s something special about that movie and that group. They’re not much longer for my building, and will soon be sallying forth to “Carpe diem.”

But, if I must be honest, I’ve always applied the Stink of English class to it by attaching an academic piece to it, often an essay. The film is rich, with lots to discuss and debate, much for students to ponder as they respond in writing. It works for this, and it’s a good piece to give them the “freedom” of an essay response to say what the movie inspires them to say.

And I kind of hate that I’ve done that. My DPS lesson plan was becoming as stolid and devoid of passion as the introduction to poetry Keating has the boys rip out of their books.

So, this year, I revamped things. There was to be no formal response. In actuality, I wasn’t even going to be able to watch the film with them, because I would be away at PD. They watched. Continue reading

Beyond the Baked Goods: Appreciate Teachers by Supporting Them

Whether you recognize it for a day or a week, it’s that time of year: teacher appreciation. If you’re an elementary teacher, I apologize; you’re probably thinking, “Don’t remind me. I’ve eaten so many baked goods, I feel a little queasy.” Secondary teachers, your eyes may have just bugged out of your head as you thought, “What!? You get baked goods!?”

 

I joke about teacher appreciation celebrations, but they’re important. And they’re well-timed. This is the stretch of the school year that can feel a bit like pushing a Buick uphill

…in the mud

…with four flat tires.

I’m incredibly thankful for everything our community does for teacher appreciation, but I’m going to go out on a limb and say that we could do better. Don’t get me wrong; at this time of year, a lunch or a coffee cart can seem like a godsend. But, I’d argue that more than appreciation, we need support.

I imagine we could probably get together at one of these teacher appreciation celebrations and lament all day about how we need more support from our legislators and our community. But I don’t know how far we’d get beyond sharing the same concerns. At least not in one conversation around the coffee cart. There is, however, a lot that we can do within our own buildings to move beyond baked goods to support teachers all year long. Continue reading

A Late Night Mentor Text

I’ve written before about lessons inspired by my Twitter feed and it happened again early this week. Sometimes, right when you need it most, the universe drops the perfect mentor text right in your lap.

My AP Language students are busy prepping for the exam and all of them need a little more work with rhetorical analysis. They’ve gotten pretty good at identifying a writer’s purpose or message. They can pick strategies that an author uses to achieve that purpose or convey that message, but they struggle with explaining why.  They want a formula that, unfortunately, doesn’t exist.

Why is something powerful? Why does it create a certain tone? Why does it work?

I needed a text that would help them see the why.  Enter Jimmy Kimmel.

Continue reading