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

Argument in the Wild: Reading & Writing from Media-Rich Texts

The idea that “everything’s an argument” seems almost too obvious these days. After all, talk to almost any adolescent today and it’s clear how aware they are of the ways in which they are constantly being persuaded, whether it’s an editorial from the Wall Street Journal or The New York Times, the latest newscast from CNN or The Daily Show, or the pop-up mobile ad for an item students were browsing earlier.

That said, we all know that as tech and media-savvy our Generation Z students seem to be, students may still lack the close reading, analytical skills necessary to understand not just that they are being persuaded, but how that persuasion is happening. And because “everything’s an argument,” the sheer volume of messages can be overwhelming.  Continue reading

10 Ideas for Notebook Time

 

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Recently, my seniors competed in a state-wide writing competition, and to aid in inspiration and help launch their writing process, I presented students with unique and exciting, low stakes writing opportunities. After reading my students’ writing contest pieces, I was reminded once again of the importance of time spent journaling—of the freedom and release of a writer’s notebook.

Before we get to it, if you haven’t already checked out Tricia Ebarvia’s recent post on her three go-to writer’s notebook prompts, you should definitely do that now.

No, no…now! It’s that good. In her post, Tricia shares not only her favorite strategies to get students writing, but a thoughtfully curated list of resources as well.

The Moving Writers gang has published a wealth of notebook time ideas, of which I find ever inspiring. Check out more Notebook Time posts here.

So in the spirit of throwing my notebook time hat in the ring, here are 10 novel and inviting prompts that can get your students writing. Sure, most of these strategies are high on the fun-factor, but all of them should help your students find a seed of an idea that they could nurture into a mature and developed composition.

1. Page Number Game

Have students grab any book in the room and ask them to turn to a random page you choose. Ask students to write down the first sentence on a notecard. Collect their notecards, and then have students choose a new card. After students draw their new card, have them use the book sentence to begin their writing.

It never gets old watching students’ surprise and delight when reading their starter sentences and learning what they are to do with them. They enjoy the novelty and challenge, and I enjoy watching them work through their approach. Check out my student Katie U.’s example below with a special twist of an ending sentence:

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A disease ravished her. I saw it first in her eyes, the former light in them dulling away. Then it was her body, crumbling and falling and contorting itself into nothing. Then it was her voice, from soft to screams, laughter to sobbing. Finally, it was her mind. Her beautiful mind. Instead of her mind thinking through books and adventures and fresh brwed morning coffee and happiness, it became mad with fantasies of demons surrounding her, psychos waiting in her shower, all food poioned. My mother was gone. I knew she wasn’t going to come back. My last words to her were, “I hate you.” I shouldn’t have said them. 

 

2. Writing With Images 

Imagery sparks creativity, discussion, and writing. Susan Barber is a wizard at Using Art to Teach Critical Thinking, and this thinking and analysis lends itself perfectly to notebook time.

Also, check out The New York Times Picture Prompts for a wealth of interesting and vetted images, complete with prompts.  

3. First & Last Word

Choose two words—they could be words you love (“cellar door” anyone?), words you loathe, words you happen upon, or words you choose on a whim—and have students begin and end their notebook time with these two words.

As in life, the challenge is finding a way from point A to point B, the first word to the last word.

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3 Favorite Writer’s Notebook Prompts

I have a confession. I didn’t always use a writer’s notebook, either as teacher and especially as a student. It’s hard to remember what that was like—Where did I keep all my thoughts? How did I keep track of it all? Writer’s notebooks—or journals—were something I remember learning about in graduate school, and while I tried a bit of it when I first started teaching, I quickly abandoned the practice in favor of the neat, clean handout I could create (and control).

I think it was the open-endedness of the writer’s notebook that intimidated me: What prompts would I use? How would I know what prompts would work? And for what texts? Do I even have time for this?

Fast forward 15+ years, and I can’t imagine teaching without a writer’s notebook. That is not to say that I use them in all my classes. I’m still working on using them more deliberately and consistently in my literature-based courses. But writing? How do you teach writing without a writer’s notebook? I can’t imagine. Continue reading

Short Inspiration

I had a meeting this week, during the school day, in my building. It meant prepping a sub plan, but, since I was in the building, something I could get going before running out to the meeting.

As often happens, this wasn’t the best time for my Grade 9s to be without me. We’ve just finished one things we’ve been working on, and we’re not quite where I want us to be for the to work on another thing without me.

We’ve been looking at monsters, and scary stuff like that, as a way to explore imagination and empathy. I needed a one and done activity.

Recently, a tweet came across my feed that featured “Tuck Me In,” a wonderful little short film about the monster under the bed. I watched it again, seeing if there was a way to use it. As I watched it on YouTube, as I often do, I scanned the other videos suggested. This led me to “Run.” This one minute short is a neat little piece of horror. It was great fun to watch with the students.

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Wonderfully Messy Notebooks

About a month and a half ago, I wrote a post about my plan for new notebooks in my AP Seminar class.  I was fired up. We were going to make them into bullet journals. There were layouts, there were intricate planning grids, and there were lots and lots of colored markers and pens involved. After I posted the blog, several people said, “Make sure you update us! Let us know how it’s going!” So here we are, warts and all, with my wonderfully messy, not-at-all-what-I-imagined-but-actually-pretty-awesome writer’s notebooks.

Keep reading if you’re curious about what I’ve learned about my students and their writing lives.

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New Notebook Rituals

As this post drops, I’m wrapping up the second week of the new semester. I’ve got new courses, new students and new ideas.

One of the first things that I try to establish is the importance of our notebooks. I actually try to do a lot of our work, our writing, our responding… our thinking in them.

So, I really want them to matter.

For the last couple of years, as I’ve already shared, I have had students put a word on the front of their notebooks, borrowing from the #OneWord resolution movement. After doing this last week, I can reaffirm there is a power in this. Already, students are calling for their notebooks by their words, and there’s something special about this daily occurance.

“I am loyal.”

“I am overachieve.”

“I am creative.”

“I am intensity.”

Even “I am reckless!” speaks to the spirit with which it actually feels like they’re approaching their new English courses.

I added a new element to notebook personalization this semester. I make no bones about being an Austin Kleon fanboy. Steal Like an Artist and Show Your Work are a pair of texts that have had an incredible impact on my teaching. His tweets and weekly email newsletter have added so many ideas to my notebook.

In a recent newsletter, he did what he often does, and shared his one of his own processes. Each time that he begins a new notebook, he tapes a picture of someone who inspires him inside, a guardian spirit. He adds a quote as well.

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A few notebooks from my Grade 9 & 10 classes.

Of course, as I would have students starting new notebooks, I “stole” the idea right away. In our first classes, after we made the initial run through the syllabus, and started establishing our community, we personalized our notebooks. I explained how they were going to have a word that spoke to their goals and aspirations in the course on the front, and a person who inspired them inside. I told them that their first page of their notebook would give me my first glimpse at their writing, as they explained their choices. We had something to do that accomplished a lot, but didn’t feel like a big ask on the first day.

 

The guardian spirits are as diverse and random as the students that chose them. From Yoda to Dali, Homer  to Hermione , Mandela to Jesus, they run the gamut. Of the 60 or so guardian spirits, the only duplicate is Eddie Murphy. In two different classes.

And the rationales for their choices of words and guardian spirits gave me so much insight into who these students are. Eddie Murphy is there because of his bravery as a speaker, his ability to win people’s respect and adoration with his humor. (I know you were curious, so he was the example I chose!) I appreciate the openness with which they did this task.

But as I’ve been assessing those first pieces of writing, and looking at other responses in their notebooks this first week, I’ve actually come to appreciate what those two things they stuck to their notebooks have come to mean. Every time I grab a student’s notebook, I read their word. I open and see the image of someone who inspires them. Who that student is, and wants to be is laid bare for me. It’s quite powerful.

Imagine if it’s having a similar impact on them.

Do you have any new notebook rituals in your classroom? How about for yourself? What do you do? What are yours? We can chat about it on Twitter,  @doodlinmunkyboy, or feel free to comment below.

-Jay

A 24-Hour Play, a 365-Day Inspiration

“Take a line; take a prop; write a play!”: these are the three commands of The MadCap 24-hour Play Festival, a theatrical fundraiser held at a coffee shop and performance space in my hometown of Sheboygan, Wisconsin. Last weekend I followed those commands to write my third play for the festival. My “madcap” experience has inspired some new ideas and resolutions to ponder for the year ahead. 

Idea #1: A recipe for a 24-hour play…or a classroom activity:

Here’s how the MadCap Festival works:

  1. Around 7:30PM on a Friday night, actors, writers, and directors gather in the coffeehouse.
  2. The festival director (a dynamic teacher from Sheboygan) assigns actors, writers, and directors to teams.
  3. Writers pull a line from a hat; directors pull a prop name from a hat (the festival director prepares a set of lines and crazy props beforehand).
  4. The writers, directors, and actors meet briefly in their teams to discuss what sort of work the actors are comfortable with and/or what special talents they have. Everyone exchanges contact information.
  5. Playwrights have the next twelve hours to write a 10-minute scene. 
  6. The actors and director receive the scenes on Saturday morning and rehearse all day.
  7. All scenes are performed for a live audience on Saturday night.

This theater festival challenge could easily be adapted into a notebook time prompt or larger creative assignment:

  • Pull a few crazy lines from the novel or short story the class is studying –students can spin their own story or scene from the line.
  • Bring a collection of objects from home and ask students to incorporate one in a scene, story, or poem.
  • Work on character analysis–ask students to reflect on how and why the characters in your class text might interact with a particular object or deliver a particular line.
  • Host a mini-festival in your classroom, perhaps a “One Week Theater Festival,” where writers work for half of the week and the actor-director teams work for the second half.

Idea #2: One student writes, another performs, and literary analysis ensues

Last spring, a friend introduced me to the Modern Love podcast, a series showcasing favorite Modern Love columns performed by famous figures, and since then, I’ve been really intrigued by the idea of students performing each other’s work. What new discoveries could writers make when their written work was turned into a dramatic audio recording? What could the writing, performing, and listening teach us about interpretation? (And could this activity help some of my IB students understand why they should avoid the intentional fallacy?)

Each year I participate in the MadCap festival, I’m amazed at what the director and actors make of the script they receive. This year, I laughed with the rest of the crowd at actors’ inventive (and sometimes unexpected) interpretations of the scene I wrote. Their performance was like feedback in a writing conference; it showed me what they “heard” or understood when they read my work and how they responded to it. A ten-minute play might be a tough place to start, but perhaps students could try writing a monologue for a character played by a classmate. Later, the writer-performer pair (or writer-performer-director trio?) could discuss what they noticed in each other’s art.

Idea #3: Collaborative writing

For my first entry in the festival, I wrote with one of my best high school friends; for the last two festivals, I wrote with the youngest of my three brothers, one of the best actors I know! Jeremy and I write well together because we can be honest with each other, and each time we collaborate, I get to know my brother better and I learn something new about comic timing and crafting characters through dialogue. 

My students often discuss together and present together, but I rarely ask them to write together. I wonder what they would learn if they collaborated on a story, poem, or piece of creative nonfiction. Could they identify how their writing voices change when they work with a collaborator? What might we all learn about what it takes to collaborate well? Perhaps a collaborative writing exercise could lead to a list of great moves for collaborators.

Finally, some resolutions: 

72 hours after the festival has finished, I’m thinking about personal and professional resolutions that it inspires ( and in the spirit of Hattie’s resolution, I’ll present them as bullet points!):

  • Write with my students and write for me: Whether tackling a ten-minute scene at midnight or chipping away at a novel, I’m happier when I find time to write for myself about topics that aren’t at all related to the classroom. A happier Ms. Jochman makes for a happier classroom, so I resolve to write beside my students and also write more on my own.
  • Put students’ work on the public stage: Raised stakes can make writers nervous, but raised stakes also make writers WORK and make writing real, so I resolve to find more opportunities for students to share their work with an authentic public audiences.
  • Remember the writing process: My scene didn’t start to take shape until 1AM on Saturday morning. Why? My brother and I had ignored the process that had served us well the year before.  Way to go, English teacher! No matter how much pressure I might feel to progress a unit or make students meet a deadline, I have to respect the process, and I resolve to address process more deliberately in the year ahead. With any luck, an emphasis on process will help my students and me avoid future all night writing sessions.

The MadCap Theater Festival always falls at a crazy time of the new year: my school’s second semester is just beginning, my IB students are preparing for a major assessment, and the temperature inevitably drops to a lung-freezing degree, but this creative challenge always shakes off my winter doldrums and makes me think about the madcap adventures my students and I could have in the future. As 2017 continues, I’ll let you know how well I keep my resolutions, and I hope you’ll share what new ideas and resolutions you’ve been inspired to try!

Have an suggestions for a 24-hour writing challenge? What are your writing resolutions for 2017? I’d love to hear about them–please comment below or connect with me on Twitter @MsJochman. 

 

 

New Year, New Writer’s Notebook

I’m one of those New Year’s Resolvers. I love making lists. I love setting goals. I look at the New Year as a chance to reorganize my whole life. It’s a magical time in my weird little world. So, of course, I was immediately intrigued when I saw a mention of Bullet Journals on Facebook. I quickly fell down the rabbit hole of lists and codes and layouts. Apparently these have been a thing on Instagram for awhile, and I’m a little late to game. Later in the day, I spied a Twitter convo between Moving Writers’ Allison and Rebekah about a bullet journal layout that would make for writing notebook time.  And, I’d been thinking quite a bit about Tricia Ebarvia’s Writer’s Workshop blog post and how that could help me better organize workshop in my AP Seminar class. The pieces started clicking together, and my second semester writers’ notebooks in my AP Seminar are about to get a big makeover.

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