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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Resolutions

2016 is just about done.

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Calvin and Hobbes because it always fits.

That, as we all know, makes it resolution time. Even if we’re not publicly stating them, we’re making them.

Of course, as teachers, we did this already, back at the beginning of the school year, right? And, well, we’re sort of consistently making resolutions throughout the school year, as a natural part of our reflective process.

I think about resolutions at this time of year. I think about what I want the coming year to be for me personally. I think about some things I’d like to make more time for, or to do better. Professionally, my reality is that I have a few weeks before a new semester, and new courses. I’m setting goals and making plans for them already. Continue reading

Three Things I Believe

It seemed like fate. Or divine intervention. Or whatever teachers call it when it seems like the stars are aligning and a unit will start at exactly the right time. It was mid-November – just one week after The Election (yes, extra emphasis is intended), and our school’s second term was just starting, so I would meet a fresh, new class of students. No matter how small-scale it was, any chance for some kind of do-over seemed like a plus. Plus, the focus of my first hour class is nonfiction reading and writing. Usually, I start with informational text and move on to argumentative writing. But, we were fresh off The Election. Just about everyone I knew had a passionate stance one way or the other, so flipping the units seemed like the natural thing to do. Surely these kids will come in as a mix of emotions, so doing some argumentative writing will be cathartic, I thought. This will be perfect, wont it? Like I said, I thought the stars were aligning.

Less than a week into the unit, though, I couldn’t help but wonder how I’d screwed up so badly. In my units, I always try to give as much autonomy and choice to my students as possible; I try to let them choose their own topics as often as I can. So, after a brief overview of what it means to argue an issue, I started the brainstorming process with my students. I wanted them to air their worries, their opinions, their passions. That’s where the unit came to a screeching halt. Most brainstorming pages were blank. A few had a lonely issue or two hesitantly suggested.

What was the problem? These are teenagers, I thought. Aren’t teenagers supposed to be some of the most opinionated people on the planet? Where were their opinions? Did they just not know what was going on in the world? In the age of social media and constant, in-your-face news, that just couldn’t be it. At least not entirely. For some, it was almost as if they’d been taught that it was not polite to discuss issues. That needed to change. Continue reading

Tiny Writing: Boosting Opportunities for Frequent Student Publication

I love swimming in writing studies for weeks at a time with my students — immersing ourselves in mentor texts, gathering information, writing off the page, talking out our ideas, drafting, revising. But when the average writing study lasts 3-5 weeks, it’s hard to keep the momentum and excitement of seeing a piece through to completion. Last year, I dabbled with mini writing units between big genre studies, like writing our own Buzzfeed lists. But this year, I’m getting even smaller as I find ways to support tiny writing publication.

Inspired by Allison’s post last year about finding time in workshop by extending notebook time through a 5-day week, I have been using extended notebook times as opportunities for tiny writing studies.  Before I tell you about what we have written, let me tell you why this works:

  • We can be working on meaningful, publishable writing while we simultaneously work on our literature study.
  • I am using time already set aside in my class.
  • We can continuously ride the wave of publication — through big genre studies and though low-stakes tiny writing studies.
  • I can experiment with pieces of writing in my classroom that normally wouldn’t make the genre study cut because of other demands.
  • Students are getting more practice reading like writers & more exposure to the real world of writers.

Tiny Writing Study Logistics

For a tiny writing study, I use my regularly scheduled notebook time — the first 5-7 minutes of class when we play, explore, and discover in our notebooks. (If you want to know more about all the ways we use this time, we dedicate an entire chapter to it in Writing With Mentors, and you can check out our session on notebook time at last spring’s EdCollab Gathering.) Each day, we build on and expand our writing.  By the end of our fifth class period, we have a piece of writing that is ready to publish.

Day 1  – Introduction & Mentor Text Immersion

On day 1, I direct students to a slew of mentor texts and ask them to skim, scan, and look around for 5-7 minutes to get a sense of the genre. I don’t specify which mentor texts they should look at because I want there to be variety. This will help make our noticings more thoroughly developed tomorrow.

Day 2 – Noticings

Next, I grab a marker and we make a list of our noticings on the board. How is this thing made? What is it composed of? What will they need to do to create something in kind?

Students have been learning how to make noticings since the very first week of school. This is  awesome practice as they continue to practice and refine their reading-like-a-writer skills.

Students copy this list of noticings into their notebooks so that they have them as we work throughout the week.

Day 3 – Try one

In most cases, I reserve the middle day for trying — writing their own version of the mentor.

This often extends into homework. For example, when we did a “Humans of …” series, students needed to actually interview and photograph people outside of class. So students used  the “Try One” class period to brainstorm and share interview questions. When we wrote haikus, students tried their hand at writing a few during notebook time, but then they selected their favorite for homework.

Day 4 – Revise

On the fourth day of a tiny writing study, we share and then revise. We keep the task of revision simple: make your writing better.

Day 5 – Publication

We keep publication simple, too. Publication simply means “going public” and sharing our work in some way. But you don’t need to have a big author’s celebration every time. Here are some simple ways we publish:

  • Read-arounds
  • Jotting favorite bits and golden lines on the white board for all to see
  • Compiling a whole-class slideshow of writing
  • Tweeting out our writing.

It is so easy for me to make publication an after-thought — a nice-to-do but not necessary. What I forget is that this is the step that takes my kids from students to real writers. This is where we get buy in and show students that their words are real and that their writing matters.

Four Tiny Writing Studies That Have Worked for Me

Ready to try this with your students next week?

The secret to a tiny writing study is in the size. The product has to be very, very small in order for students to successfully study the mentor texts and produce their own original piece. Here are four tiny writing studies that have worked for me:

Two-Sentence Horror Stories 

 

This week, my ninth grade classes studied two-sentence horror stories. (You can find oodles of these on the web, but here are some I share with my students.)  We noticed that there was a lot of sentence variety, that they built suspense, that they usually begin with something ordinary and then twist it into something scary in the second sentence.

Students wrote their own and then Tweeted them. You can see some of them here:

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Haiku

 

Allison came up with the brilliant idea to teach reading like a reader versus reading like a writer through haiku — something so small and so concrete students could quickly see the differences between their readerly observations and their writerly observations.

Using mentor texts from The New York Times’ haiku contest, student made noticings and ultimate wrote their own haikus about places they love.

Humans of …

 

Based on Humans of New York, students interviewed and photographed people around a theme they invented (Humans of My Neighborhood or Humans of the Trinity Basketball Team or, my favorite, Humans of Teenage Drama). By the end of the week, students had composed three slides, each featuring an image and bit of an interview.

I compiled all of these into one giant slideshow that we enjoyed together.

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Buzzfeed Lists

 

This is slightly bigger than tiny, but I’ve found that students are so well-versed in listicles that they can quickly pick this up and put it together.

Students worked on their own original list in the style of Buzzfeed. They incorporated images, gifs, and videos to support their list and boost reader engagement. Best of all, Buzzfeed allows you to submit your lists for publication on their site! Publishing for a big, wide Internet audience boosts students efforts in a race to see who will get published and who will get the most “likes”. One student even had his list featured for a day on the Buzzfeed main page!

Two More Ideas I will Try This Year 

I’m constantly on the lookout for great tiny writing projects. Here are two more I want to try this year:

Letter to My Younger Self

The Player’s Tribune, a site started by Derek Jeter, features writing by pro athletes. What a gold mine! While only some of these pieces feature enough craft to really be used as technique-teaching mentor texts, many lead to big-time inspiration for our student writers.

I’m dying to have students look at the series Letter to My Younger Self, in which athletes look back and give themselves advice. Students will love finding the insightful, personal letters written by their favorite athletes and then composing their own letter.

Crowdsourcing Pitches

One way that real adults write is in the form of crowdsourcing pitches. Sites like Kickstarter and Donor’s Choose rely on savvy pitch-writing and story-telling to elicit funds from donors!

Using this as fodder for tiny writing would be so much fun. It’s a very authentic form of writing, and it also asks students to be inventive. What would you want to raise money for? Maybe a film you’ve been dying to make or a video game you want to produce or a book you want to self-publish … or maybe a car for your sixteenth birthday! Students will learn to write persuasively for strangers (or in order to persuade their parents!)

Let’s pool our resources! What ideas do you have for units of tiny writing? Leave a comment below, find us on Facebook, or Tweet me @RebekahOdell1.