Mentor Text Wednesday: My Three Solaces

Mentor Text: My Three Solaces by Erin Fornoff

Writing Techniques:

  • Poetry
  • Brevity
  • Memoir

Background: As this post publishes, many of you are headed back into your classrooms after a break for the holidays. (Monday for me!)

It’s a new calendar year. This, combined with the holiday season, makes me reflective. The chaos of school before the break, the chaos of the holiday season, the cold weather – all of these things put me in a reflective spot.

As I look at a Twitter feed full of people sharing their resolutions, their #oneword and their hopes for 2018, I also see a flood of reflection, much like my own. We’re looking at where we’re going, and we’re reflecting on where we’ve been.

When this poem found its way into my Twitter feed, I earmarked it for future use. Initially, I saw it as a mentor piece for some memoir writing, but as I scoured my earmarked pieces for the first Mentor Text Wednesday of 2018, I saw a new purpose for this piece.

In those first classes of the new year, how many of us are going to have students write about their resolutions? Their One Word?

 

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A Solace for Jay – via Tumblr

Let me propose an alternative. What if they popped open their notebooks and wrote about the things that bring them solace? It could be as an act of reflection – 2017 was tough for many people. Looking at what brings us comfort is a good way to reflect on a tough year. 2018 will be a year that brings challenges as well. For our graduating students, there is much that will change, and a reminder of what brings them solace might be a good start for the year to come. Continue reading

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YA Sentence Study Snapshot: We Were Liars

ds are the luckiest.

Text: 
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We Were Liars by E. Lockhart

 

 

 

Audience:

Later middle school – high school (Perhaps 7-12?)

Book Talk:

Every summer, members of the incredibly wealthy Sinclair family gather on a private island. Everything appears to be perfect — perfect children, perfect relationships, plenty of money. But, of course, you know that things are almost never the way they appear from the outside. This book takes place over two years in Cadence’s life as she tries to piece together what happened two summers ago when she had a mysterious accident and most of her memories were wiped away. What was the cause of the accident? What really happened? And what secrets is this family trying to protect? This book is part Gossip Girl, part mystery, and completely a page turner that will suck you in as you — and Cadence — try to put all the pieces together.

Sentence Study:

“It doesn’t matter if divorce shreds the muscles of our hearts so that they hardly beat without a struggle. It doesn’t matter if trust-fund money is running out; if credit card bills go unpaid on the kitchen counter. It doesn’t matter if there’s a cluster of pill bottles on the bedside table.

It does’t matter if one of us is desperately, desperately in love.”

This passage can help writers …

  • Use repetition effectively (specifically anaphora, if you want to throw in a fun literary term!)
  • Write using symbols
  • Make a dramatic shift.

Together, the class might notice

  • The repetition of “It doesn’t matter” at the beginning of each sentence.
  • The repetition of the word “desperately” in the last sentence — this kind of repetition feels different than the anaphora of “it doesn’t matter”.
  • The dramatic figurative language — “divorce shreds the muscles of our hearts so they hardly beat without a struggle”
  • Symbolism of credit card bills and pill bottles to represent problems and pain within the family.
  • The single-sentence paragraph at the end of this passage that creates a twist

Invite students to try it by saying …

In this passage, Lockhart is describing a family. And certainly we can use these techniques to describe a group of people. But we could use these techniques in any piece of writing where we want to strongly emphasize an idea (using anaphora) and then twist that idea (by using a different kind of repetition, a separate, short paragraph, and a surprise). In your notebook, either devise a new description in which you try these techniques, or, better yet, find a place in your notebook work that could benefit from emphasis and a dramatic twist. Try it out. 

 

Are there other ways you might use this sentence with students? Do you see different techniques worth teaching? Leave us a comment below, join the conversation on Facebook, or connect with me on Twitter @RebekahOdell1. 

Beyond Notebook Time: The Journal Explode Essay

Beyond Notebook Time_ The Journal Explode

With thanks to guest contributors

Kevin Mooney, rumored to be the inspiration for the teacher John Keating replaced, he is a lead teacher at North Hagerstown High School in Washington County, Maryland and is in his 22nd year in education. 

Liz Matheny, AP Language and Composition teacher in Frederick County, Maryland. (Check out a great mentor text post from her here.) 

Each day to begin class, we journal. We journal because journaling is useful. We journal because it is a low-pressure opportunity for my students to share their thoughts, feelings, and observations about a text, a topic, an issue, or an image. We journal to connect to a character or anchor a big idea, and we journal to set the table for the day’s instructional menu. We journal because it’s fun and gratifying. We journal because Kelly Gallagher says students should write four times more than what we teachers can grade. Journaling is useful.

But where do these journals go? Some years, I’ve asked students to write, rest, repeat, and let this daily exercise stand on its own as writing calisthenics. Some years, I’ve collected journals and asked students to tag entries they’d like me to read and respond to. Other years (including this one), I spot check journals in class and invest time in the important discussion and sharing of ideas that ensues after our “on the clock” writing time.  

But the best, most effective, most bang for your buck expansion of in-class journaling?

The Journal Explode.

What is a Journal Explode and how does it work?

I’ll let my teaching mentor and Journal Explode creator, Kevin Mooney, explain…

For years, I didn’t assign many in class essays for two main reasons: students didn’t write well and reading over 100 essays devoted to the same prompt was grindingly boring. So I didn’t assign essays except for the required “full process” or “research essay” or as an option as an end-of-unit or alternate assessment. Unsurprisingly, not assigning essays didn’t make the essays I got any better.

But I knew that I was taking the easy way out. And I knew that writing made writing easier for students. So I created what I called a “journal explode.”

Here’s the idea: every day we do a journal entry. By the end of the week, students choose whichever journal they’re most interested in, tickled by, etc. and turn it into a full process essay and turn it in on Friday. Students write their journal entries in composition books. (This was, at the time, important to me, because I wanted students to be able to have an almost “flip book” sense of how their writing was improving as we wrote more and more.)

With the new system, if a student wanted, he could take the journal entry from Monday and “explode” it into a full process essay Monday night and be done for the week. Or she could wait until Thursday night and choose from the week’s worth. Or he could go back into the archives of journal entries from weeks past and choose one of those to write about. Or she could revise and recast and rewrite a previous Journal Explode.

I could require or encourage students to try to apply concepts we’d covered during the week – participial phrases, for example – as part of the assignment. I could look at all the essays and start seeing patterns of students’ strengths and weaknesses: they’re not varying sentence structure; they’re using a particular phrase too often and needlessly (in my opinion, though other people might disagree, I still think that…). We’d do mini lessons using student examples to clean and recalibrate.

And grading? That bugbear? I found I could get through all my classes in a couple of hours because there was lovely variety and real earnestness in their essays. They’d chosen a topic they really dug (“Should Iron Man be allowed to keep his suits? Defend with readings, observations and experiences,”) and which they were more or less excited to write about. I’d give a holistic grade: check, check plus, check minus, the rare zero. I’d spend time not so much correcting (though I did that, too) as making positive comments whenever possible. And all the while, looking for patterns in their writing and planning my week’s writing activities.

By the end of the year, my students had written at least one essay a week. More than they had probably written in all their other classes. Combined. Ever. They were no longer intimidated by essays. But it was really all them and their efforts and their work and their writing. And, I hope, essays became for them what they were for Montaigne and which we all intend them to be: unpacking and developing your thinking on paper in surprising, idiosyncratic and impressive ways.

Journal Explodes and Current Events

Liz Matheny also uses Journal Explodes to much success in her AP Language and Composition class. Click here to read all about her process. But in the meantime, read the highlights below beginning with a few examples of successful journal prompts from her classroom:

Journal: Starting January 1, everyone in France over the age of 15 became an organ donor unless they “opted-out” in the country’s refusal program. Every day 22 Americans die while they wait on the transplant list. What should we consider ($SEEITT) about organ donation?

Defend, Challenge, Qualify: America should change from an opt-in system to an opt-out system.

Journal: The number of 18- to 35-year-olds seeking prenups is on the rise nationwide, but many millennials are more interested in protecting intellectual property — such as films, songs, software and even apps that haven’t been built yet — than cash.

Defend, Challenge, Qualify: Prenuptial agreements should only cover physical or monetary property.

Some days I will simply use [an AP Language] Q3 prompt we do not have time to actually write in class. My students have no idea that it is a prompt, so it is a good way to help them see how the daily journals connect to the exam and their ability to craft meaningful, nuanced arguments on the spot.

Once a month my students select a journal and “explode” it into a full argumentative essay. I do not require a specific number of paragraphs, but I often assign them specific rhetorical moves and techniques to try out as they go (anaphora, epistrophe, staccato sentences, etc.).

I love this easy-to-implement daily writing because it helps me focus on argument development every day. It also serves as a formative assessment which ultimately leads to a summative assessment. Our daily discussions create a strong sense of community as students often develop beliefs and find their voice about global topics many of them wouldn’t encounter until they graduate or become adults.

Journal Explodes and Blogging

And finally, here’s how I incorporate Journal Explodes in my class.

I choose my journal prompts based on student need. Some days, we dig into a passage from our text, other days we examine mini mentor texts to spark inspiration. Sometimes we play with language or talk about what’s on our minds, and sometimes we examine a big idea that exists in our literature and in the world. Day after day, students use this time to strengthen their thinking, explore their voices, and just…practice.

That’s the fun part — any idea is fair game and the outcomes are flexible.

Like the original assignment, I ask students to expand upon one of their in class journals and turn it into a developed piece of writing. But this year, we’ve gone digital. I’ve moved my students’ Journal Explode experience to Weebly blogs, giving them agency and audience.

Here is one smart cookie’s Journal Explode blog on a childhood memory from our introductory journals to To Kill a MockingbirdAnd check this one out to see a student really explore and challenge his thinking about dark and offensive memes. (Special thanks to Katherine B. and Revan B. for allowing me to share here.)

Although we’re in the beginning stages of blogging, and though there will likely be missteps along the way, I believe blogging is an awesome platform and opportunity for my students’ journal writing and “exploding” to go live somewhere beyond their notebooks and out into the world. 

In what ways might you adapt the Journal Explode assignment for your classroom? We’d love to find out!

Leave a comment below, find me on Twitter @karlahilliard, or connect with us on Facebook!

-Karla

YA Sentence Study Snapshot: Everything, Everything

ds are the luckiest.Today’s snapshot comes from Katie Stuart (@KatieStuart10) who teaches 9th grade English and 11th and 12 grade electives at Windham High School in Windham, NH. She previously taught at Windham Middle School and Pinkerton Academy in Derry, NH.  She earned her B.A. in English and M.A.T. in Secondary English from the University of New Hampshire.  

Screen Shot 2017-10-27 at 8.51.48 PMText:

Everything, Everything by Nicola Yoon

Audience:

High School

Book Talk:

Imagine being a teen who is allergic to the world.  Maddy cannot leave her specially designed, air-lock protected house for fear of germs that might kill her. When smart, funny Olly moves in next door, they quickly become intrigued with each other.  This book is written in the style of a diary and is a fast read. 

Sentence Study:

“Then I see him.  He’s tall, lean, and wearing all black: black T-shirt, black jeans, black sneakers, and a black knit cap that covers his hair completely.  He’s white with a pale honey tan and his face is starkly angular.  He jumps down from his perch at the back of the truck and glides across the driveway, moving as if gravity affects him differently than it does the rest of us.”

This Passage Can Help Writers: 

  • Describe a person’s appearance in a way that communicates something about his or her personality
  • Use a colon to introduce a list
  • Vary sentence length
  • Play with repetition

Together, the Class Might Notice …

  • Yoon starts with a short, punchy sentence.
  • The colon is used to introduce a list
  • Each item in the list repeats the adjective that was used in the first clause
  • The third sentence is shorter and contrasts all the “black” in the second sentence
  • The last sentence describes how the person does something, not just how he look
  • The last sentence uses figurative language,  the simile “as if”

Invite Students to Try It By Saying …

There are many times we might describe someone in writing — sure, in fiction like Nicola Yoon. But we might also describe a person when writing a profile, a memoir, a poem, a personal essay. Try on the techniques we noticed here: the colon to introduce a list, the repetition, the description of how, and the figurative language. Use them to try your hand at describing a person who is important to you. It can be anyone you want, a real or fictional person. It could be your dog. See if this mentor text can help you describe a person.

 

Are there other ways you might use this sentence with students? Do you see different techniques worth teaching? Leave us a comment below, join the conversation on Facebook, or connect with me on Twitter @RebekahOdell1. 

6 Halloween-Infused Writing Ideas for Tomorrow

Lately my son’s favorite activity has been our daily Halloween Walk in which we start at the top of our block and stroll from house to house snapping pictures of all the Halloween decorations we see with his Fisher Price camera. Today we saw spiders and pumpkins and ghosts and skeletons and scarecrows and orange lights and witches hanging from doorknobs. IMG_5930These afternoon walks have spawned two reactions in me:

1) We need to step up our Halloween decoration game big time…

2) We should do something fun and festive and Halloween-y with our students on Tuesday. If your school is like my school, only seniors are allowed to dress up. Aren’t 9th, 10th, and 11th graders entitled to some fun, too?

On Valentine’s Day last year I had similar feelings, and I found myself googling “Valentines’ Day activities” at midnight on February 13. This year, I’ve compiled a few Halloween-infused writing activities ahead of time.  Continue reading

YA Sentence Study Snapshot: A Long Walk to Water

No matter how much we try, none of us can do it all; there simply aren’t enough hours in the classroom. So, whenever possible, I try to double-dip — pulling the learning from one area of our work to another. 

And that’s exactly my aim in this new column. To feed our students’ book love, we need to prepare book talks. We also know that the mentor-text centered sentence study that we do during Notebook Time often provides some of students’ richest writing experiences. This is exactly where I like to do one of my favorite double-dips:  sentence study and book talk in one. 

In this column, I’ll pull sentence studies from young adult and middle grades texts — give you a little book talk, show you the sentence study, and walk you through the way you might use it with students today! Let’s get started! 

ds are the luckiest.

Text:

A Long Walk to Water by Linda Sue Park

Audience:

Middle grades

Book Talk:

A Long Walk to Water combines fiction and non-fiction to tell two stories in Southern Sudan: the fictional story of Nya, an eleven-year-old in 2008 who must walk for 8-10 hours a day to fetch water for her family,  and the true story of Salva, and eleven-year-old in 1985 who is forced to flee home because of war and violence and walk to Ethiopia. Each chapter shares a part of Nya’s story and a part of Salva’s story. Students like trying to piece together how these two narratives will speak to one another by the end of the book.  A Long Walk to Water tells a simple story but asks big questions: How can we maintain hope and perseverance in the face of the unimaginable? What can one person do to make a difference? What is really needed to live? At it’s heart, it’s a survival story.

Sentence Study: 

I came to this text as the first in our series because A Long Walk to Water is the middle grades selection for the Global Read Aloud this year. Here’s the sentence I worked on with my students:

“There was always so much life around the pond: other people, mostly women and girls, who had come to fill their own containers; many kinds of birds, all flap and twitter and caw; herds of cattle that had been brought to the good grazing by the young boys who looked after them.” 

Continue reading

Managing Independent Writing

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I love a giant leap. A big swing.

I want to tell you that I carefully research, weigh, and plan each and every instructional decision that rolls forth from my desk. But I don’t.

More often than not, I don’t think all that much.  I come up with a wild “What if?”, jump, and see what happens. This is how “What If I Just Threw Away Everything I’ve Ever Done With Writing Before and Do This Writing Workshop Thing?” and “What If I Stopped Grading Individual Assignments?” were born.

(Note that these are particularly successful examples of this principle. These experiments are not always so successful. See: What If I Taught Pride & Prejudice To These Seniors? and What If My Students Wrote Letter Essays? and What If My Students Used Voxer for Book Clubs Across Classes? and What If I Wrote an Entire Chapter Comparing Literary Analysis to Both Pizza and Broccoli?)

This school year, in my brand new middle school classroom, there have been a lot of these giant leap moments as I feel my way through the days and weeks. I blame the biggest one on Colleen Cruz and Nancie Atwell. Last year, I read Colleen Cruz’s Independent Writing, and it completely knocked my socks off. (I very awkwardly and inarticulately told her so at a cocktail party. I hope she doesn’t remember.) This book reminded me that if students should be choosing anything they wish to read, they also need opportunities to choose anything they wish to write. As in, completely free choice writing. But, of course, not pages of random “free writes”. Rather the ultimate choice in writing workshops that are meticulously planned as the best genre study.

Of course, In the Middle has been on my bookshelf since college — the very first professional text I owned.  And Nancie Atwell is the best teacher in the world. So, when she assigns 20 minutes of outside-of-class writing to her students each night, who am I to argue?

And thus I made a giant leap, a big swing, and told my students that this year they would write independently for 20 minutes outside of class each day on completely free choice, independent writing.

They balked. I spent a week trying to generate good PR with parents and students about my writing plans. We generated lists and lists of 20-minutes-of-writing ideas. (Here you go: 20 Minutes of Writing- Ideas)

And then I panicked, wondering, “How in the world will I manage all of this writing?” Because beyond the simple and beautiful act of regular writing, there were some other things I needed:

  • I needed to teach the rest of my curriculum. Although throwing out everything and doing only independent writing all year is a little bit appealing, it’s just not realistic. (Yet.)
  • I wanted my students to share what they were writing — as publication, as community-building, as a source of ideas and inspiration for one another.
  • I hoped for positive peer pressure to keep writers on track and truly writing (rather than fake writing).
  • And if I was going to walk out on this limb, I knew I needed to do something with this writing. More specifically, parents wanted to know how I would assess it. So I needed a plan.

One day, after a lot of thinking and even more texting with Allison, I devised a plan:

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I went full A Beautiful Mind -meets –Tricia Ebarvia and wallpapered a white board with charts where students record their nightly writing work. This has helped accomplish a few things for me:

  • Students feel they are being held accountable — whether or not I’m carefully scrutinizing each entry (I’m not), students feel like they are “doing something” with their writing immediately. That is, recording it. Each week, students earn five points per night for writing. This adds ups to a nice little homework grade. If you miss one night, you lose 5 points. It’s very concrete, it takes me about 10 minutes tops, and both parents and students easily understand the “assessment”. (Students will soon use and develop this writing. But more on this later.)

Let me hasten to add that in order for this to work, I had to quickly let go of the same chest-tightening need-for-control that has so often threatened to consume their independent reading. Some kids will fake this. Even with a vigorous honor code, some students will lie. A handful will find clever work-arounds and loop-holes and fail to honor the spirit of the assignment. Just like they do with independent reading. To do what is right for all students, I have to be okay with knowing that I will not be able to micromanage every student.  We need to take a deep breath — it will be alright.

  • The charts let me do a quick check to assess student progress & make plans — Casually glancing at the charts last week told me that I probably need to chat with Mary (who has been writing a “log of my day” every day for the last three weeks) and Caden (who has missed at least two nights of writing each week). They could probably use some topic-brainstorming help or strategies for squeezing in time for writing.  It also told me that most of my students are writing fiction — short stories, novels, even a graphic novel — so, I did a quick mini-lesson on other genres (argument! persuasion!) to help them branch out if they are ready.  Six students are writing in partnerships! I know a little something about this, and Ways to Write with a Buddy might be great fodder for a mini-lesson down the road!
  • Students love spying on the charts & stealing ideas — Since we have not yet gotten to the point of polishing and publishing any of this work, these charts are as close as we get. But every day, I hear murmurs from the board: “Cool! I want to write about my soccer game!” and “Man! I didn’t know we could write comics” or “Oh yeah, I need to write some thank you notes, too.” Students are sharing ideas and running with the inspiration they take from the charts.

IMG_6229So, What’s Next?

Like Notebook Time, this rhythm of nightly writing would be good for my writers even if they never did another thing with it. The muscles built through regular writing are a worthy end in themselves. I hope that this will make writing such a normal part of each student’s day that they will find themselves a little bit lost without it when school ends. And then they’ll find their writer’s notebook and start again.

I’ve always thought about beginning the school-year with a brief Tour of Writing Genres. This little experiment has almost certainly given me the nudge I need to do it next fall.  But I have noticed that students don’t seem to know how many different kinds of writing are available to them in the world. So, I also intend to use this writing work as a reason to intentionally introduce students to different genres of writing. This can be a great way for students to preview genres we will hit down the road ( Op-ed, perhaps?) or explore genres that we just won’t get to this year (historical fiction or “how to” writing).  I’m planning a regular (every 2 weeks or so?) Genre Spotlight during which I can quickly introduce students to the purpose of a given genre, where it lives in the real world, and a couple of mentor texts to glance at.

But, of course, we are going to use this independent writing for something bigger. At least some of it.

Like Colleen Cruz, I plan to soon launch a whole independent writing study — helping students find their own personalized mentor texts and encouraging them to sign up to teach mini-lessons on techniques at which they are an “expert”. While I am not as brave as Colleen and don’t think I can yet manage whole class writing + whole class reading + independent writing + independent reading simultaneously, I do hope to punctuate our regularly-scheduled writing studies with independent writing studies throughout the year. In fact, I’m thinking this could make a great “exam” when I am forced to give one! (And if you haven’t read Colleen’s amazing book, you have time to read it while I tinker! I’ll update you on how this plays out.)

Do you assign your students nightly writing work? If so, how do you use it? How might you use the ideas shared here? How do your students engage with independent writing? Leave us some ideas (or questions) below, on Facebook, or Twitter @rebekahodell1. 

Mentor Text Wednesday: Poets Respond

Mentor Texts: The Poetry of Poets Respond, via Rattle Magazine

Writing Techniques:

  • Responding to current events
  • Finding Inspiration
  • Poetic Form

Background:

This post has been at the back of my mind for a while now. It’s not the first time I’ve written here about how our classrooms are places that we have to deal with the troubling things that our world puts in front of us. I openly advocate having poets and poetry journals in your social media feed. I do, and it’s a rich resource. One of my favorite follows is @RattleMag. There are many wonderful poems and poets peppered throughout my feed as a result of this follow, but there’s a wonderful strategy there that I want to mine as well.

 

Once a week, they publish a poem under the banner Poets Respond. The intention is that a poet is able to respond to events in the world within the past week. This is a concession to the “age of information” on their part, as they have a lengthy period of time between issues. I love their selection criteria, “Our only criterion for selection is the quality of the poem; all opinions and reactions are welcome.”

 

I stand by my opinion that poetry, and other forms of writing are important ways for our students to work through their opinions and ideas about things that are challenging. Poets Respond is what this looks like in practice outside of a classroom, in the “real world” where our writers live. Continue reading

Recommended Reading: Lynda Barry

If you’ve taken note of my Twitter handle, you might be curious about where it comes from. I didn’t join Twitter as a teacher, and my initial avatar was a drawing I did of a stuffed monkey that used to travel with my wife and I wherever we went. Being drawn to artistic pursuits, and travelling with a stuffed monkey, it made sense to adopt the handle @doodlinmunkyboy and roll with it.

lyndabarrymys

A page from What It Is

It’s a different handle than most teachers have, as it doesn’t necessarily reflect my “teacher identity” as a high school English teacher. It actually speaks more to my artistic leanings, though I have taught art as well.

Some of my posts here at Moving Writers have highlighted my interest in focusing on the visual elements of the language arts. Though we often focus on reading and writing, viewing and representing deserve, in my opinion, development and practice. I’ve drawn quite heavily on my interests in art and design, as well as my experience as an artist and art teacher to make this happen in my class.

I am well aware that this notion is daunting for many teachers. If we don’t self-identify as artists, we feel ill-prepared to encourage our students to play and explore that side of literacy. I totally get that!

Recently, I dropped a quick recommendation of a book that I’ve used in my classroom recently. I’ve thought about that brief mention, and would like to expand upon it. There are two books that I use in my classroom that are invaluable resources in pushing the creative limits of ourselves as teachers, and the efforts of our students.

SYLLABUS.cover-web

Syllabus one of my favorite teaching books (image via Drawn & Quarterly)

Cartoonist, author and teacher Lynda Barry has created many wonderful things, but it is her teaching books that have become very important to me. I have read all three of them: What It Is, Picture This, and Syllabus: Notes From an Accidental Professor, and keep What It Is and Syllabus close by, alongside my Penny Kittle and Kelly Gallagher books. Let’s be honest, someone who’s official title is Assistant Professor of Interdisciplinary Creativity absolutely has to have great ideas, right?

I recommend these books to my English teacher friends because they are a blueprint to helping students find a path to expressing themselves visually. Many of the core ideas about creativity and artistic attitude that I worked to instill in my art students years ago are laid out in these texts. Barry lays out exercises to help students develop, while also encouraging them to embrace their innate talents, whatever they may be. If you’re a teacher who wants to have students sketching as part of their writing process, and aren’t sure how to go about it, it’s a great blueprint. The drawing jam from Syllabus has been invaluable the last few years as we study graphic novels, and work on graphic storytelling. After running through a couple weeks of drawing to start the class, students develop confidence in what they can create, an acceptance that they can do something that works artistically, even if it isn’t necessarily of the caliber of the art they see in the graphic novels we study.

I recommend these books to English teachers because there are so many activities in them that are invaluable in the idea generating stages of the writing process. In What It Is Barry shares ways to get writers to (literally) draw from their own experiences. They’ll pay attention to their day for ideas, or reflect upon people they’ve known to find characters to write. These exercises combine visuals and text, giving them material from which to write. They are engaging ways to generate ideas, so much more lively than sitting in front of the blank page, waiting for inspiration.

I recommend these books for their mentor text potential. In What It Is Barry includes a collection of pieces in which she creates pieces that explore some big, rhetorical and inquiry style questions through a combination of art, collage and text. They’re engaging pieces that have students represent their thoughts and ideas. There’s no thesis, no body paragraphs, or the conventional features we expect when students work with these kinds of questions… there is simply the wondering, the exploring, the attempts to answer, presented in an interesting way. Much more interesting to mark!

I recommend these books because using them allows students to have fun. Have you broken out some crayons in a high school classroom lately? It takes the students right back. If you think asking students to draw a castle in two minutes, then one minute, then 30 seconds, and finally 15 seconds doesn’t create a buzz… And that fun is engaging. We go from laughing about our castles to talking about how we established criteria for what makes a castle, and how we could express that idea succinctly. From fun to important learning in a single exercise. Maybe we do this a few times, with dragons, unicorns and portraits of our teacher before we have that chat. If we do, we’ve strengthened the connection between expressing oneself creatively and fun, which is also a big win.

Before I bought these books, I had discovered Barry online. Her Tumblr page is a treasure trove, as it is essentially the course website for ‘The Unthinkable Mind,’ the course she teaches at the University of Wisconsin. It’s loaded with activities, ideas and exemplars, and well worth a visit. I just took a look at the first page, as I haven’t been there in a while, and I noted a handful of things I’d like to try in my Creative Writing course next semester.

These texts are unconventional in many ways, which is what makes them, in my opinion, so important for us to have. I love handing them to someone to check out, and the conversation that comes afterwards. Creativity is an important part of what we do in our English classrooms, and they encourage that in a natural and holistic manner. They’re wonderful guides for visual expression and literacy, which can be challenging to teach. Most of all, they’re catalysts for fun in your classroom, a way to play as part of learning, which is very important in our work.

Have you used Barry’s work in your classes? How? What’s a go-to text of yours that we might not know about?

Leave a comment below or find me on Twitter @doodlinmunkyboy!

-Jay

A Lesson on Beautiful Sentences

A Lesson on Beautiful Sentences

There is so much ugliness in the world. Enough to last us all for a good long while. As I was adjusting my classes this week, I thought, why not beauty?

My AP students have been fixated on the weird and wonderful language in Kurt Vonnegut’s Slaughterhouse Five. And frankly, I’m not over it, have never been over it, will never be over it. Each year, I teach this novel and find some new, exciting sentence I get all shivery and weird over. Each year, my students and I tag the quotable, the tattoo-able, and the indelible.

After some student requests for mini lessons that “focus on beautiful language,” I decided that there was no better moment than the present.

So, here’s what we did…

First, I asked students: What makes a sentence beautiful?

I gave them a few minutes of notebook time to write down their thoughts. After our routine writing, turn and talk, and share out, I asked students to post their best responses on the board. Here’s what they said makes sentences beautiful…

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Next, I asked them to go digging.

I gave students 5-6 minutes to thumb through the text for examples of “beautiful language,” and then write down a few examples. We then went around the room, student to student reading aloud our beautiful sentences.

Here are some some very recognizable, albeit beautiful examples, that emerged in class:

  • “All time is all time.”
  • “And I asked myself about the present: how wide it was, how deep it was, how much was mine to keep.”
  • “Everything was beautiful and nothing hurt.”
  • “But she did look back, and I love her for that, because it was so human.”
  • “The queer earth was a mosaic of sleepers who nestled like spoons.”
  • “He has always pressed it, and he always will. We always let him and we always will let him. The moment is structured that way.”
  • “The creatures can see where each star has been and where it is going, so that the heavens are filled with rarefied, luminous spaghetti.”

After that, we read like readers and then read like writers.

Some guiding questions that helped:

  • What do you notice?
  • What feeling, idea, or event is the sentence conveying?
  • How does the writer do it?
  • Is there anything significant about connotation?
  • Are literary or rhetorical devices present?
  • Is there repetition?
  • What is special, exciting, powerful, or summoning about this sentence?

Then, we built our list of mentor text “noticings.”

From students of Room 729…

 

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Finally, we did some writing of our own.

I write about this often, but this is the beauty of literature as mentor texts. You read the literature, you practice close reading, you read like a writer, and you try your hand at crafting your own beautiful sentences by making concious choices. I tell my students over and again that this is how we become more mature, sophisticated, and intentional writers.

For this portion of this activity, I gave students a series of abstract words and asked them to conjure up a sentence or two that somehow conveyed the feeling or idea of the word. As always, I asked my students to let the mentors be their guide and to use their list of “noticings” to inspire their work.

With this scaffolding and rule of thumb in mind, we wrote about WARMTH, about HOPE, about DESPAIR, about SATISFACTION, and about INEVITABILITY.

Here are a few beautiful sentences written by a few of my very lovely students (who I am grateful to for allowing me to share here):

For Warmth by Jillian C: Warmth is something that cannot always be found under blankets, or in front of heaters, or between the arms of another. Sometimes it cannot be sold or borrowed or stolen. So ignite.

For Hope by Madison B: The potential was proven when all at once, humanity became whole.

For Despair by Sydney B: At night she navigated the den that was her mind; the wolves would arrive soon. It’s a pack mentality.

Reflections on the lesson:

– I happen to be teaching Slaughterhouse Five now, but this activity can be done with any text anywhere. There’s something fun and interesting about that for me. I suspect there’s beautiful language in unsuspecting places, and if we can get students to notice that and pay attention, that’s a win for the good guys.

– Although “beautiful” is a subjective term (in the eye of the beholder and all that), this lesson forces students’ hands in categorizing and articulating beauty in language, a frequent sentiment in AP Literature.

– This lesson hit the head and the heart. One of my favorite, favorite lines from Slaughterhouse Five that I find particularly moving, especially now, says…

“What we love in our books are the depths of many marvelous moments seen all at once…they produce an image of life that is beautiful and surprising and deep.”

– Kurt Vonnegut

Ain’t that the stuff?

How do you celebrate and call attention to beautiful language in your classroom? I’d love to find out. 

Leave a comment below, find me on Twitter @karlahilliard, or connect with us on Facebook!
-Karla