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

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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

Conquering the Blank Page with Note Cards

The Blank Page

One of the largest hurdles for my writers is the fear that accompanies starting an essay. Their fear of the blank page often manifests itself in half-hearted introductions and tentative hooks. Importantly, these students know when their writing is less than what it can be. They aren’t trying to start their essays with weak hooks; they are simply experiencing small moments of hesitancy that is not conducive to their creative process.

Vital to understanding our students’ blank page jitters is the fact that these jitters can be conquered.

Note Cards that Conquer

All that is needed for this exercise are note cards, two sentence starters, and a prompt. With these three components, students are tasked with crafting the idea that will effectively begin their essay.

The Directions

  1. Write your name on the top of your note card.
  2. Answer the following question on your note card:

Do you have something that will interest your reader like a story, statistics, or really interesting facts?

Continue reading

The Door of Chaos: Responding to Original Ideas

An Authentic Problem

Quite often, we ask students to respond to original ideas. We ask them to reflect on an author’s claim. We ask them to connect their values to an author’s values. We even ask them to make personal connections to an author’s background. A colleague of mine has students write letters to Sherman Alexie after reading The Absolutely True Diary of a Part-Time Indian (to which he has responded once). Importantly, we also ask students to respond to the writings of other students. These opportunities provide moments of authenticity in terms of revising and publishing that carry genuine weight as students begin to see themselves as writers.

The push to allow for students to respond to one another was alive and well in my classroom until a student asked why she couldn’t respond to her friend who was in a different hour of mine. And so began The Door of Chaos.

The Door of Chaos

The idea behind The Door of Chaos is that students have the opportunity to respond to ideas that were generated when they weren’t in the room. Continue reading

Academic Gifting: Offering Authenticity and Collaboration

Creating Authenticity

One of the most frequently asked questions in my writing class concerns itself with the intended audience of a text. When we analyze informational articles, we determine to whom the author is writing. When we analyze biographies, we analyze who might appreciate the organization of the text the most. And when we craft our own argumentative or analytical texts, we decide for ourselves who our readers are and what they want from us.

This last question, especially, hinges upon the idea of authenticity. My students crave real writing and real writing opportunities. It’s what makes a RAFT (Role, Audience, Format, Topic) writing assignment so intriguing. They like to occasionally take on new personas and voices, and they certainly like knowing that their writing is real and that it matters.

With the notion of “realness” in mind, I recently turned to Academic Gifting as a way to create both authentic writing opportunities as well as an opportunity for collaborative learning.

Academic Gifting

The Materials: Envelopes, Note Cards, and a Classroom Timer

I began the Academic Gifting exercise with the guiding quote of our unit:

“When the wind of change blows, some build walls while others build windmills.”

Students were tasked with responding to this quote on the front of the envelope. For six

windmill-1927-650x300

Image via jamestownhistoricalsociety.org

minutes straight (building that writing endurance), pens and pencils could not leave the envelope. Students made “I wonder…” statements, asked questions, and connected the quote to the four major texts of our unit. Importantly, they did not write their names on the envelopes. Instead, while they were writing, I walked around with a sharpie and numbered each envelope according to my seating chart. This allowed me to shuffle the envelopes throughout the room but to still be able to identify the author of the envelope at the end of the lesson. Continue reading

Titan Talk: Pen Pal Letters and Social Health

While sitting in a professional development workshop this summer, Chelsey Avery, a stellar special education and language arts teacher, and I were working on an issue that had been haunting us for days:

“How can we bridge the social gap between our highest academic achievers and students with unique educational needs?”

Our answer to this question has been implemented over the first month of school in the form of pen pal letters. These letters, which we call Titan Talk, are anonymous letters sent between my honors students and Chelsey’s special education students. While they serve vastly different purposes in our writing curricula, they have already shrunken the gap between these two groups of students.

Logistics

  1. Honors English 10 students and 9 special education students will write anonymous letters to one another.
  2. Students will use code names to communicate.
  3. 2 honors students will be responsible for writing to 1 special education student.
  4. Teachers will review each letter before it is sent to the recipient.
  5. Direct and indirect writing instruction will be provided throughout the process.
  6. At the end of the process, students will meet at a reveal party.

Code Names

In an effort to keep the letters anonymous until the big reveal at the end of the school year, students have been assigned code names. For instance, Simba and Nala are writing letters to Batman, while Simon and Garfunkel write to Princess Leia. By asking students to take on pseudonyms, we can encourage them to take more risks in their writing (a natural result of anonymity) while maintaining the authenticity these letters provide.titan-talk-2

Purposes

  • Authentic writing and reading opportunities – students are writing with actual students in their own school. This is not writing a pen pal they will never meet nor is it a contrived assignment in which students write to an absent other.
  • Writing to provide advice and to solve problems – the beautiful aspect of these letters is that the sophomore honors students just finished the experiences that the freshmen have just started. Thus, the expertise of the sophomores will motivate the freshmen. Furthermore, the sophomores will be motivated to provide sound and relevant advice when they know exactly what the freshmen are experiencing.

Continue reading

Supporting Our Most Reluctant-to-Share Writers

 

We’ve all wondered what more we could do to help the Todd Andersons of our class–the painfully shy writers who would rather do a week’s worth of extra homework than read one line from their writer’s notebook aloud.

And while leaving the shy student alone and allowing him to skip his turn in the sharing circle may seem like a benevolent gesture, it robs that student of an opportunity to grow as a writer and, ultimately, as a person.

This year it seems I have more Todds in my class than ever before, so I’ve had to resort to new methods to support these reluctant-to-share writers and keep our writing community strong and balanced. Below I’ve shared five ways to encourage your apprehensive writers to join in. Continue reading