Memoir Remix: Writing

The remix of our Memoir Study focused initially on  the reading of memoir. Writing needed a touchup too. Last April, long after we were finished the semester we taught our Grade 12s, the students who studied memoir, in, my colleague Ashley and I were driving to the city to see Penny Kittle. An hour in a car with another English teacher is always productive.

We got talking about the writing of memoir. I have traditionally had students write a wide variety of smaller pieces, responding to various prompts. The intention was always that they compile the pieces they liked best into a single memoir piece, but for some reason, I was never able to make that happen. Ashley told me about a strategy she had played with from a workshop where students wrote on note cards, writing various aspects of a memoir piece, which they then arranged to create a draft from which they’d write their memoir piece.

You know that cool thing that happens when you get two solid collaborators together, and elements of what each suggested become defining aspects of a cool new thing? It happened that day. We loved the idea of writing a lot of different things. We loved the idea of writing on note cards, giving students a manageable space in which to capture thoughts that could be expanded upon later. Memoir Cards became the new thing.

In September, when we got our new Grade 12s in our classrooms, we began. Ashley and I began sharing the prompts that we used with our students. Some prompts were the ones we already had, typical memoir writing things around names, places, memories and such things. The practice of writing only on note cards seemed to revive these prompts. In quickwrite mode, the note cards gave me what I like best – this was a writing task that looked easily manageable for a reluctant writer, and a limit of sorts to challenge, and focus, those who find writing easier. Continue reading

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Memoir Remix: The Last of the Reading Work

A nice thing about sharing our remix of our Memoir Study here at Moving Writers has been that it’s been very much a reflective act for me. We’ve just wrapped the semester, and some elements of our memoir work came in as the semester ended.

What’s funny about what I’m sharing this time is that this post feels almost like an obligation. See, the pieces I’ve already shared, as well as the forthcoming post about writing memoir, are cool. In my head, I call this kind of stuff “showcase projects” – you know, the ones that make people curious, the ones you can show off easily. The ones that make other projects feel less interesting.

That being said, the final two pieces that I’ll share from our work while reading memoirs are ones that matter to me. When we sat down and discussed the things we wanted students to  explore in reading a memoir, these were definitely things that we felt mattered. Continue reading

Memoir Study Remix: The Broken Piece

One of the best things about the Moving Writers community is the open sharing that happens here, as well as the sharing and discussion that occurs in our Twitter PLN. People ask questions, have them answered, find inspiration and share ideas and resources on a regular basis. It’s quite remarkable, and shows the importance of reflection and revision of what we do in our classrooms.

I’m also blessed to work with an amazing gang of English teachers in my school, and we have a very similar approach in our department.

This makes it much easier to look at something that isn’t working the way you really want it to, and figure out a way to do it better.

For a long time, my Grade 12 students have worked with memoir, reading it and writing it. I am a big fan of reading memoir, and as we focus on a theme of Independence, Identity & Individuality, it’s a natural fit.

But it wasn’t going as well as I had hoped. Our reading of memoir was reduced to a pretty typical essay, and our writing was kind of scattershot, lacking any real focus. These things lay at my feet, and as I finished it last fall, I knew it was time to do it better.

In the next few Friday posts, I’d like to share what we did to fix the memoir study in our classes. Continue reading

Helping Students Think Before They Write

Helping STudents Think Before They Write-2

Have you ever considered how many aphorisms there are for good writing?

Show, don’t tell.
Write what you know.
To write well, read.
First drafts are crap.
Adverbs are the devil.  

And so on.

But there’s one tidy little truth that haunts me over and over and reminds me that my job is not only to teach writing, but to teach thinking. And as you’ve probably heard dozens of times before, “clean writing is clean thinking.”

Or, as I say to my classes: clear writing is clear thinking, interesting writing is interesting thinking, quality writing is quality thinking.

But students struggle to find ideas for their writing. I’m sure you’ve seen the double handed head clutch when it comes time to set pen to paper.

I stress to my students to do their thinking up front. And this is where it comes in handy that I practice writing myself. Whenever I am under a tight deadline, I try to take my own advice. I go wash the dishes or tidy a drawer, I take a walk or make a cup of tea, I prep for dinner or fold a load of laundry. There’s a special writerly magic in freeing your mind enough to happen upon an idea.

When it comes to the students in my class, we talk about our “shower idea” or our “cross-country idea” and how it’s in these moments of tacit boredom and busyness — like food that is both too salty and not salty enough, we find an idea compelling enough to put down on paper. If we’re lucky, we might find an opening line or analogy, or maybe even a vignette we can weave in.  

Another, more reliable way into “clear writing is clear thinking” is conversation. Because most students aren’t quite practiced enough in trusting their instincts and sussing out the good ideas from the bad, having conversations with classmates can generate ideas and illuminate or capture that elusive “thing” they’re trying to say.

Below are five strategies for how you might cultivate conversation in your classrooms to help your students do their thinking up front:

1. Flipgrid

1511892437446There’s a lot of buzz out there about Flipgrid and for good reason. The possibilities of embedding Flipgrid into lessons seem infinite, and although I’m still experimenting, the four or five strategies I have tried — flipping Socratic seminar, reflecting on essential questions, explaining a process, reading a poem or narrative, “free-writing” and riffing on an idea — make this app is worth its weight in gold.

Idea:

Introduce the writing task and purpose, and have students plan, prepare, and record their response to the prompt. Chances are, they’ll sharpen their ideas as they plan, and when they hear the playback of their response (and others), they’ll begin revising. What I like about Flipgrid (besides everything) is how easy and adaptable it is.

2. Voxer

It’s no secret I’mVoxer_Logo_Horizontal a serious Voxer fan. This new-fangled walkie talkie has made a significant impact on my professional life with a nearly ongoing conversation with my PLN fam. But Voxer isn’t just for teachers (or for sending spouses to the store after work). It’s an app that can leverage student conversation, feedback, and reflection.

Idea:

Organize students into focus groups (think teacher PLNs except for students), and have them “brainstorm” or “prewrite” via Voxer. What I like about Voxer is that you speak and listen without interruption, which forces you to process and think about your response before you continue or contribute to a conversation.

3. Tea Party

Yes, I mean an actual, literal tea party. Similar to how boredom is useful for generating ideas, tea parties can kick start even the quietest classroom crowd.

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Idea:

Pre-arrange your room. Think pods, large circle, or banquet style tables. Ask your Family and Consumer Science teacher for a hot water urn, grab some tea (and cookies if you’re feeling crazy), and let students relax a bit. It might help to provide conversation starter cards that scaffold to your prompt or task. What I like about actual tea parties is the opportunity to build community and generate conversation in a low stakes enviornment.

4. Speed Dating

Speed dating is a versatile activity that allows students to “date” books, ideas, and topics. Like the name suggests, students spend only 4-5 minutes exchanging ideas with a partner. When the time is up, students move on to the next “date.”

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Idea:

Have students bring notebooks and brainstorming notes to speed dating, and ask students to talk through their ideas to their conversation partners. Students should treat this as an opportunity to take an idea for a test run, or to walk it around and see how far it will go.

You could challenge students to tell stories for narrative, present claims and evidence for argument, or identify strong textual support for analysis. Like Flipgrid, students will notice the strengths and limitations of their ideas through their explanations. What I like about speed dating is its quick pace and flexibility.

5. Moving to Music

This is a personal favorite. First off, Moving to Music is simple, requires almost zero prep, and is perfectly student centered. Like speed dating, students have an opportunity to test run ideas with partners or small groups, but this time they have a bit more say-so in their groupings.

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Idea:

Hit play on your playlist and have students work the room. When the music stops, give them one part of the writing task or prompt to discuss. Repeat until all parts of the task have been covered. After the last round, provide students with the task in its entirety and have them flash draft.

What I like about Moving to Music is that it gets students up and moving and it frees up the teacher to guide and coach individual groups.

 

How do you cultivate conversation in your classroom? How else can we encourage students to think before they write? I’d love to hear from you! 

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

O Captain, My Captain

I love showing Dead Poets Society to Grade 12 students.

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Image via creoflick.net

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

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

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

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

Beyond the Baked Goods: Appreciate Teachers by Supporting Them

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

 

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

…in the mud

…with four flat tires.

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

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

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

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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