classroom culture

F.A.Q. (Or How to Take Ownership of Writing)

megankortlandt collaboration, Megan Kortlandt, mentor texts, The Writing Process, writing community Tags: , 1 Comment
Untitled drawing-1

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At my school district in Michigan, we’re in the home stretch. Just a few more days of instruction, and then we’ll be on our final exam schedule. So, for this post, I planned to write about creative lessons that will keep your class engaged and fresh throughout these dog days.

 

From my past tense, though, you can probably tell by now that I’ve failed miserably in that endeavor. I’m at that point in the school year where I feel like I’m just barely making it through the school day. Creativity? What kind of crazy pie-in-the-sky teacher did I think I was? I’m trying my hardest just to maintain the basics: confer, revise, read, reflect.

Come to think of it, it’s the basics that have me so exhausted this year. I think it’s because I took on a new challenge this year at our district’s alternative high school. Instead of two semesters during each of which we teach half of a consecutive, year-long course, we teach four terms of non-consecutive classes. So, in the past, at this point in the year, I’d be in my final weeks with kids I’d known since September or, at worst, January. Now, I get a new class full of fresh faces every 10 weeks. I’ve known my current students since the end of April. The end of April! That’s when, as a teacher, I used to return from spring break and state testing, put my feet up (figuratively, of course), and settle in to cruise through into summer. This was the point of the year when I realized I was really reaping the benefits of a well-established classroom culture. Now, it feels like we’re still working on getting to know each other, yet I have to be ready to assess them and send them on to their next step.

Part of the reason why this is so exhausting to me is because I refuse to treat my classes like credit recovery. Instead of powering through content and assignments, I work to establish trust and relationships, notebooks, reading goals, intrinsic motivation, and growth mindset. I love a good ice breaker as much as anybody, but man, this is tiring!

Which leads me to my point: As I gear up for next year, I want to do more (okay, hopefully not more, but let’s say better) in getting kids to own the classroom values. Continue reading →

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The Food Memory Narrative

karlahilliard #writingwithmentors, Karla Hilliard, Lesson for Tomorrow, lessons, mentor texts, Uncategorized, writing with mentors Tags: , , , , , 4 Comments

If you’re anything like me, those few short weeks between fall and winter breaks are nothing short of an anxiety inducing shopping/baking/grading/wrapping/tying-up-loose-ends extravaganza. Each year, the time sandwiched between breaks seems like too little or not quite enough.

But a few years ago, I cooked up a new dish called Food Lit. Food Lit was inspired by the Navajo Kentuckians, one of the best sessions I’ve ever attended at NCTE . To offer you the Happy Meal version of this session, teachers in two regions educated their students on “good food.” Students learned about topics such as food insecurity, obesity rates, and food integrity. Students grew gardens, educated their communities, and even prepared meals with food they harvested. Some even studied food and nature-centric literature like Mark Twain’s “The Bee.”

After attending this session, I began cultivating an inquiry into food in my own classroom and savoring the delicacy of “between breaks” learning.

One assignment that fires up my students’ brains is the food memory narrative task. You can read more about what we’ve been up to in Food Lit here and from years past, here and here.

Food is such an important, driving force in our lives. We share and create some of our most important stories surrounded by food. It comforts us, nourishes us, and heals us. So far, I haven’t met a student who didn’t have one special dish or fond food memory to look back on.

That’s what the food memory narrative is about.

I first ask students to examine these mentor texts:

Savoring Memories of Sunday Dinner from NPR

Memories of Meals Past from The New York Times

Jeruselem: A Love Letter to Food from NPR 

I remind them that they are reading (and listening) to expand their understanding of “good food” but also to read as writers who are sharing their connections to a special dish.

This year, I asked students to share their mentor text noticings in a Google Form. Here’s some of what they came up with:

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What I’ve found is that food is an easy sell with students – it is relatable, its appeal universal, and my students enjoy reflecting on their “memories of meals past.” Here’s an example of how one student made this writing her own:

But the cherry on top? Our Food Lit Family Dinner, the day everyone brings in their favorite, most meaningful dish to share with the class.

Some of the biggest hits this year? Pizelles (or as one student called them: “cookie waffles”), King’s cake (somebody gifted me the baby), “brookies” (a delightful brownie/cookie duo), pepperoni rolls (a unique West Virginia snack and my contribution), tried and true homemade mac and cheese (what’s not to love), and West Indian curry (which you can read about below).

For me, this assignment does at least two things: it encourages a different bite of the narrative apple, and most importantly it continues to build and strengthen classroom culture. And that’s one recipe that can’t go wrong.

What works for you in your classrooms in the weeks between breaks? What activities inspire student writing and build classroom culture? I’d love to hear from you! 

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

-Karla