In this school years last beat Abigail takes you through a writing strategy of “dream/vision boards” to cast a vision for the future with your students.
If you’re like me, you always have a project in the back of your mind that you want to try, but for whatever reason, you never pull the trigger. You keep telling yourself it will be a great project for the next unit, the next semester, the next year. But this is a warning for […]
Abigail takes us through a mentor text which has endless amount of uses. She gives you a quick guide to this perfect personification mentor and hopes you will try it out too.
With one month left in the school year and just a few weeks remaining before my IB seniors take their exam, we are nearing the end of our independent studies, and I am excited by the results of this experiment! Earlier this week, students gathered in small discussion groups to talk about their independent study […]
As the season of AP Lang exams fast approaches, I find myself more and more urgently seeking ways to help tighten gaps in my students’ skill sets. Fine tuning writing skills is a part of it, but when it comes to one AP Lang task–the Open Argument essay–there are more pressing issues that are a […]
This month @mrsablund takes you through the mentor our students know best… social media. How can we use this in our classrooms as writers? Read to find out!
A Brief Podcasting Primer If you don’t already know what a podcast is, it’s basically a radio show that people can stream or download to their own devices. It’s like listening to radio a la carte in that you can pick and choose what episodes you want to listen to–and you have the power to […]
Contextual Pools–and how to help students add depth to them
This year on Moving Writers, my “beat” returns to poetry as a foundational element of a writing classroom. Each month’s post will examine how we can learn about an aspect of writing from a specific poem or poems, then look at what it might sound like to extend those ideas to a writing lesson in […]
Far from admitting to a teacher, many of my students don’t want to admit to themselves that they’re struggling with something. They prefer not knowing, passing, and faking their way out of a task to the sheer torture of the confession of their struggles.