Category Archives: writing prompts

Los Zumbis de Washington

 

via GIPHY

This will be a long post: I am retracing my steps on the creation of a unit. TL:DR: Zombies and survival themes are great for 8th-grade students. E-mail me if you want resources or have questions.

One of my teammates Nate had a fantastic idea for argumentative work:

Zombies.

With the help of my teammates Nate, Sabrina, and the Notice & Note social media site, especially Beth Crawford, we unleashed zombies. Trying to put together a unit without common planning or time to meet (each of us is in different phases in life: I could work on units all weekend, and I did over mid-winter break, but it’s better to collaborate with trustworthy, competent folks). We did the best we could, and it needs tweaking and refinement, but out of the box—not too shabby!

I put the call out to Notice and Note and received many great ideas. Beth Crawford followed up with Google docs resources, etc. Some things had to be left behind, and some were added without assessment concepts nailed down. But then again, when you’re dealing with flesh-melting concepts, it’s hard to nail anything down.

Took pics after Zombie Tag and created a Walking Dead look using Snapseed.

The Lumbering Steps:

  1. Overview: this needs work, no doubt: 
  2. Personality Inventory (aka “Body Armor”)
    • Rationale: students would discover their own personality traits, both figurative and literal, that add positive benefits for working with other partners. The goal was to have them create a personality inventory and share their strengths and advantages with others.
    • What worked: students like knowing where they fell on a quasi- Meyers-Briggs scale and gamer’s quiz.
    • What needs to be better: more time, and more explanation on how their inventory works with other personalities, or what pitfalls they might encounter. Critically thinking about attributes is one of the most difficult things to do.
    • We first used this document:
    • But then I changed my students’ work to thinglink.com
  3. Top Ten Survival Items
    • Partner: pare down to fifteen items out of the twenty: You know you’ve succeeded when a group of kids argues about duct tape versus rope for twenty minutes.
    • Rationale: coming up with important items in times of scarcity for survival, and perhaps how to plan ahead (we are in earthquake territory, after all)
  4. Annotated Bibliography
    • Rationale: having students curate their resources for research using an annotated bibliography would help them understand the importance of discerning and critiquing articles closely and carefully.
    • What worked: It served the purpose of getting kids to read, and by golly, they did really try: not sure how many I have turned in, but I know many of them were engaged in this. As soon as I re-introduced it as a “playlist” of a topic, the lightbulbs went off!
    • What could be better: more time to read articles together, and more focus on truth, opinion and fact lessons.
    • This is a poster my friend Sharon Clarke and I put together on our collective wisdom:

      Sharon is the best.
  5. Integration:
  6. What worked about integration: we barely scratched the surface. Maybe next year we can get the whole school involved.
  7. Writing: the partner teams had to write a collaborative ‘end of world’ scenario. This writing will appear on their shared PowerPoint.
    • What worked: they got this, mostly.
    • What could be better: More time. (Seeing a trend here?) Students didn’t have time to fully craft their POV points in the story: the plan was to have them create a story together, and then write a first-person narrative on what they were doing when everything fell apart, and how they eventually met up and survived. Students who love role-play and writing jumped right on this: students who are not quite patched-in with their own creativity didn’t. But as all good growth mindset conversations end: YET.

8. Zombie Partner Shared PowerPoint: The partner created a shared PowerPoint with many of these pieces. One aspect was the “film” slide: add any multimedia possible that goes along with survival or zombies, or film themselves. Some kids used their webcams and shot pics/videos, others found videos on YouTube, etc.

9. Article Links samples:

Here are some articles, etc. I gathered so students could choose for their annotated bibliography:

There were more, most I posted in ActivelyLearn and Canvas.

What I didn’t get to do: a handcrafted survival guide. 

Sigh.

Maybe next time.

What we will do: next week before spring break, I am giving them a choice of three writing prompts that are directly connected to SBA Brief Writes:

Mrs Love Zombie Presentation Final Survival

Please let me know if you have questions, or want to add to this awesomesauce.

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Write-It-Right Wednesday

IMG_3371
Anything, and I mean anything, can be a writing prompt. While waiting for a friend the other day, this Pokestop popped up on my screen. What other amazing things/places are out there in the world I never saw before?

We are writers.

Writing serves my creative mania. In my classroom, historically, we write more than we read. Do I love books? Of course! Am I passionate and excited about passages, excerpts, themes, patterns, characters, and juicy plots? Naturally! But in my experience, if you truly want to a student, a person– to engage, spill their guts, bare their soul and express themselves, writing is it.

Write-It-Right Wednesdays are mini-lesson moments and writing workshop days. Mini lessons are those quick, here is a “thing you need to know” thing. Writing Workshop is a very different animal, and all I’ve learned is from my mentors Holly Stein and Kim Norton through the PSWP (part of the National Writing Project). The Puget Sound Writing Project is no longer, unfortunately, but Holly and Kim began a new venture, PSW Consortium.

Here is Writing Workshop:

  1. You write.
  2. Your students write.
  3. What do you write about? Whatever is on folks’ minds, part of the content, etc. Or what my friend Holly calls “Rule #10: write what you want.”
  4. Use images, news stories, personal anecdotes, objects, postcards, whatever.
  5. Writing is sacred time.
  6. If someone comes in the room to observe during this, they are asked to write, too.
  7. In small groups, each person takes a turn to read their writing. Nothing is in the listeners’ hands. Nothing.
  8. Second read: the listeners give feedback. Never, ever hand your writing over to someone else to read. Yes, it can get noisy. This is not about spelling or editing.
  9. The listeners take a few minutes to verbally give feedback, and hand over the feedback slips to the writer.
  10. The writer says “thank you.” That’s it. They can choose to take the listeners’ advice or not. This is important to teach in terms of preparing writers for criticism and to understand their own craft.

 

This is Holly’s Power Point. I hope she doesn’t mind me sharing it.

Writing Partner Feedback Sheet I have a format in Publisher where I put these two up on a page, and double-side photocopy. This document contains the essential information.

Two Writing Teachers

WriteAbout

For the grammar lessons, I may try to use Grammarly in the classroom.

Here is an example from a student from a memoir unit:

7 feedback
This was from a modeling portion where I wrote the story, and students acted as my writing partner for feedback.

And for heaven’s sake, start a writing blog for your students: http://poetryclub.edublogs.org/

Update: Two Writing Teachers wrote a great piece on Writing Workshop. Read and keep.

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Source material.

We have had a firehose of information provided us for the SBA writing tasks. I am doing my best to make sense of it.

This is the near-final version of the Prezi: but I’m at the point where I can’t edit any further. Its intended audience is the staff right before school starts, to help all staff members to feel supported with writing across the curriculum.

If you see something wonky, needs fixing, big ‘ol “huh?” please let me know. Thank you!

The link for resources is here:

https://drive.google.com/file/d/0ByKyQvl3l_F5cEF5ckpPb2VzOG8/view?usp=sharing

 

 

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Myth of the Month Club: Krampus

Brom's Krampus
Brom’s Krampus

Krampus is the dark companion of St. Nicholas, the traditional European winter gift-bringer who rewards good children each year on December 6. The kindly old Saint leaves the task of punishing bad children to a hell-bound counterpart known by many names across the continent — Knecht Ruprecht, Certa, Perchten, Black Peter, Schmutzli, Pelznickel, Klaubauf, and Krampus. Usually seen as a classic devil with horns, cloven hooves and monstrous tongue, but can also be spotted as a sinister gentleman dressed in black, or a hairy man-beast. Krampus punishes the naughty children, swatting them with switches and rusty chains before dragging them, in baskets, to a fiery place below.

 

Just when you thought stuff couldn’t get any weirder: ‘t round out the week before Winter Break, prevent the need to scrape kids off the ceiling, and harmlessly, innocently, integrate some technology skills I created this prompt:

There are a lot of strange and wonderful ways to celebrate in December around the world. Now’s it’s time for you to come up with your own! This is a group project contest for the best, new, weirdest plausible holiday!”

And they were off! They were given a list of items they might include:

  • Food served
  • Special clothes or costumes
  • Mascot or Character
  • Tradition/ritual
  • Activities

And while none came up with a variation on Festivus, we did have a “Wishing Day” and a “Squidmas.” The students worked with Power Point on-line through their Office 365 software, and had a ball. They only had one block class to consider, create, and design their presentations.  They were all winners in my book! This proved to be a great way to introduce Power Point on line, collaborative creativity, and a low-risk activity that was accessible and funny. The ones who didn’t quite get it at first were those who thought this was a simple regurgitation of researched holidays: once they saw others with their original ideas it helped to model. The truth is, as much as a teacher can model something, middle school students look to their peers to see what else is happening in a creative crunch.

 

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The Write Stuff

Cosmin-Munteanu-In-doubt

Writing to visual prompts is one of students’ favorite and most engaging things to do. It generates fruitful opportunities for a variety of perspectives, questions, mode (genre)  and forms (delivery system)  of writing.

To that end, I’ve been collecting visual prompts for years, and have fallen in love with Pinterest (late to the party, I know) as a means of collecting ideas:

https://www.pinterest.com/kellyclove/writing-image-prompts/

If you’re looking for a student interactive site, check out Write About and Writing Prompts. And I still add prompts connected to CCSS on my other writing blog, too: Up From the Gutter.

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