When Season 2 of Amazon Prime’s Modern Love came out the summer before last school year, I knew I had to show my students the opening episode: “Strangers on a (Dublin) Train.” If you haven’t seen it, it’s worth your time. It’s an adorable Covid-era love story of a train ride meet-cute with just the right mix of humor, suspense, and romance. The episode stars the charming Lucy Boynton opposite Kit Harington (of Game of Thrones). Plus, I teach a course called Modern Fiction & Nonfiction, so it fit in perfectly as a supplemental text. [ . . . ]Read More
Experienced and amateur sketchnoters alike will find ample resources to choose among on their site, including their blog, newsletter, podcast, and Slack channel. They also organize annual festivities for January’s World Sketchnote Day!
Special thanks to Mike Rohde and Sketchnote Army for sharing our work!
Congratulations to rising senior Brianne K. for being selected as a winner of The New York Times annual poetry contest! Her blackout-style poem, “Triggers,” is prominently featured on the NYTimes website, alongside the other winning selections.
Brianne’s powerful and timely poem (pictured below) reads, “to be in a School is to survive algebra, social studies, and gun violence.”
The NYTimes also published the following author’s note about the inspiration for her poem:
As a tribute to the Marjory Stoneman Douglas school shooting tragedy, my poem is 14 words to symbolize the day that innocent students, sons, daughters, teachers, and friends lost their lives and loved ones on February 14th, 2018.
Congrats to Brianne on behalf of her teachers and classmates!
The activity fit perfectly into our modern and postmodern fiction course— students noticed the “fragmented” nature of the found poetry exercise, and also commented on the modern feel of their short but powerful poems. I also timed our poetry writing day to coincide with state testing, so the exercise itself brought a welcome change of pace.
Here’s an example of a poem we read for inspiration:
When all three of my classes had completed their poems (and submitted photographs of their work to the New York Times contest), one class suggested that we create a hallway display. That class worked together to first mount the poems against white paper, and then arrange them on a large bulletin board in a high-traffic hallway.
Here are some fantastic student examples (shared with permission):
How did you celebrate April’s National Poetry Month? It’s not too late to get your students involved in this contest! All entries must be received by Thursday, May 9.
Six-word memoirs were a quick and excellent way to get students writing, revising, and crafting digital texts.
At the start of every school year, I look for a fun way for students to introduce themselves to each other and to me. Last year, I asked students to craft visual autobiographies on Padlet. This year, since I’m teaching a course for 11th and 12th graders on Modern Fiction and Nonfiction, I also wanted a quick activity to get my students writing their own modern stories. Enter the Six-Word Memoir! (Just in time for the National Day on Writing! #WhyIWrite)
An invitation originated by Smith Magazine, everyone from NPRto Oprah has invited writers to pen their own stories in exactly six words. This activity turned out to be an easy way to get students back into writing mode after the summer break. As a bonus, the legendof Hemingway’s six-word story (“For sale: baby shoes, never worn.”) was a perfect way to begin a conversation about modern writers.
I asked students to introduce themselves to the class in six words. “It doesn’t have to capture your life story,” I reassured them. “It just needs to reveal something about who you are.”
They got right to work. They wrote at different paces, so I encouraged students who finished early to write additional stories, while allowing more time for those who needed it.
Towards the end of the shortened, first day class period, we had barely enough time for each student to say their name and read their six-word story aloud.
The next day, I projected my own six-word memoir that I had published on the Six-Word Memoirs website.
I joked that the open-source image I paired with my story didn’t exactly look like me.
Then, I talked about my challenges as a writer and enlisted their assistance in revision. I wanted to capture a tension between being content in the present and itching to make progress, I explained. We played around with my verb choice. (We were already talking about diction and copyright on the second day of school!)
All-in-all, six-word memoirs were a quick and excellent way to get students writing, revising, and crafting digital texts.
I gave them a chance to revise their stories, talking with a partner about what they were trying to accomplish through language. Some students asked to draft new stories, which I happily allowed.
After writing their stories, students enjoyed pairing them with images and posting them on the Six-Word Memoirs website. I later realized they could embed their stories into their first posts to welcome readers to their class blogs.
Here some examples of their six-word memoirs (posted with permission by eager volunteers):
A few students were interested in the website’s monthly writing contests, especially when I pointed out that with the right six words, they could boast that they’d won a national writing contest. I hope to announce the contest topic each month (October’s topic is “Secrets to Take to the Grave”) to encourage participation.
For a relatively low-maintenance writing assignment, the six word memoirs yielding great rewards. It helped us introduce ourselves to each other without having to share a recycled “fun fact” about ourselves. In just a few minutes, students were able to see themselves as writers and talk about our writing choices. And we were all able to have fun with a digital publishing without the pressure of a graded assignment.
I’ll leave you with several student examples. If you decide to try this out yourself (or in your classroom), feel free to comment with additional ones!
Special thanks to Lindsey Caruso for feedback on this blog post–especially for your suggestions for the conclusion.
On Valentine’s Day, a day when emotions are heightened in high school, for better or worse, I trotted out an assignment that would invite students to have fun writing poetry. These were ninth graders—generally willing to play along when I call something fun even if they don’t think it is—but I did my best to present them with options they’d find inherently appealing. They even laughed politely when I joked that if they wanted, they could write their poem on colored paper and cut it out in a heart shape.
I introduced them to the epistle, a poem in the form of a letter. I’d like to think that they were as interested in my definition of the word as they were in the sound of the word itself. They first responded with giggles, but after some coaxing, joined me, unabashedly pronouncing “epistle” in chorus while I repeatedly pressed the speaker icon on Merriam Webster, my computer corroborating our pronunciation.
I went over some options for the “recipient” (audience) of their epistle, starting with the classic love poem. I reminded them that love poems aren’t always interesting to people outside of the relationship. Then, I shared several variations.
(classically) someone you love or hate
(more subtle) someone you want to thank, or someone who is annoying you
a public figure or celebrity (dead or alive)
a fictional character
a person you don’t know but interact with (e.g., the mail carrier, the pizza delivery person)