For the month of March I will be participating in the Slice of Life Challenge sponsored by The Two Writing Teachers Blog. Each day I will be sharing a Quick Write as my way of slicing. The idea is to offer a SPARK that will kindle thinking and then write as quickly as you can for 5-10 minutes. No filters, no revisions. I’ve been curating a collection of Sparks and will share some with you all month. It’s a great way to ignite your writing life.

A variation on my Headlines Spark (March 13 Blog) is to quick write a poem-ish response to something currently  going on in your world (at a macro or micro level).  Writers can highlight words and phrases from newspapers, magazines, or primary sources and respond with their own thoughts and reflections as they process the events. 

Classrooms can create a time capsule of docu-poetry to document events in their school year the way the characters in Laura Shovan’s book The Last Fifth Grade of Emerson Elementary do, or these could be personal collections to document their year in your classroom. These are not polished pieces, but quick writes. Students are always welcome to go back and revise if they choose, or they could keep them raw and in-the-moment responses. 

Think about what a gift this could be to their future selves. What was happening when I was in 4th grade? I wish I had something like docu-poetry to get a primary source window into those past events.

Why poetry or poem-ish form? I love this quote from Robert Frost that was used in my Daily Calm meditation from yesterday that sums up the value of poetry in our lives:

Here’s my quick write:

Time Cover April 1

Time artwork by Ruby Jones of New Zealand

Clearly this isn’t polished poetry and there are a lot of revisions I would like to make before sharing it with you all, but this is what poured out in about 5 minutes. Kids won’t be able to write this fluently unless they have copious amounts of practice doing it. Anticipating that  they will do a docu-poem a week can help them to notice and process events with a different lens, a more purposeful and compassionate lens. It is important not to critique or make suggestions, just accept all quick writes for what they are-a way to process our world with our own personal and human responses. It’s the PROCESS, not the PRODUCT that we need to honor. 

Remember, “history” is made up of local and large events. You may want to stay away from controversy and focus on school or classroom news. Maybe your students can document personal and significant events in their own lives. You know your kids and what works.

For the month of March I will be participating in the Slice of Life Challenge sponsored by The Two Writing Teachers Blog. Each day I will be sharing a Quick Write as my way of slicing. The idea is to offer a SPARK that will kindle thinking and then write as quickly as you can for 5-10 minutes. No filters, no revisions. I’ve been curating a collection of Sparks and will share some with you all month. It’s a great way to ignite your writing life.

Video Comprehension Spark!

More and more students are learning information through online videos. But are we teaching our students HOW to comprehend this format for information or just assuming they know how to determine importance, analyze information critically, build on their schema, and synthesize ideas? From my experience I find many students to be passive consumers of video information. They process it as entertainment more than informational content.

Our students need some guided practice with comprehending visual information and digital formats, because increasingly that is the preferred choice of information consumption. Frequent quick writes that engage students in actively viewing and processing informational videos might be one approach that could support that goal.

BEFORE and AFTER

One way is to invite students to jot what they know about a topic, an event, or a concept on which  they are about to view a video. Give them 3-5 minutes to activate their schema and prior knowledge and collect some thoughts on paper.

Then tell them they are going to watch a video about that topic and will be asked to quick write what they want to remember or what they learned after they view it. This sets a purpose, invites students to expand on current thinking, clear up any misconceptions they may have had, and engage more intentionally.

After the video give them another 3-5 minutes to quick write. Then invite students to look at their before and after and see what they notice? Ask them how their comprehension might have changed knowing they would have to write about it afterwards.

You could also try this activity by showing a video without any introduction or purpose setting and then ask them to quick write what they learned AFTER they’ve already watched it, and then try this frontloading process BEFORE  viewing and ask them what they notice about their quick writes. Were they able to remember/recall more information? Was their thinking different in any way? Did they take any notes (mental or physical?)

In honor of our SUPER MOON this week, here is a video that you could try with your kids and an example of my quick write.

https://www.msn.com/en-us/video/science/there-will-be-a-super-worm-moon-on-the-spring-equinox-heres-how-to-see-it/vi-BBUZrVk?ocid=spartandhp

Let me know how it goes if you try it, or if you have some other approaches that could support student comprehension with visual and video information.

For the month of March I will be participating in the Slice of Life Challenge sponsored by The Two Writing Teachers Blog. Each day I will be sharing a Quick Write as my way of slicing. The idea is to offer a SPARK that will kindle thinking and then write as quickly as you can for 5-10 minutes. No filters, no revisions. I’ve been curating a collection of Sparks and will share some with you all month. It’s a great way to ignite your writing life.

Book Trailers Spark!

Book trailers are intended as video advertisements for books, but I also see them as an art form. they visually entice readers to consider titles they may not have otherwise thought about. We can use trailers to activate student thinking before they hold a text in their hands. Quick writes in response to viewing a trailer can give students a chance to ponder, consider, or evaluate potential future reads.  It’s a great way to build a reading/writing connection.

There are several ways to SPARK this quick write:

“Trailer Tuesday” Each Tuesday (which by the way is the day of the week new books are released -think Book Birthdays) you can share a book trailer and invite students to quick write a response. Would they be interested or not? Why? If they’ve read it, would they recommend it? Why? 

“Battle of the Books”- show two book trailers and invite students to quick write which of the two they would put closer to the top of their TBR (To Be Read) Pile. Why? What does the trailer make them think?

There are lots of ways kids could quick write about these including: I think____ might enjoy this book.  This book reminds me of ___. I wish there was a book trailer for____, This book makes me wonder_____.  You could also just invite them to write whatever they’re thinking.

Here is my collection of middle grade book trailers. I also have one for Picture Books and will build ones for YA and nonfiction when I get a little free time. Feel free to check these out. Can you tell which book trailer I quick wrote about below?

Since I’ve already read all of these books my quick write was more of a response to the book that was triggered by the trailer. Trailers can inspire new choices or help us reflect on past reads. And they are a lot of fun!  Give it a try and please send me links to any of your favorites so I can add it to my Padlet.

For the month of March I will be participating in the Slice of Life Challenge sponsored by The Two Writing Teachers Blog. Each day I will be sharing a Quick Write as my way of slicing. The idea is to offer a SPARK that will kindle thinking and then write as quickly as you can for 5-10 minutes. No filters, no revisions. I’ve been curating a collection of Sparks and will share some with you all month. It’s a great way to ignite your writing life.

Picture This: Reader Response Sketchnote Spark!

Some of the conversations I’ve had with teachers around reading so many books is that we often forget a lot of the plot after a time and then our conversations and recommendations are often not as rich as we wish they were. When I am reading a book with students or that I want to discuss with them I will sometimes quick write a sketchnote after each chapter (or section) that synthesizes the big ideas and captures the story arc. These literally take 2 or 3 minutes and I often lay them out in a comic book/graphic novel form .

Here’s an example of this type of sketchnote quick write :

I just use a composition book and a pen. I went back to add the chapter numbers in orange. If you can draw stick people, circles, and squares you can do this kind of doodle. I simply add a frame after I finish a chapter or two and use a combination of pictures and words to capture the important events. Once you get into this, you’ll be amazed at how much you visualize as you read in order to think about how you’ll represent what you are reading/comprehending. We are doing this with some classes of students this year, but I didn’t get permission to share their work yet so you’ll have to settle for mine as an example.

Give it a try. I’d love to see this SPARK some fun reader responses!

For the month of March I will be participating in the Slice of Life Challenge sponsored by The Two Writing Teachers Blog. Each day I will be sharing a Quick Write as my way of slicing. The idea is to offer a SPARK that will kindle thinking and then write as quickly as you can for 5-10 minutes. No filters, no revisions. I’ve been curating a collection of Sparks and will share some with you all month. It’s a great way to ignite your writing life.

COUNTERPOINT SPARK: Yesterday I wrote about quick writing to current events or the day’s headlines. For some students it might be a great idea to ask them to respond with a viewpoint that differs from their own. “Imagine you are someone with a totally different viewpoint from your own. What are you thinking, wondering, feeling?” It’s not proving difficult for people to share their own thinking, but I believe our world would benefit from those who can acknowledge that there is a diversity of thought that exists and people holding differing views are not our enemies. It doesn’t mean we have to agree with them, only that we seek to understand them if we want a more civil society or community. I try to do this mentally from time to time, so I challenge myself to do that thinking on paper.

Here’s my quick write:

Though I am friends and family with many, it was hard to put myself in the shoes of a Trump supporter and I realized I only had  the ‘talking points’ that I’ve heard over and over to respond with. Maybe that is a sign I need to listen for what those words mean down deep to those who say them. What are their hopes and fears that lead them to these thoughts or statements? I’ll bet we share many of those same hopes and fears, that is the common ground I need to seek and not conceding my beliefs or principles. I have to admit it is a bit agonizing to write them as though these were my own true thoughts. Counterpoint quick writes might not be for everybody but we can’t build this skill without practice.

For the month of March I will be participating in the Slice of Life Challenge sponsored by The Two Writing Teachers Blog. Each day I will be sharing a Quick Write as my way of slicing. The idea is to offer a SPARK that will kindle thinking and then write as quickly as you can for 5-10 minutes. No filters, no revisions. I’ve been curating a collection of Sparks and will share some with you all month. It’s a great way to ignite your writing life.

Headlines Spark!

I remember as a child we used to bring in and discuss current events. What I wouldn’t give to remember what some of our conversations were around the day’s news cycle. Each day we are living what will become history for someone else. We treasure primary sources that reflect on the personal meanings extracted from world and local events. We could help our students (and ourselves) be creators of those primary sources. We can document not only the current events, but our unique personal perceptions at this moment in time. This can be tricky because of our polarized society, so if national news is too controversial for your students, give it a try with local news (although that’s not free from controversy) OR remember quick writes do not need to be shared, so invite students to reflect personally on events without the fear of judgment or reprisal from others.  Use newspapers, magazine covers (Time or Time for Kids are great), or a news video clip to SPARK our students’ thinking.

Here’s a headline quick write I wrote recently:

I want to remember important stories, but also document in real time how I felt about events. Our thoughts and reactions can change over time as we gain perspective or more information comes to light. I think it would be fascinating if we helped our students understand that they are living through history and encouraged them to connect with it. A 5 minute quick write could be that first step.