I love the little ripple of a thrill that runs through to my fingertips when I find something that I want to share with my students. That borderline codependent excitement that comes with wanting to share a book, an article, a statistic…immediately.
“They NEED to see this,” I think, fumbling around on my phone to figure out how and where to save it.
“They NEED to read this,” I say to my husband, as I make him pause his own life to listen to yet another passage of my latest read.
“They NEED to know about this,” I mutter, linking wildly to our syllabus (just another in a long line of moments where I’m grateful that life happens and we share it in class).
So today, I’m taking a page from one of my newest obsessions, the newsletter put together weekly by the brilliant, inspiring, and wildly creative, Austin Kleon. Each week, delivered to your inbox, arrives a list of “10 things [he thinks are] worth sharing.” Simple. Intriguing. Very, very useful in the classroom.
I’m honestly not sure how I stumbled on this one, but in the month since subscribing, I’ve used three of his images to inspire quick writes, and book talked (loosely) the newsletter itself, suggesting to students that they should subscribe in order to broaden their horizons to current happenings, inspiring visuals, and commentary on books, shows, and cultural phenomenon. In other words, link up to something that delivers items to keep you reading texts other than social media updates (“Made a sandwich guys…bet you’re all jelly. Get it? Jealous, but jelly instead.? God, I am such a genius”).
- Austin Kleon’s Weekly Newsletter
Kleon reflects on a central image each week, along with linking to intriguing articles, a poem of the week, ear candy audio, eye candy visuals, and other noteworthy insights from across the vast expanse of the internet. If someone comes up to you and says, “Hey, did you see…?” chances are Kleon will have it linked on his list for the week.
- The Power of Exemplars
A few weeks back, I was bemoaning to my fellow Three Teachers Ladies, how disappointed I was in a recent project my sophomores had completed. My vision for a poster that brilliantly illustrated their insights on their latest reading, was met with large sheets of paper with haphazard cutouts of text, crudely taped across the page, accompanied by printed book covers in black and white, and the occasional hurried pencil addition to the project (last minute insight for forgotten components). Needless to say, I was frustrated AND without any way to hold students accountable for the quality of the visual they submitted (not the central point, for sure, but a consideration certainly). Take pride in your product, and all that, had fallen short. In my irritation, I searched in vain for something in the Common Core that might suggest students consider carefully how they convey their ideas.
Then, I took a deep breath. I realized I had what I needed, I just hadn’t used it. See below the power of exemplars. My AP students were completing their community visuals (which I wrote about last year in a reflection on the use of essential questions), and I had no rubric for this work either. However, the power of suggestion, in showing them some of the brilliant work from the year before, was more than enough. They knew the expectation, saw what I thought was praiseworthy when it comes to presenting their insights, and we enjoyed some brilliant symbolism in the presentation of these visuals. Amen.
- Musical Genius
One of my groups took a creative leap for their community unit visual and put together a musical. Franklin’s production of Joseph and the Amazing Technicolor Dreamcoat opened this past weekend. Several members of the cast in my first period class asked if they could complete the project in a slightly different way. Their project would still include analysis, present their ideas to the class, and involve audience feedback after the presentation, but…there would be singing.
Since I always joke with my kids about presenting their ideas through interpretative dance, this musical idea intrigued me. Their mini musical included several skits that detailed life within the community of a musical cast/crew. Watching students sing their way through a summative, I was reminded that my vision for a project is rarely as broad and brilliant as what students can come up with on their own. My exemplar pool had just expanded in verse.
- Bag o’ Books
Remember to beg for books. Want to build that classroom library? Get down on your knees and remind your students of how good it feels to give back…to you.Maija recommend the book Dangerous Minds a few weeks back. When a fellow student was at the bookshelf looking for it the other day, I asked Maija if she’d be willing to bring it so, AJ could borrow it. I even turned on a sweet smile and said, “If you don’t need it anymore, I’d be happy to take it off your hands.”
The book was outside my door the next day, in a bag with a sweet note and several other books. Score.
- Amy Poehler on Writing
I’m training for a half marathon. Without audiobooks, I might not make it. Seriously. I need to get lost in a story to pound out the miles. So, when I started 10 miles on Sunday and realized my Overdrive audiobook had expired, I had to quick download something new. Ugh.Enter, Amy Poehler’s Yes, Please. I smiled for nine miles (it takes awhile to download when you’re actively running down the street). Poehler’s voice is sincere, relatable, and funny as all get out. Easy to book talk.
Here’s the golden ticket: The Preface. I heard it and knew I needed to play it for my students. Poehler writes with undeniable voice about writing. She says of her text and the writing process that she “had no business agreeing to write this book” and wrote it “ugly and in pieces,” because “everyone lies about writing…they lie about how easy it is or how hard it was.” She says, and students really related to the idea, that “writing is hard and boring and occasionally great, but usually not.” In reflection afterward, students also noted her use of stream of consciousness, aside, and self deprecating banter to tell her story, not just inform her audience about what the book would be about. Classes agreed that they could really get behind her idea that, “Great people do things before they are ready.” Amen, Ms. Poehler. Let’s all put pen to paper.
I recently started following the brilliant Elizabeth Matheny on Twitter. Her AP insights and resources have helped fuel my work recently and her AP Language slow chat last week was a great opportunity to have my kids practicing analysis with students across the country. I’m thinking of several things to extend this activity:
– Have students organize a slow chat for peers
– Get students to live tweet peer feedback during speeches or discussion
– See #7 below
- Tweeting Authors
I tweeted Angie Thomas to tell her that her book The Hate You Give is stunning and I’d be getting into the hands of as many students as possible.She liked my tweet.Fangirl moment.
Have your students reach out to authors. They often reach back.
- Creativity Visual
I love what this suggests to students about the power they possess.
- Get it to the Big (or small) Screen
My students often buy into the idea that great books are made into (sometimes great) movies. The Underground Railroad is being made into a series with the director from Moonlight. Having just finished this intriguing read myself, I book talked the text this week and shared the movie plans.
- Quick Write – Psychopath
This came across my Facebook feed the other day, and I tossed it on my PowerPoint. As is the way in educator, my students surprised in noticing it, and we ended up doing a quick, quick write about changing social norms. AP Language test prep comes in many , many forms.
What would make your list of 10 things we need to see and share this week? Add your ideas in the comments below!
Lisa Dennis teaches English and leads a department of English educating gods and goddesses at Franklin High School near Milwaukee. She loves lists, especially lists with links to beautiful thoughts and ideas. Follow Lisa on Twitter @LDennibaum