“You must write every single day of your life… You must lurk in libraries and climb the stacks like ladders to sniff books like perfumes and wear books like hats upon your crazy heads… may you be in love every day for the next 20,000 days. And out of that love, remake a world.”
― Ray Bradbury
I genuinely enjoy teaching all of the classes on my workload. This year I am teaching 9th and 11th grade English and in previous years I have also taught 8th, 10th, and 12th grade sections too.
Teachers are not supposed to have favorites, but I have a confession to make. I do.
While I celebrate all of my student writers, there is something about a group of teenagers that choose to take creative writing as an elective. While there are often a few students who may be taking creative writing because of credit requirements, or because it fits best with their schedule, most of my students in 7th hour are prodigious wordsmiths.
This year I am thrilled to have a positive, creative, and quirky group. They cheer each other up and on, they openly share their writing, and when I ask them to write – they do not take shortcuts, but instead write, write, write their hearts out.
Many of my CW students take my course more than once (some all four years of high school) and for the fall semester we focus on fiction and in the spring our focus is on poetry (though I am flexible with the genre they choose to respond to a prompt. After all, I understand deeply the sudden urge to break into verse or how some things can only be said in narrative form). Since many students take my class multiple times, I try to switch things up for them so they are not doing the exact same assignments year after year. While this may sound like a chore, I love the creativity that this affords me.
My philosophy about creative writing class is that it carves out precious time every day for my students to write. Therefore, we write daily. Not every assignment is graded (most graded assignments are credit or no credit) and students are encouraged to share with each other what they are writing. While I make sure to read everything that my students turn in, because they are generating such a large volume of work I cannot give feedback on everything they write (especially with my workload of 4 other f2f classes and 2 other online). Therefore, I ask students to let me know which particular pieces they would like me to look at closely so I can give constructive advice.
Ultimately, my priority is to create a creative writing class and environment that I would have thrived in as a teenager. I have always loved to write and it is what truly makes me feel alive. I want to share this passion with my students and help them find their voice and understand what a special and rare gift self-expression through our own writing is.
We do not have textbooks in creative writing and often the assignments I give come into being spontaneously. Honestly, some of the best ideas and assignments are developed on my thirty minute commute to work. There are several books on writing that I do draw on for lessons (I will share titles and ideas in future blog posts).
This year, due to Covid-19, I am teaching one face-to-face section of creative writing and one online. Therefore, I decided to come up with a weekly schedule to keep us organized.
Creative Writing Weekly Schedule (this is the basic framework I work around).
MONDAY: Student Generated Prompt
Each student at the beginning of the year submitted a writing prompt and I select one each Monday. Their prompt can be a photograph (visual image), a song and/or song lyrics, a passage from a novel or short story, a YouTube video, a piece of writing that they wrote, a comic strip, a news article, or anything that provides inspiration. They must include any information and/or instructions that they want to provide to the class. I feel that this
TUESDAY: Independent Project Work Day or Writing Contest Work Time. This is one day a week where they can work on a writing project that I have assigned or that they are working on as a personal journey. We also enter several writing contests and this gives them time to write. If a writing contest deadline is near, Tuesday gives us the opportunity to conduct writing workshops and give small or large group feedback on writing.
WEDNESDAY: Character Journal.
Many fiction authors discuss the “background work” they do to create realistic, colorful, and meaningful characters. They put a lot of work and attention into fleshing-out these characters and “getting to know them”. These characters become as “real” to them as you and I. Some authors experiment with their characters by writing about them in various scenarios and even going so far as to sketch out how they would look. For my students’ character journal I ask them to choose a character to develop. They can start simply by choosing a gender, an age, and some basic information about how they look etc.
After several entries, if students want to switch and work on another character that words as well. In the past when I had students develop character journals they had great success with them and some of their prompts they were able to turn them into stories and some even started turning them into novels.
I tell my students that they are not to worry about perfection. They should experiment with language, dialogue, and challenge themselves as a writer. The point of a character journal is to PRACTICE their craft.
THURSDAY: Focused Free-Write.
I assign a prompt.
FRIDAY: Flipped Day.
Our Covid-19 school year plan has a Flipped Friday each week. That means that only teachers report to school on Fridays and our face-to-face students learn online. This helps give teachers time to contact students and guardians, grants time for grading and creating online content for distance learning assignments (create Google Slideshows and videos etc.) It also is teaching our face to face students how to learn online in the event that our district gets shut down again.
My ultimate goal for Flipped Fridays would merge my Face-to-Face and Online classes for a group Read Around. Each class member would share something they wrote that week. They could share an excerpt or an entire piece – 2 to 5 minutes each)
Flipped Fridays would also be a great day for a writing workshop. Students could be assigned groups or partners to give each other constructive feedback digitally using Google docs.
Like most teachers I have a wide and varied community of teachers that I network with (both locally and nationally). I often am contacted by other teachers when they have the opportunity to teach creative writing and they ask me for advice.
One day my goal is to publish my own book (I suppose I would call it a text book of sorts) on teaching creative writing with the various prompts I have developed over the past two decades. That idea helped me create this blog. I thought until I have time to flesh out a manuscript, I could ruminate on the idea here and stimulate my own creativity and hopefully give other educators some ideas for their own classroom.
So stay tuned for more creative writing classroom tips. My plan in the next several weeks is to share some of my writing prompts that are tried and true in my classroom.
Please leave a comment if you have any questions and most importantly carve out some time for your own creativity. What are you going to write today? ❤
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