Stick Around & Write Something: A Writing Prompt for Teenagers

“It begins with a character, usually, and once he stands up on his feet and begins to move, all I can do is trot along behind him with a paper and pencil trying to keep up long enough to put down what he says and does.”

― William Faulkner

There is never a dull moment when you work around, and with, teenagers. After teaching high school for two decades, I honestly cannot imagine doing anything else.

A few years ago I learned an important lesson. Never underestimate the power of stickers when it comes to teenagers. One day my 9th grade students were addressing envelopes to mail letters and I offered them stickers to attach to their envelopes. They were delighted and even the unruliest of students became quiet as they intently selected the perfect sticker combination to decorate their correspondence.

This year I had a Donors Choose project funded that included, you guessed it, stickers. A few weeks ago creative writing students were overjoyed when I offered them stickers to adorn their Chromebooks and/or journals. However, first I made them write.

The following was their prompt on Google Classroom:

Attached you will find an assortment of images. Choose one of the collections of vinyl stickers and imagine that the stickers are attached to someone’s: computer, water bottle, locker, or another personal belonging. Allow these collection of stickers to tell a story. Imagine what these images say about identity and personality.

I then posted the following images:

The Sweet Life
All who wander are not lost.
Rocket scientist, or bust!
Home Sweet Home
Stand tall, my dear.
Art is life…
Adventure Seeker

This prompt works well with students who are visual learners. It provides them with a place to start writing and helps them flesh out a character.

For other teachers reading this, I hope your students enjoy this writing prompt and that it inspires them to be creative. I would love to hear from you in the comment section. As I always tell my students, our words matter.

Story Starter: Make Your Main Character Want Something

“Make your characters want something right away even if it’s only a glass of water. Characters paralyzed by the meaninglessness of modern life still have to drink water from time to time.”

Kurt Vonnegut Jr.
Photo by Julia Zolotova on Unsplash

Today is Thursday, which means it is Focused Free-Write day in my high school creative writing course. Yesterday I posted about how I created a schedule this year to keep our class organized and on-track. With all the challenges we are facing this year due to Covid-19, it feels good to have a little structure – but still have the creative spontaneity that I crave. You can read my post here.

I read Kurt Vonnegut’s quote a few days ago and I thought it would make a wonderful prompt to get a story started. So today my students will use it as a springboard to generate a story – or an episode from a story. After all, not everything we write becomes a masterpiece. Much of what we write is practice. When we write each day we naturally become better writers.

I cannot wait to see where this prompt takes my students. I wonder what their characters will want, or yearn for? Will it be something grand or will it be something as simple as a glass of water?

Maybe your character wants spring to come?
Maybe your character hails from a dystopian society and craves freedom from an oppressive government?
Maybe your character is overwhelmed and overstimulated and wants peace and solitude. A mountain cabin? A long hike in nature? Fresh air and birdsong?
Maybe your character wants a bowl of soup (or another comfort food) from their favorite restaurant, from their grandmother’s kitchen, or even from their own culinary skills? Maybe they want to become a famous food blogger or open their own cafe?

Write for 20-30 minutes (or longer) and see what happens.

Make sure you follow my Facebook Page and follow me here for more writing prompts.

How to Organize a Creative Writing Class (Ideas for Teachers)

“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.

Creative writing.

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? ❤

Make sure you follow my blog and like my Facebook page for more ideas about teaching writing.

This is me writing many years ago during a Writing Marathon that I helped organize for the Upper Peninsula Writing Project (National Writing Project)

Writing Prompt: The Kitchen Table

The world begins at a kitchen table. No matter what, we must eat to live.

The gifts of earth are brought and prepared, set on the table. So it has been since creation, and it will go on.

We chase chickens or dogs away from it. Babies teethe at the corners. They scrape their knees under it.

It is here that children are given instructions on what it means to be human. We make men at it, we make women.
–Joy Harjo

As a writing teacher, I often use food as a prompt to help my students capture their stories. Food is universal and we have an intimate connection to the food that surrounds us.

Not only am I a food blogger, but I think that food helps a writer tap into their senses. Food is smell, taste, sounds, and texture. Food is comfort, culture, community, family, and a way to celebrate and nurture others. It even has historical connections and socio-economic implications.

While there are many emotional associations with food – the places where we congregate to eat also hold the power of stories. Joy Harjo’s poem, Perhaps the World Ends Here, is a powerful companion piece and testament to the importance of the kitchen table.

This is the prompt that I gave my creative writing students this fall (right around Thanksgiving):

The Kitchen Table

Our kitchen tables are a sacred space. A hub where we can gather with loved ones and celebrate in our abundance. In our home, the kitchen table is a verb and not a noun. In our house the kitchen table is a place where our children learn responsibility, and manners; they learn and grow by engaging in conversation, helping prepare meals, setting the table, and helping clean up after. It is also the place where homework is mulled over, canvases are covered with paint, Legos are stacked, manicures are glossed, and dinosaurs are sketched. It is a place where our cell phones and tablets are put away and we give each other our undivided attention. Our table is where we pass the seasons, celebrate in the harvest of our summer garden, and hold family meetings.

Growing up my family embraced visitors at our kitchen table with bottomless cups of strong coffee, homemade baked goods, and as a child it is where I learned to value of the power of stories. At times I was excused, if the conversation was not fit for small ears, but the majority of the time I was a welcome participant in a glorious mix of laughter and a legacy of tales from the past.

The kitchen table is where we mourned the loss of my grandparents, welcomed the hearty appetites of friends who helped my father raise the trusses on our new home, and where my mom fed my teenage friends after the Homecoming dance. It was the where we sustained life.

The center of our families, our homes, and our most treasured conversations occur at the kitchen table. We discuss the vibrant color of sautéed asparagus, the deep laugh of a deceased grandfather; or sit quietly, alone, worrying about our children at 3:00 am.

Write a poem, or narrative, about the metaphorical significance of a kitchen table (or another household object or piece of furniture) using Joy Harjo’s poem, Perhaps the World Ends Here, as inspiration.

Since many of my students have shared that due to busy schedules (sports practice, extra curricular activities, parents working shift work, or family members simply preparing their own food  separately and taking to their rooms or other living areas to eat) that they rarely eat together at the kitchen table (though that in itself would make a powerful piece of writing). However, I tell the students they could also write about another piece of furniture or household object: a grandfather clock, a piano, a Mason jar, or a rocking chair.

If you found inspiration from this prompt for yourself or your students, please let me know!

Don’t forget to check out my sister blog for healthy food recipes and lifestyle tips; http://www.producewithamy.com

No dining experience is complete without flowers. These wildflowers foraged from our backyard are on-top of my Great Grandmother’s handmade lace doilies. Like our writing, it’s the details that matter. 

Homemade Pizza Night several years ago.

When my step daughter was younger, she always made place cards for family members.

Candles with roses and blooms from my garden.

My Fiestaware dishes haven’t been used enough recently.

Examine the World Like a Writer: Ten Days of Prompts

“You have this ability to find beauty in weird places.”
Kamila Shamsie

Sunflowers past prime are beautiful too!

As a writing teacher, I often tell my students that when we see ourselves as writers, we experience the world through a different lens. Our perspective of the world changes because we become more in tune to human nuances, landscapes, and even the way the world tastes and sounds. We become passionate about recording the world and this can have powerful potential. Writers have the capacity to become agents of change as we create content that we may share with others.

For the next ten days mine the world you inhabit and find beauty in a variety of settings. Include a photo(s) and a written narrative or poem of the following:

1. Nature

2. An animal/living creature or pet

3. Inside your living space

4. Food or beverage

5. Architecture (inside or outside a building)

6. Junk mail or product packaging

7. Something shiny (or made of glass or metal)

8. Technology

9. Passage from a book, poem, essay, or song

10. You

Roasted Butternut Squash = Perfect Poetry