and how a teacher or writer might use them.
Let me know in the contact form if you’d like a Google Slides/PowerPoint version [i.e. one prompt per slide] for classroom use.
Got this in my mailbox a day after my traffic cop performance in the parking lot.
I prefer to think it’s from a friend…
Mrs. Nix: So you’ve been busy.
Joanna Page: We’ve all been busy, right? Kind of comes with the job.
Mrs. Nix: Even after school.
Joanna Page: Yeah, I’ve met with a few kids about photography.
Mrs. Nix: In the parking lot.
Joanna Page: Oh, that.
Mrs. Nix: What got into you?
Joanna Page: I’d just seen one too many close calls and I just kind of snapped.
Mrs. Nix: Any way you could have handled it differently?
Joanna Page: You, and probably the parents, wouldn’t have appreciated my other ideas.
Mrs. Nix: Which were?
Joanna Page: Let’s just go with ‘more extreme’ and leave it at that.
Mrs. Nix: So, are you done with your little venture into law enforcement?
Joanna Page: Yes.
Mrs. Nix: So on to other things…how’s the instructional schedule going in your room?
Joanna Page: From my viewpoint, it’s going fine.
Mrs. Nix: What exactly is your viewpoint?
Joanna Page: I would think we are meeting instructional minute expectations.
Mrs. Nix: You would think?
Joanna Page: I don’t watch them too closely, but I feel there is plenty of learning and skill practice going on and throw in a little creative and divergent thinking.
Mrs. Nix: That all sounds nice, but is it fitting in with the Common Core?
Joanna Page: Well, I haven’t exactly checked it word-for-word, but I think there is a standard or two that applies.
Mrs. Nix: How about posting your daily learning targets?
Joanna Page: Not exactly every day.
Mrs. Nix: Hardly ever, from what I can see. Remember that term we talked about as a staff–‘laser-focused’?
Joanna Page: Okay, I guess I could use a little work on that…
Mrs. Nix: Do you even want to be at this school?
Joanna Page: Whoa! Where did that come from?
Mrs. Nix: Well…
Joanna Page: No need to answer that. But yes, I love my kids and so, yes, I want to be here.
Mrs. Nix: There seem to be more times than not that you seem to be paving your own way.
Joanna Page: Which means?
Mrs. Nix: You’re hardly following our routines.
Joanna Page: Routines…
Mrs. Nix: I have another meeting, but think about my concerns and check in with Mrs. O’ Brien to schedule a short meeting for tomorrow.
Joanna Page: It will have to be after school. We have a field trip to Safeway tomorrow.
Mrs. Nix: Safeway…
Joanna Page: Yep, a little ‘math and writing in the real world’ activity. You should come.
Mrs. Nix: Thanks, but I’ll stay where I belong.
Joanna Page: Okay…anything I can pick up for you at Safeway?
Okay, so here we go. I don’t have as much time to write right now because I have a meeting with Mrs. Nix. I can just imagine what’s on her agenda. She still hasn’t mentioned the after-school parking lot ‘event’, so I’m guessing that will be a top item.
More important, yesterday, I gave the kids a journal prompt of: “I want to live in a world where…”
The responses were classic, so good, in fact, that I launched us into our first ‘class book’. They’re now almost done with their individual pages–simple in design with just their single sentence and an accompaning illustration.
They had a head start right then, but they were expected to work on it at home, as well. I gave them plenty of choices for illustration. Hand-drawn is always preferred, but they were welcome to create a collage of words and pictures from magazines and newspapers or take their own photos to be printed out.
Some of their responses:
I threw them a curve today.
Journal time: I asked for a 100-word piece. Exactly.
Yes, a little cruel, considering most of the time I’m pushing fluency–even wordiness–so they can see what they’re capable of.
But this time, a little constraint.
I gave them ten minutes of first draft writing.
I wanted a beginning, middle, and end.
I gave them a sample of my own.
I told them my strategy was to write first, then cut back later.
They could work with a partner, especially if they needed a second pair of eyes to simply count the words.
As happens so often, I end up throwing me a curve. Almost immediately came the questions about hyphenated words and whether ‘a lot’ is one or two words. And they needed more time. Of course, they would, Joanna! What are you thinking?
I gave them ten more minutes and told them ‘Give or take five words’ and that calmed things down. A major ‘duh’ moment for me…give the kids some leeway. Otherwise, word count supersedes writing quality.
So, my little 20-minute challenge? It turned out to be a full-blown [is that one or two words? ;->] on-and-off [enough with the hyphenations!] activity to day’s end. Why was I surprised?
Experience working with constraints.
‘Editing for brevity’ skills. [I told the kids my first draft was 119 words.]
“I was 50 words from finishing my novel and the phone rang…”
He/she had only seconds to send her plea for help…
As the clock ticked away, so did my hopes for the million dollar prize…
My sample for the kids: [Side note: A ‘tech-win’…Later in the day, they watched me compose and edit via the projector. It’s becoming a pivotal part of my ‘act’. What took me so long?]
As the clocked ticked away, so did my hopes for the $1,000,000. I strangled the phone as I thought through the question.
“Name one of the more popular of the fluffiest cat breeds.”
Siamese. No way. Sphinx. No, you dunderhead. That’s the exact opposite! Tabby. Not even a breed!
The ticking continued.
I looked at Buddy. Think ‘cat’, not ‘dog’! Then it hit me…Buddy came in once after a grooming. The lady had gone a little nuts with the blow dryer…”Persian! Mom said he looked like a Persian cat!”
“Is that your final answer?”