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    The Spark Creativity Teacher Podcast | ELA

    Want to love walking into your ELA classroom each day? Excited about innovative strategies like PBL, escape rooms, hexagonal thinking, sketchnotes, one-pagers, student podcasting, genius hour, and more? Want a thriving choice reading program and a shelf full of compelling diverse texts? You're in the right place! Here you'll find interviews with top authors from the ELA field, workshops with strategies you can use in class immediately, and quick tips to ignite your English teacher creativity. Love teaching poetry? Explore blackout poems, book spine poems, I am from poems, performance poetry, lessons for contemporary poets, and more. Excited to get started with hexagonal thinking? Find out how to build your first deck of hexagons, guide your students through their first discussion, and even expand into hexagonal one-pagers. Into visual learning? Me too! Learn about sketchnotes, one-pagers, and the writing makerspace. Want to get your students podcasting? Get the top technology recs you need to make it happen, and find out what tips a podcaster would give to students starting out. Wish your students would fall for choice reading? Explore top titles and how to fund them, learn to make your library more appealing, and find out how to be a top P.R. agent for books in your classroom. In it for the interviews? Fabulous! Find out about project-based-learning, innovative school design, what really helps kids learn deeply, design thinking, how to choose diverse texts, when to scaffold sketchnotes lessons, building your first writing makerspace, cultivating writer's notebooks, getting started with genius hour, and so much more, from our wonderful guests. Here at The Spark Creativity Teacher Podcast, discover you're not alone as a creative English teacher. You're part of a vast community welcoming students to their next escape room, rolling out contemporary poetry and reading aloud on First Chapter Fridays, engaging kids with social media projects and real-world ELA units. As your host (hi, I'm Betsy), I'm here to help you ENJOY your days at school and feel inspired by all the creative ways to teach both contemporary works and the classics your school may be pushing. I taught ELA at the 9th, 10th, 11th, and 12th grade levels both in the United States and overseas for almost a decade, and I didn't always get support for my creativity. Now I'm here to make sure YOU get the creative support you deserve, and it brings me so much joy. Welcome to The Spark Creativity Teacher Podcast, a podcast for English teachers in search of creative teaching strategies!
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    Episodes (269)

    269: Teaching Research to Digital Natives

    269: Teaching Research to Digital Natives

    Remember when research projects involved stacks of books and notecards? Yeah, me too. But we all know research has changed. I recently finished a couple of pedagogy books for English teachers - one by Angela Stockman on designing inclusive spaces for writers, and another by Katie Novak on Universal Design for Learning in the English classroom. And beyond the many wonderful ideas I took away from them, I was also struck by the variation in the sources they referred to.

    Sure, they cited texts.

    But they also cited Ted Talks, telephone calls, online articles, online compendiums, and more.

    Their information came from a digital rainbow of sources.

    Our students naturally work the same way.

    As digital natives, they've grown up with the whole online world at their fingertips, and their natural first line of research is probably not a book. So how do we direct them through the research process, given the incredible variety of possible sources available to them?

    That's what today's quick episode is about.

    Important Links:

    The AI PBL Unit: https://sparkcreativity.kartra.com/page/aipbl 

    John Spencer's Article, "Research is Critical in Design Thinking": https://spencerauthor.com/research-in-design-thinking/ 

    Make a Copy of the Research Process Infographic Handout: https://docs.google.com/presentation/d/1C6gVB8WQi3KVgsxbFhhZz_Hs4lLPD8DFN5U4NvfHojA/copy 

     

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    268: Highly Recommended: These Google Translate Tools

    268: Highly Recommended: These Google Translate Tools

    Welcome to the Thursday edition of The Spark Creativity Teacher Podcast, a podcast for English teachers in search of creative teaching strategies. Whether you’re new to the show or a long-time listener, I’m so glad you’re here for today’s edition of “Highly Recommended.” This week, I want to make sure you know just how amazing the Google Translate App really is. 

    Living here in Bratislava, and traveling around Europe with our family, we are constantly confronted by languages we don’t know. On Street Signs, parking signs, parking tickets, frozen pizza cooking instructions, directions for using new toys on Christmas morning, mail that lands in our box, and so much more. Which is why we really couldn’t do without our Google translate app.

    At first we stared at the strange text and painstakingly tried to type it into the app. But then we discovered the camera feature. Did you know you can pick any two languages in the app, then take a picture of the first and instantly see it translated to the second? 

    You can also speak into the app in one language and see your words typed out in another. Or hold the camera up to someone you want to understand and get their words translated. 

    It’s an incredible tool, and one I use constantly in my everyday life. 

    For your emerging bilingual or trilingual students, Google Translate can be a huge lifeline. They can quickly hold their app camera over handout instructions, printed writing prompts, or classroom posters and see it in their own language. They can take a picture or screenshot and have the translation available for the rest of the class. And of course, beyond the app, they can plug large sections of text into Google Translate online to help them better understand a podcast transcript, close reading passage, or news article. 

    Google Translate can help your students keep up with your content and express the complexity of their ideas as their second or third language skills catch up with their thought processes. That’s why this week, I highly recommend you add it to your phone and get familiar with it. It doesn’t take long, and it could make all the difference to some of your students (and perhaps their parents come conference time, too). 

     

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    267: So your Students aren't Doing the Reading? Here's Help.

    267: So your Students aren't Doing the Reading? Here's Help.

     

    Today on the podcast, we’re sitting down with Amanda Cardenas to talk about a very big question. A huge question, really. What can teachers do when students aren’t doing the reading? And is reading out loud the majority of our texts the answer? Spoiler alert, we both can completely understand how this would seem like the answer, but in the long run, we don’t think it is. 

    Amanda and I are going to share a lot of ideas, and I’m hopeful that if you’ve been feeling stuck in a situation where kids aren’t reading and lessons aren’t working, you’ll find some helpful possibilities for shifts you might make to help. We’re getting into approaching unit design with an inquiry lens rather than a text-coverage lens, checking in with open-book Sesame Street quizzes, breaking up reading assignments in new ways, and planning the day-to-day of units without worrying about which exact pages students may have read the night before. It’s a lot of exciting stuff, so let’s dive in!

     

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    266: Highly Recommended: The Smoothie Grant (Summer PD Ideas)

    266: Highly Recommended: The Smoothie Grant (Summer PD Ideas)

    Welcome to the Thursday edition of The Spark Creativity Teacher Podcast, a podcast for English teachers in search of creative teaching strategies. Whether you’re new to the show or a long-time listener, I’m so glad you’re here for today’s edition of “Highly Recommended.” This week, let’s talk about some of the best summer PD options out there. 

    First things first, I’ve got to tell you about my personal favorite summer PD experience of all time, the one my husband still jokingly refers to as my “smoothie grant.” One summer, my school had money left from its PD budget, and invited teachers to apply for small, simple ways to produce something helpful to their work over the summer with a little bit of funding. I applied for a budget to go get a smoothie each morning in June and sit and read and design curriculum at my favorite beach cafe in Los Angeles for an hour or two. I still remember how fun it was to sit on the balcony after rollerblading the beach at sunrise, listening to the surfers walk by, drinking my apple pie smoothie as I reread the Odyssey and thought about how to rewrite the 9th-grade curriculum. It was the perfect way to add a regular bit of work to my summer and feel like it was fun to do. If your school has a budget for summer PD and what you really want to do is work on curriculum, consider getting creative with a grant like this. 

    Next on my list I want to mention the National Endowment for the Humanities summer institute series. These cool programs take place all over the United States, giving you a chance to travel to interesting places, dig deep into their culture, and collaborate with colleagues from across the country. This summer they’ll have Grand Coulee Dam: The Intersection of Modernity and Indigenous Cultures in Spokane, Freedom Summer: 60 Years Later in Jackson, Shakespeare and Digital Storytelling in Decatur, and quite a few more.  My husband attended one of the institutes on civil rights years back and remembers it as being absolutely outstanding. 

    I consistently hear from people who have found the National Writer’s Project summer workshops extremely impactful, so that’s next. If you’re interested in diving deep into the teaching of writing, I’d look up your closest National Writing Project site and see what they have on offer.

    If you’re looking for online options, you might explore the on-demand workshops from Facing History & Ourselves, or the free online course available from the National Museum of the American Indian, “edX Course: Foundations for Transforming Teaching and Learning about Native Americans,” or of course, Camp Creative, the summer PD I run each June (topic to be revealed soon!)  

    Finally, I’ll give a quick nod to the Exeter Humanities Institute, a weeklong workshop all about the discussion method, Harkness. I attended this institute after my first year of teaching, following a month-long experiment in each of my classes to use only Harkness as our method of discussion. I learned SO MUCH that week, and it really influenced me as a teacher on a fundamental level. I never used any other discussion method after that, because I just couldn’t imagine NOT using Harkness. Look into the method before committing to a week to go deep with it, but if you find it’s a good fit at your school, this week of PD will be an incredible boost to your ability to help your students shine through the method. 

    Of course, self-care, family time, and travel are all also great ways to renew your strength and creativity this summer as well. But if you’re looking for a quality PD experience, these are some of my favorite options, so I highly recommend you follow the links in the show notes and check them out!

     

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    PD Links (as promised!):

    National Endowment for the Humanties Summer Institutes

    The National Writing Project

    The National Museum of the American Indian Online Courses

    Facing History and Ourselves On-Demand Learning

    The Exeter Humanities Institute

     

    265: Teaching Conversation in a Polarized World (The Elective Series Begins)

    265: Teaching Conversation in a Polarized World (The Elective Series Begins)

    Lately I’ve been thinking a lot about electives.

    Electives I want to design, like one about Youtube creation and one about Taylor Swift, and the amazing electives teachers in our community are designing and teaching around the world.

    So of course I’m really excited that today on the podcast we’ve got the first show in a new series about creative electives. My hope is that this series will bring you inspiration for new electives you can propose or new units you can teach, modeled on your favorite parts of other people’s electives, within your current courses.

    I’ll be interviewing teachers about some of their favorite electives - what they are, what they accomplish, and how they do it.

    On today’s show we're diving into an interview with Amanda Beal, a creative teacher in Northern Minnesota. She’s going to be talking about a powerful elective for the world today, when we are so divided and yet so fearful of talking about the issues that divide us. I’m going to let her reveal the name and nature of this elective in just a moment - so stay tuned. 

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    264: Highly Recommended: Launch Tiny Podcasts

    264: Highly Recommended: Launch Tiny Podcasts

    Welcome to the Thursday edition of The Spark Creativity Teacher Podcast, a podcast for English teachers in search of creative teaching strategies. Whether you’re new to the show or a long-time listener, I’m so glad you’re here for today’s edition of “Highly Recommended.” This week, I want to suggest you take the plunge and help your students create a tiny podcast. 

    The first time I rolled out a podcasting project was with my tenth-grade honors students. Our humanities team had decided to create a project connecting the English and History curriculum for the students’ honors Humanities portfolio, a new program we were trying. None of us really knew how to podcast, though we probably all enjoyed the occasional episode of This American Life. After all, this was thirteen years ago and podcasts were just taking off.

    Nevertheless, we asked our tech team for help, figured out a program our students could use, and then launched the project.

    Our students blew us away. 

    I think it’s important to remember that kids are often interested in exploring beyond our skills with tech. The answer to any question is generally just a Youtube search away. 

    That’s why in my mind it’s worth the risk of assigning a project you might not be 100% confident in. Learn alongside your students. Try assigning a 2 minute podcast - it could be a book review, a bit of research, an opinion on a current issue, a chance to teach a life skill or profile a career, or whatever fits your curriculum. Let kids know they can record the whole thing using the big red button on the Vocaroo website, OR they can explore other options they might be interested in. See what happens. 

    I’ve heard from so many teachers who’ve seen great success with their podcasting projects. Communication today extends far beyond the written word, and kids are eager to develop their media skills, so today, I want to highly recommend you spend just a couple of days on a tiny podcast project, and see where that leads you.

     

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    Want to learn more about student podcasting? You might like this free, easy roadmap to student podcasting. 

    Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you! 

     

    263: Let's Reimagine the "Teacher Work Room"

    263: Let's Reimagine the "Teacher Work Room"

    Ahh, the hum of fluorescent lighting. The slightly stained carpeting. The copier that is almost-if-not-already-out-of-paper. The dirty coffee cups. It's no secret that at many schools, the common teacher workspace isn't exactly inviting. No one really seems to be in charge of it, no resources really seem to be allocated toward it, and no one has time to care. (If that isn't the case at your school, AWESOME! And if that's because of you, that's so cool!)

    But lately I can't help but ask... what if? What if the community workspace for educators had a tad more in common with those unique co-working spaces I see on Pinterest? Or those cool start-up offices with bagels on the counter and ping pong tables that pop up on Netflix sitcoms? Or the legendary work campuses of tech companies like Google and Youtube?

    What if teachers actually enjoyed working in the faculty room/teacher room/copy room at your school, because it was.... like.... NICE?

    When I saw a Facebook question in Creative High School English the other day from an administrator asking how they could do something nice for teachers, my mind turned automatically to this space - I'm going to call it a faculty room from here on out.

    Ever since reading Ali Abdaal's book, Feel Good Productivity, in December, I've been leaning into my usual proclivity for creating pleasant environments since apparently feeling good where you do your work makes you more productive.

    I don't think it would take much to overhaul many faculty rooms into a pleasant space to help create community, make teachers feel more supported, and even inspire more innovative pedagogy. In today's episode, I'm going to share a range of ideas - some of them free, some of them low cost, all of them mainly requiring someone who cares enough to ask for a small budget, gather a few colleagues to help, and get started.

    (Someone like you.)

     

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    Make your Copy of the Podcast Posters:  https://docs.google.com/presentation/d/1spsn3iz9fxHkJiK3oxEIq8mdbbD7RvT4qxZCDM-Qkv8/copy

    Make your Copy of the Pedagogy Posters: https://docs.google.com/presentation/d/15RS-QhBuju2_YlkUOui8ruFgyLKndTyYythU-jcRuX8/copy 

     

    262: Highly Recommended: Let Students Design Escape Rooms

    262: Highly Recommended: Let Students Design Escape Rooms

    This week, I want to suggest you let your students design an escape room.

    Escape rooms are, in the iconic words of Zoolander, so hot right now. And they have been for years. Students love them! Who wouldn’t want to learn while exploring mysterious clues and piecing together puzzles? 

    The problem is, they take a little bit of forever to create. We’ve already talked about this quite a bit on the podcast! 

    But you know what they say (and yes, it’s based on the research), students elevate their learning when they teach.

    So why not turn things around and have the students design the escape rooms? They’ll have to thoroughly understand the material they’re trying to share in order to embed it into clues and puzzles for their peers.

    I’ve created a digital template your students can customize to create their own escape rooms on any subject matter you want them to teach each other. Just follow the link in the show notes to pick up this free resource.

    Escape rooms are a flexible and fun way to learn, so that’s why this week I want to highly recommend you give them a try, with your creative students leading the way! 

    Grab the Student Escape Room Templates here: https://sparkcreativity.kartra.com/page/escaperoomkit 

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    261: Skill Practice that Isn't Boring: Grammar Edition

    261: Skill Practice that Isn't Boring: Grammar Edition

    So you want your students to get better at something, but drill-and-kill is clearly not the answer. Been there, done that, didn't like it. So what's a creative teacher to do?

    Today I'm going to pull an example of a grammar skill and walk through five different ways to practice it without those groans you dread. While the skill I'm zooming in on may not be the exact one that's your focus right now, you can apply these five different strategies to pretty much anything. I'm hopeful that by the end of this quick show, your mind will be buzzing with new ideas for tackling the next skill your students need help with.

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    260: Highly Recommended: This Super Bowl Activity

    260: Highly Recommended: This Super Bowl Activity

    This week, I want to share a great way to tie rhetorical analysis into the upcoming Superbowl. 

    First things first, we know this Superbowl has a hilarious additional wrinkle, in that the world is excited to watch not only the game, but Taylor Swift attending the game. That extra detail may help more students be interested in a Superbowl-related activity this month.

    So let me explain this rhetorical analysis one-pager activity (by the way, link to this free resource is in the show notes).

    The activity focuses in on two incredible Superbowl performances of the past - one by Whitney Houston during the war in Iraq, and one by Amanda Gorman during the pandemic. Each performance is uniquely tied to its context, providing students the opportunity to examine rhetorical situation in a way that will really help cement its role in understanding rhetoric. Rhetorical situation can often be more confusing for students than the basics of ethos, pathos, and logos.

    You can have students choose either of the performances, based on their preference, and then work on the one-pager template to explore the speaker, audience, and context of the performance in three of the sections and then the rhetorical appeals in the heart of the paper, paying attention of course to ethos, pathos, and logos. 

    These powerful Superbowl performances past are a perfect way to help kids understand how tied rhetorical appeals are to their context, and it will make for a fun lesson connected to what’s happening in the world at the moment. That’s why this week I want to highly recommend you follow the link below to grab this free resource and try it out. 

    Grab your copy of this Superbowl Rhetorical Analysis Activity here: https://spark-creativity.ck.page/b5d2366aaa

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    259: First Chapter Friday: Matt de la Peña Reads

    259: First Chapter Friday: Matt de la Peña Reads

    Welcome to the second episode of the author spotlight series here at Spark Creativity!

    In this series, you’ll hear from authors sharing their work directly into your classroom. Today we’re hearing from Matt de la Peña reading his short story "How to Transform an Everyday, Ordinary Hoop Court into a Place of Higher Learning and You at the Podium," from the collection, Flying Lessons.

    Stay tuned throughout the year to hear from many more wonderful authors, including Victor Pineiro, Payal Doshi, and Nancy Tandon. You can also check out the first episode in the collection, featuring Megan E. Freeman reading from her novel-in-verse, Alone.

    Today we’re hearing from Matt de la Pena, reading from his short story “How to Transform an Everyday Ordinary Hoop Court into a Place of Higher Learning and You at the Podium,” from the collection Flying Lessons and other Stories.

    Matt de la Peña is the New York Times-bestselling, Newberry Medal-winning author of seven young adult novels (including Mexican WhiteBoy, We Were Here and Superman: Dawnbreaker) and five picture books (including Last Stop on Market Street and Love).

    Matt received his MFA in creative writing from San Diego State University and his BA from the University of the Pacific, where he attended school on a full athletic scholarship for basketball.

    My hope is that you’ll play this episode to your students on an upcoming Friday, sharing the guiding sketchnotes handout below with them so they can jot down their key takeaways as they listen. This short story is utterly fantastic, one of my favorites of all time to share with students!

    ⭐​ Grab the Sketchnotes to go with this episode:  https://docs.google.com/presentation/d/1mxNfVE710zqUkfb8iGBjZGIA9A2aldz71E3VwNkf4do/copy  

    ​ Project the Youtube version for your students in class: https://www.youtube.com/watch?v=Iajc4RH28Pg 

    ⭐​​ Learn more about Matt de la Peña and his work: https://mattdelapena.com/

    258: Highly Recommended: A Simple Trick for a Better Discussion

    258: Highly Recommended: A Simple Trick for a Better Discussion

    This week, I want to share a quick way to help make your next discussion better.

    The next time you plan a discussion in class, start it off with this quick warm up.

    Invite every student to write an open-ended question about the reading or the current book at the top of their notes. Then ask them to pass their notebook to the left and let their neighbor respond for a minute. Then have them pass again. The next neighbor reads the question, the response, and then responds to both. Maybe do it two more times. Now pass all the notebooks back.

    As you begin your discussion, invite someone to ask a question they responded to to the group. They won’t be taking much of a personal risk, asking someone else’s question. And you know at least two other people have given it some thought at this point. Your class is now primed to talk about the questions on everyone’s mind, since every question on paper has already received some serious thought from several people. When discussion begins to fade on the first question, invite the next. 

    I usually use warm-ups like this with a student-led discussion format called Harkness. So students know that I am not going to dive into every silence to rescue the group, and they ask the questions on their own. If you’re curious about that method, shoot me a DM on Instagram @nowsparkcreativity and I can do another show about it if you want. 

    I’ve repeatedly found that 5-10 minute discussion warm-ups make all the difference in creating a richer and more active discussion, so that’s why this week I want to highly recommend that you give one a try! I’m sure you’ll think of lots more ideas once the concept of a warm-up becomes built into your routine. 

    Go Further: 

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    257: Build a Common Errors Hyperdoc to Dramatically Speed up Grading

    257: Build a Common Errors Hyperdoc to Dramatically Speed up Grading

    We've been talking this month about the paper pile. The work bag shadow. The stack of essays you just might have taken to the ice cream social/Superbowl party/beach vacation/bar/hospital...

    Today I want to share a strategy I honestly think every teacher can use to save time on grading and actually help kids improve their writing more.

    This episode is going to be quick and, if you decide to try it, impactful. I'm not going to go on and on, because you'll quickly get the idea and then I'd rather you use your time to go IMPLEMENT.

    We all know there are certain errors that come up time and time again. If you teach middle schoolers, you've probably used margin space in about a thousand papers to explain again the idea that they need to connect their evidence to their point, making the argument clear.

    If you teach older kids, perhaps you've walked around the be-sure-your-thesis-is-arguable block so many times you could write the commentary in your sleep. And then there are the little things, like writing in the present tense, how to cite quotations, and using precise language instead of making mention of "things" and "stuff."

    What I want to suggest is that you never re-write the fixes for these common errors in the margins of students' writing again. Instead, I want you to create a hyperdoc featuring each of these errors and their fixes to refer your students to whenever they make one, and feel free to get as glitzy as you want with color coding and linking and imagery and models.

    What should go in your Common Errors Hyperdoc?

    🔴​​ Maybe they'll see a colorful infographic you've designed to show the elements of an arguable thesis.

    🟠​ Maybe they'll have a chance to click on a screencast video of you walking through a model where a student's thesis was not arguable and explaining what the student needed to do to fix it.

    🟡​ Maybe they can read four types of model introductory paragraphs (that ChatGPT will be happy to help you write if you don't have student models from the past) introducing theses that ARE arguable.

    🟢​ Maybe they'll see a linked video from one of the many excellent University Writing Labs walking them through the process of making sure a thesis is arguable.

    🔵​ Maybe they'll see ALL of this. Because you'll be able to create this and add to it over the years as you find new resources, giving it more and more depth as an incredible tool to help your writers.

    I made you a template and some examples in Canva (try it on for size with this link).

    Go Further: 

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    256: Highly Recommended: Try a Pancake Project (It's Not About The Pancakes!)

    256: Highly Recommended: Try a Pancake Project (It's Not About The Pancakes!)

    This week, I want to tell you a story about pancakes.

    You might know I love to cook and bake. My instagram stories feature enough pan-banging cookie demonstrations, bread-baking Sundays, and chocolate donut dipping and sprinkling to show my secret food blogger tendencies. So of course, I have a treasured pancake recipe, and my family loves a good weekend pancake morning.

    But here’s the thing, pancakes take a little bit of forever. Especially these. And I don’t always feel like making pancakes for two hours on a weekend morning, even though I do love making food.

    So a couple months ago when my son asked me to make pancakes, and I just didn’t feel like I had the hours to give, I suggested that he make them. At first he was a bit stunned.

    "Me? Make the pancakes?”

    But I said I would teach him how to do it and make them with him, if he would learn the process so he could start making them. 

    So that’s what we did. I showed him the recipe, helped him find all the materials, and guided him through it. Everyone loved the pancakes, and we all showered him with compliments. A couple days later, he made them again, and I only helped with egg cracking and butter melting. More compliments. More joy for him. He started making pancakes to warm up on school mornings. He asked to make them for dinner when his grandparents were visiting, and the grandparents loved them. Soon he was cracking his own eggs, and I didn’t even need to be in the vicinity of the kitchen anymore.

    So why am I telling you this? Well, for almost every teacher and parent I know, time is the great struggle. How to do it all? And sometimes that means letting things go, even if you know you’re good at them and maybe they even feel like a part of your identity.

    Is it possible you could teach student volunteers to make beautiful book displays in your library each month? And that those students might actually feel really proud and pleased with the job?

    Might you be able to empower student leaders on a team that you coach to plan part of practice time, give pep talks, or help set up or clean up practice equipment?

    Might you be able to let go of something in your household that your children or partner might be good at too?

    Maybe you want to try student-led discussion via the Harkness method, rather than trying to spearhead it every day yourself. 

    Every time I see my son eating the lovely pancakes he makes, I have to smile to myself. While no one is now complimenting “Mama’s pancakes,” I love to see him feeling good about what he can do and I’m happy to have the time for other things. That’s why this week, I want to highly recommend you ask yourself what kind of pancake project can you launch? (That has nothing to do with pancakes). 

    So I wonder, is there something you can turn into your own personal pancake project?

    Go Further: 

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    255: How to Set Up Self-Editing Stations

    255: How to Set Up Self-Editing Stations

    I'll never forget the "C" I got on my first English paper in college. I was walking across the quad in the warm eucalyptus-scented California air when I confidently pulled my paper from my bag to look at the comments. The day suddenly slid into grayscale as I saw my grade.

    After a lifetime of "A" and "Great job" written at the bottom of every paper, fresh from winning the English award at my high school awards night, I was totally unprepared for the many, many scrawled notes about the problems in my paper.

    I walked into class the next day in a daze, and listened to my professor as he went into a terrifying but effective rant. Apparently I wasn't the only freshmen to confidently turn in a paper that wasn't nearly complex enough.

    His speech has stuck with me.

    "Your rough draft," he said at one point. "Is a chair."

    He scrawled an incredibly messy chair on the whiteboard for emphasis.

    "And you have to take that chair," he sputtered. "And build a boat!"

    We students glanced at each other, a little overwhelmed.

    A boat?

    Today I want to talk about the chair and the boat, and some of the process that happens in between. Because let's face it, most kids (high school me included) really struggle to understand the work that happens between ROUGH drafts and final drafts. And it's perhaps the most crucial part of the writing process.

    The strategy we're going to dive into now, self-editing stations, can really help scaffold editing for your students, saving them from falling into the usual traps, allowing you to intervene on behalf of key writing improvements you're trying to help them make BEFORE they turn in their work, and ultimately, saving your commenting time for only the most important personalized suggestions.

    Go Further: 

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    254: Highly Recommended: Try This For Black History Month

    254: Highly Recommended: Try This For Black History Month

    This week, I want to share a quick resource to help you celebrate Black Artists and Authors in your classroom next month. 

    Last year I started a project to create heritage displays you can use in your classroom throughout the year for special months like Black History month, Women’s History month, Asian American and Pacific Islander Heritage Month, Pride month, and more.

    Each display has a colorful header and a series of interactive posters featuring artists, creators, activists, and authors. Students can read the bio and scan the QR code on each poster to go learn more about the featured person.

    February’s display features Zora Neal Hurston, Ralph Ellison, Toni Morrison, Langston Hughes, Maya Angelou, Amanda Gorman, Jason Reynolds, and more.

    It’s a super quick display to put up - you just print out the pieces and put them up on some colorful paper on your bulletin board, door, or hallway. I’d love to share this free resource with you and help you get ready for Black History Month right around the corner! Then you can snag some books featured in the display to put up on your windowsill, along the top of your shelves, and along your whiteboard tray, and you’ll be ready to rock. 

    Easy, right?

    Here's the link to grab this free resource: https://spark-creativity.ck.page/93cae16cef 

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    253: No More Taking Grading Everywhere you Go

    253: No More Taking Grading Everywhere you Go

    I recently polled our community on Instagram about the paper pile. Because let's face it, it's a huge part of an English teacher's life. How many papers will you assign? How will you grade them? When will you grade them? These become defining questions. I heard from teachers who have graded papers at an ice cream social, at the bar, at a Superbowl party, in the emergency room, in the delivery room, in a parent's recovery room at the hospital room, at the beach, and more.

    I certainly remember the folders of papers always weighing down my bag from my teaching life. And I remember grading past midnight.

    I'm sure you can relate to all of this. But more than ever lately, are you asking the same question as me? DOES IT HAVE TO BE THIS WAY?

    The teaching profession has suffered through many difficult challenges of late, and the teacher shortage is the newest on a long list. I see many colleagues leaving the classroom or thinking about leaving, and while I know there are many factors, the crush of grading still feels like one of the biggest.

    After all, there would be more time to creatively deal with planning, admin tasks, differentiation, parent communication, and everything else if English teachers weren't trying to find four or five hours a week to stare down the paper pile.

    So today I want to suggest something, just my two cents. I think it would be better to dramatically change the way you grade to give yourself back time, than to be pushed out of the classroom by your paper pile, or made miserable by it. I think this is a conversation we need to be having honestly with our colleagues, and I hope this podcast might lead you to bring it up with your department if you feel you can. 

    Today on the podcast I'm going to share six ideas for taking back some of your grading time, and then in several upcoming episodes I'll be going deeper with some of these strategies.

    Go Further: 

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    252: The First Chapter Friday Series: Megan E. Freeman reads from Alone

    252: The First Chapter Friday Series: Megan E. Freeman reads from Alone

    Welcome to the first episode of the author spotlight series here at Spark Creativity!

    In this series, you’ll hear from authors sharing their work directly into your classroom. Today we’re hearing from Megan E. Freeman, reading from her book, Alone. Stay tuned throughout the year to hear from many more wonderful authors, including Matt de la Peña, Payal Doshi, and Nancy Tandon.

    Megan E. Freeman attended an elementary school where poets visited her classroom every week to teach poetry, and she has been a writer ever since. Her bestselling novel in verse, ALONE, won the Colorado Book Award, the Massachusetts, Maine, and Vermont children’s book awards, is an NCTE Notable Verse Novel, and is included on over two dozen "best of" and state reading lists. Megan is also a Pushcart Prize-nominated poet.

    My hope is that you'll play this episode to your students on an upcoming Friday, sharing the guiding sketchnotes handout featured below with them so they can jot down their key takeaways as they listen.

    Grab the sketchnotes handout here: https://docs.google.com/presentation/d/1Ox4NNN9SZOG2oR1AQsHxyf0txLrrcR81gFP1sLbsIo0/copy 

    You can find the text of the first 60 pages of the book available free on Overdrive.

    If you'd like to project this episode on Youtube with an image of Megan and her book to give kids a visual as they listen, you can find it here. 

    Learn more about Megan E. Freeman

    Megan E. Freeman attended an elementary school where poets visited her classroom every week to teach poetry, and she has been a writer ever since. Her bestselling novel in verse, ALONE, won the Colorado Book Award, the Massachusetts, Maine, and Vermont Children’s Book Awards, is an NCTE Notable Verse Novel, and is included on over two dozen "best of" and state reading lists. Megan is also a Pushcart Prize-nominated poet, and her poetry chapbook, Lessons on Sleeping Alone, was published by Liquid Light Press.

    An award-winning teacher with decades of classroom experience, Megan taught multiple subjects across the arts and humanities to students K-16, and she is nationally recognized for presenting workshops and speaking to audiences across the country. She studied theater and dramatic literature for many years, earning degrees from Occidental College and the Ohio State University. 

    Megan is a member of the Society of Children's Book Writers and Illustrators, Northern Colorado Writers, Rocky Mountain Fiction Writers, Columbine Poets of Colorado, and Lighthouse Writers Workshop. She is an Impact on Education Award winner, a National Writing Project fellow , a Fund for Teachers fellow, and a member of the Colorado Poets Center. She used to live in northeast Los Angeles, central Ohio, northern Norway, and on Caribbean cruise ships. Now she divides her time between northern Colorado and the Texas Gulf Coast.

    Visit her website here.

    251: Highly Recommended: My Favorite Planner Routine

    251: Highly Recommended: My Favorite Planner Routine

    This week, I want to share the daily planning routine that is working better for me this year than anything I’ve ever done. 

    Figuring out how to approach time when it seems that there is never enough can make a big difference in how you feel about your day, and that’s why I think a simple thing like a planner routine that feels really helpful is worth sharing. I’ve recently been digging into productivity for The Lighthouse, and I listened to Ali Abdaal’s wonderful book Feel Good Productivity and took James Clear’s masterclass on building habits. They both helped me understand why my planner routine works well for me, and why I think it can work well for you too.

    At the start of this year, I knew I wanted to incorporate a few new things into my week, but I didn’t want them to feel overwhelming. I wanted to drink more water after years of ignoring it, try to create a gratitude practice that felt simple and doable, and really focus my energy on work projects that I care about. Little by little, I figured out how to help myself with all of these things with my 5 minute planner routine at the start of each day.

    The first thing I do when I see the column with my new day is to draw six little water glasses down toward the bottom, and fill in the first one since I’m newly motivated to drink a glass of water the moment I come downstairs to the kitchen. This also reminds me to fill my water bottle and put it by my desk. If I’m going to take a walk or do kettlebells for 20 minutes that day, I put that next to the water with a little checkbox to remind me.

    Above that I draw three colorful hearts and write in three things I’m grateful for that have happened lately. Though I don’t write a lot, I try to think carefully and specifically about what was so meaningful about these things so I really put my focus there. 

    Then I go up to the area where I write my plans for the day and I pick out ONE really important thing I want to get done and I write that first. That is what my focused work time is going to go to, the very first thing I’ll work on with my freshest uninterrupted energy. It’s the thing I absolutely want to make serious progress on by the end of the day. It is never, ever answering emails. 

    After that I write in other priorities, trying to keep email down a few rungs of the list, because I don’t want email to drive my work energy for the day. I like to check it once and clear it out as much as possible, and then move on. Honestly, I almost never check off all of the other priorities from a single day, but I work my way down and get through what I can when I have focused work time. 

    Finally, I add all my meetings, family commitments, and errands into time slots throughout the day. I try to brain dump whatever might worry me in the back of my mind, so I know everything is there for me to do throughout the day and there’s nothing else to keep track of.

    After five minutes, I’m done and I have my day lined up in a way that feels clear and good to me. I’ve assigned different tasks to different parts of the day, prioritized what is really  important to me, and set myself up for success with new habits that matter to me. 

    Whatever your priorities are, taking five minutes at the start of the day to intentionally block your time, choose a key task to work on, and build in new habits you’re trying to focus on in - as James Clear suggests - an easy and obvious way -  can help make them happen! That’s why today I want to highly recommend you consider a plan for your planner in 2024, and maybe even swipe mine. 

    Go Further: 

    Explore alllll the Episodes of The Spark Creativity Teacher Podcast.

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    250: Fire up your Choice Reading Program, with Abby Gross

    250: Fire up your Choice Reading Program, with Abby Gross

    Today on the podcast, we're sitting down with Abby Gross from Write on with Miss G, who has become known for her thriving reading program and the wonderful tools she has developed to support other teachers with their own reading programs.

    After spending the first part of her career teaching high school English, Abby unexpectedly fell in love with teaching middle school ELA. With her switch to the middle came a new goal of creating a community of readers and helping all of her students find books they enjoy. For the last four years, she has built a classroom library and independent reading program from the ground up, watching her readers flourish with choice, time,

    The co-author of a guidebook for teachers, Keeping the Wonder, and a picture book for young readers, The Magic of Wonder, Abby is committed to fostering joy in learning and literacy. In addition to being an advocate for independent reading, Abby is a big believer in the power of curiosity and student-centered learning. support, and good books.

    I enjoyed our conversation so much - this is truly a value-packed episode. I think you'll love Abby's practical, doable (and fun) advice for building more reading and book PR into your weekly routine. Get ready for quickly actionable tips on building strong Book Trailer and First Chapter programs, creating book posters and brochures, selecting and organizing your classroom library, and rolling out fun hybrid book tastings on the regular.

    Connect with Abby

    When she's not teaching, you can find Abby creating resources, blogging on writeonwithmissg.com, hanging out on Instagram, presenting workshops for Keeping the Wonder, and reading.

    Check out her blog posts on Why You Should Try a Book Tasting, 10 Ways to Use Book Recommendation Posters, and Book Trailer Tuesday: How to Hook Students on Books in 3 Minutes to go even deeper on this subject. And be SURE to grab her FREE Book Trailer Tuesday Links for the Entire Year.

     

    Go Further: 

    Explore alllll the Episodes of The Spark Creativity Teacher Podcast.

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    Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!