Corona virus acrostic poems perk up distance learning

Students create acrostic poems to document the pandemic

My students learned from home since March 17 until yesterday when the school year officially ended. As part of their distance learning, I asked students to write a couple of paragraphs every other day or so for a “Life in the Time of Corona” journal.

This journal, which we will finish in the fall, will document their personal experience during the global pandemic.

I got the idea for students to create these journals thanks to a tweet from Kelly Gallagher in March. Here’s the assignment sheet I created to guide students through the journal assignment.

To add variety to their journals, I suggested that students illustrate life during the pandemic by creating an acrostic poem… a poem where certain letters in each line spell out a word or phrase. In this case, students used terms such as corona virus, COVID-19, or pandemic, and so on.

As you can see, the acrostic poems below exhibit varying levels of quality. That seems to be a common by-product of distance learning. Several factors affect the amounts of effort students spend on a distance learning assignment.

These factors include:

  • Internet access (especially having strong, reliable service)
  • Support from parents (who may have to continue to work jobs outside the home)
  • Jobs (part-time or other that a student works)
  • Family responsibilities (such as students having to care for younger siblings during the day)

Regardless, I’m glad some students chose to make an acrostic poem to add some variety to their journals. It’s interesting to see how word choice and ideas reveal the concerns and individual personalities of my students. Enjoy!







Thanks for reading! As of yesterday, school is now officially out for the summer. I made it through my first year teaching high school with new curriculum, new students, new co-workers, and new experiences dealing with COVID-19 and distance learning. I plan to continue to post during the summer. Feel free to leave a like, share a comment or become a follower!

Corona virus journals foster creativity

A student’s journal entitled “The Lost Journal of a Miss Savannah B.”

A reminder that students can still thrive in uncertain times

Don’t underestimate your students when it comes to distance learning. Some of them might surprise you and take your assignment to new heights, as my senior student Savannah B. did with her journal (shown in photos).

Savannah took my Life in the Time of Corona journal assignment and made it her own. She ditched the laptop and wrote it on brown kraft paper, burned the edges to give it an antique look, and added stains to age it some more. She even glued a swatch of toilet paper to the cover!

In short, it’s unexpected, innovative and has an anachronistic time-travel vibe.

I was intrigued with Savannah’s motivation and process, so I asked her a few questions (via the Remind app) about her journaling experience:

Q: What prompted you to get so creative with your journal?

A: I had started doing it on a Google doc and to be completely honest, that was very boring to me. Who would want to read that? I had a hard time concentrating on it and actually wanting to do it and I remembered I had created something similar for an assignment at my old school and so I took that idea and created something new with it. I wanted to hook people in.

Q: Why did you decide to give it a historical tone?

A: I was definitely going for the ancient effect. I figured it would give it more character.

Q: Your journal almost sounds imaginary due to its historical look and the word choices you made. Was any part of it made up?

A: Everything, or almost everything, in it was true. For example, I really did have a family member that got tested for COVID-19 and it was scary. Thankfully, the tests were negative though.

I am convinced that someday Savannah’s journal will be a treasured record of her life during this historic global event. It will also be an expression of her creative mind and aspirations as she heads off to college in the fall.

I’m sure you have students like Savannah. Y’know, those students who enjoy what you teach (for the most part, right?!) and thrive with projects that get them away from the notebook or keyboard for a while. Savannah is one of those students who saw the potential in doing some extra time with this project.


Here’s what the assignment initially asked students to do:

Over the next week, keep a journal of your activities, thoughts, and experiences in the midst of the coronavirus outbreak.  Here are some ideas:

  • Write about what you do know about the virus.
  • Write about what you don’t know.
  • Is it business as usual? (Describe business as usual… your normal routine.)
  • Are you going out? Where?
  • What have you cancelled?
  • How has COVID-19 affected your life so far?
  • Have you tried to shop for supplies in case of a lockdown? How did that go?
  • Do you know what to do if we are restricted?
  • Write about the contradictions or confusion that exists in the media.
  • Reflect on the memes that seem to be multiplying faster than the virus itself.
  • What news stories have you heard, read, or watched?
  • Has anything or anyone inspired you in the midst of the coronavirus?
  • In short, write about whatever you want to write about as it relates to the pandemic.”

For a link to this assignment sheet that you can adjust to fit your needs, click here.

It’s important for kids to be writing about their lives right now. Years into the future, we will need to hear their stories and it’s always more valuable when those stories are written down as they are happening… and not in retrospect.

On one of my favorite blogs, Two Writing Teachers, children’s author Laurel Snyder advises students that…

“…for much of history, kids got left out of most storytelling. Which means that what we know about the children of the past are mostly the recollections of adults, trying to reach back in time, or to guess about the thoughts and feelings of the children around them.  But of course, most grownups see the world differently from kids, and that is why it’s so important that you record your voice. Tell your story. So that in ten or twenty or a hundred or a thousand years, people will be able to look back and know what it was like in the Pandemic of 2020, for someone like you.  What it was really like.

Beyond that, write about the things this moment is decidedly NOT. Write about the places it takes you in your dreams at night, your imaginary games, your flights of fancy. Build worlds of your own, invent people to talk to. Reach beyond your current moment, and down deep into what you have always carried inside yourself. The physical limitations of this pandemic have no power over your imagination, where you can wander anywhere you like.

Laurel Snyder, Author Spotlight, Two Writing Teachers

And didn’t Savannah do exactly what Snyder suggests? She built a world of her own and invented people to talk to. Yes, she reached beyond the current moment. With her journal, Savannah indeed exemplifies Snyder’s notion that the corona virus has no power over her imagination.

Receiving this jewel of a journal in my homework inbox last week was a real day brightener, and I just wanted to share it with you. It’s a reminder that our students can still thrive in these uncertain times.


Thanks for reading again this week! Have your students ever just totally surprised you with their inventiveness? Have they ever taken one of your assignments and took it to new levels you hadn’t dreamed of? Feel free to share your experiences below to let us know about it. Also, leave a like and become a follower for more posts like this one.

Word clouds spice up distance learning

Image by Alexandra_Koch from Pixabay

Have kids make word clouds about life during the pandemic

My students have been home since March 17. As part of their distance learning, I’ve asked them to write a couple of paragraphs every other day or so for a “Life in the Time of Corona” journal.

This journal, which we will finish in the fall, will document their personal experience during the global pandemic.

I got the idea for students to create these journals thanks to a tweet from Kelly Gallagher in March. Here’s the assignment sheet I created to guide students through the journal assignment.

To add variety to their journals, I suggested that students illustrate life during the pandemic by making a word cloud… a collage of words from a news article or words they select on their own that this website then assembles into a composition based on the frequency of the words in the selection. Students choose the shapes of their clouds among other details explained below.

Sidenote:

Do you remember how several years ago these creations were known as wordles? I tried the wordle website, but found a message asking me, for security reasons, to purchase it in my app store. That seemed like too much hassle, so I kept looking and eventually found wordclouds.com, which was easy to access and use.

I gave students this website to use, wordclouds.com, which is published by Dutch game developer Zygomatic. I also provided them an example cloud, which I made by selecting the first paragraph of a news article I found online.

Here’s my example, which appeared quite small on the assignment sheet for the week:

My example I gave to students was in the shape of a butterfly.

In essence, a word cloud is a graphic representation of the ideas within a short text.

I’ve posted a few of these below that students have sent me by email or turned into my homework crate in the school lobby during the closing.

Camisha C.

I like how each word cloud is different. Each reflects the thoughts, emotions, and interests of each student.

Hannah G.

Students can customize fonts and cloud shapes, from coffee cups to continents.

Ella D.
Sara W.

Students can also choose the colors used to make their cloud.

Addysen G. (I took this picture directly from my laptop screen, so it appears pixellated.)

Some students have limited internet access. Those students –or even those tired of screentime–were able to make a word cloud by hand, like this one:

Riley C.
Jazlynn G.
Hayley J. (I took this picture directly from my laptop screen, so it appears pixellated.)
This screenshot shows the variety of shapes students can choose for their word clouds.

Along the way, I also asked students to collect scrapbook items they could add to the journals to add variety and interest. I’ve had kids collect order pad stubs from their restaurant jobs, labels off of hand sanitizer bottles, squares of toilet paper, four leaf clovers, and other items. I think I’m really going to enjoy seeing these journals come together next fall!

I like word clouds. They’re quick, fun, and allow students to be creative. Even if they’re merely copying and pasting words from another text, it’s still interesting to see what each student designs. Word clouds were a nice diversion in the middle of distance learning.


Thanks for reading! Have you ever used word clouds? Is there something else I should know about this activity or wordclouds.com? Leave a like, make a comment, and become a follower for more posts like this one. Here’s a link to a post from two weeks ago, How to Get 8th-Graders to Write 16-page Essays.

I’m trying out Padlet during distance learning

Photo by Tirachard Kumtanom from Pexels

Six assignments I’m using to test-drive Padlet

Since so many aspects of teaching right now are new due to school closings amid COVID-19, what’s one more? As long as we’re entering unchartered territory, let’s not only learn how to Zoom, but let’s try Padlet as well.

Padlet is basically an online discussion board application that offers several ways for students to contribute their writing, media, or other content to a board that I create and customize. According to the Padlet.com website, the app will help users “Make beautiful boards, documents, and webpages that are easy to read and fun to contribute to.”

I would agree based on my use of the app so far.

This is my dashboard on Padlet.

When one creates a Padlet, a link is created for users or teachers to share with students. Students follow the link and can write a post onto the Padlet board. Depending on the type of Padlet template chosen, students may also upload other content, such as videos, photographs, or audio clips.

Users can try Padlet for free, which allows them to create three Padlet “boards.” Because I knew I would need more than that and because the app seemed to be easy and intuitive to use, I went ahead and purchased the $10/month subscription so I could make unlimited Padlets whenever I needed to while our school is closed through the end of the year.

In addition, I’ve added Padlet to my iPhone so I can check in and see student activity when I’m not at my desk. I can also edit existing Padlets or create new Padlets from my phone.

This clip shows me scrolling through my seniors’ “Barbara Allan” poetry assignment. I’ve included links in the assignment post that students click in order to watch another performance of the ballad. Students return to discuss the performance they watched and compare it to the original Medieval poem.

To the extent that I’ve used Padlet so far, I see great potential in using it for my reading and writing classes.

Right now, I’ve created six Padlet assignments while students learn from home. Here’s a description of each:

  • Padlet Title: Robert Frost Favorite Line(s) Reflections… My junior students started a unit on Robert Frost’s poetry in mid-March. I created a Padlet and assigned students to reflect in writing on their favorite line(s) from one of these three poems we read: “Mending Wall,” “Stopping by Woods on a Snowy Evening,” and “Birches.” A day or so later, I asked students to read and write a comment on someone else’s Padlet post.
  • Padlet Title: “Mending Wall” Analysis… I also asked my juniors to watch a video that offered one analysis of “Mending Wall” and then give their perspective on that analysis, including their own personal views as well. Later, students added their thoughts to the opinions of at least one other student.
  • Padlet Title: The Ballad of “Barbara Allan” by Different Artists… After assigning students to read the Medieval British ballad, “Barbara Allan,” I made a Padlet that included several links to YouTube videos by musicians singing different adaptations of the poem. (This is an age-old ballad that has been “covered” over the centuries up to contemporary artists.) I asked students to post a comment on my original post to indicate which adaptation they wanted to listen to and then explain in their own post on the Padlet.
  • Padlet Title: Alt Title for A River Runs Through It Students were to think of an alternative title for the novel by Norman Maclean, and then describe why they would choose this title instead.
  • Padlet Title: A River Runs Through It Playlists… With this Padlet I asked students to post a music playlist for one of the two main characters in the novel.
  • Padlet Title: Tim O’Brien Interview Reflection… After watching a 25-minute video of an interview of author Tim O’Brien, students were to reflect in writing on the video addressing some key ideas discussed by O’Brien about his novel The Things They Carried.
This screen is where users choose the type of Padlet they want to create. At this point, I have used only the “Wall” template, shown first in the photo. I can see the “Timeline” template (lower right in photo) being useful for having students contribute key events in the history of a certain era, for example.

I envision projecting a Padlet as students work so they can publish immediately.

I can envision projecting a Padlet as students work so they can see their comments publish immediately, as well as those of others. Using Padlet in this way would add an immediacy to classroom writing.

Seeing other students thinking and writing in real time in response to a prompt or an ongoing class discussion could be really fun and interesting.

Not that my experience with Padlet has been problem-free. I’ll give you more details about that in my next post, “Pros and Cons of Padlet.”


Thanks for reading! My next post will list several pros of Padlet and a few really big cons that I’ve noticed. Do you have any experience with Padlet or another app you’ve tried out lately? Leave a comment to share your experience.

When half your students don’t have internet access

I hosted a small group meet recently via Zoom for an optional “office hours” meeting.

Make Zoom optional

About a week ago, I decided to host an optional meeting on Zoom so students could drop in to ask a question about an assignment, check on a grade, or just talk. One or two students dropped in momentarily to ask about their homework, and a half-dozen or so decided to chat online for the full forty minutes.

And a good time was had by all...

I can’t use Zoom very often — and certainly never for a grade — simply because 47.8% of our students don’t have internet access at home using a computer or laptop.

And that’s why my meeting last week was strictly optional; if students could make it, fine, and if not, fine. After all, they knew they could reach me another way… drop off a note at school, send me an email, text, or call. Of course, those last three ways work only when you have internet service. Some kids have told me they have to stand at a certain spot in their driveway to make calls.

Our school does allow students to use its WiFi account during our school closing. Kids can come to the school parking lot and use their phones or a laptop to complete and/or submit homework.

Park near the main gym entrance for best signal, the announcement read.

True, for the half of our students who can access the internet, working electronically and submitting work online isn’t an issue, so that’s good.

However to serve all our students, until our area receives better internet access, teachers must rely on traditional paper assignments. We’ve distributed those papers using social distancing on three Wednesday afternoons during our state’s shut-down.


It’s important for rural students to be able to access the internet as conveniently as urban students. What’s your internet service like? Leave a comment below and become a follower for more ELA teaching posts. Thanks for dropping by!

A River Runs Through It: a fresh walk outside for students staying at home

The movie adaptation (at left) is just that: an adaptation. It follows the book with a few minor changes. In the middle is a mass market paperback I’ve had forever; at right is the class set hardcover my students are reading.

My Novels class is reading this over the break

My Novels class is currently reading (or supposed to be reading — wink wink) this classic novel by Norman Maclean. I’m reading it again alongside them and this morning I arrived at page forty. It’s only 110 pages long, so it’s a quick read.

If you haven’t read this novella, do; it’s a breath of fresh air in this time of social distancing. (And sidenote: If you’re not into fly-fishing, push through the long, tedious paragraphs about casting, fish psychology and other specific aspects of the sport; however, don’t dismiss these purposeful passages either. Maclean uses fly-fishing metaphorically to tell his story.)

Based between Helena and Missoula, Montana, much of the action takes place on the Big Blackfoot and the smaller Elkhorn. The story shows the struggles of a young Montanan named Paul Maclean through the eyes of his older brother, Norman. The brothers share idyllic childhoods as the sons of a Presbyterian minister. In telling about his brother’s adult life that revolves around journalism, betting, alcohol, and fly-fishing, Norman shares his own struggle to take care of those we love but don’t ever quite understand.

Don’t miss the 1992 PG-rated movie adaptation. It’s also an escape into the great outdoors and the depths of family compassion. Directed by Robert Redford (read my post on Robert Redford Dessert here), the 1992 movie stars Craig Scheffer as Norman Maclean, a very young Brad Pitt in the role of Paul, Tom Skerritt as the boys’ father, and Brenda Blethyn, as their mother.

That’s all I’ll say for now, but know that this novel takes you out on great northern rivers, along Montana roads, into dark and dusty speak-easies, and into Presbyterian church pews where a message of love and forgiveness is extolled.


Thanks for reading! Leave a comment if you’ve taught this book before.

Something there is that doesn’t love a Coronavirus pandemic

Photo by Evgeny Dzhumaev on Unsplash

The coronavirus and Robert Frost’s “Mending Wall”

Holed up at home at my dining room table, I’m continuing with my lesson planning as scheduled during our two-week school closing. After our recent Ernest Hemingway unit concluded last week, my plan was to introduce my juniors to Robert Frost.

Lucky them.

Frost’s poetry is poignant, honest, and direct and comments beautifully on personal wonderings, human relationships, and living in general. I always find Frost’s work to be rejuvenating and clarifying.

My plans call for students to first read Frost’s “Mending Wall,” and then “Birches,” and finally, “Stopping by Woods on a Snowy Evening.” Once we return to school, we’ll tackle “The Road Not Taken.”

On my distance learning plan for today, I scheduled my juniors to read some short biographical background articles on Frost in our textbook.

Robert Frost in 1910 Photo: Wikimedia Commons

Then, they were to freewrite in response to a prompt designed to prepare them for reading “Mending Wall.”

“Mending Wall” is one of Frost’s most well-known poems. It’s about the barriers that people use (and often work darn hard to maintain, by the way) to keep others at a distance. Here’s the freewriting prompt my students have for today:

“Think about the people who live near you. Do you see them often? Are you good friends, or do you barely speak? What activities, if any, bring you together? What things keep you apart?”

When I first read this prompt, I thought of the coronavirus.

What brings us together? Coronavirus. What keeps us apart? Coronavirus.

Yes, the coronavirus is literally keeping us apart. Social distancing is the new buzzword and best practice.

However, we can also say that the coronavirus pandemic and school closings are bringing us together. For example, I’m emailing regularly with one of our neighbors, an elderly woman who lives across the street. Before the social distancing began, even though she lives just across the way, our busy schedules prevented us from seeing her outside of our weekly meet-up at church (which is now cancelled indefinitely, of course). However, now, due to the coronavirus, we’ve had more contact with her this week than we usually do.

Bottom line: the walls that keep us from more regular contact with our neighbor — busy schedules — don’t have to exist. And that’s what Frost is getting at with “Mending Wall,” his little poem that questions why humans erect and then maintain barriers that distance themselves from those nearby.

And that brings me back (yet again) to another reason why I love Robert Frost. His work, and “Mending Wall” in particular, is as relevant today — possibly more so — than it was when it was written in 1914.

And that’s a good reason to stick to my regularly scheduled lesson plans during this two-week school closure.

My daughter took this picture of me visiting Robert Frost’s grave in Bennington, Vermont in 2002.

Thanks for reading! I’m writing daily about my Life in the Time of Corona along with my students. We are journaling and keeping artifacts from this time of school closings and social distancing to document this history. Since I think a great deal about school and lesson planning, my daily journaling about the pandemic and this blog naturally coincide.

Feel free to leave a comment about the lessons you have planned for the school closing.