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.

Photo Friday: Graphic Essays

I like how graphic essays, in many cases, help students hone their skills with the most crucial parts of a thematic analysis essay.

Graphic essays break down theme into bite-size chunks

Graphic essays break down theme into bite-size chunks of textual evidence, interpretation, and symbolism. Read this post to see how my juniors creatively demonstrated their knowledge of various themes found in Ernest Hemingway’s short story “In Another Country.”


Thanks for stopping by! Become a follower for more ELA teaching posts and to share ideas from your own classroom.

Photo Friday Eve: Steal Like an Artist by Austin Kleon

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This is educator and innovator Austin Kleon’s book, Steal Like An Artist.

Happy Friday Eve!

This is a quick pic of Austin Kleon’s book,Steal Like An Artist. In this book, Kleon, the inventor of black-out poetry, discusses creativity, the values of unplugging from technology to create, and tips for producing more.

He offers up some solid ideas that I found particularly helpful. Here are two:

  1. Don’t throw any of yourself away. If you have two or three real passions, don’t feel like you have to pick and choose between them. Don’t discard. Keep all your passions in your life. 

I love this idea! I often feel like I have no focus with my writing. For example, on my personal blog, I write about travel destinations and parenting. I also have some personal narratives and short stories along with some more serious education-related essays that I’ve reposted from this blog. But that’s not all! I’ve also posted three random reviews of Ed Sheeran concerts I’ve seen. I’ve often thought Wow, I need to focus. Reading Kleon’s advice to keep cultivating all these parts of my writing was reassuring. I need to trust that all these topics have a reason for being explored. This next tip is closely related:

2.  Don’t worry about unity from piece to piece. What unifies all of your work is the fact that you made it.

Ahhh! That’s so good to hear! To know that there are benefits to writing about myriad topics. Again, I love how Kleon believes branching out and cultivating a variety of works is perfectly okay. That’s a good thing that someone with diverse interests like me needs to hear.


Thanks for stopping by! Kleon’s book is worth a look-see, not only for your own use, but for use in the classroom to cultivate and encourage creativity. Follow my blog for more posts about teaching ELA in a high school classroom. Here’s a recent post: Treasured Object Poems: A favorite poetry activity for all grades

Contest #13: Carl Sandburg Student Poetry Contest

Try this contest for grades 3-12. Entries are due Feb. 25.

woman standing in hallway while holding book
Photo by Anastasiya Gepp on Pexels.com

I’ve stumbled upon another student writing contest that middle schoolers may enter:  the Carl Sandburg Student Poetry Contest. 

The sponsors invite students to submit a poem to the Carl Sandburg Home National Historic Site’s annual Student Poetry Contest. The contest encourages youth to explore writing their own poetry, and is open to students nationwide!” reads the contest’s website.

carl_sandburg
See page for author [Public domain], via Wikimedia Commons
Sponsors intend the contest to honor and extend the legacy that Carl Sandburg made on the American literary canon with his poetry and journalism. Sandburg published an anthology of poetry in 1916 titled “Chicago Poems” that earned him a spot among the literary elite.

Each year’s contest has a different theme. This year’s theme is “Joy.” Students are encouraged to write poems that speak of joy in momentous occasions or small moments.

The judges evaluate how well a student’s entry communicates the theme, so make sure your students are clear with the theme; however, students can relate and celebrate joy however they wish in their poetry entries.

Download this submission guidelines PDF here.

The 2018 theme was “Dreams.” Here’s the first place 6th-8th grade poem appears below. Use it as a mentor text. Other winning entries are found here.

First Place
dear moth wings  by Kiran Narula

he tore you from your body, stripped you

to a thin sheet like papyrus. you are paper
from a book without its spine,
words in disarray, meaning turned meaningless.
his fingers were warning signs,
holding your delicacy between his thumb
and forefinger. he left you in dirt, i don’t know
if you held onto something else that could
move you, caught onto the threads of a shoelace
from the kids who ran in the field
or mended yourself to a flower’s center,
broke the pattern of pink petals with your beige,
blended with something that you could become.
you are only what is left, the shell of a body,
pulled away from what rooted you.
i wonder what it’s like to be ripped at the seams,
fall apart like loosened thread, nothing to stitch
yourself to. you used to beat like timpani, now you are
fragments of scales and chitin and veins,
a lampshade without a light.
do you have purpose if you are
separated from your stem –
are you still wings if you cannot fly?
i guess skin is still skin without bones.

For the 2019 contest, find guidelines here and download this submission form

The guidelines do limit teachers to sending in three poems per classroom. (I wanted to clarify the limit, but at the time of this post, the Carl Sandburg National Historic Site was closed due to the federal government shutdown. I will attempt to email them after the shutdown to find out more.)

Poems must be mailed, faxed (what?!) or hand-delivered by February 25, 2019; that date is slightly less than a month away, so you still have time for your students to put some ideas together and enter.

In addition, there are some specific requirements to follow, so double-check the guidelines before mailing. For example, no staples may be used to fasten their materials, and the submission form must be signed by the student, a parent, plus the teacher. 

This is a new contest for me. I’ve never had students enter it before; however, I may just have my sixth-graders give it a try next month. Seventh- and eighth-graders will be deep in other projects next month, but sixth-graders should be ready to dive into “Joy.”



Thanks for reading! Check out this contest’s guidelines as soon as possible so your students have time to generate at least two to three drafts before submitting their entries. I’ll add a link to this contest on my Student Writing Contest page, so it’s easier to find next time you need to access it.