Literature Appreciation a.k.a. LITSPIRATION Meets Short Fiction Part 2 & Litspiration Challenge

DISCUSSION PROMPTS: LITSPIRATION, VISUAL REPRESENTATION, ME AS A READER

UP NEXT: HONING OUR LITERARY ANALYSIS SKILLS, AND RE-CONFIRMING OUR ACTIVE READING SKILLS

Our focus for this short week has been on creating. Students were challenged to create a visual representation of themselves as readers in order to complete our first litspiration challenge. Using the assessment tool for guidance, students focused on their intentional choices while working to create a cohesive representation, trying to include symbolism and flex their creative muscles. Students were given a lot of freedom when determining how they would go about making this representation after initially answering some guiding questions as pre-writing, and then having their rough plans approved by me. Using in-class check-ins, and my ability to access their planning in their Google doc journals, I was able to give each student early feedback on their process and remind them to keep the assignment expectations in mind while they let their creativity run wild!

Claire M. decided to create a mixed-medi, non-digital piece.

About 3/4 of the way through, students went through the process of giving peer feedback. Using a modified version of the assessment tool, and after a class discussion about how to provide effective, action-oriented, specific FEEDBACK, pairs had conversations about their creative pieces in order to explain their intentional choices so far. Then, each student took some time to write down some feedback for their peer and identify any strategies for success that might benefit their partner in improving their piece.

Matthew M. used marker to create his visual representation.

This creative piece, and the accompanying explanatory paragraph/recording, is the first post on each student's personal LITSPIRATION BLOG. These blogs will become amazing records of the students' interactions with a variety of texts over the next year, and showcase their learning from, and deep analysis of, these texts. They will be searching for a supportive, interested audience over the next few months which will include their teachers, peers, others in the school, and...who knows? Hopefully you, too!

Sarah G. used digital editing tools to pull together a variety of images she found online.

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