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a questionnaire for students to answer that asks questions about their approach, process, and feelings about writing

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a mentor sentence is a sentence that the class studies as a sort of example of some language, grammar, or meaning mastery.

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a set of questions such as:
1. Why do we use standard English?
2. Does standard English standardize us as a country? If so, what are the benefits and drawbacks to that? and
3. What do we lose when we ignore or discourage language variations?

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A reading journal where students can respond to what they read conversationally

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I love that this prompts students to consider their own writing approach and describe it. This demystifies what actually happens between our thoughts and what we write.

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I'd use this questionnaire at the very beginning of a composition-heavy unit, particularly a fiction writing unit. I'd like to see how this would work with non-fiction core writing as well.

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This strategy speaks to my teaching style because I always try to give examples as a physical translation of the criteria I am asking of students. I'm also the type of reader who will stop and gaze in awe of a well-constructed sentence and I'm excited to be able to share this as a teaching practice.

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I can see myself using this for a variety of writing modes. For formal writing, for grammar help if students seemed to be struggling with a particular construction, for poetry, etc. I'm most excited to welcome student examples of mentor sentences and student submissions!

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In the event my principal is holding a gun to my head and forcing me to teach grammar, this is a good way to foreground those lessons to maintain a critical lens and avoid alienating students.

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Basically, instead of one central text the whole class reads, students would choose from a list of 5, then "book club" it with the other students who chose their book as well. The inquiry log would be used as a tool to guide book club meetings and student reading.

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I had a high school ELA teacher who gave us a choice of 5 books to read and I remember feeling like it was really novel for the schooling I was used to. I like this approach because it seems like a great way to rethink lesson planning in a way that centers the student and lets them control the direction of their learning/reading, since it would be impossible to create the standard lessons for five different books.

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This approach would require a lot of thinking through to know how I could use it best. Right now it makes sense to pair it with reading journals, in class reading time and group discussion sheets, and a group or individual presentation about the book at the end. I might give an alternative summative option that is creative writing-driven, like a narrative inspired by the book or told from a minor character.

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Like Christensen says, these give students an opportunity to control their own reading and pick out what things they think are significant, not their teacher.

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Christensen introduces these as a way for students to "talk back" to the text/ author they are reading. I love this concept but don't actually think the example she gives serves this purpose very well. Instead of two columns called "note taking" and "note making," I would have students make "what the book/author says" and "what I say" columns. This would be a good activity to give book club students for their student-directed learning.

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a classroom activity where students write an essay about their experience with gender: a memory, true story or anecdote. The class shares their stories and fill in a sheet where students write one thing they learned about gender for each story they heard.

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This is a great structured way to talk about gender in a lesson, is writing heavy, and I favor lessons that encourage students to share and actively listen to each other.

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This would be a great way to begin a unit where the central text or texts have especially juicy gender dynamics/politics I'd like to explore

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Students each contribute one sentence to create a collective story

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This is a playful, improvised, engaging exercise

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This would be a great activity to begin class any day, but particularly before a lesson where students will be doing a lot of collective work. Its kind of like a trust exercise.

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In a literary analysis, students take to their draft with two different highlighters: one for the sentences that summarize (carry no novel or student-invented information) and another for sentences that are analysis

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This is a highly visual and quick post-writing activity

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I would have students do this right after they had finished their first draft.

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a short activity where students share a memory related to grammar

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this is a great way to open students up to the feelings they have had around grammar instruction as a way to critique it

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I would use this to begin a class, like Anna did. Anna also used a quote about grammar instruction before and it shaped the way we responded, so it could be useful if I would like to nudge students in a certain direction. On the other hand, not pairing it with a quote or any other context would open up potentially more of a variety in responses/interpretations of the question

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a procedure to read images. Students spend time with an image and answer a set of questions about its composition, then reverse engineer the responses into a sort of "artist's statement"

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This is an activity I designed for my activism + justice unit. I haven't taught it yet, but I look forward to it because I hope it might feel refreshing for students to work with an image. I also like that it creates a broader classroom definition of a text

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For the purposes of the unit, the strategy will give students an example of the "smaller" ways individuals can take action towards issues (i.e. street art, which will be the images translated in this lesson). In general, though, its a good activity to use with particularly potent or significant images, from ads to historical photography to street art