The Prompt: Self Portrait
Directions: Model first and then have the participants draw a self portrait taking up as much of the page as possible. Walk around the room encouraging everyone's efforts. When everyone is finished begin asking questions and have the participants rip a piece of the portrait for every affirmation. The first round of questions are like; has anyone called you a derogatory name? Have you called anyone a derogatory name? Has anyone intentionally harmed you? Have you intentionally harmed someone? Continue questions until the self portraits are completely ripped up. Discuss how easy it is to be torn apart. Then ask another round of questions with the object of putting the portrait back together. Questions like; has anyone ever told you that you are great? Have you ever listened to someone's problems? Remind the participants that it is not as easy to reassemble but it is possible and while the tear marks remain the portrait could become stronger to the point of not being torn up again. When participants are finished putting the portraits back together ask them to write. Allow ten to twenty minutes for writing and then ask for participants to share.
Rationale: To reflect through writing on negative and positive experiences and to learn from the activity and the experiences.
Contributor: William Pollett, Weber State University 2018
The Prompt: For the next 10-15 minutes, write about your name. (See list of questions attached if you are struggling to write). What stories can be extracted from thinking about your name?
Directions: I read the short passage from House on Mango Street (see attached). After, I read one or two student examples. After that, I turn students to writing for 10-15 minutes. I display a list of questions on the board that can help them when they stop writing, or can't think of anything to say. I do tell students that I don't just want a list of answers. Choose a couple of questions to address and write. Once you've said all you can say about those questions, and there is still time left, then it is appropriate to choose more questions to address. Other than that, it is a free write. They don't even need to address the questions I give them.
Rationale: The purpose of this writing prompt came from a statistic that said only 52% of students believe their teachers know their name. It got me thinking about how personal and unique names are and the stories that are desperate to be told. This prompt is used in my class as a free write, but could easily be submitted as a narrative. I use this activity to learn who my students are.
Contributor: Jaxson Schreck, Fremont High School 2018
The Prompt:
Directions:
Rationale:
Contributor:
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The Prompt:
Directions:
Rationale:
Contributor:
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