Whenever I sat down with my middle school English team, met with a colleague for curriculum planning, or chatted with teachers across departments, one question always surfaced: “How do you teach the essay?” or “What parts need to be taught to students?”

As I continue working with more and more teachers, I’ve noticed that the academic essay is often assigned based on a teacher’s own learning experiences, their mentor’s approach, or a set of commonly accepted skills that are rarely questioned. I’m not claiming that my method of teaching essays is better than anyone else’s. Instead, this post serves as a starting point for a larger conversation about how the academic essay is implemented across grade levels. The goal, ultimately, should be consistency.

In this post, I’ll use the Six Traits of Writing as a shared language for teaching writing in the classroom. I’ll also outline the essential components of an academic essay—what I refer to as the building blocks.

Just like physical building blocks, these parts can be removed, rearranged, or used differently depending on the purpose of the assignment. The same concept applies here: consider each part as an area where you can choose to emphasize, adapt, or even skip depending on what your students need. I like the Six Traits of Writing because they provide flexible, universal terminology that applies across genres and writing types.

The academic essay can feel overwhelming to teach because it’s often viewed as a rigid form. But in reality, there’s quite a bit of flexibility, depending on the teacher’s experience, the grade level, and the writing genre. In my experience, success in teaching essay writing comes from two things: using a consistent structure and adopting a shared language. When teachers have a common understanding of these areas, it leads to better conversations about writing—and more clarity, purpose, and structure for students.

Our daughter’s favorite part of a trip to Lowe’s is walking through the garden section to see the flowers and collecting a stack of “rainbows”—color paint sample cards. After one of these trips, I remembered that I had a writing prompt kit called Paint Chip Poetry. This little box includes a wide variety of colors, each paired with a word or phrase, along with prompts to spark ideas. There’s something magical about color—how a single shade can evoke a memory, tell a story, or capture the essence of a season. When we combine that sensory experience with the power of words, we open up an entirely new pathway to creativity.

One of my favorite tools for inspiring outdoor journaling is using paint chips taped into a notebook. Paint chip poetry and color-based activities offer an accessible, playful, and deeply reflective way to connect with nature, especially when paired with time spent outside. Whether you’re journaling in your backyard, at a park, or on a classroom nature walk, these activities add a vibrant lens to the experience.

This post outlines five color-inspired journaling activities to try with your students or in your own nature notebook. It also includes recommended picture books that serve as wonderful resources for kids of all ages, from upper elementary to high school.

In all classrooms that thrive, students are not only readers and writers—they are thinkers. Stephanie Harvey and Anne Goudvis, in their foundational text Strategies That Work: Teaching Comprehension for Engagement, Understanding, and Building Knowledge, Grades K-8, remind us that comprehension is more than just decoding words; it’s about making meaning. The six key strategies they outline—monitoring comprehension, activating and building background knowledge, asking questions, visualizing and inferring, determining importance, and summarizing—are not only tools for deep reading, but also cornerstones of effective writing.

Strategic readers make intentional decisions as they interact with texts. The same is true for strategic writers. When students are invited to use writing as a thinking tool, especially through writing-to-learn strategies like outdoor journaling, they begin to connect ideas, process emotions, and synthesize information in authentic and meaningful ways. Outdoor journaling, in particular, provides a rich opportunity to activate background knowledge, ask curious questions, and synthesize observations—all while immersing students in the world around them.

In this post, we’ll explore how each of these six comprehension strategies can be found in journaling activities. Outdoor journaling can foster not just literacy growth, but confident, curious communicators. Let’s take literacy goals out of the classroom and into the fresh air—where thinking and writing grow together. Below, you'll find a list of 42 different journaling activities that align with literacy goals. Included is the activity name, a brief description, suggested resources, and example classroom applications.

“What is poetry?” Daniel asks.
“Come with me,” says Spider, “and I will show you.”
— Daniel Finds a Poem by Micha Archer

In Daniel Finds a Poem, readers journey with Daniel as he walks through the park and asks his animal friends, “What is poetry?” Each creature responds in their own way. Spider speaks of dew, Frog talks about cool water, and Owl praises the night sky. As Daniel listens, observes, and reflects, he discovers that poetry is all around him. Poetry is what you see, hear, feel, and imagine—just like what our students can discover during a walk outside.

Using Daniel Finds a Poem as a mentor text, you can create a powerful classroom-building activity that also helps destigmatize the practice of writing poetry through found poems.

Creating a sense of belonging in the classroom isn't just a goal—it’s the foundation for all other interactions. This activity is a great way to build community at the beginning of the year, or to reconnect after a longer break. Found poetry invites writers to “find” words and phrases from existing texts or the world around them. For this activity, you might take students outside, but you could also use books, signs, notes, or even snippets of spoken dialogue—then arrange them into a new poetic form.

In this variation, students become the source text. You collect their words and transform them into a poem that reflects your shared classroom identity. The best part? When everyone shares their favorite line to create a collaborative community poem, it almost feels like teaching magic.

Writing is more than just a way to show what we know—it’s a tool for thinking, processing, and discovering. One of the most effective and versatile strategies for strengthening student voice and supporting content-area learning is the Claim, Evidence, Reason (CER) paragraph. This structure helps students organize their thoughts and communicate their ideas, whether they’re in an English, science, or social studies classroom. The CER paragraph is a strong place to start if your team or school wants to build consistency in writing expectations. In this post, you’ll find ideas for teaching CER using the mentor text The One Thing You’d Save by Linda Sue Park and Robert Sae-Heng, along with practical tips for helping students develop strong, thoughtful responses.

In Wonder Walkers by Micha Archer, two curious children explore the natural world by asking poetic questions like, “Are trees the sky’s legs?” and “Is dirt the world’s skin?” This mentor text serves as a powerful model for both students and teachers—it invites readers to slow down, observe, and wonder. The book can inspire an activity that not only takes students outdoors, but also encourages them to reflect on the different kinds of questions they are asking each day. The very place where we are standing can become a tool for learning if we’re willing to pause and look closely through a lens of inquiry.

This post offers a walkthrough of a lesson you can bring outside—as a StoryWalk or as an introduction to nature journaling. It’s also a great cross-curricular activity that can launch an inquiry or research unit, blending observation, curiosity, and writing in a meaningful way.

Teaching writing isn’t about chasing perfection—it’s about nurturing confident, capable communicators who understand that writing is a process. Whether you’re guiding students through a writing-to-learn activity or a more formal activity centered around the narrative, informational, or argumentative genres, each step of the writing journey provides an opportunity to build skills, spark creativity, and deepen learning. In this post, I’m breaking down the writing process using eight visual icons—each paired with clear definitions and classroom-ready examples. From gathering ideas with mentor texts to celebrating student voice and real-world connections, these tools help make writing more accessible, engaging, and meaningful for all learners. Let’s explore how each stage supports writers in finding their voice and growing their mindset.

First, let’s talk about the term “writing process” and clarify what I mean when I use this term with teachers and with my students.

An awesome quick strategy to teach narrative summary writing combines the video elements of Pixar Shorts and the application of Somebody Wanted But So Then. Somebody Wanted But So Then is a widely taught strategy for teaching summary while reading fiction. While the materials for SWBST are vast, I often find the easiest way to teach this memorable technique is through the use of quick shorts or Pixar shorts that are available on YouTube. I use the gradual release of responsibility model that focuses no I Do, We Do, You Do. This technique is best applied as a scaffolding technique to reach a higher-level goal. This post will outline the strategy for teaching summary writing with fiction texts, and it will also link some of my favorite Pixar shorts or clips to use in my middle-grade classroom.

What if the timeline of your life could tell a bigger story—one that connects your personal milestones with the history unfolding around you? In this reflective and analytical writing prompt, Your Life At-A-Glance (Moments from History), students begin by mapping out five significant life events. Then, they explore how these moments overlap with world, national, cultural, and local events. The goal? To select one historically significant moment that holds an argument or debate, and craft a compelling argumentative paragraph through the lens of their own experience. This activity not only builds historical thinking and writing skills, but it also helps students see their lives as part of a broader narrative—where their voice and story matter in the context of history.

The National Council of Teachers of English (NCTE) Annual Convention never fails to inspire, and the 2024 theme—Heart, Hope, and Humanity—beautifully underscored every session I attended. From practical classroom strategies to profound reflections on identity and storytelling, the convention offered a wealth of insight and inspiration. There is something powerful about bringing together people who love learning, who love working with students, and who love teaching—it creates an undeniable sense of belonging.

My goal for 2025 is to ground myself in the meaningful work of teaching, even though I am no longer in the classroom. I seek direction, passion, and a renewed spirit for doing what I love. This post highlights key takeaways from the 2024 convention and includes personal reflections on what I hope to find in 2025—a deeper connection to heart, hope, and humanity in my work.

Whether or not school was in session, I always found that the lessons embedded in Dr. Martin Luther King Jr.’s speeches were invaluable mentor texts for teaching writing and inspiring young people. My last year in the classroom, I was particularly moved by a tweet from Julia E. Torres, a librarian, educator, and activist, in which she shared a conversation she overheard:

“Just overheard a child in the hallway on the phone, ‘We are watching MLK videos again because you know they can neeeeever teach us anything new.’ This was a middle school student. Let’s think about that…”

That gave me pause. How often did I see my colleagues relying on MLK videos, or worse, skipping over this day entirely? How often had I felt like I couldn’t carve out the time to honor his legacy? I knew I needed to take the lesson of teaching dreams to a new level. I wanted my students to see Dr. Martin Luther King Jr. not just as a figure in history, but as an author to imitate and admire. His speeches made people listen to the issues that mattered. And no matter how pressured we feel to move through the curriculum, some lessons are simply more important.

On that day, it mattered. I reflected on how I could integrate Dr. King’s “I Have a Dream” speech into our mentor text work. The lesson wouldn’t take the entire hour, but my goal was clear: I wanted my students to notice the craft of his writing—specifically his use of repetition, metaphors, and the cadence of his voice—and then have them write about their own dreams in a similar way.

This post outlines the three-step process I used to teach his speech as a mentor text and offers further activities to extend the lesson.

Gustavo, the Shy Ghost by Flavia Z. Drago is a heartwarming story of bravery, friendship, and self-expression—making it a rich mentor text for writing exercises across various disciplines. With its themes of shyness, the supernatural, and the courage to be seen, Gustavo’s journey offers endless opportunities for deep reflection and creativity in classrooms. Let’s explore how you can use this story as a springboard for disciplinary writing in all subject areas!

Generative writing is a powerful tool in K-12 education, fostering creativity and self-expression among students. One engaging method to stimulate this creativity is through heart maps, originally developed by Georgia Heard. These visual and reflective exercises help students explore their emotions, experiences, and relationships, ultimately enhancing their writing fluency and confidence. Here’s how you can implement heart maps in any secondary classroom in any content area.

I wanted to share these playlists because on Fridays, we do Friday Free Write. Students love to listen to music, but sometimes it also helps if we collectively have music playing overhead. I have two playlists in this post: Music with Words and Background Music. I included as many lyrics videos as possible because I feel like the music that we play in our classrooms is directly related to our personal tastes and the standard of what we feel is “appropriate.” I know my personal tastes in music are represented in my playlists. I did enjoy putting these lists together because it almost felt like I was a teenager burning a CD again. I tried to balance genres, but I tend to be heavy in R&B, Hip-Hop, and Soul. We sometimes have a “one artist” day like Michael Jackson and John Legend. Kids love listening to both current and old hits.

Please make sure you preview music before sharing if you are unfamiliar with the artist, genre, or song. While I would play the music on these playlists, it does not mean everyone would consider them appropriate.

Please make sure you preview music before sharing if you are unfamiliar with the artist, genre, or song. While I would play the music on these playlists, it does not mean everyone would consider them appropriate.

Grab your copy of Ratchetdemic: Reimagining Academic Success by Dr. Christopher Emdin.

Grab your copy of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad!

At the heart of the literacy classroom, you find stories. All kinds of stories. Especially in the middle-grade classroom, the personal narrative assignment seems to be the quintessential writing process project and often the first project done with students as a means to get to know who is in our classrooms. This is just one way to do a personal narrative project (out of many). Please take what you need to inspire your own teaching craft, and then tap into all of the amazing stories you have in front of you.

• Step-by-step instructions for teaching a narrative writing project

• Lesson ideas you can use now

• Group narrative writing projects to bring your classroom community together

Dialogue is an essential element of storytelling, bringing characters to life and adding depth to narratives. As English Language Arts (ELA) educators, it is crucial to teach students the proper use of quotation marks and rules of dialogue. By mastering these skills, students can effectively convey conversations, enhance their writing, and develop a strong command of punctuation. In this blog post, I explore the importance of using quotation marks and the rules of dialogue, along with practical tips for teaching these concepts in the ELA classroom. Quotation marks serve two primary functions in writing: indicating direct speech and enclosing titles of short works. In this post, let’s focus on dialogue as it shows up in works of fiction or narratives.

July and August mark the beginning of a new season of school. While many view this time of year with mixed emotions, the idea of back-to-school planning is often met with a particular groan. It is hard to narrow down what to teach our kids when we haven’t met them yet. We want to create activities that will help us get to know them, but we also have to balance building expectations, district expectations, curriculum needs, and any pre-assessments or standardized testing. The time blocks can fill up, and it can be easy to feel like time is running away from you.

This post contains 5 areas that you can consider when doing your back-to-school planning. Specifically, I will be talking to literacy teachers in classrooms grades 4-10, but everyone can pick up some of these ideas and apply the concepts to their own classroom. You can also feel free to steal my first two weeks of school already planned out in detail in this post.

At each step of the process in this post, I will stop and show you some things I consider when I plan for that part of the lesson. These considerations come from the questions and experiences from teaching the mentor text routine to sixth graders. I teach these lessons to students with third-grade level reading and eleventh-grade level reading in the same room. I have coached teachers that have ranged from 4th grade to 10th grade with this process. The results are the same, but you may have to adjust the strategies for your content and level.

These considerations are not meant to be overwhelming, but I want to share what has worked for me along the way. I have also broken them down in terms of estimated time. When I was doing mentor text work daily it took 5-10 minutes each day because of the routine that I chose to implement in my room. One single mentor text lesson taught alone might take 20-25 minutes.

This quickstart guide walks you through everything you need to get started with teaching mentor texts in your classroom right away. There are 7 key elements to teaching mentor texts. At the end of this post, download the free template to get started with a book of your choice! You will also have access to my mentor text work. This includes 180+ slides and sentence frames featuring 55+ books.