The Spark Creativity Teacher Podcast | ELA

The first time I had much use for poetry came in college, freshmen year. My professor assigned each of us to memorize a poem and recite it in class. Horrified, I chose ee cummings' "anyone lived in a pretty how town" and began the process of reading it a million times between tennis practices and snowball fights. Over and over and over I read it, trying to memorize how the words and lines zipped together without the usual literary wardrobe of grammar. I can still remember pieces, twenty five years later: "anyone lived in a pretty how town / with up so many floating bells down..." "no one loved him more by more..." As I read and read, I realized the poem featured two characters named "anyone" and "no one." I began to understand how the years passed quickly through the lines and stanzas, as cycles of time spun through small word choices. I saw its heartbreak. Reading by reading I began to find it utterly beautiful. By the time my friends and I went out to practice for our class presentation by reciting our poems in the middle of Pomona College's outdoor Greek theater late one night, I loved it. But I was still really nervous. As an educator, I've often wondered how to help students get as close up to a poem as I got to ee cummings' "anyone lived in a pretty how town." What makes it possible to step inside the story of a poem, try on its language, dream its dreams? Maybe without having to recite it though? This month I had a chance to explore some of Robert Scott Root-Bernstein and Michèle Root-Bernstein book, Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People. Inside, they discuss the risk of education staying on a kind of hypothetical parallel track to the realities of the world, each so close to each other and yet never quite touching. Imagination and experience, they suggest, have become disconnected. "This being the case," write the Root-Bernsteins, "the task for educators, self-learners, and parents is simply put: to reunite the two. And the world's most creative people tell us how in their own words and deeds, in their own explorations of their own minds at work. What they find as individuals, when taken as a whole, is a common set of thinking tools at the heart of creative understanding" (24-25). What are these tools, you might well ask, and what do they have to do with ee cummings, students, and the study of poetry? The tools are: observing, imaging, abstracting, recognizing patterns, forming patterns, analogizing, body thinking, empathizing, dimensional thinking, modeling, playing, transforming, and synthesizing. They're pretty fascinating to play around with when it comes to designing curriculum. How might we help students better understand a poem, using these tools? I decided to experiment with designing around patterns when it comes to ee cummings, a master of writing in rhythms and cycles. The nexus of patterns and poetry had me thinking of blackout poetry at first, but of course, I already had a poem. I didn't need a new one. So I decided to try a new spin on the blackout - blacking out for discovering meaning, instead of to create a new poem. Instead of a blackout poem, I would try a poem blackout, illuminating what patterns I could find by eliminating everything else. For me, the results were powerful. So today on the pod, let me walk you through how to do a poem blackout of your own in class, with any poem you might want to dig deeply into with students. If you love blackout poetry, I think you'll love this riff. As usual, I really encourage you to check out the show notes for the oh-so-necessary visuals to complement this episode. Sources Cited: Root-Bernstein, M. and Root-Bernstein R. Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People. Mariner Books. https://books.google.com/books?id=DARiLCJc0dEC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false. Accessed Oct. 14, 2025. Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Grab the free Better Discussions toolkit Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!

I've got more and more respect, these days, for the humble webquest. Slash hyperdoc. Slash game board. Slash immersive digital multimedia experience. Slash clickable infographic. Slash playlist. Slash choice board. When it comes to sharing information and contemporary texts with your students, there is SO MUCH available online right now. Students can see actors practicing behind the scenes at the Royal Shakespeare Company. Read John Green's thoughts on drafting. Hear Jason Reynolds' read his children's book, There was a Party for Langston, while the illustrations wash across the screen. Students can learn MLA with Purdue, watch Joy Harjo read her own poetry, listen to our country's top researchers and academics and start-up founders on podcasts and Ted stages. So cool, right? With so many immersive, multimodal resources waiting for our students, building their roadmaps to what's available becomes an important (and fun) job. We want to present them with great options, and help them feel positive and excited about the experience of exploring. We want to give them possibilities across modes and from many perspectives, so students can use their agency to learn in ways that feel good to them, and connect to at least some aspects of what they discover. We want to provide options in terms of how they synthesize the information they take in so they can use it later. As I see it, here are some of the benefits to building quality webquests for students: students have choice in what to explore, starting with what seems most interesting to them and continuing to make choices until they're out of time plugging in to the kinds of contemporary connections available online (like listening to author interviews, visiting settings, seeing adaptations, and viewing connected social media) can often make learning feel more relevant for students you can build in resources across genres and modes, letting students listen, watch, read, explore, view, and zoom in according to their preferences it's easier to provide more viewpoints, voices, and perspectives, helping you to diversify your curriculum sharing a webquest is less stressful than giving a lecture, and more likely to keep students engaged you'll save a tree, since photocopying a packet of information won't be necessary you can take advantage of the incredible wealth of informational resources available online Today on the pod, let's talk through some examples. Be sure to grab the free templates that complement the episode! These are meant to make this whole process quick and easy for you as you get started, and then you can go on to develop your own.  Get the Free Templates Here: https://sparkcreativity.kartra.com/page/webquesttemplates Sources Considered and Cited: Beers, Kylene and Robert Probst. Disrupting Thinking: Why How We Read Matters. Scholastic, 2017. This book features a helpful look at why relevance is key to engagement. Read more in this blog post. Chavez, Felicia Rose. The Anti-Racist Writing Workshop. Haymarket Books, 2021. Felicia Rose Chavez talks about letting students have a voice in the texts that form the curriculum, and "completing the canon" (97) to go well beyond the white Eurocentric voices so often enshrined there. Clapp, Edward. "5+3 = 8: The Eight Barriers to Access and Equity in the Creative Classroom." Participatory Creativity: Introducing Access and Equity to the Creative Classroom. MSU Article Retrieval Service. Accessed October 2025. The chapter from Edward Clapp discusses sharing models of creativity that don't just reflect individual creatives working in isolation, but also collective and collaborative creativity. Rodriguez-Mojica, Claudia and Allison Briceño. Conscious Classrooms. PD Essentials, 2022. (+ Related Podcast Interview). Claudia and Rodriguez-Mojica and Allison Briceño showcase the increase in student performance when they can see themselves in the texts they read. Muhammad, Gholdy. Cultivating Genius. Scholastic Teaching Resources, 2020. Gholdy Muhammad's Cultivating Genius calls for us to layer contemporary multimodal texts into our curriculum, something that reinforced my own long-term interest in this possibility. Ivcevic, Zorana. The Creativity Choice. Public Affairs, 2025. "Research-Based Practices to Ignite Creativity, with Dr. Zorana Ivcevic Pringle." The Spark Creativity Teacher Podcast. Episode 393. September, 2025. Ivcevic suggests that teachers use models and mentors of creative thought that allow students to see themselves, both in terms of their identity and in terms of the level of creativity. Stockman, Angela. Creating Inclusive Writing Environments in the K-12 Classroom. Eye on Education, 2020. Angela's work on multimodal texts, makerspace freedom, and creating more inclusive curriculum is helpful in this conversation.  

Recently I had to learn APA citation. Oof. It was a heavy lift, after a few decades with MLA. It gave me a refreshed sense of how overwhelming students likely find MLA. I found myself thinking, why can't I just link my sources in parentheses? Why can't I just reference the authors who informed my thinking inside my sentences? Why on earth does it matter if I use a comma or a semicolon, put the page first or put the page second? Why does APA even exist? Yeah, all the things our students probably think when we roll out our 26 page MLA redux, which doesn't even cover it all. And that's only the beginning of student frustration when it comes time for a research paper. Now, I struggle a little bit in recommending these alternatives to the research paper today, partly because my husband regularly references the research paper he wrote in high school as a landmark in his academic life. He loved it. He was so proud of his work. It set him on a path that eventually led all the way to a PHD program at UPenn. The other night, though, when we were debating the relative merits of 5 paragraph essays and research papers, he did mention that the rest of the class did not exactly excel on that research paper assignment, if the comments his teacher made as she passed back the papers were any sign. John Warner, in his book, Why They Can't Write, posits a possible reason for that lack of excelling. “The writing-related tasks we frequently visit upon students would prove difficult for even highly experienced writers. Writing on subjects with which we’re newly familiar, in forms that are foreign, and addressed to audiences that are either undefined or unknown (other than 'for the teacher') bears little resemblance to the way we write for the world” (27). In other words, we often ask students to try and make themselves an expert on something they're not that interested in for a research paper, use a citation format that is next thing to a foreign language for them, tie themselves in knots trying to figure out how to convey what they've learned in an orderly way that generally leaves little room for their own voice or opinions, and do it all just to show their teacher, for a grade. Of course, that is how it has seemingly always been done. And after all, we survived. I remember learning MLA format in 7th grade, and creating my first research notecards. I dutifully scrawled quotation after quotation on those notecards, putting all the source information on the back. I can't remember what I wrote about though, for that 7th grade research paper. Literally nothing comes to mind. The first research assignment that I do remember came in 11th grade, when I participated in Minnesota's National History Day, making it to the State Finals with my project "The Column: Supporting Architecture through the Ages." I remember my architectural timeline, supported on a bridge of heavy white dominos across the front of my display board. I remember learning about Ionic, Corinthian, and Doric columns, and I've seen them all over the world in my travels since. I remember my virtual explorations of Athens, as I searched through various texts trying to figure out how the column worked, why it was so special, and what it looked like in buildings all over ancient Greece. I remember presenting my project in Duluth, sensing that I barely made it through with so many other great projects on hand, learning from the quality around me, and improving it before heading for Minneapolis. I remember going to Valley Fair, the amusement park I had had my eye on for years, after the state competition, with my Dad. It. Was. Awesome. My National History Day Project let me choose any topic of interest to me that fit whatever the general theme was that year. It let me use my love of design, color, lettering, and layout in addition to my research skills. It gave me an authentic audience to consider. I think I still had to use MLA citation format, but I was so busy with everything else that I wasn't about to let cracking that code stop me. I had a competition to win. (Not that I did, but I sure had fun trying). When I look back on my academic and professional life so far, research in service of real purpose, in an arena that truly interested me, with the ability to include modes that I enjoy working in, for an audience I truly hoped to impact, made all the difference in igniting my best work. So what if we warm our students up to research with activities, projects, and shorter writing pieces that focus more on elements like these, and less on notecards? What if, instead of jumping into huge MLA research papers with only one person - us - as the intended audience, we cast a wider net around the area of research and explore ways to give students more agency over topic, mode, and audience? This introduction is getting out of hand. Thirteen paragraphs in and we haven't played the music yet. It's lucky I'm not writing a five paragraph essay. So without further ado, let's talk about five alternatives to the research paper that help students practice key skills they can draw on later, if and when they choose a path that requires them to write lengthy academic research papers with full citations in APA or MLA. Sign up for the Full (Free) AI PBL Research Unit: https://sparkcreativity.kartra.com/page/aipbl  For a deep dive on the research carousel, check out episode 163, a case study with educator Jane Wisdom: https://nowsparkcreativity.com/2022/10/case-study-a-meaningful-21st-century-research-project.html  Sources Cited Warner, John. Why They Can’t Write: Killing the 5 Paragraph Essay and other Necessities. John Hopkins University Press: 2020. Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Get my popular free hexagonal thinking digital toolkit Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you! 

If you teach American literature, chances are you're touching on the theme of the American Dream somehow, through book clubs, a poetry unit, a look at Gatsby, or an essential question that binds together a variety of genres and perspectives. So when I received this request for our Plan my Lesson series, "How about a fun way to introduce the American Dream unit for juniors, about 36 of them," I was ready. In today's episode, we're going to talk about how you might introduce the concept of The American Dream through a series of multimedia activities, first letting students choose which ones to explore, then letting them respond with multimedia of their own, creating a collage of dream experiences for the class to view. American Dream Text Possibilities (Starter List): Death of a Salesman Trailer (Royal Shakespeare Company) American Gothic Painting (Painting at The Art Institute of Chicago) Reyna Grande: A Migrant's Story (Video on Youtube) The Sun is Also a Star (Movie Trailer) "American Dream" (Video from the Beltway Poetry Slam on Youtube) "Let America be America Again" (Poem by Langston Hughes at Poets.org) "Immigrant Photos by Augustus Sherman" (Photos from Ellis Island at the National Park Service) "An American Sunrise" (Poem by Joy Harjo at Poets.org) "American Dreamers Mural" (Mural by Shepard Fairey and Vils, Photo at Obey Giant) - you'd want to pull the photo out of the blog post "Lincoln, Nebraska 1977" (Photo by Keith Jacobshagen at the Spencer Museum of Art) American Dream Exhibit (Punto Urban Art Museum) "Gold Mountain Dreams" (PBS: Bill Moyer's Becoming American: The Chinese Experience") "This Hill we Climb" (Amanda Gorman on PBS Youtube) "I hear America Singing" (Poem by Walt Whitman at The Poetry Foundation) Start-up Story: "Jerry Yang" (The Immigrant Learning Center) Multimedia collage response example (one illustration, one quotation, and an interpretive 6 word memoir):  Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Launch your choice reading program with all my favorite tools and recs, and grab the free toolkit. Join our community, Creative High School English, on Facebook. Come hang out on Instagram.  Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!   

I worked at the cutest little bookstore coffee shop last week. In that small space, the collection had to be heavily curated, with just one or two books by popular authors and launching points for popular series books for kids. But the shop still held one full bookshelf for staff recommendations, covers out. Each employee had their shelf: "Sarah recommends....," "Tia recommends...., "William recommends...," etc. And while I had plenty of my own ideas about what authors I might like to read, I found myself spending a good chunk of my browsing time finding out what Sarah, Tia, William, and the rest of the crew recommended. After all, if someone took the time to share their top favorites of all time, I knew they must be worth MY time. It's this bees-to-honey concept that makes me return, time and again, to the importance of the classroom library and the way you display it. While it's easy to brush off the aesthetics of the library, I repeatedly find that they matter a lot. Fresh displays, careful displays, displays that center books that students love the most... these things support your reading program from the outside in. Students can't become readers without the right books, and the physical space of the library is our chance to show off those books. So this week I've got a fun fall display for you (make your copy here) and I want to walk you through how to put it up, in hopes that this can be a big win for your readers heading into this season of reading. Soon you can add a banned books display, and a Hispanic Heritage Month Display, but for now, we're focusing on putting student favorites at the center. Let's dive in. Remember to grab your copy of the display (and see all the visuals from today's walkthrough) over in the full blog post for today's show at nowsparkcreativity.com. Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Launch your choice reading program with all my favorite tools and recs, and grab the free toolkit. Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!  

We know employers want creative thinkers. We know creative thinking is necessary to solve the problems we see everywhere in our world. We know we want our students to learn to be more creative.  But what does that mean exactly? Where does the science of creativity meet the cultural definition we all build for ourselves just by swimming in the 21st century stream? My guest today is Dr. Zorana Ivcevic Pringle. Let me share her bio with you: "With more than 25 years as a scientist studying creativity, Zorana brings insights into the nature of the creative process, from the first decision to engage with new ideas to its culmination in creative performances and products. She is a scientist at Yale University, author, and speaker. Zorana's work has been featured in the Harvard Business Review, ArtNet, US News, Education Week, Science Daily, El Pais, and others, and she is a regular contributor to Psychology Today and Creativity Post.” Today, we’re talking about how science defines creativity, and how research shows us we can guide our students - and ourselves - to develop more creative confidence. You’ll learn what’s important in designing your space, launching and building creative units,  speaking with students about the hurdles that get in their path, and assessing creative work in a way that’s meaningful for student development along the way, not just at the end. Honestly, I started Zorana’s book, The Creativity Choice, searching for everything I could find to help me understand classroom creativity better. But I finished with fresh ideas not only for constructing curriculum and classroom spaces, but also for how I tackle projects, run my company, and talk to my own children about their ideas. Explore Zorana's Website: https://www.zorana-ivcevic-pringle.com/ Zorana’s Substack: https://creativitydecision.substack.com/

When it comes to teaching grammar, the research is clear. Drill and kill is not what we're looking for. You don't want to march through a series of grammar lessons unrelated to your students' writing and reading. Here's what NCTE's "Resolution on Grammar Exercises to Teach Speaking and Writing" has to say about it: "This resolution was prompted by the continuing use of repetitive grammar drills and exercises in the teaching of English in many schools. Proposers pointed out that ample evidence from 50 years of research has shown that the teaching of grammar in isolation does not lead to improvement in students’ speaking and writing, and that, in fact, it hinders the development of students’ oral and written language. Be it therefore resolved, that the National Council of Teachers of English affirm the position that the use of isolated grammar and usage exercises not supported by theory and research is a deterrent to the improvement of students’ speaking and writing and that, in order to improve both of these, class time at all levels must be devoted to opportunities for meaningful listening, speaking, reading, and writing; and that NCTE urge the discontinuance of testing practices that encourage the teaching of grammar rather than English language arts instruction." So how can we teach students about writer's craft moves, and the rich palette of options that grammar provides them in making meaning? Well, that's our subject for today's "Plan My Lesson" episode. I received several requests for lessons to make grammar more fun, so today we're talking about ideas for making grammar moments more effective AND more interesting when it comes to lesson planning. You won't find any multiple-choice here, but you will find ideas you could try weaving into your lessons, regardless of where your students are in their writing journey. Sources Mentioned: Deborah Dean's "Grammar for Writing" Post at NCTE NCTE's Resolution on Grammar Exercises to teach Speaking and Writing Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Snag three free weeks of community-building attendance question slides Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you! 

Think of your favorite book.  Now think of your favorite food.  Now match those two together - your favorite book and your favorite food - into some kind of experience. Maybe you've slipped into the world of the book and you're eating your favorite food with your favorite characters. Are you smiling yet? Today's "Plan my Lesson" episode is all about launching your first literary food truck festival. I recently got a note from a teacher who had listened to our episode during the pandemic about hosting an online literary food truck festival, but she really wanted to hear about how to run one in person. Challenge, accepted. Let's talk about a project that's a perfect add for summer reading books, book club units, choice reading finales, or even whole class novels. I've even heard from a professor who used the project for a Greek Chariot Festival to explore Greek myths (so cool!) and a teacher who used it for short stories (a great option if you're looking for a speed-version). The literary food truck festival is just plain and simply memorable literary analysis fun, and I've just spent a dozen or so hours completely updating and expanding this free resource for you (grab it below), so let's walk through how to use it this year! Grab the Free Curriculum for this Project: https://sparkcreativity.kartra.com/page/literaryfoodtrucks See Photos of this Project in Action in other Classrooms: https://nowsparkcreativity.com/2020/01/literary-food-truck-festivals-photo-tour.html  Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Get my popular free hexagonal thinking digital toolkit Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you! 

Have you been hooked by the idea of book clubs lately? Wondering how you can integrate book clubs with essential questions, supplementary short stories and podcasts, and everything else you're up to? Then today's episode is for you. Today's "Plan my Lesson" request comes from a creative teacher trying to blend a lot of wonderful things into her new plan for the year. Here's what she writes: "Hi, Betsy! I am a huge fan and avid listener! As a teacher who is nearing retirement, I found myself in a slump. You’ve been an inspiration! I have completely changed my curriculum for next year (we are mid-process in curriculum writing). For the first time, all of my classes are completely novel-based using lit circles. I have selected five titles for students to choose from each quarter, with plans to supplement like crazy with nonfiction pieces, TED talks, podcasts, etc. I have created an overarching essential question for each semester to tie all the pieces together. It’s a bit overwhelming, but I am super excited to get started! Any ideas you have specific to lit circles would be much appreciated! And if I can figure out a way to intertwine genius hour, I would be thrilled 😊" So today we're diving into this wonderful creative planning process. We'll start by looking at a big picture structure that can help support all these wonderful pieces while creating consistency throughout the term, then dive into a single day in the life lesson for balancing all of these elements. Book Club Warm-Up Examples:   Book Club Activity Examples:  Genius Hour Curriculum Examples: Tune in to episode 291, "When Genius Hour Works:" https://nowsparkcreativity.com/2024/04/when-genius-hour-works.html    Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Launch your choice reading program with all my favorite tools and recs, and grab the free toolkit. Join our community, Creative High School English, on Facebook. Come hang out on Instagram.  Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!   

Dive into a creative first-week project designed to build classroom community! Students can create infographics on topics meaningful to them, boosting not just relationships but also their research skills. The discussion highlights the importance of citation practices and introduces Canva as a powerful design tool. It's a fun and engaging way to kick off the school year while fostering self-exploration and collaboration among students!