From morning to mid-afternoon, my classes and I brainstormed all of the things you can do with a rubber-band. Inspired by a comment posted here, I decided to try this little exercise with 9th graders, and it was absolutely magical. When they walked in the door, I had a rubber-band waiting for them on each of the desks. They had to divide their paper into three columns and, in the first column, list all of the things they could think to do with a rubber-band. Then we shared (and I wrote our collective list on the board). Then they had to write more things to do with a rubber-band (that we didn’t already have on our list) in the second column. Then we shared and I wrote again. Then they had to do the same thing in the third column. EXHAUSTING! We spent an hour in each class with this activity. And every time, the kids whined about how there was nothing more they could possibly say about rubber-bands. But each column got longer than the one before it. And by the end, I was having to cut them off because we were out of room and out of time.
Take it to Wal-Mart.
Ask it how your butt looks in these pants.
Get mad at it for not talking back.
Lasso a rhinoceros with it.
Put it in your game day pants for good luck.
Tell your mother she can’t have it.
We talked about how our writing should be third-column writing. We figured out that it takes the first and second columns to get to the third, that you can write about anything if you want to (or have to), that you never feel like you have anything to say at the very beginning, that it’s sometimes easier to write if you have someone you can talk to about it.
My neck is sore, my arm feels bruised, and my back is all messed up, but, damn! It was one of those I’m-a-Teacher days, where you know you’ve just blown their minds (and yours). And the kids were buzzing about it in the halls. And, from now on, when they hand in shitty-first-drafts, I can say they need to work it into the third column and they’ll know what I mean and how to do it. But what made the day was that they valued each others as writers and thinkers. It’s not often you see 15-year-olds, or people in general, valuing each other’s ideas.