The Third Coast Camp for Young Writers is an annual summer camp for young writers entering grades 3-8 that happens each year on the campus of Western Michigan University in Kalamazoo, MI. While planning for this year, my teacher partner Mrs. Roberts (Go see her at her teacher blog Literacy Adventures) already met to plan our sessions. I was going to do Animal Memoir writing with a mentor text of El Deafo by Cece Bell, and Mrs. Roberts was going to do science-themed writing sessions with the Science Comics series of graphic novels for kids. We had a plan back in February.

Then, when the COVID-19 pandemic hit our area, and we both navigated through emergency online learning, we were unsure that parents would want a virtual option at all for summer camp. We also were admittedly tired from online learning. After putting out a survey to our own students, their families, and former camp attendees, we got feedback that almost everyone wanted a virtual option for summer camp. So, we pulled together to develop a week-long adventure into writing called Camp Third Coast. See our promotional flyer here. This post is all about the planning of our virtual writing camp, and the lessons that I want to take with me into the fall teaching writing in an online environment. Spoiler Alert: The biggest lesson is that all of our students should we engaged in creative writing as much as possible-even in online learning formats.

This started on a Saturday, the Saturday before the Monday when I had to hand back rough drafts to my students. I wanted no part of them. I wanted nothing to do with them. Glancing at my comfy blanket and cup of coffee, I was a human replica of the emoji "ugh." Not wanting to embrace my stack of papers, I started texting a fellow English teacher about her method of using rubric codes. She uses numbers to correspond with different points on a rubric that come up over and over. We have had this discussion before, yet, I was resistant because I had always wanted to follow "traditional" feedback routes. Things I love: ink over typeface, writing in the margins, and seeing a child's face go, "You spent alllll that time on my paper?" Yes, yes I did. I have had many conversations about the writing process lately because it seems as ELA teachers, we all tackle this beast differently. I am not willing to budge on giving feedback on rough drafts, even though some instructional models no longer call for this step in the process. Rubric codes never seemed to fit...until it did. 

After confessing the reason I would leave teaching, I wanted to tackle the whole paper problem head on. I often will get an idea in my head and have that "brain-on-fire" type of feeling when it comes to teaching. It is one of the reasons why I teach. However, taking on too huge of a problem without a step-by-step plan is going to lead to burnout.  I feel like the whole "paper problem" is too much to chew on before I am back practicing in real life in the classroom. I want to think about implementing some key changes that I took away from my readings over summer break to change not only my methods, but perhaps the way I do business. From my post where I identified the main problems that exist in my systems and mindset, I have concluded to focus on these three main areas for going back to school:

1.) Using mentors for the teaching of writing. 

2.) Restructuring the writing workshop. Students will write more in class, participate in stations, collaborate with each other and me, etc.

3.) Streamline processes that I have in place so that I am taking less paper home that does not need to go home. (I.E. paper that does not require extra feedback)

I love a good problem. Problems that seem to have impossible solutions seem to be the best puzzles to try to solve in the field of education. Something like getting Math teachers to love writing or eliminating tracking in student schedules or figuring out how to motivate the one student that seems like no strategy, plan, solution, or special team can figure out a plan to help. The problem that I am trying to tackle involves English teachers and how to take in, process, utilize, and implement grading practices/feedback during writing instruction and in the day-to-day ELA classroom.