Creative English Teacher

The Odyssey is an unqualified hit, and the man responsible for this stunning tour de force has been toasted far and wide. Critics have even suggested that it surpasses its creator's previous effort in popularity—a claim that once seemed unthinkable—and may ultimately be remembered as his defining masterpiece! Oh, and apparently there’s a movie, too. I'm not here to review Christopher Nolan's The Odyssey (2026). Whether it's brilliant, disappointing, or somewhere in between isn't really the point. Here's what I do know: The Odyssey—Homer's epic poem, that is—will almost certainly enjoy another surge in popularity. Every major adaptation of a beloved work reminds people...

Every year when I reach “Theseus and the Minotaur” in my Greek mythology heroes unit, I can almost predict the reaction: “Oh, imagine that. Another hero fighting another monster.” Fair enough—after three weeks of one hero after another, even a classic myth can feel cliché. That’s why I started asking myself: How can I make this story feel fresh again? The answer led me down two different creative pathways—each a unique take on how students experience story structure and point of view.

Seasonal Spookiness Chilly breezes, fallen leaves, pumpkins—these are the signs of fall. Another staple of the season is the spookiness of Halloween. If you’re like me and enjoy incorporating a little seasonal spookiness into your class curriculum, here are eight ways to do so: Crowded Cemetery In this whole class game, students build a spooky cemetery and fill it to the brim with tombstones, black cats, jack-o-lanterns, bats, spiderwebs, and, of course, ghosts. But they must build wisely! The more crowded their cemetery grows, the more important every decision becomes. Some items only score points in certain arrangements or by touching other items. Design your cemetery...

By resisting A.I. and its influence on your students’ communication skills, you are doing your part to protect the future of the human voice. Here's how you do it!

Did you miss Part I? It is here. Every case starts with a mystery–or in our case, a question: Why do we teach writing? Is it because students will need to know how to write in college? So they can get a good job? Or is it something deeper?” The reason I teach writing–and why I enjoy reading my students’ writing–is because it is an expression of their thoughts. It’s a glimpse into their mind. Their soul. When my students write, I can hear their words expressing their ideas. Is it perfect? No, but even when writing is broken and...