Their delivery methods must reflect something within in their stories--a symbolic object, a theme etc.
I loved this idea and modified it slightly for Creative Writing. Rather than requiring student stories to be mystery based as my colleague does, my students' stories can be about anything as long as there is attention given to conflict and sensory detail.
The results are wonderfully imagined and so much fun! A paper flower delivery represented a scene in Lamanh's story in which a female character receives flowers.
One story was delivered in a cooler because the plot involved putting a body on ice.
I arrived to school one day to find blue half-moon cutouts plastered all over the classroom. Attached to back of the moons were puzzle pieces containing bits of the story.
The entire class helped to recover the pieces and after about 25 minutes teased me when I somewhat desperately asked if there was a 'whole' story that I could read instead.
I'm not great with puzzles.
Upon reentering the room, I discovered that the lights had been dimmed and music was playing. Every single student was up and dancing. We had a mini-morp dance party. I learned some new moves and gave my students a taste of the eighties.
This year's Special Delivery stories have begun. So far, I've received a story from a student dressed as a crow. Mattie symbolized the crow in Freddy's story which happened to be a stunning description about a difficult subject matter--suicide. Freddy opted to read his story to the class and I think we were all sprouting goose bumps when he read the beautiful conclusion.
Our Vice Principal visited during Freddy's presentation and opted to read his story again after he was done presenting--she loved it too. Originally, I mentioned that she should come by because there were cupcakes-- a perk!
Jacqueline wrote a great piece about a wedding. Why not deliver her story with a stack of cupcakes and a red velvet wedding topper? We all moved to the nearby staff lounge to eat while the Vice Principal stayed behind to read more stories in peace--and to enjoy her cupcake too, I'm sure.
Balloons have made an appearance as well this year. Emalee attached pieces of her story to balloons mounted in decorating foam. Allie placed her story inside a balloon with glitter, of course.
Kim decided to write about a couple who had a difficult time conceiving. She delivered her story with a balloon that announced "Congratulations, it's a boy!" Imagine the funny looks she garnered on her way to class.
There have been treasure chests full of fabric and a surgery performed on a teddy bear--to the horror of Josh's classmates-- as he pulled out his story from inside the newly mutilated bear.
If possible, the deliveries and stories become more detailed and inventive each year. Jordan's story this year was about "Wilson" a tennis ball who wanted to visit the moon. It makes sense then that the student placed the story inside a tennis ball. Watch out, Tom Hanks.
I've also observed a bit more carelessness in terms of the regular formatting of papers. I don't mind though--there is a childlike wonder involved in the brainstorming, crafting and actual delivery of these stories.
Confidence levels seem higher as well. There is far less reluctance to share ideas. It appears that explanations tied to objects gives some kind of free pass for students to become excited and to elaborate on about their stories.
I really can't wait to see what this week brings.
Words with wings?