You don’t have to be “creative” to be a writer. Writing is simply sharing ideas. And just like a fingerprint, everyone has unique ideas and perspectives to share with the world.

Here are some activities to help you think like a reader and writer.

10 Tips for Young Writers:

Create Your Personalized Reading Plan

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Create a Plan to Build a Consistent Reading Habit!

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Worksheet:

What Kind of Writer Are You?

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Worksheet:

Experiment With Language

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Worksheet:

Advice on Writing by C.S. Lewis!

Worksheet:

Google Doc:

https://docs.google.com/document/d/1482b33Rb9eohKGqT5EdjvaHcMWNwFDnfVVjtMA2Bfvo/edit?usp=sharing

Who do you want to be one year from today?

Think—really think. Not about who your teachers want you to be. Not about who your friends expect you to be. Who do you–deep down–want to become?

• Do you want to be more confident—proud of who you are and comfortable in your own skin?
• Do you want to be the kind of person who speaks up instead of backing down?
• Do you want stronger grades because you’ve built discipline and better habits?
• Do you want to be someone who reads more, writes better, and thinks deeper?
• Do you want to be a varsity athlete—stronger, faster, more committed than you are right now?
• Do you want to be known as someone who is kind, reliable, focused, and real?

Whatever your answer is, don’t keep it vague. Vague goals don’t change people—specific visions do.

So once again, your question is this: Who do you want to be one year from today?

In your writing, include the following:

• A detailed description of the future you (what you’re like, how you act, how you carry yourself)
• Three traits you want to have (examples: confident, disciplined, calm, brave, consistent, patient, honest, focused)
• Two habits you need to build (what you’ll do regularly that you don’t always do now)
• One habit you need to break (be honest—what’s been holding you back)
• A challenge you expect to face (stress, distractions, fear, procrastination, negative people, etc.)
• Your plan for hard days (when motivation disappears, what will you do instead?)

Worksheet:

Video:

Your potential is greater than you think.

This isn’t empty motivation. I mean it. You have more inside you than you realize.

The secret is focus. Choose one goal, one skill—and build consistent habits around it. Do that, and your potential becomes limitless.

But here’s the truth: unlocking that potential isn’t easy. It takes relentless effort. The path is often lonely, frustrating, and littered with failure.

That struggle? It has a name. It’s called the process.

The process is what shapes you. The process is what builds strength. And the process is what transforms potential into reality.

One way to embrace it is by learning from others who’ve walked the same road—studying their struggles, their setbacks, and how they pushed through.

If you can learn to value the process—not just the outcome—you’ll unlock more than potential. You’ll unlock growth, resilience, and success.

Your mission:
Think of someone whose life inspires you—someone you’d be proud to trade places with. This could be an athlete, an entrepreneur, an artist, a leader, or even someone in your own community.

Now, here’s the important part: research the struggles they faced to become who they are today. Don’t just look at their achievements—dig into the failures, rejections, and obstacles that shaped them.

Ask yourself:

• What setbacks did they encounter?
• How did they respond when things went wrong?
• What habits or mindsets helped them keep going?
• What can I apply from their journey to my own?

This exercise isn’t about copying their path—it’s about understanding that behind every success story is a long, difficult process. By studying their struggles, you’ll see that greatness isn’t about talent alone—it’s about perseverance, resilience, and the ability to embrace the process.So choose wisely, study deeply, and then reflect: What does their story teach me about my own potential and my own process?

Video: https://www.youtube.com/watch?v=MP_UfTVOGXc

Worksheet:

Google Doc of Activities Here:

https://docs.google.com/document/d/11Cp2xv6Qtz1ICA0QBaJl2U-P8dsyGJ7AUjhlo_QDxj8/edit?usp=sharing

More Modern Mastery Writing Prompts Here:

“Deep work” is when you focus completely on one thing—without switching between apps or distractions. This kind of focus allows you to solve hard problems, create original ideas, and actually finish something you’re proud of. It’s rare these days, but the people who learn how to do it have a big advantage: they get more done in less time and often come up with better, more creative work.

But deep work is hard. It feels uncomfortable. Your brain wants quick rewards—like a funny video or a text from a friend. That’s normal. But with practice, you can train your brain to focus more deeply—and it can change the way you learn, create, and grow.

Your Task:
Write a reflection in response to the following questions:

1. Why do you think deep work is difficult for some people to engage in?
2. What are some things that steal your attention during school, homework, or personal goals?
3. Create a plan for yourself: How will you practice deep work over the next week or month? (Be specific—think about time, environment, tech habits, etc.)

Finally, what’s something you’re excited to focus deeply on—a project, skill, or goal?

Video:

Worksheet:

More Modern Mastery Prompts Here:

Donate Here:

What’s on your personal bucket list?
What books have you been meaning to read?
Is there a workout program you want to start—or finish?
Do you have a business idea you’ve been sitting on?
Is there an instrument or language calling your name?
More importantly: who do you want to become this summer?
A more confident person? A better communicator? A more disciplined version of yourself?

Your Task

Set 3 specific goals for this summer.

But here’s the twist: these aren’t just goals—they’re promises to yourself. This is your personal contract, a commitment to growth.

Each goal should be:

• Clear and measurable
• Challenging but achievable
• Connected to a deeper purpose

After listing your goals, explain your “why.”
Why do these goals matter to you?
What bigger dream or vision are they a part of?

When you understand why you’re doing something, it’s much easier to stay motivated—even when it gets hard.

Video Here:

Worksheet:

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However, I also use them as a tool to build connections with students and to reinforce the skill of restating the question in their responses.

Sometimes, I even include random or silly questions to wrap up class. This not only keeps things fun but also gives students an opportunity to practice restating prompts while writing.

Here are some exit tickets. I have included activities on restating the question at the bottom,

Restate the Question Activities:

Donate Here:

I strive to “meet students where they are” by using “culturally relevant content” and breaking material into smaller, manageable “chunks” to “enhance understanding.”

I encourage “choice” in learning, empowering students to become “self-directed learners.”

I also enforce a “no-zero policy” because giving a zero isn’t part of “equitable grading.” My priority is “mastery,” not just completion.

These buzzwords sound great.

Teachers sit through professional development session after session learning how to incorporate them into their classrooms. And maybe, when applied effectively, they lead to engaging, student-centered learning.

But here’s the problem:

College professors speak a different pedagogical language.

This past semester, I observed 11th and 12th graders taking an Intro to Psychology course in my classroom. The course was taught by a professor from a local college, offering students a chance to earn both high school and college credit.

It was a disaster.

Out of 22 students:

• One passed with a B-.
• Seven received a D or F.
• The rest dropped out.

And it wasn’t because the professor was unhelpful. In fact, she was kind, patient, and accommodating—everything you’d want in an instructor helping high schoolers transition to college-level work.

• She accepted late work.
• She repeated directions.
• She offered extra help.

She was the perfect bridge between high school and college.

But the students weren’t ready.

Why?

Because the expectations were different.

• Listening to a lecture required focus. Most couldn’t. After five minutes, they were watching Instagram reels. When I took their phones, they stared blankly at the wall.
• Taking notes required identifying key information for an exam. Most couldn’t. Their notes were incoherent scribbles.
• Reading on their own required discipline and accountability. Most wouldn’t. They assumed they could pass without it.
• Passing the final exam required synthesizing knowledge and demonstrating understanding. Most didn’t.

Students were shocked that missing assignments impacted their grades.

They were frustrated that they “did most of the work” but still failed.

They called the professor “mean” for giving them low grades.

They were used to material being “culturally relevant” and “chunked” in ways that made it easier to digest.

For example, when I introduce a text, I:

• Identify difficult vocabulary.
• Have students complete a Frayer model.
• Reinforce learning with a game.

Everything is methodical, scaffolded, and designed for success.

But that’s not how college works.

College follows a simple, traditional formula:

1. Listen to a lecture.
2. Take notes.
3. Do the assigned reading.
4. Write an essay or take an exam.

If we truly want students to be “college-ready,” maybe we need to rethink our approach.

Maybe we should stop drowning in buzzwords and start preparing students for the reality of higher education.

Here is a writing task on focus.

I’ve also included an exit ticket that can be used at the end of any lesson.

The goal of the exit ticket is simple: repeat, repeat and repeat the importance of taking control of your focus.

Find Your Focus

Worksheet:

Exit Ticket (use this activity a few times a week to remind students about the importance of focus)

More MODERN MASTERY Prompts here:

https://docs.google.com/document/d/14OZyYRB0YW5FCbhyldqHQ6n1x8HQRMWQJWacgu1YSwE/edit?tab=t.0

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