Contest #12: Fleet Reserve Association’s Americanism Essay Contest

Here’s a new contest you may want to check out.

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A former student told me about this contest, which I don’t have any experience with. It’s one I’m totally new to, but thought I would add it to my blog’s contest list anyway. It might be something I can invite or encourage a few students to try this year. I’ll let you know if that happens.

Fleet Reserve Association is “first and foremost a community of the Sea Services; U.S. Navy, Marines, and Coast Guard personnel,” according to their website.

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Photo: Christin Hume on Unsplash

Topic/Prompt: What Americanism Means to Me… It’s a fairly open-ended prompt with lots of room for interpretation by a young writer. Students can read the winning entry from last year here. 

Skills Addressed:  This essay would be a good way for students to hone their expository or argument writing skills. Depending on, however, how they approach it, there may be opportunities for your students to add narrative elements, such as dialogue or a few sequenced events. Make sure your students know they can try different techniques.

Length: 350 words

Deadline: Dec. 1, 2018. Students must submit their essay through a sponsor, which could include an FRA member, a member of the Ladies Auxiliary or an FRA member-at-large. Click here for a link to their website and a tool that will show sponsors in your area.

Prizes: The grand national winner receives $5,000. The top three essays in each grade category win the following: $2,500 for first place; $1,500 for second place; and $1,000 for third place.  There are also plaques and certificates of recognition. Local and regional levels may also have award their own prizes, but I don’t have information on that.

For More Info: Locate an FRA sponsor here for more information here. The FRA website also has more information.


Thanks for reading this week! I’ll be back next week with a rubric I am using with my eighth-graders to create “One Word Summaries,” a favorite activity that I use at least once a quarter during each school year. The activity is one I learned about from my favorite English teacher-guru Kelly Gallagher. I’ve added a few tweaks to it this year and I’ll be sharing that information with you next week!

Our field trip to a local 9/11 memorial

Plus: a few things my students didn’t know about 9/11

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On Wednesday, Sept. 12, I took my eighth-grade students to a local college to view the 9/11 memorial there. I have wanted to do this for a couple of years and finally, this year the stars aligned: my lesson planning fell into place, a few phone calls were made, permission slips were returned, and it happened.

My co-teacher next door and I both share classes, and as a result, we have a possible 100 minutes available to take short outings around our town. Local field trips are actually something we should take more advantage of because I think it really helps kids to get out into the community and experience what it offers.

Viewing the local memorial’ actual steel column from a building destroyed on Sept. 11, 2001 is important and helps to make the terror attacks a tangible reality for kids. Since they weren’t even born yet in 2001, I get the feeling from talking with them that 9/11 is an event relegated to the distant past, (as hard as that might be for older adults to believe!).

Fortunately, middle school kids are VERY interested in the attacks, however. They want to learn about them and understand the gravity of the event.  Read this post to see how I cover 9/11 in my language arts classes.

Here are a few things my students didn’t know about 9/11 prior to our discussions:

  • One student thought that only one plane was involved.
  • They didn’t know the hijacked planes were carrying passengers; they thought the hijackers were flying their own empty planes.
  • A few didn’t know that radical Islam was the religion observed by the hijackers.
  • They didn’t know that people from all over the world worked in the World Trade Center towers.
  • They didn’t know about the bombing of the Pentagon or Flight 93 in Pennsylvania.
  • They had no idea the cleanup lasted for nine months.
  • They didn’t know that buildings in addition to the Twin Towers were damaged and/or required demolition.
  • They didn’t know anything about the World Trade Center bombing in 1993.
  • They didn’t know who Osama bin Laden was.

This week, kids will continue to read about the 9/11 attacks and apply what they learn to a few writing projects. I’ll update you on those activities soon.


Thanks for reading! Leave a comment with your own 9/11 teaching ideas and projects. I’d love to hear what you do in your classroom.

The Candy Memoir: A Sweet Assignment

This candy-themed essay is a great intro to the genre of memoir

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I made this image using Canva.com and included it on my Instagram account, @elabraveandtrue.

My second writing project with sixth-graders (after the Sometimes Poem) is memoir writing. We dip our toes into memoir writing by documenting memories that involve candy. If kids can’t think of anything or don’t really like candy, they can write about a favorite food instead.

Memoir is usually a new genre for sixth-graders, so we first learn what a memoir is. To do that, I start with what they know… a story about something that’s happened to them. It can be a happy time or a sad time, but it just has to be a true story. This is called the personal narrative, and this year, when I asked who could tell me what a personal narrative is, several hands shot up. That’s an awesome sign! I so appreciate the teachers these kids had in their elementary years. They have established such a firm foundation to build on!

After discussing the features of a personal narrative, I passed out a memoir to everyone. This one was called “Whatchmacallits and Me” and had been written by Hunter, a former student who is now in high school. Several of the kids knew this student and were curious to see his writing.

I turned on my document camera, and asked kids to draw a line on their copy of the memoir. This line was just above the last paragraph, which contained a reflection or observation written by the student about the memory. I then asked the kids to crease the paper on the line, folding the last paragraph under the sheet of paper. I made a point to call the part they were now looking at a personal narrative.

I read aloud the narrative from the beginning to the line that we had drawn. As I finished reading, I told them, “That was the personal narrative.” Then we briefly discussed the strongest moment in the narrative, the weakest moment, and other things we noticed.

Then I asked the kids to unfold their paper After everyone had unfolded their paper, I announced, “Presto! Abracadabra! Just like magic, Hunter’s narrative has turned into a memoir!” By folding down the final paragraph, which contained the reflection, we revealed the memoir. I explained it this way so they could see that a memoir contains everything that a narrative does, but that it also includes a moment of reflection.

I also show a Powerpoint slide that shows the differences between the personal narrative and the memoir. I leave this up on the Smartboard for the duration of class. See below for these lists:

Here are the features of a personal narrative, as listed in my Powerpoint:

  • A story based on a memory or experience
  • Uses 1st-person point-of-view (I, me, we, us, our…)
  • Has an interesting lead that “hooks” the reader
  • Has a beginning, middle, and end
  • Uses sensory language (sights, sounds, smells, tastes, texture)

Here are the features of a memoir, as listed in my Powerpoint:

  • A story based on a memory or experience
  • Uses 1st-person point-of-view (I, me, we, us, our…)
  • Has an interesting lead that “hooks” the reader
  • Has a beginning, middle and end
  • Uses sensory language (sights, sounds, smells, tastes, texture)
  • BUT ALSO: Has a reflection… a “lesson learned”, a realization, or an explanation of why the memory is important to you
  • BUT ALSO: May contain exaggeration, and made-up details, if necessary.

We repeated this same procedure for another former student’s memoir about chocolate-covered graham crackers. For good measure, we did this one more time with an essay titled “Ice Cream” from the book, Candy and Me: A Love Story by Hilary Liftin. I searched on Amazon.com for it and its current edition’s title is Candy and Me: A Girl’s Tale of Life, Love, and Sugar.

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Liftin’s book contains several (around 30-40) memoir essays about specific candies. I especially like the chapters on Bottle Caps, Ice Cream, Tootsie Rolls, the Bubble Burger, Sugar, Candy Corn, and Conversation Hearts. (There are a few essays with passages not suitable for middle school, so plan ahead for that.) However, this book provides enough texts to share with students to help them get ideas for their own.

Following all of these read-alouds, we did quite a bit of sharing. We talked about our favorite candy, why we like it so much, and then we tried to narrow our ideas to a specific memory with that candy.

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Memories with our favorite candy don’t have to be life-changing to make a good memoir; if sitting around the campfire eating s’mores just reminds one of being happy, then that’s a special enough memory for the assignment. It’s okay for the reflection to simply acknowledge that a s’more reminds you of good times.

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This is the table of contents from the Liftin book, Candy and Me. It’s full of fun chapters.

At this point,  I had students get out a sheet of notebook paper and asked them to do some free-writing about their favorite candy. Getting thoughts down about their candy was the main objective. They could start by simply describing their candy… flavors, texture, appearance, or what the

Many started bringing me short paragraphs about how great their candy was and that was okay. However, at this time, I asked them to record a memory with the candy. It could be as basic as just riding home from the grocery story in the back seat of the car, slowly peeling back the wrapper and inhaling the white chocolate aroma of a Zero bar. This usually prompted students to get a little more down on paper.

Sixth-graders love to write a few lines and then come up to you and ask, “Is this good?” They really want to do well.

As a usual practice, I like for kids to do their initial writing by hand on paper. When they have filled up the front of a sheet of paper, I allow them to get out a laptop and type it up, making any changes they need to as they go. One page of writing is a lot to a sixth-grader, so I offer to give them ideas if they get stuck and can’t fill up the page.

Probably the best thing about these candy memoirs is they allow me to talk with each student individually and get to know them a little better. It’s fun to find out that we like the same candy, for example. Sometimes we find out that someone’s favorite is someone else’s least favorite.

It is difficult for some kids to add reflective moments into their narratives. Many will simply not add them until I prompt them with a phrase such as, “Looking back on it now, …” or “Eating Skittles showed me that…”

The candy memoir is an entry point into the genre of memoir. In fact, we follow up this sweet assignment by writing a memoir that isn’t based on candy, but on a memory of a special moment from their young lives. As we get into this part of the unit, I’ll fill you in on those details.


Thanks for reading! Check back with me next week for a continuation of this post. I’ll write about the next step… venturing out into writing a memoir about a special or memorable moment. 

 

“Exploding a Moment” with Barry Lane

This year, we wrote out an exploded moment instead of just watching one be narrated in a video.

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Photo: Pixabay

Last Tuesday, I planned an activity for my seventh- and eighth-grade classes that worked so well, I knew I had to share. We exploded a baseball moment.

“Exploding a moment “ is what writing teacher Barry Lane calls it when writers take an important moment from a narrative and approach it like a filmmaker treats an important movie in a film… in slow motion. When we visualize the moment in slow motion and then describe the moment in slow motion, we automatically describe it in such detail that the reader views the event with the same intensity and importance that the writer does.

 

In the past, I have always shown one of Lane’s videos where he replaces the sentence, “I poured the milk over my cousin’s head and it made a huge mess and milk went everywhere,” with a thoroughly engaging and highly detailed “mind movie” of the milk incident that explodes across a full page or two. We visualize the milk running in rivers down the cousin’s face. We visualize the milk dripping onto the table and then puddling on the floor. We visualize the horrified expression on the cousin’s face as she blinks to keep the milk out of her eyes.  Here’s that video, which we watch only to 2:40.

This year, I decided to show another of Lane’s videos where he hits a baseball out of the ballpark. It’s a three-second moment and then it’s over. But then he follows that clip with the same scene in a slow-motion sequence that extends for about one minute.

As I previewed  the video, I got the idea to play the slo-mo part in class and stop the video about every five to ten seconds so students could describe what they saw in each snippet.

With a short talk where we recalled the spilled milk video to review what we already knew about “exploding a moment,” we reacquainted ourselves with the concept to use in our “slice of life” essays that students had started the previous day.

Then I played the “baseball video where Lane introduces and discusses using the “explode a moment” technique to describe especially important moments during decisive events in our lives, such as hitting a home run in a championship game.

After the introduction, we watch the slow-mo part and then I ask students to get out a sheet of notebook paper and a pencil or pen. I explain that I will play a short segment of the slow motion portion and then stop it. At that time, they’ll write about what they just saw. And that’s exactly what we did last week.

After about every third snippet, I asked a few kids to share the last two to three sentences they had written. They had fun doing that, plus it was fun to see how different kids described the exact same video.

When we finished the activity (at the 1:39 point), several students shared their writing, which filled the front and back of a sheet of notebook paper. Only a few kids had less than a page. Most of the students couldn’t believe how much they had written.

We discussed how “exploding a moment” in slow-motion helps the readers visualize the story and how sometimes that kind of visualization involves a lot of writing.

Watching the video five to ten seconds at a time takes quite a bit of time. In fact, when I do this again, I’ll adjust my bell-ringer activity at the beginning of class so we end the activity with about twenty minutes left of class so kids actually have time to get out their laptops and work on their drafts.

Last week, when we finished, there was about eight minutes of class left… not quite enough time to get out their slice-of-life drafts in order to apply the technique.

That last eight-minutes of class last week would have been a prime time to share a handout I made the next morning called, “Explode the Right Moment.” I used parts of a book by Gary Provost called 100 Ways to Improve Your Writing.

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This book, although a little outdated, contains so many short chapters on key writing techniques. Besides the chapter mentioned in this post, I especially like the one on sentence variety, which I discuss in this post.

My handout basically suggests using the “explode a moment” technique judiciously. In other words, choose the right moment to explode.

In any story, there will be only one to two key moments to explode in this way. For example, don’t explode your character’s walk to his car if the walk isn’t important to the story.

Find an important moment and explode that moment only.

Some kids have trouble finding such moments. I let students know I can help them find “explodable” moments if they need help.

 

 

Three more key tips I remember from last week:

  • Let kids know that, although Lane suggests exploding the big moments of our lives, this technique works equally well with the small, yet important, ordinary moments of our lives. That’s why I think it applies to “slice-of-life” writing especially well.
  • Don’t play the video segments over again and again. Perhaps once is fine, but any more than that and kids get the idea that they don’t have to be watching carefully.
  • Make sure kids stay “in the moment” for now. Some will be tempted to write about, for example, Aunt Julie watching the home run from the stadium bleachers and dreaming of her former baseball playing days. Encourage students to stay on the field and not to over-invent for now. The point is to describe the hitting of the ball, the build-up before the hit where the pitcher and batter are eyeing each other up, stepping back and forth, taking a few test swings, and all the other tiny worthy details that create a vivid, fleshed-out version of the hit.

 

I heard probably one or two “That was kinda fun!” comments in each class and I thought about how neat it would be to have other one-minute videos available of some activity done in slow motion. These could be a band walking onto a stage at a concert, the first time seeing a baby sibling, opening a special Christmas present.

Using videos such as these would allow this to be a recurring activity where we could  continue to build our skills in seeing the intricacies of a moment in order to write about them fully and completely.

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I’ll be trying this activity with sixth-graders next, who are shown in this photo learning new revision techniques during the first week of school.

I may even do this activity with my sixth-graders in a couple of weeks as they continue to work on their memoirs. I’ll share about how it works with them when I write about that unit soon.


Thanks for reading! Let me know how you use Barry Lane’s materials in your classes. I have the entire “Barry in a Box” set, but frankly, the DVD set was somewhat disappointing in quality and navigation. I just use what videos I can (such as the two mentioned in this post) by searching for them on Youtube. Follow me for more news from my middle school ELA classroom. 

 

Headline poetry is so much fun!

It’s already my favorite back-to-school activity

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A few lines from a headline poem created by one of my seventh-grade students.

For the first week of school, my seventh- and eighth-graders created poetry made up of words and phrases found in newspapers and magazines. I found the idea on NCTE’s website, which offers lesson plan ideas. I also accessed this site where I found this beautiful quote that captures, for me anyway, the nature of headline poetry.

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This is a picture of the words I used to make my own headline poem, which I used to show my students what a headline poem looked like. Showing kids an example of what they are making is important. I guess you could call this a “mentor headline poem.” 

Finding words and then limiting yourself to using those words in your poetry creates spontaneous word choices, unexpected metaphors, and other surprising experimentation with language. My students fully enjoyed this project. I actually had a few students rushing into class, wanting to dive right back into the project, picking up where they left off the previous day.

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Students need to use a variety of publications in which to find words. My school’s librarian gave me several copies of Motor Trend, Field & Stream, Dirt Bike magazine, Boys’ Life, and Sports Illustrated to add to the collection of women’s magazines (Vogue, Vanity Fair, Better Homes & Gardens, etc.) that I brought from home.  Variety is key.

One thing I especially liked about the project is that it capitalizes on the first few days of school. Kids naturally want to talk and visit with each other after summer break. During the first two class periods of the project, they were allowed to do just that as they searched for and cut out 75-100 words and phrases.

Then, after most of them had their words cut out, it was time to settle down a bit and start to concentrate on their poems, arranging and rearranging the pieces of paper on their desks or tables. It was truly “playtime with words,” which is a nice way to ease back into the school routine. I am definitely going to do this activity again next year.

Here’s the basic plan I used from a handout I made for students:

The Process
A headline poem uses words or phrases from newspaper and magazine headlines to craft a poem. There are several steps:

  • Make an envelope with construction paper and tape. Put your name on it. Keep your clippings in it.
  • Select some newspapers and magazines, leaf through them, and cut out interesting words and phrases from headlines. Avoid small print words because they’re too hard to keep track of and glue down later. Collect between 75 and 100 words and phrases from different sections of newspapers and magazines to gather a range of vocabulary, as well as selections of nouns, verbs, adjectives, and adverbs.
  • Don’t forget to cut out basic words such as the, a, an, and, and prepositions such as into, over, beyond, and through.
  • Use a variety of publication subject matter; don’t just use fashion magazines. For example, use fashion magazines, hunting magazines, the local paper, and a recipe magazine.
  • Scatter the words and phrases on a desk, table or the floor, and look for themes, synonyms and rhyming words. Play with the words and how they sound.
  • After you have your 75 words, avoid the temptation to go back to the magazines to search for specific words; use your clippings. Let the “found” words direct your poem; the spontaneity of headline poetry is what we’re after.
  • Arrange and rearrange the words and phrases on a page and read them aloud to check for fluency and impression. Because there is a visual quality to headline poetry, the placement of text can contribute to the presentation of ideas and meaning.
  • You may see a theme or a topic emerge as you play with words. Go with it!
  • When the desired order and placement of text is achieved, glue the words onto a blank sheet of 11″ x 17″ construction paper with a glue stick.
  • Work neatly and slow down when you’re gluing. Don’t let the project “fall apart” because you rushed.
  • Don’t forget a title. Your first line may work well as the title.
  • When you are totally finished with your poem, write your name on the back and turn it in. When we display these in the hall, I will give you a nameplate to fill out that will be placed on the front.
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Fun project!

Some of the poems are incredible with interesting word combinations and definitely higher order thinking.

When students were limited to using the words and phrases they “found,” it required that they take risks with their word choice. It required that they experiment with words.

For example, in the example at the top of this article… who would have ever described a sunset as pure iced tea?

That’s the excitement and fun of headline poetry. I definitely recommend it. Try it sometime!


Follow my blog to get an email when I post pictures of my students’ headline poems displayed in the hallway. You’ll see the variety of how kids adapted to this project. Obviously, some were comfortable experimenting with words and some weren’t. In any case, I think most, if not all, enjoyed the hands-on nature of the project. Thanks for reading! 

I’m finally trying out Planbook for my lesson planning

I’ll let you know how it goes.

 

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Photo by Marten Bjork on Unsplash

Late last week (Thursday night?), I began experimenting with Planbook, the online lesson planning program. I had heard about it from a teacher-friend of mine who is in her second year of teaching. Obviously, all these new apps for teachers don’t always get discovered by veteran teachers who are just slogging it out in the classroom day in and day out.

Anyway, about a year ago, I remember looking at Andrea’s lesson plans. I remember thinking how nice it was that her plans were available online at any time. In addition, she could access them at home on her personal laptop, on her phone using the Planbook app. She could also maintain these plans year after year and easily access them.

I am using the program’s 30-day free trial right now. The full version apparently costs $15 per year. I’m guessing I’ll be contacted to upgrade in about a month.

My current system is very “old school.” I write my daily plans out on sheets of paper in a three-ring binder. You can see an old binder from 2014 in this photo. When I fill up the binder, I put a little label on the spine of the binder and then store it either on the table behind my desk or in my closet.  When I need to find out what I did in my sixth-grade classes last year when we were starting to learn how to write five-paragraph essays, for example, I have to find the binder and then dig through the daily sheets, assuming I know approximately what time of the year to look for.

It’s time-consuming. My notes are there, but sometimes during the quick rush of the day, I might have scribbled an abbreviated note that made sense at the time, but definitely doesn’t now.

I also use a spiral datebook planner in tandem with the daily sheets in the binder. The planner helps me plan for long periods of time and inform how I plan when I fill out the daily sheets. Using these both works… kinda. It seems like my system could be so much more streamlined.

At least it’s better than it used to be. During my first few years of teaching, I filled up a binder each quarter. Then for a couple of years, I only filled up two binders… one binder for each semester. Finally, over the past two years, I’ve been able to fit the entire year into one binder.

Regardless, it just isn’t efficient.

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This is my old planning method used on the first day of school this year. Don’t laugh. 🙂 It worked for seven years.

So, last Thursday, I decided to finally give Planbook a try. I had contemplated using it several times but didn’t take the plunge until Thursday, the second day of school. I was filling out my daily sheets, thinking to myself This needs to change, and then I just googled Planbook and dug in.

It wasn’t hard to figure out Planbook. I would call it intuitive, even. There are various “levels” of planning you can do. I chose the middle level of complexity, but so far have filled out the template in a minimal way. There are spaces to add standards for each lesson, for example, and I can go in and do that later, but for now, just knowing I have a neatly typed template for my day-to-day planning is great. I’ll print my plans out for now so I can read them on paper throughout the day. I really don’t like doing everything on a screen. The best part of this switch is knowing that these plans will be easily accessible in the future.

That’s really all I know about Planbook at the moment. I know very little about what more is available if I were to purchase the $15 upgraded version. It’s also worth noting that the program isn’t just for teachers to use. There are ways for students to access the program, as well as administrators. As I continue to use it and explore its features, I’ll let you know what I learn. And if I decide to ditch it all together for some unforeseen reason, I’ll let you know that, too!


Thanks for reading! Do you use Planbook? Got any advice or ideas to share? Feel free to leave a comment about your experience.

 

Contest #11 That Works for My Students: Stossel in the Classroom Argument Contest

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Photo: Pixabay

Each year for the past three years, I have assigned an argument essay contest to my eighth-graders. The contest is sponsored by Stossel in the Classroom (SITC), an educational website hosted by John Stossel, former consumer reporter and correspondent for ABC’s 20/20, and current Fox News contributor. According to the SITC website’s About page, the “program is sponsored by the Center for Independent Thought, an IRS 501(c)3 tax-exempt non-profit educational foundation, funded entirely by private donations.”

SITC offers teachers several teaching resources, including free DVDs featuring Stossel’s news segments with accompanying lesson plans and teacher guides, as well as its annual essay contest and its new video contest. The themes of many of the lessons and DVDs “challenge conventional wisdom” about many current issues, according to this explanation on the Center for Independent Thought’s website.

Here are some details about the essay contest.

Age Range for the Contest: Ages 12-18.

Odds of Winning: For the 2018 contest, 87 essays were awarded a prize out of 2,200 submitted. That’s about a one-in-25 chance. That’s not bad, I tell my kids. A couple of years ago, I remember the odds being about one in forty.

Topic or Prompt: Each year features a different prompt. The 2018 contest, which has concluded, was:

Natural disasters often bring people together, as they undertake rescue operations and work to rebuild their communities. People outside the affected communities usually offer additional support. But what about those that see a disaster as a way to make money? Watch John Stossel’s video about “price gouging” and write a 500-1000 word essay, arguing for or against laws that prohibit price “gouging” during an emergency. How do such laws affect disaster victims? How do they change the incentives of potential suppliers?

The video mentioned in the prompt appears on the website and is easily accessible by students. I usually show students the video up to two or three times so we can discuss it thoroughly. Our discussions usually require that we listen to the video again so we can catch exactly what was said and/or what was not said.  My students are usually engaged with the prompts, which always have a current events theme, which can often veer into the political. Regardless, the topics always give students something new and complex to think about.

This past spring, my students couldn’t believe the controversy surrounding price gouging. They had never considered the nuances present during times of a disaster when people are in desperate need of crucial supplies.

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John Stossel

Best Thing (to me) About This Contest: I would say that the best aspect of this contest is the multi-media approach that it provides. There are not many times during the school year when students must watch and listen to videos in order to develop a viewpoint, write a corresponding thesis, and then complete an argument.

Skills Addressed:

  1. In the Missouri Learning Standards, students are required to utilize technology, including the Internet, to write and publish their work. The SITC essay contest, because of its reliance on the Stossel videos, heavily involve technology. Students may also research on their own to gain the information needed for their essays; I also provide related articles and copies of Stossel’s book No, They Can’t: Why Government  Fails–But Individuals Succeed. I have ten copies of this book in my room. One year, the contest rules stated that students were required to quote the book at least once, so I ordered a handful from Amazon.
  2. Students must also provide a Works Cited page that lists their sources. The DAR American History Essay Contest also requires this. I also require it on several of our class assignments; I think it’s a good thing for students to get into the habit of providing their sources in a consistent format. It gets them ready for high school.

Length: 500-1,000 words. I like that the contest has a minimum as well as a maximum word count, since some of my students will want to write as little as possible if there is no minimum provided.

Deadline: Mid-February of each year. Check the rules page for exact dates for 2019. to submit these essays, teachers are encouraged to electronically submit their students’ essay en masse. This is a little cumbersome, but I know in the past, I have found time to do this at home.

Prizes: A total of $9,500 in cash prizes are awarded. First place receives $1,500 plus an expenses-paid summer trip with a teacher and/or guardian to New York City and lunch with Stossel; second $1,000. There are ten finalists who win $200 each; 25 semi-finals who win $100 each; and fifty honorable mention winners who receive $50 each.

Unexpected Bonus: Easily found mentor texts! Winning entries for the most recent contest and previous years’ contests are easily found on the website. These are super helpful to show students the level of quality this contest requires.

For More Info: Browse the SITC website, which has all the information you need to have your students enter the contest. I like how students can direct their ideas however they choose to make their argument. While there is a specific prompt, students are free to approach it as they desire.

My students have never placed in this contest. I believe we have entered it for the past three or four years. We spend about two weeks of class time working on it. Apparently, we should spend more!

Happening during the spring right before we begin preparing for state testing, this essay contest provides a good review of the most difficult type of expository writing: the argument.


Thanks for reading! Leave a comment with your thoughts or, if you’ve tried this contest in the past, let me know how your students fared.  Follow my blog for more contest information.