Students presented their writing contest entries for an end-of-semester critique
The last week before Christmas break was super productive. Oh, don’t get me wrong… we still watched videos late in the week, but we ACCOMPLISHED SO MUCH early in the week with our contest entry presentations that my self-inflicted and totally undeserved teacher guilt over watching videos instantly evaporated when I pressed the play button.
By the way, teachers shouldn’t feel guilty about showing videos right before Christmas IF they find movies that have real value that they can connect to their curriculum. Also, avoid Elf, Remember the Titans, or any other movie that kids have already seen at least six times. (You’ll find out what we watched in my classes in a post later this week.)
And now, back to my regularly scheduled article:
We had a goal; more specifically, we had a writing contest deadline. On Friday, December 21, the last half-day of school before Christmas break, I planned to mail in the submission forms for ten students, a mix of both seventh- and eighth-graders, who had written entries to the Scholastic Writing Awards.
On the Monday and Tuesday before that Friday, I had asked students to choose their favorite pieces of writing from their Writer’s Workshop portfolios to present to the class. For the ten students who were submitting contest entries to Scholastic, I specifically asked them to read those entries. We could use the presentations as a final check before sending them off.
Reading the pieces aloud to students might reveal any areas of confusion and editing issues that remained. True, the pieces had been through at least three drafts, some four or more; however, there’s nothing like reading your writing aloud to someone who’s never heard it before to find areas for improvement.
We started with the students with Scholastic entries. I had given each student a rubric form to fill out as they listened to the Scholastic entries aloud. This form was based on the rubric students use when they listen to their classmates present their One-Word Summaries. This version was less involved, however, since it mainly was asking students to listen for confusion. In other words, if something didn’t make sense, it needed to be addressed.
Let me say this: I was so impressed with how seriously the students took this activity. Despite it being the last few days before Christmas break, and despite having turned in the final project of the semester (their Writer’s Workshop Portfolios), students approached this last “Speaking & Listening” activity in a constructive, critical, and professional manner.
Their discussions were focused, direct, and helpful. The rubric contained a blank for them to circle “Yes” or “No,” in response to the question: “At all times, I was able to follow the writing without becoming confused.” This part of the rubric was crucial and helped spur effective conversations. I prompted students to raise their hands if they noticed any confusing areas from the writing to discuss. For example, one student’s poem contained a line that caused confusion. It was a line that defined happiness as the feeling one has when you throw your playing cards down in anger after losing a game.
Some students expressed confusion with how anger could be used to define happiness. These students asked the writer to repeat the poem, including the confusing line. These students listened carefully. They offered these questions:
Would frustration be a more accurate word than anger?
Does using frustration really solve the issue, though?
Would adding the word “playful” before anger or frustration provide the tone needed and eliminate the confusion?
Consensus decided that using “playful” would indeed help. At the conclusion of that student’s turn, before she sat down, I made sure to let her know that it was strictly her decision whether or not to use the word “playful.” It was her poem, after all. The main point for her to remember, I reminded her, was that the line caused confusion in the mind of the reader. When readers are confused, they lose interest, unless the material is something they intrinsically need to understand.
It’s the writer’s job to make the reading experience as smooth as possible, so the reader doesn’t become confused, and therefore, lose interest.
Word choice was a significant part of our discussions during these end-of-semester presentations. It was fun watching students suggest better, stronger, more precise words in a group setting. Some students even left their desks to offer help, making notes on or looking at the copy of the writer’s essay or poem.
Another important change was suggested with another student’s (let’s call her Susan) essay. This suggestion was made after several students expressed confusion over the main character in Susan’s short story. Students didn’t understand if the main character was, in fact, a bird or a human. Susan relayed to us that the character was indeed a bird, a creature of reverence to Crow Tribal members.
To help clear up the cryptic nature of Susan’s writing, I asked students, “Without Susan there to answer questions, how will the Scholastic judges understand the story?” Students came up with their own idea for Susan: provide a prologue, a paragraph or two of background at the beginning of the essay that explains the connection to the Crow. It was an excellent and practical idea and one students arrived at on their own.
These are just two examples of how my students took the writing critique seriously. Even more, one boy who is usually very disinterested in group work made the comment that he wished we had done these presentations earlier in the Writer’s Workshop process. I told him that I agreed and made a mental note that we definitely should conduct these critiques sometime during the Writer’s Workshop, when it has more relevance.
Since there was still time for the Scholastic Award entrants to make changes to their entries, the activity was indeed relevant. For those other students, who were actually reading completed final drafts with no additional opportunity to make further changes (since I had already entered grades due to our schedule), there wasn’t much point to suggesting changes.
However, some of the writing will be worked on next semester for upcoming contests. In March, students who chose to enter the Outdoor Writers of America Norm Strung Youth Writing Awards, will revise their poems from their portfolios and submit those. (I plan to have students present their entries for that contest in March.)
Finally, it’s good to discover another new activity that proves effective for my classes. (And to think we did this valuable activity in the final days of the semester amazes me!)
In addition, I’m always looking for easy ways to provide opportunities that address the Missouri Learning Standards’ “Speaking and Listening” components. Having kids present their work at semester’s end was perfect for that task. Plus, it allowed those Scholastic Writing Award writers another opportunity to further revise and check their work. It was a positive and beneficial way to end the semester!
2 thoughts on “How I actually accomplished something in my classes the week before Christmas break”
This is a REALLY good blog, so interesting and practical for the kids, you have a way with getting the kids to be serious in these situations.
On Thu, Jan 3, 2019, 12:04 PM ELA Brave and True: A Blog by Marilyn Yung wrote:
> marilynyung posted: “Students presented their writing contest entries for > an end-of-semester critique The last week before Christmas break was > super productive. Oh, don’t get me wrong… we still watched videos late in > the week, but we ACCOMPLISHED SO MUCH early in ” >
They will be serious about their writing when there’s a real-world reason to be serious about it (like a contest, they’re sending it to a publisher, etc.) Thank you for commenting!