It’s a Project-Based Learning partnership with White River Valley Historical Society
The October-November 2017 issue of WRVHS Whippersnappers was published a few weeks ago! My seventh-grade students wrote all the content for the issue using online archived articles from the White River Valley History Society Quarterly magazine as their research. They designed the content around Halloween and the fall season.
About half of the students wrote for the first issue; the rest are writing for the second issue that prints in December. After the Christmas break, students will return and begin designing and writing content for the February and April issues.
I appreciate the help and support of Leslie Wyman, managing director, and Dusty Ingenthron, webmaster, at the WRVHS. Their enthusiasm and cooperation have allowed me to bring this Project-Based Learning idea to fruition for my seventh-graders!
Click here for a previous post about how this idea got started.
It’s nice to see clothing like this instead of that snarky shirt I wrote about recently.
In August, Kohl’s mailed a back-to-school catalog with a shirt on the cover displaying the words, “Shhhh! Nobody Cares!” I wrote about it in “Ten Questions for Kohl’s About This Shirt.” I believe that snarky messages like this only send negativity into the world… and can be especially hurtful in a school setting. I’m a middle school teacher and I know several kids who don’t need to read that their lives are unimportant.
Kohl’s tweeted to me a week or two after I published that blog post. Here’s their tweet: “Thanks for this feedback, Marilyn. We’ll be sure to pass it along to our buyers here at Kohl’s for review and future considerations.”
I love reading books about the teaching of writing. It’s always so valuable to me to find ways to help kids love writing!
Right now, I’m re-reading Real Revision by Kate Messner, a text chock-full of innovative strategies that real-life published authors use when they revise their own writing. This book contains so many practical tips from Messner, who is also a seventh-grade English teacher. I have already used one of her revision strategies in my classroom this fall and I know this book will provide more ideas as I continue with it.
I’m also getting ready to write a short post on another book I recently read, Renew! Become a Better and More Authentic Writing Teacher by Shawna Coppola. This book also contains down-to-earth advice and examples from the classrooms where Coppola works as a literacy specialist. Another bonus from this book: Coppola gives me permission to literally rethink how I teach the writing process. As a result, I’ve put off posting my usual five-step writing process poster. Why? Well, I don’t really follow completely it in my own writing, so why should I force my students to?
There is one downside to all this reading, though… when I set these inspiring books aside for the moment, it’s a little disheartening because I realize that I could have taught a lesson so much better, explained a writing dilemma so much more effectively, or responded to a student in a much more powerful way than I did.
The upside, however, is that I do find concrete, implementable ways to improve my teaching, and that’s the ultimate goal, after all.
How about you? What are you reading about the teaching of writing? Any books I should check out?
Thanks for reading! Feel free to click “like” and leave a comment about any books you’re currently reading.
I’m a writer who teaches writing. Click here for my personal writing blog.
Yeah, it’s just a $10 t-shirt (when you buy two of these charmers), but clothing has power.
Is this shirt supposed to be funny, Kohl’s? Because it’s really just mean.
Did you know that back-to-school should be a time of building students up, not tearing them down? “Nobody cares” has no place in an environment structured for emotional growth and learning.
Do you realize the clothing you sell affects the social climate? Sure, maybe we don’t read and reflect on messages like the one on this shirt, but I think our minds do absorb its spirit.
Do you know this shirt also says “You don’t matter”? It extends the “Whatever!” attitude with an added dose of disdain and egotism.
Do you know how a message like this can harm someone who’s having a bad day? I’m a middle school teacher. Messages like this are the last thing a middle schooler needs to see.
Could you sell this shirt without the wording? Because it appears to have a nice fit and I like the longer length.
You paid a designer to design some new back-to-school fashions, and this is what they came up with? And then you put it on the cover of your catalog?
Do you know that the world doesn’t need this shirt? We’ll all get along better if we don’t cover our bodies in snarky comments.
Do you realize that people actually do care about other people? In fact, I contend there is a greater capacity for compassion among humans than there is for scorn.
Do you really want to associate your brand with such disrespect? I didn’t think so. You’re better than that, Kohl’s.
If this post made you think click the like button, leave a comment, and share on social media. Follow me to read more about my ELA classes. I’m a big fan of student writing contests, authentic writing, PBL and more. Thanks for reading!
Congratulations! You found Medium. You should stick around and see what this site offers English Language Arts teachers.
Wander aimlessly throughout this platform and its writers and publications. It won’t take long before you’ll unearth some very cool stories (btw, everything is called a story on Medium) about an unending supply of topics: from coding to human rights, from motivational thinking to tacos. Get lost in the good stuff on Medium and then plan to share this goldmine of writing with your students in the fall.
One way I share Medium with my middle school language arts students is by finding a story to use as a mentor text. If we’re writing, for example, how-to articles, I search in my Medium network for an age-appropriate one I think will intrigue my middle schoolers. Then I print, make copies and we read them in class.
Then we’ll do a straight-through “cold” read. Sometimes I read aloud; sometimes I have students do that on their own. After that first read, students are often surprised at the original, sometimes quirky, always engaging writer’s voices found on Medium. They can’t believe, for example, that someone actually wrote this. They also can’t believe the variety. Research-driven studies and silly listicles… it’s all here. Medium stories are a fresh change from the made-for-school reading they get so much of.
Then we pass around the highlighter bucket and we read the story again, marking it up and keeping track of the ideas it presents and the questions it poses. And then we talk. Here are the questions we throw around:
Do you like this story? Do you find it enlightening? Does it speak to you? How?
How does it begin? How does it end?
Where is the strongest moment in this story? Weakest?
What do we notice about how it’s built?
How many paragraphs? How many sentences in a paragraph?
What techniques does the author use? Repetition? Alliteration?
Does it have a topic sentence or a main idea? What is it?
How does the author develop and explore this idea?
Does the author use evidence? How is it presented? Is it effective?
If you had written this article, how would you have tagged it?
What techniques could you pull from this mentor text as you write your own how-to?
I know that looks like a lot of discussion questions. In fact, you may be thinking, Wow. Way to take a perfectly good story and ruin it with over-analysis.However, our discussions are casual and organic; we ask the questions that make sense for the story we happen to be reading. Everybody is free to contribute, of course, and they do because the stories on Medium are accessible, relevant and created by real, living and breathing, connected writers who blog about the world that exists beyond the concrete block walls of school.
So now that you’ve found Medium, delve deeper. Find a handful of stories that you’re enthusiastic about. Restock your highlighter bucket. Get lots of colors. Plan to read, talk about, and imitate some Medium stories with your students this fall.
Click like if: a) you liked this, or b) know some teachers who need to find Medium. Could that be you??? Follow this blog to stay in touch. I’ll be posting more Medium resources for teachers soon. Thanks for reading!
“Mrs. Yung, why is this wrong?” Emily asks me during class, staring at her laptop screen. A wavy green line floats below a phrase, again interrupting the first draft of her slice-of-life essay.
“We’ll figure it out later. Stay in the zone,” I respond, hoping she can quickly return to her mind’s creative bliss and continue drafting her essay. As a writer and teacher, I know how difficult it is to express my ideas exactly the way I need to. This zone, this creative bliss — whatever you want to call it — that I must reach to accurately express myself holds the true essence of meaningful writing.
However, it’s hard for students to reach that creative bliss during drafting when spelling, grammar, and mechanics — editing tasks that should occur near the end of the process — interrupt the early stages of writing.
That’s why I tell my students to ignore spelling while drafting and even during revision. I tell them to ignore the comma issues and the capitalization questions. And while they’re at it, ignore any other “helpful” suggestions that Google Docs or Microsoft Word offers them. Heck, disable these extensions if necessary.
I know, I know. How am I ignoring all those blatant errors? How am I allowing violations of the most basic of writing skills to remain on the page? Here’s how: because it’s more important to me that Emily expresses her idea, clarifies her position, defines her truth.
Honestly, what would you rather read: 1) a clean, properly edited piece that reveals little about the author or really anything at all, or 2) a clean, properly edited piece that succinctly expresses the author’s important ideas using her own singular voice? Obviously, the point of writing is not to showcase punctuation prowess, but to share the writer’s view of the world.
Because let’s face it, Emily will eventually get to the editing.
When editing happens via peer response, conferring with me, or multiple proofreads, she’ll catch the missing comma, the misspelled word, the glaring run-on. She’ll choose the hyphen over the dash. In fact, those easy fixes will solidify her piece because she nailed down her ideas early on. They’re present, in full bloom, explained, and supported because Emily ignored the silly distraction over a comma in her first draft.
True, waiting until nearly the end to edit is difficult for my middle school students. They just want to get the assignment done. They figure that if they tackle the editing, they can call it good and hand it in. If you need some ideas for writing assignments that cause students to want to explore their ideas, check out this post from my website: Writing Contests Deliver Student Buy-In.
Spellcheck interrupts the deep thinking that occurs during those blissful “zone” moments when my students explore their thoughts, write them down, question them, tweak and retweak them, whisper them back to themselves, and then re-enter them the same way they were entered five minutes earlier, finally satisfied with the way their thoughts sound.
Those moments are when my students realize that writing isn’t about commas, spelling, and capitalization. It’s about themselves, their beliefs and hopes, their insecurities and pet peeves, their dreams. Don’t let spellcheck ruin that.
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One day last February, three of my seventh-grade students hustled into my classroom at the end of the day. “Isn’t today the deadline for the New York Times contest?” Jacob asked me. After I confirmed that it was, he asked, “Can we look at our essays one more time and submit them?”
These three students had just returned from an all-day math tournament. After arriving back at school, they remembered that they had missed the opportunity earlier that day in my class to submit their 350-word op-ed essay on a topic of their choice to the Times editorial board. “Yes! Go for it!” I shot back, elated at their mindfulness to meet the deadline. I thought to myself, This is why I love contests.
During the 2016-17 school year, one of my goals was to incorporate essay contests into my sixth-, seventh-, and eighth-grade ELA curriculum at the small rural middle school in southwest Missouri where I teach. I had experienced success with a couple of contests my students had participated in the previous two years and I wanted to build on that by having all three grades enter various writing competitions throughout the year.
I knew, based on the first contests we entered, that my students valued writing for a specific purpose and a specific audience. It helped if there was a specific monetary award involved, too. However, when that wasn’t the case, it gave me an opportunity to talk up the other rewards of winning, such as the satisfaction that their ideas are out there being read and heard. Another benefit: one more line on their summer job resumé or high school transcript. Another: receiving validation from an unbiased authority. One more: the prestige of being a winner. Winning a contest sets them apart, I told them, and shows the world that their work is worthy of recognition and publication. A monetary award is just “icing on the cake.”
Contests engage my students by allowing them to write for an authentic audience outside of the school building walls. Students know they aren’t writing for their teacher, but for a real-world editor, an author, a veteran, a historian, a publisher, or a TV news show host. In fact, when I introduced the New York Times contest the first time, one girl asked, “You mean it’s for The New York Times? The New York Times?” Once I nodded to confirm, a few stirred in their desks, grabbed their highlighters, and began marking key details in the FAQs. After all, it wasn’t just me requiring them to include three historical details or to use MLA format, it was the contest committee (y’know, real people!).
Contests offer all the skill-building, standard-meeting benefits of narrative, informational, and argumentative assignments. But they add something more: buy-in from your students. If you haven’t tried a contest before, experiment with one or two in 2017-18. I’ll fill you in on the competitions my students entered this past year in my upcoming blog posts. I’ll also explain how I prepared for and presented the contests, as well as how my students responded. I even had some winners and several students are now published writers! Follow along to learn more.