Do you have any students who live on farms or ranches, own livestock, or love rodeos? If so, bookmark this post about a new poetry contest designed to celebrate the spirit of ranching life and the American West: the Chisholm Trail Heritage Center’s Cowboy Youth Poetry Contest.
…the postmark deadline is approaching: Nov. 1, 2019.
The Chisholm Trail Heritage Center’s mission is “To celebrate and perpetuate the history, art and culture of the Chisholm Trail, the American Cowboy and the American West.” According to ChisholmTrail150.org, in 2017, the Chisholm Trail celebrated 150 years since the first cattle were herded to Abilene, Ks. from south Texas. The trail was originally needed to bring cattle from the south through the Indian territories of Oklahoma to Abilene.
Last week, I contacted Toni Hopper, communications and exhibits director of the Chisholm Trail Heritage Center, to request the winning entries found at the end of this post.
In an email, Hopper told me that this year there are several more categories for students to enter. In 2018, the top five poems entered from all ages were awarded prizes. However, this year, there are five prizes per grade level. The levels are Pre-K to 2nd grade; 3rd-5th grades; 6th-8th grades; and 9th-12th grades. First place in each grade category wins $100; second place, $75; third place, $50; fourth place, $25; and fifth place, $10.
The following bulleted guidelines for the 2019 contest are found at this website. Please consult this site directly for more information. Also double-check for changes that may occur after the publishing of this post.
Students must write and submit a cowboy poem – it must be their own original work. Contest is open to all grade levels – Pre-K through 12th grade, and home-school students.
Poems must be about the cowboy way of life – ranch life, cowboys, cowgirls, livestock, rodeo, anything that is directly related. For example, a student may want to write about pets – the barn cat, the dog who herds the cattle, or the environment – riding a horse in the hot summer.
Poems must be a minimum of eight lines, and a maximum of two pages.
Poems can be handwritten or typed and must be the original work of the student.
Only one entry per student.
Poems written in a language other than English must have a translation attached.
Poems are judged on creativity, originality, language, appropriateness of content (theme).
According to the website, all entrants will receive a certificate of achievement from the Chisholm Trail Heritage Center. Winning entries, along with the student’s name and school, will be published on the Heritage Center’s website. A panel of experienced judges will determine the winners.
I have one student with a poem that is Old West-themed, which he is preparing to enter. Who knows how it will fare? However, the contest provides a little extra motivation to continue revising the poem.
Here are three past winning entries from the inaugural 2018 contest:
Although the poems above are rather traditional in their presentation, know that younger students have accompanied their poems with drawings and creative handwriting. Consult this site for those guidelines.
The group also has a Facebook page at this link. You can stay more up-to-date by referring to it as the contest approaches.
Here’s a photo of the official entry form and rules:
Make sure your students know that they have quite a bit of choice when they sit down to write their poems. As long as their poems address “Ranch life, cowboys, cowgirls, livestock, rodeo, anything that is directly related,” according to the contest guidelines, they’re good to saddle up and enter this contest!
Thanks for reading again this week! It’s been a while since I’ve posted a new contest. Contests can build more motivation for students in your classroom and can get their work out into the real world before a real audience. They are often hard to find… especially ones like this that are open to all grade levels. Let me know if you have any questions or need more info on this contest by leaving a comment. And, by all means, feel free to contact the organization directly for changes, updates, or clarifications that might be made without my knowledge.
Rejection proves that my students are indeed writers
I teach kids it’s okay to be rejected.
I teach them it’s okay to fail and
That it’s good to receive a rejection letter because
That’s what writers do: They get turned down.
I teach kids it’s okay to be rejected.
I teach them to risk it all and
Write it down now because
That’s what writers do: they deal in danger.
I teach kids it’s okay to be rejected.
I teach them to give themselves permission
To write a junky, uninspired first draft because
That’s what writers do: they don’t wait for inspiration.
I teach kids it’s okay to be rejected.
I teach them their words must work hard,
That lazy words aren’t worth their time because
That’s what writers do: they crave precision.
I teach kids it’s okay to be rejected.
I teach them to write, to rewrite, try once more
Only to receive this message yet again: “Best of luck in your creative endeavors.”
And then I photograph my kids,
My fiery bunch of seventh-graders,
Clutching their “Best of luck” letters because
That’s what I do: I create writers.
Thanks for reading! I’m a big advocate of encouraging students to enter any and all writing contests I can get my hands on. Click here for my favorite contest of the year, the Daughters of the American Revolution American History Essay Contest. See my Student Writing Contests page for the entire list of contest I use.
Next year, I’ll be moving to a new school district where I’ll be teaching high school students. There are even more contests for older students than younger ones, so follow my blog to learn about those opportunities!
Last December, ten of my students’ entered their writing in the 2019 Scholastic Art and Writing Awards. Two of those students won Silver Keys and three won honorable mention awards in the Missouri Writing Region awards, a qualifying round before the national level. (Students who win Gold Keys at regionals then have their work advance to nationals.) In 2018, one of my students won a Gold Key in poetry at regionals, and then a Silver Key at nationals. So far, I’d say we’ve had a great run!
However, it did take me a year or two to become accustomed to the submission process. The Scholastic awards do involve more than other contests I’m familiar with; it takes some extra planning to figure out.
If you’ve never entered your students’ work before in the Scholastic Art and Writing Awards, you should try it. It’s rigorous, prestigious, and one that your winning students should list on their high school honors records.
In case you’re unfamiliar with these awards, here’s some info from their website (link below):
“The Scholastic Art & Writing Awards are presented by the Alliance for Young Artists & Writers. The Alliance is a 501(c)(3) nonprofit organization whose mission is to identify students with exceptional artistic and literary talent and present their remarkable work to the world through the Scholastic Art & Writing Awards. Through the Awards, students receive opportunities for recognition, exhibition, publication, and scholarships. Students across America submitted nearly 350,000 original works this year in 29 different categories of art and writing.”
1. Start early. Students can open their online accounts and start submitting works for the 2020 awards on September 12, 2019. There are forms that parents must sign, so have your students enter early to allow time for those forms to go home for a signature.
2. Get parents’ best email addresses, ones they check often, prior to submitting. One of my students didn’t know her parent’s email, and that cost us some time. Also, make sure parents know that they will receive an email message about their child’s submission(s), as well as an invitation and RSVP to the regional awards ceremony.
3. Don’t have kids enter during normal class time because they’ll no doubt have questions and need some hands-on help. Or at least plan an independent activity for the students not entering the contest so you can assist those who are submitting entries.
4. Decide how entries will be paid for. Do this ahead of time. Entries cost $5 each in all categories (check out the categories here); five poems can be submitted for a single $5 fee. If a student qualifies for free and/or reduced lunch, they can print out a form to waive the fee. This form needs to be signed by a parent. This year, my school paid for all the entries; the check was mailed in separately with the ten submission forms to the address on the receipt. If your school also pays your entry fees, don’t forget to allow time for your school’s requisition process.
5. If your student enters poetry, plan a little extra time to prepare their entry. Because they can enter five poems in one entry, they can also order and arrange the poems in the single entry “file” as they see fit (such as putting their strongest one first, for example).
I’m sure I’m leaving out some details and it’s quite possible I don’t have all the facts exactly straight. To be honest, I’m still learning. However, this contest is important and it deserves your attention and time. If you notice a detail that needs correction in this post, please leave a comment below and I’ll respond ASAP.
Thanks for reading! I hope these tips will help you and your students enter the 2020 competition! Follow my blog to get updates on more contests for students.
Sponsors intend the contest to honor and extend the legacy that Carl Sandburg made on the American literary canon with his poetry and journalism. Sandburg published an anthology of poetry in 1916 titled “Chicago Poems” that earned him a spot among the literary elite.
Each year’s contest has a different theme. This year’s theme is “Joy.” Students are encouraged to write poems that speak of joy in momentous occasions or small moments.
The judges evaluate how well a student’s entry communicates the theme, so make sure your students are clear with the theme; however, students can relate and celebrate joy however they wish in their poetry entries.
The 2018 theme was “Dreams.” Here’s the first place 6th-8th grade poem appears below. Use it as a mentor text. Other winning entries are found here.
First Place dear moth wings by Kiran Narula
he tore you from your body, stripped you
to a thin sheet like papyrus. you are paper
from a book without its spine,
words in disarray, meaning turned meaningless.
his fingers were warning signs,
holding your delicacy between his thumb
and forefinger. he left you in dirt, i don’t know
if you held onto something else that could
move you, caught onto the threads of a shoelace
from the kids who ran in the field
or mended yourself to a flower’s center,
broke the pattern of pink petals with your beige,
blended with something that you could become.
you are only what is left, the shell of a body,
pulled away from what rooted you.
i wonder what it’s like to be ripped at the seams,
fall apart like loosened thread, nothing to stitch
yourself to. you used to beat like timpani, now you are
fragments of scales and chitin and veins,
a lampshade without a light.
do you have purpose if you are
separated from your stem –
are you still wings if you cannot fly?
i guess skin is still skin without bones.
The guidelines do limit teachers to sending in three poems per classroom. (I wanted to clarify the limit, but at the time of this post, the Carl Sandburg National Historic Site was closed due to the federal government shutdown. I will attempt to email them after the shutdown to find out more.)
Poems must be mailed, faxed (what?!) or hand-delivered by February 25, 2019; that date is slightly less than a month away, so you still have time for your students to put some ideas together and enter.
In addition, there are some specific requirements to follow, so double-check the guidelines before mailing. For example, no staples may be used to fasten their materials, and the submission form must be signed by the student, a parent, plus the teacher.
This is a new contest for me. I’ve never had students enter it before; however, I may just have my sixth-graders give it a try next month. Seventh- and eighth-graders will be deep in other projects next month, but sixth-graders should be ready to dive into “Joy.”
Thanks for reading! Check out this contest’s guidelines as soon as possible so your students have time to generate at least two to three drafts before submitting their entries. I’ll add a link to this contest on my Student Writing Contest page, so it’s easier to find next time you need to access it.
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!
Thanks for reading! Click “like” if you found this article helpful and then leave a quick comment about the ideas you found most beneficial. Don’t forget: follow this blog to catch my next post on how not to feel guilty about showing videos right before a break.
The long-awaited 2019 prompt for NCTE’s Promising Young Writer’s contest has been released. This year, NCTE invites students to write about instances in their lives when they “made a conscious choice to welcome or show hospitality to an experience, feeling, or person.” Click this link for more information.
This contest’s purpose is to, in the words of NCTE’s contest description, “1) To stimulate and recognize the writing talents of eighth-grade students and 2) to emphasize the importance of writing skills among eighth-grade students.”
I am glad there’s a contest specifically for eighth-grade writers. It seems this grade, the final grade before high school, can often be overlooked in the grand scheme of a student’s schooling. It’s the final year of middle school, and while a student’s formative years are far in the past, their all-important high school career has yet to begin.
If you’re unfamiliar with this contest, click here for my entire blog post about it. Check out the comments for special insight from a fellow teacher who has experience with this contest. She offers some especially good tips and thoughts.
One comment she makes: “What I love most about this contest is that there is no set number of winners. Everyone who meets the criteria will receive an award, and even though that is usually a very select few, it’s still nice that it’s not really a ‘competition.’ Students are measured against the criteria, not against each other.”
Thanks for reading! I hope this post provides you the information you need about this contest so you can investigate it further for your students. While this is a new contest for my students, I do plan to assign it after the Christmas break. Have a great week!
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.
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!