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!
Plus: a few things my students didn’t know about 9/11
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.
This candy-themed essay is a great intro to the genre of memoir
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:
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.
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.
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.
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.
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.
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.
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:
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.
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!
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.
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.
I started this Triangle Fire bulletin board in May. I’m not usually that organized.
At the end of the school year last May, my seventh-graders started our Triangle Fire unit, a study of the 1911 tragedy in New York City that killed 146 young, mostly female immigrants. The fire had unknown origins, but rickety fire escapes, locked doors, and empty water buckets resulted in the worst workplace disaster by fire in our nation’s history until 9/11. The owners of the factory were eventually exonerated.
The positive of this horrible tragedy? The New York Factory Investigating Committee, which was established to enforce regulations throughout the metropolis.
We study this unit at the beginning of my students’ eighth-grade year and then transition into a study of 9/11… its own workplace fire tragedy. Even though the catalyst for 9/11 was terrorism, it’s arguable that some lives that were lost could have been saved if Triangle Fire-era building codes had not been relaxed during the planning stages and design of the towers.
Last spring, my seventh-graders (now my incoming eighth-graders) watched portions of New York: The Documentary that dealt with the era of first wave immigration, the early 1900s. Watching this doc set the stage for the study we will continue in a couple of weeks.
As we watched the documentary in May, I asked the students to choose one word to summarize the excerpt we viewed. While we discussed their words, and as students defended their word choices, it occurred to me that I should keep track of these words for fall. I quickly started jotting the words down on a sheet of notebook paper.
Hallelujah! For once, I had my act together!
In addition, I knew I had some previously printed photos of New York immigrants, which were primarily of Eastern and Southern European descent. I had printed and saved these photos from the DAR American History essay contest of 2015.
I also knew I had a packet of postcards that my daughter had purchased for me when she toured Ellis Island a few years ago with a group from college.
I compiled the list of words, the printed photos, and the postcards and placed them in a folder and left it on top of the pile of binders and books in my closet over the summer. I wanted to leave it someplace where I would easily find it this week, which I did (score!).
I also had made a mental note in May to order some kind of New York City street map poster. I found this subway map that looks vintage, but actually shows the current layout of today. This poster was purchased for around $6 on Amazon. I love it!
So over the past few days, I assembled all these pieces together and designed the board as I went, adding in some black paper positioned diagonally as a background. Just this morning, I decided to photocopy the front and back covers of two texts that we use during the unit, as well as an article, and a poster of pre-9/11 NYC that I already owned. I arranged all the pieces together and then encircled the board with white lights.
I think it turned out pretty good. It’s a lot to look at, a lot to take in. That’s probably my only concern, but overall, I think it tells a story AND builds on my students’ knowledge from May.
I also like using the very last days of the school year to build prior knowledge for fall. It sends the message to students that even though school’s almost out for the summer, they’re still going to learn and I’m still going to “always be planning.”
It saves so much time during the hectic days before school begins to know how I’ll decorate the first thing students see when they enter my classroom.
Thanks for reading! Follow my blog for more articles about teaching middle school ELA.
I came across this book, They Say I Say (Third Edition, 2015), when my son’s college English composition instructor required it for his freshman-level course. I thumbed through it, read a few chapters, and found some very concise passages written to help students solve probably the number one problem that I see in their academic writing: a lack of idea development.
While this is a college-level text, I use three points from it with my middle school students because of how easily accessible the explanations are. I’ll be honest. It’s hard for me to explain how to interpret a quote, how to elaborate, etc. It’s really a skill learned with practice. Still, kids need an introduction to it before they can practice.
This text puts into words these difficult concepts and how to master them. I usually use a combination where I read-aloud from copies of the text and then all-class discussion during and after reading.
Here are the three areas that I have pulled from this book and use with my seventh- and eighth-graders to teach them 1) how to quote sources, 2) how to write a counter-argument, and 3) how to make their writing flow. Here are the parts of the book that help me teach these three things:
The Art of Quoting (Chapter 3) gives great advice for how to adequately introduce evidence into expository writing. For example, writers should:
quote only relevant passages
frame or introduce every quotation with a little background that builds up to the quote and provides context
don’t be a hit-and-run quoter… after presenting the quotation, writers should stay “on the scene” and explain how the quote supports the point being made
try the templates in the chapter that can be used for both introducing quotations and explaining quotations
blend the author’s points with the writer’s
Putting a Naysayer in Your Text (Chapter 6) offers students good ideas for adding counter-arguments and rebuttals to their arguments. For example, writers should:
anticipate objections. Here’s a passage I read aloud and then we discuss as a class:
“But wait, you say. Isn’t the advice to incorporate critical views a recipe for destroying your credibility and undermining your argument? Here you are, trying to say something that will hold up, and we want you to tell readers all the negative things someone might try against you? Exactly. We are urging you to tell readers what others might say against you, but our point is that doing so will actually enhance your credibility, not undermine it. As we argue throughout this book, writing well does not mean piling up uncontroversial truths in a vacuum; it means engaging others in a dialogue or debate– not only by opening your text with a summary of what others have said,… but also by imagining what others might say against your argument as it unfolds. Once you see writing as an act of entering a conversation, you should also see how opposing arguments can work for you rather than against you.”
use the provided templates for entertaining objections
Example: Of course, many will probably disagree because…
use the templates for informally introducing objections
Here’s one: However, does the evidence I’ve cited prove that…
use the templates for making concessions while still standing their ground
Here’s one: On the one hand, I agree with X that _____. But on the other hand, I still insist that___.
Connecting the Parts (Chapter 8) is actually the first of the three areas I use from the book with my students. Outside of argument writing, showing students how to connect their sentences, how to make their ideas flow from the beginning of their essay to the very end, is something that students struggly with greatly. Templates provide a concrete way to learn a skill, and while there are no templates for connecting the parts, there are transitions and a few key moves that writers make to create writing that flows.
The book provides a variety of transitions for elaboration, example giving, contrasting, conceding, and others.
It suggests using pointing words, but carefully. These are words such as this, those, and other demonstrative pronouns. (For me personally, I don’t spend much time on this tip because I also know that students struggle with vague pronoun references. Skilled writers only would be able to distinguish”and skillfully use pointing words without inadvertently creating vague pronoun references.)
It suggests using key terms and phrases. I use this a lot in my own writing. Repeating a specific word here and there can uphold the ideas I’m writing about.
It also suggests “repeating yourself, but with a difference.” In other words, writers should always figure out different ways to express the same idea in order to flesh out or develop them. That builds clarity. I require students often to begin sentences with “In other words,…” where appropriate. “In other words,” is hugely important and helpful. I’ve had one high school student come back to my classroom who told me that using that one simple phrase helped them greatly with developing their essays.
Another bonus:They Say I Say includes “readings” in each chapter, mentor texts that show the methods being explained in the chapter. These are super valuable, even though some are too advanced. Choose carefully.
Check out Amazon.com and see if you can find a used copy of They Say I Say. It has some real teaching gems that have helped me in conveying clearly some very important methods that students can employ to better develop their writing. And again, I don’t use the whole book, but just the three chapters above (and only excerpts of those chapters, actually).
Idea development, including elaboration and interpretation, is probably the most difficult concept to teach and this book, although a college-level text, has really helped me in my teaching.
Thanks for reading! Click like and leave a comment if you have a question or have any other resources for teaching elaboration and interpretation in academic writing. Follow my blog for more about middle school ELA teaching.