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!
It combines poetry and revision (and publication!)
“The Sometimes Poem” is one of my favorite ways to start the school year with my sixth-graders. I’ve used this project for two years running and I plan to use it again in August. It includes three skills: poetry techniques, revision, and submitting for publication. I credit children’s and YA author, Kate Messner, for her inspiration and ideas for this project.
In 2016, I attended the Write To Learn Conference and sat in on Messner’s presentation on revision strategies. Her presentation allowed the teachers in attendance to create and revise their own “Sometimes” poems.
Here’s how I present this lesson that’s based on Messner’s slideshow and her excellent book, Real Revision. (My copy, shown at right, is old, but awesome.) I’ve tweaked Messner’s slideshow for my own use over the past two years. First, download the Google slideshow. Then, skim through the slideshow to become familiar with the project. Notice that I have hidden some of the slides for this project. As you skim, you may decide to modify my changes to fit your needs and students.
Ask students to write for three minutes to describe a place that they love. We use pencils and paper for this to get fresher ideas and more thoughtful writing. Laptops can be used later after revision and before submitting to the publisher.
Before students begin, I share a paragraph I’ve written about my favorite place, which is on a swing in my yard. My paragraph serves as a mentor text.
After three minutes, ask if students would like two or three more minutes, extend the time. usually, in my experience, students need a few minutes more.
Students may share their writing about their favorite places.
Have students listen as you read aloud from Messner’s own poem, “Sometimes On a Mountain in April.” Messner’s poem can also serve as a mentor text, but in addition, it shows students how their paragraph will soon be transformed into a poem.
Show students your attempt at turning your paragraph into a poem. Read aloud one more time your paragraph, and then read to them your poem. Discuss with students how to pull details from the paragraph to create lines for a poem that are filled with imagery.
Also show students at this point how to use repetition in their poem, just like Messner did. She added the words “Sometime on a mountain in April” about every three lines. This creates a poetic structure and rhythm to their writing.
For me, this step is usually when students really begin to like what they’ve written. Have students transform their paragraph into poetry. You’ll need about five to eight minutes for this step, but allow more if students need it. For those who struggle, help them locate one detail that they can craft into a line of a poem. After helping them do this one line, it’s their turn to find another.
After students have six lines for their poem, tell them that it’s time to revise.
Go deep with a quick discussion of theme… what the poem is REALLY about. On the surface, my poem is about sitting in a swing in my yard. However, it’s REALLY about appreciating the little things in life. In a word, contentment. I learned to spend a small amount of time on theme with this project, but not too much. If students can end up telling you what their poem is about on the surface AND what it’s really about, then you’re good. Let revision be the focus for this project.
To revise, ask students to add more imagery and sensory language. To do this, have students add one fragrance to their poem. It should be a new line of poetry. Show them yours. It’s good to have your original six lines on the board. Then add the new fragrance line(s) below. Students may add as many lines as they would like, but one helps them see how sensory language enriches their writing.
Keep revising! Have students add one more of the five senses to their poem. They definitely have sight if they’ve written anything at all, and they’ve also added in a fragrance. Students should be adding a sound, a taste, or a texture to their poem now. Show them yours again, if needed, as a mentor text. With this step, students see that adding details is one way to revise.
Revise some more! Have students scan their poem for these overused words: very, really, just. With this step, students see that removing unnecessary words is another way to revise.
Keep at it! Have students remove five more unnecessary words. Tell students to look for the least important words. If kids struggle to find five, require that they at least remove three.
Now revise with a partner! Put slide 95 on your screen and leave it there for the partner work. Have one student pass out a pink, green, yellow, and pink highlighter to each student. Note: Use any four different colors, but everyone needs to have the same colors. Read aloud this slide first with your students after they pair up.
Students will use the pink highlighter to indicate areas that should be removed. They’ll use green to indicate confusing areas. Blue indicates areas that should be more precise or more detailed. Yellow indicates that a line or area is effective as is.
Before students begin highlighting, pass out one sticky note to each student. Tell students that they are to write notes for your partner that explain your highlighting (if needed) and to offer suggestions.
When students are finished highlighting and writing notes on the sticky note, show them the “When your partner is done” slide. Have students rework their own poem again, considering their partner’s suggestions.
Use this moment to revisit theme. Have students ask themselves “What is my poem about? What is my poem REALLY about? Is that theme clear in my poem?” You may need to help students think of words and phrases that will help them convey their theme. This is tough. Don’t stress it with your sixth-graders. It’s good that they are putting effort into this higher-level skill.
So that’s the basic framework for this exciting poetry project. I have used it for two years with both sixth- and seventh-graders each August. It’s a great way to get back into the “writing zone” and it helps me get to know my students and their personalities. In fact, here’s a poem written by one of my students last year:
Sometimes in a Tree Stand
by Alex J.
Sometimes when I’m sitting in my tree stand,
early in the morning,
I can hear dogs barking through the hills
and can see the birds fly above us.
Sometimes when I’m sitting in my tree stand,
I can hear the leaves crunching when animals walk,
and sometimes smell the pine trees.
Sometimes in the tree stand,
I can feel the morning breeze.
Then time goes on.
The dogs go quiet,
and the birds settle down.
The leaves stop crunching.
And the smell of the pine trees
are replaced by the smell of the day.
The morning breeze dies down,
and I know it’s time to leave,
but I’ll come back tomorrow.
The heavy emphasis on revision subtly shows students challenging and fun ways to add sensory language and delete unnecessary verbiage from their poems. What’s more, it exposes students to theme and guides them in seeking elements of deeper meaning in their work.
But that’s not all! Have your students enter their “Sometimes” poem in Creative Communication’s Poetry Anthology contest. Their work just might be published in a hardcover book! Alex J’s. poem (above) was published and showed Alex that he has real potential as a writer. Read this post for more information about the anthologies.
I can’t tell you how great it is when students realize they’re sending their poems to a publisher. They will definitely step up their effort and take greater care with their work once they know their poems are going places! In fact, you may want to tell them at the beginning of the project that they will eventually submit their poems to a publisher. I assure you that it will set the stage for more engagement.
Thanks for reading! Try this project. I really think you’ll enjoy using it as a BTS project. Thanks to Kate Messner for her inspiration and materials!
Since when should writing be a form of punishment?
This happens every so often: I’ll be talking to other teachers about some discipline issue they experienced during the day where they had to dole out some kind of punishment. More times than I want to remember, they’ll say something like, “So I made him write an essay about…”
Then I’ll think to myself: Great. Here I am trying to teach kids in my middle school language arts class to love writing, to need writing, and to see its value in their lives, and this teacher is using it as a punishment.
And no, this doesn’t happen frequently, but it still happens often enough.
In other words, punishing students with writing assignments—whether those assignments are paragraphs, full essays, or even merely copying sentences over and over a la Bart Simpson—creates students who associate writing with drudgery.
However, writing should not be a punishment.
Writing should be seen as a diversion where students can express themselves and their ideas in creative and unique ways.
Writing should be seen as the literary art that it is, no matter if students are writing an essay for class, a novel for Wattpad, a screenplay for a contest, or even an entry in their own journal.
Writing should be seen as an intensely personal endeavor that can serve them well as they continue through life.
So punishing a student with a writing assignment does not sit well with me. After all, does punishing a student with the task of writing an essay actually curb the unwanted behavior? Or does it just compound the notion that writing is something to avoid, something no one would ever want or need to do?
When should the act of writing—and, in a broader sense, the act of learning (since writing is one way we learn)—be a form of punishment?
Click like if you can relate. Also, leave a comment with your own experiences with “writing as punishment.” Follow my blog for more writing about ELA middle school teaching.
I don’t have a paperless classroom and it will always be this way. I like the transaction that occurs when students actually turn things in.
When students turn in assignments, they walk over to the three stacked baskets (one for each grade that I teach) that stand at the corner of my desk. At times, if I’m standing or sitting there, I’ll notice when they walk up and I’ll take their assignment, skim through it and then drop it in the basket for them. It’s fun to see what they’ve been working on.
Sometimes they drop it in the basket before I get a chance to look at it. Then I’ll grab it right back out and take a look-see. Sometimes they say, “Here ya’ go!” Sometimes they say nothing. Sometimes, they’ll say:
I don’t know what you’ll think of this…
This isn’t very good, but…
I really like how this turned out, and…
This was hard…
This was fun…
This little transaction gives me an opportunity to chat. To comment. To smile. To roll my eyes, even, and hand it right back. (Yes, that happened once… from a talented writer who had knowingly done a lackluster job and said as much when she handed it to me.)
This little transaction gives me the opportunity to read their first few lines, see that fresh and unexpected word they chose, and acknowledge it with “Interesting choice!” or “Wow. I can’t wait to read this later when I can concentrate better on it.”
However, when students submit assignments via Google Drive or in my Google Classroom account, I miss those little, yet significant interactions that are personal, encouraging, and necessary.
True, digital documents have their merits. It’s handy– at times, but only at times– to write comments in the margins of a student’s Google doc. That sometimes works. For example, in my seventh-graders’ PBL project, “Whippersnappers,” it’s useful when we’re on deadline because I can quickly type in my responses faster than when I handwrite them.
I can also type more comments on a Google doc than I can when I get carried away handwriting notes that tumble down the side margins and puddle at the bottom in a clump, where I draw a teeny little arrow directing them to the back for more. (I can’t help it.)
Also, I’m learning about alternatives to handwriting comments in the margins of a Google doc. Supposedly, there are some app extensions out there that allow teachers to speak their responses directly into the student’s file. That sounds interesting and worth looking into further. That might restore “conversation” to the process.
So, while I am open to technology in my writing classroom, I still value the transaction that occurs when kids actually hand papers in.
Thanks for reading! Leave a comment with how you feel on this topic. How “paperless” is your classroom? Is it working? Know of any new apps for spoken commenting? Please let me know.
I stumbled upon this cursive contest online a few days ago sponsored by Campaign for Cursive (C4C). This organization is a committee of the American Handwriting Analysis Foundation (AHAF) and is an all-volunteer non-profit that began in 2012 in the Southern California chapter of the AHAF. Its goal is to “bring public recognition and awareness to the importance of teaching cursive writing to all kids, and even adults,” according to its website.
In the spring, C4C hosts a cursive writing contest called “Cursive is Cool” for students in grades 1-6. Visit this page to see the winning entries. The contest is offered in three versions: American English, Canadian English, and Canadian French.
To enter, students use this form and write five sentences that answer one of three questions:
Why is cursive cool?
Why do you like signing your name?
What do you think is fun about writing in cursive?
According to the PDF form, students’ cursive writing is judged on neatness, legibility, consistency, and creativity. The following awards are given: 1st, 2nd, and 3rd place awards in each grade, and one award for creativity in each grade.
In 2018, entries were due March 4; plan for the same timeframe for 2019. Make sure to download the PDF entry form for additional guidelines and requirements. Take note that students will need a parent’s signature on the entry form, so allow extra time for those entries to go home for a signature.
I hope you’ll consider having some of your students enter the Cursive is Cool 2019 Contest. I plan to try it out. I like that the contest will provide some extra motivation for my students to continue to learn and practice their cursive throughout the upcoming school year. It helps when a national contest places emphasis on a skill that I also encourage my students to hone.
Near the beginning of the school year, I read aloud the comment in the picture below to my middle school Language Arts students. I came upon this comment one day when I was reading this New York Times article about the death of cursive writing.
The writer of this comment is a university professor who has some interesting observations about students who know and use cursive writing. I usually read this aloud to the class after the first week, when students have had about three cursive quotes to complete at the beginning of class. Read about that activity here.
I pass out copies of the professor’s comments to students, inform them that yes, there are some typos in it (why didn’t he proofread this?), and then I read it aloud. It succinctly explains one reason, among others, why I believe I should teach cursive to my kids… to make them competitive with their private school peers, and with students around the world. Why should we expect less of public education students, I ask?
After we finish reading the professor’s comment, I ask the kids what they think of his ideas and his rationale for advocating cursive writing. As we discuss Mulvey’s ideas, however, it becomes clear that many of students don’t understand the differences between private and public schools. So we talk about our public school and how it’s supported by the taxes their parents pay, and therefore, must abide by certain guidelines and standards set by our government.
We also discuss how private schools use different standards and curriculum and have more autonomy in their choice of subjects taught and activities offered. I usually discuss a local private school that many of them are aware of. I know this private school requires that their students write in cursive and, as a result, those students reap the benefits of cursive writing.
Those students enjoy a competitive edge when compared to public school students who often aren’t required to learn and practice cursive. They also are on the same level as students around the world who learn cursive. This is in addition to the more often expressed benefits of cursive writing: deeper thinking, more carefully constructed thoughts, more complex ideas.
Why shouldn’t my public school students be allowed to have these competitive edges also? I tell them I am simply making sure they are getting as full and complete an education as the students at the nearby private school.
Our discussion, prompted by Mulvey’s comment, does three things:
it helps them understand why I spend time on cursive writing
it makes them think twice before complaining about cursive
it helps them get my point, which is that I care about them and their education and if we have to spend time learning something that will make them competitive later, then so be it.
And that usually solves the whole “Why do we have to write in cursive?” tirade. Now they know my reasons and the purpose behind them. They want to be competitive, too, after all.
What are your thoughts on Mulvey’s views? Agree? Disagree? Somewhere in the middle? There are other reasons why I think cursive writing is important; I’ll discuss those other reasons to teach and practice cursive in the upper grades in my post on Thurs., June 14.
Copy off the paragraph below from writing guru Gary Provost and read it aloud to your students at the beginning of class or as a mini-lesson. Don’t just read it aloud… make sure they follow along on their own copy. It’s more effective that way. You’ll see the light bulbs pop on across your room as you read it. That’s what happens when I read it to my students. I usually read it once in seventh-grade, and then we revisit it once or twice in eighth grade. It’s awesome.
“This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals— sounds that say listen to this, it is important.”
As you read this aloud to your students, if your kids are like mine, you’ll see their eyes raise from the page and lock with yours in recognition of what Provost is cleverly doing: literally showing them sentence variety and how effective it is.
You may have to explain a few things (What’s a stuck record? What does it mean when something drones? What does monotonous mean?), but I can’t think of a faster, more effective way to explain the positives of sentence variety.
Then collect the paragraphs, and remind your kids to apply sentence variety to the writing project they happen to be working on for the day…. assuming they’re not first-drafting. For my own writing, sentence variety comes into play during revision. If I’m lucky, it’ll happen during a first draft, but not usually.
That’s all for today! Thanks for reading! Click “like” if you found this useful and leave a comment with your own approach to teaching sentence variety. This works for me, but I’d like to know what works for you.