Here’s a photo of the summer to-do list that the maintenance staff at my school taped to my door over the summer. It contains a list of the chores that were scheduled to be completed over the two and half months that are quickly coming to a close.
One day over the break, I visited the school to check my in-box in the workroom. My students had entered a contest that last March and I knew that correspondence about the contest would arrive sometime over the summer. Read yesterday’s post for that exciting news!
After checking my inbox, I dashed down the hall to my room just to make sure it was there. If you’re a teacher, you know the feeling!
For the majority of the year, those rooms are our domains. As such, our classrooms are not so much our workspaces, as our homes, albeit our second ones. It’s nice to check in at least once during the summer to see where things have been moved since we left, or to pick up a book to read from our classroom shelves, or to find some papers we need for planning.
I approached the door to my room and noticed the to-do list. I read through all the mundane, simple cleaning tasks that were to be completed. Most of them were finished, but I decided to add a couple just for fun. I added “chocolate fountain” and “espresso machine” to the bottom because, well… chocolate and caffeine (hello).
Last week, when I dropped back in, I noticed my two requests remained untouched. No line had been crossed through them on the list. Were my requests over budget? Deemed unnecessary? Recognized for the joke they were? Oh, well. Maybe next year.
As I always tell my students when they desire something: “It never hurts to ask.”
Thanks for reading! Follow my blog for more tales from my middle school ELA classroom. Leave a comment about your BTS thoughts.
Triangle Fire forms the first literature unit for my 8th-graders’ human rights dissertations
This week I’ve been writing about the unit on the Triangle Waist Co. fire that my 8th-graders start the year with. For them, the last few weeks of seventh grade was an introduction, a sort of “paving the way” for the more in-depth reading and studying that we will begin in just two short weeks. Check out my Monday post on the Triangle Fire resources that I use and some of the activities that we do. Check out my post from yesterday that discussed how I connect Triangle Fire to another horrific disaster, the 9/11 attacks.
Today, I’m going to write about how the Triangle Fire study forms the first section of a project that I call the 8th-grade human rights dissertation. Human rights education is vitally important in my view.
If students don’t know what human rights are, how will they know when those rights are being violated?
There are many materials available to use in teaching human rights. Since I began this project, I used materials produced by an organization known as Youth for Human Rights International. However, since I learned last year that YHRI is a front organization for the Church of Scientology International, I have decided not to use them anymore.
The human rights dissertation is a project that I have done with my 8th-graders for three years now. The first year was a complete trial-by-fire and I hesitate to even let it count since we literally ran out of time toward the end of the project. The second year was a success. Students completed the dissertations in the way I foresaw the project culminating. This past school year was again a successful year, and I would say an even more successful year than the first because I modified and/or improved the project in several ways, which I will discuss later.
The human rights dissertation is actually an expanded five-paragraph essay. Throughout the year, as we read and study these texts, students determine three human rights that each text supports or are revealed in the text that need protection or upholding.
It’s really up to the student to determine how they wish to discuss the rights; as the year progresses I am aware of the direction that they are taking with respect to the human rights and the literature we read. The founding document that we study even before we write the Triangle Fire section of the dissertation is the Universal Declaration of Human Rights, the 1948 document drafted by a United Nations committee led by First Lady Eleanor Roosevelt, in response to the atrocities of World War II.
There are six sections to this project:
Students write this usually after all their second drafts have been finalized, usually in mid-February. This introduces the entire scope of the paper. We spend a lot of time honing these sections and massaging them into being revelatory personal statements.
an explanation of human rights
-Students usually write their first draft for this section in September.
a section that connects the Triangle Fire to three human rights
-Students usually write their first draft for this section in October.
a section that connects “Inside Out and Back Again to three human rights
-Students usually write their first draft for this section in November.
a section that connects Frederick Douglass’ Narrative to three human rights
-Students usually write their first draft for this section in late January/early February.
Students usually write their first draft for this section in February
First drafts and second drafts are assigned as homework. I have very detailed take-home packets that provide students what they need to know for their drafts. First drafts can be any length, but second drafts will have a two- to three-page length requirement.
Second drafts for each portion are written throughout the year, i.e. they are not written immediately after their first drafts. I believe in taking a break from a piece of writing so the second draft will be a homework assignment a month or two after the first draft is written. This also gives students time to get that first draft written if they failed to do it on time initially.
Students keep paper copies of their first drafts, which have my notes and revision suggestions, in the file cabinet in the classroom. They also have digital copies in Google Drive.
As students turn in their drafts, I put a sticker on a large chart on the wall. At any moment, students and I can see their progress.
After we write our second drafts, students must pay special attention to connecting their “essays within the essay.” They complete several rounds of revision as they attempt to make their individual sections blend from one to the next. This gets interesting and students know by this time that this is a needed task.
I’ve even had students, before we get to this point of the project, ask me in class, “Mrs. Yung, how are we gonna make this flow? It can’t just sound like individual papers.” And then to myself, I think, “Hallelujah! They figured it out on their own!”
It’s so wonderful to know that they have learned how important it is to make our ideas connect smoothly in our writing.
This paper gives me the opportunity to reinforce the concept of what I call “interpretation,” the explanation that is needed when quoting from a source or text. This is a skill we practice all year, but the human rights dissertation is the project where this skill really shines. I require at a minimum that each quote from each text be followed by four to six sentences of explanatory exposition that reveals how the quote supports the point they are making.
My go-to piece of advice for students is to make their first or second sentence after a quote begins with “In other words,…”
Last minute additions to the paper include a comprehensive Works Cited page and a title page. The details for these items are included on a final to-do list that students use as they go through the project. The title for these papers is “Humanity Revealed: Understanding Human Rights Through Literature;” however, students may use another title if they wish.
This sheet also has several editing and revision requirements listed, as well as an approximate timeline. We devote about three to four weeks to revising and finalizing these papers in class. Lastly, I provide them with a heavy-duty Avery Flexi-View report cover.
The human rights dissertation is really my “piece de resistance” of my language arts classes. By the time students finish theirs, they’ve been my students for three years, and I’ve learned so much about their abilities, their interests, their personalities, and their goals for the future.
I truly enjoy watching students wrap up their dissertations and they are always excited to see their accomplishment. Many of them will end up with a paper that is fifteen or more pages long. Some even really go “all out” and see just how much they can write. It’s always a discussion to see who has the longest paper! (And yes, I make a point to tell them that more doesn’t mean better, but for middle schoolers to be excited about writing “just one more page,” who am I to shut that down?!)
As this project kicks off in the fall, I will be posting about it and providing news and photos about any changes that I decide to make this year. One change I may make is to allow students the choice to add a World War II text to their paper. This change is discussed in this post I recently wrote called “How to Forget the Holocaust.” I plan to eventually add the handouts, timelines, and editing checklists to my future TpT store.
Thanks for reading! Follow my blog to find out more about this project and to receive updates about changes I make to it this year! Do you do a similar project with your students or do you have any suggestions for me? Feel free to leave a comment!