I teach kids it’s okay to be rejected

Rejection proves that my students are indeed writers

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Here’s a picture of my students posing with their first rejection letters from a youth writing contest. They thought it was funny that I wanted their picture. I just wanted them to know that a rejection letter proves that they 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!

 

It’s a Wrap! Three Take-Aways from Writer’s Workshop

Students turned in their final portfolios on Friday, and just like that, the semester is nearly over.

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A 7th-grader assembles his final Writer’s Workshop portfolio.

On Friday, my seventh- and eighth-graders turned in their final Writer’s Workshop portfolios. In early November, students began choosing eight writing projects from a list of twelve. The list offered a range of projects ranging from poetry to arguments to narratives to informational works. The focus of WW was the writing process. The procedure required that they complete three drafts and share their work with their peers and me for feedback and revision suggestions.

Click here to read my post from three weeks ago that outlines how WW works in my classroom.

By the way, I didn’t include a list of the various writing projects in that earlier post. Here are two photos of the final portfolio rubric I used this year, which lists the projects students could choose from.

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7th-Grade Final Portfolio Rubric | Instructions and word count requirements for each project were provided on a separate sheet.
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8th-grade Final Portfolio Rubric | Instructions and word count requirements for each project were provided on a separate sheet.

It might appear that the grading was intensive and time-consuming. However, since I had already seen the students’ second drafts and provided feedback on those, my main task in assessment was confirming that students followed the writing process for each project. Students turned in a two-pocket folder with their eight projects enclosed. For each project,  I looked for their first draft, their first draft responder sheet, their second draft (the draft I provided feedback on), and finally on top of the stack, their third and final draft. I did make sure that significant changes were made at each stage of revision. Points were deducted if they didn’t make any changes from draft to draft. In addition, I gave a “quality of writing  & presentation” grade and then also circled a holistic rating for their work (see arrow on the final portfolio rubric in the photo below).

In case you’re wondering, yes, we do use a lot of paper (and ink) in my classroom. Students composed mostly on their Chromebooks, but then I also required that every project is printed. I know many students share their Google Docs with each other for revision and editing purposes, but I still require that students turn in hard copies of all drafts. Here’s my post that explains my loyalty to having students submit paper copies, rather than just dropping a file into Google Classroom.

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One student’s final portfolio

Overall, WW was a great experience this year. As I graded rubrics this weekend, I came upon three main take-aways. Here they are:

  1. Require that students choose an equal number of each genre. While the variety offered in the project list usually guarantees that students will write across genres, I did notice that some students were heavy on poetry, which makes sense. Free-verse poetry (which I encourage over rhyme) seems to have (to students, anyway) fewer rules and punctuation usage can be looser. However, I would prefer that students get more practice in essay writing. Next year, I’ll make sure to enforce “genre equality!”
  2. Schedule a progress grade mid-way through the workshop schedule. I did this informally by checking with students during conferencing to ensure they were on-task throughout the six weeks, but assigning a formal grade that required the completion of four projects at the three-week point may have helped some of the students with budgeting their time.
  3. Continue the responder sheet grade. This year, I added a responder sheet grade. I asked each student to show me a responder sheet that they filled out for another student. If they followed the directions on the responder sheet, which were to choose four to six questions and answer them in writing on the back of the sheet, they would receive full points. If they answered only two questions, then half points. If they only made a few editing marks on the draft, or provided minimal answers (as in “I think it’s great!” with no suggestions for improvement), they would earn fewer points. Including this grade in the workshop this year made students more accountable for providing constructive feedback. I need to make sure I continue with this practice.

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It’s been a good semester and I’m looking forward to January. After Christmas break, seventh-graders will begin reading Chasing Lincoln’s Killer followed by an analysis of the film, The Conspirator; eighth-graders will continue work on their human rights dissertation and also begin reading Frederick Douglass’ narrative. My sixth-graders? They’ll be continuing their mastery of the beloved five-paragraph essay, the champion of academic writing. More on that in a later post!


Thanks for reading! Feel free to click like and leave a comment with your own Writer’s Workshop experiences. 

 

Here’s what Writer’s Workshop looks like in my middle school classroom

I’m so glad I didn’t give up on what is now one of my favorite activities

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Since I began teaching seven years ago, I’ve learned that sometimes it may be necessary to try a new technique, a new curriculum unit, or simply a new idea more than once in order to fairly assess its effectiveness.

Usually, the first time I try anything, it fizzles. At the conclusion of the semester, when students were turning in their final drafts of their projects, I was glad Writer’s Workshop (WW) was finally over. I didn’t like the unstructured nature of class time that the workshop encouraged. Perhaps my classroom management skills weren’t up to par, or perhaps I’ve just relaxed a little. Perhaps it’s a bit of both, but the less structured nature doesn’t concern me like it used to because…

I’m sold on Writer’s Workshop now.

Besides, my WW is fairly structured in its procedure to begin with. That built-in structure requires that kids stay on task. If I had decided to give up on WW after my first attempt, or even the second, I would have missed out on an activity that some students say is their favorite. Many students seem to like coming into class, having a short lesson, and then being able to work at their own pace on the projects of their choosing.

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Zoom in to see the Writer’s Workshop project list for 7th graders. Students choose eight projects from the list of twelve. The procedure for each assignment is on the back.  This entire procedure is based on one by K-12 teacher Corbett Harrison.

Writer’s Workshop puts these two things front and center: student choice and the writing process. Here’s what it looks like in my classroom: Every student gets a project sheet that lists about twelve possible writing projects. The list includes a mix of discourses: narrative, informational, argument, and poetry.  I usually don’t specify how many of each discourse they must do, since there’s enough of a mix to guarantee they’ll write a variety.  Kids must complete eight projects of their choice in a given time period. This fall, we started Writer’s Workshop on November 1, and their final portfolios are due Dec. 14. Here’s the rest of the basic procedure:

  • On day one of WW, as a class, we discuss the entire project list. Some of the assignments are new and don’t require that we go over them, but I introduce a few new projects each time, so we make sure to briefly discuss those. I pass out an assignment sheet to each student and we talk through each assignment, brainstorm some ideas, and talk about other details such as that assignment’s word count requirement.
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These two racks hold all the paperwork for Writer’s Workshop. On the left are the 7th and 8th grade project lists and responder sheets. On the right are the folders that contain the individual assignment sheets for each project, as well as mentor texts, and contest guidelines, if applicable.
  • After discussing each assignment, I gather up the project sheets and put them in a manila folder labelled with the project name in a rack on a book shelf at the front of the classroom for kids to reference later when they need them. (By the way, the procedures for WW are listed on the back of each project assignment sheet.)
  • Writers choose a project, read through the project’s assignment sheet, and then brainstorm, and write a first draft. The first drafts can be handwritten or typed at this point; eventually, they’ll need to be typed.
  • After completing a first draft, writers must find a classmate to be their reviewer, who will provide feedback and suggestions for revisions. This is done by attaching a narrative, informative, argument, or poetry responder sheet to the first draft. (The responder sheets are also kept in labeled manila folders in a rack next to the assignment project sheets at the front of the room.)
  • The reviewer then must answer in writing four questions listed on the responder sheet. The reviewer writes their answers on the back of the responder sheet on the lines provided. One thing I learned after my first WW attempt: If I don’t provide lines on the back of the page, students won’t write their answers down. They’ll simply jot a few very brief notes, or just tell the writer, “It was great. You don’t need to change anything. The lines on the back of the responder sheet holds students accountable to be more thorough with their feedback. I check these first draft sheets and talk with students who aren’t doing their fair share of feedback.
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Zoom in to read this responder sheet for an argument assignment. There is one of these sheets for poetry, informative, and narrative assignments, as well. Students must answer at least four questions about a classmate’s first draft on the backs of these sheets. Writers make changes to their first draft based on the answers their reviewer provides. After making their changes, writers staple their first draft and the responder sheet to their second draft and place it in my WW box for my feedback.
  • After providing their feedback, the reviewer gives the first draft and responder sheet back to the writer, who makes revisions, edits, and any other changes suggested. This creates a second draft, which the writer then places (with the first draft and responder sheet) in my second draft box. I do set a deadline for students to turn in their second drafts. At this point, that second draft deadline is one week before final portfolios are due. (I may need to reset that deadline to an earlier date.)
  • I read the second draft and fill out my own responder sheet, which has my suggestions and notes for the student. I ask that students give me a few days to return their second drafts to them.
  • After I return the second draft to the writer, they generate a third and final draft, referring to my ideas, revisions and edits that I suggest. While I don’t have time to mark every issue I notice on a paper, I do make sure that students understand what I do mark. I’ll usually talk with students when I hand their second draft back to them. This is always a good time to get in some one-on-one conferencing with each student, which, by the way, I am doing now on my phone with the help of Google Forms.  (I’ll explain this new experiment from Two Writing Teachers in a future post after I become more accustomed to it.)
  • After completing their final draft, students compile all three drafts, responder sheets, and any prewriting or brainstorming and staple their “latest greatest” final draft on top. They then keep these finished projects in a two-pocket folder in a file cabinet in my room. On December 14, these folders will be turned in. And yes, I get it, that’s a lot of work being turned in at once; however, I’ve already seen every assignment in the folders (if students put their second drafts in the box). It’s basically a matter of verifying that students used the writing process to complete the assignments.
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You’ll need to zoom in to see what’s inside my memoir assignment folder. This folder contains the instructions for the memoir, three student-written mentor texts, and two handouts with memoir topic ideas. Students use any or all of these as they need them. 

only aspect of WW I’d like to change for next time would be a more direct way for students to publish their work. Right now, I plan to post articles and stories and poetry in the hallway or in my room. Next semester, if all goes well, I will be having students choose which of their projects they would like to publish online in their Kidblog portfolio. (Again, that’s another future post.) Having an audience and a readership is crucial for motivating kids to write; I know this from my own writing experience on this blog and on Medium.com.

Here’s where I give credit where credit is due:

My Writer’s Workshop format is based on one designed and used by Corbett Harrison, a K-16 teacher with an EXTREMELY comprehensive website I located on the internet. Search his site (and its associated Northern Nevada Writing Project and WritingFix websites) for all kinds of ELA materials and ideas. (In fact, block out an hour or two if you intend to look at his site. It’s chock full of ideas and resources.)  In the past, I’ve also had success with his creative approach to vocabulary instruction that provides as much choice and accountability as his WW.

Harrison offers a free 18-page PDF that explains how he facilitates WW in his middle school classroom. This PDF also includes the responder sheets and my second draft responder sheet.  I can’t recommend Harrison’s plans enough. If you haven’t tried WW in your classes, his would be a good place to start. The plans have definitely worked for me by providing me a template to tweak here and there over the past couple of years. I’m so glad I didn’t give up on this solid, necessary, tried-and-true activity in my middle school ELA classroom.


Thanks for stopping by! Click like and follow this blog for more posts about middle school ELA. Also, feel free to leave a comment about how you approach Writer’s Workshop in your classroom. 

Countdown to novel writing

This November. Nanowrimo. Finally.

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Photo by Hannah Olinger on Unsplash

November is National Novel Writing Month and this fall, I’m writing a first draft of my first novel in thirty days! I have always wanted to take on Nanowrimo, but the idea of writing a novel has always scared me to death. This year, however, I think I’ll approach this behemoth with a group of my students who have expressed interest in going on this journey with me in Nanowrimo’s Young Writers Program.

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A screenshot of my post to my students on my private class Instagram account about Nanowrimo.

Yesterday, I posted about Nanowrimo’s student program on my private class Instagram account. I asked those students who were interested to let me know in the comments. Several did exactly that!

So this summer, I’ll be collecting resources and doing some research on how to approach the program with students. I do know we’ll be setting a daily word-count goal, which means that we’ll need to meet daily for thirty days (after school most likely) to crank out our novels.

Our point in meeting for thirty days after school is not to create perfect first drafts, but adequate first drafts. Some of the drafts will be shakily plotted and some of them might have less-than-stellar characterization, but that’s okay! The point is to create a first draft that’s ripe for revision. In short, the program is designed to get writers actually writing their novels, not just thinking about writing their novels. Amen to that! How many times have I told myself that “someday” I’m going to write a novel?! Nanowrimo provides the framework to defeat procrastination and just get a novel written.

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If you do a quick Google search of “Nanowrimo young writers program,” you’ll find a guide for educators. You can print out a PDF of a workbook for students. It explains how to build an online class profile with individual records of student progress. Students can create their own accounts that track their own word count progress. At the end of the thirty days, if they’ve met their goals, they win recognition and the capability to print out their novels.

Because the students will end with a first draft, we’ll probably print these out and consider them WIPs (Works in Progress), and then continue to revise them throughout the year. Perhaps by the end of the year, we’ll have a second draft!

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Here’s a printable poster you can download from educators’ resources at the Nanowrimo Young Writers Program.

But that’s a long way off and there’s much planning to be done. It’s good to know, however, in the meantime, that I have the first requirement taken care of: my students are enthusiastic to accomplish this goal with me.


Have you ever tried Nanowrimo? How did it go? Did you try it with your classes? I’m open to any information you have about Nanowrimo. Click “like” and leave a comment about your novel writing experiences!