I give my students a writing assignment on the first day of school. Yes, you heard me right.
Summers are just too great NOT to share during the first days of school! Don't worry, I give the students time to finish in class (I like to see who the self-motivated ones are), but they may take it home for completion if they need to or want to. It's just a paragraph...or two...depending on how much they've missed writing over the summer (or how much they want to impress the teacher 😏).
I know I'm not terribly original having kids share about their summer vacations, but I bore myself going over that dogged English syllabus on the first day. I say let's hear from the students rather than make them listen to my voice drone on and on. Isn't that what we're in this profession for anyway? To equip students to use an informed voice? There will be plenty of time to instruct. Let those students get their first day voices out and then build on their excitement throughout the remainder of the year.
Sorry. I got side-tracked with philosophy; it happens sometimes. Back to student writing.
Some students have trouble choosing the best thing from the summer. Some students have trouble choosing a good thing from the summer. Either tone is fine, and I emphasize that a student's writing doesn't have to look the same as everybody else's. In fact, it shouldn't.
After first day introductions in English class, I tell students with a grin that they're going to have homework. After they groan, roll their eyes, or look at me in disbelief, I share that it's their choice to make it school work or homework, the difference being that they might finish at school if they work hard in class but may need to take it home if they spend too much time "thinking" rather than writing. We have a talk relating that their writing doesn't have to be read by anybody but me (but could be shared if desired), and they begin their work.
This will be the first of their reflective pieces I like to call Big Moment Writing. Besides the structured writing assignments I give to my middle schoolers, I like to make these informal. There's no need for the full writing process of planning, drafting, revising, editing, and publishing, though their accuracy in basic conventions and idea formation is appreciated. Students pick a Big Moment from their summers and get to it, sharing thoughts, feelings, actions, and reactions where necessary. My goal is to set the tone for the year that writing can be an outlet, whether for fun or for coping, or even for simply learning what's important to you. As the year progresses, I will throw in a concept we're working on at the time and look for evidence of understanding the grammar or composition techniques that apply.
As hinted earlier, a student's Big Moment might be a great moment, but it very well could be a difficult moment from the summer. Either way works.
When students turn in the assignment on the second day of school, I begin my work of getting to know each one of them and what's important in their lives.
Not only do I get to know the students personally right away when school starts, I also get to see a baseline of their writing skills in the first few days of school.
From there, I can plan my lessons accordingly, teaching them proper structure and communication as it relates to the particular class's starting point.
Throughout the year, I'll throw in another class period for Big Moment Writing from time to time so students can build up their reflective narrative voices.
Not everybody processes like me, I know, but perhaps you've noticed in your own writing the critical thinking that is borne out of reflection. As I look back on my Big Moment Writing purposes and strategies I've just shared in this blog post, I have decided on something new to try: Small Moment Writing.
Writing doesn't have to revolve around Big Moments, does it? I tell students all the time that they can write about the little things that are important to them with a focus on excellence in how the moment is shared and in what writing techniques are used. However, that sounds like another blog post for another day!
Check out my online tutoring website JustWrite and refer the students or families you think could use more practice with a focus on my professional feedback to help them become stronger writers.
And share in the comments some of the strategies you use to encourage reflective writing. I'd love to glean more ideas from all of you!
Summers are just too great NOT to share during the first days of school! Don't worry, I give the students time to finish in class (I like to see who the self-motivated ones are), but they may take it home for completion if they need to or want to. It's just a paragraph...or two...depending on how much they've missed writing over the summer (or how much they want to impress the teacher 😏).
I know I'm not terribly original having kids share about their summer vacations, but I bore myself going over that dogged English syllabus on the first day. I say let's hear from the students rather than make them listen to my voice drone on and on. Isn't that what we're in this profession for anyway? To equip students to use an informed voice? There will be plenty of time to instruct. Let those students get their first day voices out and then build on their excitement throughout the remainder of the year.
Sorry. I got side-tracked with philosophy; it happens sometimes. Back to student writing.
Some students have trouble choosing the best thing from the summer. Some students have trouble choosing a good thing from the summer. Either tone is fine, and I emphasize that a student's writing doesn't have to look the same as everybody else's. In fact, it shouldn't.
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| I like to think my boys were considering Big Moments on this California cliff as they looked out at the Pacific Ocean during one of our vacations. |
This will be the first of their reflective pieces I like to call Big Moment Writing. Besides the structured writing assignments I give to my middle schoolers, I like to make these informal. There's no need for the full writing process of planning, drafting, revising, editing, and publishing, though their accuracy in basic conventions and idea formation is appreciated. Students pick a Big Moment from their summers and get to it, sharing thoughts, feelings, actions, and reactions where necessary. My goal is to set the tone for the year that writing can be an outlet, whether for fun or for coping, or even for simply learning what's important to you. As the year progresses, I will throw in a concept we're working on at the time and look for evidence of understanding the grammar or composition techniques that apply.
As hinted earlier, a student's Big Moment might be a great moment, but it very well could be a difficult moment from the summer. Either way works.
When students turn in the assignment on the second day of school, I begin my work of getting to know each one of them and what's important in their lives.
Not only do I get to know the students personally right away when school starts, I also get to see a baseline of their writing skills in the first few days of school.
From there, I can plan my lessons accordingly, teaching them proper structure and communication as it relates to the particular class's starting point.
Throughout the year, I'll throw in another class period for Big Moment Writing from time to time so students can build up their reflective narrative voices.
Not everybody processes like me, I know, but perhaps you've noticed in your own writing the critical thinking that is borne out of reflection. As I look back on my Big Moment Writing purposes and strategies I've just shared in this blog post, I have decided on something new to try: Small Moment Writing.
Writing doesn't have to revolve around Big Moments, does it? I tell students all the time that they can write about the little things that are important to them with a focus on excellence in how the moment is shared and in what writing techniques are used. However, that sounds like another blog post for another day!
Check out my online tutoring website JustWrite and refer the students or families you think could use more practice with a focus on my professional feedback to help them become stronger writers.
And share in the comments some of the strategies you use to encourage reflective writing. I'd love to glean more ideas from all of you!
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