Secondary English Weekly #16
Volume Two, Issue Sixteen /December 16, 2019-January 3, 2020
Alana Casto is the 2020 Martin Luther King, Jr. Breakfast Speaker
-Columbus City Schools has selected Alana Casto to speak at the 2020 Dr. Martin Luther King, Jr. Breakfast. The contest to choose a speaker was open to all secondary students. To enter, the students recorded themselves giving their speech entry. The time limit was 3 minutes and the topic was Keep Moving Forward, King's idea to inspire yourself and others to dig deep and keep moving forward no matter what the circumstances.
-Alana Casto is in 7th grade at Columbus Gifted Academy. She maintains a 4.0 grade point average and is spreading her wings into numerous extracurricular activities including debate, mock trial, theater, and oratory competitions. She is passionate, articulate, and determined to be heard and to make a difference. She believes that each of us has an important message to share and that given the opportunity, we should be brave and say what is on our mind, especially in the face of injustice. She admires the fact that Dr. King was able to fight for what he believed, in spite of the adversity he faced. Alana is interested in politics and theater as career choices. She is humbled by this opportunity to express her own beliefs in her own words and she hopes that by sharing her story, you will be willing to share yours with others as well.
-There were eight competitors and the judging team from Teaching and Learning chose the winner and a runner-up on December 11, 2019. Each of the students will receive a certificate of participation and the runner-up and winner will receive an additional certificate. The winner will be one of three speakers at the MLK Breakfast on January 20, 2020 at the Columbus Convention Center. The other two speakers also come from competitions. One will be from Morehouse College and the other will be a winner in the Columbus City-Wide MLK Youth Oratorical Contest. Below is the list of all entrants. Congratulations to them all!
- WINNER-ALANA CASTO (Columbus Gifted Academy, 7th Grade)
- Runner-up-Maurice Harrison (Eastmoor Academy, 10th Grade)
- Sara Kraus (Dominion Middle School, 7th Grade)
- Maya Jolley (Columbus North International School, 9th Grade)
- Simone Crosby-Wallace (Columbus Gifted Academy, 8th Grade)
- Gretchen Reed (Columbus Gifted Academy, 7th Grade)
- Graciela Leahy (Columbus Gifted Academy, 7th Grade)
- Luna Atkins-Hanshaw (Columbus Alternative High School, 9th Grade)
return borrowed novels to the curriculum office when you finish with them
If you borrowed from the curriculum office and have finished with them, please return those to get them back into circulation. You can send them to Southland Center, Suite 125 to the attention of Carla Mae Phillips, or email Carla Mae Phillips (cphillips3865@columbus.k12.oh.us) to arrange for them to be picked up from your school.
TEACHING ABOUT THE HOLOCAUST WEBINAR
Join this upcoming Webinars from Echoes & Reflections and become equipped to teach about the Holocaust. The timely one-hour webinar is designed to help educators promote student learning and understanding of the Holocaust and its lasting effect on the world. Register here for the Webinar listed below.
- Complicity and Action During the Holocaust 12/17 at 7pm
CREATING EQUITY IN THE CLASSROOM BLOG CONTEST (STUDENT ACHIEVEMENT PARTNERS-ACHIEVE THE CORE)
Step One: Write an 800-word or less blog post that answers the question: What's one action educators can take to create more inclusive and equitable classrooms and foster a culture of high academic expectations for all students?
Step Two: Submit your blog entry to crivero@studentsachieve.net by December 31st.
-Three entries will be selected as finalists and the winner will be determined by visitor traffic during the "competition weeks."
-The grand prize is $150. Amazon gift card.
2020 Dr. Martin Luther King Jr. Art, Essay, and Multimedia Contest-DEADLINE DECEMBER 20TH
The Ohio Civil Rights Commission submission period is open for the 2020 Dr. Martin Luther King, Jr. Art, Essay, and Multimedia Contest! This year's theme is "standing for what matters." Dr. Martin Luther King, Jr. was a leading voice against the injustices that affected minorities throughout the United States. For standing up against racism and bigotry, Dr. King had to face great adversity. He was arrested, verbally abused, and a target of many due to his civil rights advocacy. Despite this trouble, Dr. King never strayed from his mission and he continued to speak out against injustice. Dr. King’s great civil rights achievements would not have been possible if he had been intimidated by the possible dangers of advocating the truth. His actions show us that doing what is right may not be the easiest choice, but if justice is to prevail, difficult choices must be taken. On March 8, 1965, the day after “Bloody Sunday,” on which civil rights protestors were attacked and beaten by police on the Edmund Pettus Bridge, Dr. King said: "A man dies when he refuses to stand up for that which is right. A man dies when he refuses to stand up for justice. A man dies when he refuses to take a stand for that which is true.” His words remind us that our lives begin to end the day we become silent about things that matter.
Contest Entries: Dr. King was a leader because he spoke out when others were resigned to silence. Think about times in your life where you spoke out against an injustice. What impact did it leave on you and your community? Each participant in the art contest is invited to participate by creating work that creatively responds to the following question:
When have you had or will you have the courage to speak out for something that truly matters? For 2020 Contest Rules and the Official Entry Form, Click Here. To fill out the form digitally, save a copy to your computer first, then fill out the form.
The 2020 MLK Contest Deadline is December 20, 2019. All entries are required to be emailed or received by mail no later than December 20, 2019 at 5:00 PM. Please factor in holiday shipping times when choosing shipping options. Questions? Call (888) 278-7101.
TEEN OPEN MIC NIGHT AT THURBER HOUSE-December 20th
COMMONLIT FEATURED CONTENT-SEASONAL FAVORITES
- How Santa Claus Found the Poor-House (6th Grade)
- I Am Offering This Poem (6th Grade)
- Blizzard (8th Grade)
- The Gift of the Magi (8th Grade)
- To Build a Fire (9th Grade)
- Stopping by the Woods on a Snowy Evening (10th Grade)
BOOKLIST TOP OF THE LIST 2019
Each year Booklist editors are tasked with the impossible: from thousands of 2019 book releases, select the Top of the List, the year’s most exceptional titles in the following categories: youth nonfiction, youth fiction, youth picture book, and youth audiobook. Here are their picks.
Youth Fiction
★ This Was Our Pact, by Ryan Andrews
A group of boys on bikes sets out to learn whether the lanterns cast down the river in their town’s annual ceremony actually turn into stars like the legends say. The titular pact: no turning back from their quest. Who ends up breaking the pact and who doesn’t is only one element of this richly imagined and complexly emotional story that would be spoiled by too thorough a plot summary . . . read more→
Youth Nonfiction
★ Monstrous: The Lore, Gore, and Science behind Your Favorite Monsters, by Carlyn Beccia
Extraordinarily clever and phenomenally entertaining, this graphics-forward resource intrepidly investigates the science behind eight monsters and cryptids, digging into the possibilities of their existence, exploring ways to react in case of a hypothetical encounter, and drawing real-world parallels. Each scenario is loaded with data: chapters describe why King Kong’s size makes him a mathematical impossibility . . . read more→
Youth Picture Book
★ Home in the Woods, by Eliza Wheeler
This book opens on an image of eight children of varying ages, formally positioned around their mother for a family photo in the woods. Labeled with everyone’s name and age, the painting conveys everything about their situation: no father is present, household goods are piled around them, and the two oldest children lay protective hands on their mother’s shoulders. From there, the story is told from six-year-old Marvel’s perspective. read more→
Youth Audiobook
★ Shout, by Laurie Halse Anderson
Anderson’s Speak (1999) is a modern classic of YA literature and a testament to both the silencing isolation sexual violence wreaks on a survivor and the restorative power of finding—and using—one’s own voice in the healing process. In the light of the #MeToo era, Speak was clearly ahead of its time, but Shout, read by the author, arrives at the perfect moment, is carried by the perfect voice, and will inspire listeners to shout their own truths. read more→
2020 ROY BRISCOE JOURNALISM SCHOLARSHIP-APPLICATION NOW OPEN
Columbus City Schools is pleased to announce the 2020 Roy Briscoe Journalism Scholarship. The $500 scholarship will be awarded to an outstanding senior who plans to pursue the study of journalism, communications, public relations, or a related field in college. The scholarship was established in memory of news anchor Roy Briscoe by his family and WBNS-TV. Briscoe anchored the 10TV news from 1960-1989.
Applicant Requirements:
-Student must be a graduating senior who will pursue a career in journalism, communications, public relations, or a related field in college.
-Student GPA should be 3.0, but a range will be considered after examining other factors.
-Student must document community service, extracurriculars, work experience, and need.
-Student must include a portfolio of his/her best work demonstrating excellence in journalism or communications.
-Student must include a recommendation from his/her English, speech, photography, creative writing, newspaper, or yearbook teacher/advisor.
-After applying, selected students will be asked to present their portfolios to a panel of judges.
-A stipulation will be made that the student will still be eligible for other scholarship money.
-Scholarship money will be paid to the winning student’s four-year college after receiving evidence of enrollment.
Contest Timeline:
Now-April 27, 2020: Students submit applications to Carla Mae Phillips, Southland Center, Suite 125, Columbus, OH 43207, or cphillips3865@columbus.k12.oh.us with Roy Briscoe Scholarship in the Subject Line.
April 28-May 8th: Judges meet to screen applicants and select those who will present their
portfolios and be interviewed and Selected students are interviewed.
May 11-15: Winner is announced and Award is presented to winner.
Application (You can use either version):
Google Doc Application (make digital copy to fill it in). PDF Application (download to fill it in).
NCTE WRITING AWARD CONTESTS FOR JUNIORS AND 8TH GRADERS
TWO NCTE Student Writing Awards Applications Will Open December 15
Deadline: February 15
- The Achievement Awards in Writing Program is open to high school juniors. The 2020 theme is “Why Do I Write?" (#WhyDoIWrite).
- The Promising Young Writers award is open to eighth graders. The 2020 theme is “My Nature.”
DITCH THAT TEXTBOOK DIGITAL SUMMIT
Ditch That Textbook Digital Summit
The Ditch That Textbook Digital Summit is a FREE online conference for teachers, starting on December 21 and closing on January 8, 2020. It brings together some of the brightest minds in education to discuss technology, pedagogy and more.
ditchsummit.com
HOW IT WORKS: New presentations are released every day from Dec. 21-31 (except Christmas Eve and Christmas Day). They remain available until Jan. 8 so you can re-watch or catch up on any you’ve missed. They’re pre-recorded, so you can watch them whenever you want until Jan. 8. After that, the summit ends and the videos are unavailable to watch anymore.
FREE PD HOURS: You can get FREE PROFESSIONAL DEVELOPMENT CREDITS for watching the videos. There’s a form to fill out after each presentation, and you’ll get an automatic PD certificate emailed to you.
This year’s new speakers include:
Austin Kleon, author of Steal Like an Artist
Jam Gamble, educator/speaker/entrepreneur extraordinaire
Nate and Angie Ridgway, co-authors of Don't Ditch That Tech
Toney Jackson, teacher-poet and all-around inspiration
Matt Miller, author of Ditch That Textbook
Omar López, a teacher doing amazing things with project-based learning
Jaime Donally, a guru in immersive tech, AR, VR and more
Karon Weber, from the Hacking STEM team at Microsoft
Pooja Agarwal and Patrice Bain, co-authors of Powerful Teaching
NCTE ACCEPTING PROPOSALS FOR THE 2020 ANNUAL CONFERENCE
GET READY FOR #NCTE20!
“¡Confluencia! Songs of Ourselves” is the theme for the 2020 NCTE Annual Convention, November 19–22, in Denver, Colorado. Talk with your colleagues, plan your session, and submit your proposal by 11:59 p.m. ET on Wednesday, January 15.
NCTE POSITION STATEMENT ON THE ACT OF REAADING
The Act of Reading: Instructional Foundations and Policy Guidelines
(Print Act of Reading PolicyStatement HERE.)
OVERVIEW
-Reading is a sociocultural activity in which readers construct meaning from text through the lenses of culture and personal experience (Barton, 2007; Gutierrez, 2008; Perry, 2012). Contrary to popular conceptions of the act of reading, readers do not merely “decode” or “unlock” meanings encoded by authors. Even a simple word like dog is interpreted through the lens of personal experience which, in turn, is filtered through cultural representations of dogs and other animals. This does not mean, however, that readers can simply make up meanings without regard to the author’s intentions. Readers must construct responsible readings (Rosenblatt, 1978/1994) that take account of the text, the reader’s assessment of the author’s intentions, the reader’s background knowledge and experience, the sociocultural context, and the activity of which reading is always a part.
-The act of reading is always embedded in an activity, some purposeful act that makes a particular set of demands on the reader. The role of text in religious rituals is illustrative. For the words to “count” as part of the ritual, they must be read (or sung, included in call & response, shouted) in the right way (standing, sitting, or kneeling) at the right time and the right place (a place of worship). The familiar, if ineffective, practice of round-robin reading works in much the same way. In this case, successful “reading” requires giving the appearance of paying attention, not interrupting other readers, being able to pick up the text in the right place when called upon, as well as reading the text fluently when it is one’s turn. In the same way, a literature discussion in a 10th-grade English class requires that students observe prescribed rules of participation as well as make relevant comments in order to successfully demonstrate that they have read and understood the text under discussion. From this perspective, readers don’t learn to read once and for all as much as they learn to read particular texts, in particular ways, for particular purposes, and in particular contexts (Gee, 1990; Wallace, 2003). The purpose of reading instruction, then, is to expand the range of ways and purposes for which students read.
-Notably, a sociocultural model of reading acknowledges the role of skills in reading and learning to read. Phonics, for example, plays an important role in reading, but readers generally use their knowledge of phonics in concert with both their knowledge of the regularities of language and their experience and general knowledge of the world to construct meaning from texts (Dudley-Marling & Paugh, 2004). However, from a sociocultural perspective, conflating reading and learning to read with phonics is at odds with both theory and research on what readers actually do in the process of making sense of texts. Equating reading with the mastery of an autonomous set of reading “skills” will always be insufficient to understanding the reading process. In summary, aspects such as the readers’ purpose and background knowledge, the social and cultural setting, and the nature of the text all affect how readers interact with texts (Street, 1995, 2013; Smagorinsky, 2001). Effective reading instruction acknowledges the complexity of reading.
FOUNDATIONS FOR EFFECTIVE READING INSTRUCTION
Effective reading instruction is underpinned by key principles that derive from a sociocultural model of literacy and related research including, for example:
- Reading development is strongly correlated with the number of words children read (Allington, 2001/2011). Therefore, all readers must be immersed in a rich program of reading a wide range of accessible texts written for a range of purposes and audiences (i.e., genres) with frequent opportunities to read connected texts.
- Accessible texts utilize predictable linguistic structures and familiar content that enable readers to draw on their linguistic and cultural knowledge, experiences, and interests in the process of making sense of texts (Rhodes & Dudley-Marling, 1996).
- A program of effective reading (and writing) instruction is an ongoing journey throughout one’s schooling and must include opportunities to engage with a wide range of genres, including digital and multimodal texts (Bråten & Braasch, 2017).
- All children require some measure of explicit, intensive, and individualized support and direction depending on their needs as readers. This includes explicit attention to the sound system of language where necessary. No child, however, requires unique instruction based on an educational label (Dudley-Marling & Paugh, 2004).
- Effective reading instruction is informed by factors such as ongoing assessment of students’ reading development, their interests, attitudes toward reading, motivation, and home literacy experiences. This includes routine evaluation of students’ response to instruction since one size never fits all (Sciurba, 2017).
- Reading instruction must focus primarily on meaning. An overemphasis on words, letters, and sounds misleads developing readers as to the purpose of literacy (Smith, 2006).
- Explicit teaching of reading skills is most effective when it is embedded in the context of meaningful reading (Pearson, 2004).
Ultimately, an effective literacy learning environment immerses children in a language “bath” that includes regular opportunities to learn and use various forms of oral and written language as a means of drawing on their background knowledge in support of classroom learning and to fulfill a wide range of purposes with a variety of audiences in different (sociocultural) settings. In the following section, we offer a representative sampling of instructional strategies that emerge from these principles.
RECOMMENDATIONS FOR TEACHING READING
- Immerse students in a literate environment that includes environmental print and access to a wide range of genres and text types, including digital and multimodal texts (Allington, 2018).
- Read to students regularly and purposefully, including a range of genres and text types.
- Provide students with regular opportunities to read books (or other texts) of their own choosing for extended periods of time.
- Utilize multiple instructional formats (shared reading, guided reading, literature discussion circles, individualized instruction) and regularly reflect on these teaching practices and student progress in order to meet the strengths and needs of students (Bacon, 2017).
- Help students build background knowledge of topics and language that enables students to understand what they read.
- Provide opportunities for inquiry and language study, including vocabulary, word and text structures, and spelling patterns, that emerge from authentic reading experiences (Baumann, 2009).
- Model higher-order thinking skills, using techniques such as think-alouds, to illustrate the range of meaning-making strategies readers utilize in the process of reading, including strategies (e.g., prediction, self-monitoring, reflection) they use before, during, and after engagement with meaningful texts (Murphy et al., 2016).
- Support reading fluency through strategies like repeated and assisted reading as well as the use of books featuring familiar topics, stories, and language (DiSalle & Rasinski, 2017).
- Support students’ reading comprehension by providing regular opportunities for students to respond to reading through discussion, writing, art, drama, storytelling, music, and other creative expressions (Cervetti, 2019; Wilkinson & Son, 2011).
- Expand students’ opportunities for learning and support learning to read a range of genres and text types by integrating reading and writing across the curriculum (Graham & Harris, 2017).
Reading is a human activity—the glue, the bridge, the vehicle that connects students to themselves and other worlds, whether formatted digitally or in print (Goodman, Fries, & Strauss, 2016). Reading promotes knowledge acquisition and vicarious journeys, encouraging exploration of multiple experiences, plot lines, points of view, and interpretations that enhance the knowledge bases of readers, tying together meaning through their personal and cultural lenses. Furthermore, reading serves many purposes: looking inward and outward to establish identity and connect with self and others (Koopman, 2016).
Columbus Metropolitan Library Winter Reading Challenge
TEACHER PD OPPORTUNITIES AND CONTESTS
SOME CONTESTS AND GIVEAWAYS
-TEACHINGBOOKS CONTESTS & GIVEAWAYS-DECEMBER
-BULKBOOKSTORE $500 MONTHLY GIVEAWAY
-BULKBOOKSTORE LUNCH BAG GIVEAWAY
-WE ARE TEACHERS CONTEST/GIVEAWAYS
SEE THIS WEEK'S OPPORTUNITIES AT THE TOP OF THE NEWSLETTER
CONTINUING OPPORTUNITIES
TINY TEACHING STORIES
Teachers’ lives are packed with powerful moments: moments of triumph, frustration, absurdity, joy, revelation, and hilarity. Education Week wants to hear about them. Submit your Tiny Teaching Story, in no more than 100 words, here. See examples below.
2020 OPPORTUNITIES
TEACHINGBOOKS WEBINARS FOR 2020
Register HERE for any of the TeachingBooks Webinars listed below.
Text Complexity: Join the Conversation
Wednesday- February 5 at 11:30 pm - Crown: An Ode to the Fresh Cut by Derrick Barnes and Gordon C. James
Thursday- March 12 at 11:30 pm - Pax by Sara Pennypacker and Jon Klassen
Thursday- April 16 at 11:30 pm -Save Me a Seat by Sarah Weeks and Gita Varadarajan
Thursday- May 12 at 11:30 pm - I am Not Your Perfect Mexican Daughter by Erika L. Sanchez
Discover the NEW TeachingBooks!
Monday-January 13 at 10:00 am
Wednesday-February 19 at 3:00 pm
Tuesday-March 24 at 12:00 pm
TeachingBooks: Collaborate, Customize, Communicate
Monday-January 20 at 10:00 am
Wednesday-February 26 at 3:00 pm
Tuesday-March 31 at 12:00 pm
Match Readers to Titles: TeachingBooks Tools
Tuesday-February 11at 1:00 pm
Find the Perfect TeachingBooks Resource
Tuesday-March 17 at 1:00 pm
Listen to Authors: A Springboard to Writing
Tuesday-April 21 at 1:00 pm
Authors’ Stories and Diverse Perspectives
Tuesday-May 5 at 1:00 pm
Center Stage with Reader’s Theater
Tuesday-May 19 at 1:00 pm
CURIOSITY ACROSS THE CURRICULUM: PURSUING ENGAGEMENT, LITERACY, AND ACTION THROUGH INQUIRY (Heinemann PD Presents a Multi-Day Institute, January 17-20, 2020 in Charleston, SC)
Over the Martin Luther King, Jr. weekend, there will be a practical and personal institute, presented by a team of nationally recognized author-educators: Harvey "Smokey" Daniels, Nancy Steineke, Chad Everett, Kristin Ziemke, and Sara Ahmed. The institute is a blend of keynote sessions, breakout workshops, and job-alike meetings, where you'll spend part of each day working in a group that matches your grade range. You'll also join a team of colleagues in a multidisciplinary inquiry project, drawing on the complex sights, spaces, people, and history of Charleston itself. ENROLL NOW!
OCTELA ANNUAL CONFERENCE-FEBRUARY 21-22 IN WORTHINGTON OHIO
REGISTER NOW for the Ohio Council of Teachers of English Language Arts Annual Conference. Don't miss your opportunity to see this year's keynote speakers: Daniel Jose Older, Tony M. Vinci, Elizabeth Acevedo, and Tanny McGregor. The theme is Envisioning Our Future(s). The 2020s offer a fresh decade to envision new possibilities for teaching ELA and professional transformation: What might our future classrooms look like? Envisioning diverse future(s) across grade levels and specialized curriculum may conjure a mixed bag of hope, excitement, inspiration, and, well, maybe even a little bit of anxiety. So, in the spirit of meeting teachers’ and students’ needs in facing the new decade, OCTELA aims to create a space for open inquiry, sharing, and optimism. This conference inspires teachers to gather and discuss what they do best, what inspires them to keep pushing forward, and what strategies support authentic student learning. Check out more information on the OCTELA Conference Page.
SNAPDRAGON BOOK FOUNDATION GRANT
The Snapdragon Book Foundation offers an outstanding grant to help provide books for pre-K through 12th grade schools and libraries that serve disadvantaged students. Grants typically range from $2,500 to $10,000. Applications available in November 2019; applications due in February 2020. Snapdragon Book Foundation
THE BOB AND MARION WILSON TEACHER INSTITUTE OF COLONIAL WILLIAMSBURG
Weeklong sessions or three-day themed seminars immerse participants in an interdisciplinary approach to teaching social studies with American history as the focus. The Institute experience provides teachers:
- Primary source-centered, standards-based historical content
- Inclusive approach to analyzing people and events of the past from multiple perspectives
- Innovative, engaging teaching strategies to bring history to life in the classroom
- Immersive experiences throughout the Historic Area and with character interpreters with suggested classroom applications
- Collaborative idea sharing with Colonial Williamsburg staff and fellow teachers
- Classroom-ready instructional resources, including lesson plans, primary sources, and media through the Colonial Williamsburg Education Resource Library.
OHIO POETRY ASSOCIATION HIGH SCHOOL CONTEST
The Ohio Poetry Association (OPA) is sponsoring its annual high school poetry contest, offering prizes and publication to winners in nine categories. A grand prize winning poem will be published in Common Threads, OPA’s poetry journal. Winning poems will be sent to the Manningham Trust Student Poetry Contest sponsored by the National Federation of State Poetry Societies. Give this OPA CONTEST FLYER to your students so that they may enter.
SUBMISSION GUIDELINES
- All poems must be the original work of the student and must be unpublished (in print or online, including social media) or not accepted for publication.
- Each poem must be titled. There may be only one entry per student in any category, and no poem may be entered in more than one category. There is no limit on the number of categories to which a student may submit. NOTE: For Manningham eligibility, there is a limit of 30 lines for any poem and only one poem per student can be sent.
- All poems must be typed or computer generated in a plain font no larger than 12-point. Times New Roman font is suggested.
- All poems must be in English, single-spaced, printed on one side of the page only, and all category requirements must be observed. No illustrations or decorations.
- Two copies of each poem must be submitted. Each copy must contain the name Senior Division and the category (number only) in the upper left-hand corner. On the second copy only, the name of the student, name of school (or if home-schooled, your mailing address), grade level, and language arts/English teacher (or parent-teacher for home-schoolers) must appear in the upper right-hand corner. At the bottom of the second copy with the student name and school address identification, the statement below must be typed and signed by the student:
“I certify that this poem is my original work and has not been copied in whole
or in part from any author’s poems in print or posted on the Internet."
Signed: ___________________________________________ - Each school should send all entries from the school together, mailed flat in one envelope, with the name of the teacher or parent-teacher on a note inside or marked clearly on the envelope.
- ENTRIES MUST BE POSTMARKED BY JANUARY 15, 2019.
Special Note for Teachers: Teachers are strongly encouraged to read all student poems for appropriateness. No personal names of friends or family members should appear in poems. No poems will be returned.
CONTEST CATEGORIES & SPONSORS
- Voices from the Past – A persona poem in any style in the voice of an American patriot from America’s past, e.g., a survivor from any war fought to keep America free. Sponsor: Mark Hersman
- David Francis Smith Award – A poem in any form on any subject. 30-line limit. Sponsor: Teresa Santmyer
- New Beginnings – Using your imagination and fresh imagery, describe how change of any kind can affect your life. 30-line limit. Sponsor: Great Expectations Writers
- Humor – A poem that makes us laugh—amusing, humorous, funny (but clean enough to print) in any form. 30-line limit. Sponsor: Pat Snyder Hurley
- Sonnets – The sonnet is one of the longest lived of verse forms. Its rhyme scheme makes music out of repeated sounds, and its metrical pattern of iambic pentameter rocks with rhythm! Compose your own sonnet on any subject. Sponsor: Betsy Hughes
- Ekphrasitic – Choose a work of art from any art museum and write a poem in response to that work. At the bottom of your page, note the name of the work of art; the artist; the museum where you viewed it; and a website location (URL) of the art, if available. 30-line limit. Sponsor: Jane Kretschmann and Deborah Strozier
- A Sense of Place – A poem that captures a memorable landscape, cityscape, seascape, building, or interior. Any form. 30-line limit. Sponsor: William R. Reyer
- Short and to the Point – A poem in any form, on any subject, not to exceed 12 lines. The poem may be free verse or a form such as haiku/senryu, tanka, cinquain, limerick, double dactyl (higgledy-piggledy), minute, or triolet – any established form as long as it’s 12 lines or under. Sponsor: Springfield Writers Club
- Cinquain – Write an American cinquain, a poem of five lines of 2, 4, 6, 8, and 2 syllables and unrhymed. It usually features a single image from nature. The image you should focus on for this contest is water (rivers, sea, oceans—be creative!) For examples see: www.cinquain.org/cinquain.html Sponsor: PentaPoets
PRIZES & PUBLICATION
Awards for each category are $25, $15, and $10, with the possibility of honorable mentions. All judges reserve the right not to award a prize in a category if entries do not meet the category and/or judge’s requirements. Award winners will be published in a chapbook. Chapbooks for award-winning students will be sent to each school.
MAIL ALL POETRY SUBMISSIONS TO:
Sharon Fish Mooney, OPA Student Contests
86545 Cramblett Road
Scio, Ohio 43988
Thurber House Young Writers' Studio Winter/Spring 2020
New Year--New Young Writers' Studio!
Start 2020 off with Young Writers' Studio at Thurber House! Students in 9th-12th grade who love writing stories, crafting new worlds, and building never-before-seen characters, should join Young Writers' Studio, starting January 7! Click here for more information or to register!
What is Young Writers' Studio?
They meet every other week for two hours with author and English professor, Robert Loss. They will kick off the first hour with quality writing prompts and activities. Then, after a break for provided snacks (of course!), they'll wrap up the last hour with the chance to workshop pieces that students bring in. It's a safe, low-key, fun opportunity to enjoy writing and meet others!
Dates: January 7, 21; February 4, 18; March 3, 17, 31; April 14, 28
Times: 6:30 - 8:30 pm, Thurber Center, 91 Jefferson Ave. Columbus, OH 43215
Cost: $15 per session - can be paid in advance or at the door. A limited number of scholarships are available for this program. Email Meg Brown at megbrown@thurberhouse.org
THURBER HOUSE WRITING WIZARDS for Grades 6-8
Thurber House's Writing Wizards registration is now live! Check out the brief class descriptions below and visit their website for more details or to register: http://www.thurberhouse.org/writing-wizards. Classes meet every Saturday from February 8-March 7 are limited to 15 students.
Thurber House Writing Wizards 2020: 6-8 Grade: $125
My Voice Matters with Linda Baird, 10:00 a.m. - Noon
- Have you ever felt really passionately about something you wanted to share with others? By the end of this workshop, you’ll have an opinion piece that is ready to share with the world!
Tell Your Story with Casey Briand, 1:00 - 3:00 p.m.
- Everybody has a story to tell. In this memoir-writing class, you’ll explore tales from your own life and craft them into thoughtful written pieces.
FINANCIAL SCHOLARSHIPS AVAILABLE: There are a limited number of full and partial scholarships available. Students who have not received a scholarship in 2019 will be given preference. Deadline to apply is Friday, January 17 and you will be notified by Friday, January 24. Click here for a downloadable brochure.
NYC MIDNIGHT'S 14TH ANNUAL SHORT STORY CHALLENGE
The 14th Annual Short Story Challenge is a creative writing competition open to writers around the world. There are 4 rounds of competition this year. In the 1st Round (January 17-25, 2020), writers are placed randomly in heats and are assigned a genre, subject, and character assignment. Writers have 8 days to write an original story no longer than 2,500 words. The judges choose a top 5 in each heat to advance to the 2nd Round (April 2-5, 2020) where writers receive new assignments, only this time they have 3 days to write a 2,000 word (maximum) short story. The judges again choose a top 5 in each heat to advance to the 3rd Round (May 15-17, 2020) where writers receive new assignments and have 2 days to write a 1,500 word (maximum) short story. Judges select finalists and the remaining writers are challenged to write a 1,250 word (maximum) story in just 24 hours (June 19-20, 2020) in the fourth and final round of the competition. Feedback from the judges is provided for every submission and there are thousands in cash and prizes for the winners. Sound like fun? Join the competition below and get ready for January 17th!
REGISTRATION: It's easy to register. First, download and read the Official Rules & Participation Agreement. Once you've read through everything, you are ready to register HERE. The entry fee is USD$48* by the early entry deadline of December 12, 2019 and USD$58* until the final entry deadline of January 16, 2020. *Get $5 off the entry fee just for tweeting! Click here to make a post to Facebook or Twitter and receive a $5 promotional code. Looking for a unique gift for the holidays? For the cost of the entry fee, you can gift the inspiring experience of the Short Story Challenge 2020! Click here to learn more. Not only does every writer receive feedback from the judges for every story submitted, but a special review forum is available for the participants to submit their stories for review from fellow writers throughout the competition. During the Short Story Challenge 2019, there were over 11,500 comments made on the 800+ stories submitted on the forum. Click here to visit the forums.
THE SCOOP & THE SCOOP HIGH SCHOOL JOURNALISM CONTESTS
Young people have become the leaders in the fight against climate change. Greta Thunberg, Jamie Margolin, Isra Hirsi and others are paving the way for youth voices in the media and the environmental movement. You can be a leader, too! Earth Day Network presents The Scoop Journalism Contest and invites students to submit an original essay, podcast or video reflecting on the following prompt: ″The world is starting to recognize the serious negative impacts of our food system on our planet, particularly those caused by intensive animal agriculture. How does climate change impact your community? What role do our food choices have in creating solutions to climate change?″
- Overview
Each competition will have three categories to choose from: essay, video or podcast. Each contestant may only submit to one of the three categories. There will be one winner for each of the three categories for both The Scoop and The Scoop High School competitions, with a total of six winners.Each winner and a guardian or guest will receive a trip to Washington, DC that includes transportation and lodging to participate in Earth Day 2020 activities on the National Mall on Saturday, April 25th, the 50th anniversary of Earth Day. This includes backstage passes to the anniversary concert on the Mall.
By submitting an entry to this contest, all entrants agree to our official rules.
- Who can enter?
The Scoop: Students ages 18-25 who are currently enrolled in an accredited undergraduate or graduate program located within the United States.
The Scoop High School: Students currently enrolled in an accredited high school (grades 9-12) or equivalent GED program located within the United States.
- How to apply?
In essay, podcast or video form, tell your story using the above prompt. Specific instructions for original essay, podcast and video submissions:
Essay submissions must be between 600 – 800 words. All references must be cited in the document. Citations will not be included in word count.
Podcast and Video submissions must be between 3 – 6 minutes in length. In the body of your email submission, please include a brief explanation of your piece in 50-200 words.
The following file types will be accepted: Essay: .docx or .pdf; Video: .mp4 or .mov (or link to a Youtube upload); Podcast: .mp3 or .wav
All submissions must be sent via email: The Scoop: thescoop@earthday.org; The Scoop High School: thescoophs@earthday.org All submissions are final, and no revisions are accepted.
- Deadline:
Entries must be submitted via email before 11:59 p.m. PST on January 31, 2020. If you have a technical issue or special problem, let them know as quickly as you can at (202) 518-0044 or email (see above). Earth Day Network staff will be available to help troubleshoot until 3:00 pm PST on this date. They encourage early submission to avoid missing the deadline.
- Contest Timeline
Contest begins12:00 a.m. PST on November 18, 2019
Contest ends11:59 p.m. PST on January 31, 2020
Judging will occurFebruary 2020
Winners will be notified by Email notification early March 2020
Winners will be publicly announcedMid-March 2020
Trip to DC to participate in Earth Day eventsApril 24 – April 26, 2020
- For more information, go to https://foodprints.earthday.org/journalism-contest/ or please email: The Scoop: thescoop@earthday.org; The Scoop High School: thescoophs@earthday.org
Princeton Summer Journalism Program
The Princeton Summer Journalism Program (PSJP) is a free residential journalism and college preparatory program for high-achieving current juniors from low-income backgrounds who are interested in journalism. Over 10 days, students live on campus at Princeton University and learn reporting skills from professional journalists and Princeton professors. Participants hold a press conference, produce a short documentary, report on a professional sporting event from the press box, attend a play or theatrical production, visit 3-4 major news outlets, and interview subjects for their feature stories in the Princeton Summer Journal. After the program, students are paired with a volunteer college adviser, a professional journalist, to help them through their admissions process.
Program dates: Friday, July 31 - Monday, Aug 10, 2020
Cost: All program expenses, including airfare or train tickets to and from campus, are covered by the program.
Application deadline: Monday, February 17, 2020 at 11:59PM EST.
You can learn more about the program, eligibility requirements, and application process on this website and from this PSJP Flyer.
Eligibility:
To apply, students must meet the following requirements:
Be a junior in high school at the time of application.
Live in the United States and intend to attend college here. Students living and attending school abroad, including U.S. citizens, will not be considered under any circumstances.
Have a minimum unweighted grade point average of 3.5 out of 4.0.
Have an interest in journalism.
Meet at least one of the socioeconomic conditions below:
The combined income of custodial parent(s)/guardian(s) plus child support payments, if any, must not exceed $60,000.
Student qualifies for free or reduced-price lunch in your high school.
Student qualifies for an SAT or ACT fee waiver.
For questions about special circumstances, please review our frequently asked questions or email psjp@princeton.edu. Find Out More HERE.
REGISTRATION IS OPEN FOR THE 2019-20 POETRY OUT LOUD CONTEST & THE DATE HAS BEEN SET FOR THE POETRY OUT LOAD WORKSHOP FOR TEACHERS
GET YOUR HIGH SCHOOL REGISTERED NOW FOR POETRY OUT LOUD HERE!
Poetry Out Loud (POL) encourages students to learn about great poetry through memorization and recitation. This program helps students master public speaking skills, build self-confidence, and learn about literary heritage and contemporary life. Created by the National Endowment for the Arts and the Poetry Foundation, Poetry Out Loud is administered in partnership with the State Arts Agencies of all 50 states, the District of Columbia, the U.S. Virgin Islands, and Puerto Rico. Teachers, librarians, or administrators register their high schools each year with the Ohio Arts Council and organize contests with one class, several classes, or a whole school. Contests, workshops, and multi-media program materials, including curricula, are free. Poetry Out Loud is aligned with Common Core and National Council of Teachers of English (NCTE) standards. See more information at the Poetry Out Loud Ohio Page and at the Poetry Out Loud National Page.
Here is the Poetry Out Loud Teacher's Guide and Ohio's Contest Schedule.
DID YOU MISS EARLIER ISSUES OF THE SECONDARY ENGLISH WEEKLY NEWSLETTER?
- December 9-13, Issue 15
- November 25-December 6-Issue 14
- November 18-22-Issue 13
- November 11-15-Issue 12
- November 4-8- Issue 11
- October 28-November 1-Issue 10
- October 21-25-Issue 9
- October 14-18-Issue 8
- October 7-11-Issue 7
- September 30-October 4-Issue 6
- September 23-27-Issue 5
- September 16-20-Issue 4
- September 9-13-Issue 3
- September 2-6-Issue 2
- August 22-30-Issue 1
Carla Mae Phillips
Southland Center, Suite 125
Email: cphillips3865@columbus.k12.oh.us
Website: https://www.ccsoh.us/English6-12
Location: 3700 South High Street, Columbus, OH, 43207, USA
Phone: (380) 997-0463