In the small town where I teach, the local paper runs a “Teen of the Week” article about a promising senior every Friday. I am often interviewed as to my thoughts on said teen, and while I love seeing some of my students being celebrated, I can’t help but wish that everyone got a chance to be the “Student of the Week.
So my newest vocabulary strategy is to merge newspaper editorial writing with vocabulary instruction by having all of my students write their own celebratory articles.
To begin this writing assignment, have students list their hobbies, interests, accomplishments, goals (possibly specify goals in education, activities, athletics, career, etc), activities, community service roles, leadership opportunities, favorite school subjects, jobs held (if applicable) etc. I might give them 2-3 minutes to think of all possible ideas.
Next, explain that they will get to write about themselves and celebrate who they are and what they have done! Their homework for the night (or the next few nights) is to talk about themselves with their friends/family members/mentors/coaches, etc. and brainstorm any other accomplishments/goals/awards/roles they have not already listed on their paper.
Students should also gather at least one quote from an adult about why they are great. Perhaps show students a few sample articles so they have a sense of what they will be writing.
The next day (or a few days later), have students comb through their vocabulary lists for words that describe themselves and their activities/goals/awards etc. This way, they already have a word bank before they start writing.
Once students have gathered their lists of accomplishments, a quote or two from adults about their greatness, and a vocabulary list, they can start writing their Student of the Week article. See my handout with instructions and a rubric!
What I like best about this fun vocabulary activity is that not only does it improve students’ writing skills, it can also boost their self-esteem, especially for students who may not see themselves as Student of the Week-type candidates. The more they can explore what makes them unique, hopefully the more they can learn to see their own potential. Plus, who doesn’t like using big words to describe themselves?
Writing Standard 2. Write informative/explanatory texts through the effective selection, organization, and analysis of content.
Language Standard 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language Standard 5. Demonstrate understanding of word relationships and nuances in word meaning.
Language Standard 6. Acquire and use accurately a range of general academic and domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge