7th Graders Write Social Justice Short Stories!

Note from Mr. Bavisotto

Storytelling is an ancient human tradition practiced across centuries, continents, and cultures. When designing a curriculum for pandemic distance learning, I decided it was best to go back to the bread and butter of the English classroom and what humans have always done to cope in difficult times: reading and writing stories. 

Just 8 weeks ago, the 7th graders at Edward Town Middle School embarked on a social justice journey with me. They read 5 short stories throughout the unit and learned about the components of a story arc, before trying their hand at their own original story. We focused the scope of the stories with a TEDTalk by one captivating storyteller, Chimamanda Ngozi Adiche, titled "The Danger of the Single Story."Adiche uses personal anecdotes to explain to students what the late Toni Morrison phrased slightly differently; Morrison said, "If there's a [story] that you want to read, but it hasn't been written yet, then you must write it."

Students identified "single stories," also known as stereotypes, or one-dimensional depictions of people in the world around them. After learning how harmful a lack of representation can be, they worked for social justice by breaking that silence. These students used their writing and voice to interject another perspective into the conversation.  

I could not be more proud of the incredible work and creativity of this group of talented writers. It was an honor to virtually work with them these last few weeks. Below you will find the cover artwork they designed and the short story it accompanies. Click the story title to read that story! I am thrilled that others will be able to read their stories and be as inspired by them as I have been!!!!!

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Not Like Other Girls 

by Maya

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The Tryouts

by Meganne

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Miss Popular

by Addison 

Miss Popular

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The Smudge

by Gabby

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The Game

by Ava

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Guilty

by Kenny

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Nature Lovers

by Abby

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The Tail

by Kayla

Where I am From DV Poems

Where I'm From Digital Video Compositions
First project of the year...

  -  In order to build background on identity formation and explore the question “Who am I?” students will write “Where I’m from…” poems based on the places, cultures, people and events that have shaped them into the people they are today and who they are becoming.
  -  Students will present their poems in a “Poetry Reading” forum and present feedback.

  -  Students will create digital video compositions based on the poems they have written and adding images (both found and self taken), text, music and voice over. This multimodal composition will help to add meaning to their composition and allow students to practice their presentation of spoken English.

  -  Students will present Digital Video Compositions on the large screen to promote “Public Publication” of work.
  -  Students will provide collaborative feedback to each other through speaking and writing. They will analyze the DV compositions based on the four elements of Digital Video composition: Text, Voice Over, Music and Images.

  -  Students will write a central idea essay “Part 3 Text Analysis Response” analyzing their own poem.
  -  Students can select their “Where I’m From…” Poem, Digital Video Composition, and Part 3 Text Analysis Essay (Central Idea Essay) as a potential portfolio project presentation.

Narrating our experiences during a Global Pandemic. Narrative Writing by 7th Grade students

There's much to be said about teachers. No matter the time, no matter the place, teachers find ways to make a difference in their classrooms, especially in English classrooms across Western New York. When social distancing orders were placed by New York State, teachers and schools needed to quickly develop their plans to continue meaningful teaching in their classrooms. 

As for my own experience in my third year as an English educator, I had just started my latest position as a 7th grade Expeditionary Literacy Teacher at Tapestry Charter School in Buffalo, New York. I had about a week and a half in the classroom with students before teachers made the shift to online learning. I had been looking forward to truly developing meaningful relationships with the students, especially after developing relationships with the students I had previously been teaching in 9th and 12th grade.

Upon the news of online learning, it became clear that a journaling assignment was needed in order to meet the needs of students in these incredibly challenging times. Students were required to complete 2-3 journal entries per week during Online Learning, and the daily lessons were based upon ongoing events related to Coronavirus and COVID-19. This included articles, livestreams of Governor Andrew Cuomo's press releases, as well as content related to local and national news.

The three students from my classes that agreed to submit their work have shown their ability to communicate their stories, which are all simply impressive. Each has shared their Coronavirus Narrative, which showed how these challenging times are affecting students across Western New York, as well as the rest of the world. Their work is linked below!

1. Hannah- Coronavirus Narrative

2. Clementine- Coronavirus Narrative

3. C.P- Coronavirus Narrative

These three students shared their unique experiences, and I am forever grateful to have been involved to read about their experiences. It truly makes the struggles real, but it also helps us find that in all of the chaos or turmoil some of us may be feeling, there are some moments we can, hopefully, look back upon fondly.