They bared their souls — and enjoyed doing it. On Friday Jan. 15, Carl Sandburg Middle School’s seventh-grade students shared readings from their individual autobiographies. They also had an opportunity to taste favorite family recipes.
This was the culminating activity of the autobiography project, which began in December. Students were required to write seven narrative chapters for the project. Each chapter had to include the trait of voice, and one chapter had to be a reflection. The students began their rough drafts during class and were responsible for proofreading, revising, and editing either at home or during class with teacher assistance.
In addition to the writing, students collected artifacts that were representative of who they are. These artifacts included music CDs, past writings, favorite magazines, letters, typical phone conversations, sports memorabilia, and many other types.
“Student complaints were minor, especially once the final product was finished. Almost all, if not every one of the students, were astonished by their ability and extremely proud of their work. Several students surpassed 30 pages of quality writing,” said Tammy Hardin, one of the seventh-grade English teachers coordinating the project.
During the readings, the seventh graders learned more about their fellow classmates and the diversity of their school. Hardin said that one student shared that his mother had died when he was in fourth grade; he added that she must have been a good mother because he was turning out OK. Other students described humorous incidents that happened to them … some of which taught them a valuable lesson.
“Several students decided to disclose information on a special person(s) in their life or a special place. A few chose to introduce themselves to the listeners in a creative way,” Hardin said.
After each class shared their readings, they enjoyed a cornucopia of food prepared by the families of the students. Hardin was thankful that Sandburg Middle School had numerous parent volunteers to prepare food and serve the students.
“Without their support, the activity would not have been the success it was,” Hardin said.
A follow-up discussion in class gave students a chance to voice their opinion of the activity.
“Overwhelmingly, they thought it had been worth their effort to complete the project and they felt good about their finished products. One student remarked, ‘It didn't make the school feel so big. I learned about the other students from different teams.’ I guess in many ways, I feel the same. I thought it was a very personable experience that students were willing to share memorable moments, people, and other personal things.”
Hardin said that she and the other seventh-grade teachers: Abigail Briley; Megan Lister; Nancy Cafarelli; Elizabeth Szentkirayli; and Carla Farley, are proud of their students for their hard work throughout the writing process and for finding their voices.
“They enjoyed a tremendous amount of support from the faculty and staff who helped them gear-up for the culminating activity. The entire project truly represents an entire school effort.”