Power Lesson: “This I Believe” Essays
December 4, 2016
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“Doing homework” by Predi is licensed under CC BY-ND 2.0
In this power lesson shared by high school English teacher Cynthia Ruiz , students write their own personal statements of belief. The essay pushes students to write about something that matters to them and helps them get to know each other on a deeper level.
I used to assign a “Letter to the Teacher” at the beginning of every year to get a snapshot of how a student writes while simultaneously learning background information. Being completely honest, this assignment is also an easy way to get the first few back-to-school days started when a 90-minute class period feels like 900 minutes, because everyone is typically on their best behavior and not talking much. Although I enjoy reading the letters, the assignment doesn’t lend itself to revising and is written only for a specific, one-person audience.
I know building relationships with students is important and a way to get to know them is through their writing, so I did some research to see what other teachers were trying. I came across the “This I Believe” site and immediately liked the concept better than an introduction letter for a teacher.
Assignment Guidelines
The first time I assigned a “This I Believe” essay was in the fall of 2014, during the second week of school. I planned it as a year-long endeavor, something we could work on as a distraction from other essays required to prepare for state testing. This past year, I did not assign it until late April; it would be our last major writing task. I wanted to give everyone plenty of time to write but held them to a firm deadline of having four weeks to work.
This time, I crafted my writing guidelines according to those posted on the NPR site that hosts hundreds of This I Believe essays from around the world. My rubric still has some typical writing conventions, but overall I think it focuses more on student voice than structure. I made it clear that students had a lot of choice regarding both content and format. The biggest restriction came directly from the This I Believe site: a 500-600 word limit. I know a lot of writing teachers are divided when it comes to word count, but I figured it was still better than giving a specific number of required paragraphs and sentences.
One other requirement was that students use at least three “vocabulary devices.” This may seem like a restriction, but it actually supported student voice. Over the spring semester, we spent a lot of time reviewing both rhetorical and literary devices (anaphora, hypothetical questions, simile) and I told students to focus on the devices they genuinely felt comfortable using.
Helping Students Choose a Topic
Because the rubric leaves room for a lot of choice, I encouraged students to visit the featured essays site and not only read, but listen to real examples. I wanted them to see that this wasn’t just another run-of-the-mill assignment, that what they believe is important and writing is just one way to share those beliefs. I also made it a point to tell them our end goal was to share this essay with their entire class by way of a gallery walk.
After giving students time to explore the site, I had them “rush write” in their notebooks to see what immediate ideas they captured to help start the brainstorming process. Here’s the prompt I used:
This I Believe For 2 minutes: List words or ideas that you think about when you think of YOUR LIFE. (Can be feelings, symbols, names, events, etc.)
After students generated this list, I asked them to consider what they wanted to write about and share with others. I wanted them to imagine a larger audience and think outside of meeting my expectations.
For some, deciding what to write about was easy and they began drafting immediately. However, the majority of students struggled not so much with what they believe, but how to write about it. Even though they appreciated having so much choice, they still needed some direction to get started.
We continued the listing strategy by focusing on “most memorables”: most memorable events in life so far, most memorable stuffed animal, most memorable friends, family experiences, life lessons learned, and so on. I asked them to focus on why they remember what they remember, and whether or not it impacts any of their beliefs. One student remembered a saying his grandmother always told him that still provides comfort as he’s gotten older. Another focused on her family not having a big house when they first moved to America and how she’s learned to be satisfied with opportunities instead of possessions. While this strategy helped a lot of light bulbs go off, it didn’t work for everyone.
Another strategy I tried was using involved sentence stems: I know I am the way I am today because______. I know I think about things the way I do because _______. I think most people would describe me as ______. I emphasized that these phrases did not have to be included in their final products, but should help generate ideas. I talked with a few frustrated students about this strategy and they told me it made them realize they’ve never really had to think about themselves in this way, but ultimately, it gave them direction for their essays.
Drafting and Revising
Because of block scheduling, I gave students about a week and a half to complete a working draft, which required having at least two paragraphs of their essay done. I only gave a portion of two to three class periods to actually write in class; students were expected to write on their own time.
On the day drafts were due, I set aside class time for revision. I asked students to refer to the rubric and focus on voice and vocabulary strategies. Questions I told them to consider were: Does this sound like me? Do I talk like this to my friends or family? I gave students the option of reviewing their own essays or partnering up with someone to peer edit. Again, this was the end of the year, so we had already established a pretty firm community of trust in class. I don’t know if peer editing would have been as easy had I done the assignment early in the year.
Overall, draft day didn’t feel like the usual “revising and editing” days we’ve had with other essays. Students were very concerned with whether or not they were making sense, if they should add more, or if they were being too repetitive, rather than only being concerned about capitalization, spelling, and grammatical errors.
Sharing the Finished Essays
The culmination of this assignment was when the essays were shared in a gallery walk . The gallery walk is my answer to having students write for a larger audience, and it really helps this essay become about what students have to say instead of just another grade. I can’t count how many times I have returned tediously graded essays only to have a kid immediately walk over to the recycling bin and trash it! Sure he read the comments and suggestions I made, or saw the cute smiley face I left by an excellent word choice, but it didn’t mean much to him because the paper is graded and finished, and he is now done thinking about it. With a gallery walk, not only are students thinking about what they wrote, but they have the opportunity to think about what their classmates wrote as well.
I printed each essay without any names, and made sure any identifying statements were revised. However, there were quite a few students who said they were proud of what they wrote and had no problem if others knew which essay belonged to them. Because not every student turned in a final copy, I printed additional copies of some completed essays to ensure every student had something to read during our gallery walk, instead of drawing attention to the two or three students who did not finish the assignment.
I placed the essays on different tables throughout the room and allowed students to move around as needed; some chose to stand and read an essay, others opted to sit, while others sprawled out on the floor to read. I played soft music and asked that the room volume stay quiet enough to be able to hear the music at all times. I didn’t mind if students were sharing and discussing, and I really wish I recorded the various conversations and comments I overheard that day: “Wow! Did you read this one yet?” “Man. Who wrote this? I might cry. Good tears, though.” “This one is life, Ms. Ruiz.”
I provided a pad of post-its near each essay and told students to leave POSITIVE feedback for each other. I provided sentence stems to help:
Something I liked…
Something I can relate to/agree with…
Something that surprised me…
Something I want to know more about…
I really think…
I periodically checked to make sure no one was being inappropriately critical or just leaving cute hearts or check marks. I wanted students to think about what they were reading, and understand that feedback is a crucial part of the writing process
After about 40 minutes, each essay had received multiple written comments, looking similar to the picture below:
Overall, the feedback was uplifting and actually created a sense of belonging in each class. Students told me they learned so much about each other that day and were shocked by their classmates’ writing. A few said they wished they had written this essay sooner.
Sample Student Work
I was floored by some of the essays I received. Some made me laugh, some made me gasp, some made me cry. Compared to the typical papers I usually assign, this essay allowed my students to not just think about what they were writing but to care about their writing and to be intentional in the language they were using, both in word choice and rhetorical strategies, because it was about what they believe. It is some of the strongest student writing I have ever received as an English teacher.
Here are some sample paragraphs from students who gave me permission to share their work:
From a student who told me he hates school and hates writing.
From a student who by all outward appearances, comes from a traditional family.
From a student battling depression and anxiety.
From a student who missed almost a whole semester but is trying to stay in school.
Although this essay helped end the year with a strong sense of community, I think teachers could easily have students write it at the beginning of the school year or even in January at the start of a new year. I’d love to hear how other teachers have used an essay like this in their classes. ♦
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Categories: Instruction
Tags: English language arts , lesson planning , power lessons
39 Comments
Cynthia and Jennifer, Thank you for sharing this Power Lesson; it’s one I plan on “borrowing” for sure in January. I love the connection built during the gallery walk. I can imagine this being truly powerful for all students. Well done!
I LOVE this!! I will use this in the Spring with my students. The excerpts in the blog post were so personal. I hope the students realize what a gift they shared.
Tonya, I agree. I’m always so grateful when students are willing to let us see their work here!
I love this assignment. I use it every semester with Public Speaking students, following a similar brainstorm and drafting process. Since the assignment comes from a radio program, my students audio record themselves, and our celebration of the work happens through hearing each student read the essay. Very powerful hearing their voices!
Ruth, thanks so much for taking the time to share this idea. I’m sure lots of teachers will love how audio enriches this assignment.
Thank you for sharing the students’ samples. Writing is such a great way to express oneself and when you make it personal students are engaged. ❤️ it! I am thinking about adding it as my last assignment for my 3rd graders!
Thank you for sharing, especially the students’ work samples.This will help inspire my students to share important details about their lives. Might I also recommend an excellent book I purchased used recently: Reading, Writing and Rising Up (by Linda Christensen)
I like this writing strategy. Last week I started something similar with my Arabic students. In groups of 3 to 4 students, they wrote stories (Brainstorm, first draft…) They started writing their final draft(with illustrations and drawings) on the butcher paper. On Monday, they will hang it on the wall and they will give each other feed back wile walking and reading each other’s essays. The problem with the foreign languages students writing is that they have brilliant ideas in English, but they cannot express them in Arabic or French… My questions is the following: Is there a way to adapt this writing strategy to World Languages students with taking into consideration the limited students’ language levels.
I love this assignment. I use at the end of the year with my seniors. I tell them to focus on a belief that they have formed over their past years of school and that will guide them as they make steps on their next journey — college, military, work, etc. Every year I am awed by the thought and pride they take in it. Their voices shine through the papers. The emotions, ranging from joy to sadness or humor to regret, overtake their essay making each both personal and universal. I also always write one that I individualize for each class and how they have shaped or firmed one of my own beliefs.
I love this, especially as a way to “re-enter” in January! I hope that I can use it effectively with my middle schoolers. Thank you so much for sharing this!
YES!! This was my first lesson in my first year of teaching and it completely set the tone for the rest of the year. The work I received from eleven year olds blew my mind, and I even submitted(with their permission) a few pieces to be published because they were that deep. Bravo to this I believe essays & sharing lessons like this with other educators.
Did you find that you had to add in any scaffolds/support for students? I want to try this with my 7th graders who really struggle with writing and getting started with ideas.
This looks like a fabulous project and one I am keen to try out next semester.
I, too, have been doing this assignment for a few years now. It is my favorite assignment of the year. I teach 8th grade English and I have my students share their essays aloud. We sit in a circle and listen to each student share his/her belief. It is powerful. We laugh. We cry. We learn. Having students write for an audience of their peers is challenging for them, but so rewarding in the end.
This looks great for January. I noticed that the This I Believe website has a high school curriculum for sale for $20. Has anyone used it? Is it worth it? Necessary?
This reminds me of an assignment I had in high school. It was called our “Capstone,” and was a year-long process (12th grade). We first chose three things that were important to our lives: a person, a place, and an event. Over the first semester we wrote about these in three separate papers. Then come second semester we had to connect them with a metaphor, and put together a 20 minute presentation that connected everything. It really allowed students to get creative while expressing what was most important to us.
Do you happen to have an example of this still? It sounds AWESOME and I would love to do it with my 8th graders!
Your students’ essays are beautiful, authentic and inspiring, as I am sure your teaching is. Thank you for sharing.
Thanks for the lesson. I like this idea for journaling too!
A brilliant idea! Thanks!
Thanks for sharing and including student work examples. Essays like this are a great way to get to know students at a deeper level and could also make a good college entrance essay!
Thank you for sharing this. Inspirational and heartfelt writing from young people.
This is so inspiring and beautiful. Thank you so much, both of you for sharing this power lesson. I was lookibng for a writing task muy ss could include in their e-Portafolio. Can’t wait to try it!! Thank you again!!
I know this might be simplistic, but could you share more about the vocabulary devices?
Hi, April! For the vocabulary devices, I’m referring to adding similes, metaphors, hyperboles, imagery, etc. We usually practice devices like anaphora and asyndeton in my advanced classes, so those can also be used. One of my favorite lines this year was: “I mean, I thought a step stool would do the job but instead it was like climbing a 20 foot ladder just to finish my goal…” We talked about how using a vocab device is more powerful than “I worked really hard.” Hope that helps! Cheers!
This is sooooo great!! I love it!!!!!
I love this. Has anyone tried it at the start if the year? Are students willing to write about such personal experiences and beliefs with a teacher and classmates that they don’t know well?
Hi Lizzie! I work for Cult of Pedagogy, but I’m replying as a teacher. I teach college level freshman comp and I started my previous semester with this essay. Because it was the beginning of the year, I didn’t do a gallery walk; it was more of a practice assignment to get used to the flow of papers and feedback. They had to bring in a rough draft for in-class workshops, so I made sure they knew a few of their classmates would be reading what they wrote. For extra credit, I offered them the chance to record their paper as a “podcast” and post it on YouTube. I was blown away by how in-depth most of them went! In fact, I’m starting my fall semester with it again.
I love this assignment in the spring for senior English. Generally, kids are appreciative that we’re doing the final writing assignment about something that is ‘real world legit’. I’ve always been impressed by their level of attention (and attendance),as our gallery walk happens on the last day of their English class in June.
Hi! This looks like a fantastic lesson and I would love to try it with one of my English classes. I noticed that your writing guidelines link is no longer available. Is there anyway I could get this information? Thanks Kelsey
Hi Kelsey! Thanks for letting us know about the link. This was a guest post and we will be happy to reach out to Cynthia to see if she has a current link to the writing guidelines. If so, we’ll get that updated on the post as soon as we can. Thanks again!
I was wondering about the guidelines as well. I teach in China and we are out of school right now for Chinese New Year, so I would love to have this when we return in February. Thanks for your help!
Hi Karen & Kelsey! I wanted to follow up on your request for the guidelines to let you know that Jenn no longer has access to them. If you haven’t already done so, Jenn recommends to check out the writing guidelines posted on NPR. I hope this helps!
I teach a course called Theory of Knowledge. One of the concepts we study is ‘faith’ as a way of knowing or gaining knowledge. I remember the “This I believe” series on the radio and then NPR. I have my students read several of the essays from the website and a few I copy from one of the books published. Then, they brainstorm and write their own essays. This spring, right before the Covid shutdown, one of my students committed suicide. I had returned his essay to him only days before; he’d written about the importance of love and relationships in life. Being able to share his essay with his mother and brother (who I had also taught) was a gift for all of us. I think the inspiration to have students write these essays was somehow a preparation for this sad experience. I like the suggestions here and may use the sentence stems to help those who struggle to get started.
Hello! I want to say that I had some difficulties in writing essays and statements. When I entered college, the first thing I encountered was writing a quality application.
thanks for sharing, this is really useful information for me!
thanks for sharing informative!
This looks like an amazing lesson plan and although it is late in the year I will try to use it. could you please send the grading rubric you used?
Hi, there! Because this post was written so long ago,we have unfortunately lost touch with the author, Cynthia Ruiz. From what we understand, she is no longer in the classroom. However, you may be able to connect with her on Twitter by clicking on the Twitter icon at the top of the post underneath Cynthia’s name.
If you are looking to create your own rubric, the section of this post called Assignment Guidelines links to the NPR website where Cynthia found the writing guidelines that she used as a basis for her own. In addition, there is another Cult of Pedagogy post on the single-point rubric , which you might find useful. I hope this helps!
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Giving Voice to Students Through "This I Believe" Podcasts
- Resources & Preparation
- Instructional Plan
- Related Resources
According to the National Public Radio website, the "This I Believe" series is "a national media project engaging people in writing, sharing, and discussing the core values and beliefs that guide their daily lives." In this lesson, students participate by writing and recording their own essays. Students first complete a series of activities designed to get them thinking and writing about their experiences. They then write, read, and record their essays for a class blog. The final activity has students comment on each other's work. Designed specifically for disabled students, the lesson also includes suggestions for use in inclusive classrooms.
Featured Resources
- The Top 10 Lessons I Learned From Charlie Brown : Students will find this handout inspiring and thought-provoking as they examine their own personal experiences to use in their essays.
- Creating, Editing, and Posting Podcasts handout: This helpful handout contains a detailed explanation of the steps to take to create a podcast.
From Theory to Practice
There are many reasons for "extending ideas about literacy and for teaching with new technologies and mass media" including the "prevalence of electronic media and popular culture in students' lives," the importance of making home—school connections, and also simply the fact that these extensions can make both learning and teaching more fun and interesting.
Common Core Standards
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
State Standards
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
NCTE/IRA National Standards for the English Language Arts
- 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
- 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
- 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
- 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
- 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Materials and Technology
- Computers with Internet access
- Speakers, microphone, and headphones (optional)
- LCD projector (optional)
- Digital voice recording software, such as Audacity
- The Top 10 Lessons I Learned From Charlie Brown
- Permission Slip
- Five Belief Topics
- Two Belief Statements
- Creating, Editing, and Posting Podcasts handout
- “This I Believe” Podcast Rubric
Preparation
| 1. | This lesson is designed for use with students who have disabilities. Modifications for use in an integrated classroom are included at the end of each session. The lesson also includes suggested alternatives for students whose parents do not permit them to post to a class blog (see Session 6 to 9). |
| 2. | Begin by visiting the website and reading through it to understand the format and history of these audio essays. You should select three or four essays to share with your students (see Session 4); you can find them either by visiting the page or the page. In addition, visit the webpage and choose three or four essays to share with students during Session 5. Ideally, you will share these essays by playing the audio versions on a classroom or lab computer that has speakers; you may also choose to print the essays and make copies for your students. |
| 3. | From the in the Classroom page, click on the Download Curriculum link and print the PDF file. You will need a copy of page 21, which is titled “Things I Have Learned About Life,” for each student in your class. |
| 4. | Check with your school’s Internet policies to ensure that you and your students can view and post to a blog and so that you are familiar with any rules or restrictions on use. Use a site like or to set up a classroom blog that students will use to post their podcasts and comment on each other’s work. (Both sites allow you to create blogs that only invited members can view.) |
| 5. | Print off the handout and review it. Arrange to use recording software such as , which can be downloaded for free. (See or for tips on its use.) You may want to create your own essay and use it to practice recording a podcast and posting it to the blog. To record, you will need a microphone, either one that plugs in or is built into your computer. |
| 6. | You will need at least one computer with Internet access to share and record essays (see Sessions 4 through 9). In addition, it is best for students to use computers to draft their essays during Session 5 and to comment on each other’s work during Session 10. If necessary, arrange to use your school’s computer lab during these sessions. |
| 7. | You will use the following statements during Session 1: You may choose to write them on a piece of chart paper or on the board. Cover the statements with a large piece of paper, revealing them to students as you read them. |
| 8. | Print off and make copies of , , and the for each student in your class. Make one copy of the handout for every two students in your class; these can be cut in two. |
Student Objectives
Students will
- Interpret their own experiences by responding to a series of statements and writing prompts designed to get them thinking about what they believe
- Examine the experiences of other people by reading and listening to short essays
- Think critically about what makes a strong essay by developing a list of criteria and applying it to their own and other people's work
- Synthesize what they have learned by writing, revising, and recording their own essays
- Practice responding to and providing authentic feedback by commenting on each other's work
- Use technology for authentic purposes by participating in an online community
Before class starts, use signs to label one side of the room Agree and the other side Disagree . Move furniture so that students can easily group around the signs.
| 1. | Have student stand in between the two signs, telling them they should bring a journal or notebook and a writing utensil with them. |
| 2. | Tell students that you are going to read a statement. They should think about it before responding. Depending on their stance, they should move to the side of the room labeled or . Read the first statement from the list in Preparation, Step 7. |
| 3. | Once all students have chosen a side, give them five minutes to write about why they agree or disagree with the statement. |
| 4. | Have students share their reasons with one another. If you have large groups, tell students to break into smaller groups of three or four. Allow another five minutes for them to share. |
| 5. | After time is up, ask for volunteers from each side to share why they made the choice that they did. |
| 6. | Have all students move back to the middle of the room and repeat with the remaining statements as time permits. |
Modification for integrated classrooms Follow the same steps for this session using the statements from page 14 of the This I Believe in the Classroom curriculum dowload.
| 1. | Pass out handout. Read aloud, pausing after each lesson to allow students to respond to the following prompts:
Modification for integrated classrooms This session can be followed as it is written with the exception of Step 4, which should be left open-ended instead of referring to disabilities.
Modification for integrated classrooms Have students think about things that they strongly believe. You can leave this session open ended or narrow it by having students think about what they believe about being a high school student in today’s society.
Homework (Due at the beginning of Session 5): Students should return signed Blog Permission Slips .
Modification for integrated classrooms You may choose to have students look at and listen to more “This I Believe” podcasts or have them look at and listen to podcasts written by students that do not focus on disabilities, such as those found at Digital Voices . Sessions 6 to 9Provide feedback on student’s essays before the start of this session. You might have students e-mail the drafts to you on a Friday so that you have time over the weekend to respond. Use the class-created T charts from Sessions 4 and 5 as anchors for your feedback. From here your students will work at different paces. The work will not neatly fall into sessions, but should take approximately three class sessions to complete. See the Creating, Editing, and Posting Podcasts handout for a detailed explanation of the steps you should be taking to make the podcasts while students continue working on their essays.
Students whose parents have asked that they not post on the blog should complete Steps 1 to 4. When they finish their essay, you can have them read it aloud to the class. By the start of this session, all podcasts should be posted to your class blog. Note that you may send out a link to the blog to colleagues or parents, allowing them to post comments before this discussion. Students will appreciate seeing this feedback the first time they look at the blog.
Note: If you are the only one who has access to the blog, you can use an LCD projector to show students the blog and listen to the podcasts. Ask students to volunteer feedback for each one. Talk with students about the content of the feedback, if they feel it was helpful or not, if it was accurate or beneficial. You may also choose to have the author of the essay respond to comments.
Student Assessment / Reflections
What was your overall experience with this project? Why? What did you learn about yourself or your disability? Which piece of feedback did you agree with the most? Why? Which piece of feedback did you disagree with the most? Why? What changes would you make to your essay podcast if you could? Why? This activity works best after students have had a day or two to visit the blog and read the feedback that their podcasts generated. Modify the prompts as necessary for an integrated classroom.
This Strategy Guide describes the processes involved in composing and producing audio files that are published online as podcasts. Add new comment
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Expect Unexpected Engagement When you try Hexagonal Thinking in ELAListen to my latest podcast episode:.  076: You’ll Love the “This I Believe” Writing Project
 This weekend I spent three days in Richmond, Virginia in my first ever experience as a keynote speaker. It was delightful to get to meet so many wonderful educators and hear about their work. As I watched two young teachers spending all their free time at the conference planning a Halloween escape room to engage their 8th graders, I was reminded for the millionth time how much I believe in teachers. How much I wish our system believed in each teacher and put their work and their artistry above scripts, standardized tests, and purchased programs. I found myself itching to write a manifesto about this, and it reminded me of the This I Believe essays I wrote years ago with my students in Bulgaria. So today, I want to share this writing project with you, and show you the simple steps you can take to launch a high-engagement personal writing project that culminates in a public performance of student work. This was one of my favorite writing units that I’ve ever done, and it’s an ideal way to help juniors and seniors with college essays too. So let’s get into it. Read on, or listen in on the podcast player below, or on iTunes , Blubrry , or Stitcher . I love so many things about NPR, but their This I Believe radio series is right up there in the top tier. In this series, NPR invited people to write short essays explaining a dearly held belief, using specific, detailed stories to give evidence for their belief. These beliefs varied hugely, and were not always the big picture idealized beliefs you might expect. “ Be Cool to the Pizza Dude ” and “ Find a Good Frog ” (written by a 9th grader) are both featured on the This I Believe project website , which has extended the project into the present. So how does this all translate into the classroom? Funny you should ask. Setting up the Project You can begin by playing a few of the recorded essays from the site and talking about what makes the pieces so colorful and fun to read or hear. Explain that you’ll be doing a lot of writing and discussion about what matters to your students prior to writing essays of their own and eventually performing them in a live radio-style show. Then you can move into reflective prompts from the free NPR curriculum set or prompts of your own devising to get students to think about their own strong beliefs, discuss them in small groups or with partners, and begin different types of reflective and personal narrative writing. For example, you might:
Once you have spent several days thinking and talking about beliefs as well as building community, share the This I Believe essay guidelines with your students and let them begin drafting final essays. Prepping for the Performance Event Along the way, students can choose a committee to join to help prepare for the final performance event. I divided students into the following committees, based on their interests:
 The Big Day On the day of our final performances, we gathered with our guests in the main entryway of our building, where seating, fun decor, a mic, and food were ready to go. The students performed their pieces (or in many cases, performed others’ pieces so they felt more comfortable in front of the crowd) as the class and guests watched and cheered them on. The M.C.s hosted the event, the P.R. committee took photos, and the event planning group made sure there were some treats on hand and cleaned up after the shows. To help keep kids focused during the event, I recommend you either have them vote for their top three essays (with reasons to back up their choices) or fill out several compliment cards you can hand out later to the writers. This is a nice reminder to pay attention without feeling onerous, since it just contributes to a culture of appreciation for what their peers are doing. You don’t really need to grade the performances, though you could make it a nominal grade if you’re worried some kids won’t take it seriously. You’ll get the actual essays that you can read and comment on afterwards. Mostly, it’s a fun day to celebrate the work of the students and build a community as everyone shares beliefs that really matter to them – some funny, some serious. I encouraged the students to send their work in to the This I Believe project, and two were published online. Unfortunately, the website is no longer accepting work, but you might consider encouraging students to send them to the local newspaper or the school newspaper, or you could put up your own This I Believe blog at your school and publish all the essays there, or even publish the essays into a binder in the library that kids can continue to add to year after year. This will turn into a great resource as the project continues. These essays can also make quality springboards for the college essay process. This personal and reflective writing is an ideal beginning to thinking about how to represent themselves to their future colleges. As I said earlier, I started to think back on this project after my weekend at VATE, so here’s the This I Believe essay I’ve been pondering myself since then…  Do you find your inspiration in VISUALS? I love ‘em too. Let’s hang out on Instagram! Click here to get a steady stream of colorful ideas all week long.  I’ll help you find the creative ELA strategies that will light up your classroom. Get ready for joyful teaching! LET’S BE PEN PALSBrowse by category. SEARCH FOR THE STRATEGY OF YOUR DREAMS, OR DIVE INTO ONE OF THESE POPULAR CREATIVE RABBIT HOLES.  POPULAR POSTS The Back-to-School Independent Reading Kickstart Don’t Make My First Day of School Mistakes Teaching Life Skills: The Elective Series Continues Need something great for tomorrow? Head on over to the free resources section. Let’s hang out on
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My "This I Believe" is one of students' favorite units (College Writing – juniors and seniors). There are some phenomenal exemplar texts that we use in conjunction with our syntax unit. But, most importantly, I wanted to say how much I appreciate the sentiments expressed in your own essay. It's a wonderful model to write alongside your students. Thank you! Thank you, TJ! It's very difficult to stumble upon the right essay service for your college needs. That's why reddit lovers prefer best essay writing service reddit Bold subheadlines will make it easy for your reader to skim your blog and make the choice to read more. Direct Response Copywriting Positive site, where did u come up with the information on this posting?I have read a few of the articles on your website now, and I really like your style. Thanks a million and please keep up the effective work. resume writing services And afterward the narrator conveys the subsequent reason: "I basically don't have time." lie detector costs uk It is perfect time to make some plans for the future and it is time to be happy. I've read this post and if I could I desire to suggest you some interesting things or suggestions. Perhaps you could write next articles referring to this article. I want to read more things about it! https://essaydevils.com/college-paper-org-review Leave a Reply Cancel replyYour email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. Ethical AI PBL Unit3 weeks of attendance questions, better discussion toolkit.  Almost there! Common Reader (2019-2020): This I Believe: Discussions, Guides, & Questions
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 Download this free poster to promote This I Believe activities happening in your classroom. The poster measures 11 inches by 17 inches and is ideal to hang in classrooms. Document is best printed in color. For best results, these documents may be printed at your local print shop. Source: https://thisibelieve.org/educators/
This I Believe
Celebrating Four Years Of 'This I Believe'April 27, 2009 • During its four-year run on NPR, This I Believe engaged listeners in a discussion of the core beliefs that guide their daily lives. We heard from people of all walks of life — the very young and the very old, the famous and the previously unknown. Saying Thanks To My GhostsApril 26, 2009 • Novelist Amy Tan hasn't always believed in ghosts, but as a writer she's had too many inspirations that she can't fully explain. Now, Tan embraces her belief in ghosts and the messages of joy, love and peace they bring her. Life Is An Act Of Literary CreationApril 23, 2009 • Mexican-American novelist Luis Urrea used to think that simply being a good observer would make his writing better. But over time, he's come to believe that being a good writer and a good person comes from paying attention to the world around him. The Art Of Being A NeighborApril 12, 2009 • A few years ago, Eve Birch was broke and living alone in a dilapidated mountain shack. But a community of people befriended her, shared what little they had with her and showed Birch the value of neighbors uniting to help one another.  Muhammad Ali John Lair/Muhammad Ali Center hide caption I Am Still The GreatestApril 6, 2009 • To be the "Greatest of All Time," boxing legend Muhammad Ali says you have to believe in yourself. It's a lesson his parents taught him and it has helped him in fighting Parkinson's disease. Dancing To Connect To A Global TribeMarch 29, 2009 • Matt Harding has been to 70 countries to dance — badly — in front of a camera, and videos of his travels have become an Internet sensation. Harding believes interacting with so many different people challenges him to understand what unites humanity. My Father Deserves Spectacular ResultsMarch 26, 2009 • Environmental activist Van Jones is a special adviser to the Obama administration. He says his dad, who died last year, would have gotten a kick out of seeing Obama become president. But his dad had high standards, and there is much more work to be done. The Beatles Live OnMarch 15, 2009 • Macklin Levine was born more than 25 years after the Fab Four broke up, but at 12, she has a deep appreciation for Beatles music. "As old as the songs are, you can learn a lot about yourself from the lyrics," she says. And the Beatles help her remember her Dad, too. Finding Freedom In ForgivenessMarch 5, 2009 • Jennifer Thompson-Cannino was certain that Ronald Cotton was the man who raped her in 1984. But she was wrong. After Cotton spent 11 years in jail, DNA evidence proved his innocence. Now, the two have a friendship based on their belief in forgiveness. Work Is A BlessingMarch 1, 2009 • When he was 12, Russel Honore got his first job helping a neighbor milk 65 dairy cows twice a day. Fifty years later, the retired Army lieutenant general believes hard work helps build character, strengthen communities and promote freedom. Seeing Beyond Our DifferencesFebruary 26, 2009 • Scientist Sheri White says that despite differences in size, shape and color, all humans are 99.9 percent biologically identical. White believes we should embrace our similarities and honor the differences that make each of us unique. Historical ArchivesReflections on race: essays from the archives. February 23, 2009 • Dan Gediman, executive producer of NPR's This I Believe, explores the archives of the original series hosted by Edward R. Murrow in the 1950s. He says the essays shed light on the realities of segregation at the dawn of the civil rights movement. Gediman explores the 'This I Believe' archives.The magic of letters. February 15, 2009 • Chameli Waiba was raised in a village in Nepal and didn't attend school as a child. When she finally learned to read as an adult, Waiba discovered the power words could have to change her life, as well as the lives of others in her rural community. How To Survive Life's TestsFebruary 9, 2009 • Kendra Jones assigned her students to write This I Believe essays and decided that she owed it to them to write one of her own. Jones believes toughness, steeliness and even meanness have helped her throughout her life. Our Awareness Controls Human DestinyFebruary 8, 2009 • In an essay from 1951 for the original This I Believe series, Margaret Mead says she can't separate the beliefs she has as a person from the beliefs she has as an anthropologist. She says that humans have a responsibility for the entire planet. A Hope For Bettering HumanityFebruary 1, 2009 • In an essay from 1953 for the original This I Believe series, Sir Charles Galton Darwin, the grandson of naturalist Charles Darwin, drew on his study of science to say he believed the future of humanity depended on the practice of eugenics. Listening Is Powerful MedicineFebruary 1, 2009 • It took a scolding from an elderly patient to get Dr. Alicia Conill to look up from her charts and stop to listen. Conill came to understand the value of listening in the treatment process — especially when she herself became the patient. America's Beauty Is In Its DiversityJanuary 29, 2009 • In sixth grade, Alaa El-Saad decided to start wearing the hijab , a religious head covering for Muslim women. Despite some trepidation, she found her classmates supported her choice. Now El-Saad believes being different is part of being American. Thirty Things I BelieveJanuary 18, 2009 • When Tarak McLain's kindergarten group celebrated their 100th day of class, some kids brought 100 nuts or cotton balls. Tarak brought a list of 100 things he believes. Now a first-grader, Tarak shares his top beliefs about God, life, nature and war. Inviting The World To DinnerJanuary 12, 2009 • Every Sunday for 30 years, Jim Haynes has welcomed complete strangers into his Paris home for dinner. By introducing people to each other and encouraging them to make personal connections, Haynes believes he can foster greater tolerance in the world. Pathways Of DesireJanuary 4, 2009 • Gina Parosa believes in letting her kids, pets and livestock make their own paths in life. But she also realizes that as a farmer and parent, she sometimes has to step in and set good boundaries — while still being flexible enough to change them. This Is HomeJanuary 1, 2009 • Majora Carter believes you don't have to move out of your old neighborhood to live in a better one. Carter was raised in the South Bronx and spent years trying to leave. But when the city proposed a waste facility there, she was inspired to fight for her community. Health Is A Human RightDecember 21, 2008 • As an infectious disease specialist, Dr. Paul Farmer has traveled the planet to organize and provide medical treatment for people living in poverty. He believes good health care is vital but just the first step in creating a world free of all human suffering.  Miami Dolphins | Chris Perkins: Terron Armstead said the…Share this:.
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Miami Dolphins | Chris Perkins: Terron Armstead said the Dolphins’ offensive line will be OK, and I’m choosing to believe him I know I always listen. Armstead, the 12th-year, two-time Pro Bowl selection who is one of the Dolphins’ best players regardless of position, is a gift. He’s an essential component on this offensive line and this Dolphins team. Armstead, who probably won’t play a single down in the preseason, which is his years-long trend, has so much credibility you tend to believe almost anything he’s telling you. For example, when Armstead tells me that the Dolphins’ offensive line, perhaps the most criticized and publicly maligned unit on the team, is going to be OK, I kind of tend to believe him. That’s what he said when talking about the running backs. In that discussion, Armstead happened to throw in a mention about Miami’s offensive line, a crew that returns two starters and two part-time starters from a 2023 group that fueled the league’s No. 1 offense by only allowing 31 sacks, tied for fourth-fewest, and powering a run game that ranked No. 6 (135.8 yards per game). “And that O-line, we’re gonna be a weapon for us, too,” he said. “We’re gonna to fly off the ball, we’re gonna move people, and give those guys an opportunity to make plays.” When you ask Armstead what “fly off the ball” means, a phrase you’ve heard often during this training camp, and you start thinking back to certain plays, you kind of lean into what he said. He has that kind of credibility. He has that kind of wisdom. “It’s an intent, it’s a mentality, it’s an approach to knock the defensive line off the ball,” Armstead said. “And then you see it consistently. You watch the sideline copy of the film and you see 2 yards of push off the ball. That’s automatically a 2-yard gain before the running back ever gets touched. “Those are body blows to a team, to a defense. And it gives us confidence, it gives us energy up front to know that we’re dominating the front like that. We have a chance to win a lot of games.” Granted, in this respect it’s safe to say Armstead might exaggerate a bit. He might even be biased toward the Dolphins’ offensive line. I’m not certain they’ll be a “weapon” for Miami’s offense. I’m not even certain they’ll be good. But I’m fairly certain they’ll do their job, and I think they’ll end up being just as effective as they’ve been the previous two seasons. I trust my eyes, and I trust Armstead. Miami’s projected starting offensive line candidates, which includes Armstead, right tackle Austin Jackson, centers Aaron Brewer and Liam Eichenberg (we don’t yet know who will start due to Brewer’s hand injury), and guards Eichenberg, Rob Jones, Lester Cotton and Jack Driscoll, should be able to get the job done. They’re not that good, but they’re not that bad, either. They’re capable. I’ll downgrade what Armstead said about the offensive line being a “weapon,” but I’ll give his words credibility. Armstead is usually thoughtful and deliberate. Ask him to tell you about the importance of an offensive lineman’s second step some day. He’ll go a long rant telling you it’s where an offensive lineman gets most of his power. Ask him to tell you about the importance of hand placement and aim points while blocking, all that kind of stuff. He’ll gladly inform you and educate you. That’s what he does with his teammates. “The knowledge I’ve received and the knowledge that I still get, I try to give it back and try to explain it in a way that’s easy to retain,” he said. You’d better believe that Dolphins are glad that Armstead made the decision to return for at least one more season. Armstead, known to teammates as T-Stead (he has a diamond-encrusted medallion with that moniker), is a rare combination of talent, experience and knowledge. He shares all three with his teammates. “He helps on everything,” Jones said. “Whatever we need from T-Stead, he helps. He helps with pass pro (protection), he helps me see different tendencies that help me in the run game, he helps me fly off the ball and stay low. “We always come in and we do technique stuff, and off the field he helps with everything, no matter what.” Armstead is so classy he even coaches and praises his replacement, rookie left tackle Patrick Paul, who the Dolphins drafted in the second round this year. Ask Armstead how Paul is doing and he’ll tell you about how Paul is showing patience in pass protection and using his length to his advantage. “He’s still got some things that I want to see from a consistency basis,” Armstead said, “but we’re starting to see more flashes of the dominance that he has in his body, his toolbox. And that will continue to show more consistently. Pat’s been great, man.” Ask Armstead about Jones. “He’s proven, he’s a dog, he’s physical, he’s strong, he’s smart, he’s tough,” Armstead said. “Everything that you want in a player.” OK, perhaps Armstead is a bit generous when talking about Paul and Jones, just as he might be when talking about Miami’s offensive line. But you get the idea. Does any of that mean the Dolphins’ offensive line is going to be good this season? Not necessarily. But remember, this offensive line doesn’t have to be good, it only has to do its job. The way this team is constructed, quarterback Tua Tagovailoa, wide receivers Tyreek Hill and Jaylen Waddle, and coach Mike McDaniel must be great, the defense must be good, and the offensive line merely must do its job. Armstead said they can handle that, and I believe him. More in Miami Dolphins Miami Dolphins | Chris Perkins: Here’s what we learned about the Miami Dolphins in the fourth week of training camp Miami Dolphins | Dolphins Deep Dive: Chris Perkins and David Furones break down Tua, Miami’s preseason win over Commanders | VIDEO Miami Dolphins | Hyde5: Tua’s strong opening drive, Thompson looks like backup — five thoughts on Dolphins’ preseason game Miami Dolphins | Chris Perkins: Observations from Dolphins-Commanders; Tua is nearly perfect, offense shows toughness
'This I Believe' Essay Writing
Description Upcoming 2023 Nebraska AFNR Standards Alignment: AFNR.HS.10.5.c Communicate using strategies that ensure clarity, logic, purpose, and professionalism in formal or informal settings. AFNR.HS.20.1.d Examine and practice public speaking. Nebraska Agriculture and Natural Resources StandardsLearning Domain: Agribusiness Systems Standard: Differentiate between management and leadership Degree of Alignment: Not Rated (0 users) EvaluationsNo evaluations yet.
Review CriteriaThis I Believe Essay Outline What educators are sayingDescription. This document will help students write a This I Believe essay by providing:
This is a modified version of something I post in OneNote, so it could be used digitally or slightly modified and printed. Questions & AnswersLiterarcy for life.
Tim Walz's military record: What to know about potential VP's National Guard service Democratic presidential candidate Kamala Harris selected Minnesota Governor Tim Walz as her running mate on Tuesday, choosing a progressive yet plain-spoken VP candidate from America’s heartland to help her win over rural, white voters. “I’m pleased to share that I’ve made my decision: Minnesota Governor Tim Walz will join our campaign as my running mate,” Harris said via text to supporters. “Tim is a battle-tested leader who has an incredible track record of getting things done for Minnesota families. I know that he will bring that same principled leadership to our campaign, and to the office of the vice president.” We look at Walz, a 60-year-old U.S. Army National Guard veteran, and his military career over the years. More: Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates How long was Walz in the military?Walz served in the military for 24 years, enlisting in the Nebraska National Guard at 17 in 1981 and then transferring to the Minnesota National Guard in 1996. He retired in 2005 to begin his successful run for the U.S. House, representing Minnesota as command sergeant major, among the highest ranks for enlisted soldiers. His battalion went on to deploy to Iraq shortly after Walz's retirement. Walz specialized in heavy artillery and had proficiency ribbons in sharpshooting and hand grenades. But during the 21 years that Walz spent working with large artillery pieces, he suffered hearing loss and tinnitus in both ears, Minnesota Public Radio reported. He was allowed to continue his service after undergoing surgery, which partially resolved his hearing loss. Where did Walz serve, and what did he do in the National Guard?During his service, Walz responded to natural disasters, including floods and tornadoes in Minnesota and Nebraska, and was deployed overseas for months at a time, according to MPR. In 2003, he was sent to Italy, where he served with the European Security Force to support the war in Afghanistan. He was also stationed in Norway for joint training with other NATO militaries. Walz told MPR that he reenlisted in the National Guard after the September 11 attacks but never saw active combat in his years in the military. Stars and Stripes reported in 2020 that Walz credited his Army experience with helping him steer Minnesota through the COVID-19 pandemic as governor. As governor of Minnesota, Walz is commander in chief of the 13,000-soldier Minnesota National Guard. “I’m certainly proud of my military service, but it’s one piece of me,” he told Minnesota Public Radio in 2018. “It doesn’t define me.” Reuters and USA TODAY reporter Tom Vanden Brook contributed to this story. |
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Download this free brochure and poster to promote This I Believe activities happening in your classroom. The three-page brochure measures 8.5 by 11 inches and features tips for writing one's own This I Believe essay. The poster measures 11 inches by 17 inches and is ideal to hang in classrooms. Both documents are best printed in color.
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Get Familiar with the format. Explore historical and modern This I Believe essays as "mentor texts." Notice that each essay clearly reveals a belief held by the author and the reason or story that brought his/her to that belief. https://thisibelieve.org Step Two: Write Your Essay • Tell a story about you: Be specific. Take your belief out ...
Here's the prompt I used: This I Believe. For 2 minutes: List words or ideas that you think about when you think of YOUR LIFE. (Can be feelings, symbols, names, events, etc.) After students generated this list, I asked them to consider what they wanted to write about and share with others.
As always, maintain good spelling, grammar, punctuation and sentence structure. 1. Three choice words: List three choice words that you believe in—and explain from experience why these words came to mind. These words can make up a statement, a phrase or simply be three words that are important to you.
According to the National Public Radio website, the "This I Believe" series is "a national media project engaging people in writing, sharing, and discussing the core values and beliefs that guide their daily lives." In this lesson, students participate by writing and recording their own essays. Students first complete a series of activities ...
This bundle covers a three week unit over This I Believe essays!It includes: Common Core skill-based lessons over four different This I Believe essays a multiple-choice formative assessment over those lessonsa skill-based escape rooma final This I Believe Narrative writing workshopAll materials are...
Overview. Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief. This is a challenging, intimate statement on one's beliefs and one's own daily life philosophy, considering moments when belief was formed ...
Suggested Steps: ( TASK 1: Check out the project and rubric (link above! Coming soon!) TASK 2: Read This I Believe essays (many! links below!) to get a feel for the possibilities. TASK 3: Review The format of This I Believe. TASK 4: Complete at least ONE brainstorm from my website. TASK 5: Write at least ONE draft.
The "This I Believe" essay is an extraordinarily fun essay to do. The end product--which is modeled after the original essays produced for Edward R. Murrow's radio broadcast--is a 400-600 word essay in which students illuminate a core value that they hold. I'd often heard the "This I Believe" essay recommended as a meaningful assignment, but ...
This I Believe Essay Project (5-7 Day Unit) Created by. Eclectic Books. The " This I Believe " essay is an extraordinarily fun essay to do. The end product--which is modeled after the original essays produced for Edward R. Murrow's radio broadcast--is a 400-600 word essay in which students illuminate a core value that they hold.
My "This I Believe" is one of students' favorite units (College Writing - juniors and seniors). There are some phenomenal exemplar texts that we use in conjunction with our syntax unit. But, most importantly, I wanted to say how much I appreciate the sentiments expressed in your own essay. It's a wonderful model to write alongside your students.
Power Lesson: "This I Believe" Essays In this power lesson shared by high school English teacher Cynthia Ruiz, students write their own personal statements of belief. The essay pushes students to write about something that matters to them and helps them get to know each other on a deeper level.
Explore. Featured Essays Essays on the Radio; Special Features; 1950s Essays Essays From the 1950s Series; Browse by Theme Browse Essays By Theme Use this feature to browse through the tens of thousands of essays that have been submitted to This I Believe. Select a theme to see a listing of essays that address the selected theme. The number to the right of each theme indicates how many essays ...
This I Believe Beginning in 1951, radio pioneer Edward R. Murrow asked Americans from all walks of life to write essays about their most fundamental and closely held beliefs. Half a century later ...
This I Believe Essay Project (5-7 Day Unit) The " This I Believe " essay is an extraordinarily fun essay to do. The end product--which is modeled after the original essays produced for Edward R. Murrow's radio broadcast--is a 400-600 word essay in which students illuminate a core value that they hold.
For example, when Armstead tells me that the Dolphins' offensive line, perhaps the most criticized and publicly maligned unit on the team, is going to be OK, I kind of tend to believe him.
Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief. This is a challenging, intimate statement on one's beliefs and one's own daily life philosophy, considering moments when belief was formed, tested, or changed.
This document will help students write a This I Believe essay by providing: single-point rubricguidelines for writing a claimoutline with sentence starters for each section of the essayThis is a modified version of something I post in OneNote, so it could be used digitally or slightly modified and p...
Explore. Featured Essays Essays on the Radio; Special Features; 1950s Essays Essays From the 1950s Series; Browse by Theme Browse Essays By Theme Use this feature to browse through the tens of thousands of essays that have been submitted to This I Believe. Select a theme to see a listing of essays that address the selected theme. The number to the right of each theme indicates how many essays ...
Democratic vp pick Tim Walz served for decades in the Army National Guard, serving in the U.S. and overseas.
Explore. Featured Essays Essays on the Radio; Special Features; 1950s Essays Essays From the 1950s Series; Browse by Theme Browse Essays By Theme Use this feature to browse through the tens of thousands of essays that have been submitted to This I Believe. Select a theme to see a listing of essays that address the selected theme. The number to the right of each theme indicates how many essays ...
Explore. Featured Essays Essays on the Radio; Special Features; 1950s Essays Essays From the 1950s Series; Browse by Theme Browse Essays By Theme Use this feature to browse through the tens of thousands of essays that have been submitted to This I Believe. Select a theme to see a listing of essays that address the selected theme. The number to the right of each theme indicates how many essays ...
Explore. Featured Essays Essays on the Radio; Special Features; 1950s Essays Essays From the 1950s Series; Browse by Theme Browse Essays By Theme Use this feature to browse through the tens of thousands of essays that have been submitted to This I Believe. Select a theme to see a listing of essays that address the selected theme. The number to the right of each theme indicates how many essays ...