December Unit: Listicles

Accessible argument writing with a NYT student contest bonus

Happy holidays, readers. This unit plan is on me. If you aren’t already a member of our community and would like a complete reading and writing unit delivered to your inbox each month (plus SO much more), consider becoming a member for just $5/month.

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This unit is a gift to my future self. Because this is what I’m starting with my students after winter break. And Future Rebekah is going to be so happy and relieved to have this entire unit waiting for her.

Maybe you will be happy and relieved, too.

Why Listicles?

Listicles are such a beautiful genre of argument writing for students because a clear structure is provided for writers and the writing happens in short, accessible bursts. But it also requires students to think about claims, reasons, and evidence — transferable skills they will need for so many other kinds of writing.

Listicles are so friendly! They are fun! And they are an excellent skill-building writing project.

Why Now?

If you don’t already follow the New York Times Learning Network’s student contests and materials, you are missing a ready-made writing curriculum at your fingertips. They are hosting a student contest for listicles that runs January 15-February 12, 2025! Not only will the Times be providing additional teaching resources as we get closer to this contest, but the idea of sending writing away to a Times student contest is magically engaging for students.

Here’s the unit plan with mentor texts, lesson slides, and some tips + tricks as you move into this unit:

The Unit Plan

Tips, Tricks, + Thoughts

• I’ve provided a few illustrations to help students generate ideas and brainstorm for listicles. You could use these for notebook time writing any time, really, but they might help students begin to think about texts they’d like to mold into a listicle.

• The Post-It Brainstorming and Flash-Drafting work from this unit could be used in any unit. Angela Stockman taught me how powerful sticky notes are for student writing — they move around, they are small (and, thus, not intimidating), they are structure (and thus they help students establish structure). Teach the strategy in this unit, and then allow students to use it in future units.

• Notice the research component! Because we research every time we write. There will probably be some overlap between what students notice in the idea development lesson and the research lesson. And that’s fine! It works! Make the point to students that any time we go outside our brains to search for information, we are researching!

• This type of writing has an introduction but no conclusion! How interesting! Students will need help wrapping their minds around what should go in this kind of introduction — the purpose of the listicle (why it’s needed), who it is for, and how it was compiled. This is a great opportunity for some reading-like-a-writer practice.

• You’ll notice I’ve put in a “teacher’s choice” grammar lesson. What is it that your students need to learn right now? Can you tuck it into this unit? I’m going to teach commas after introductory phrases (with some sentence combining) using the mentor texts in this unit. (I’m releasing some PD on teaching grammar with mentor texts on Dec. 7. Join us if you could use some support in this area! )

I’m excited to hear what you’re going to use from this unit plan! Will you leave me a comment? If lots of us are doing this unit together in January, perhaps we’ll start a chat thread JUST for this so we can teach in tandem!