Grade 7 Students Find Their Voice in Annual Moth Storytelling Project
The annual Moth Storytelling Project challenges Grade 7 English students to write and share a polished narrative recalling a single meaningful moment from their lives. Throughout the weeks-long project, students analyze how writers shape stories, experiment with their tone, work collaboratively, and revise ideas with intention, fostering a powerful connection between academic skill-building and self-expression.
“I really liked being able to share a small, important moment in time in my life that exemplified a lesson with many classmates and parents,” said Edward Gigliotti ’31.
Inspired by NPR’s “The Moth Radio Hour,” English teacher Jordan Rochelson centers the assignment around the students' study of “The House on Mango Street” by Mexican-American author Sandra Cisneros. The book, a collection of personal vignettes, encourages students to explore the beauty and significance of seemingly ordinary moments. Class discussions centered on Cisneros’ literary style and the way a single snapshot in time can reveal something deeper, guiding students as they crafted their own stories.
After choosing their story moments, students drafted and revised their narratives through four rounds of revision. In writing groups, they read aloud, exchanged drafts, and offered feedback. Rochelson met individually with each student to help refine ideas and strengthen the storytelling.
“I am constantly impressed by the kids’ willingness to go back and make their work better,” said Rochelson. “They all were able to see the value of looking closely at what they had done and were eager to make it better. In fact, many of them asked me for ways to make it better right up until the last second!”
The growth was clear as early drafts evolved into vivid, detailed stories grounded in personal truth.
“Mr. Rochelson constantly gave me crucial feedback, and I am so grateful to have a teacher like him support me throughout my writing journey,” said Lyla Chong ’31. “I learned to really zoom in on one part of the story, packing it full of details.”
“I shared an experience about my grandfather dying,” said Lucas Chernet ’31. “Mr. Rochelson knew I was talking about something sensitive and was very supportive.”
Ahead of the final presentations in early December, students faced a new twist this year as Rochelson passed on logistics, including designing invitations, reserving rooms, creating a budget for refreshments, and decorating the spaces, to the students. This gave the lesson even more personal significance.
“They were very much in the driver's seat in terms of how the event would run and feel,” said Rochelson, who praised their collaboration, leadership, attention to detail, and presentation skills.
“When I was first told we were presenting, I was incredibly nervous,” said Bessie Ime ’31. “Mr. Rochelson told us to really project our voices and said it wouldn't be that bad, and he was right!”
“At first, I worried that my story would be uninteresting,” said Edward, reflecting on his progress throughout the experience. “ I was nervous about everything, at first, yet in the moment, I felt that my story was interesting, relatable, and after the first few sentences, I was much less nervous and more excited to share.”