30 Ideas for Teaching Writing - nwp-ksu.org  · Web view4/26/2016 · [Sensory inputs provide inspiration through taste and smell during this eyes-closed activity ... Middle grade

Highlights of Guiding Talented Writers presentationWHWN 2018 Presentation: Charlene Hartley and Michele [email protected]; [email protected]

Concepts Notes

These young people write not because it is assigned; they write because they MUST write.

Noticeable skills and quirks of talented writers’ output:Piirto, 2007

Look for these traits in students’ output to help pinpoint areas of strength -- growth mindset suggests building from here!

Use of paradox

Use of parallel structure

Sense of rhythm, unusual melodic combinations

Clear visual imagery

Unusual use of figurative language, adjectives and adverbs

Confidence with reverse structure

A feeling of movement

Uncanny “old soul” wisdom / sense of humor

Sophisticated syntax

Prose lyricism; a natural ear for language

A philosophical/moral bent

Willingness to break rules and play with words

Common traits of talented writers:

Sound like any students you know?

Ambition, envy and ego

Productivity and self-discipline

Philosophical concerns

Aesthetic sensibility

independent/free thinking

Introverted (often)

Sharp sense of humor

Potential for depression and/or emotional struggles

Activity One: Dot-to-Dot WritingCharlene Hartley

Materials: colored dot stickers, (optional note cards), pencils and paper

1. Randomly pass out a colored dot sticker (red, yellow, & blue) to each student, either on their hand or on a note card.

2. Students who have blue stickers are to come up with a setting, students with yellow stickers come up with a character (or two), and students with red dots come up with a conflict or a problem that needs to be solved.

3. Once everyone has something in mind, or written down on a notecard, have them get into groups where you have one dot of each color.

4. Students work with the story elements that were brought to their group to create stories.5. After 10 minutes of sharing with their groups, students return to their own seats and write a

story using ideas that came up in their group.

For older kids, I would want to see more character traits listed on the cards, not just a name of a character. I’d like to see more description of setting and conflict as well. These notes should be added into the story, especially how certain character traits would help or deter someone when solving the conflict.

Note: for groups that don’t have multiples of three, additional characters (yellow dots) can be added for those students.

Activity Two: Openness to ExperienceMichele VroomanKennettActivity source: Piirto, 2011. Creativity for 21st Century Skills: How to Embed Creativity into the Curriculum, p. 19Materials: two raisins per participant; computers or paper/pen/pencil

[Sensory inputs provide inspiration through taste and smell during this eyes-closed activity.

Leader sits in a chair, demonstrating, while participants are led to mindfully and slowly eat two raisins, noticing the taste, texture, and smell.

Leader places raisins, one in each participants’ palm, instructing:]

Put your palms upward to indicate openness.Sit in your chair comfortably.Put both feet on the floor, your back against the back of the chair.Close your eyes and breathe deeply [counting beats, in and out breaths]

[Participants continue, in silence, eyes still closed.

Instructing:]

Now try to plump the raisin that is heaviest without breaking its skin.Slowly bring it toward your nose and sniff it. Notice if saliva spurts from both sides of your mouth, a signal that your body and its instincts and reactions are aware and open.

Now put the raisin in your mouth and shift it from side to side, still without breaking the skin. Notice how it feels.

Take a small bit of the raisin, noticing the sweet sunshine in that bite.

Take another bite, but don’t swallow. Slowly chew the raisin, enjoying its rich flavor.

When you are ready, slowly swallow the raisin, feeling it travel downward from your throat to your stomach. When you are ready, repeat the process with the other raisin, enjoying it as “dessert” and remaining mindful of the process of eating. Keep your eyes closed.

[When everyone is done, instruct:]

Open your eyes. Silently, without speaking, write a poem or a brief piece of your choice about the experience.

[Suggest pair/share and share out within the group]

[Other sensory experiences could be: sight, i.e. draw your favorite place to hang out; hearing, i.e., describe your reaction to this music or these sounds, etc. A journal of these exercises of openness, and keen observations achieved, can be kept as this attitude is applied in each writer’s practice.]

Activity Three: Dialogue WritingCharlene HartleyMaterials: sample piece containing dialogue only with little or no explication (an example is here; you can choose anything you like!!)

Use the margin to add descriptive story elements and record impressions. Convert from script to novel passage.

Chapter 1-The Mansion

Ryan: So you guys are serious about letting me live with you guys in the mansion right. Jonah: it would be pretty cruel if we lied would it not. Ryan: Yeah that is true. Jon: besides what’s the harm i’m sure that there is like 4,000 rooms in this place: Ryan: (chuckles) is that so. Jon: yep I bought it on my own: Jonah: haha funny yeah umm I bought it. Are you guys even old enough to buy a house? Ryan: if 15 is old enough then yes. Jonah: hah yeah totally. Ryan: I know Jon would not be old enough. Your 5 right? Jon: haha funny im 14 and ¾. Ryan: Come on let’s check out the house i've been waiting all day. Jonah:come on then. What are we waiting for. Jon: Umm nothing. Jonah: I was not being literally, but okay.

Resources for Guiding Talented WritersWHWN 2018 Presentation: Charlene Hartley and Michele [email protected]; [email protected]

1. I’m a Writer

http://www.lulu.com/shop/southeastern-louisiana-writing-project/im-a-writer-essays-on-the-writing-marathon-and-why-we-write/paperback/product-10979486.html

"I'm a Writer" Essays on The Writing Marathon and Why We Write by Southeastern Louisiana Writing Project (Paperback) - Lulu

www.lulu.com

Buy "I'm a Writer" Essays on The Writing Marathon and Why We Write by Southeastern Louisiana Writing Project (Paperback) online at Lulu. Visit the Lulu Marketplace for product details, ratings, and reviews.

2. Real Author Interviews - for like-minded insights:http:// www.middlegradeninja.com/p/interviews-with- writers.html

Middle Grade Ninja: Author Interviewswww.middlegradeninja.com

Interviews with literary agents, editors, middle grade writers, and young adult authors. Middle grade book of the week reviews. Robert Kent.

3. 30 Ideas for Teaching Writing:https://www.nwp.org/cs/public/print/resource/922

30 Ideas for Teaching Writing

Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers 2005 Distinguished Achievement Award for Instructional Materials.

Award Winner30 Ideas for Teaching Writing received a first-place Distinguished Achievement Award from the Association of Educational Publishers (AEP).

Writer’s Digest:http://www.writersdigest.com/editor-blogs/there-are-no-rules/interviews/one-of-us-is-lying-karen-m-mcmanus

4. This I Believe...Essay project:https://thisibelieve.org/feature/student-essays/

What Students BelievePublished: April 26, 2016

As the school year winds down, young people across America are writing statements of belief as a final classroom exercise. And thousands of those students have submitted their essays to our series. Click the links below to read a sampling of what young people believe.

1. Thirty Things I Believe 2. Being Content with Myself 3. Finding the Flexibility to Survive 4. The Triumph of Kindness 5. Find a Good Frog 6. The Real Me

5. Tool for collaborative brainstorming: https://scrumy.com/StrainYourBrain (This one is an example...you can create your own on scrumy.com by following instructions on the website.)

6. Summer Programs for Writers:https://cty.jhu.edu/imagine/resources/summer_programs/writing.html

Resources

● The Young Writers Workshop ● Frequently Asked Questions ● Info for Parents ● Online Application ● Watch Two Short Videos ● Knox County Info

The Young Writers Workshop

A Workshop in Writing for High School Students (ages 16-18)Session I: June 24-July 7, 2018Session II: July 15-28, 2018 Young Writers is an intensive two-week workshop for intellectually curious, motivated high-school students who value writing. Our goal is to help students develop their creative and critical abilities with language—to become better, more productive writers and more insightful thinkers. For more than nineteen years, Young Writers has provided a lively, supportive environment where students can stretch their talents, discover new strengths, and challenge themselves in the company of peers who share their interests.Young Writers takes place at Kenyon College, a leading liberal arts college renowned for its tradition of literary study. The program is sponsored by The Kenyon Review, one of the country’s preeminent literary magazines.

7. Publishing Opportunitieshttp://www.word-ink.net/blog/10_outlets_for_youth_publication/

10 Safe Outlets for Youth to Publish Writing Online, In Print | W.O.R.D. Ink

www.word-ink.net

W.O.R.D. Ink shares ten safe outlets for all-age youth to publish writing and connect with like-minded peers. Everyone has a voice. What you have to say matters.

8. Competitionshttps://www.explore-horizons.com/schools/young-writers-awards/

2018 Young Writers' Award Competition - Explore Horizons

www.explore-horizons.com

Since launching in 2014, The Young Writers' Award Competition has inspired hundreds of children to write creatively. Why not join us in 2018?

9. Technology Toolhttps://storybird.com/create/

Storybird - Createstorybird.com

Get inspired by beautiful artwork to write and share your stories.

10. Get Active - get something done!!

https://ywp.nanowrimo.org/pages/our-program

https://ywp.nanowrimo.org/

About NaNoWriMoNational Novel Writing Month (NaNoWriMo) is a fun, seat-of-your-pants approach to creative writing. The challenge: draft an entire novel during the month of November.Why do it? For 30 crazy, exciting, surprising days, you get to lock away your inner editor, let your imagination take over, and just create!Participants begin writing November 1 and must finish by 11:59 PM on November 30. The word-count goal for our adult program is 50,000 words, but the Young Writers Program (YWP) allows 17-and-under participants to set reasonable-but-challenging individual word-count goals.Novelists can write directly on our website (or in a separate document), find inspiration in our noveling resources, and tap a worldwide community of fellow writers for support.The YWP also helps K–12 educators facilitate NaNoWriMo in schools, libraries, and community centers around the world. We provide virtual classroom spaces on our site, as well as student workbooks, Common Core-aligned curricula, and free motivational materials.Learn more about our program and impact.

Step-by-Step Guides● How NaNoWriMo Works for Writers ●● How NaNoWriMo Works for Educators

11. Young writers happen!!

http://mentalfloss.com/article/12334/23-writers-who-were-famous-age-23

23 Writers Who Were Famous by Age 23 | Mental Floss

mentalfloss.com

Test your knowledge with amazing and interesting facts, trivia, quizzes, and brain teaser games on MentalFloss.com.

http://flavorwire.com/472486/25-authors-who-wrote-great-books-before-they-turned-25/view-all

https://www.theatlantic.com/entertainment/archive/2013/10/the-8-habits-of-highly-successful-young-adult-fiction-authors/280722/

The 8 Habits of Highly Successful Young-Adult Fiction Authors - The Atlantic

www.theatlantic.com

Best-selling writers including John Green and Veronica Roth share their strategies for crafting authentic, relatable teen characters—even in fantasy worlds.

https://www.bookstr.com/8-writers-who-made-big-when-way-too-young

http://www.ekristinanderson.com/?p=6339

Write All the Words! – So You Want to Be a Teenage Author? Published Teen Authors Tell It Like It Is

www.ekristinanderson.com

Here are some things I repeatedly hear from young writers: I know if I can get an agent by 20 I’ll get better marketing. Teen authors are rare! If I’m a teen author, I’ll b…

http://flavorwire.com/278551/10-talented-child-and-teen-authors/10

http://flavorwire.com/452818/25-books-that-every-writer-should-read

12. Just Keep Reading...Book lists galore!!https://www.editionguard.com/blog/25-books-every-author-should-read/

http://www.telegraph.co.uk/books/what-to-read/100-novels-everyone-should-read/

100 novels everyone should read

www.telegraph.co.uk

The best novels of all time, from Tolkien to Proust and Middlemarch

https://www.weforum.org/agenda/2017/03/these-are-the-books-ernest-hemingway-thought-every-young-writer-should-read

http://time.com/100-best-young-adult-books/

https://en.wikipedia.org/wiki/List_of_books_written_by_children_or_teenagers

https://www.complex.com/pop-culture/2013/01/25-best-novels-written-by-writers-under-30/

https://clearwaterpress.com/oneyearnovel/blog/10-short-stories-every-young-writer-should-read/

https://www.janefriedman.com/writing-advice-for-children-and-teens/ (show teacher’s note)

https://www.pw.org/best-books-for-writers

http://www.readbrightly.com/ya-books-2017/

https://electricliterature.com/bill-gates-books-recent-college-graduates-need-to-read-fc9aad356556

Excellent clearinghouse: http://www.hoagiesgifted.org/reading_lists.htm

13. Rubric source: http://glencoe.mheducation.com/sites/dl/free/0078298164/211812/G8WAER.pdf

Find these and other similar rubrics with specific search term: mcgraw hill writing assessment and evaluation rubricsGifted writers are in our midst...Here’s an Elyrian who is an example. This fifth-grader (recently identified as gifted in Superior Cognition) wrote this promising introduction to her Young Authors book. She poured this out in 75 minutes during an after-school Young Authors writing session.

Chapter 1 The Pain

“You need to know this by next week,” our teacher, Mrs. Jennings, said. “You will take your books home with you to study. I hope you took notes.”

We had to know how to divide x by y for our test next week. “Do you guys know that we can’t fail this test, it is basically impossible for you to get

lower than a B-plus. If you are OK with that, then don’t study!” Mark said. “Where did you hear that? That’s a big, fat lie!” Jake replied.

This is what every week is like at University Middle and High School of Oahu. We always have a test, we always argue about that test, and then we never study and we fail that test.

“You are such a liar! You always say that and then we always all get a failing grade! I am tired of you lying to us. You don’t have to study, but we will!” Savannah replied in a very furious way.

“Ok, Savannah that’s enough, now sit down and stop yelling,” Mrs. Jennings said. “Why do you always have to lie and then blame it on Mrs. Jennings?” Jake angrily

muttered.“You don’t understand…. I...I...I...” Mark said, stuttering.“You what?! You never listen? Yeah, we all know that!” Savannah yelled across the

room. “Savannah, I said enough!” Mrs. Jennings yelled, clearly irritated at Savannah for

ignoring her. “Mark is lying again about our study practice,” Savannah replied sadly. “Mark! Front and center! What is it that you were saying about studying, since you

know so much!? Apparently you’re the teacher, not me!” Mrs. Jennings was now enraged by Mark.

“No! You aren’t going to boss me around! Like you said -- I am the teacher, not you!” Mark jumped up and walked into the front of the class, then sat right down in the teacher’s chair and scooted up to her desk.

“Sit down, STUDENT Jennings! Why are you out of your seat?” Mrs. Jennings looked like she was going to explode right then and there. “Who do you think you are, young man! You are not the teacher, you are not the principal, and you are definitely not my boss!” Mrs. Jennings snatched Mark up as she began to lose control. “You, Mister, are in serious trouble! You will be swatted and then suspended!” Mrs. Jennings walked back to her desk and was getting her wooden racket out from her desk drawer.

“Now, let’s get this over with. You know this is not something that I enjoy!” Mrs. Jennings had calmed down a little bit, but she was still very disappointed with what was to come next.

“Mrs. Jennings, please! Don’t do this! You are a better teacher than that. Please, please don’t do this! You know I don’t deserve this! Don’t you?” Mark was pleading.

“Actually I know that you do deserve this, you are always being a smart aleck, and you always think that you know more than me, but let me tell you something, you don’t!!”

Swat! SWAT!! Mark was now on the floor, he wasn’t being funny, he wasn’t mouthing off, he was crying! Mark, the tough class clown was really CRYING!

Nobody spoke. The room was filled with absolute silence -- even the crickets were silent. “All right now, you have made a big enough scene, get up and I will write you up and send you downstairs,” Mrs. Jennings was sad because she did not like what had to be done. She knew it would happen once again at Mark’s house.

“Ok, I am very, very sorry,” Mark sounded like he was embarrassed and scared. “‘Bye dude, we are so sorry that you had to be suspended,” Jake said. “It doesn’t matter, staying home will be better than staying here at this ratty school,”

Mark retorted, still being smart. “Haven't you learned your lesson, young man? I thought you were over-acting like

you were in kindergarten!” Mrs. Jennings was becoming angry again. “Yeah, I learned that you are mean and that you don’t care about respecting us! Why

do you think you are the one who gets to make the decisions about disciplining us? You're not my mom, you’re not my dad, and you’re not even my friend! Don’t think you have any power over me, because this is something I can tell you, YOU DON’T!!!” Mark was apparently trying to get swatted again.

Swat! SWAT! SWWAATTTTTT!!! “You’d better stay home for a month! I am so mad at you I can’t even put it into

words!” Mrs. Jennings knew every single word in this world. When she can’t explain something in words, you know she is going to explode.

“You are so irresponsible, young man, I cannot believe your ignorance!” Mrs. Jennings was screaming now, she was red in her face and she had made fists with her hands.

“You can't do anything about it! I don't come back until next month.” Mark just kept testing, and testing, and testing. By this time Mark, had made his way

to a month of suspension, and he was never going to be allowed in Mrs. Jennings’ class again. When Mark heard that last part, he had something to say, like always: “Score! This ratty classroom won't be anything without me, but it's still a really big win for me.” Mark was pushing every single one of Mrs. Jennings’ buttons and then he pushed them all again.

“Do you think that you are off the hook because you're suspended?” Mark stood there, staring. “Um… yeah I was kind of hoping that I was,” Mark looked like he was going to shout

“Duh,” but he never did. “Well, guess what, you're not on suspension until tonight. Why do you always think

you can be so rude?” Mrs. Jennings was crying now. By the end of the day all of the students in Mrs. Jennings’ class had cried, and we had all blown our noses.

“Mrs.Jennings, why do you have to be so mean?” Mark just kept complaining. “Can't you see I am crying? I hate having to discipline you guys,” Mrs. Jennings just

started sobbing. “Mrs.Jennings… I...I…” Mark didn't know how to respond “Mark, that's enough! Go downstairs to the office, your mom will be there waiting.

You won't be back for a month. Goodbye.” Mrs.Jennings turned her back to him. “Will I still be in your class?” Mark asked. “I am afraid not Mark, you broke so many of my rules that I can't allow you in here

anymore. Once again I am sorry,” Mrs.Jennings sounded so professional, so cold and impersonal.

Mark just stood there looking like Mrs. Jennings broke the news that his favorite pet just died. “But, but, but please.” Mark looked like his life depended on it.

“I'm sorry Mark but I already said no! You don't get a second chance this time, I gave you a ton of those already. It's time that changes!” Mrs. Jennings was tired of Mark, everyone could tell.

Just then, I realized that we only have two more weeks until Christmas and then it's Hello New Year of 1985! We are having a big party on Friday and I have to bring in cupcakes frosted with chocolate glaze. This is going to be so hard with all this drama!

“Mark!” Mark's mom was yelling for him. Still, he took his sweet old time going down the steps to the office. “What were you thinking, getting suspended? You know that you are in so much trouble, right? Your dad’s already at home waiting for you, I hope you're happy now!” Mark’s mom sounded like a dog barking. Her voice was sharp, loud, and annoying. “Once we get home, you, young man, will be punished for your actions! You aren’t going to get away with such horrible behavior, your father and I have taught you better than that.”

Now Mark’s mom’s voice sounded like nails on a chalkboard. It drove me crazy! My ears started to hurt, then they started pounding, and then it stopped, only to start all over again.

“Why can’t you be like Jake in there, huh? You know he listens, right? Know how I know? Because he wasn’t suspended!” It just kept going for about another half hour.

“Mom, I’m…” “You’re what? The only thing you’re going to be is…” “Sorry? Because that’s what I was trying to say.” Mark and his mom went back and

forth, back and forth, back and forth until finally they went home to finish it. “Man, I wonder if Mark’s going to be okay. He has never been in this much trouble,”

Jake sounded sincere. “I am just glad that he won’t lie to us anymore about studying this week or for at

least a couple of weeks,” Savannah had a smirk on her face like she was going to do something, really bad.

“You know,” this is where I stepped in. “Maybe Mark wasn’t so bad. I mean, really, what was the point in getting him in trouble? We know it won’t change anything because unless he meets Michael Jordan he won’t listen to anyone about anything.”

I was trying to lighten the mood, but I was also telling the truth, Mark’s idol is Michael Jordan and unless he gets to meet him, he won’t change at all.

“Yeah, I guess Jade’s right, I mean she doesn’t talk a lot but she is apparently really wise and smart.”

Jake was backing me up! He actually knows my name! I usually just sit here listening to everyone and picking my side in my head, but never aloud -- and, still, someone really knows my name!

“Why are you backing Jade up? You out of all people helping Jade? Oh please, that’s about as pathetic and weird as a dog and a candy bar fighting over a cat.” Savannah sounded like she was jealous of me!

Wait... why would Savannah, rich, cool, popular Savannah be jealous of me? OHhhhh...wait, that’s right, because Jake knows who I am more than he knows who she is! Who-hoo! Oh-Yeah! Um-Hm! What-What! Sorry -- that was my happy dance.

“Why don’t you go sit in a corner with a mirror and look at yourself, doesn’t that sound fun?” Jake was being sarcastic and it was really funny, but it was time to get back to Mark.

Selected BibliographyAbbey, S.M. (2001). Activities for writing instruction. Voices from the Middle, 9(1), 48-55.Bell, J.S. (2009). The art of war for writers: fiction writing strategies, tactics, and exercises. Cincinnati: Writer’s Digest Books.Hurford, J.R. (2004). Human uniqueness, learned symbols and recursive thought. European Review, 12(4), 551-565.Olthouse, J.M. & Miller, M.T. (2012). Teaching talented writers with web 2.0 tools. Council for Exceptional Children, 45(2), 6-14.McNeilly, E.C. (1995). Growth & Change: Challenging interdisciplinary unit. Huntington Beach, CA: Teacher

Created Materials, Inc.Piirto, J. (2011). Creativity for 21st century skills: How to embed creativity into the curriculum. Rotterdam: Sense Publishers.Piirto, J. (2002). “my teeming brain”: Understanding creative writers. Creskill, NJ: Hampton Press, Inc.Piirto, J. (2007). Talented children and adults: Their development and education. Waco, TX: Prufrock Press, Inc.Piirto, J. (2004). Understanding Creativity. Scottsdale, AZ: Great Potential Press, Inc.Zinsser, W. (1988). Writing to Learn. New York, NY: HarperCollins.