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Writers Way

Page history last edited by Ms. Edwards 4 years ago

A Writer's Way

Quick Links

Coyote Winks

WSU Questions

WSU Project Schedules

WW Lessons

WW Powerful Writing


Ms. Edwards

WSU Wiki Info


The Process

Writers Way Project

Timeline and Documents


10/6 Project Outline   Event Memoir   Object Memoir  Tradition Memoir  Memoir to Story


Story Planning 2


Process Expectations


Mentor Main Task: A) Compliment a phrase or paragraph of wonderful words;

B) Offer one or two suggestions





Unit Idea



A Writer’s Way: 

the journey from what we know to what we share


Download Unit Idea: writerswayunits1011y.pdf



“Writing is hard fun.” ~ Donald Murray


It seems the hard part is getting ideas, but ideas surround us. After reading parts of an interview by Michael Banks,  students discover the world of ideas, which come from what writers know, see, hear, etc. The goal for this project is to discover what we know, work the idea from spark of memory to an interesting memoir, and transform that private piece into a published piece of realistic fiction or poetry. Along this journey, we will consider peer interviews, family stories, object reminders, and cultural relevance as we develop our purpose and our audience. 


Sheri Edwards





“Writing is thinking on paper.” ~ William Zinsser


Students reach into their own schema of the world, write it into a meaningful truth, and transform it into a published piece of prose or poetry. Students will apply the recursive writing process and the six traits of effective writing to refine their message, invent their own stories or poems, connect the context for audience and purpose, and own their work through reflection.  How do we as writers get from what we know to what we share?




“Writing and learning and thinking are the same process.” ~William Zinsser


Refine: Draft and play with your ideas to discover how you will (and how you did) refine them to clarify and elaborate on your understanding,  your intention and meaning, and your sharing of these ideas? Have you conveyed your message?


Invent: During your discovery process of gathering, playing with, and drafting your ideas, how will you turn them into your ideas and in what form will that invention take? How did you take risks and push yourself to discover more?


Connect: Who is the audience, and how does the work connect? What is the context?  During your discovery process of gathering, playing with, and drafting your ideas, what connections helped you a) discover what is important for you and your audience, b) invent your place in these ideas, and c) decide on the format of sharing your ideas for your audience? 


Own: As you review your process and your product, what is it within the process and product that makes this idea and this piece truly yours? Are you proud of your work? What do you need to be successful? What are your strengths and weaknesses? How do you as a writer get from what you know to what you share? 


Rubrics and Checklists:  

RICO     RICO Revision Reflection Questions

Process and Traits       Workshop

Standards: Washington Standards



lesson flowLesson Flow


“I try to leave out the parts that people skip.” ~Elmore Leonard



Idea Discovery  ----> Peer Interviews ---->Family Story/Object Memory----> Cultural Relevance



Idea Discovery: Ideas/Prewrite/Draft Ideas/Questions/Memoir/Prewrite/Draft/Audience/Purpose 


Peer Interviews: Ideas/Questions/Memoir/Prewrite/Draft/Memoir/Audience/Purpose/Word Choice/Voice/Cultural Relevance   Collaboration


Family Story/Object Memory: Ideas/Questions/Memoir/Prewrite/Draft/Audience/Purpose/Fiction/Poetry/Cultural Relevance/Word Choice/Voice/Organization/Presentation  Collaboration


Cultural Relevance: Ideas/Questions/Prewrite/Draft/Audience/Purpose/Fiction/Poetry/Cultural Relevance/Word Choice/Voice/Organization/Presentation  Collaboration


processProcess and Product

“Don't say the old lady screamed. Bring her on and let her scream.”  ~Mark Twain


Students will create their prewriting/drafting/revising on the Coyote Winks wiki with input and guidance from peers and students from WSU. This will be a private site. When students have discovered their ideas, gathered information, played with the idea for audience and purpose, students will draft memoirs, which will then be reworked again for audience/purpose and now considering cultural relevance into a realistic fiction piece or poetry (student options encouraged). Published pieces will appear at Coyote Talks. At several points, oral sharing and connections via chat/Skype/K-20/Eluminate bring writers together. NOTE: Coyote Winks is public right now, but will be private; it’s empty and ready to roll. Coyote Talks is a past project which I will archive and revamp for this project.



Read/Write Think Lessons as resources for planning:
















Other resources (more to add)














Idea Discovery

Day 1 ~~~~~~~~~~~~~~~

Day 2 ~~~~~~~~~~~~~~~

Peer Interviews

Day 3 ~~~~~~~~~~~~~~~

Day 4 ~~~~~~~~~~~~~~~

Day 5 ~~~~~~~~~~~~~~~

Day 6 ~~~~~~~~~~~~~~~


Day 7 ~~~~~~~~~~~~~~~

Day 8 ~~~~~~~~~~~~~~~

Day 9 ~~~~~~~~~~~~~~~

Day 10 ~~~~~~~~~~~~~~~

Day 11 ~~~~~~~~~~~~~~~

Day 12 ~~~~~~~~~~~~~~~

Cultural Relevance & Final Product

Day 13-25 ~~~~~~~~~~~~~~~




Sept ~~~~~~~~~~~~~~~

Sept ~~~~~~~~~~~~~~~

Sept ~~~~~~~~~~~~~~~

Oct ~~~~~~~~~~~~~~~

Oct ~~~~~~~~~~~~~~~

Oct ~~~~~~~~~~~~~~~




Goal/Assessment Information 



Rubrics and Checklists: 

RICO     RICO Revision Reflection Questions


Process and Traits       Workshop

Standards: Washington Standards




Writing Considerations -- thinking, planning, organizing writing
During Writing: 

Rubrics and Checklists: 

RICO     RICO Revision Reflection Questions
 May also consider: PERCS: Perspective, Evidence, Relevance, Connections, Supposition
After Writing: RICO: Reflect on how well you were able to -- Refine, Invent, Connect, Own
 Consider and Reflect: Question, Reflect, Document your learning -- includes PERCS and RICO

Internet Etiquette


Six Traits of Effective Writing:


Six Traitsideasorganizationtransitionsword choicevoicesentence fluencyconventions


Six Trait Quiz: A Review





lesson flow


Grades 5-8




Dates: 8/31 - 9/15/10

School starts with a unit on Getting Along Together, to review and practice procedures and guidelines. Part of this is to share information about each other. WW Lessons  Intro and Review -- Getting Along Together



BioPoem WW Lessons Part 1

Photo Credits


Header: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Pencil_357.jpg

Introduction: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Wind-09929-fm.jpg

Goal: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Rope-03235.JPG

Reflection: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Bolu-08523_nevit.jpg

Lesson Flow: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Music_01754.jpg

Process and Product: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Lissajous_figures_08079_nevit.jpg

Resources: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Poecilia_reticulata_Fry_DSC04357_nevit.jpg

Syllabus: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Mardin_P1030301_20080423103307.JPG

End: Nevit Dilmen GNU at http://commons.wikimedia.org/wiki/File:Mardin_P1030301_20080423103307.JPG




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