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Writers Way

Page history last edited by Ms. Edwards 2 years, 10 months ago

A Writer's Way

Quick Links

Coyote Winks

WSU Questions

WSU Project Schedules

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
Goal/Assessment Information
Lessons
Photo Credits

Unit Idea

A Writer’s Way:

the journey from what we know to what we share

Download Unit Idea: writerswayunits1011y.pdf

Introduction

“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

Goal

“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?

Reflection

“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 Flow

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

Topics:

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

Skills:

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

Process 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.

Resources

Read/Write Think Lessons as resources for planning:

http://www.readwritethink.org/classroom-resources/lesson-plans/family-memoir-getting-acquainted-998.html?tab=2#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/introducing-each-other-interviews-17.html?tab=1#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/memories-matter-giver-descriptive-13.html?tab=1#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/assessing-cultural-relevance-exploring-1003.html?tab=1#tabs

http://www.readwritethink.org/parent-afterschool-resources/activities-projects/recording-family-stories-30309.html

http://www.readwritethink.org/classroom-resources/lesson-plans/genre-study-collaborative-approach-270.html?tab=1#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/leading-great-places-middle-16.html

Other resources (more to add)

http://www.writerswrite.com/journal/mar98/banks.htm

http://www.brainpopjr.com/readingandwriting/comprehension/makeinferences/grownups.weml

http://msct.ucps.k12.nc.us/teachers_only/WritingDocuments/7_8/Memoir.pdf

http://teacher.scholastic.com/writeit/memoir/teacher/easing.htm

Syllabus

(TBA)

Idea Discovery

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

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

Peer Interviews

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

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

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

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

Family/Object

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

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

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

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

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

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

Cultural Relevance & Final Product

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

Checkpoints

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

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

Goal/Assessment Information

Rubrics and Checklists:

RICO RICO Revision Reflection Questions

Process and Traits Workshop

Standards: Washington Standards

Information

Interactive Notebook and Documents

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 Traits: ideas, organization, transitions, word choice, voice, sentence fluency, conventions;

Six Trait Quiz: A Review

Lessons

Grades 5-8

Introduction

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

9/15/10-9/29/10

BioPoem WW Lessons Part 1