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Writers Workshop: Storytelling as a Tool for Vibrant Writing (elementary)

Last changed: 05/29/2019 11:08am
K , 1 , 2 , 3 , 4 , 5
Theatre English
Grade Level Program Alignment
1 60 min
These visits can be any length from 45 to 90 minutes. I prefer more time then less balanced with scheduling needs No matter the time, I will work to serve the needs of the students, staff and school. More time allows for a bit more of my own storytelling, warm up activities that lay the groundwork for my "playshop", writing/creating time, reflection activities, body breaks, tricks and games... that make these kinds of visits fun and meaningful to students.
In-School Workshop
All year.
$10 0
yes Email , In-Person , Phone
Up to 5 pages of copying per student and up 20 pages per teacher. This is negotiable and we can get by without these copies if need be.

Paper on which to write/draw Pencils sharpened and ready to write

OR

One computer per student

Classrooms as they are, are usually fine (Sometimes a little movement of furniture will help).

With the support of my classmates and teachers....

I can write a narrative in my own unique voice that has a series of naturally unfolding events.

Through drama and storytelling games, I can imagine the world of my characters and create text that helps a reader/listener see what I imagined.

I can revise my narrative to make it even better with text that is full of life.

I can read with passion, courage & playfulness so that the listeners can understand my story and fully enjoy my writing.
Loosely based on Columbia College’s Writers Workshop, I bring classes some the best writing strategies form nearly 40 years teaching and performing as a storyteller/musician. I encourage students to try, with passion, courage and playfulness and help them to see that they have everything inside them to create beautiful, funny, touching personal, fictional, or non-fictional narratives.

Sessions are spun with engaging, age appropriate activities that guide students through spoken word into a joyful writing experience. A sample “playshop” starts with modeling the main goal, continues with a quick warm up activity, explores the main content area, and ends with a simple fun trick (Why a trick? It creates little connection from school to home and often acts as an entree into a discussion about their in school writing process with families). My aim is to draw forth the spirited energy that will help students find and trust their own unique writers voice.

In a phone collaboration with teachers we will choose a direction that best serve their classrooms needs and wants: either a broad stroke writers workshop or a specific entry point in a current piece students are creating.

Broad Stroke Writers Workshop.
6+1 HABITS OF A GREAT WRITER: A “playshop” that looks to give the writing process an overall boost by exploring habits that skillful/joyful writers cultivate.

Commonly Requested Entry Points for a Current Writers Process [these a sample of those for a personal narrative unit but are similar for most writing genres].
GENERATING IDEAS: We jump start a personal narrative unit by collecting a sack full of “seed moments” from the treasure box of our lives.
SHAPING THE FRAMEWORK: We use a cast of listeners (stuffed animals), to help shape our stories into a creative graphic organizer
WRITING GREAT LEADS: We strive to write leads that will grab hold of our readers/listeners and launch them into wonder of our stories.
REVISING: We “relive” key moments from our stories and aim to stretch them out with tiny juicy details.
SHARING OUR STORIES: We learn to use our facial expressions, gestures, and inflection to read our writing with gusto.
Yes! Absolutely!! The more caregivers involved, the more one to one listeners, the more ideas drawn forth from the students, the more that caregivers understand a writers process and can support their children outside of school.

Grade K

Grade 1

Grade 1: Writing Standard K-5: Text Types and Purposes 3.Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Grade 1: Writing Standard K-5: Production and Distribution of Writing: 5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Grade 1: Theatre: Creating: Anchor Standard # 1 Generate & Conceptualize artistic ideas & work. a. Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama)
Grade 1: Theatre: Performing: Anchor Standard # 6 Convey meaning through the presentation of an artistic work. a. With prompting and support, use movement and gestures to communicate emotions in a guided drama experience(e.g., process drama, story drama, creative drama).

Grade 2

Grade 2: Writing Standard K-5: Text Types and Purposes 3.Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Grade 2: Writing Standard K-5: Production and Distribution of Writing: 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing
Grade 2: Theatre: Creating: Anchor Standard #2 Develop artistic ideas & work. b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience(e.g., process drama, story drama, creative drama)
Grade 2: Theatre: Performing: Anchor Standard # 6 Convey meaning through the presentation of an artistic work. a. Contribute to group guided drama experiences(e.g., process drama, story drama, creative drama) and informally share with peers.

Grade 3

Grade 3: Writing Standard K-5: Text Types and Purpose Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Grade 3: Writing Standard K-5: Production and Distribution of Writing: 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)
Grade 3: Theatre: Creating: Anchor Standard # 1 Generate & Conceptualize artistic ideas & work. a. Create roles, imagined worlds, and improvised stories in a drama/theatre work
Grade 3: Theatre: Performing: Anchor Standard # 6 Convey meaning through the presentation of an artistic work. a. Practice drama/theatre work and share reflections individually and in small groups.

Grade 4

Grade 4: Writing Standard K-5: Text Types and Purposes 3.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b) Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Grade 4: Writing Standard K-5: Production and Distribution of Writing: 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
Grade 4: Theatre: Creating: Anchor Standard # 1 Generate & Conceptualize artistic ideas & work. a. Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theatre work.
Grade 4: Theatre: Performing: Anchor Standard # 6 Convey meaning through the presentation of an artistic work. a. Share small-group drama/theatre work, with peers as audience.

Grade 5

Grade 5: Writing Standard K-5: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b.Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Grade 5: Writing Standard K-5: Production and Distribution of Writing: 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
Grade 5: Theatre: Creating: Anchor Standard #2 Develop artistic ideas & work. a. Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances .
Grade 5: Theatre: Performing: Anchor Standard # 6 Convey meaning through the presentation of an artistic work. a. Present drama/theatre work informally to an audience.