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

Last changed: 05/29/2019 11:08am
6 , 7 , 8
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 help make these kinds of visits fun and meaningful to students.
In-School Workshop
All year.
$10 0
yes In-Person , Email , Other , 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. I can identify and strive to build habits that lead to many positive creative writing/living experiences.
Loosely based on Columbia College’s Writers Workshop, I bring classes some the best writing strategies form some 40 years teaching and performing as a storyteller/musician. Sessions are spun with engaging, age appropriate activities that guide students through spoken word into a joyful writing experience.

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.

In a phone collaboration with teachers we choose one specific part of the writing process that could use a boost. My aim is to draw forth the spirited energy that will help students craft that part of their narrative.

A sample “playshop” starts with modeling the main goal, continues with a quick warm up activity, then we explore the main content area, and end by teaching a simple fun trick (Why a trick? It creates little connection from school to home and acts as an entree into a discussion about our writing process).

Here is quick sampling of 5 possible workshop areas in a Personal Narrative Unit.

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 6

Grade 6: Writing Standard K-5: Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, nd 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.
Grade 6: Writing Standard K-5: Production and Distribution of Writing: 5. With some 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 6 on page 52)
Grade 6: Theatre: Creating: Anchor Standard #2 Develop artistic ideas & work. a. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.
Grade 6: Theatre: Performing: Anchor Standard # 6 Convey meaning through the presentation of an artistic work. a. Adapt a drama/theatre work and present it informally for an audience

Grade 7

Grade 7: Writing Standard K-5: Text Types and Purposes 3. 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 point of view 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.
Grade 7: Writing Standard K-5: Production and Distribution of Writing: 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)
Grade 7: Theatre: Creating: Anchor Standard #2 Develop artistic ideas & work. b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work
Grade 7: Theatre: Performing: Anchor Standard # 6 Convey meaning through the presentation of an artistic work. a. Participate in rehearsals for a drama/theatre work that will be shared with an audience.

Grade 8

Grade 8: Writing Standard K-5: Text Types and Purposes 3. 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 point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. .
Grade 8: Writing Standard K-5: Production and Distribution of Writing: 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
Grade 8: Theatre: Creating: Anchor Standard #2 Develop artistic ideas & work. b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
Grade 8: Theatre: Performing: Anchor Standard #5 Develop and refine artistic techniques and work for presentation. Prepare a. Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.