The Art of Storytelling
Focusing on Craft, not Genre
Shifting our way of thinking
- TASK-ORIENTED vs GENERATIVE reading & writing
- COMPLIANT vs ENGAGED reading & writing
***HIGH VOLUME, LOW PRESSURE WRITING***
VOLUME
Give DAILY quickwrite opportunities for volume grades using mentor texts. But they don't have to be long!
(You can use the same text/story/poem but focus on different lines or paragraphs within it. You can use images, videos, songs, advertisements, etc.)
Intentionally use DIFFERENT genres as often as possible!
What does a quickwrite look like?
Click here for a ready-made presentation, if you need it!
Let's practice! Here's some inspiration from different genres:
#1: Poem
#2: Excerpt from Fiction
#3: Nonfiction (or if you have trouble, try here)
#4: Visuals
#5: Infographic from NY Times
CHOICE
Kids choose the one quickwrite they want to build on from the day OR write inspired by something new - kids are engaged because they have choice.
K. Gallagher ---
- Semester 1: "Words on the page. 10 minutes. One page. Go."
- Semester 2: "20 minutes. Two pages. Go."
What about grading?
10/10 is 100 ungraded; Ss choose ONE out of those 10 to be revised, edited, read/graded as process piece.
Let's practice! Take one of your favorite pieces and let's add to it.
WRITING TIME
SHARING TIME
MODELING
READ, ANALYZE, EMULATE
What does it say?
What does it not say?
How is it said?
After analysis for craft & meaning, invite students to try using the craft during writing time.
I see lots of drafting time but ... what about revising/editing?
Try: "Write for 10, revise for 2" everyday instead (or in 2nd semester, "20 minutes writing, revise for 4," etc.)
Let's practice! Let's look at this piece for specific craft and then spend some time revising one of your current written pieces to include it or start something new. (If you have trouble, try here.)
WRITING TIME
SHARING TIME
FEEDBACK
CONFERRING gives opportunities to give comments throughout the writing journey and mid-process, not at the end with a grade.
"They need you at half time!" - K. Gallagher
What does that mean the writing block looks like?
REFLECTION TIME
Reflect in whatever way works for you, but some questions you might want to consider are below:
- What were some interesting things I learned from this PD that I can take back to teachers on my campus?
- How could I encourage other teachers on my team to implement writer's workshop with fidelity?
- Could I teach this process to someone else easily? Why or why not?
- How can I better support and encourage my teammates in implementing writer's workshop?
Take time to think and lay out a plan for your campus and your dept.