I’m pretty proud of the student’s written response in the photo above. It’s written by a seventh-grader who, while being a strong writer, struggles with turning in work, whether assigned as homework or completed during class.
He is not doing well in my class “grade-wise”; however, this paragraph shows the higher level of thinking he is able to record in writing. (Yes, there are problems with this response, such as misspelled words and run-ons, but this student’s idea development is strong and that’s more important to me. We can always fix the editing later.)
Some of the paragraph may be hard to discern, so I’ve transcribed it below without corrections:
“In the book, Chasing Lincoln’s Killer, we learn/learned more than most people would normally know. Most people just know Lincoln was shot watching a play but there is more. I learned for the first time their was a twelve-day manhunt. Acorrding to the novel James Swanson authorther of Chasing Lincoln’s Killer, “There was a plan.” In other words, Booth had it all figured out. Close to the end after Booth was shot, and paralized he asked someone to hold up his hands whe they did he spoke useless, useless. I think when Booth says this he is saying that all his efforts, his plans, and evan his completed task was useless cause he felled to live on, he felled to tell his story, he felled to fight on for the south.”
This paragraph was written in response to the prompt below. Here’s what I love about this response:
it builds up to and introduces the evidence in a satisfying way
it interprets the evidence with two sentences, including that final golden one
it uses repetition effectively (and I made sure to tell him that when I spoke with him about it)
the writer put his own “spin” on the material… it feels original and fresh
Here’s that prompt:
I realize that there are quite a few “requirements” in this prompt. Sometimes I feel that I’m overly prescriptive with my prompts.
And then I receive a response back like this that reminds me that many kids thrive with the guidelines. They’re able to combine the guidelines with their own ideas and voice to create accurate, effective communication that also possesses a distinct style.
Thanks for reading! I use similar prompts like this throughout the year. Sometimes I’ll add other items for kids to use such as sentences that begin “For example, …”. What do your writing prompts look like? Feel free to leave a comment!
I can’t tell you how many times I’ve written that on my students’ essays, poems, and narratives. They know the importance of adding relevant details and crystal clear descriptions to their writing. We talk about it all the time, after all. In fact, “add more detail” and “be more descriptive” are the top two comments I hear them saying to each other during peer review groups. However, for some reason, kids still often neglect to be specific.
Maybe they don’t recognize “vagueness” in their own writing. Maybe they’re in a rush and don’t see the value in taking the extra time that being specific takes. Maybe it’s late the night before their essay is due and, as a result, they’ve lowered their standards. The loosey-goosey thoughts that make it into their first drafts—however general and lackluster— are good enough to turn in at the last minute. Whatever.
Last fall, I came upon a chapter in Bill Roorbach’s Writing Life Stories and discovered a helpful section on the merits of being specific in writing. By “being specific” Roorbach means putting a name to the objects, things and people in our writing.
For example, if one mentions a tree, Roorbach suggests being exact. Is it an oak? maple? pine? If possible, he suggests going further. Is it a chinquapin oak? silver-leaf maple? lodgepole pine? If one mentions Dad’s car, Roorbach suggests identifying the exact car: Dad’s brown 1995 Subaru Forester or his sleek, brand-new silver Prius.
Roorbach stresses that “naming is knowing.” Putting a clear and precise label to the objects in our writing lends credibility and a subtle authenticism to our writing. (He also discusses how determining the exact name of something—a particular flower, for example—may help writers discover unexpected revelations about their pasts. Seriously, check out this book!)
I notice that in my own writing I will often add the specific labels to things on the later drafts of a piece. I often do this work intentionally, taking care to notice generalities as I read and re-read, and re-read again. It’s amazing how much richer and concrete and visible my writing is when I follow Roorbach’s advice and specifically name things in my writing.
So with Roorbach’s book in hand, I created a mini-lesson for class. Maybe this time, I thought, with the help of Roorbach’s down-to-earth and eloquent text, students will understand what I mean when I write “Be specific” in the margins of their papers.
For the mini-lesson, I decided to read aloud from Roorbach’s “Naming is Knowing” exercise. Everyone agreed that the specific examples given in the text were effective revisions of the more general originals. I asked the kids to keep this in mind as they wrote that day… “Don’t just say that you put on your clothes; be specific. Name the clothes. Say you put on your bright white NASA hoodie and a faded pair of jeans. ”
About two days later, a student named Jacob dropped a poem into my second drafts box during writer’s workshop. I read it, noticing that it was about a trip to Florida he took last summer with his family. The poem mentioned finding “a coin,” “finding “a food,” and visiting “the museum” and finding “something” there.
Here we go again, I thought. More vague writing.
I asked Jacob, “Remember when we talked a couple of days ago about how it makes sense to be as specific as possible and put a name to things when we write so readers can visualize our stories better?” He nodded. I inquired what kind of coin he found; he replied “a Spanish medallion.” I asked him what exactly he found at the museum; he said “a Honus Wagner baseball card.” I asked him about the food mentioned in the poem; he replied “chicken Alfredo.”
Try naming those things in your poem, I suggested. He returned several minutes later with another draft, this one much more specific, much more visual, and much more effective.
“Yes! You did it!” I told him after reading his revision. “This is what we were talking about!”
I asked him if I could use his drafts in class the next day to show everyone how much more visual his second draft was. He agreed and printed copies of his poem’s “before and after” versions.
I placed them side by side on a sheet of paper and ran off copies for everyone. The following day we revisited our “naming” lesson and with Jacob’s poems in front of them, everyone readily was able to see the difference between vague writing and specific writing: it all has to do with naming things.
The next day, I asked Jacob to read both poems aloud. After that, we all discussed how effective the changes were and the consensus was that the “after” version was definitely the draft we all preferred. Why? Because we could visualize the Spanish medallion (someone said it was probably all crusty and gross) much more clearly than we could visualize a coin. We could taste the chicken Alfredo. And of course, we all knew that a Lamborghini is the ultimate fancy car.
Of course, being seventh-graders, the added details spurred conversations about coins that kids had found or lost. Practically every kid in the room said they loved chicken Alfredo. I guess all that conversation proves that specific writing resonates. Being specific helps readers connect better with the writing and, in the end, that’s what it’s all about.
One student asked, “What if the extra detail seems distracting?” I acknowledged her smart observation and advised her to play around with being specific. Yes, it’s entirely possible to have misplaced detail, I told her. If that’s the case, she as the writer then has a decision to make. For example, if it seems distracting and irrelevant to know that you wore a bright white NASA hoodie, then leave it out and go general. But try naming and being specific first, I told her because you never know until you try. Plus, you can always change it back later, I added.
I feel as if I’ve finally hit on something when it comes to teaching kids to write specifically: it’s about naming things. Since teaching this “Naming is Knowing” mini-lesson—with the help of Roorbach and Jacob’s examples— my students better understand how to add relevant, visual details and names to the people and objects in their writing. It’s nice to know that they finally understand what “Be specific” really means.
Thanks for reading again this week! Click “like” if you learned something with this post and feel free to follow my blog for more news from my classroom. How do you teach your students to be specific in their writing?
Plus: the movies we watched the final two days before Christmas break
Every teacher knows the feeling. You’re in the final week of school before Christmas break. There’s no point in starting something new, and often, you’re finishing up a project or unit and you need a couple of extra days for the late work to pour in, so you have time to grade and update the school’s system before submitting them for the end of quarter. Those couple of extra days you need require some type of activity to keep the kids busy. And for many of us, that means a movie.
If you’re like me, you feel a wave of guilt when you even think about showing a movie when there’s no real point to showing it other than as a time-filler.
But here’s the thing: as long as a movie has educational value for your students, meaning that it teaches them something they don’t already know, you should feel good about showing it.
I keep my eyes open for valuable movies with at least one of these two characteristics:
1) a strong, life-affirming theme
I’m not going to show movies that don’t end on a positive note. There must be a “moral to the story” that’s worth knowing. Kids are exposed to so many negative
2) a wealth of information about a historical or news-worthy event or an important person on the world stage.
Kids need background knowledge about national and global affairs i order to progress through school. How will they connect with Chasing Lincoln’s Killer if they don’t have adequate prior knowledge about the Civil War, for example?
Of course, the movies must also be rated G, PG, or PG-13. For PG-13 movies, my district requires a signed parent permission slip, so if I plan to show one of those, I must have the permission slip ready to go home about a week before I plan to show the movie.
So, what videos did we watch two days before Christmas break?
In seventh grade, we watched the History Channel drama miniseries America: The Story of Us episodes 4 and half of episode 5, which focus on the years leading up to the Civil War and also the Civil War itself. Watching these helped us prep for our reading in January of James Swanson’s Chasing Lincoln’s Killer, one of my favorite seventh-grade units.
I was unfamiliar with the series when I found it on YouTube (it’s also available on History Channel’s website). I consulted Common Sense Media, and it rated the series suitable for kids ages twelve and up. One caution: episode 5 gets grisly with scenes of battlefield medical care. It’s bloody and graphic, but doesn’t show actual surgeries; it leaves much to the imagination. If your kids have watched Grey’s Anatomy, (which by the way, Common Sense rates for ages 15+), they’ve seen worse.
On Tuesday, Jan. 8, we’ll finish episode 5 and review what we learned about the Civil War by watching these two videos.
What I like about these documentaries is that they contain live-action scenes with the quality of a feature film that kids might see at a theater. The episodes also contain “talking heads” commentary by historians and authors, but also by popular celebrities many of the kids recognize: Sean Combs, Michael Strahan, Tom Brokaw, and others.
The scenes are interspersed with arresting images such as an extreme slow-motion of a minie ball bullet spiraling down the barrel of a rifle and then hurtling through the air. The boys really paid attention to that. In fact, episode 5 opens by introducing the minie ball and asserts that the minie ball —and the bloodshed it caused— is just one example of how the Civil War contributed to and was a reflection of the rise of industrial technology, especially in warfare.
The series contains twelve episodes. Look through the episodes and find those that may provide your kids with the background that will help them connect better to your literature units.
In eighth grade, we watched Sully, starring Tom Hanks and Aaron Eckhart. It’s “The story of Chesley Sullenberger, an American pilot who became a hero (in 2009) after landing his damaged plane on the Hudson River in order to save the flight’s passengers and crew,” according to IMDb. We watched this movie because it riffs on what defines humanity and therefore ties in with our human rights dissertations we are currently building.
Near the end of film, Sully says to his critics at a hearing of the cockpit voice recordings, “You still have not taken into account the human factor. You’ve allowed no time for analysis or decision making. In these simulations, you’re taking all of the humanity out of the cockpit.” We’ll discuss the crucial point Sullenberger was making when we return from break. In fact, students will copy this quote from the movie into cursive on Monday, Jan. 7 and then we’ll discuss how Sully’s point may find a place in our human rights dissertations that we’re building throughout the year.
We didn’t discuss Sully in depth after we watched it. Frankly, we ran out of time and few students were in the mood to analyze it in-depth since it was the last time eight-graders would be in my class before break. That’s okay. At least they’ve gained some background knowledge about an important national event. Plus, we’ll get to have an interesting discussion about what this movie says about humanity, the human spirit, and the essence of being human.
So to conclude, choose the right movies to show your students and avoid the teacher-guilt. Focus on worthwhile movies with rich, life-affirming themes that are full of historical and cultural knowledge. Movies shouldn’t be used to merely fill up time!
I’ll be posting near the end of the year about my favorite end-of-year movies to show. I typically show Walter Mitty to my departing eighth-graders and The Walk to sixth-graders. Seventh-graders watch New York: The Documentary to build background knowledge they’ll need the following fall. Follow my blog to catch that post!
If you’re wanting another way to connect with your students, try adding a small box of lotions to your desk or wherever it might fit best in your classroom. Male English teachers (all five of you out there) can try this, too! Find a couple of macho-scented moisturizers you like, buy those, toss in a few women’s versions, and jump in!
I’ve always been a big fan of hand creams and lotions. Some of them can be a real pick-me-up throughout the day, especially when they have an aromatherapeutic fragrance. In the past, I kept my hand creams to myself, but this year I decided to stock a small collection in a recycled red box on my desk. Bath & Bodyworks is a favorite source.
I cycle new bottles and tubes in occasionally, and I added some holiday “flavors” for the Christmas season. Although it’s difficult to find men’s lotions or moisturizers, I did discover Vaseline Men’s Healing Moisture at Target and threw that one into the mix as well.
Having my lotion station has been a positive in my room this year for this reason: it gives students and me something to connect around other than school.
At the beginning of class, as kids are settling in for the hour, a couple of them will go to my desk to try a new lotion after they turn in their bell work. That’s when I’ll hear comments such as…
Trying on and talking about the lotions also provides a tiny little time to talk. That’s helpful during a tightly scheduled school day. For instance, kids have about fifteen minutes to eat breakfast and socialize before their eight classes begin each day. Lunch lasts for 25 minutes, which also includes an eight-minute recess.
At the end of the day, our buses depart as soon as the kids leave last hour and exit the building. There is little opportunity to talk with any student during a normal day.
And because my class periods are usually fairly structured, time to talk one-on-one with students during class is limited. Having a lotion station gives students a reason to mingle and talk briefly with me or others nearby. Obviously, if the extra talking becomes a problem, I simply say, “Okay, make it quick and have a seat.”
So far, the lotion station has not been a problem or a distraction at all. In fact, I will definitely continue keeping my lotion box stocked and would recommend it to anyone who needs a quick, easy way to foster better relationships with your students.
Thanks for reading! What ways have you found to connect better with your kids on a personal level? Feel free to leave a comment! See you soon.
Students turned in their final portfolios on Friday, and just like that, the semester is nearly over.
On Friday, my seventh- and eighth-graders turned in their final Writer’s Workshop portfolios. In early November, students began choosing eight writing projects from a list of twelve. The list offered a range of projects ranging from poetry to arguments to narratives to informational works. The focus of WW was the writing process. The procedure required that they complete three drafts and share their work with their peers and me for feedback and revision suggestions.
Click here to read my post from three weeks ago that outlines how WW works in my classroom.
By the way, I didn’t include a list of the various writing projects in that earlier post. Here are two photos of the final portfolio rubric I used this year, which lists the projects students could choose from.
It might appear that the grading was intensive and time-consuming. However, since I had already seen the students’ second drafts and provided feedback on those, my main task in assessment was confirming that students followed the writing process for each project. Students turned in a two-pocket folder with their eight projects enclosed. For each project, I looked for their first draft, their first draft responder sheet, their second draft (the draft I provided feedback on), and finally on top of the stack, their third and final draft. I did make sure that significant changes were made at each stage of revision. Points were deducted if they didn’t make any changes from draft to draft. In addition, I gave a “quality of writing & presentation” grade and then also circled a holistic rating for their work (see arrow on the final portfolio rubric in the photo below).
In case you’re wondering, yes, we do use a lot of paper (and ink) in my classroom. Students composed mostly on their Chromebooks, but then I also required that every project is printed. I know many students share their Google Docs with each other for revision and editing purposes, but I still require that students turn in hard copies of all drafts. Here’s my post that explains my loyalty to having students submit paper copies, rather than just dropping a file into Google Classroom.
Overall, WW was a great experience this year. As I graded rubrics this weekend, I came upon three main take-aways. Here they are:
Require that students choose an equal number of each genre. While the variety offered in the project list usually guarantees that students will write across genres, I did notice that some students were heavy on poetry, which makes sense. Free-verse poetry (which I encourage over rhyme) seems to have (to students, anyway) fewer rules and punctuation usage can be looser. However, I would prefer that students get more practice in essay writing. Next year, I’ll make sure to enforce “genre equality!”
Schedule a progress grade mid-way through the workshop schedule. I did this informally by checking with students during conferencing to ensure they were on-task throughout the six weeks, but assigning a formal grade that required the completion of four projects at the three-week point may have helped some of the students with budgeting their time.
Continue the responder sheet grade. This year, I added a responder sheet grade. I asked each student to show me a responder sheet that they filled out for another student. If they followed the directions on the responder sheet, which were to choose four to six questions and answer them in writing on the back of the sheet, they would receive full points. If they answered only two questions, then half points. If they only made a few editing marks on the draft, or provided minimal answers (as in “I think it’s great!” with no suggestions for improvement), they would earn fewer points. Including this grade in the workshop this year made students more accountable for providing constructive feedback. I need to make sure I continue with this practice.
It’s been a good semester and I’m looking forward to January. After Christmas break, seventh-graders will begin reading Chasing Lincoln’s Killer followed by an analysis of the film, The Conspirator; eighth-graders will continue work on their human rights dissertation and also begin reading Frederick Douglass’ narrative. My sixth-graders? They’ll be continuing their mastery of the beloved five-paragraph essay, the champion of academic writing. More on that in a later post!
Thanks for reading! Feel free to click like and leave a comment with your own Writer’s Workshop experiences.
I’m so glad I didn’t give up on what is now one of my favorite activities
Since I began teaching seven years ago, I’ve learned that sometimes it may be necessary to try a new technique, a new curriculum unit, or simply a new idea more than once in order to fairly assess its effectiveness.
Usually, the first time I try anything, it fizzles. At the conclusion of the semester, when students were turning in their final drafts of their projects, I was glad Writer’s Workshop (WW) was finally over. I didn’t like the unstructured nature of class time that the workshop encouraged. Perhaps my classroom management skills weren’t up to par, or perhaps I’ve just relaxed a little. Perhaps it’s a bit of both, but the less structured nature doesn’t concern me like it used to because…
I’m sold on Writer’s Workshop now.
Besides, my WW is fairly structured in its procedure to begin with. That built-in structure requires that kids stay on task. If I had decided to give up on WW after my first attempt, or even the second, I would have missed out on an activity that some students say is their favorite. Many students seem to like coming into class, having a short lesson, and then being able to work at their own pace on the projects of their choosing.
Writer’s Workshop puts these two things front and center: student choice and the writing process. Here’s what it looks like in my classroom: Every student gets a project sheet that lists about twelve possible writing projects. The list includes a mix of discourses: narrative, informational, argument, and poetry. I usually don’t specify how many of each discourse they must do, since there’s enough of a mix to guarantee they’ll write a variety. Kids must complete eight projects of their choice in a given time period. This fall, we started Writer’s Workshop on November 1, and their final portfolios are due Dec. 14. Here’s the rest of the basic procedure:
On day one of WW, as a class, we discuss the entire project list. Some of the assignments are new and don’t require that we go over them, but I introduce a few new projects each time, so we make sure to briefly discuss those. I pass out an assignment sheet to each student and we talk through each assignment, brainstorm some ideas, and talk about other details such as that assignment’s word count requirement.
After discussing each assignment, I gather up the project sheets and put them in a manila folder labelled with the project name in a rack on a book shelf at the front of the classroom for kids to reference later when they need them. (By the way, the procedures for WW are listed on the back of each project assignment sheet.)
Writers choose a project, read through the project’s assignment sheet, and then brainstorm, and write a first draft. The first drafts can be handwritten or typed at this point; eventually, they’ll need to be typed.
After completing a first draft, writers must find a classmate to be their reviewer, who will provide feedback and suggestions for revisions. This is done by attaching a narrative, informative, argument, or poetry responder sheet to the first draft. (The responder sheets are also kept in labeled manila folders in a rack next to the assignment project sheets at the front of the room.)
The reviewer then must answer in writing four questions listed on the responder sheet. The reviewer writes their answers on the back of the responder sheet on the lines provided. One thing I learned after my first WW attempt: If I don’t provide lines on the back of the page, students won’t write their answers down. They’ll simply jot a few very brief notes, or just tell the writer, “It was great. You don’t need to change anything. The lines on the back of the responder sheet holds students accountable to be more thorough with their feedback. I check these first draft sheets and talk with students who aren’t doing their fair share of feedback.
After providing their feedback, the reviewer gives the first draft and responder sheet back to the writer, who makes revisions, edits, and any other changes suggested. This creates a second draft, which the writer then places (with the first draft and responder sheet) in my second draft box. I do set a deadline for students to turn in their second drafts. At this point, that second draft deadline is one week before final portfolios are due. (I may need to reset that deadline to an earlier date.)
I read the second draft and fill out my own responder sheet, which has my suggestions and notes for the student. I ask that students give me a few days to return their second drafts to them.
After I return the second draft to the writer, they generate a third and final draft, referring to my ideas, revisions and edits that I suggest. While I don’t have time to mark every issue I notice on a paper, I do make sure that students understand what I do mark. I’ll usually talk with students when I hand their second draft back to them. This is always a good time to get in some one-on-one conferencing with each student, which, by the way, I am doing now on my phone with the help of Google Forms. (I’ll explain this new experiment from Two Writing Teachers in a future post after I become more accustomed to it.)
After completing their final draft, students compile all three drafts, responder sheets, and any prewriting or brainstorming and staple their “latest greatest” final draft on top. They then keep these finished projects in a two-pocket folder in a file cabinet in my room. On December 14, these folders will be turned in. And yes, I get it, that’s a lot of work being turned in at once; however, I’ve already seen every assignment in the folders (if students put their second drafts in the box). It’s basically a matter of verifying that students used the writing process to complete the assignments.
only aspect of WW I’d like to change for next time would be a more direct way for students to publish their work. Right now, I plan to post articles and stories and poetry in the hallway or in my room. Next semester, if all goes well, I will be having students choose which of their projects they would like to publish online in their Kidblog portfolio. (Again, that’s another future post.) Having an audience and a readership is crucial for motivating kids to write; I know this from my own writing experience on this blog and on Medium.com.
Here’s where I give credit where credit is due:
My Writer’s Workshop format is based on one designed and used by Corbett Harrison, a K-16 teacher with an EXTREMELY comprehensive website I located on the internet. Search his site (and its associated Northern Nevada Writing Project and WritingFix websites) for all kinds of ELA materials and ideas. (In fact, block out an hour or two if you intend to look at his site. It’s chock full of ideas and resources.) In the past, I’ve also had success with his creative approach to vocabulary instruction that provides as much choice and accountability as his WW.
Harrison offers a free 18-page PDF that explains how he facilitates WW in his middle school classroom. This PDF also includes the responder sheets and my second draft responder sheet. I can’t recommend Harrison’s plans enough. If you haven’t tried WW in your classes, his would be a good place to start. The plans have definitely worked for me by providing me a template to tweak here and there over the past couple of years. I’m so glad I didn’t give up on this solid, necessary, tried-and-true activity in my middle school ELA classroom.
Thanks for stopping by! Click like and follow this blog for more posts about middle school ELA. Also, feel free to leave a comment about how you approach Writer’s Workshop in your classroom.
I’m finally doing NaNoWriMo with my students. Well, sort of.
All during November, about fifteen students ranging from fifth- through eighth-grade arrive in my room after school and write for forty-five minutes. I only know a little about what they’re writing. That’s because I’m busy working, too, on my own project… what I call my “historical memoir project thing.” Yes, you heard right. I’m doing NaNoWriMo and I’m not even writing a novel. Oh, well. You gotta start somewhere.
No, the NaNoWriMo in my classroom is not a full-blown NaNoWriMo experience. I don’t have the official posters, or the workbooks, or the full curriculum. But we’re still having a good time getting together after school and just writing.
From some conversations I’ve overheard around my classroom, I know some kids are writing fantasy stories. Some are writing sci-fi. One kid is writing about a worm. Regardless, each student is writing for themselves and that’s the key.
In case you’re unfamiliar with NaNoWriMo, it stands for National Novel Writing Month, when writers around the country write a first draft of a 50,000-word novel. There’s a youth version of this challenge, where students set personal goals to accomplish the first drafts of their own novels, and that’s what we are attempting in my classroom every day after school all November long.
I’ve thought about doing NaNoWriMo for a few years, and finally, last summer, I decided I would stop waiting to do it “right” and, in a nod to Nike, “just do it.” So, in June, I tested the idea with my students with a teaser post on my private class Instagram. Several were interested, including some recently graduated students who were disappointed that I hadn’t tried it when they were in middle school.
Jump forward to last Monday, Nov. 5, the first day on my calendar that we could meet. At the end of the day, when I was tired and definitely ready to lay out my plans for Tuesday and head for home, I asked myself Why did I ever decide to do this?!
However, now with that first week behind me, I’m so glad I “just did it” because my lame version of NaNoWriMo is already illuminating two truths that are easy to forget:
It’s amazing how dedicated kids can be when they’re personally motivated. The mood in my classroom during NaNoWriMo is quite different from my regular classroom, which always contains a few students with little desire to pursue writing. They distract others. They sharpen their pencils four times an hour. They need drinks and bathroom breaks. But after school during NaNoWriMo, it’s a different world. These kids are choosing to write, imagine, create, produce, and they go at it earnestly and with enthusiasm.
Some kids have writing lives outside of school. It’s gratifying to know that there are several students who are writing on their own, at home in notebooks, and online. They “own” these works… no teacher has asked them to outline their ideas, no teacher has asked them to turn in a synopsis or a summary.
Plus, these kids are excited to get to work. I’m amazed that—after eight hours of classes, mind you— my NaNoWriMo kids willingly (with smiles on their faces!) walk into my room with their coats and binders, drop them into a chair, get a laptop from the computer cart, sit down, and write. And think. And quietly chat with others at their table.
It’s a social get-together, after all. I bring snacks of some kind on Mondays, but for the rest of the week, the kids bring their own if they need to. Some bring an orange, some a small bag of chips or crackers, but most don’t bring food.
What they do bring is their imaginations, their productivity, and their determination to get something down on paper. I’ve made sure to tell them that NANOWRIMO is the time to shut off their “inner editor” and just get words on the page. Revision can happen later.
At the end of the hour, we fill out our word-count goal chart. On this chart, we’ve each listed our names with our word-count goal for the month at the far right. If a student reaches their word-count goal for the day (the monthly goal divided by the number of days in the month), they put an X on the chart in that day’s column.
We’ve kept our goals reasonable. Next year, we may be more ambitious. This is not a real NaNoWriMo after all. However, it’s a start. We each have a word-count goal. We each have a project to work on and the dedicated time to work on it.
Who would have thought that I would have accomplished real progress on my “historical memoir project thing” in just forty-five minutes a day… at the end of a busy school day… with twelve to fifteen middle schoolers in the same room?
Thanks for reading! Have you ever tried NaNoWriMo? How was your experience? Did you participate with your students or was it just a personal challenge? Leave a comment to share and stay tuned for next week’s post.