My attempt at teaching kids how to add narration into their dialogue

Here’s a mini-lesson I created a few months ago

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Photo: Unsplash

Kids love to write dialogue, but it often ends up being just a series of spoken words… a lengthy showcase of spoken words followed by any one of the following: he said, she said, he replied, she stated.

This year, in my AOW and EOW assignments, I would occasionally ask students to start their responses with dialogue. I did this to encourage (or force, I guess, since it was required in the assignment) students to add narrative elements to their writing. Sure, it’s easy to just respond to a prompt with “The central idea of this article was…”. However, another level of complexity is added if one must start with dialogue. When one adds dialogue to the standard response, a story is automatically brought into the mix.

Once the students became accustomed to using dialogue in their responses (in effect, they’re blending genres, aren’t they?!), I noticed that the dialogue lacked narration… the additional information writers build into their dialogue to show setting, personality traits, reveal motivation, or other important details.

To show students what I was talking about when I asked them to add narration to their dialogue, I took two excerpts from two novels from my bookshelves, A River Runs Through It by Norman Maclean and A Separate Peace by John Knowles. For each novel, I found a short excerpt and typed it verbatim into a Word document as published. Then I took those same excerpts and removed the narration. Here’s a photo of the handout I made for this activity:

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The handout above (sorry about the quality of the picture, by the way), contains excerpts from the two novels. I chose dialogue that possessed descriptive narration. 

Here is a picture of the back side of the above sheet:

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This back side of the handout shows the two excerpts with the narration removed.

I read aloud each passage from the novels, starting with the excerpt WITHOUT narration, and then followed with reading the respective excerpt WITH the narration. Then I asked:

  • What do you notice?
  • What do we learn when we have the narration added to the dialogue?
  • What did the reader miss out on by not having the extra information that the narration provides?
  • What else does the narration accomplish?

We basically just discuss the narration’s effect on the text. It’s a good way for kids to readily experience the benefits of narration and how it can help their dialogue work harder for them.

At the beginning of class, I put the following quote on the Smartboard from WritersDigest.com to prep them for our mini-lesson. Here’s that quote, which they copy into cursive on a sheet of paper and then turn in for points.

Conversations should never take place in a vacuum. The narration needs to firmly ground your reader in time and space…Narration anchors the reader and creates the atmosphere of the setting and the specific circumstance of the scene.—Helga Schier, PhD., Writer’s Digest

Here’s how I would change this mini-lesson for next time:

The handout needs to have one novel’s excerpts on each side. As we went over the handout, the kids were flipping the paper back and forth from the excerpt without narration and then to the one with narration on the back. It would have been more effective to have the “without narration” excerpt for one of the novels on the top half of the page followed by the “with narration” excerpt below it. Seeing the before and after versions would have helped students more easily see the difference the narration makes.

I felt like the kids understood more about narration after this mini-lesson, but it’s a topic that definitely needs another go-over because I didn’t see many practice it in their assignments. No doubt this skill should be worked on with some in-class writing assignments so kids can apply it when I’m around to help or offer support.

A few kids (the stronger writers) did add some narration, but even some of those merely added lazy adjectives or adverbs to their dialogue, a la the following example:

“No, I don’t think you understand,” Mom stated urgently.

Not quite what I had in mind!

So obviously, narration in dialogue is a work in progress and like everything else that I teach, it takes repetition and practice.


Thanks for reading again this week!  Have a great June… what I call the Saturday night of the summer for teachers! Let me know your thoughts on this post and follow my blog for more middle and high school ELA teaching stories.

Instantly elevate your students’ writing: teach them to write cumulative sentences

Thanks to the National Writing Project’s Sherry Swain, I had a great lesson to use as a resource

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Above are two examples of cumulative sentences students wrote during this lesson. I provided three sentence starters from which students could choose. That part of the lesson is explained below.

A few weeks ago, I wrote a post about a workshop I had attended at the Write to Learn Conference in late February at Lake of the Ozarks, Missouri. I had attended Sherry Swain‘s workshop on teaching kids to write the cumulative sentence. Since I wrote that post, I have worked with my students to help them learn how to write this literary-quality sentence structure.

Here’s what I did:

  1. I asked them to get out a sheet of paper and something to write with.
  2. I asked them to think of someone they knew well that they could write a good description of because we were going to write a cumulative sentence.
  3. At this point, someone usually asked, “What’s a cumulative sentence?” To this, I answered, “It’s a sentence that accumulates details about a person or whatever we’re writing about.” It seemed they could usually associate the word “accumulate” with “cumulative” and then we were good to go. There’s no need to get more technical than that.
  4. I wrote a sentence starter on the whiteboard, which would form the basis for my own cumulative sentence. I wrote “I thought of Aaron,” on the board. I pointed out that their sentence starter, “which is actually a complete sentence—and is otherwise known as an independent clause, right?”—needed to end with a comma since our sentence was just getting started.
  5. Then I told them we were going to watch a short video of my niece’s husband—the Aaron in my sentence starter—so we can describe him well.
  6. I showed a minute-and-a-half video on YouTube of Aaron doing his athletic-yoga-movement exercises. Here’s a link: Local athletic trainer develops naturaletics workout by Kansas City Star
  7. After watching the video (which really impressed the kids, by the way), I added a verb cluster that began with a participial verb (an -ing verb). I added this to my sentence: “extending his legs,”
  8. Then I asked the kids to write a similar phrase that began with an -ing verb. I reminded them to end the phrase with a comma.
  9. Next, I added this to my sentence: “sprawling across the wall-to-wall mat,”
  10. The kids added another descriptive phrase to their sentence. I again reminded them to start it with an -ing verb and end with a comma.
  11. Finally, we added one more. I added “shifting his weight gracefully throughout his routine.” Notice that I ended this final verb cluster with a period since the sentence was now completed. The kids did the same.
  12. We went around the room and everyone shared their sentence (if they wanted).
  13. I encouraged them to try this sentence structure in their writing that day. Seventh-graders were starting a final month of Writer’s Workshop and were able to work on any number of writing projects, including memoirs and narratives. I made sure to stress to them that cumulative sentences would instantly elevate the quality of their writing because it would help them vary the length of their sentences.
  14. In fact, I said, the average 7th-grader’s sentence contains ten words. (This statistic was included in Swain’s materials I received at the workshop.)
  15. Then I asked them, just for fun, to count the words in their sentences. Everyone had more than ten. Several had more than twenty words. One had 28!
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I showed this video so kids could see who I was describing as I wrote my own cumulative sentence. I wanted to encourage them to use strong, descriptive verbs such as “extending,” “sprawling” and “shifting.”

The next day I put three sentence starters on the whiteboard and asked them to choose one and write a cumulative sentence just like we did the day before. These were the sentence starters I wrote on the board:

  • I watched the baby sloth,
  • The firefighter worked courageously,
  • The photographer roamed the crowd,
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Here are more examples of cumulative sentences students wrote during my second mini-lesson. Students were given three sentence starters from which to choose.

Here are two questions that I received from various students throughout the day (I taught this same mini-lesson to 6th-, 7th-, and 8th-graders; all grades did well with it):

Question 1: Do we always have to start the verb clusters with -ing verbs?

My answer: No, you don’t, but for today, let’s do, since we’re learning something new.

Question 2: Can we use “and” in between the verb clusters?

My answer: Yes, you can, but try it without and see if you like the way it sounds. I like to make sure that kids realize writing is also about rhythm and sound and that writers make their own creative choices. A few kids added “and” to their sentences and then took them back out. Some kids explained that using “and” made the sentences sound more like a list, causing the sentences to sound less “in the moment” and more formal. I agreed and was impressed that kids picked up on the nuance of the cumulative sentence.

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Students could use the sentence starters I provided or not. The student who wrote the top example in this photo wanted to write about her sister.

Tomorrow, I’ve got a short mini-lesson planned for when kids enter the room. On the Smartboard, I’ll have a Powerpoint slide that has a cumulative sentence that uses absolute phrases in the description. Here’s a screenshot of the slide I’ll use:

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I know it’s a sad sentence, but I also know it will get their attention! I actually tried this part of the lesson today in class. It was definitely more difficult for them to grasp until I helped them write it one verb cluster at a time. I thought they would need less help, but I was wrong.

The sentence in the photo above generated some interesting conversations with my 8th-graders. We noticed that when -ing verb clusters are used instead of absolute phrases, the reader can actually see (as in a “mind movie”) the action in the descriptors. The sentence is much more visual.

In contrast, when absolute phrases are used, that may not always be the case. Students preferred using -ing verb clusters for the imagery they provided to the sentence. Our preferences also veered toward using a mix of absolutes and -ing verb clusters. While a string of absolutes may feature repetition, the writer may not provide the “mind movie” effect as strongly.

And mind you, these discussions were short and not as technical as it might sound. We are starting end-of-year testing tomorrow, and the kids were definitely NOT in the mood for this, but since I’ve never formally taught the cumulative sentence before, it ended up being a good day to experiment with words and phrases. Just talking about how words and sentences sound always leaves the impression that “This is what writers do,”… i.e. they experiment, try styles on for size, and otherwise get creative with their writing. As I always say, “It’s language arts, not language science.”

One last note about the day: I did some quick online research (as in “I googled it”) on the cumulative sentence to make sure I was understanding the various forms it can take. In doing so, I learned about periodic sentences. Periodic sentences have their independent clauses (the sentence portion or the independent chunk) at the end, similar to a period. I think I’ll introduce this to my students next. Stay tuned!


Thanks for reading! Grammar has always been my weakness when it comes to teaching ELA; however, I do like Sherry Swain’s way of teaching the cumulative sentence. It seems to be a practical thing for students to know. Follow my blog for more articles.

My students confuse the words “although” and “however” and I’m not sure why

So, as a teacher, how do I figure this one out?

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Photo by bruce mars from Pexels

Lately, I’ve noticed a pattern in my students’ writing. The pattern I’m noticing may reveal some confusion that my students have regarding  the words “although” and “however.” It seems that some students will use “although” correctly in a guided writing prompt, but then in other situations, often in the same essay, use it again incorrectly when they should instead use the word “however.”

Grammatically speaking, they’ll use “although” correctly as a subordinate conjunction, but then also use it incorrectly in place of the conjunctive adverb, “however.” They’ll use “although” when “however” actually would be the appropriate choice.

In effect, students are interchanging these words Perhaps they don’t realize these words have different meanings in sentences.

I’ve been aware of this issue for a while now, but only recently have I also observed that most of my students don’t naturally use the word “however.” In fact, it’s almost as if the word “however” doesn’t exist in their writing vocabularies. (It’s hard to see your students not do something or not use a word, y’know?!)

Here are some examples of how my students correctly and incorrectly recently used the word “although.” These are paragraphs written in response to the question, “What is the theme of The Song of the Trees by Mildred Taylor?”

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Jordan’s sentence that begins with “Although…” shows that he is mastering complex sentences.

As part of the assignment for this response, I asked my students to start one sentence of their eight sentences in the response with the word “Although.” I add requirements like this one to prompts to encourage students to write richer, fuller complex sentences.

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Stephanie’s sentence above should actually begin with “However, …” It seems she is using the words interchangeably. 

This is an example from “Stephanie” that shows some word usage confusion. “However,” would be the correct choice here instead of “Although,” since the independent clause as written (“he did not need to die that day.”) is not complex. Getting her to use “however” will be the trick, since it seems to be a word she rarely uses. It is interesting to note that Stephanie has inserted a comma after “Although,” which is exactly where the comma would be needed had she used “However.”

So what do I do with this “Although” vs. “However” observation? How do I solve this problem my students are having?

  • Should I collect a small group of student writing that includes both correct and incorrect usage? (This will take time and organization, but it seems kids respond better to class discussions when we are looking at their own or a classmate’s work.)
  • Should I have kids compare the two constructions and discuss how effective (or ineffective) it is to use Stephanie’s construction?
  • Should I discuss the logic of both constructions? It would be good to have students see for themselves how Stephanie’s construction is inaccurate, a little confusing, and therefore an unclear use of the word “although.”
  • Do I need to break down the sentences students write and swap out the two words to show students how they differ in meaning?
  • Do I need to discuss subordinate conjunctions (such as “although”) again?
  • Do I need to discuss conjunctive adverbs (such as “however”)? Surely, that’s not necessary in seventh grade!

There are just so many directions I could go with this, aren’t there?!

Usually, I conference one-on-one with the students to discuss issues like these. I also jot  notes on drafts to this effect where I cross out the incorrect use of  “Although,” and then try to explain somehow in the margins that “However” would be the best choice. However, now that I am starting to see this as a trend among my students, perhaps I should approach it with a whole-class mini-lesson.

And I think the whole-class approach will happen eventually. However, before it does, I’ll need to start collecting examples that show “although” and “however” being used correctly and incorrectly. Some of these examples will come from student writing, and articles and books from my own reading. Once I have those examples, I could create a handout or  Powerpoint or some other visual to teach the difference between these two words.


Thanks for reading about the thought process that goes into teaching. Another thing I think about: ways to be more hands-on or interactive when I teach. Could I go beyond creating a paper handout or a Powerpoint to teach the differences between “although” and “however?” Feel free to leave a comment and follow my blog for more articles about teaching middle school ELA.

 

To the parent who told my student she’d never be a writer

Thanks but no thanks for the motherly advice.

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Photo: Luke Southern on Unsplash

Yes, a student informed me about a month ago that her mother told her she wouldn’t ever be a writer.

“Say that again?” I asked when I overheard Claire report to a friend what her mother had said the previous evening as she revised a narrative essay.

“Yeah, she told me I wasn’t gonna be a writer,” Claire told me.

“Do you know why she said that?” I asked, to which Claire replied, “No, not really.” She didn’t really seem bothered by it. She just thought it strange that her mother would make such a pronouncement.

I have two things to say to Claire’s mother: 1) what would possibly compel you to say something so negative to your daughter (who is one of my most pleasant, optimistic, and thoughtful students, by the way) and 2) you’re late in your unwelcome advice, because—sorry, Mom—your daughter is already a writer.

Gary Provost, the late author and writing coach, opens his classic writing tome, 100 Ways to Improve Your Writing with this jewel of a lead:

This book will teach you how to write better ransom notes. It will also teach you how to write better love letters, short stories, magazine articles, letters to the editor, business proposals, sermons, poems, novels, parole requests, church newsletters, songs, memos, essays, term papers, theses, graffiti, death threats, advertisements, and shopping lists.

If Provost knows his stuff (and he does), this list proves that writing is all around us. We don’t have to be sitting in a classroom. It’s not relegated to literary pursuits. It’s not reserved just for word nerds. Writing is something we all do to some degree all the time.

True, writing out a recipe is quite different from crafting a short story. And true, Claire isn’t one of my most prolific students. Her grade is usually a solid C at any given time due to a lack of organization skills that (at 13, mind you) she’s still honing.

But she’s exploring words and ideas. She’s trying on personal writing projects and seeing where they lead. In fact, she’s on her fourth draft of an especially touching essay about the home her ancestors were forced to abandon in their war-torn native land… and the pet cockatiel left inside that a relative promised to care for. She knows that’s a story that she needs to keep alive.

So, whether Claire’s mother realizes it or not, and whether she likes it or not, Claire is indeed already a writer. All this motherly advice, this practical shot-in-the-arm that Claire’s mother may have thought helpful, is actually moot.

The point is not that Claire won’t ever be a writer, or even want to be one, the point is that she already is one.


Thanks for reading! I just don’t understand why a parent would discourage their child from writing. It’s a skill that’s too important. Feel free to leave a comment about this post and follow my blog for more essays on teaching language arts.

Breakthrough moment: How to teach what “be specific” means

I think I’m finally on to something

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Photo: Pixabay

Be specific!

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.

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This is an awesome book that I’ve found helpful (like REALLY helpful) in my classroom.

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.

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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.

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I made this slide on my Smartboard using a quote from the exercise on “Naming is Knowing” in Bill Roorbach’s book, Writing Life Stories.

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?

Use this totally free source for movie and TV transcripts

Every so often, this website comes in really handy.

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Photo by Denise Jans on Unsplash

Ever need to know exactly what a character said in a movie? Ever want to show your students how dialogue is done for film?

I recently found a free —I repeat, FREE—source for any and every movie transcript. At the time, my class had just finished watching The Conspirator, a 2010 movie directed by Robert Redford about the trial of Mary Surratt, the first woman executed by the U.S. government for her involvement in the assassination of Abraham Lincoln.  I was helping a student find the lines spoken by a Civil War general during Surratt’s trial.

Here’s a link to this incredible websiteSpringfield! Springfield!

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This is a screenshot from the movie, The Conspirator, which shows how the scripts are provided: just line by line, without character names, directions, or setting details.

This website gives you the entire script for a movie from start to finish. While the site doesn’t show which character speaks which line, it does contain the entire spoken dialogue for films. You’ll need to scroll through the script for the particular scene you may need; therefore, you’ll need to already be familiar with the movie.

That being said, this site is invaluable.

In addition to thousands of movie scripts, the site also offers scripts for thousands of TV episodes for current and past series. The movie database contains scripts ranging from current releases to the oldies. Go here now to surf around and see what you may find or bookmark the site for later. Your students will thank you when they’re needing to cite  a movie for a paper or for research.

***


Thanks for reading! Check out last week’s post about how not to feel guilty for showing videos or movies before a holiday break.

NaNoWriMo, my students, and my historical nonfiction project thingy

You gotta start somewhere.

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Photo: Pexels

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.

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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:

  1. 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.
  2. 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.

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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.