Earlville Public Library District

  We hosted a wirters workshop last fall (2014.) Our criteria was to help kids to begin their assignment of writing a story with a Halloween or Fall theme.

 

Below is our Outline for the Workshop:

We had the kids gathered around on the floor. 

We had 2 dry erase boards we used for writing down their answers as we progressed through the workshop.

 

Our Opening Discussion:

 

1. What does it take to be a writer?

(we used the dry board to write down all the answers the kids mentioned.)

We also added a few of our own. You will find our list under: Writing Your Story.

 

We also shared one of my favorite sayings from Albert Einstein: 

"Imagination is more important than knowledge."

 

2. What genre do you want to write your story?

(have kids list what they know - then add more from the list below, under: Writing Your Story.

 

3. Where to start writing? First, get to know your characters.  See Character Portrait sheet.

 

4. Plots: where do they come from - our imagination. See Tri-fold handout sheet.

 

5. Creating your plot:

Outline the basic things that you want to happen.

See Creating Your Plot Sheet.

 

6. Using Strong Verbs and strong Images.

 - Read The Headless Horseman

 - Hand out sheets to rewrite, supply markers and pencils

 - allow time to work and share revisions.

 

To use for an example, I chose Washington Irving's

The Headless Horseman, adapted by Natalie Standiford.  

 

Even though it is an easy reader book, it's a great working tool for young writers.

 

After reading, we discussed a few things:

 

What did you like about the story: ________________

What did you think could have been better or more exciting: 

________________________________________

________________________________________

 

We used a dry erase board to write down what the kids said. 

Their ideas began the process I like to call brain storming, coming up with ideas to improve a story.

 

- We made copies of a few pages as an exercise:

 

Editing

The Headless Horseman

 

Hand out a few copied sheets of The Headless Horseman. (I can not do this, you will have to do that on your own. ) I used the pages I thought had passive verbs (page 28 - 33) Each child received one page - so a class of 20 kids - copy 2-3 pages of the story to use with the class - that way, several have the same page to see how others are working. and can compare their ideas.

Hand out highlight markers and pencils for each child.

 

EXERCISE ON EDITING: (TELL THE CLASS:)

 

1. With your HIGHLIGHTER, Circle all the passive (lazy) verbs on your handout of the story.

    (allow time for students to complete the task)

 

2. Underline any strong images you find on your pages of the story. (allow time for students to complete the task)

 

 

                   (For group discussion)

 

WHAT DID YOU FIND?

HOW MANY STRONG IMAGES WERE FOUND?

 

3. Using your PENCIL, rewrite the passage (in the space above the words) where you cirlced weak or passive verbs. This time use STRONG verbs.

 

4. Reread your passage using your edited words.

 - Does it sound better?

 - Has the meaning of the story changed?

 - Do the strong images still sound strong with the         new verbs?

 - Have you used a variety of strong words in your         revision (your rewriting?)

 - Review once more and then share your changes with the class.