Format
Introduction: Carolyn will give a short background of her writing career, including; when she began writing, who her inspirations and support were and how she succeeded in getting published.
Heart of the program: Throughout the presentation, Carolyn will give tips and advice on how your students can realize their dream of being authors. She will use her books to provide writing tips, such as focusing on each individual word, being silly, rhyming and incorporating exciting verbs. Carolyn will give some background on children’s writing to provide context and an understanding of the genre. Carolyn will provide a list of words and ask the students to write a few beginning sentences for a story using the words. Students will read their sentences and get feedback from her and the class. She will be modeling the role of a mentor and positive feedback from the class will show the importance of support and will discuss the importance or mentors and editors in the writing process. One of Carolyn’s strengths is dialogue. She will show how to write dialogue that flows naturally and not be stilted by using examples from her books and early drafts. Carolyn will provide short writing prompts so that students can practice and share the process. If time, Carolyn will read one of her books to the group.
Conclusion: Carolyn will conclude with a quick run down of her main tips and points and takes final questions.
Objectives
Participants will:
1. come to a clearer understanding of the step by step process of creative writing
2. develop appreciation for language and imagery
3. create an atmosphere of writing appreciation
4. be motivated to try different writing techniques to fit their own styles and stories
5. become familiar with the steps necessary to be published
Standards Alignment
National Standards
Text Types and Purposes:
CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3.a
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.5.3.b
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-Literacy.W.5.3.c
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
CCSS.ELA-Literacy.W.5.3.d
Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-Literacy.W.5.3.e
Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-Literacy.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.3.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.
CCSS.ELA-Literacy.W.6.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.6.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-Literacy.W.6.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CCSS.ELA-Literacy.W.6.3.e
Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing:
CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.5.5
With 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 5 here.)
CCSS.ELA-Literacy.W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.6.5
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 here.)
CCSS.ELA-Literacy.W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Range of Writing:
CCSS.ELA-Literacy.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
National Alliance for Secondary Education and Transition
Career Preparatory Experiences National Standards
2.1 Youth participate in career awareness, exploration, and preparatory activities in school- and community-based settings.
2.1.1 Schools and community partners offer courses, programs, and activities that broaden and deepen youths’ knowledge of careers and allow for more informed post secondary education and career choices.
State Standards
Please reference the National Standards provided above.