Format
Introduction: Stenetta will give a short background of her writing career and read several pages from her books, both published and not.
Heart of the program: Stenetta will use her published and unpublished books to show students the process of writing a children’s book. She will provide tips and strategies to give students an understanding of the concept of writing. Stenetta will discuss how language and characters are incorporated into a book. She’ll also talk about promoting, supporting, and modeling creative development in students.
Conclusion: Stenetta will give a quick wrap up, reemphasizing important points and taking final questions.
Objectives
Participants will:
1. Interact with a professional children’s author.
2. Explore the career and some of the characteristics of a children’s author.
3. Engage in critical and creative thinking.
4. Practice writing skills
5. Consider whether a career as a children’s author would be of interest to them.
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.