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The Writing Process

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Deborah Neher

on 25 October 2013

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Transcript of The Writing Process

The Writing Process
Keep all ideas, pre-writing, and drafts in one place
Good homework project

Parents can provide more support
Heart Map
Idea bank

Memories that are close to your heart

Memories can be positive or negative

Draw a heart

Write ideas inside of heart

Model during a 15 minute minilesson

Grade %
Day 1
The Writing Notebook
Day 2
Small Moments
One little story from the big, all day story
A few minutes to a few hours
NO "bed to bed" stories
Too big: Sea World trip
Small Moment: feeding the dolphins
*story would fit in a photograph

Model choosing one idea to find the "seed" story and then sketch. Model brief story telling.

Allow every child to story tell ("turn and talk") before drawing independently.
Children draw small moment photo.
Confer with every child to assess and redirect.

Day 3
Seed Stories and Watermelon Stories
Story Problems
Day 4
Must include 4 parts:
Main character(s)
Illustration of the main event, problem

Glue drawing into notebook

A story is built around a main problem.
*This is the tricky part...figuring out the main problem...children will need a lot of help the first time

A problem is when a character wants something at the beginning of the story, but something is keeping them from getting what they want

Somebody (main character)
Wanted (goal)
But (obstacle, struggle, conflict)

I wanted to ride the roller coaster, but I was afraid.
I wanted to go on the kiddie ride, but my mom said I had to ride the Steel Eel.
I wanted to ride the ferris wheel, but there was a long line.

Allow students to share possible story problem with partner and then with class.
Use Somebody......wanted.....but...

Confer with every child to make sure they found the "correct" problem at the beginning of the story.
(somebody) wanted....... but.......
Story Planning
Prevents 'Bed to Bed" stories and broad "listing" stories that aren't focused around a problem.


Write resolution next

Then complete 2-3 middle
events that had to happen for the problem to be solved

*Details will be added during drafting
Students will later "Explode a Moment"


Allow every child to story tell "turn and talk"

Confer with every child to make sure they planned story logically.

Day 5
Instruction 6 minutes
Modeled Writing 6 minutes
Independent Writing 40 minutes
The story now has
a strong plan
to grow from!
Explode a Moment
This is a technique used to add details to a story.

Since the small moment is often only a few seconds or a few minutes long in real life, we need to tell the story in slow motion. We need to tell about every little part to paint a picture in the reader's mind.

Explode the moment with detail!

Body movements
Example: My eyes were scrunched closed as I gripped the handle bar in the roller coaster.

Dialogue and thoughts

Sounds that you heard

Character feelings

Describe what something looked like

"Explode a Moment" will be modeled in the drafting phase.

During independent writing, students can story tell with a partner, using "Explode a Moment"

This is a good technique to use to begin your story.

It can be used to "Hook" your reader.

Puts an end to boring story beginnings

One day....
One hot summer day.....
One day it was my birthday......
One morning, I went to the zoo......
On January 2012.....

I was standing in a puddle of fake blood. I saw a huge, black building in front of me. "I'm not going in there," I thought. (student example for a haunted house story)

Students can try writing their own "Ba-Da-Bing" for their beginning.

Try Ba-Da-Bing
Think of a story idea. Imagine yourself in that small moment. Remember, the prewriting phase should be completed before this step.
What did you come up with?
Drafting the Beginning
"Explode a Moment"
Cut the story planner apart, and glue the beginning to the top of a new piece of paper in the writing notebook.

Start with 'Ba-Da-Bing" and then 'Explode the Moment". Make sure to develop the problem also.

Teacher needs to model this.

Model thinking aloud about big and little body movements, dialogue, thoughts, feelings, descriptions, and sounds. Make sure to display the "Explode a Moment" anchor chart while doing this. Write the sentences while the students are watching.

The beginning might be about 5 sentences long, but will vary depending on writing ability.

Day 6
Day 7
I need to revise my ba-da-bing for what I saw
Day 9, 10, 11
Day 8
Drafting the Middle Events
"Explode a Moment"
This 3rd event was eventually revised and removed. The story was turnging into a big moment.
Day 12
Drafting the Ending
Explain the resolution to the problem.

Did the main character get what he or she wanted?

How did the character feel at the end?

Did the character learn a lesson?

You can try ending with another "Ba-Da-Bing".

Stay in the small moment. Don't write about a new story or going to bed.
will edit later
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