Writers get ideas for fiction by paying close attention to the small moments in their own lives

What is a “small moment”? They are the moments that really matter in a larger event. They show the essence, or core of the event. Often you can associate the happenings in “small moments” with your senses.

Strategies for Generating Personal Narrative Topics Think of a person who matters to you, list Small Moment stories, choose one, and write the whole story. Think of first times or last times you did something, list Small Moment stories you could tell about each, choose one, and write the whole story. Think of moments that really mattered because you realized or learned something, list those moments, choose one, and write the whole story. Think about a place that matters, use pictures, a map, or quick notes to jot about the small moments that occurred there, choose one, and write the whole story.

Writers think about stories they believe should exist. How can I write a story for people like me so I can see myself in books? We like finding ourselves in the books we are reading. It makes the story more exciting to us You might be interesting in reading a book about a kid whose parents are getting a divorce, or about someone who likes to draw anime and dreams of having an anime blog. Maybe you're into gaming and you want to read about a character who shares your special interest. If you long to find yourself in a book and no story exists that you want to be told, then it is up to you to write that story.

How to find ideas for fiction Pay attention to the small moments in your life that could be fictionalized. Consider places where stories could take place and then imagine those stories. Read about current events in newspapers , blogs, magazines, etc. Allow yourself to be inspired by true events that could be fictionalized. Ask, “What stories do I wish existed in the world?” Let this question lead you to invent a character with traits, struggles, actions. Think about an issue that is important to you and create a character who struggles with that issue.

Developing believable characters through Scene Boot Camp Turn to your list of characters for your narrative. Teaching Point: Just as people take a car for a test drive before buying it, writers take their characters from a possible story for a test scene. They place their characters in everyday scenes, outside the storylines, and then see how the characters move, think, and act.

Scenes Are small moments or mini-stories Include a clear setting that is woven throughout the moment Have characters who are thinking, talking, acting, or perhaps doing all of those things Contain a character motivation and obstacle of some sort

On Friday afternoon, Mr. Gegwich’s snake escaped from the tank in the science classroom. summary The breeze rattled the shades as it blew into our classroom windows. There was soft music playing in the background. The classroom was still except for the occasional turning of a page. Everyone was engrossed in reading. Suddenly, the door to the classroom swung open with a slam. Mr. Gegwich stood in the doorway, his hair every which way, his forehead beaded with sweat, “The snake escaped!” storytelling

Show Not Tell!! Make sure your characters are doing things – small (like folding a piece of paper) or big (like getting into arguments) Your character might be talking or thinking Make sure you show not tell Try again Remember to include what the character is feeling – but don’t tell us – think of small actions that can show us. Include some dialogue Describe what the character wants in this scene and what obstacles are getting in the way.

How to write compelling fiction Brainstorm a great story idea (small moment, places, events, issues, struggles, stories you wish existed in the world). Make your character come alive Generate traits. Reveal wants and challenges. Consider character attitudes toward self. Explore character’s relationships with others. Describe character’s movements, facial expressions, tics, style, quirks, etc. Test-drive your characters in scenes. Make sure character does things – big or small. Show feelings. Include dialogue. Develop the setting. Try different points of view. (first and third.)

Options for working today Character Development Internal External Characteristics Characteristics Work on your character development today Or finish finding the perfect story to write about and then move on to character development If you need help developing your character, stick up your hand.

Finish developing your character if you haven’t already For homework tonight Finish developing your character if you haven’t already

Giving characters struggles and motivations that mirror real life Before we begin our lesson today, turn to your T-chart from yesterday. Draw a line underneath your main character’s characteristics (internal and external). Begin the process again with T-charts for any minor characters you plan to include. Give the characters names and their own traits.

Today’s teaching point. Good characters in fiction have real-life struggles that they need to deal with. They also have things that motivate them to overcome their struggles. This is something we need to put into our writing.

Identifying characters’ motivations and obstacles Soul Surfer The Pursuit of Happiness Forrest Gump In your writer’s folder, jot down the struggles and motivations of each video and label with the video’s title.

Explore your character’s motivations and obstacles What Esmerelda wants (Motivations): Lots of friends No enemies To be invited to lots of lunch tables To make sure no one feels left out and to be friendly to everyone To have a boyfriend What gets in Esmerelda’s way (Obstacles): Her shyness Her lack of self-esteem Her nerdy appearance Her friends who are just like her Her former bestie who has befriended the school bully and picks on her. Your turn – in your folder write what motivates and gets in your character’s way.

Character’s Struggles and Motivations Motivations/Wants Obstacles/what gets in the way of those wants

With a partner… Discuss your main character and any important minor characters using your T-charts for reference. Begin with a specific compliment. Then move on to one specific suggestion or tip. Question one another! Then make any necessary changes to your character!

For the rest of class today Finish developing you main character using the T-chart. Develop any minor characters that will be part of your story using the T-chart. Use the T-chart from today to finish giving your main character Motivation and Obstacles. If your minor character need Motivation and Obstacles, fill out a T-chart for him. This is the last in-class day to develop your characters.

Today’s teaching point After fiction writers bring their characters to life, they use an understanding of the characters’ wants and struggles to develop a possible plotline. After writers develop their characters they begin drafting possible plots for their stories. Fiction writers plan by plotting the arc of the story and specifically by aiming to intensify the problem. They do this by using what they know about plotting and then choosing a variety of tools to help them plan.

Importance of using a story arc They help you figure out the rises and falls of your own plot because they remind you that it isn’t one event after another without any real change or climb. They also show you that something is going to happen and things are getting tough. Then something changes that solves your character’s problem. After that, things change and your character is different and there isn’t a feeling of anticipation anymore.

Esmerelda story arc When we plot our Esmerelda story… Thirteen and a half When we plot our Esmerelda story… The character will struggle to achieve what she yearns for She will make choices – some choices may not work out Something will happen, though, that makes a difference!! She will find a way to resolve the struggle or she will change her sense of what she wants. As our story arc climbs and changes, Esmerelda will take action and things will happen as a result.

Partner work With a partner, create a possible beginning plotline for the shared story on Esmerelda. If you finish early, try to plot how the story might end! Use a story arc.

Partner work continued Talk with your partner and think about what the first scene in the arc should be. The starting scene should bring Esmerelda to life, show what she yearns for, and show the trouble (which we already know will be about her conflicted feelings of wanting to be popular but not wanting to change who she is to be well-liked.) Remember, things need to escalate and become more difficult before they change, so think about how we’ll make Esmerelda’s problem get worse. Turn and begin planning the story arc.

Share with the class Volunteers??? Close your eyes and imagine what might happen next. Talk about it with your partner. Remember you need to show (not summarize) her struggle and the problems need to get worse. Turn and plan. As you go, draw your story arc on a separate sheet of paper like you saw in “Thirteen and a Half”

When plotting the story arc, the character’s problems need to get worse before they get better. Esmerelda is struggling to be popular and to be true to herself. She needs to have something happen that will cause her to make a choice and decide which is more important. When you plot your own story arc, remember that your character has to have something they struggle with and that they resolve by making a difficult decision.

How to write compelling fiction Brainstorm a great story idea (think of small moments, places, events, issues, struggles, stories you wish existed in the world). Make your characters come alive (with traits, wants and challenges, self-attitude, relationships). Test-drive your character in scenes (envision and write actions, feelings, dialogue, setting, point of view). Plot several versions of your story, aiming to intensify the problem (use arcs, timelines, storyboards – whatever works for you).

On Friday afternoon, Mr. Gegwich’s snake escaped from the tank in the science classroom. summary The breeze rattled the shades as it blew into our classroom windows. There was soft music playing in the background. The classroom was still except for the occasional turning of a page. Everyone was engrossed in reading. Suddenly, the door to the classroom swung open with a slam. Mr. Gegwich stood in the doorway, his hair every which way, his forehead beaded with sweat, “The snake escaped!” storytelling

Draft a 3-D story Story-tell bit by bit, include evidence of your characters’ actions, thoughts and feelings. Build tension by developing action Increase the obstacles or the difficulty of the obstacles. Make it challenging for the character to act. Create a time crunch. Raise the character’s motivation. Add danger. Manage time and space Use summary to quickly move a character across time and space. Use transitional words and phrases to show changes in time or place.