Writer’s Workshop: Session 3 *Name the teaching point. "Today I want to teach you that, just as people take a car for a test-drive before buying it, writers take their characters from a possible story out for a test scene. They place their characters in everyday scenes, outside of the storylines, and then see how their characters move, think, and act." Lesson Objective: I can write a well-developed, engaging narrative composition (W.3.3)

Writer’s Workshop: Session 3 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" Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 3 List for the Character * Parents are old-fashioned * Name: Esmerelda * Strange * Wants friends and is friendly * Tries too hard and comes off weird Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 3 Esmerelda walked into the lunch room, holding her lunch bag in her hands. Even though everyone else in the school, it felt like, bought school lunch, Esmerelda was a picky eater. Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 3 I stood in the doorway of the lunchroom, half hiding behind the vending machines, clutching my lunchbag. There were a few kids who also brought their lunch from home, but almost everybody else bought from the cafeteria. I waited for Tilly to come through the kitchen doors. Then waved to her as she headed to our table, the one closest to the janitor's closet. Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 3 * How to Write Compelling Fiction Brainstorm a great story idea (small moments, places, events, issues, struggles, stories you wish existed in the world). Make your characters come alive. Generate traits. Reveal wants and challenges. Consider character's attitude 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 person). Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 4 Motivations and Obstacles If the character wants to win the skateboard tournament, the trophy might be the one thing the skater focuses on, but meanwhile, he might also be focusing on pleasing his dad or feeling more confident in other areas. The obstacle can be another, bigger, older skater or a particularly challenging trick. But it can also be overcoming his lack of confidence. Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 5 * Name the teaching point. "Today I want to teach you that after writers develop their characters, they draft 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 from a variety of tools to help them plan." Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 5 The narrator goes to Ashley's big, fancy house. Ashley gives the narrator a tour and makes up a lot of rules. The narrator feels uncomfortable. Ashley talks a lot about her getting older and also her exotic bird. Ashley and the narrator find the bird dead. The mother explains that the bird is not what Ashley thought it was. The narrator wants to leave, but stays. Ashley and the narrator hold a funeral. Narrator is kinder to Ashley and more appreciative of her life. Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 5 A story arc for Calkins narrative could contain the following scenes: Esmerelda receives an invitation to the party. She struggles to choose what to wear - something she likes, or something that she thinks will make people like her. Esmerelda's mom buys her a new outfit for the party - one that is decidedly not cool. Esmerelda hears that there may be a fashion "show" at the party where everyone walks down the catwalk. Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)

Writer’s Workshop: Session 5 Or the story arc for Calkins narrative could contain the following scenes: * Esmerelda sees some kids doing some dangerous stunts. * She goes into another room only to hear a few people gossiping about one of her friends, Tilly. * One of the kids tries to bring her into the gossipy conversation. * She has to decide whether to join in or stand up for Tilly and not be popular. Lesson Objective: I can continue the writing process as it pertains to a narrative composition (W.3.3)