1. Day 1-Why Do Writers Write?
Immersion
Day 1-Why Do Writers Write?

2. Letter to Self Your assignment today is to write a letter to yourself.
Dear Johnny,
Right now I am in Ms. Rizzi’s Writing class. We were told to write a letter to our self.
Technology, (Iphone 6, Ipads, What kind of phone you have etc). The style during the year, what you are wearing now, what’s popular. Friends, who you are friends with this year, your closest friends. What is your favorite food. What music you are currently in to. What are you looking forward to.
I will NOT read your letter. You can write WHATEVER you want, but it MUST be appropriate. NO CURSING!
You will receive this letter 4 (four) years from now!! 

3. Day 1: Objective
There are many reasons why writers write. Students will listen to excerpts from some of the mentor texts, think about the reasons the authors wrote them, and then draw evidence from the texts to support and reflect on the reasons for their writing.

4. Before We Read What is a mentor text?
These mentor texts are ones we will read and revisit often because they will help us to understand how writers work, their process, struggles, inspirations, and craft.
A mentor is a coach, a teacher, or a supporter. These authors will show us what it means to be a writer and how to write with power and purpose.
Have you ever heard of any of the authors (or famous individuals) who have contributed to these books?
What do you think these writers may teach us? What might we learn from these books?

5. During the Read
Here is our question to consider during the reading of each text:
Why do you think the author has decided to write the piece?
In your Writers Notebook, I want you to record the answer to this question after I read each excerpt.
Example: “Why I Write”- The author wrote this to inform his readers of his feeling.

6. Chicken Soup for the Soul Inspiration for Writers
“It’s a Product, Prudy”
To give advice and to thank someone, to encourage
“And I Get Paid for This”
To give advice

7. From Walking on the Boundaries of Change: Poems of Transition
“Major Differences”
To persuade someone, express feeling about how different/similar people are.
“Acting Spooky”
For self-reflection
A cry for help

8. From Jackie’s Nine: Jackie Robinson’s Value to Live By
“A Grand Tribute”
To pay tribute
“Oprah Winfrey”
To inspire others

9. Writing Down the Bones Composting
Comparing writing to a compost pile. Where many thoughts and ideas can then become a bigger piece of writing.
Writer wrote this to inspire and inform people to keep writing and inspiration will come out of what you write.
To keep practicing!
A List of Topics for Writing Practice

10. After the Read
Understanding and exploring why writers write, and reflecting on what would motivate you to write, is the first step to becoming a writer. Now we are going to give it a try.
Independent Writing & Small Group Work (20-30 min)
Your Writer’s Notebook is a place where you will write for many different reasons.
In your Writer’s Notebook brainstorm a list of reasons to write. Be as specific as you can. Instead of saying, “to keep a memory alive” say “to keep the memory of my grandmother alive” or instead of saying “to give advice” say “to give advice on doing well in school or being a good friend.”

11. Inspire
The words “inspire” and “inspiration” are key words for the entire unit.
“Inspire” is the French cognate (related to, originated from) and “inspirar” is the Spanish cognate.
Synonyms for Inspire
Antonyms
Encourage
Stimulate
Discourage
Dissuade
Hearten
Impress
Stop
Influence
Inform
Instill
Motivate
Spark
Touch
Urge

12. Classwork/Homework
Create a chart to list the kind of language each form of writing dedicates to support students as they identify reasons for writing. Use the mentor texts for language examples.

13. Keeping a Writer’s Notebook and Filling It With Possibilities
Day 2
Keeping a Writer’s Notebook and Filling It With Possibilities

14. Objective
Writers use their notebooks to gather and record ideas or “seeds” to consider developing into a published piece of writing.
Students will discover the purpose of keeping a Writer’s Notebook and begin using it for quick writes to record ideas in a short amount of time.

15. Before the Read Freewriting
Introducing the idea of “seed planting”
What do you think I mean by “seed planting?” (Has nothing to do with plants)
Filling up a notebook with different ideas that may turn into writing pieces.
Freewriting

16. During the Read
As I am reading, listen for where Lois may have gotten ideas from other story seeds in her notebook. Also, find the point in the story where she uses the “shirt story.”

17. After the Read Turn and talk to the person next to you.
Talk about the “seed” ideas you noticed in the book and where the “shirt story” was used.
Think about how a tiny “seed” of a tale was used as the motivation for this story, emphasizing salient points.
Lois took that small idea of a present from her father and created an entire story around it.
What other stories might be waiting to be told from this book?

18. Independent Work (Writers Notebook)
“Quotes on Writing and Being a Writer”
Your task is to read the page of quotes, then choose one (1) of the quotes that interests you and write about that quote.
Paragraph 1: What does the quote mean. Explain it.
First, restate the quote and the write/author.
“Fill your paper with the breathings of your heart,” by William Wordsworth means…
Describe what you feel the quote means.
Discuss whether or not you agree or disagree with the quote.
Relate the quote yourself.
Paragraph 2: Relate the quote to someone or something.
Tell a brief story, connect it to a book, a movie, a TV Show, a musical artist, a celebrity, a historical figure.

19. Day 3-Discovering Many Forms of Writing
Students will make a list of as many forms of writing they can think of. Students will also listen to different genre/forms of writing from a few of the mentor texts, draw evidence from them to identify how they are different, and also explore how form, features and purpose are all connected.

20. Genre/Form
Genres or forms of writing are categories or types of literature that share the same characteristics such as poems, essays, articles, biographies and speeches.
Some pieces of writing can also contain multiple forms of writing within a single genre, such as a poem picture book.

21. Writing 8-2 Poems letters Advice Col. Journals emails Resume
Sci-fi Newspapers Quotes
Comics Narrative Speculative Writing
Scripts Persuasive Advertisements
Fantasy Argumentative Lyrics
Drama Horror Application
Romance Picture Book Cover Letter
Mystery Non Fiction
Bio Fiction
Auto-Bio Obituary
Magazine Action
Articles Memoir
Comedy Essay
Speeches Gothic Novel
Historical Fiction Documentary
Realistic Fiction Greeting Cards
Texting Reports

22. Writing as Inspiration-Looking at Author’s Message
Students will listen to inspirational stories and think about the author’s messages, as well as draw evidence from the text to support their thoughts and ideas. They will also reflect on values they think are important and explore how best to relate those values in their own writing.

23. Theme/Author’s Message
The subject of a piece of writing, a person's thoughts, or an exhibition; a topic.

24. Jackie’s Nine Values Courage Determination Teamwork
Persistence (constant, continue)
Integrity (sincere, honest, goodness)
Citizenship
Justice
Commitment
Excellence

25. In your Writers Notebook, write down the nine values, 
Think about the nine values and how they may play into your own everyday life experiences. 
For example, teamwork is essential if you are on a sports team. 
For each value, or theme, think of an everyday experience where it would apply. 

26. One of the ways authors come up with ideas for stories is by reflecting on their values and beliefs. Many times an inspirational quote or the author’s message in a book will spark something in a writers mind.
For each of the time values in Sharon’s book, we can find a quote that relates to the value.

27. Small Group Work
Choose two quotes that speak to you & your partner (each choose1) and write about them in your Writer’s Notebook.
First, write both quotes down at the top of a page in your notebook and then for each quote:
Restate the quote and the author
Describe what you feel the quote means.
Discuss whether or not you agree with the quote
Write about a situation that would relate to this quote.
THIS SHOULD BE WRITTEN IN PARAGRAPH FORM

28. Example
“It’s not whether you get knocked down, it’s whether you get up,” said by Vincent Lombardi, is a perfect example of commitment towards yourself and others. I believe this quote means that you need to be committed in what you do and never feel defeated. Everyone gets knocked down, but it’s important to get back up and try again. Overcoming something is important…

29. Day 4: Finding Your Everyday Voice
Poets find inspiration from everyday experiences and emotions.
Students will discover how poets use emotive language as well as poetic devices in their writing. They will also learn how to find and use their own voice in their writing.

30. “Disappointment” What is the poem about?
SKIP 2 LINES (DON’T WRITE THIS)
What is the everyday language that Sara uses to help make the poem sound authentic? (genuine, real, original)
USE EVIDENCE FROM THE POEM TO ANSWER THESE QUESTIONS!

31. Poetic Devices
What are some of the poetic devices Sara uses?

32. After the Read
Writers see the story to tell in everyday, regular experiences, just as Sara did in her poems. They also consider the emotion and reflection about people and events that are subjects of their poems.
In your Writers Notebook, begin by making a list (give me 3) of ordinary, everyday people, places and things in your life that you feel a surge of emotion about when you reflect on them.

33. Examples
“When I think of my 4 year old son, a smile comes to my face as I think about how regular routines such as dinner and bedtime always have an element of humor.”
“Brigantine Beach is a special place to me. I have been going to this beach for 25 years and it always makes me feel sentimental and nostalgic”
Watching and playing soccer always gets me excited. It makes me want to play even now that I am older.

34. Generating Ideas I-Writing Lists to Spark Writing
Writers fill their notebooks with lists of ideas and possible topics that they can take through the writing process and develop published pieces.
Students will create lists of possible topics or ideas to write about and then create an idea web or entry using one of these ideas.

35. Obsessions Make a list of as many obsessions you may have.
Writing Down the Bones
“Obsessions”-page 42
Make a list of as many obsessions you may have.

36. Example Pasta Organizing Nail polish Sports Cleaning Beach Technology
Family
Tradition
Photography
Work
Holidays
Online shopping
Music
Netflix
Iphone Cases
Nutella
Coffee

37. Generating Ideas II: Writing Ideas From a Photograph
Another way writers can generate ideas is by photographs as a springboard for writing since each one holds so many stories and memories.
Students will generate ideas for their writing by using photographs to reflect on an experience that they have had.

42. Writer’s Notebook Check 70 points
Day 1-Why Writers Write
Day 2-Keeping a Notebook & Filling it with Possibilities
Day 3-Forms of Writing
Day 4-Writing Inspiration
Day 5-Everyday Voice
Obsessions
Photograph

43. Descriptive Language
Use the five senses. Hearing, Touching, Smelling, Seeing, Tasting.

44. Anecdote: a short account of a particular event, story
Significance meaning importance
Commentary: comment, explanation, description

45. Generating Ideas III: Writing From Personal Experience
Every successful writer will tell you that the best writing comes from within.
Students will explore how writing about everyday experiences, challenges, and emotions create a connection between writers and readers.

46. Engage
Open up to a clean page in your Writers’ Notebook. Write about a time when you were disappointed about something. (5-8 sentences) You could write about one experience or make a list of experiences like Sara Holbrook did in her poem, “Disappointment.”
After you are done, turn and talk to the person next to you. Discuss whether that small task was easy for or hard to write about. Then write your response down.

47. Example There once was a time I was disappointed in my grades.
Disappointed in a friend
Disappointed in myself, my actions
Disappointed in a sibling
Disappointed in a coworker
Disappointed in a team or teammate
I would then EXPLAIN each one in detail, being specific! A sentence or two (2).

48. Reiterate
Taking ideas from life experiences is a perfect way to begin a writing piece.
Today, write about a personal experience or feeling that others may connect with or learn from or say “me too!” (1-2 pages)
Writing from personal experiences will make your voice come through and will touch your readers’ heart. Remember to use emotive language, (disappointed, pain, love, hurt)

49. Poems & Prompts Choose a prompt from the Poems & Prompts worksheet.
First, write the prompt you chose in your notebook, Then write your response.
Choose one that best fits you and that you can really relate to and express your answer. Support your response with examples and actual experiences you had.
Response to prompt=1page

50. Selecting: Narrowing Down a Topic
Writers select ideas that are full of possibilities and purpose when deciding what to publish.
Students will reread their Writers’ Notebook to reflect on their writing and select an idea that want to publish.

51. Engage
Being to reread your Writers’ Notebook. Look for the idea that you are excited and eager to write about, the one you want to share with an audience and publish for your first (or second) piece of writing this year.
Place sticky notes on those entries or ideas. Beware! Sometimes you can find your idea hidden way at the bottom of an entry, or even an entry that is not finished or complete.

52. Reiterate
Continue to reread your Writers’ Notebook and then on the “Talking Out” worksheet.

53. Editing: Commas With Purpose
During the editing stage of the writing process, writers consider the  conventions of standard English grammar and usage.  Punctuation and particularly the comma, greatly contributes to the sound and meaning of text. 
Students will understand the usage of commas correctly and purposefully.

54. Be real, be respectful and be positive 
Read through the paper you received.
Put your initials down at the bottom.
Be real, be respectful and be positive 
Give positive feedback, as well as constructive criticism.
Do not be afraid to mark up the paper!
Circle, highlight, star etc. Input new words, take out words, add punctuation, take out punctuation.
Use the rubric as a guide.

55. What are you thankful for?
In your Writer’s Notebook, write and explain in detail what you are thankful for.

56. 8th grade Cap & Gown Pictures
FORMS are DUE DECEMBER 9th. In my mailbox or in my room 113.
MUST HAVE IT on DECEMBER 9th to avoid a late fee.
RETAKES are DECEMBER 9th!!