Madeline M. Craig
With the purpose of each strategy in mind, here is a sample of the weekly workshop agenda that will be utilized throughout the unit. Though the content, writing, and discussions will change weekly, a structured workshop agenda can provide students with a level of comfortability so they can begin to anticipate each activity and focus on their writing instead of what happens next. Instructors have the freedom to start class with the daily ritual of a community snack, freewrite, or check-in opportunity to build comradery in the classroom. Beyond that, the daily activities may change. Here is a sample of how the week may look (35):
- Day One: Set the intention of the week with a mindfulness activity such as having students complete a train-of-thought freewrite in which they write whatever comes to mind for a full 5-10 minutes. Allow students to share what came to mind if they choose. Use the rest of class time to do a first-read of the mentor text for the week, watching video performances of the poets if available. End class with first impressions and asking students to discuss what they believe the week’s topic might be based off of the texts.
- Day Two: In small groups, students will complete a second read of the texts while analyzing for craft and craft elements. Allow students time to develop and study how to frame effective questions for the discussion tomorrow.
- Day Three: Small-groups will conduct student-led discussions in which they can discuss their questions from the previous day, or use guiding questions to discover deeper meaning in texts. Students will use their writing notebook to note thoughts and inspiration for future writing.
- Day Four: Students spend the majority of this class time writing narrative poetry or prose. They may also use this time to revise past pieces. The last moments of class will be spent creating or reviewing writing workshop rituals, signing-up for share outs (teachers can determine how often they require students to share), and discussing the pre-/post workshop agendas for the following day.
- Day Five: Students that have signed up to share come prepared with their piece and select questions on what they want to receive feedback on. Students will practice the previous set workshop rituals and affirmations prior to share-outs. Selected students will share their pieces one at a time. Audiences will provide the selected feedback and have the opportunity to pose follow up questions for the author, who can choose to respond or pass on the questions. Authors and audiences will complete written reflections in their writer’s notebooks.