Madeline M. Craig
In the long run, the creation of the writer’s notebook is a physical manifestation of the writer themselves. “A writer’s notebook creates a place for students (and writers) to have their words - in the form of a memory, a reflection, a list, a rambling of thoughts, a sketch, or even a scrap of print taped on the page. A notebook can become whatever the writer makes it to be. As teachers, we can guide its use, present strategies and even mandate entries if we wish. If the notebook is to be a useful tool, however, it must be useful to the writer first, and the reader (teacher) second” (36).
To empower students as writers, it is imperative they have a place that is wholly their own to explore their own thoughts and ideas. The first week of instruction should be used to establish a relationship between notebook and writer. Introducing the writer’s notebook the first week of school as an extension of the writer’s identity gives students a jumping off point to view the writer’s notebook as important beyond just grading purposes.
Choosing a physical notebook over a digital one is more than a stylistic decision. While technology can amplify ELA instruction in many ways, staring at a blank document with a blinking cursor can be an intimidating task to the young writer (37). A physical writer’s notebook allows students to have physical control over the materials, grounding them to the task and focusing their mind to put pen to page. “Writing by hand certainly takes the pressure off getting it ‘right,’ the perfectionism that petrifies so many talented writers. [...] The physical, forward momentum of the pen compels us to write now and edit later” (38). To motivate the reluctant writer, spend the first day or two allowing students to customize the writer’s notebook to their personal tastes and preferences. Providing stickers, glitter, tape and other art supplies to decorate the front and back covers. Allow students to print pictures of friends, families, or even themselves to add to the cover. The time and effort that students put into their custom notebooks will not only give them a stronger sense of autonomy over their writing instruction, but will help ensure they care for their notebooks in more permanent ways. Once students have finished customizing their notebooks, establish that students will be writing in them daily. Depending on your preference and maturity level of the class, students could leave them in the classroom or be responsible for bringing them to class. The act of writing daily creates a routine for students that forces them to engage in ongoing self-awareness and consequently day by day “the words come easier” (39). Teachers may also want to establish how often the notebooks will be collected and grading policies along with the daily expectations.
Content: Identity and Narrative Writing
What’s in a Name? (2020) by Mahogany L Browne is a poem that encompasses the struggle many students face at the start of each school year - mispronunciation or stereotypes that come along with a non-anglo name in a white dominated space. It ends with a call for a future in which every family has a name to be celebrated within our country and centers around themes of equality.
Instruction: Student-led Discussions
After reading the piece, students will begin the first small group discussion in the writing workshop. A written recording of student observations, comments, and provoking thoughts will be kepts in a section of their writer’s notebook as a running record of possible inspiration or ideas. Oftentimes, middle grade students can be hesitant to begin conversation or need guiding questions to help them remain focused on the topic. Possible guiding questions are as follows:
- Which lines in the poem convey imagery surrounding the power of a name?
- How might a name be important to an individual’s cultural identity?
- What personal details or stereotypes are often inferred from a person’s name? Who decides these to be true?
- What social norms convey the importance of a name? What social norms should be in place to ensure names are held to equal importance?
Writing Prompt: Origins of My Name
This first piece of narrative poetry was selected not only due to its relativity and timeliness, being the start of the school year, but also as introduction to their first writing prompt in their writer’s notebook. “Students put their name or a family name at the top of a notebook and write about it - how they got their name, what they like about their name, what they don’t like about their name or nickname . The naming of something or someone is significant for writers. Understanding the history of a name leads to deeper understanding” (40) of that individual.
