LessonPlan1:IntroducingNaNoWriMoandGettingRidoftheInner Editor

SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection, andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks, purposes,andaudiences. Grades1112:Writing:10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection, andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks, purposes,andaudiences.

TotalLessonTime:30minutes Objectives:Bytheendofthislesson,studentswillbeableto(SWBAT): 1. UnderstandtheNaNoWriMoprojectanditsbasicmission. 2. Writeforashorttimeframeexplainingtheirdefinitionsofcreativity. 3. PutasidetheirimpulsestoedittheirwritinguntilafterNovember30. 4. Committomaintainingasafeandrespectfulwritingenvironment. Materials: AlistofimportantNaNoWriMofactsontheboard,transparency,orflipchartpaper explainedinStepOne. "InclassandWrittenRespectExpectations"ontheboard,transparency,orflipchart paperexplainedinStepFour. StepOne:Creativity 5minutes

Writethisquestionontheboard:Whatdoesitmeantobecreative?Givestudents5minutesto writetheirresponses. StepTwo:ExplainNaNoandSyllabus10minutes OverviewthesyllabusandansweranyquestionsaboutitorNaNoWriMo

Makesuretheyunderstandthesethings: Theywilllearnaboutanewelementofnovel/fictionwritingduringeachclassperiod. TheymaynotofficiallystartwritingthenoveluntilNovember1,andmuststopon November30. Theycansettheirownwordcountgoals. QuantityisbetterthanqualityuntileditingbeginsinDecember.

StepThree:SettingAsideYourInnerEditor

15minutes

1.ExplainInnerEditorandwhatitis. 2.Now,establishsomebehaviorsthatletyourinnereditortakeover(examples:thinkingfor morethanfiveminutesaboutwhattowrite,erasingmorethanthreewords)andhowyour studentscandealwiththem(deepbreaths,eeniemeeniemineymobetweenwordorplot options,pickingsomethingfromaninspirationalgrabbagandincorporatingitintotheirstories). Theseshouldbespecifictoyourclass,andarenotrulesbuttoolstohelpstudentsresistthe urgetoedit.InclassduringNovember,tellthemyouwillhavethingsonhandlikethatgrabbag, inspirationalbookstoread,andwhateverelseyouthinkwillhelp.Urgestudentstoalwaysgo withthefirstthingtheythinkof,andneverworrythatwhattheycomeupwithistooweirdorbad. Theycanalwaysfixitlater. 3.WorksheetpageonInnerEditor

LessonPlan2:CreatingWellDevelopedCharacters
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:3b.Writenarrativesinwhichtheydevelopnarrativeelements(e.g.,setting, eventsequence,complexcharacters)withwellchosen,revealingdetails10.Writeroutinelyover extendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asingle sittingoradayortwo)forarangeoftasks,purposes,andaudiences. Grades1112:Writing:3b.Writenarrativesinwhichtheydevelopnarrativeelements(e.g.,setting, stance,eventsequence,complexcharacters)withpurposefullyselecteddetailsthatcallreaders attentiontowhatismostdistinctiveorworthnoticing10.Writeroutinelyoverextendedtimeframes (timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo) forarangeoftasks,purposes,andaudiences.

TotalLessonTime:50minutes Objectives:Bytheendofthislesson,SWBAT: 1. Understandandidentifytypesofcharactersinanovelanduseliterarycluesto determinetheirtraits. 2. Writeforashortperiodtocreatetheirownauthorbios. 3. Begincreatingcomplexcharacterswithnotabletraitsfortheirownnovels. Materials: Abooktheclasshasreadthathasagoodauthorbiotoreadforthefirstexercise. Copiesof"CreatingWellDevelopedCharacters"worksheet,oneperstudent.Thiscan

alsobefoundonpage10oftheYoungNovelistWorkbook.

StepOne:WhoMakestheStory?

20minutes

1.Handoutcopiesofthe"CreatingWellDevelopedCharacters"worksheet,onetoeach student.Asaclass,readthroughthedescriptionsofeachtypeofcharacterontheworksheet, havingstudentstaketurnsreadingaloud.Afterastudentreadsacharacterdescription,ask studentstonameexamplesofthatcharactertypefrombookstheclasshasread. 2.Taketimewiththephysicalvs.abstractantagonistsection.Readexamplestogetherasa classandthenhaveeveryonewritedownandsharetwomoreexamplesofaphysicalvs. abstractantagonist.Givestudentsacoupleofminutestodothis,thenaskstudentstoshare whattheywrote. 3.Leadstudentsinabriefdiscussionofthecharacterstheynamedfromthebooksyou'veread asaclassandwhateachoneswordsandactionsshowaboutthem.Ask,Whatcluesletyou knowwhichcharactersareantagonists?Protagonists?Supportingcharacters?Tellstudentsto keepthiscastofcharactersandthegeniustrickstheirauthorsusedtoportraythemin theirheadsastheywritetheirownnovels. StepTwo:NovelPlanningwithaWorkshopPartner 1.Explainandpairwritingbuddies 2.Explainandsetboundariesthenfilloutchorewordcountsheet 3.Askstudentstositwiththeirworkshoppartnersandcomeupwiththreecharacters:the protagonist,onesupportingcharacter,andtheirantagonist(theyshouldeitherchoosetohavea physicalantagonistoranabstractantagonist).Thereprobablywontbetimetogettothe questionnaires.Walkaroundandaskeachstudentwhatkindofantagonistheorshechose, physicalorabstract.Makesuretheyunderstandtheconceptbyaskingforabitofdescription. Encouragepartnerstobounceideasoffoneanother,andevenexchangephonenumbersor emailaddressessotheycangetavaluablesecondopinionwhenevernecessary.Ifthereistime, havethemstartfillingouta"CharacterQuestionnaire"foreachcharacter. 30minutes

LessonPlan3:CreatingConflict
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:3a.Writenarrativesinwhichtheyengagethereaderbyestablishinga

problem,situation,orobservationandpurposefullyorganizeaprogressionofeventsorexperiences 10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshorter timeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences. Grades1112:Writing:3a.Writenarrativesinwhichtheyengagethereaderbyestablishingthe significanceofaproblem,situation,orobservationandpurposefullyorganizeeventsorexperiences 10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshorter timeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

TotalLessonTime:60minutes Objectives:Bytheendofthislesson,SWBAT: 1. Understandandidentifyinternalandexternalconflictsbetweencharactersinanovel,and howtheconflictinanovelservestoengagereaderssotheywillkeepreading. 2. Writeforashorttimeframeaboutproblemsituationstheyhavefaced. 3. Createconflictintheirownnovelsandpreparetoconveythatconflictthroughstory eventsandcharacterization. Materials: 1. Acopyofthe"CreatingConflict"worksheetforeachstudent.Thiscanalsobefoundon page15oftheYoungNovelistWorkbook. StepOne:WritingPrompt 5minutes

Write,Whatissomethingyouoncereallywantedbuthadahardtimegetting?Whatmadeit hardtoget?ontheboard.Studentswillhaveroughly4minutestowrite.Donotallowquestions untilafterwardsimplytellstudentstowriteaboutthefirstthingthatcomestomindevenifthey arenotsureitcounts.Walkaroundtheroomandcheckinwitheachstudentastheywrite.Try andfindtwostudentswhohavewrittenstoriesthatincludeinternalandexternalconflicts. StepTwo:TheTwoFacesofConflict 25minutes

1.Askafewofthestudentswhosepieceshadconflicttoreadthemaloud.Tellyourstudents thattheyaregoingtofindtheconflictinthesetwowritingpromptsbyansweringaseriesof questions. 2.Foreachstudentswritingpromptstoryask,Whatdoestheprotagonistwant?Doeshe/she haveanantagonistwhodoesntwanthim/hertogetit?Aretherepartsoftheprotagonistsown personalitythathinderhim/herfromgettingwhathe/shewants?Aretherethingsthatdistract him/herfromhis/herpath?Willnotgettingwhathe/shewantsaffecthis/herlife?Explainto studentsthatiftheanswertomostofthesequestionsisyes,thatwritingprompthasaconflict. 3.Writethisontheboard:"Literaryconflictisprimarilyabouttheclashingofonepersons desireswithhis/herownfaults,thedesiresofothers,andthecircumstancessurroundingthem."

Askstudentshowtheliterarydefinitionofconflictchallengeswhattheyhavetraditionallythought oftheterm. 4.Finally,ask:Whydoyouthinkitshelpfulforanoveltohaveaninterestingconflict?Invite studentstodrawontheirownexperienceswithnovelsorshortstoriestoexplainwhatkeptthem reading.Encouragethemtonotethatonereasonapersonwillkeepreadingagoodnovel,even ifitisverylong,isbecauseheorshereallywantstofindouthowtheconflictisresolved! StepThree:NovelPlanningandWorkshopPartnering 20minutes

Handoutcopiesofthe"CreatingConflict"worksheetandhavestudentssitwiththeirworkshop partners.Askthemtospendabout10minutesfillingouttheirconflictworksheets,withcharacter questionnairesonhand,andthentradewiththeirpartnerforconstructivecritiqueforafew minutes.Askstudentstosaywhattheythinktopicsforcritiquemightbe.(Examples:Doesthe conflictcountasaconflict?Wouldtheircharactersreallyhavethatkindofconflict?Istheconflict engaging?Isitenoughtowriteanentirenovelabout?)Writetopicsforcritiqueontheboard.Tell studentsthat,hopefully,theywillhaveacouplemoreminutesaftercritiquingeachothertokeep writingandmakechanges.Alsoinformstudentsthattheywillbeabletonominatetheirpartners tosharetheirconflictswhenwritingtimeisup. StepFour:ProgressReport! 10minutes

Getstudentsattentionsbyaskingforvolunteerstonominatetheirpartnerstodescribetheir conflicts.

LessonPlan4:IntroducingtheElementsofPlotPartOne
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:3a.Writenarrativesinwhichtheyengagethereaderbyestablishinga problem,situation,orobservationandpurposefullyorganizeaprogressionofeventsorexperiences 3c.Useavarietyoftechniquestosequenceeventssothattheybuildononeanothertocreatea coherentwhole4.Producewritinginwhichtheorganization,development,substance,andstyle areappropriatetotask,purpose,andaudience. Grades1112:Writing:3a.Writenarrativesinwhichtheyengagethereaderbyestablishingthe significanceofaproblem,situation,orobservationandpurposefullyorganizeeventsorexperiences 3c.Useavarietyoftechniquestobuildtowardaparticularimpact(e.g.,asenseofmystery, suspense,growth,orresolution)4.Producewritinginwhichtheorganization,development, substance,andstyleareappropriatetotask,purpose,andaudience.

TotalLessonTime:60Minutes Objectives:Bytheendofthislesson,SWBAT: 1. Identifyandunderstandthesetup,incitingincident,andrisingactionofanovelplot.

2. Understandthatinawellwrittennovel,theprogressionofeventsiscarefullypaced. 3. Begintodevelopaprogressionofeventsfortheirownnovelbycreatingandpacingthe setups,incitingincidents,andrisingactionintheirownnovels. Materials: Transparency/slideprojectionimageofanactualrollercoaster. Transparencyoftheblank"PlotRollercoaster." An"OutliningYourPlot"worksheetforeachstudent.Thiscanalsobefoundonpage19 oftheYoungNovelistWorkbook. Studentsshouldhavebroughtthelastnoveltheyreadasaclass.Youshouldhavea copywithtabsonthesignificanteventsinthebookthatcorrespondtothoseonthe"Plot Rollercoaster." StepOne:TheFunofRollercoasters 5minutes

Telltheclassthattodayslessonissohuge.Projectorpostapictureofarollercoaster.Say,I needtoknowwhatyoualllikeaboutrollercoasters.Afteryoucollectsomeresponses, complicatetheissuewiththesequestions:Woulditbeasfunifallthedipswerethesame? Whatifalltheexcitingdropscameatthebeginning?Whatiftherewerenodipsanditwasjusta straightline?Whatdoesthishavetodowithnovels?Gathermoreresponses.Studentswill probablygatherthatagoodnovelislikeagoodrollercoaster.Sosay,Youhavealreadyfigured outthecentralconflictofyournovel,nowyouhavetofigureoutwhatwillactuallyhappento resolveit,andthatwilllooklikeabighillonarollercoaster. StepTwo:PlottingthePlotRollercoaster 25minutes

1.Handoutcopiesofthe"OutliningYourPlot"worksheets,oneperstudent.Callonstudentsto readthedescriptionsofsetup,incitingincident,andrisingactiononlyalongwiththeexample storyforeachstopontherollercoaster.Pointouttostudentsthatinadditiontofollowingthe setup,incitingincident,andrisingactionpattern,theexamplestoryontheworksheetisalso pacedtokeepreadersinterested.Thismeansthattheauthordoesnotspendtoomuchortoo littletimeononesectionheorshemovesonjustasthingsstarttogetgood.Reinforcethisidea byaskingquestionslikeWouldyouwanttoreadanovelwherethesetuptakes200pages? Whataboutanovelwherealltherisingactiontakesplaceinoneparagraph? 2.Askstudentstogetouttheircopiesofthelastnovelyoureadasaclass.Projectthe"Plot Rollercoaster"transparencyontotheboard.Discusstheplotofthatnovelandlabelitselements onthetransparency.Forexample,whendiscussingthesetup,askastudentwhatthesetupof BookXwas,andparaphraseitontheappropriatesectionofthetransparency.Havestudents readrelevantpassagesandphrasesthattheypickout,withsomeguidanceonpagenumbersif necessary.Ifstudentshavetroubledecidingwhereoneplotsectionendsandanotherbegins, pointoutthatauthorsoftenpacetheirplotstoaccountforchangesinthetime,location,ormood ofthestory.Thismeansthatnoticeablechangesintime,location,ormoodofBookXmaytip

themofftoshiftsbetweenthesetup,incitingincident,andrisingaction. Yourdiscussionofthisbookshouldendrightbeforetheclimax,ormostexciting,nailbitingpart ofthebook,tobediscussednextweek.Instructstudentsthattheywillknowtheyhavefinished plottingforthedaywhenthenextthingtohappenistheclimax. StepThree:NovelPlanningandWorkshopPartnering 30minutes

Havestudentssitwiththeirworkshoppartners.Tellstudentstheyhavetherestofclasstowork onthesetup,incitingincident,andrisingactionfortheirnovels.Walkaroundandgivemore counselthanusualhowever,frameyourcounselaroundhelpingpartnersuseeachotheras soundboardsandresources.Ifonestudentinapairisonaroll,andtheotherneedshelp,bea surrogatepartnertothatstudent.Ifyouseesomeonedoingsomethinggreat,askthatpersonto sharewiththeclass.

LessonPlan5:IntroducingtheElementsofPlotPartTwo
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Literature:3.Analyzehowcomplexcharacters,includingthosewithconflicting motivationsordividedloyalties,developoverthecourseofatext,interactwithothercharacters,and advancetheplotordevelopthetheme.Writing:3a.Writenarrativesinwhichtheyengagethereader byestablishingaproblem,situation,orobservationandpurposefullyorganizeaprogressionof eventsorexperiences3c.Useavarietyoftechniquestosequenceeventssothattheybuildonone anothertocreateacoherentwhole3e.Provideasatisfyingconclusionthatfollowsfromwhatis experienced,observed,orresolvedoverthecourseofthenarrative4.Producewritinginwhichthe organization,development,substance,andstyleareappropriatetotask,purpose,andaudience. Grades1112:Literature:3.Analyzetheimpactoftheauthorschoicesregardinghowtodevelop andrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,how thecharactersareintroducedanddeveloped).Writing:3a.Writenarrativesinwhichtheyengagethe readerbyestablishingthesignificanceofaproblem,situation,orobservationandpurposefully organizeeventsorexperiences3c.Useavarietyoftechniquestobuildtowardaparticularimpact (e.g.,asenseofmystery,suspense,growth,orresolution)3eProvideasatisfyingconclusionthat followsfromwhatisexperienced,observed,orresolvedoverthecourseofthenarrative4.Produce writinginwhichtheorganization,development,substance,andstyleareappropriatetotask, purpose,andaudience.

TotalLessonTime:60minutes Objectives:Bytheendofthislesson,SWBAT: 1. Analyzetheplotofaknownnovelincludingitsclimax,fallingaction,andresolutionor conclusion. 2. Establishanddevelopanadditionalsequenceofeventsleadingtoplotsfortheirgroup novelsand,forhomework,theirownnovels.

3. Providesatisfyingconclusionsfortheirnovelplots. Materials: A510minuteclipofclimaxthroughresolutionofaTVdramalikeCSIorLaw&Order. The"PlotRollercoaster"transparencyfromthepreviouslesson. Thebookusedinthepreviouslessontohelpunderstandplot. Studentswillneedtobringtheirown"OutliningYourPlot"worksheets,aswell. StepOne:SpotthePlot 10minutes

1.ShowashortfilmfromYouTubeandhavethemcreatearollercoasterplotfromit 2.Askstudentstosharewhatplotelementstheysawintheclip.Dependingonhowmany studentsseemtograspplotelements,youmayspendeitheralittleoralotoftimeonthenext section. StepTwo:PlottingtheRestofthePlotRollercoaster 5minutes

1.Askstudentstodescribeclimax,fallingaction,andresolutionintheirownwords,thenhave themreadthedescriptionsontheworksheet.

StepThree:NovelPlanningandWorkshopPartnering

20minutes

Askstudentstositwiththeirpartnersasusualandkeeptheirplotworksheetsout.Encourage studentstooutlinetheirplotsforabout10minutesandthentradewhatthey'vewrittenwiththeir partnersforconstructivecriticism.Tellthemitsokayiftheyarentdonewiththeirplotswhen theytrade.Theyllbeabletofinishtheworksheetashomework. StepFour:ReadAloud! 15minutes

Askthenotsosurestudentstosummarizetheirplotsandaskotherstudentstosuggestways tostretchtheplotoutmore.Iftimeallows,asksomestudentswhothinktheyaredonetoread theirplotoutlineforcritiquing.

LessonPlan6:SettingandMood
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:3b.Writenarrativesinwhichtheydevelopnarrativeelements(e.g.,setting, eventsequence,complexcharacters)withwellchosen,revealingdetails10.Writeroutinelyover extendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asingle

sittingoradayortwo)forarangeoftasks,purposes,andaudiences. Grades1112:Writing:3b.Writenarrativesinwhichtheydevelopnarrativeelements(e.g.,setting, stance,eventsequence,complexcharacters)withpurposefullyselecteddetailsthatcallreaders attentiontowhatismostdistinctiveorworthnoticing3c.Writenarrativesinwhichtheyusea varietyoftechniquestobuildtowardaparticularimpact(e.g.,asenseofmystery,suspense, growth,orresolution)10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection, andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks, purposes,andaudiences.

TotalLessonTime:60minutes Objectives:Bytheendofthislesson,SWBAT: 1. Writeforashorttimeframetodescribedifferentsettingsindetail. 2. Understandhowsettingsinanovelcanbeusedtocreatemood. 3. Createandelaboratedetailforsettingsthatcreatemoodforeachsectionoftheirnovels' plots. Materials: Copiesofthe"SettingsandMood"sectionofthe"Settings"worksheet,oneforeach student.Thiscanalsobefoundonpage34oftheYoungNovelistWorkbook. StepOne:SettingsandMoodWritingPrompt 5minutes

Onaseparatesheetofpaper,havestudentschooseanddescribeoneofthefollowing placeswithasmuchsensorydetailaspossible: 1. Aplacethatmakesyouhappy. 2. Aplacethatholdsalotofgoodorbadmemoriesforyou. 3. Aplacethatscaresyou. StepTwo:IntroduceSettingandMood 10minutes

1.Askyourstudentstodefinethewordmood.Iftheyarehavingahardtimenailingitdown,you canalwaysreverttothedefinitionontheworksheet. 2.Readthefollowingexamplefromthe"SettingsandMood"worksheet: Outsidetheoldmansion,aoneeyedcrowwaspickingatsomethingonthebranchofa deadtreeintheyard.Athreeleggeddogwashowlingatthemoon. Whatkindofmooddoyouthinkthisauthoristryingtocreate? Answer:Creepy,suspenseful,mysterious,etc.

3.Haveafewofyourstudentsreadwhattheywroteinthebeginningofclassaloudandaskthe grouphowdifferentaspectsofeachstudentssettingdescriptionhelpedcreateamood. StepThree:PracticeCreatingSettingsWithMoodasaClass 10minutes

1.Handoutcopiesofthe"SettingsandMood"sectionofthe"Settings"worksheet.Completethe firstsectionoftheworksheetasaclass.Readeachofthemoodslistedaloud.Asyoudo,have studentssharesettingdetailsthatwouldhelptocreatethatmoodandwritetheirideasonthe board. 2.Asaclass,brainstormothermoodsthatasettingcouldreinforce.Writeallthemoodsyou comeupwithasaclassontheboard. StepFour:PracticeonTheirOwn 15minutes

Haveeachstudentfilloutthesecondsectionoftheworksheetonhisorherown.Studentscan eitherusethemoodsfromyourbrainstormsession,ortheycancomeupwithnewones. StepFive:CreateSettingwithMoodsforTheirNovels 15minutes

1.Havestudentssitwiththeirwritingpartnersandtakeouttheirplotoutlines. 2.Haveeachstudentfilloutthethirdsectionoftheworksheet.Makesurethatstudentstake sometimetothinkaboutwhereeachscenetakesplace,whatthatplacelooks,sounds,and smellslike,andwhatemotionstheywanttheirreaderstofeelinthatscene.Encouragethemto bounceideasofftheirpartnersastheywrite. StepSix:ClosingItUp 5minutes

1.Haveafewstudentssharesettingsfromtheirnovelswiththeclass,andthenhaveyour studentsguess1)whatthemoodofthesettingis,and2)whatpartoftheplot(setup,inciting incident,risingaction,climax,fallingaction,orresolution)thesettingisin.

LessonPlan7:WritingReallyGoodDialogue
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:3d.Writenarrativesinwhichtheyusepreciselanguagetodevelopapicture ofhowtheevents,experiences,andideasemergeandunfold. Grades1112:Writing:3d.Writenarrativesinwhichtheyusepreciselanguagetodevelopthe events,experiences,andideasclearlyandtoreinforcethestyle.

TotalLessonTime:20minutes Objectives:Bytheendofthislesson,SWBAT: 1. Understandandidentifythedifferencebetweenreallifeconversationsandnovel dialogue. 2. Developthecharactersandeventsintheirnovelsbyaddingrelevantdialoguethat includesprecisewordsandphrases. 3. Writedialoguefortheirownnovelsusingdialoguetagsandcorrectdialogueconventions. Materials: AtransparencywithtwoIMchatsonitforintroactivity.(SeeIMchatsbelow.) Onecopyof"WritingReallyGreatDialogue"worksheetperstudent.Thiscanalsobe foundonpage38oftheYoungNovelistWorkbook. StepOne:FascinatingIMing 10minutes

1.MakeatransparencyofthefollowingtwoIMchats.Keepthesecondonecoveredfornowand readthefirstchattotheclassorhavetwostudentsreaditaloud. 3threat@hotletter.com:hey lilqt@gletter.com:whatever 3threat@hotletter.com:whatever lilqt@gletter.com:bye 3threat@hotletter.com:bye

2.Ask,IsthishowpeopleusuallytalkorchatonIM?Whatdoweknowaboutthesetwo?Dowe careaboutthematall?Whatifthiswasatenpageconversationwouldyoukeepreading? 3.Nowuncoveranotherversionofthatconversationandreadittotheclassorhavestudentsdo so. 3threat@hotletter.com:heybaby,youthere? lilqt@gletter.com:youwanttotalkaboutthingshere?!wow.yourclassierthanI thought! 3threat@hotletter.com:look,stop.imsorry.howmanytimesdoIhavetosayitIAM SORRY! lilqt@gletter.com:noyourenot!youjustgotcaught,likethatRihannasong.sojust stop.itssoover. 3threat@hotletter.com:iknowicantchangeyourmind.iknowyou.andiknowitlooks badbutthatgirlmusthaveslippedthatnumberinmypocketwithoutmeknowing.idid NOTaskforit,andiwouldnteverhaveevenknownaboutitifyouhadntsnoopedinmy stuff.

lilqt@gletter.com:sonowinotonlyDONTbelieveyou,butithinkyouareungratefulfor callingmeasnoopbecause 3threat@hotletter.com:hello? lilqt@gletter.com:sorry,thoughtiheardanoisedownstairsasiwas sayingbecausestupidyouforgottoemptyyourpocketsbeforeyourgirlDIDYOUR LAUNDRYFORYOU!!!!HOWABOUTATHANKYOU?! 3threat@hotletter.com:imsorryagain,youreright,icantsayanythinghowimeanit, baby. lilqt@gletter.com:dontyoukeepcallingmebaGIUJHBVqbg ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ 3threat@hotletter.com:huh? lilqt@gletter.comissignedoff 3threat@hotletter.com:baby?

4.AskthesamequestionsyouaskedaboutthefirstIMconversationagain.Encouragestudents toexplaintheirreasoningandtoidentifyspecificwordsandphrasesthatmadethisconversation moreengagingorrealistic.Pointoutthatinnoveldialogue,afewwellchosenwordsand phrasescanmakeallthedifferenceinkeepingreadershooked. 5.Say,Welearnedaboutplotlastweek,nowwe'regoingtolearnabouthowyoucandeepen yourplotandmakeeventsclearerandmoreinterestingthroughtheconversationscharacters havewitheachother.Haveafewvolunteersbrieflysharethedialoguetheyrecordedfor homeworkanddiscusswhatmadetheseconversationsparticularlyfuntofollow.Then announcethattodayyouwillbediscussingconversationinreallifeversusdialogueinanovel. StepTwo:RealLifeDialoguevs.NovelDialogue 20minutes

1.Makesureeveryoneknowswhatdialoguemeans.Createadefinitionasaclass,thenreveal anotherdefinitionincasetheclassversionistoowordyandyouthinkstudentsneedsomething easytoremember. Definition:Dialogueisaconversationbetweentwoormorecharacters.Theexact wordstheyspeakareputbetweenquotationmarks. 2.Nowhandoutthe"WritingReallyGoodDialogue"worksheets,andreadthroughthethree waysdialoguefunctionsinastory.Assignstudentstoreadthedialogueintheexamplesaloud whileyouoranotherstudentnarrates.Askstudentshowtheyfeelthedialogueintheworksheet eithermovesthestoryforward,increasestension,ordefinescharactersandtheirrelationships withoneanother. 3.Pointouthowtheauthorcouldhavejustdescribedtheseconversationshappening.Ask studentstotryandsummarizetheexampleconversationsintoonesentencewithnodialogue.

Askstudentswhichversiontheylikebetterandwhy.Recordanswersontheboard,whichwill hopefullybecomealistabouthowdialogueismoreinterestingthanstraightnarrativebecause ____.Ifstudentsdonotmentionthatdialoguecanshowtheeventsofastoryinawaythatis moreinterestingthansimpledescription,pointitoutforthem. 4.ProjecttheIMtransparenciesagain.Askyourstudentswhichoneaccomplishedthethree purposesofnoveldialogueandhowitaccomplishedthem. 5.Finally,emphasizetheimportance,absentintheIMchats,ofwritingoutsidethedialogue usingdialoguetags,indents,quotationmarks,andpunctuationintherightplaces.Expandon thisbyexplainingthatdialoguetagssuchasshesaidorheanswereddescribewhatpeople aredoingwhiletheyarespeaking,andhowtheyaresayingtheirwords.Asforotherconventions ofdialogueformatting,studentsshouldbefamiliarwiththesealreadybutreviewthatwithout quotationmarksandindentedparagraphsforeachnewspeaker,eventhemostbrilliantdialogue wouldbeveryhardforreaderstofollow. Drawstudentsattentiontothefirstlittlebitofdialogueatthetopoftheirworksheet,whichisan exampleofboringbutnecessaryeverydaydialogue.Havethemnoticehowquotationmarksare usedaroundthecharactersexactwords,howendmarksfallinsidethequotations,andhowa newparagraphbeginseachtimethespeakerchanges.Finally,readthefollowingtwoshort paragraphsaloudtoshowthemhowimportantitistodescribewhatcharactersaredoingwhile theyspeakusingdialoguetags. Hey,dude.Howareyou?Samaskednervously,gettingupfromthebleachers.She hadwaitedanhourforAarontowalkby.Hewaswithafewfriends,butshedidntmind. Shejustneededtotalk. Imreallygood.Thanksforasking.Andyou?Histonewascoldandoverlyformal.Was thisthesameguyfromlastnight?Hisbodywasstiffandhedidntseemtobeslowing down. Good,thanks,sheansweredashepassedby,hervoicetrailingoff.Herheadturnedto watchhimgo.Shefelttearscomingtohereyes,soshequicklygrabbedherbagandran theotherway,missingAaronsglancebackather. Hey,dude.Howareyou?JasonsaidtoEmil,likehedideverymorning. Imreallygood.Thanksforasking.Andyou?Emilreplied,asalways. Good,thanks,Jasonsaid,roundingouttheirobligatorymorninggreeting.Bothmenstill appreciatedtheircordialworkingrelationship,eventhoughbothwerebynowsickof jumpingintoatankfulloffishmeateverydaytosiftouttinybones. StepThree:NovelPlanningandWorkshopPartnering 15minutes

1.Havestudentssitnexttotheirpartnersandturntothedialogueexerciseattheendofthe dialogueworksheet.Tellstudentstopickapartoftheirplotand,onaseparatesheetofpaperor

onacomputer,write610linesofdialogueforthatpartoftheplot.Encouragestudentstowrite dialogueusingasmanyoftheircharactersaspossible.Theworksheetlistsabunchof interestingoptionsthatthestudentscanchoosefrom. 2.Tohelpstudentsmakesurethattheirdialogueisaseffectiveaspossible,havethemreadit aloudwiththeirpartnerseachplayingtheroleofadifferentcharacter.Invitethemtonoticehow wordsandphrasesthatlookfineonpapersoundreallyodd,confusing,orboringwhenread aloudasdialogue.Havethemworkwithpartnerstorevisetheirdialoguesoitisasbelievable andinterestingtooverhearaspossible! StepFour:ReadAloud! 15minutes

Gathertogetherasagroupandaskseveralpairsofstudentstoreadoneorbothpartners dramaticdialoguetotheclass.Askotherstudentswhatcluestheygotaboutcharactersand eventsfromthecharactersownwordsindialogue.

LessonPlan8:SubPlotting
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:4.Producewritinginwhichtheorganization,development,substance,and styleareappropriatetotask,purpose,andaudience10.Writeroutinelyoverextendedtimeframes (timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo) forarangeoftasks,purposes,andaudiences. Grades1112:Writing:4.Producewritinginwhichtheorganization,development,substance,and styleareappropriatetotask,purpose,andaudience10.Writeroutinelyoverextendedtimeframes (timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo) forarangeoftasks,purposes,andaudiences.

TotalLessonTime:30minutes Objectives:Bytheendofthelesson,SWBAT: 1. Continuetheextendedwritingphaseoftheirnovelingprojectsbyestablishingand developingmultiplesubplotstotheirnovels. 2. Experimentwithpacingofactionintheirsubplots. Materials: Copiesofthe"Subplotting"worksheet,oneforeachstudent.Thiscanalsobefoundon page53oftheYoungNovelistWorkbook. Anepisodeofa30minuteTVsitcomthatyourstudentsmaynotbefamiliarwith. Perhapsonefrom"beforetheirtimelikeTheCosbyShow,FullHouse,orTheWonder Years.Youalsowanttomakesureitisanepisodewithatleastoneobvioussubplot. Somethingtoplaytheepisodeon,suchasaTV/DVDplayer.

StepOne:SupportingCharactersArePeopleToo Writeontheboard:

5minutes

1. Whatdoesthissupportingcharacterwantmorethananythingintheworld? 2. Whatisheorshemostafraidof? 3. Whatishisorhergreatestweakness? Giveyourstudents5minutestoanswerthesethreequestionsabouttheirmostimportant supportingcharacter. StepTwo:IntroduceSubplotting 10minutes

1.Askyourstudentstotellyouwhatasubplotis.Eventually,writeadefinitionontheboardthat youagreeuponasaclass.Youwanttomakesureyourstudentsunderstandthatasubplot followsasupportingcharacteronhis/herownjourneytogetwhathe/shewants.Subplotsmay interweavewiththemainplot,buttheydonotneedtohavemuchtodowiththemaincharacter's journey. 2.Askyourstudentstonamesomesupportingcharactersandtheirsubplotsfrombooksthat youhavereadasaclass.Pointoutthat,unlikethemainplotsofnovels,subplotsdonot consistentlyfollowthe"PlotRollercoaster"pattern.Forexample,sometimessubplotconflicts areneverresolved,whileothertimestheyareresolvedrightaway.Nevertheless,subplotevents arepacedtokeepthereader'sinterestandtoreflectchangesintime,place,andmood.Noone wantstoreadasubplotthatdragsalongwithoutdevelopmentforhalfthebook!

StepFour:Noveling

5minutes

Closetheclassbyencouragingstudentstorefertothequestionstheyansweredabouttheir supportingcharactersatthebeginningofclassastheycontinuetowritetheirnovels.Notethat theycanaddsubplotstotheirnovelsforasmanysupportingcharactersastheylikeby answeringthosethreequestionsforeachadditionalcharacter.Whenevertheyfeellikeamain plotisslowingdown,theycanexploreasubplot.

Details,Details,Details
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:3b.Writenarrativesinwhichtheydevelopnarrativeelements(e.g.,setting, eventsequence,complexcharacters)withwellchosen,revealingdetails3d.Writenarrativesin

whichtheyusepreciselanguagetodevelopapictureofhowtheevents,experiences,andideas emergeandunfold10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,and revision)andshortertimeframes(asinglesittingoradayortwo)forarangeoftasks,purposes, andaudiences. Grades1112:Writing:3b.Writenarrativesinwhichtheydevelopnarrativeelements(e.g.,setting, stance,eventsequence,complexcharacters)withpurposefullyselecteddetailsthatcallreaders attentiontowhatismostdistinctiveorworthnoticing3d.Writenarrativesinwhichtheyuseprecise languagetodeveloptheevents,experiences,andideasclearlyandtoreinforcethestyle10.Write routinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertime frames(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

TotalLessonTime:60minutes Objectives:Bytheendofthislesson,SWBAT: 1. Writeforashorttimeframetoreflectontheirsensoryexperiences. 2. Choosewordsandphrases,includingsimilesandmetaphors,thatconveysensory detailsanddeveloptheplotsandcharactersoftheirnovels. 3. Boosttheirwordcountswithsensorydetails. 4. Continuetheextendedwritingphaseoftheirnovelingprojectsbyaddingdetailstotheir work. Materials: Anunfamiliaritemfortheintroactivity. Blank,linedpaperforeachstudent. Copiesofthe"Details,Details,Details"worksheetforeachstudent. Thiscanalsobefoundonpage55oftheYoungNovelistWorkbook. Studentsmustalsobringtheirnovelsinprogress!

StepOne:GettinginTouchWithYourSenses,PartOne

15minutes

1.Askstudentsiftheythinkthereareevertimeswhentheyarenotusingalltheirsenses.Evenif yourenotpayingattention,sensesdonotturnonandoff.Maybeyoudontnoticethetastein yourmouthasyourideyourbiketoschool,butatasteisstillthere.Maybethatwouldbean interestingthingforreaderstoreadabout.Maybedescribingitwouldboostyourwordcount whilebuyingyoutimeinordertofigureoutwheretotakeyourstorynext.Whataboutrightnow? 2.Handoutblankpapertotheclass.Say,Youhave5minutestowriteasetuptoanovelin whichyouaretheprotagonist,andthestorybeginsinthisroomatthisverymoment.Youmust describe,atsomepoint,howtheroomsounds,feels,looks,smells,andtastes.Writeallof theseontheboardafteryouhandoutthepaper. 3.Whentimeisup,askacouplestudentstoreadwhattheywrote.Onlytakeacoupleminutes forthis.

4.Tellstudentstheycantuneintotheirsurroundingswheneverthey'rewritingtheirnovels. Remindthemhowmuchtuningintothelook,sound,smell,andfeelofthingshelpsthemasthey createsettingsfortheirnovels.Thenpassoutthe"Details,Details,Details"worksheetand explainthatnowstudentswillpracticeusingsensorydetailstoboostthewordcountsoftheir novelsastheywrite.Forthenext5minutes,havestudentspickonesettingfromthefirstsection anddescribeitusingallthesensesontheirown.Challengethemtocomeupwithevenlonger, moredetaileddescriptionsherethantheydidfortheirownsettings! StepTwo:TastesLikeaSimileIsaMetaphor 15minutes

1.Letstudentsknowthey'llbedoinganotherwritingprompt,buttheclasswillfirstgooverevery bitoffigurativelanguagethatthestudentshaveheardofandlearnedbefore.Youmaywanttojog theircollectivememorybywritingafewontheboard,anddiscusswhatfigurativelanguage means.Askstudentstocallsomeoutandmakealistontheboard.Hopefullythelistwillatleast includesimileandmetaphor,andmaybehyperbole,metonymy,andacoupleothers.Doaquick reviewbyaskingstudentstodefineeachitemonthelist. 2.Nowtellstudentstopickonethingfromthebonussectionoftheworksheettodescribeforthe next10minutes.Challengethemtousefigurativelanguagealongwithalltheirsenses.

LessonPlan9:Takingthe"Work"OutofWorkshopping
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:4.Producewritinginwhichtheorganization,development,substance,and styleareappropriatetotask,purpose,andaudience5.Strengthenwritingasneededbyplanning, revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificant foraspecifictaskandcontext. Grades1112:Writing:4.Producewritinginwhichtheorganization,development,substance,and styleareappropriatetotask,purpose,andaudience5.Strengthenwritingasneededbyplanning, revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificant foraspecificpurposeandaudience.

TotalLessonTime:60minutes Objectives:Bytheendofthislesson,SWBAT: 1. Identifybasicgroundrulesforprovidingconstructivecriticism. 2. Workwithpeerstoidentifystrengthsoftheirownnovelsaswellasareasinneedof revision,andbegintoimplementrelevantchanges. Materials: Ifpossible,a5minuteclipfromapopulartelevisionmakeovershowsuchasWhatNotto

Wear.Theclipshouldincludefootageoftheshowsexpertslovinglycritiquingwhatever orwhoeverisbeingmadeover. Equipmentforviewingthetelevisionclip,ifapplicable. Eachstudentshouldprovidetwoclean,printedcopiesofthefirstfivepagesofhisorher novel.Beforestudentspreparethese,sharesomebasicformattingrequirementssuch asusing12pointfont,TimesNewRoman,doublespacing,andprintingononesideof thepaperonly.Tellstudentsthatinadditiontoformattingtheirpagestheymightalso wanttospendafewminutescirclingorfixinganygrosslydistractingerrorsthatmight maketheirwritinghardtoreadbuttheyshouldnotspendtoomuchtimeonthis. OnecleancopyofTheWorkshopworksheetandtwocleancopiesoftheReader ReviewWorksheetperstudent.Thesecanalsobefoundstartingonpage72ofthe YoungNovelistWorkbook. StepOne:TheGentleMakeover 10minutes

1.Beforeyoubegin,tellstudentsthattheywillbewatchingabriefclipfromatelevisionmakeover show.Astheywatch,askthemtonoticehowtheexpertsontheshowspeakastheyprovide theircriticism.Aretheynice?Aretheymean?Dotheyseemtobesympathetictothe makeoveree?(Alternately,ifyoucannotshowaTVcliporwishnotto,invitevolunteerstotell whatamakeoverisandiftheyhaveeverseenanyoneoranythingmadeoveronTV.Have themdescribethemakeoverstheysaw.) 2.Oncethecliporinitialdiscussionofmakeovershowsisfinished,ask:Whatdidyounotice abouthowtheexpertsexplainedwhatneededtobemadeover?Ifyouwereselectedfora makeover,wouldyouwanttheexperttotalktoyoulikethat?Why? StepTwo:Finally,Feedback! 10minutes

1.Tellstudentsthatthemomentoftruthhasfinallyarrived:itstimeforthemtoreleasetheir novelsoutintotheworld!Fortunatelythisfirsttime,theirnovelswillbeseenbyfriendly classmateswho,liketheexpertsonamakeovershow,wanttohelpthembringoutwhatis alreadygreatabouttheirwriting.Thentheywillusethesesuggestionstoimprovetheirwork. 2.DistributeonecopyofTheWorkshopworksheetstoallstudents.Together,readthe guidelinesforreviewingoneanothersexcerpts.TheseshouldbesimilartothePartner GuidelinesyousetupbeforeNaNoWriMo.Youmayalsotakesuggestionsforanyotherground rulesthatstudentsfeelareimportant.Explainthatinclasstoday,eachstudentwillreadtheir writingpartnersexcerptandfilloutoneworksheetforthatpartner.Eachstudentwillfillouta worksheetforaclassmatepartnerforhomework. StepThree:Workshop 35minutes

1.DistributetwocleancopiesoftheReaderReviewWorksheettoeachstudent.Thenhave

eachstudentexchangeexcerptswiththeirwritingpartnerandgettoworksilentlyreadingand commentingontheexcerptaswellasfillingouttheworksheet.Circulateamongthegroupto keepstudentsattentionfocusedandmakesureeveryoneisfollowingtheagreedupon workshoprules. 2.Providetimewarningsafter10minutestohelpstudentswhoreadmoreslowlypace themselves.After15minutes,pointoutthatanystudentswhoarestillreadingshouldstop,mark wheretheystoppedreadingontheexcerpts,andturntheirattentiontofillingouttheworksheets. Asstudentsfinishmakingnotes,havethemmeetwithoneanothertoquietlydiscusstheir commentsandquestions. StepFour:Share 5minutes

1.Leadstudentsinabriefdiscussionabouttheworkshoppingprocesssofar.Whatkindsof commentsarestudentsfindinghelpful?Isithardoreasytofollowtheworkshoppingguidelines? Arethereanyguidelinesthatneedchanging?Inviteresponsesfromasmanystudentsas possible. 2.Youmayalsowishtopostalistofitemseachstudentwillneedtobringtothenextlesson:all markedupcopiesofhisorhernovelexcerptsandthoseofclassmates,acleancopyofhisor hernovelinitsentirety,andifpossibleacolorfulpenformakingedits.

Homework Haveeachstudentexchangeexcerptswithadifferentclassmate.Forhomework,studentscan readoneanothersexcerptsandcompletethesecondReaderReviewWorksheet.Tell studentsthattheycanalsostartrevisingtheirnovelsaccordingtothefeedbacktheyhave alreadyreceived.

LessonPlan10:Novel,Take2
SupportsCommonCoreStandardsforEnglishLanguageArts: Grades910:Writing:5.Withsomeguidanceandsupportfrompeersandadults,strengthen writingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach. Grades1112:Writing:5.Withsomeguidanceandsupportfrompeersandadults,strengthen writingasneededbyplanning,revising,editing,rewriting,ortryinganewapproachafterrethinking howwellquestionsofpurposeandcontexthavebeenaddressed.

TotalLessonTime:60minutes Objectives:Bytheendofthislesson,SWBAT:

1. Workwithpeerstoidentifyareasoftheirnovelsinneedofrevision,thenidentifyspecific strategiesforrevising. 2. Startrevising! Materials: Eachstudentshouldbringintheonemarkedupcopyofhis/hernovelexcerpt,plusthe completedReaderReviewWorksheetfromthepreviouslessonsworkshop. Eachstudentshouldbringinthenovelexcerptthatheorshemarkedupforaclassmate forhomework,plustheaccompanyingworksheet. Eachstudentshouldalsobringonecleancopyofhisorherentirenoveldraft.Ifstudents donothaveprintersathome,suggestalternatewaystheymightprinttheirnovelssuch asbygoingtoacopystore,askingfriendsorrelativesor,ifpossible,usingaschool printer. OnecleancopyoftheUnleashtheInnerEditorworksheetperstudent.Thiscanalsobe foundonpage77oftheYoungNovelistWorkbook. StepOne:DraftExchange 5minutes

Haveeachstudentmeetbrieflywiththeclassmatewhosedraftsheorshereadforhomework. Havethemreturntheirexcerptsand"ReaderReviewWorksheets"andgivepartners approximately5minutestoreadoverandaskanyquestionstheymighthaveabouteachothers' feedback. Note:Ifyouchosenottorequireyourstudentstomarkupandgivefeedbackonasecond student'snovelexcerptforhomework,youcanhavethemworkwiththeiroriginalpartners throughoutthislesson. StepTwo:SpeedPraise 10minutes

1.Haveeveryonegathertogetheragainor,ifyouareworkingwithaverylargegroup,breakthem intoteamsofroughly15studentseach.MakesurepartnersfromStepOnearegrouped together. 2.Inviteeveryonetorecallthemakeovercliptheywatchedinthepreviouslesson.Whatdidthey learnfromtheclipabouthowtogiveconstructivecriticism(orhownotto)?Remindstudents that,asinamakeover,thepointoftheworkshophasbeentobringoutwhatisalreadygreat abouteachother'swriting!Tellthemthattodrivethisideahome,theywilldoalightninground ofpraisefortheirpartnersnovelexcerpts. 3.Sharetherulesofthelightninground:Youwillbeginbypassingasimpleclassroomobject, suchasabookorpen,toonestudentinthegroup.Thatstudentmustquicklyandinonetotwo sentences,butwithasmuchdetailaspossible,describesomethingawesomeabouthisorher partnersnovel.Forexample:Fromthefirstpage,IcouldtellthatNoahsvillainwastotally

diabolical.Ijusthadtofindoutwhatevilhehadinstoreforthemaincharacter!Theinstantthat studentisdonetalking,heorsheshouldpass(notthrow!)theobjecttoanyotherstudentinthe group,whomustthendothesamethingforhisorherpartnerasquicklyaspossible.Groups continuetheroundfor7minutes,withstudentsgoingmorethanonceifpossible. 4.Go! StepThree:GoalSetting 10minutes

1.Tellstudentsthatbynow,theyshouldhaveasenseofsomeoftheirnovelsstrengthsaswell asareastheyneedtoworkon.Thismeanstheyrealmostreadytoactuallyrevisetheirnovelsin theirentirety!Explainthatrevisinganovelmaytakeweeksoryears,dependingonhowmuch worktheauthorwantstoputintoit,butgenerallyspeakingthemoreworktheauthordoes,the betterthefinishednovelandthemorechanceithasofbeingpublished.Pauseforamomentto letthissinkin.Thenask,Anyoneoverwhelmedyet?Explainthat,whileitsnaturaltobe overwhelmedbytheprospectofrevisingsuchlongpiecesofwriting,youvegotlotsoftricksthey canusetomaketheprocesseasier.(Youmayalsoexplainthattherearesomestrange,twisted peopleouttherewhoactuallylikerevisingandediting.Someofthemevendoitforaliving!) 2.Makesureeachstudenthasthefollowingitems:acleancopyofhisorhernovel,acopyofthe UnleashtheInnerEditorworksheet,andallthefeedbackheorshehasreceivedfrompartners. TellstudentsthatthedayhascometolettheirInnerEditorsoutofcaptivityandthattheirpens aretheInnerEditorssecretweapon. 3.Readtheintroductiontotheworksheettogether.Thenwalkstudentsthroughtheprocessof goalsettingbyreadingtheexplanationaloudandgivingstudentsamomenttoreflectandwrite. Reinforcethattheirgoalsmaybeveryspecificorverybroad,buttheyshouldbeattainable.Have volunteerssharegoalstheycameupwith,acceptingallresponses. StepFour:MakeanEditingPlan 35minutes

Studentscannowbeginfillingouttheremainderoftheworksheetindependently,basedonthe feedbacktheyreceivedfromclassmatesandthegoalstheysetfortheirownwriting.Provide helpasneeded. Lastfewmomentsofclass: Tellstudentsthatwhentheycompletetheirworksheets,theycanfinallysettheirInnerEditors loose!(Studentswhodonotcompletetheworksheetsintheallottedtimecanstillreleasetheir InnerEditors,providedtheypromisetofinishtheworksheetsathome.)Dontforgetto congratulatestudentsonhavingmadeitsofarontheirown.

NaNoWriMoPreparation CALENDAR* OctoberNovember30th2013

Monday 14 Intro to NaNo and Getting Rid of Inner Editor (Sign Up) Well Developed Characters

Tuesday 15 Creating Conflict

Wednesday 16 Intro to Elements of Plot Part 2

Thursday 17 Good Dialogue

Friday 18

Intro to Elements of Plot

Setting and Mood

Wrap Up (Parent Letter/Syllabu s, Goals, Kickoff/TGIO, Requirements ) Begin Plot Plan

November

By the end of the month, 3 write ins are required to earn credit.

4 writeshops a week required.

Monday

Tuesday

Wednesday

Thursday Lock In (Box of Doom, Designate Writing Buddies, Chore Sheets)

Friday 1 Pj/Pillow Day Writeshop #1 Progress Chart

4 Writeshop #2 Prompt

5 Writeshop #3 To Library

6 Writeshop #4

7 Writeshop #5 To Coffeeshop

8 Pj/Hot Cocoa /Coffee Day Writeshop #6 Progress Chart

11 Writeshop #7 Write So Many Words If 18 Writeshop #12 Music Word War 25 Writeshop #17 Write or Die Day

12 Writeshop #8 To Coffeeshop

13 Writeshop #9

14 Writeshop #10 To Library

15 Pj/Crazy Day Writeshop #11 Progress Chart

19 Writeshop #13 To Library

20 Writeshop #14

21 Writeshop #15 To Coffeeshop

22 Pj/Sugar Day Writeshop #16 Progress Chart

26 Writeshop #18 To Coffeeshop

27 Writeshop #19

28 Writeshop #20 To Library

29 Pj/Dance Party Day Writeshop #21 Progress Chart