Writing
Territories
(by AnnaMarie Head)
Purpose: The purpose of this mini-lesson is to help students understand “What is a ‘writing territory’, and how will it be useful to me as a writer?” (A writing territory is something about which you have something to say. They include topics you care about and want to write about, however, you do not have to be an expert on these topics.) After completing their own writing territories list, students will have a resource available to them, made by them, they can turn to if they are having difficulty thinking of topics on which to write.
Materials: Students’ notebook/journal, pens/pencils, personal and categorized writing territories list, overhead and markers or blackboard and chalk
Total Time: ~ 35 minutes
Script ~15 minutes
Group Interaction ~ 20 minutes
Objectives: NCSCOS: 6th, 7th, and 8th grade Competency Goal 1.02: “generate a learning log or journal” and possibly “create an artistic interpretation that connects self to the work.”
NCTE: Students participate as knowledgeable, reflective, creative, and critical member of a variety of literacy communities.
Responsiveness: Inclusion of the teacher’s personal, categorized writing territories list provides scaffolding for students as they may have some difficulty grasping “writing territories/domains” and the possible categories in which they will fit. This list provides support and structure for students while interaction with both the teacher and classmates recognizes students’ need to interact with what they are learning in order to learn.
Yearly Fit: This mini-lesson would be appropriate either at the beginning of the year or at the beginning of the second grading period, depending on when you start the workshop.
Script:
Good morning! Did anyone have anything peculiar happen this morning before school? (Wait time, limit student responses to two.) I had my own adventure this morning. My cat, Snowball (point to picture), woke me up from a sound sleep this morning by pouncing on my face. She was meowing like a crazy cat, which she doesn’t usually do, so I jumped out of bed to try to figure out what it was that could have upset her. She ran out of my bedroom and straight to the front door.
I’m a little nervous about Snowball going outside but she’s gotten used to it since she’s lived outside with my mom for a year and a half now. Well, last night she was outside. As she led me to the front door the thought dawned on me that there might be some kind of animal outside. I carefully pried the door open and about five feet from my front door was a snake. A four-foot long green snake was wrapped in a coil near my front door! I figured he wasn’t dangerous so I caught him…(bring out jar and snake) and here he is; I think I’ll name him Percy.
So tell me, based on my morning experience, what could I write about today in our workshop? (Possible answers: the situation that happened this morning, Snowball, Percy.) Good ideas! I could write about my cat, the snake, or both of them. What are some general categories you are interested in or that you know something about that you could write about? Remember that these do not have to be areas in which you are an expert. (Students offer their writing territories; meanwhile, the teacher is writing them down. If students are having difficulty generating ideas, try encouraging them by asking probing questions. Who lives in your family? Are there things that have happened within your family you think you could write about? Take these ideas and expand on them, and remember it can be anything you know and/or care enough about that you can see yourself writing on this subject.) Now that we have generated a few ideas as a group, take about five minutes to jot down those ideas we have come up with that relate to you. Then, continue to build on this list including anything from situations and people to memories and hobbies. (Teacher should wait five minutes.)
Some of the topics I came up with are my family; I could write about my mom’s cancer when I was twelve, my cat, Snowball, my parents’ divorce and my two older brothers. I could also write about my school experiences in middle school, high school, and college. Other areas I can see myself writing about are my friends, hobbies, and interests. (The teacher should be writing these where students can see them as she talks. An alternative to this would be to put a prepared transparency of the teacher’s writing territories on the overhead and point out certain ones. This list can be left up during group interaction as a reference for students.) The list of writing topic possibilities you have just created is also referred to as an author’s writing territories. This list will be helpful for our workshop in those times when you need some new ideas about what to write about. One thing that will help you as you develop your own list of writing territories will be to categorize them.
I would like you to turn to the first page in your writing notebooks and write on the very top, “Writing Territories.” This will be your reference when you need to refer back to it. Next please get into your groups and share some of the topics you came up with, if you’re uncomfortable sharing some of your topics that is fine, you don’t have to say them. I do want everyone to share at least five ideas they though of through. As you listen to others share, if you hear a topic you think would be a good addition to your list, please add it to your “Writing Territories” list. After everyone shares, I want you to work as a group to come up with some categories your writing territories would fit in. If you have any questions, please do not hesitate to ask me. You have seven minutes to work in your groups. (Wait seven minutes. Go around to each of the groups to see what ideas they have come up with, how each person is contributing, to answer any questions that may come up, and to make sure groups are on task.) After students have had time to share amongst their groups, allow five minutes for students to share with the class. Ask questions like: Would anyone like to share a good writing territory that either they or some one in their group shared? (Let five to seven students share ideas.) Y’all have done a great job. Please keep this in your writing notebook for your reference.
Ms. Head’s Writing
Territories
B. Individuals and their stories