I Am a Writer
A Lesson in Writing Territories
Lauren Johnson

Objectives: Eighth Grade

North Carolina State Standards:
Competency Goal 1 - The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.

·		1.02 - maintaining an annotated list of works that are read or viewed, including 	personal reactions.
	1.04 - appraising changes in self throughout the learning process.

NCTE/IRA Standards:
Standard 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Purpose:
In this lesson, students will learn about writing territories and learn that a writing territories list will change as they develop as writers. It is important that students have their own writing territories lists because it shows who they are as writers. Also, this lesson emphasizes to students that they are writers, and that they can be lifelong writers and actually enjoy it. This lesson also serves as an introductory activity to the writing workshop in which students will have freedom to write on a variety of topics (topics which they choose from their writing territories list). In this mini lesson, the teacher will explain what writing territories are (and share her own writing territories). Students will then generate a class writing territories list and display in classroom. Students will also create their personal, more extensive writing territories list. 

Materials:
·	Overhead projector
Large roll of paper (a large, long sheet needed)
Markers
Teacher’s writing territories

Time Needed:
30 minutes

Script:
Today class, we are going to discover writing territories. Now this may sound unfamiliar to you, but we will learn what they are and why it is important to create our own writing territories! Writing territories are simply topics that you want to write about, ones you already have written about, ones you might like to write about, and audiences for whom you write or would like to. My writing territories represent who I am as a writer. This list shows you what I am interested in, my hopes, dreams, dislikes, and passions. Since I write, as you do too, I am a writer. That makes you a writer too, believe it or not! Here is my own writing territories (provide on overhead). 

·	Now, let’s make a class writing territories list. What are some topics you would want to write about, ones you have, ones you would like to write about? (Give every student a marker and have them come up to the paper strip and write their idea down. After a few minutes, share what students have recorded.) When we begin our writer’s workshop soon, you will be able to choose from many of these topics. Keep in mind that my writing territories list, this class’s writing territories, and your own personal writing territories that you will soon create show who we are as writers and what we think about writing. The things we value the most are usually in our writing territories - these things make us writers. This activity will prepare us for the writer’s workshop and develop us into more thoughtful writers. For homework, create your own personal writing territories to use this school year. Keep in mind your writing territories will change overtime as you develop as writers, so it is okay if you want to add or delete anything from this list throughout the year. Any questions?