School
Writer-in-Residence

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OBJECTIVES:

This residency proposal focuses on improving the creative writing skills of students at the elementary school level. Children will be given the opportunity to meet a professional writer in settings both formal and informal. They can listen to the writer read her stories, and ask questions. Through classroom Workshops, children can enjoy the hands-on experience of working with the writer while creating their own original stories. At the close of the workshops, the children and writer gather together for an important CELEBRATION/feedback session. This reinforces the importance of re-writing and editing while allowing the children to celebrate their accomplishments!

RESIDENCY OUTLINE:

I like to begin my residency with a Teacher In-service so that everyone is up to speed on what will happen during my workshop sessions in their classrooms. The inservice usually takes the form of a short meeting with Teachers, prior to the start of the residency. The residency itself kicks off with a Performance. Students gather in the gym for a half-hour storytelling presentation. The performance allows the children and the writer to get acquainted. The children become familiar with some of my stories, and these stories will be used later as examples during classroom workshops. In between stories, I discuss writing-related topics with the children — covering subjects such as: where do story ideas come from, the need to re-write, how you create a good character etc. Children are encouraged to ask questions.

Following the performance, the bulk of the residency time is taken-up with Workshops. My workshop is divided into TWO parts, followed by a Celebration session. Therefore, timetables need to be drawn up to allow each group of children to see the writer on at least three occasions. Workshop minimum lengths are listed below. Minimum lengths are non-negotiable. Extra time allotted for workshops is always welcome!

***Teachers should plan to allow children some additional classroom time to work on their stories between writer visits.

GRADE 3–6 WORKSHOP PART ONE:

Using one of my stories as an example, we reduce the story to its skeletal outline ie: Beginning/Middle/Climax/End. This is a group-participation effort, and there is much discussion on the role of each part of a story. I use creative analogies and humorous examples to drive home the basics. The children then begin work on their own story outlines or PLANS, with the writer’s guidance. The students need to finish their plans prior to the writer’s second visit to their classroom.

GRADE 3–6 WORKSHOP PART TWO:

The second workshop focuses on turning the PLANS into rough copies, and eventually Goodcopies. The importance of following your plan, and sticking to your original outline is stressed. As the rough copies take shape, students are given a Writer’s Check-List and Building a Story hand-outs, encouraging them to independently improve their stories. Students can use these tips to embellish their stories prior to the good copy stage.

PLEASE NOTE: THE WORKSHOP OUTLINE DIFFERS SLIGHTLY FOR E.C.S.–GRADE 2.

The basics of story planning are still covered, but the students begin by drawing their stories in a series of pictures. Each picture is then captioned, allowing the children to describe what is happening to the best of their ability. Children are encouraged to add and embellish beyond their first effort. The end result is that each child produces their own story book. The workshop requires three visits, similar to the older age group. However, workshops can be shorter in length for ECS — Grade Two.

Workshop minimum of 30 minutes each for E.C.S.
Workshop minimum of 45 minutes each for Grade 1–2.
Workshop minimum of 60 minutes each for Grade 3–6

PLEASE NOTE: THESE ARE MINIMUM WORKSHOP LENGTHS. MORE TIME AND/OR ADDITIONAL CLASSROOM VISITS ARE ALWAYS A PLUS!

THE CELEBRATION:

The third and final time the writer and children meet, is for a CELEBRATION! Ideally this should take place several days after the second workshop, so that the children have had time to polish their stories during regular classroom time with their Teacher. Each group of children will have an opportunity to gather with the writer in an informal feed-back session. The children share their stories while the writer offers positive criticism, reinforcement of workshop goals, and — of course — encouragement! The CELEBRATION allows the Residency to end on a High Point. It also emphasizes the importance of feed-back to a Writer. I feel it is absolutely critical for children to realize that editing and re-writing are an essential part of the writing process!

TEACHER IN-SERVICE:

Teachers meet with the Writer prior to the beginning of the Residency. This allows the Writer an opportunity to explain her methods and review her plans/expectations for the residency period with the school staff. The Teachers would then work with the Writer in the classrooms during the Residency. The in-service usually runs about thirty minutes.

TIMETABLE:

The Residency period needs to be divided up to allow time for:

1. The Opening Performance featuring the writer (half hour)
2. The workshops & Celebration: 3 visits per class X number of classes
   (maximum 30 students each…NO COMBINED CLASSES without writer’s consent.)

MAXIMUM FIVE PERIODS PER DAY
(INCLUDING WORKSHOPS/STORYTELLING)

AS A COURTESY TO THE WRITER:

• Please allow at least 5 minutes between workshops to facilitate travel between classrooms, and to give the writer time to disengage from one class and prepare for the next. This is especially important if workshop times are at their minimum.

• When workshops are at their minimum times, please make sure that activities such as morning announcements, music listening, attendance, settling in etc. do not cut in to the workshops’ allotted time. Workshops can be interrupted by recess if necessary.

MATERIALS, EQUIPMENT ETC.:

I suggest that the storytelling performance take place in the school music room or library if possible. For larger groups using the gym space, I would require a microphone. Workshops can be held in each Teacher’s classroom. I need a blackboard, whiteboard or Smart board to be provided. Children can use their own writing supplies. A small amount of school photocopying is necessary for the workshops. The teacher In-Service can take place in any convenient space.

Any writing materials needed for the workshops are provided by the students/school.

For a fee quote, contact kathyjessup@hotmail.com