|Inspired by Amber Dusick's Crappy Pictures.|
Hugo crept through the walls, came out through an air vent, and hurried down the hall until he reached the toy booth. Nervously, he rubbed the notebook one last time, then cautiously lowered his hand around the windup toy he wanted.
|Lately, Roxy seems to find my |
pencils more interesting than my
|Sometimes, even when the road ahead |
may be challenging to navigate, you just
have to press on, even if you have to
|Text from Dandelions and Lindor's extra |
dark chocolate truffles. Both are very
The sound of the wind in the grass was like the sound of the rivers we’d known back home. Day and night the sound was in our ears.
I have a family Christmas get-together next Saturday. I’m looking forward to it except the whole gift thing. My family is quite the loving hodgepodge. Many kids, grandchildren, great-grandchildren, spouses, ex-spouses, boyfriends, girlfriends, half-siblings, and step-siblings are all part of the annual family gathering. We don’t draw names and I’m never really certain who will be there and who won’t. In the past, we’ve done the “steal the gift” activity. And on top of that, some people always manage to give everyone at the party a gift. Talk about pressure. I vowed this year, like I do every year, not to cave to the stress of trying to give everyone a gift at the gathering. No one expects it; at least that’s what they say. But when someone gives your child a present and you don’t give their child a present, it doesn’t go over very well. I used to keep a bag of wrapped “just in case gifts.” So far, this year I haven’t quite pulled that together yet. I did manage to create a collage for each of my siblings for their gifts.
(I don't have a title yet)
Once a small brown mouse got into the basement and couldn’t get out. It scurried into a corner, hopping and clawing at the wall. It found the shabby sofa, got a grip on the upholstery, and climbed to the arm, where it perched. Waiting. Nose twitching.
|I don't yet have a name for my |
basement cat character.
|Roxy wasn't particularly thrilled to be|
cast as the villain in my story.
|Image from Microsoft Word|
The following are Eve Bunting’s words on page 14 from Fly Away Home:
Everything in the airport is on the move—passengers, pilots, flight attendants, cleaners with their brooms. Jets roar in, close to the windows.
|Image from Microsoft Word|
|Hmmm . . . let's see, that makes |
one word, two words, wait . . .
what's a word?
|One of three ornaments I have|
left from my childhood. I'm
grateful to still have them.
|Check it out!|
|My writing buddy is sleeping on the job. :)|
|Check it out!|
After 12,000 words, I have begun to adore my characters. And for me, this is a absolute shock. I never expected this to happen. I think about them before I go to bed and when I get up in the morning to write before I go to school. My process for cranking out this novel is very different from writing a blog post. But all those weeks of writing SOL’s and playing with snapshots, dialogue, and explode-a-moments has helped me tremendously. And blogging and sharing with the TWT community has given me confidence. I’m looking forward to seeing if I end up completing this novel in 30 days and what will happen after that. Whatever happens, I’m good with it. For me, it is more about traveling than arriving.
|Yes, this is a messy plan but at least I have one, sort of. :)|
|My list of ideas for chapters or scenes for my nano novel. Just|
saying that I'm writing a novel cracks me up. It feels good
just to try!
|This is Roxy, my proofreader (explains a lot), crit partner, and|
loyal fan of TWT. She is sick of my whining too.
|I think I'm going to cut slots in the lids of each |
box and as I talk about each card, I can slip it
into the cake tier.
This is one of the handouts I'm planning on
including in a packet for the teachers attending
|Text for this word cloud came from The Coach and|
the Evaluator by Bob and Megan Tschannen-Moran,
an article in the October 2011 issue of
If blogging along with TWT has taught me anything, it is the power of audience, no matter how small, to motivate and give purpose to writing. During a recent discussion with a teacher I am working with, she mentioned wanting help with publishing with her students. At the beginning of the school year, when I met with this teacher to plan for the trimester, it was sort of a flop. I had to let go of my protocol and honor her current practice. This was one of those unplanned conversations. As a coach who is more comfortable with nudging than pushing, I knew this was an opportunity that had to be seized. She was ready and open. Here is an edited summary of the exchange that took place:
I need your help with publishing.
How many times would you like them to publish by the end of the month?
At least once.
Do you want the piece to be something of their choice or an assigned piece?
If you want to be able to attach some kind of grade to the piece, you’ll need an instructional rubric so the kids know the expectations.
Yes, I want to grade it. I need to be able to show parents and include the points in their report card.
Planning a celebration now will give your kids purpose and an audience for their writing. It could be very simple. Nothing fancy. Maybe set something up before parent-teacher conferences.
Good, because I don’t really have time for a big party or anything like that.
You could have the kids put their pieces on their desks along with a sticky note. You could invite another class to come in, walk around, read their work, and write a comment on a sticky. After that, the kids could share their comments. You could even have the parents write comments on a sticky note too.
I could ask one of the other 3rd grade classes in the hallway.
Let the other teacher know what you would like her class to notice about your kids’ writing. How could we make sure every kid gets a comment?
Maybe have them write one comment per sticky note or partner them with the writer they will comment on prior to the walk through.
That might speed up the process and help the commenters be more specific.
|This is a writing folder from one of the teacher's students. One pocket is |
labeled still working on and the other is labeled finished. The teacher is
just beginning to play with the idea of writer's notebooks.