Just a few things I do with my students to start the class.

1. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

2. Musical Chairs Share
Santa: Here is what I wrote today ….
Rudolph: Wow, big guy, that’s fantastic!
Listen to what I wrote...
Santa: Oh, you talented little red nose. You saved the day
when you wrote ...

3. Your Thoughts Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
text to build writing skills.
In these classrooms, fidgeting, moving
around and bouncing are encouraged
Share: Family Share
Read the short article.
What do you think?

4. Try-It Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers try out
different writing craft to enhance their
writing.
“She looked like art, and art wasn't
supposed to look nice; it was supposed to
make you feel something.” ― Rainbow
Rowell, Eleanor & Park
She looked like ______, and _______ wasn't
supposed to look ________; it was supposed
to make you _________ something.
Share: Whip Around Share

5. She looked like ______, and
_______ wasn't supposed to look
________; it was supposed to
make you _________ something.
“She looked like art, and art wasn't supposed to look nice; it was
supposed to make you feel something.”

6. 1. Everyone Shares
2. You only talk when it is your turn.
3. Look at the person who is talking.
-Choose ONE Sentence to Share-
Whip Around Share

7. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Sole Partner Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

8. Musical Chairs Share
Chips: Here’s what I wrote today ….
Salsa: Wow! You are so talented at ...
Listen to what I wrote...
Chips: Very impressive! You really nailed it when you...

9. Informative Writing Week:
Thesis Throwdown
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers focus their
ideas with good introductions
Share: Whole Group Share
At your table, write one strong
thesis statement answering one
of our two essential questions
from The Outsiders.

10. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Chair Share
Word: Allusion
Example: “Chocolate was her Achilles'
heel.”
Prediction:
Definition:
Response: Write a passage using
the word or concept.

11. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
You try it!

12. Musical Chairs Share
Jedi: Here is what I wrote today ….
Sith: Impressive. Listen to what I wrote...
Jedi: The Force is with you when...

13. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share

15. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

16. Musical Chairs Share
Batman: Here is what I wrote today ….
Robin: Holy manuscript! That’s some explosive writing!
Listen to what I wrote...
Batman: Your words define you when ...

17. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: Symbol
Example: The sorting hat in HP: “[T]rying on the hat was
a lot better than having to do a spell, but he did wish
they could have tried it on without everyone watching.
The hat seemed to be asking rather a lot; Harry didn't
feel brave or quick-witted or any of it at the moment.”
Prediction:
Definition:
Response: Write a nonfiction or
fiction passage using the word.

18. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Sole Partner Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

19. “_______ years on ________and you
can _______ a lot. But all the wrong
things, not the things you want to
_______. . __________on
_______and you can_________. But
all the wrong ______, not the things you
want _________.”

20. Punctuate it Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers use correct
punctuation..
Share: Volunteer Whole Class Share
Listen to the song and with your
group, correctly punctuate it as if
you were telling a story.
Punctuate this!

21. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

22. Musical Chairs Share
Ethan: Here’s what I wrote today ….
Grayson: I need a tish! Your writing is goals when ...
Listen to what I wrote...
Ethan: Dang! You slayed when you...

23. Magnify it Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers use
descriptive details.
Share: Volunteer Family Share
“A dense yet bright, grey mist
blanketed the sky. Ropes of
glittering white swung down from
the rooftops like vines. A string of
white dollops atop apartment
house trash cans looked like an
unclasped strand of pearls. The tall
evergreens stood still and silent,
their branches fattening with the
frosting of a cold, winter treat.”
In other words, it was snowing.
Add more details to your
sentence, like this:

24. Sacred Writing Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
It’s time to use those techniques
you’ve learned about suspense
stories to write your own
suspenseful narrative!
Your narrative should include:
a plot with a beginning,
middle, and end
a clear setting
characters and dialogue
a suspenseful theme
My example

25. Beginnings Week: Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer Family Share
Dialogue: Start with a
conversation of two or
more of your characters.
Make sure it has
something to do with
the story. It should move
the plot.

26. Beginnings Week: Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer
Family Share
ACTION! Put your reader right in
the middle of the action. Either
start at the most exciting part
(you can flashback right after), or
have your first scene be one of
serious suspense. Remember to
write as much detail as possible
using the 5 senses:
● See
● Hear
● Smell
● Taste
● Feel

27. Beginnings Week: Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer Family Share
Imagine the beginning scene.
Where and when is it taking
place? Write as much detail as
possible. Paint a picture using
the 5 senses:
● See
● Hear
● Smell
● Taste
● Feel

28. Musical Chairs Share
Mustard: Here’s what I wrote today ….
Ketchup: Hot Diggety, dagnabbit! You are so talented at ...
Listen to what I wrote...
Mustard: Holy jumping weasel critters on a hot cross bun!!
You really nailed it when you...

29. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

30. Setting Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers develop
setting.
Share: Family Share
Where is your story
taking place? Write as
much detail as possible.
Imagine a movie camera
that starts with a tight
shot (really small), then
gradually widens so you
can see the big picture.

31. Character Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers develop
character
Share: Volunteer Family Share
Time to think about
the protagonist of
your story. Describe
your character in as
much detail as
possible. Use these
these questions to
help.

32. Suspense Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer Share
Think of an ordinary event that
you wouldn’t consider
suspenseful. It might be waiting
for the school bus, walking your
dog, or visiting your
grandparents. Create a situation
in which this every day situation
becomes incredibly suspenseful.

33. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Volunteer Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

35. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share

36. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: talisman
In context: Her husband drew the talisman
from his pocket and then all three burst into
laughter as the sergeant-major, with a look of
alarm on his face, caught him by the arm. --The
Monkey’s Paw
Definition:
Response: Write a passage using
the word.

37. Try-It Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers try out
different writing craft to enhance their
writing.
“His hair was permed and gelled
like a New Jersey girl's on
homecoming night.”― Rick Riordan, The
Lightning Thief
________ hair was _________
and ________, like a
___________ on
_____________.
Share: Whip Around Share

38. ________ hair was _________ and
________, like a ___________ on
_____________.

39. Musical Chairs Share
Bread: Here’s what I wrote today ….
Butter: Holy heck! You are so talented at ...
Listen to what I wrote...
Bread: Bless your heart! You really nailed it when you...

40. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chairs Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

41. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: protagonist
In context: Brian Robeson, the
protagonist in Hatchet, must learn
how to survive with nothing but his
hatchet.
Prediction:
Definition:
Response: Write a passage using
the word.

42. Try-It Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers try out
different writing craft to enhance their
writing.
“Aunt Petunia often said that
Dudley looked like a baby angel
— Harry often said that Dudley
looked like a pig in a wig.” --
J.K.Rowling-- Harry Potter and the Sorcerer’s Stone
________often said that ______ looked
(name)
(name)
like __________— _______ often said
(positive) (name)
that _________ looked like a _______.
(name)
(negative)
Share: Whip Around Share

43. ________often said that ______ looked
(name) (name)
like __________— _______ often said
(positive) (name)
that _________ looked like a _______.
(name)
(negative)

44. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chairs Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

45. Musical Chairs Share
Pancakes: Here’s what I wrote today ….
Syrup: My goodness! You are so talented at ...
Listen to what I wrote...
Pancakes: That’s brilliant! You really nailed it when you...

46. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share

48. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: Resignation
In context: Fear didn't dictate her mood—it was a
sense of resignation and total helplessness.
Prediction:
Definition:
Response: Write a nonfiction or
fiction passage using resignation.
the acceptance of something
undesirable but inevitable

49. Mini Clip Monday Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing.
Share: Musical Chairs Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...

50. Musical Chairs Share
PB: Here’s what I wrote today ….
Jelly: Wow! You are so talented at ...
Listen to what I wrote...
PB: Very impressive! You really nailed it when you...

51. Finish that Thought Friday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers collect real
or imagined experiences to develop into
published pieces.
Share: Author’s Chair
To Do: Go back through your
writing. Pick one piece,
sentence or phrase and
elaborate to make it better.

52. Finish that Thought Friday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers collect real
or imagined experiences to develop into
published pieces.
Share: Author’s Chair
“The way I figure it,
everyone gets a
miracle.”
(John Green, Paper Towns)

53. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share

54. Writing Rules
+ Keep your hand
moving.
+ Be specific.
+ Don’t think.
+ Don’t worry about
punctuation, grammar
and spelling.
+ You are free to write
the worst junk in
America.
+ Go for the jugular.
+ If you can’t think of
anything to write,
write the prompt over
and over until you do.

55. I notice…
I infer that…
(what you “guess” to be true)
I wonder...

56. Chair Share!
- Volunteer Share
- Stand on Your Chair (or next to your chair)
- Read one sentence then sit-down

57. Monday, August 22
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Students
reflect to develop
experiences through
writing
To Do: Write a six word memoir.
What can you say about yourself
in EXACTLY six words?
See example.
Share: Sole Mates