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Welcome. My name is Corbett Harrison. I have been an educator since 1990, and a teacher-trainer and University adjunct professor since 1998. I specialize in teaching writing using differentiated instruction techniques. I also focus on critical thinking skills, especially during the pre-writing and revision stages of the writing process. I retired from the classroom in June of 2019, and I will continue to consult with schools, districts, and states who are more interested in developing quality writing plans, not buying from one-size-fits-all writing programs.

Beginning over the summer of 2019, I will be available once again to train teachers your school or district if you would like to hire a qualified and dynamic trainer. You can find general information about my workshops here.

If you would like to check my availability for a specific date or dates for the 2019-20 school year, please contact me at this e-mail address. My calendar is already fillling up with workshop engagements.


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This page contains some techniques for having students re-visit and set new goals for their writing halfway through the school year. In Robert Marzano's synthesis of educational research--Classroom Instruction That Works--he identified the nine strategies for classroom teachers that seemed to be the most effective in increasing student achievement. One of those nine strategies I'll paraphrase as "Student Goal Setting and Student Monitoring of Progress towards said Goals." I've seen some of my fellow teachers design really elaborate systems where students create personalized instructional goals and self-monitor those goals, and I definitely think it helps and that it's impressive when done well. I believe good goals--especially if your students have learned the academic language of a discipline--can be set and revisited in less-elaborate ways and still be quite effective.

This January's Lesson of the Month (which I first published here in January of 2016) shares three different options to revisit and re-establish writing goals at the halfway point of the school year.

I have included three different options for this process for the purpose of demonstrating what "Differentiating Content" looks like in a classroom where a teacher tries to differentiate, and the intention here is to have teachers use the one technique (or perhaps two) that would work best with your student writers; don't overwhelm yourself by trying all three if you're new to differentiating. I'm not new, so I will be using all three when I return to the classroom next week to launch the second half of the school year, but I won't be using all three in the same classroom. I will be dividing my learners into ability groups and assigning the technique that fits each student's current skill-set.

If you're not ready to try more than one of these techniques at once, then choose just one you know all your students could be successful with, and do a good job with that one variation. Next January, add a second variation and try ability-grouping your kids to do the technique that would challenge them and help them out. It's okay to start slowly when learning to differentiate content. As Caroline Tomlinson says, "Start slowly, but start."

A Writing Lesson that Works Really Well Halfway through the School Year
revisiting goal-setting with your students:
Establishing Writing Resolutions/Goals
three different ideas for re-establishing writing objectives halfway through one's school year

Overview of this Writing Tasks:

This writing task has students analyze their own writing abilities and set goals that will carry them to the end of the school year. Because I use this idea when we return from Winter Break in January, I have my students create their goals with the phrase New Year's Resolution in mind.

In this lesson, student groups first create some general school-inspired resolutions in the form of an alliterative alphabet list. This task is inspired by one of my favorite alphabet books of all time: The Z Was Zapped: A Play in Twenty-Six Acts by Chris Van Allsburg. Having this mentor text--as always--is optional. The idea can be conveyed without the book, but having a mentor text inspires students to write like their favorite authors.

After the group task, students create personalized goals and publish them in their writer's notebooks on one of the following three topics: 1) keeping a better writer's notebook (the easiest task); 2) participating more effectively in the writing process (a bit more challenging of a goal); or 3) using trait language to establish six very specific writing goals (the most challenging of the three goals). I believe strongly in having my students brainstorm, compose, revise, and then publish interesting lists on interesting topics, an idea I first gleaned from one of my favorite teacher books of all time: 51 Wacky We-Search Reports by Barry Lane. Short pieces of writing--like lists--can be taken through the writing process much more easily than a complete essay, argumentative paper, or narrative, and I find revising and editing smaller pieces of writing (like lists) teaches the steps of the writing process in a way that feels less threatening to our students who are intimidated by the act of writing.

As I said above, these suggestions are three differentiated ideas, and you won't want to do all three the first time doing this. Choosing one of the three ideas I share here is certainly enough, but this year, I am trying to have two different options in each of my six writing classes, and I will be dividing each of my classes into two different ability groups, where each ability group will do one of the three options, publishing their 'resolutions' in their writer's notebook for sharing and monitoring during later sessions of writer's workshop.

A word about the word resolution. The joke about New Years Resolutions is that no one follows through on them. Make no mistake, I want my students to follow through on the goals they set here; therefore, they need to be attainable and realistic goals, and you may have to have a discussion about the failure connotation that we associate with the word resolution. For my students, I have set the following three personal resolutions based on things that happened at my website during the past year, and I will be keeping my students updated on my three resolutions so they know I am following through on them. You might consider doing the same with three personal or professional resolutions you know you can keep.

Two mentor texts used in this lesson:

The Z was Zapped
by Chris Van Allsburg

51 Wacky We-Search Reports
by the great Barry Lane

Mr. Harrison's three resolutions for 2016 that I will share with my students and teacher friends!
  1. RESOLUTION 1: You know maintaining a website is fun but hard work, and 99.5% of the unsolicited emails I receive from teachers and administrators are like this one; thank you for taking the time to write us, Tiffany! Every once in a while we receive a more haughtily toned email, like this one, and I always want to respond angrily and say, "Do you know how many hours I spend putting up free resources?" Like most writing teachers, I spend over a hundred hours each month planning and revising lessons and rubrics, over-seeing extra-curriculars, and grading my students' assignments; even so, I still find the time to sit down and write-up a monthly writing lesson at this website to send out to our 30,000+ followers. When I was a kid, I had a sixth grade English teacher who knocked down our grade by a whole letter for every spelling mistake she found, and she made me hate writing; I put my heart and soul into what I wrote, and she only judged it on my spelling. The haughty e-mail I received from Kim reminds me so much of the narrow, damaging philosophy of my own sixth grade teacher. However, this year I resolve not be bothered by rare, snarky emails like Kim's, and I resolve to always write responses to those folks who express genuine appreciation and ignore the snark! I mean, come on, Kim; there's a much bigger picture you're missing about writing and teaching writing, and I just hope to goodness that you're not damaging students' love of writing by only focusing on tiny errors.
  2. RESOLUTION 2: In addition to all these free lessons and resources we publish here, we also sell some pretty great ready-to-use resources from our website that are designed to make the life of a writing teacher much easier. Our on-line business is very "green" in its consciousness in that we don't send out resources that we've printed on paper; instead, buyers receive a download link from us, and the product comes to them as an electronic resource, not a printed one. Sadly, in this world of crazy SPAM, many school district email servers completely block any email that contains a download link, and many of our customers don't receive our initial attempts to send them our products. Even though it will cost us more money, this year we resolve to use Teachers Pay Teachers as our agent to conduct all sales from our website. No longer will product download links be sent through emails; instead, our buyers will have total control over their downloads by purchasing through our TPT Store.
  3. RESOLUTION 3: I have been asked so many times to explain how I run and manage my classroom writer's workshop. I've been reluctant to share my classroom "formula" because I truly believe every one's writer's workshop should fit the way they teach, and I don't want people to imitate me. I found my own style for writer's workshop by watching other teachers and borrowing just the elements that I saw great value in. I believe you become a great writing teacher through adaptation and learning from any mistakes you make. To post the writer's workshop formula it took me 25 years to perfect would--it seems to me--confuse or over-whelm a new teacher just starting out, but I resolve that I'm going to do it this year. I have been going through all my old files, and I plan to create a new page of writer's workshop ideas and resources by the end of June. On this page, you will find some handouts I use during writer's workshop--one on process, the other on traits. They're useful, but you can't just hand it out and expect it to teach your students; you have to do a lot of teaching ahead of time before students can use the sophisticated tools I have them using in writer's workshop.

My Warm-up Task: Alliterative New Years Resolution Ideas for Student Groups

I love lists. My writer's notebook is full of them, and so too are my students'. Many students find a kind of safety in writing a list, a sense of safety they don't feel when composing a paragraph. When you teach your students to create lists during the pre-writing or brainstorming step of the writing process, then suggest that they come up with fun ideas for lists and compose those lists during their ten minutes of sacred writing time, you end up seeing a lot of great ideas from students who'd write much less if assigned a paragraph to write. Here are images from both my notebook and some of my students' notebooks that show off their listing skills during sacred writing time:

Author Barry Lane loves list-writing too, as evidenced by his "Top Ten List" assignment (as well as others) found in his great book of writing across the curriculum lesson ideas: 51 Wacky We-Search Reports: Face the Facts with Fun. In 2006, when I was still Director of the Northern Nevada Writing Project as well as my district's busiest writing trainer, I used grant money to purchase 100 copies of this little gem of a book, and I designed a 16-hour inservice/recertification class that focused on this book, giving all our participants a copy. We were thrilled to have Barry Lane himself come and attend one of the class's sessions one year! You can still access the outline and many of the writing across the curriculum activities for the class we posted here at WritingFix even though we haven't been able to offer the class recently. You can also access a free sampling of ideas from the book using this link from Barry's website (www.discoverwriting.com). Tell him "Corbett sent me!" and he'll go out of his way to answer any questions you have.

Anyway, my love of assigning list-writes to both groups and individual students completely comes from my love of and respect for Barry's wonderful book that I'm happy to say I physically placed in 100 teachers' hands back in the days of my professional development trainings here in Washoe County.

As our warm-up activity for this "Establishing Writing Resolutions/Goals" lesson found below, my students create a special kind of list: a class alphabet list. Alphabet lists are nice because they come with a built-in structure--A to Z. The mentor text I use for this warm-up is one of my favorite alphabet books: The Z Was Zapped: A Play in Twenty-Six Acts by the amazing Chris Van Allsburg. This particular alphabet book, which is certainly not required to have if you're using this warm-up, adds an alliterative element to the alphabet listing task, and that makes the group writing more fun in my opinion here; alliteration, of course, also forces your student writers to think more about the writing trait of Word Choice too!

When sharing the mentor text by Van Allsburg, share the image of each letter but keep the writing for each image (which is conveniently stored on the back of each illustration) and ask students to predict what's happening to each letter. Students will quickly discover that the unfortunate fate of each illustrated letter is rooted in alliteration (The A was in an avalanche, and the Z was zapped), and putting the text for each picture on the back of each page is proof the author wanted to inspire good guesses from his readers. Just like another favorite alphabet book--Q is for Duck-- this book is what I call a "riddle alphabet book," and I love hearing my students' guesses--both right and intelligent wrong guesses. My students sit in groups of three or four when I share the mentor text with them, and there are no "shout out" answers; instead, each group must quietly discuss and formulate an agreed-upon alliterative answer for each page's visual riddle. As we delve deeper into the book, I challenge them to go a little crazier with their alliterative answers by having them try to use even more alliteration than Van Allsburg himself used; on the pictured page at left where the "B was badly bitten," for example, I ask, "Can anyone make it even more alliterative?"

"The B was badly bitten by a St. Bernard named Buckeye" is a great answer that can easily come from every group of writers thinking about word choice together as a team.

In the interest of time, we usually only go through the first half picture book together, and then the mentor text goes on display in my chalk tray where any student who comes to class early can flip through the rest of the pages. Once students have the idea of "alliterative alphabet lists," they receive the true warm-up writing task: a group-created alliterative list of potential student New Years resolutions for doing better in my class (or school in general). I ask the student groups to begin brainstorming alliterative imperative commands that fit the category; an imperative command means the first word for each entry will be a verb or an adverb. Here are four alliterative examples:

  • Always accomplish your assignments with an admirable attitude.
  • Every day bring both binders and backpacks but not bubblegum!
  • Value vivid vocabulary and verify that your verbs are valid verbs.
  • Watch out for weak word choice and work without whining!

I have done this group writing task every January for over ten years now, and I do it in two different ways. 1) all groups receive this brainstorming sheet (use just pages 2 and 3 for this assignment), and they have ten minutes to write and revise five or six really good entries based on any letter of the alphabet that appeals to them; 2) each group is assigned a sequence of different letters (A - F, for example), and they have ten minutes to draft and revise and finalize two they are really proud of. I like to give each group a big piece of lightly-colored construction paper (I think they're (12" x 18") and a few Sharpies and have each group publish their best two to decorate the class with since it's January! Somehow, you want to make sure that each group's best effort(s) is celebrated by being heard or seen.

I will end this warm-up portion of the lesson by doing two things. First, I'll ask my students if any of them made any personal New Years resolutions, and then ask if any of them had already broken their resolutions; then, we'll talk about how easy it is to break a traditional New Years resolution, and how the phrase New Years Resolution isn't always taken very seriously. Second, I'm going to share from a brief clip about New Years resolutions that I happened upon from Stephen Colbert's "Late Show" on CBS; coincidentally, I was watching it the other evening just as I was planning this very lesson of the month about writing New Years resolutions, so I think it's Kismet that I came across it. The whole video clip is 3:14 minutes, but you can start it at the 1:50 mark to get straight to the fake New Year resolutions that Colbert shares...and to avoid the "My dogs gotta breathe" joke that is near the very beginning of the video. Always preview any video clip before showing it, right? I've made that mistake in the past, and I'll bet some of you could tell stories similar to the one I could share right now but am choosing not to because this paragraph is already a little too long. Anyway, you can watch the entire clip by clicking on the thumbnail at right. Me? I think my kids will be okay with the CBS censor-approved content of the whole 3:14 clip--even with the "My dogs gotta breathe" joke.

After the video, and as we leave the warm-up portion of this lesson, I will explain that when we come back to it, all of my students will be writing a set of personal resolutions that they are committing to NOT break between now and the end of the school year.

The Individual Writing Assignment: Writing-inspired New Years Resolutions/Goals

I'll repeat what I said earlier in this lesson write-up in case you've forgotten or skimmed over it: I have three choices for this writing task outlined below. The intention is that students complete only one of the following three to publish in their writer's notebooks so that we can revisit the list and check our progress towards their self-set goals between now and their graduation in June. The first option is fairly easy; the second one is a bit harder and focuses on the language of the writing process, and the third--the hardest in my opinion--requires that students have had prior exposure to trait-based language. With each option, I have provided tools I will use to inspire all three of the lists from my kiddos, but I leave it up to you to decide which option(s) to introduce to your students as the assignment. In a differentiated classroom, which is how I designed this lesson, you assign the list to each student that will challenge him/her at his/her level and ability.

Me? I will be using all three options, but in my different classes and grade levels, I will not be using more than two options per class. I have just one class where the students will most likely do just the easiest option. My other five classes are versed well enough in the language of the writing process and the traits to complete the two harder options. I will put them in two different groups, though: a group that needs to commit more to the process, and a group that should re-examine where they are with the writing traits.

Option 1: Five Writer's Notebook Resolutions

My students--at this point of the year--love their writer's notebooks so much and they demand their daily sacred writing time because we've been establishing those routines since mid-August. This first option is available to those students who've finally realized their notebooks are not being kept as well as their peers. In my classroom, each of my students has four SWT Partners, and one of the great things that happens when you have SWT partners is that you see--through the notebook sharing time I give them once or twice a week--that your cronies are doing different things to make their writer's notebooks stand out more than yours. My students who recognize this (or who might need to recognize it because of my spot-checks of their notebooks) can be grouped and given this option for this "Make a resolution" assignment.

By the way, January is also a GREAT TIME to start a classroom writer's notebook routine, if you haven't done so already. This option would work very nicely with students who have just started, and their finalized list of notebook resolutions could go on their notebook's cover page, the inside cover page, or a page you've saved to have the list easily seen and available. If you have a colleague who has wanted to start writer's notebook but hasn't yet, direct them to this portion of this lesson, because it could be used to establish a new routine too.

Instructions for students:

The idea here is to brainstorm, draft, then revise and publish a list of ideas for making your writer's notebook more interesting to look at. If you look closely at my model at right, you'll see that it's actually a 5-4-3-2-1 list. Your students should make theirs the same.

To create this list, students will need access to some high quality writer's notebook models or resources that talk about how to create them. My students read Fletcher's A Writer's Notebook in August, and they can certainly scan the chapters of this book for ideas he mentioned in his book that they may have forgotten about.

In addition, they may want to flip through some top-notch notebooks from my students who are doing really well keeping them, or they might want to spend some time looking at some top pages from my "Mr. Stick's Writer's Notebook Page of the Week" board I maintain at Pinterest. I'll bet some of you have some student notebooks that could serve as models too!

Finally, there are all the Amelia's Notebook series and Max's Logbook--both by Marissa Moss--which are two book always on display in my classroom's chalk trays. The author has created two characters who have created two wonderful writer's notebooks for perusal. Click the images at right if you want to see them at Amazon. Max's Logbook is out of print, and you can usually get a pretty cheap copy used!

Top Mentor Texts for Notebook Inspiration:

My Teacher Model of this option:

Five Writer’s Notebook Resolutions

  • I will look back at five past entries about random topics, and I will revisit and more deeply think (through writing) those same topics in this new year.
  • I will make copies of four favorite pictures from our family album to use as visual prompts for my notebook this year.
  • I will find three items on my bulletin board, tape them into my notebook, and write about them using interesting details.
  • I will look carefully back at two past entries about topics I really like, and I will write new entries about them from another's perspective.
  • I will write one brand new scene from my on-going novel in my notebook this year, and I will try to write it so that it could stand alone as its own short story for those who don’t know the whole story of or behind my novel.

Click here and here to view pictures of my final draft of this list of resolutions in my writer's notebook.

Option 2: Five Writing Process Resolutions

Our classroom writer's workshop is functioning but it's certainly not perfect at the mid-way point of the school year. My students still have trouble differentiating between the revising and editing steps of the process, and their brainstorming is still lacking depth I want it to have. Too many of them want to gloss through pre-writing and just start drafting. Finally, they all could use some help in being better responders to each other; they don't take each other's advice seriously, dismissing it often with a "Well, I like it the way that it is." I'll bet those of you who maintain writer's workshop environments experience the same thing.

I don't expect my writer's workshop to be perfect at this point, and that's why I like this option for a resolution list. Students can easily set some workshop participation goals, publish those goals (as resolutions) in their notebooks, and we can revisit those goals every day we set aside as a writer's workshop day. Use this option if your students are familiar with the writing process.

Instructions for students:

The idea here is to brainstorm, draft, then revise and publish a list of ideas for participating in the writing process more effectively. The five steps of the writing process my students know are 1) Pre-writing & Drafting, 2) Response, 3) Revision, 4) Editing, 5) Publishing & Reflecting. My students who make this list will need to draft, revise, and then publish a goal for all five of these steps, as seen in my model at right.

To create this list, students will need conferencing time with me and several other students, which we do at the conference table you can see in the back of my classroom with this classroom map I created.

After determining which of my students need to create this list of resolutions, as opposed to the other two listing options, I will call those students to my back table in groups of four or five, where we will use the five-page resources posted here to have a discussion about improving our participation in the writing process.

Students will return to their desks to create their lists, which they will show me before and after they spend some time revising them with a small group.

Group Discussion Resources:

Writing Process Handout: In a conference group, students look over each page of this five-page handout, eventually setting one process goal for every step of the writing process.

My Teacher Model of this option:

Five Writing Process Resolutions

  • PRE-WRITING & DRAFTING: I will brainstorm for five minutes a list of interesting and appropriate descriptive words before I write my next character or setting description. I will borrow only the words from my list that naturally fit in when I am drafting the description.
  • RESPONSE: When I respond to another’s paper this year, I will always ask the writer for two or three specifics they want me to look for in their paper.
  • REVISION: I will take the advice of my response group more seriously this year, and if they suggest I make a change to my writing, I will share the change with them as soon as I make it to see if they think it sounds better.
  • EDITING: I will focus and attempt to use apostrophes 100% correctly this year!
  • PUBLISHING & REFLECTING: I will write a piece this year that is inspired by someone I know, and I will give them a copy of my final draft when the writing has gone through the entire writing process.

Click here to view a picture of my final draft of this list of resolutions in my writer's notebook.

Option 3: Six Resolutions for the Six Writing Traits

I start using trait-base language with my students from day one. In my opinion, you cannot have a community of writers if your student writers don't have an academic language to use during all steps of the writing process. At the very least, my students can explain--at this point of the school year--two or three distinct writing skills that go with each of the six writing traits.


Instructions for students:

My most important essential questions for our writer's workshop are as follows:

  • Which writing trait do you excel with when writing a narrative? Expository? Argument?
  • Which writing trait do you struggle the most with when writing a narrative? Expository? Argument?

Every time we work on a paper for our portfolios, these are the questions my students ultimately must be able to answer and justify their answer by citing evidence from their own final drafts. To do this, students must obviously be able to use trait-based language at an analysis level or above. My students definitely get there by the end of the year, but halfway through the year, it's good for them to think about setting some new goals for the traits.

In small groups, I allow the students doing this option to discuss the resource I have posted in the next column, and from those discussions, my students create drafts of six resolutions that are ultimately revised and published in a convenient spot in their writer's notebooks. We visit these resolutions when we conference about their drafts during workshop time for the rest of the semester

Discussion Resources:

Six Trait Language Discussion Tool

Students discussing traits for this option might also benefit fr00om this trait-inspired handout too!

My Teacher Model of this option:

My Six Writing Traits Resolutions:

  • IDEA DEVELOPMENT: I will use the two senses I avoid the most (smell and touch) in my writing more this year, but I will learn to incorporate these two senses subtly, not obnoxiously
  • ORGANIZATION: I will stop starting so many entries with quotes and try concluding more entries with quotes.
  • WORD CHOICE: I will use a new 25-cent word thoughtfully in one of my Sacred Writing Time entries every week.
  • VOICE: I will find interesting ways to discuss and use other people’s perspectives in every argumentative paper or response this year.
  • SENTENCE FLUENCY: To honor my sixth grade teacher who told me it was always wrong to start a sentence with the word because (she was wrong about that!), I will write an entire poem or story where every line begins with the word because.
  • CONVENTIONS: I’m going to study the dialogue in our reading more so that I can punctuate it correctly in my own writing.

Click here to view a picture of my final draft of this list of trait-inspired resolutions in my writer's notebook.

The Final Draft: Printed Where it Can Be Easily Accessed and Discussed

The assignment on this page isn't a list we create, then forget about. This is a list that I intend to use multiple times between now and the end of the school year. I expect my students to proudly make a final draft of their resolution lists so that I can have them bring it with them to every writing conference we engage in for the rest of the year.

Below, I share my final drafts of my three notebook pages I have created and placed in my writer's notebooks. I share these, and I hope you share them with your own students (or share your own list of writing resolutions) because when a student sees a high-quality model, a student is more inspired to create their own high quality model. I truly believe in models, and that's why they're included as one of my Seven Elements of a Differentiated Writing Lesson when I do trainings and workshops on differentiated instruction.

My Three Final Drafts to Show Students
I actually have five different writer's notebooks that I currently have room for me to write in. I used to just keep one, but over the years so many students gave me blank notebooks as gifts, so I decided that I would have notebooks with different purposes. My closest-to-being-finished notebook's purpose is "Teacher Samples to go along with all my mentor text-inspired lesson at my website." My newest one (just started it on January 1 of this year) is going to contain entries relevant to the new writer's workshop resource page I am now developing for the site. I also have a notebook that just contains letters and thank you notes from my students who've graduated from my class and my teaching friends, and I tape the letters in and write a response to them with what room I have left on the page; gosh, I love that notebook because of all its memories! Finally, I have a notebook that is kind of my potpourri (or "catch all") notebook, and I have a notebook where I write responses to favorite stories, poems, and novels that I have read or am currently reading.

That all said, I decided to put each of my three resolution pages in three different notebooks. Here are thumbnails of my final drafts of all three lists. Click on the to see them in enlarged form so that you can share the details with your students if you need a model for them to discuss.

My Published Writer's Notebook Resolutions
My Published Writing Process Resolutions
My Published 6 Traits Resolutions

I decided to use Sticky Notes with this entry, which went into my "Mentor Text-inspired Writing" notebook. Kids love putting Post-it® Notes in their notebooks to make the page more interactive, but you have to tape them down too! 3M's sticky substance doesn't last too long in a notebook that is well-used.

The first picture shows the Post-it® Notes, and the second picture shows how I wrote my resolutions beneath the sticky notes.

Check out my other really popular writer's notebook task that requires Post-it® Notes:

Showing Riddles

If you read my three personal website resolutions at the top of this page, you saw with #3 that I am going to build a page of free-to-access resources that come from my functioning writer's workshop.

This resolution list is the very first page in my writer's notebook dedicated to all things writer's workshop!

Right in my "Potpourri Notebook," I have placed this list of 6-trait goals. I am actually going to abide by these, and I will show them to my students when I have a draft I share whole class, asking my students to see if I used any of my trait resolutions with what I am sharing with them.



Share a Student's Resolutions and Win a Free Resource!

This year, I am going to try something new. With every lesson of the month in 2016, if you adapt and do the lesson I have presented here with your own students, then post a photograph or scan of the completed work beneath the "Post Lesson" announcement at the Ning, I will send you one of two items from our new Teachers Pay Teachers store:

  1. A Subscription to our brand new "Take What You Need" set of posters for reading and writing workshop!
  2. A copy of our 573 Writing Prompts document!

This offer is valid only for the first three teachers who post high-quality samples at the Ning.


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