Welcome. My name is Corbett Harrison, and I have been an educator and a teacher-trainer since August of 1990. I specialize in teaching writing using differentiated instruction. I also focus on critical thinking techniques, especially during the pre-writing and revision steps of the writing process. Every year, I challenge myself to improve my instruction: I am curretly developing grammar and vocabulary lessons so that they're differentiated and promote deep, critical thinking skills, and I incorporate them into my classroom routines to promote a student-centered classroom environment.

The Northern Nevada district I serve has a "balanced calendar" that has me teaching from early August to early June, and during my 7 weeks of summer and during my two annual two-week breaks, I independently contract to present workshops to school districts and professional organizations around the country.

The winter and spring of 2017 are mostly booked up at this point. Beginning in mid-June, I will be available to present at summer workshops in your district or state.

You can find general information about my workshops here.

If you would like to check my availability for summer of 2017, please contact me at this e-mail address.

Always
Write

 
       Because writing--when taught right--can be the most enjoyable part of your teaching day, I created this website.

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Contact me through my e-mail address with questions/comments about this lesson: Corbett@CorbettHarrison.com

Here's one of our original writer's notebook lessons. To assist our students as they maintain writer's notebooks for the classroom, my lovely wife (Dena Harrison) and I created monthly Writer's Notebook Bingo Cards; the first card is for August, the last for May. Each Bingo card comes with twenty-four ideas and suggestions for creating a unique notebook page that--once added to the notebook--might very well inspire future writing. Students receive a new Bingo card on the first day of every month; if they create a "Bingo" by completing five ideas "in a row," they earn a special sticker for their notebook, and the same award is applied if they make a "four corners." I will have students who choose not to use the Bingo card's suggestions at all (because they have their own ideas ready-to-go), I have others who will take a few suggestions from the card but not enough to win a sticker, and I will have students who are completely dependent on the card for notebook ideas for several months before they take the risk of finding original topics they feel are worthy or writing about.

Even when my students don't need the Bingo Cards anymore (because they are independently coming up with topics), they are still valuable because they all come with a special "Center-square lesson." Once a month, we do a whole-class lesson for the notebook, and this lesson is featured in the center space of each month's bingo card, where it serves as everyone's "free space." On this page, you will find our September's Guided Notebook Lesson from our set of Writer's Notebook Bingo Cards.

Let this school year be the one where you help your students truly look forward to writing time!
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When you and your colleagues prepare to adapt and teach a new lesson together, you learn great ideas from each other. Our monthly lessons are exciting, rigorous, and fun!

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Check out my Students' Celebrated Work

My students beam with pride when I select their notebook page, their vocabulary tasks , or their reading projects as exemplars to post. The compete for "likes" and re-pins.

And if you're starting a writer's notebook routine...this lesson's final product is purposely put in the front of their new notebooks so they can't tell you...
"I don't have anything to write about!"

Their alpha-genres page is proof that they do have something to write about. When you can get them past those seven creativity-halting words, you are on your way to developing free thinkers who will think Sacred Writing Time is one of the best parts of their school day.

Writer's Notebooks are a critically important tool to both our classrooms, and during the first few weeks of schools, Dena and I spend extra time encouraging students to take pride in their writer's notebooks. Every day, our students have 10 minutes of Sacred Writing Time, and with those minutes they can be as recklessly creative as they'd like. They can also write unique lists, short poems, describe their previous day's experiences, or create alphabet books. Many of my students end the school year with a dozen different ideas explored in the form of the alphabetical list, and they know this is a valid use of their sacred writing time because it's one of the center-square lessons. After they create recipe metaphors based on October's center square lesson, they feel comfortable using recipes in their notebooks on their own, and they learn the 16-word poem format (inspired by William Carlos Williams) in November, lo and behold, they start writing them on their own. The lessons in the center of all 10 Bingo Cards are designed to teach the students to take creative approaches to using those 10 daily minutes of promised writing time.

Our set of Writer's Notebook Bingo Cards, if you're interested in launching a writer's notebook routine of your own, is a great investment at $13.00. You can also bundle these 10 cards with our other two sacred writing time resources and save by clicking here.

The lesson below is featured on our September Bingo Card!
There are eight more lessons and eight more Bingo Cards available.

My wife (Dena Harrison) and I began developing a new writer's notebook tool that we both excitedly began using in September of 2011. There are now ten bingo cards in the set, one for each month of the traditional school year (August-May).

Each bingo card features twenty-four prompts designed to help students launch an idea that could become a longer piece of writing during a future writer's workshop block. For differentiation, we designed the prompts to appeal to variety of learning styles, and students are allowed to make choices as they plan a "five-in-a-row" path to accomplish during the month. Click here to freely preview our Bingo cards for August and September.

The center space of each of the ten Bingo cards--instead of a being a "free" space--contains a link to an online guided lesson that has all students create a page or two for their notebooks. Dena and I teach these "center square" lessons early on each month. The center space on the September Bingo card is the lesson you will find just below on this page.

Purchase the entire set of ten Bingo Cards to support our websites: It's not free to keep our websites and online lessons posted on the web. All proceeds from the sale of these Bingo Cards fund our websites' upkeep.

Northern Nevada Teachers and NNWP Consultants: Dena and I are not charging any Northern Nevada teaching colleagues who've taken any of our inservice classes or anyone who's a consultant for the Northern Nevada Writing Project. E-mail either of us and we'll send you the notebook cards to your district e-mail address.

Click here for information on purchasing this ready-to-go product.


September's Teacher-Guided Lesson for Writer's Notebooks...From our Writer's Notebook Bingo Set:
A Writer's Notebook Lesson from this Month's Center Square:
Alpha-Genres & -Topics I Can
Write About This School Year

Overview of this Notebook Prompt:

This prompt is based on a wonderful little alphabet book: Written Anything Good Lately? by Susan Allen and Jane Lindaman. The book provides an alphabet-inspired list that explores the different genres and purposes of writing.

After discussing Written Anything Good Lately?--an alphabet book that explores different forms, modes, and genres that writing can take in a classroom--students spend one or two weeks at the beginning of the school year slowly and thoughtfully creating their own alpha-lists of types/forms of writing they would be willing to create during the upcoming year of writing.

When all students have brainstormed a complete and unique alpha-list, they then devote a two-page spread in their writer's notebooks to neatly publish and decorate their lists. Over a week's time, they illustrate their lists when they have a free moment or two in class.

Once a classroom writer's workshop has been established, this two-page spread can be revisited whenever students are seeking a new idea for a writing assignment. These ten Writer's Notebook Bingo Cards I created to use in my classroom each month of the school year, they all have a box that asks students to refer back to this two-page spread in their notebooks.

Two Variations of this idea: The first year I used this lesson, all my 6th-8th graders created alpha-genres for their notebooks, but now use this lesson exclusively with my 6th graders, and because I also teach 7th and 8th, I have developed variations for those two grade levels too. Instead of brainstorming different forms/modes/genres of writing, students can brainstorm different alpha-expository topics they'd be willing to write about and create their two-page spread from that pre-writing exercise, which is what my 7th graders do. My 8th graders, since we start out with the voice trait, create alpha-tones lists, and each word and illustration must convey an attitude that a writer might adopt with his/her words.

The mentor text I use for this lesson:

Written Anything Good Lately?
by Susan Allen and Jane Lindaman

Sharing the Mentor Text/Brainstorming:

In my classroom, I spend the first month of school establishing my all-important writer's workshop. Slowly and diligently, we learn the vocabulary and practice the processes students will need in order to become the 'community of writers' I expect them to become. Not only do they learn how the writer's workshop will work and what roles they will play, but they also begin to collect and record independent topics they would be willing to write about. Everyone's writer's workshop is different and, in mine, students have a combination of assigned and free-choice writing they will be doing during workshop days; this particular write-up sets them up with a resource for any of their upcoming free-choice tasks.

First, share the idea of the book and the first two or three pages. Tell them this is an alphabet books about different forms writing can take. The A page features an autobiography, and the B page features a book report (a brilliant book report, in fact). Ask, "What do you think are some of the other forms (or genres) of writing that might appear on the other pages?" Allow them some time to brainstorm with a partner or small group. This is a great opportunity to learn what they already know about different genres and purposes of writing.

Find a way to hear their guesses while sharing the rest of the book. As they discover the book uses a lot of alliteration (brilliant book report), challenge them to add alliterative adjectives to the different forms of writing they brainstormed, or to come up with alternative alliterations for the book's items: a better-than-bad book report, for example.

Tell students you are going to give them a pre-writing task that you want them to spend a week on: you are going to have them create a unique alpha-list of things they might write during this upcoming school year. They will have a few minutes here and there to add to their lists, and in between any time you give them in class, they are to be thinking of unique forms of writing to add to their lists later. Students will be allowed to share ideas with each other, just so long as everyone ends up with a different list of 26 items; no two people should have the exact same list of 26.

Distribute the alpha-list brainstorming sheet pictured at left. I like to run a blank copy on both sides of the paper for those students who "mess up" and want to start over.

During the next week of class, remind students of this task. Brainstorm out loud in front of them: "Hey guys, I came home yesterday and there was a pamphlet in my mailbox. Has anyone thought of putting a pamphlet in their P section of the alpha-list yet?" Give them a few minutes here and there to add; celebrate out loud when a student independently brings an idea to you that the student thought of.

Also, encourage them to combine letters that are next to each other on the alpha-list into one item. On my teacher model below, for example, I combined my A and B boxes into this noun phrase: an Allegory about Bullying.


Modeling/Creating the Writer's Notebook Page:

In my writer's workshop, most of my students' ideas for their independent writing begins in their writer's notebooks. If you have never established a writer's notebook requirement for your students, be sure to read over WritingFix's Writer's Notebook Resource Page, and if you can, get yourself a copy of Ralph Fletcher's A Writer's Notebook: Unlocking the Writer Within You. This little advice guide from Ralph (pictured, at right) is a constantly-referred-to text in my classroom, especially in the first few months that we're setting up our notebooks. Unlike a journal, which contains daily thoughts and ramblings, a writer's notebook is a place where students 'save' ideas that occur to them; the ideas they save are specific to writing the students would be willing to do during an upcoming writer's workshop block. I require my students to make their notebooks very visual, incorporating stickers, cut-outs, and original drawings inspired by my Mr. Stick character, which I introduce them to in the very first week of school. Mr. Stick becomes a common visual in my students, and he allows them all to be "artists" even when they're not; you should look at my Pinterest Board inspired by Mr. Stick to see how very great the pages of their notebooks become.

This lesson's two-page notebook spread is a good opportunity to have students practice the combination of words and visuals early on in the school year. But they need to see a model. I believe it so very important to have your own version of this notebook page assignment that you can show your students. Below, you will find mine, which you can certainly claim as your own if you're feeling uncreative or overwhelmed, but I'm including it here as my attempt to inspire you to create your own. Your students will be incredibly inspired to do a better job with this notebook spread if they see your creative attempt to do the same assignment. They love my notebook, which you can see pages from at this Pinterest Board.

Before having students transfer their brainstormed alpha-list into their notebooks, it might serve a good purpose to have students double-check each other's work for misspellings. Once you feel confident that their lists are spell-checked, have them divvy up a two-page spread (with comic book-style boxes) that would allow them to record their 26 ideas; they could have less than 26 if they combined two letters into one noun phrase (as I did with my Allegory about Bullying), so you might want to have them carefully count their actual number of items, then divide the total by 4 (for four rows, as you see in my example, which leaves enough room for small illustrations) so they can figure out how many different boxes they need in each row.

In my notebook, I tend to lightly pencil my boxes in first, then ink them once I know I've created enough space. If you do this, be careful with ink that soaks through because you will not be able to use the backside of your pages if you use this type of ink.

Below is the alpha-genre list from my notebook that I showed my students before I added the visuals; I took a digital photo of this page before adding pictures, and I can show the digital picture when we're at this step of the process. If you click on the picture, you can see it in a slightly larger form and you can print it.


(Click here to see a really large version that you can zoom in on.)

Over the next week, whenever we had a free minute at the end of an activity, I challenged students to add a visual to one or two of their comic-book-sized boxes; some students, of course, asked to take them home, where they added stickers, magazine clippings, or drawings. At the end of the week, I gave students twenty minutes to finish whatever boxes weren't complete, and I had colored pencils ready for those who already had all their images down on the pages.

Here is my finished page with my added visuals. If you click directly on the image, you can see it in larger form.


(Click here to see a really large version that you can zoom in on.)


Sharing/Talking/Planning Future Writing:

The reason why I require visuals in my students' notebook pages is that--when I ask them to share with each other--the visuals always launch a great conversation; when only words appear on a notebook page, my students have a harder time starting a real conversation because it's easier just to read the writing to each other. My students love to share and talk about this two-page spread. I hear a lot of students say, "Oh, that's a good idea" while they speak, and that type of comment does two things: 1) shares one student's good idea with another and 2) reinforces a student's good idea so that the student might be more willing to do something more with the cited idea.

After students have laughed and shared their pages with each other, explain, "Next time we have a writer's workshop day and you're unsure what you can start working on, here is a page that will inspire you. I expect everyone to use--at least--one idea from this page before the year is out. We might even have a little contest that rewards the writer who uses the most ideas from this two-page spread, so find a way to keep track, and find a reason to keep visiting this page in your notebook."

This year, I wandered around the classroom, collecting unique alpha-genre entries from various students; from these wanderings, I made a "master class list" that you can see at right (click image to view it larger). This master list will hang in my classroom most of the year, so that students can continue to borrow ideas from it during future writer's workshops.


An Invitation to Share Students' Alpha-Genre Notebook Pages:

You will have students who create awesome two-page spreads--one that should serve as models for future students who go through this writing activity. At WritingFix, we hope you'll consider photographing and sharing any student's notebook page that really is inspirational. Tell your students you're going to choose the three best notebook pages and post them at WritingFix; this is a fabulous way to motivate your writers, and your students could very easily have their pages seen by the tens-of-thousands of teachers and writers who visit our site annually.

The link in the blue box below will take you to our posting page specifically set up for this lesson. And hey, I'd love to see teachers sharing their own models of this assignment too!

Click here to visit our ning's posting page,
where you can post photographs of student notebook pages.


Alpha-Genre Examples from my own Classroom

6th grader--Audrey--shares her alpha-genres page from her notebook. Click the image to view it larger.


6th grader--Jacinda--shares her alpha-genres page from her notebook. Click the image to view it larger.


6th grader--Ryan--shares his alpha-genres page from his notebook. Click on the image to see it larger.


6th grader--Hannah--shares her alpha-genres page from her notebook. Click either image to see it larger.


7th grader--Emily--shares her alpha-genres. Click image to see it larger.


7th grader--Eric--shares his alpha-genres page. Click image to see it larger.


7th grader--Danielle--shares her alpha-genres page. Click image to see it larger


8th grader--Isaac--shares his alpha-genres page. Click image to see it larger.


8th grader--Alex--shares his alpha-genres page. Click image to see it larger.



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