- Today is about figuring out what story(ies) we need to tell and deciding how we want to tell them. Should it be a story, a poem, a rap, a play? Why?
- Form is the package our writing content comes in.
- What’s your favorite form, fellows? This is a great opportunity to showcase it and share it with your kids. Remember to scaffold, or give them the building blocks, so they can see how it works.
- For reference, see Cure for IDK, pg. 88, 104, 99.
- Try writing (or rewriting an existing piece) in a new form.
Target exercise ideas
- Chalk Talk: Bring extra dry erase markers for a chalk talk (everyone writes on the board), and list as many forms as you can. Push outside the normal literary boundaries (list, song lyrics, text message, obituary, Facebook post, etc.) What makes them different? How do we choose which form to use?
- Show Me Your Form: Stand up and make the shape of one of your existing pieces using your body. Why is it in this shape/form?
- Form Remix: Prep a brief 3-line story. Let kids each choose a unique form from the board, and ask them to draw the shape of that form (for example, a Facebook post might have a profile picture and a few lines of text.) Then have kids remix the 3-line story into their chosen form. Remind them to let the form guide the way the story takes shape. (E.g. a text message will be only dialogue, a list will have bullet points/incomplete sentences, etc.) Share with a partner to compare. What was challenging? What are the advantages of different forms?
- Choose at least two readings that are thematically similar but different in form or genre. For instance, you might pick a poem about a family and a prose excerpt about a family. One might be much more literal than the other. Maybe one poem is very prose-y and the other is a sonnet or a villanelle or free-form.
- A: [on food and family]: “Cornbread” by Silas House and “When the Burning Begins” by Patricia Smith
- B: [on success]: “Badu Interviews Lamar (an erasure)” by Camonghne Felix and “won’t you celebrate with me” by Lucille Clifton
- C:[on self-love]: “Still I Rise” by Maya Angelou, and “What Does Your Face Show to the World” (ch.4) excerpt from The Skin I’m In by Sharon Flake
- D: [on competition, family] “Topdog/Underdog” dramatic scene by Susan Lori-Parks, “Dinnertime Scene” by Abria Springfield (Deep author)
Writing prompt ideas
- Sometimes rewriting an existing piece takes the pressure off so kids feel more free to experiment with a new form. If that’s the case, your job will be to help them adapt their piece to fit the new form.
- A: Try a poem about cooking/baking in your household. Is it linked to any traditions? Who gets to be part of it? How? What does it sound like? How can food mean more than just food?
- B: Try an erasure poem or found poem using a local newspaper article or song lyrics. See what poem is living inside those lines that already exist!
- C: Try a story. What does your face show to the world? Why? What do you want it to show? What masks do you wear? / Write about one of your bravest moments.
- D: Write a dramatic scene about a common argument in your house or school. First develop a list of characters with physical and personality traits, like Abria’s. Then use dialogue and stage direction to tell the story.
- Weeks 5-7 are about feeding the voice. As Deep authors hone their craft through more sophisticated literary devices, help them discover the power of giving and receiving great FEEDback meant to nurture, build, and feed their stories and voice.
- Blessing the Mic: Designate at least 5 minutes before and/or at the end of workshop for Deep authors to share their pieces. After each share, get at least two young authors to share what stood out to them the most.