An I-Pod Inspired Writing Lesson from WritingFix
Focus Trait: IDEA DEVELOPMENT Support Trait: ORGANIZATION

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Teacher's Guide:

My
Adidas

Letting your Possessions
Tell your Story

This lesson was created by Northern Nevada Writing Project Consultant Rob Stone. If you're interested in using music in the classroom, you can join Rob's Music Inspires Writing! Ning.

This writing prompt inspired by

"My Adidas" by Run D.M.C.

Click here to do a Google search for the lyrics.

A note for teacher users: These lessons are posted so that you may borrow ideas from them, but our intention in providing this resource is not to give teachers a word-for-word script to follow. Please, use this lesson's big ideas but adapt everything else. And adapt it recklessly; that's how you become an authentic writing teacher.

Teacher Instructions & Lesson Resources:

Pre-step…before sharing the song Discuss with students that we all have a life’s story to tell and that there are many ways to tell that story. Ask the class to brainstorm all the things in their possession that could help tell that story. For example their eyes have seen the world, their ears have heard it and their feet have carried them through the world.

Since this lesson will have them practice personification, ask them to take it one step deeper and find other things that have been with them for all or parts of the journey. Some examples might include; their cell phone which has recorded interactions and relationships, their iPod which has provided the soundtrack to their life, backpacks, diaries or something symbolic like a “mask” that hides their true thoughts/feelings…or things they have worn like glasses/contacts(sunglasses?), or SHOES!


Step one…sharing the song and other inspiring media:  Share the song My Adidas by Run D.M.C in which they tell their story through the journeys of their sneakers. Students should listen and follow along with the lyrics. This song is light-hearted and fun, so as students listen, they should be thinking about whether they want to model that tone or tell a more serious story.

When they have heard the song, have a brief discussion about what they liked and found effective about this format. Obviously the song is a bit humorous, but a critical eye can see some deeper stories or truths embedded within. Have them fill out the first half of the graphic organizer, which has them interact with the song.


Step two…introducing student models of writing:  In small groups, have your students read and respond to any or all of the student models that come with this lesson.  The groups will certainly talk about the idea development, since it's the focus of the lesson, but you might prompt your students to talk about each model's organization as well.

WritingFix Safely Publishes Students from Around the World! In 2008, we first began accepting students samples from teachers anywhere who use this lesson. Hundreds of new published students now go up at our site annually!

We're currently looking for student samples for other grade levels for this lesson!  Help us obtain some from your students, and we'll send you a free resource for your classroom!  Visit this lesson's student samples page for details.


Step three…thinking, talking, and pre-writing:  The second half of the graphic organizer guides students through some thinking and pre-writing. Students can write from the perspective of any possession, and if they browse the "interactive button” on the student instructions page, they might find be inspired by one of our collected ideas.

Facilitate their work and remind them of the traits of idea development and organization which will drive their final product. When they have finished the graphic organizer, they are ready to carry their poem idea through the rest of the writing process.

Students can write about the perspective of their character using a variety of formats. Browse the interactive button” on the student instructions page and see if there are any formats that you might recommend for your students.

To promote deeper thinking about the trait of idea development as they write, you might have your students use this idea development drafting sheet, which requires them to think specifically about idea development qualities before, during, and after writing.

Share Original Graphic Organizers (for Pre-Writing)
from Your Teaching Toolbox.

We share graphic organizers with our peers, we find them in books, and we think we should also be able to find tried-and-true ones online at WritingFix. This year, if you create an original graphic organizer (or adapt one of ours) when you teach this page's lesson, and post it, we might just end up publishing it directly here at WritingFix, and we will post it here, giving you full credit.

  • Original graphic organizers for specific lessons, like this one, can be submitted as an attachment a this link Look for the "Reply to this Box" beneath the post. To be able to post, you will need to be a member of our free Writing Lesson of the Month Network.

Step four (revising with specific trait language):   To promote response and revision to rough draft writing, attach WritingFix's Revision and Response Post-it® Note-sized templates to your students' drafts.  Make sure the students rank their use of the trait-specific skills on the Post-it® Note-sized templates, which means they'll only have one "1" and one "5."   Have them commit to ideas for revision based on their Post-It rankings.  For more ideas on WritingFix's Revision & Response Post-it® Note-sized templates, click here.

Share Original Revision Techniques or
Adaptations from Your Toolbox.

Inspired by Barry Lane's Reviser's Toolbox, the WritingFix website encourages its teacher users to adapt our lessons, especially the tools of revision we have posted here. If you create an original revision tool (or adapt one of ours) when you teach this page's lesson, and post it, we might just end up publishing it directly here at WritingFix, and we will post it here, giving you full credit.

  • Original revision ideas from teacher users of WritingFix can be submitted through copy/paste or as an attachment at this link. Look for the "Reply to this Box" beneath the post. To be able to post, you will need to be a member of our free Writing Lesson of the Month Network.

Step five (editing for conventions):  After students apply their revision ideas to their drafts and re-write neatly, require them to find an editor.   If you've established a "Community of Editors" among your students, have each student exchange his/her paper with multiple peers.  With yellow high-lighters in hand, each peer reads for and highlights suspected errors for just one item from the Editing Post-it.  The "Community of Editors" idea is just one of dozens and dozens of inspiring ideas that is talked about in detail in the Northern Nevada Writing Project's Going Deep with 6 Trait Language Workbook for Teachers.

Step six (publishing for the portfolio):  The goal of most lessons posted at WritingFix is that students end up with a piece of writing they like, and that their writing was taken through all steps of the writing process. After revising, invite your students to come back to this piece once more during an upcoming writer's workshop block.  The writing started with this lesson might become even more polished for final placement in the portfolio, or the big ideas being written about here might transform into a completely different piece of writing. Most likely, your students will enjoy creating an illustration for this writing as they ready to place final drafts in their portfolios.

Interested in publishing student work on-line? You might earn a free classroom resource from the NNWP! We invite teachers to teach this lesson completely, then share up to three of their students' best revised and edited samples at our ning's Publish Student Writers group.

To submit student samples for this page's lesson, click here. You won't be able to post unless you are a verified member of this site's Writing Lesson of the Month ning.


Learn more about Run D.M.C. by clicking here.


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