The 7-Minute Debrief

With eight weeks complete in this school year, I can officially declare writing workshop as the favorite time of the day for most of the students. Lately, it seems like this chunk of time is when our class bonds the most. I’m blessed to have a class of passionate and creative writers this year.

For many of us, the best moment of writing workshop is when it ends.  In other words, the last few minutes of workshop time when my students and I gather on the carpet for what we call “workshop debriefing.” This 5-10 minute conversation between writers is a quick way to build relationships as a writing community. I try to keep this debriefing focused on the writing product as well as the writing process. I usually facilitate our debriefing with three questions:

  • What went well today?
  • What are you heading as a writer next?
  • What did you work on today that we can learn from?

I view this as an opportunity to teach and to assess. I always look forward to this discussion because it provides me with teaching points for the coming days. Plus, the students and I get to hear what everyone is working on. I am noticing that my students are starting to become very helpful to one another as they are always willing to offer feedback.

This past Wednesday was like any other day. It was the end of writing workshop, and my stomach was growling as lunchtime was just a few moments away. I started out the debriefing session by asking each writer to share where they are in their writing process. As they made their way around the circle, I noticed that I had stopped writing down teaching points and “next steps” on my Status Of The Class page.  Instead, I was amazed at how these 10 and 11-year old students were speaking to one another.  They were talking like…writers.

I quickly started jotting down what these young authors were saying.  Here is a sample of what I observed:

  • Josh shared that he was planning out a story with lots of suspense. He had a basic idea for a plot, but he needed to fill in some plot holes.  Nathaniel, who is Josh’s peer editor, suggested looking at Jon Scieszka’s Guys Read: Thriller anthology.  Another boy ran over to his desk and pulled out Ralph Fletcher’s Guy Write: What Every Guy Writer Needs To Know and gave it to Josh.
  • Abby shared that she was working on some poetry as she held up a few mentor texts I had suggested including poems by Robert Frost and Langston Hughes.
  • Chris announced that he had started writing the third episode of “Monkey Attack.”  This announcement was met with a few fist pumps and shouts of “Finally!” from about half of the class. “Looks like you have some fans, Chris,” I said as he shyly chuckled.
  • Hannah shared that she started writing workshop with nothing to write about, so she used Rory’s Story Cubes for some inspiration.  Three other students asked if they could borrow those tomorrow.
  • Ella mentioned how she was mulling over the idea of starting a graphic novel about ferrets.  I steered her towards a book in our classroom library that was about how to design comics, paying particular attention to the pages about when to use wide-angles and close ups.
  • Ahmed, a very reluctant writer, explained how he was writing a script for a book trailer he was going to make for a story he was creating.  A few students offered him help for writing the draft, as they had just finished creating a book trailer themselves.
  • Donya announced that she had finished typing up her biography of Margaret Peterson Haddix, and was starting a poem inspired by the book RUMP: The True Story of Rumpelstiltskin by Liesl Shurtliff.

All this occurred in about seven minutes. What I had just witnessed was a community of writers helping each other, offering feedback, giving advice, sharing their failures, planning out their writing and asking questions.  For a few moments in the day, these young writers were cherishing this time to share, comment and connect.  Even some of my most reluctant writers had found a topic, audience or genre to pursue.  These seven minutes were special to me because I saw the power of our writing culture.  The writing customs, routines and behaviors we’d worked so hard to develop were on full display.  This group of writers had connected around an appreciation for the writing process.  Yet, none of these young writers had noticed recess had started 4 minutes ago.

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