As soon as I created my own very short story, modeled after VISA’s Go World videos, I knew I would have my students create their own.
For our introductions at the Book Love class I attended with Penny Kittle this summer, she had us watch a few of the Go World videos, and then imitate one of the structures. This is harder than it seems.
Here’s a few of the ones I watched and transcribed. They all represent moments that matter in the person’s life, and they are only in 35 to 60 words.
Lopez Lomong started running when he was six. And he didn’t stop for three days and three nights as he escaped life as a child soldier. Twenty years later he was still running; he just had a different thing driving him every step of the way.
Hours before his race in ’88, Dan Jansen’s sister Jane passed away. He’d promised her he’d win gold. He didn’t — until six years later. Then he skated a victory lap with his daughter — Jane.
Derek Redmond didn’t finish in first place in the 1992 400 meter. He didn’t finish in second or third or fourth. He, and his father, finish dead last. But he and his father finished.
People had been leaping over the high jump bar the same way since the sport began until one day when Dick Fosbury came along and moved the whole sport forward by going over the bar backwards.
You should watch a few of you own. Then write down the words and look at the structure of these very short stories. Then, I challenge you to write your own.
Think about your writing process as you write. Revise in your notebook. Pay attention, so you can share your process with your students. I’ve learned that the best thing I can do as a writing teacher is let them see me struggle as I try to make meaning.
I ended up writing four different versions with four different structures before I wrote a version that pleased me.
I am introducing this writing activity to students next week. I thought about having them write a full-blown narrative first and then having them cut their stories down to their own Go World stories. That would be an interesting exercise in word choice. I decided instead to have students write and create their own videos first — then we will tackle descriptive writing and work on exploding our very short stories into ones with a little more substance.
I opted for the fast-track to build community.
Story does that, you know.
Any ideas on how you might use this type of mentor text with your students? or any others you’ve had success with?