This week I want to talk about maps and the significance they have in our everyday lives, even when we might not know it. I have maps hanging up in my room and they represent a story, or maybe more so of a lost story, that remind me of what could have been or what can be. In my writer’s notebook, I was encouraged to write about these maps, especially after reading about “road maps” in Mentor Texts by Dorfman & Capelli. Here is a little excerpt:

“I joyfully tore through the colorful tissue paper that was stuffed neatly in the crisp gift bag labeled with the words “conGRADulations” eager to see what my best friend picked out for me. As I uncovered the mystery of the present, I was brought to silent tears of joy. The maps held a tangle of trails the weaved from North Carolina across to Tennessee. To anybody else this might not seem like a present that two best friends would find overwhelming, but we were not normal best friends.” 

I also wanted to practice using some of the techniques mentioned in Chapter 5 of Mentor Texts in creating a narrative that flows from beginning to middle to end. I wanted to use imagery and an introduction to my mood in the beginning of my narrative. I also hoped that by leaving the reader guessing I would hold their attention and keep them wanting to read further.

All stories follow their own road map, whether the roads are twisty and wind along through the mountains like “Old Shulls Mill Road” connecting Blowing Rock to Foscoe or follow a straight line like “I-77” on my trip from Boone to Charlotte – North to South. If I were to use the strategy of road maps of writing with students, I would have large anchor charts where students can map out their beginning, middle, and end and maybe even a detour here and there. Sticky notes would be a great way to track thoughts, ideas, emotions, details, and other important aspects that would enhance the narrative.

In order to engage students in the writing process and include this idea of using “maps” to brainstorm and enhance, I think it would be fun to create opportunities in the school setting to add to their writing treasure chest. Snowballing off this idea, we could use a scavenger hunt or treasure “map” to provide students with an activity based instruction in writing. Why not make the process feel like a game??

Treasure chest isolated on white background

My maps hold some of my most cherished memories with a beautiful soul named Suzanne who gave me so much laughter and joy throughout my middle and high school years. I could fill one hundred writer’s notebooks with stories of our crazy adventures and the wide range of emotions that two young women shared. Using maps to chart the beginning, middle, and end of our personal narratives not only allows students to organize their thoughts, but it provides visual assistance and support in creating a collective story. I also encourage myself and my peers to use some of the strategies described in Mentor Texts to help students enhance their strategies to engage readers in all parts of the story.

As for my personal writing, I am adding more writing goals to my “100” list:

#102: Capture your reader with a suspenseful opening

#103: Keep the reader wanting to read more

Dorfman, L. R. & Capelli, R. (2017). Mentor texts: Teaching writing through children’s literature, k-6. Portland, ME: Stenhouse Publishers.