Do you know a student who: Refuses to write? Just can't start? Can't think of what else to write? Improv 'n Ink presents a structured, evidence-based approach using improv to help the reluctant writer develop writing fluency. In as few as five lessons, this sequence of improv games and improv writing activities helps students to address social-emotional and literacy deficits that may be impeding their ability to put their thought on paper. With students increasing the length of their writing with coherence and flow, teachers can proceed to teach the writing process or assess content knowledge.With its 3 to 5-minute game structures and inherent ability to reach and engage students of diverse educational needs, learning modalities, generations and backgrounds, improv is a valuable instructional intervention fitting easily into the already content packed classroom.All games and writing activities can be done with as few as three students. --Grounded in research, Part 1 helps teachers understand improv's impact on writing fluency and learning. With this understanding they are better prepared to successfully facilitate the games and articulate to others how and why the Improv 'n Ink sequence works. --Detailed instructions for each game and activity are given in Part 2, so that individuals with no experience facilitating or participating in improv can feel confident and comfortable. Each game includes, overview, example, new terms, directions, coaching and notes, rubrics, and how to integrate with classroom practices and content. Recommended for: Teachers of: Language arts * special needs * gifted and talented * home schools * academic and vocational courses where students are required to write * after school/summer programs Students: Ages 9 - adult and fluent in English Bonus!*Use as an inclusive and dynamic way to teach narrative writing.*Other skills simultaneously developed: --Literacy: Speaking, Listening, Reading, Writing... --Social-Emotional: Collaborative, Self-esteem, Confidence, Trust... --And More: Creativity, Adaptability, Spontaneity, Innovation, Self-regulation.
About the Author: Mary DeMichele is an educator with over 20 years of experience as a certified teacher, actor, trainer and consultant. She has taught and advocated for students of economically, educationally, and ethnically diverse backgrounds throughout the United States. Founder and director of Academic Play, she introduces teachers and trainers to activities and concepts from the performing arts that can be integrated into their classroom and organizations to energize the learning experience, empowering individuals with valuable presentation skills, necessary interpersonal skills and essential literacy skills. She began her career as a social studies teacher in an urban district in New Jersey where she taught for over 10 years. There she founded a performing arts program, teaching both drama and improv as well as integrating them with academic subjects. Certified also as a special needs teacher, she has worked in inner city, suburban and rural districts, as a social studies teacher, special needs teacher and educational director for foster care youth. Mary holds a Bachelor of Arts from Rutgers University and a Master of Social Science from Syracuse University.