I've been visiting elementary and middle schools since 2013, when Dragon Run was first published. With the arrival of the coronavirus, I'm changing my approach. For as long as I can manage, I'm offering free virtual visits to schools, classrooms, or groups of students.
Contact me now to arrange a time!
How do you find the dragons you need to write an amazing story? This interactive presentation explains how to write a compelling story, and helps students figure out how to identify the story elements that will be most effective for them. This presentation can be tailored to groups of all ages, from grade 3 all the way up to adult writers.
Sterling Park Elementary
North Star Elementary
Choices in Learning Elementary
Lake Mary Preparatory School
Annunciation Catholic Academy
Edgewater Public School
Do you have a group that has read Bradley's Dragons, The Boy With The Sword, or Dragon Run? In this talk, I'll do a deep dive into the book of your choice, answering questions, fleshing out details, and giving the story behind the story. This discussion can be tailored for any age, from grade 3 all the way up to adult writers.
In this talk, I focus on the use of details in writing. Are details important to a story? Why? How can they improve it? More importantly, how can writers find the right details? Using specific examples from both from my writing and from other popular works of fiction, I engage the students in an interactive discovery of how each of us can come up with the most effective details for our stories.
This presentation was designed to help fourth graders who were preparing for FCAT writes, but can be adjusted up or down in grade level.
What does it mean to create? How does it feel? Is there a process that works better than others? Using specific examples from both my writings and my games, this presentation dives into how to be creative. It helps both kids and adults think in new ways, and tap into their own creative selves.It also shows them how to avoid some of the pitfalls that can discourage creativity.
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