Hudson River
Peter Lourie, on an adventure
Contact Peter to inquire about a visit.
Download Peter's School Visit Flyer.
Download David Somoza and Peter Lourie's Flyer for Speaking to Teachers about Writing to Explore.
More about Peter:
Edutopia, "Students Explore Storytelling with a Real-Life Adventurer"
Cobblestone, "Has Camera, Will Travel," Meg Chorlian, Carus Publishing, 2011. Used with permission.
Bank Street News, "Geo-Education Using Peter Lourie's Books," Danette Lipton, Bank Street College of Education
Defenders of Wildlife
Peter Lourie bring s a canoe within driving distance of his home in Vermont.
Peter Lourie visiting schools.
  Adventure Writing Assembly and Workshops

Writing to ExploreI take students on adventures around the world and show them the passion that lies at the heart of travel and writing. In this lively multimedia adventure presentation, I take children into cloud-forested jungles to look for Inca treasure, up Mayan and Aztec temple walls, into the Arctic world of Inuit and polar bears, out to prehistoric early human excavations in East Africa, down historic rivers and waterways, and deep into the history and foreign cultures studied in elementary and middle school. This Adventure Assembly helps children understand the process of a writer—researching topics, collecting journals, and perfecting the writer's craft.

Optional follow-up writing workshops help teachers and students bring adventure to the page as they learn the nuts and bolts of research, journal-keeping, and revision.

When I am at one school for a day, I can speak to a large audience (Adventure Assembly), from 100 to 400 students, grades k-1; 2-3; 4-5 or 6-8, or any combination of those.

This assembly requires a cafeteria, gym or auditorium, and takes a good solid hour (for the little guys I often shorten it to 50 minutes). I need a room that can get dark and quiet (please, no skylights! no blowers!).

During the presentation, I will show slides and take students on many adventures and to many countries, taking kids down rivers, into jungles, and telling stories along the way.

Follow-up Workshop(s)

After the assembly I usually need about a half hour to put my gear away and then grab another bag of writing and journal materials in order to either continue in the same space or go to a smaller and more intimate space, like a library, where I can meet 25 to 100 students for one or two writing workshops (I've done these "workshops" as mini assemblies, too, but smaller groups work best, and a library is always better than the cafeteria or a gym).

The workshops are not workshops in the strict sense of the word. My goal in these 50- to 60-minute sessions, aside from answering specific questions, is to inspire young writers to embark upon the writing process. "Okay," I'll tell students, "you've just seen one adventure, but now let's talk about the long and sometimes laborious and yet rewarding and exciting process of getting from an idea to a book, a three-year process of research, journal-keeping, drafting, revisions, and publication."

In this session I'll cover details about research, which is another word for EXPLORATION. I'll talk about the pitfalls of the internet and the joys of interviewing experts. I will share my own problems as a reader and writer when I was young, and how I overcame those problems. I'll also talk in depth about various forms of journal-keeping. As with the assembly, I try to convey information through stories, focusing on past and recent travels.

To inquire about fees and availability, please contact me.


“Thank you for coming to our school.
I love your adventures. Thank you when you told us stories, showed us pictures and showed us your tape recorder. I love your books.
I am a second grader. I love your job!!!
I want to be what you are when I grow up.
I have to go to sleep now, so bye, nice meeting with you.” 
(CL, Austin, Texas)

"The students' comments hit the nail right on the head: 'He was funny, amazing, and we learned a lot.' The faculty loved it too. Happy adventures!" (Maripat, Sandfordville School, Warwick, NY)

“I've enclosed letters from my fourth grade class. You made a tremendous impact on them, and I thank you.  Not only did you inspire them in the area of writing, but you also made them look for areas where they can be courageous as individuals. I look forward to seeing your presentation again next year.” (Jenny Stack)

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