Нагадування: Open Call for Young Writers
Світ потребує хороших історій і саме ваші учні
можуть ними поділитись! CAMBRIDGE та компанія «Лінгвіст» оголошують конкурс історій на тему “This Makes me THiNK…”.
Нижче ми пропонуємо вчителям орієнтовний, але детальний план уроку для написання історії з учнями. Ви також можете завантажити документ з планом ТУТ.
Teaching tips for writing a story
Stage One: Preparing to write a story
Objective: to analyse the story structure, and language needed for story writing. Materials: board, a story text to analyse – see the bottom of this lesson plan for examples from different levels. Select one of the stories provided here:
Introducing the topic
• Ask the
class: Do you like stories? What is you favourite story? Learners give examples
of their favourite stories.
• Ask what
they like about their favourite story. Possible answers: the characters, the
type of story e.g. it is funny/ scary, it happens in space etc. Also, children
may say they like a story because they read it together with their parents, or
they saw a film – there are no wrong answers here.
For higher level: You can ask children in advance to bring their
favourite book to class and tell the class about it.
For lower level: It is fine for children to use their mother tongue or a mix of English and L1. They are likely to have richer experience of stories in their native language than in English – don’t be afraid to tap into this experience.
Presenting the story
• Read/ show
the title, cover and some pictures from the story. Ask children to predict what
the story is going to be about. Use this as an opportunity to tackle some of
the more difficult words from the story.
• Read /
watch the story with the class.
• Ask what
the children think are the necessary ingredients for a story. Elicit the
answers by asking the following questions:
Who are the characters? How are they connected? Who is your favourite, or
least favourite character? Why?
Where are they? Where is the story set?
When is it taking place, e.g. in the future, in the past, in real life etc.?
What happens in the story? What happens at the start? Can they remember the
first sentence? And what happens next? Finally, the end of the story – can they
remember the last word of the story?
How do you think the characters feel? Are they happy, or sad? Did they do
something good or bad? Why do you think they did/feel/say this, etc.
• Draw a graphic organizer on the board. Use a technique such as a 5 point star: ask students to help you fill in each star point according to above categories.
• You could also ask learners to point out examples of language that is used in this story to describe the character, place, time etc. Ask them to give more examples from outside the story. Write them on the board adding to the graphic organiser. For higher level: Handout blank graphic organisers for students to do themselves.
Stage Two: Writing a story
Objective: to write a draft of an original story.
Materials: board, graphic organizer from previous lesson,
graphic organizer template, storyboard template.
• Revise
with children the elements of the story from Stage One. Ask if they remember
the story you analysed. Ask if they remember any of the words for describing
characters, place, time, beginning and end, linking words like suddenly, and
then etc. Show them the graphic organiser from Stage One to help them remember.
• Give out
the storyboard worksheets. Ask children to complete the storyboard with their
own ideas for a story e.g. writing the name and a short description of the main
character, drawing the story setting etc. – they can draw or write, depending
on their language level.
For higher level: Learners can design their own storyboard chart
and fill it in with writing.
For lower level: Use the templates provided (e.g. a five point
star). Children can draw elements of a story instead of writing. In pairs,
learners tell their partners the elements of their story. Then, children write
their own stories using the information from the storyboard. At lower level,
learners can complete a storyboard with illustrations and short subtitles (or
dialogues). At higher level, learners can write a longer text.
Peer feedback
• Draw
student’s attention to the five point star graphic organizer. In pairs or
groups students examine their stories according to the five questions Who?
Where? When? What? How?, and take notes, e.g. under Who? students write the
name of the character(s), under Where? they write where the story is taking
place e.g. in the jungle, in space, at home.
• Students
give feedback on their partner’s story, e.g. “What I like most about Tom’s
story is…; My favourite thing in this story is…; This story makes me feel
happy/ sad/ made me laugh.
• Students
continue to work on their stories in class or at home. They add detail,
corrections, illustrations etc.
Extension projects:
Drama
• Depending
how much time you have, students could retell their partners’ stories to the
class (this encourages children to read carefully, and engage with the story).
• Students
act out the stories.
• You could
also set up some drama in groups. Class awards points for the best story/ play.
Make a book
• And, why not challenge your class to a bigger project by producing a collection of their stories? To produce a bound book the class will need to brainstorm a title for the collection, e.g. “Our Amazing Book of Stories”, design a front and back cover, and bind the stories together using a puncher and some string. Proudly display the book in the classroom to celebrate the students’ creativity and hard work!
Assessment
Assessing
students’ written stories should be more than checking grammar and spelling.
It’s an opportunity to gain insight into:
• learners’
skills in organising their thoughts and ideas;
•
imagination;
•
creativity.
Reflect
with your class on the writing process:
• Did
students enjoy it?
• What did
they find easy, and what caused them difficulty?
• What was helpful?
Happy story writing!
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