Creative Writing Resources

Creative Writing Resources-19
Mad: She stomped into the room, swinging her arms for all she was worth with a grumpy look on her face.Bored: She ever so slowly slumped into the room, rolling her eyes giving the impression that class was the last place she wanted to be.

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Read "The True Story of the Three Little Pigs" (by Jon Scieszka) with the children.

This tells the "Three Little Pigs" story from the wolf's point of view.

This can be true or the children can make up events (e.g. The class could make a book describing the mascot's travels. The children could then write: Can the children think of a story which describes how the elephant got its trunk? Ask them to describe what it looks like, where it lives, what it does, what it eats etc.

"In the future, everyone will be famous for 15 minutes" - Andy Warhol Discuss the above quote with the children, and talk about what it means to be famous. Or how about explaining how a giraffe got its long neck? It might be useful to discuss existing animals and their characteristics beforehand.

Make a list of these on the board for the children to refer to later.

Now ask the children to make up a new room for the chocolate factory, making sure that they are as descriptive as possible.Happy: She skipped into the room, with a huge smile on her face, and grabbed one of her friends in a bear hug.After each entry, I asked the students to describe her actions vividly with adjectives and verbs in a complete sentence.The following activity is great fun, and usually produces great results, but must be used with caution.Only try it with a class you are comfortable with, and who you think will cope with the situation.For the purposes of the lesson, pretend that this space is where "Paul" normally sits. They will probably look at you as though you are mad, but continually ask them where "Paul" is today.Tell them that he normally sits in his space (point to the empty chair) and that he was there yesterday, but he isn't there today. Hopefully someone will make up a reason why "Paul" isn't in today. Continue like this for a while, with the children explaining where he is.Argue with them, saying that you have heard differently. Finally, say that as Paul is missing, we will have to make some missing person posters, explaining who Paul is (with a picture so others can identify him!), where he was last seen and who to contact if he is found.Sometimes it can be difficult to teach children the difference between showing and telling in their writing. “That,” I said, “is exactly what you’re writing when you tell a story instead of showing it.” I told them to try to think of their story as a movie playing in their head.After all, we do “tell” stories, but when we write we need to “show.” Recently, several of the students in my homeschool co-op elementary writing class were struggling with this concept, and I was struggling to find a way to break through to them. To think of: Then I asked another student to enter the room repeatedly, each time embodying the emotions of a word that another student called out.


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