Creative Writing
Content
Lesson 1- Descriptive Writing
Subject: Language Arts
Grade: 3
Anticipatory Set: What is an action verb?
Objective: The students will use action verbs and their creativity to complete sentences that are unfinished.
Materials: Dry erase board, markers Completing Sentences Worksheet, pencils
Class activity: The class as a whole will have discussion on identify action verbs, tells what a person or thing does. (example: flew, ran, traveled, viewed, sang, etc.) The teacher will list these words on the board. They then will participate in finishing the following sentences on the board using descriptive, creative and exaggerated answers that include action verbs: I was so late in getting home from school because…. I was in such a hurry to finish my homework that…
Independent Practice: attached worksheet
Evaluation: Rubric 1 # 240006
Completing Sentences
Finish these sentences using action verbs, with creative and descriptive ideas that are fun and exaggerated. Check your spelling and punctuation.
1. When the spaceship landed _____________________________________________________________________________________ _____________________________________________________________________________________ 2. When the huge brown bear looked in my window, _____________________________________________________________________________________ _____________________________________________________________________________________ 3. In the middle of the night, the _____________________________________________________________________________________ _____________________________________________________________________________________ 4. The strange footprints in the sand _____________________________________________________________________________________ _____________________________________________________________________________________ 5. The smoke is coming from _____________________________________________________________________________________ _____________________________________________________________________________________ 6. As the door slowly opened _____________________________________________________________________________________ _____________________________________________________________________________________ 7. When the bushes moved behind me, I _____________________________________________________________________________________ _____________________________________________________________________________________ 8. The bright light in the sky seemed to be _____________________________________________________________________________________ _____________________________________________________________________________________
Lesson 2-Research Skills
Subject: Language Arts
Grade: 3
Anticipatory Set: What does it mean to research a topic? Where can we research to find answers to questions or information on things?
Objective: The students will choose their favorite animal to research. They will compile a list of 5 facts they would like to learn about their animal, and research them online.
Materials: notebook, pencil computer
Class Activity: Think about some of your favorite animals, either a wild one, zoo animal, or house pet. What are they? This will be discussed out loud. Lets choose a lion as an example. If I want to research lions, what are some facts that I would want to learn? Ideas will be written on the board. (i.e., Where do lions live? What do they eat? What are some of their survival skills?) Next, using the computer screen projected for the class to see, the teacher will use encyclopedia.com and ask.com to find the facts listed, as well as any other interesting ones. The facts will be jotted down on paper.
Independent Activity: The students will pick their favorite animal to research and write down 5 facts they would like to research about their animal. When they are finished, they will use the internet to find answers to their unknown facts using the suggested sites, encyclopedia.com and ask.com and take down their notes on paper.
Evaluation: Rubric 2 #2400773
Lesson 3-Brainstorming
Subject: Language Arts Grade: 3
Anticipatory Set: What do you we do when we brainstorm? What are some different types of brainstorming? What is clustering?
Objective: The students will brainstorm for their creative writing project on their favorite animal using clustering. They will then write their rough draft using their researched facts and a lot of action verbs.
Materials: overhead projector cluster worksheet lined paper, pencils student research from previous lesson
Class Activity: The class will participate in brainstorming a creative story with the teacher on the overhead, using the cluster diagram below.
Independent Activity: Then each student will get a copy of the cluster diagram and brainstorm a creative story using their researched animal. Their story must include a descriptive adventure using action verbs and the facts they researched on their animal. Once the brainstorming is complete, their rough draft can be written.
Evaluation: Rubric 3 # 2401131
Lesson 4-Revising
Subject: Language Arts Grade: 3
Anticipatory Set: What do we do when we revise a story? Why is it important?
Objective: The students will participate in revising a short story as a class, and later revise their rough drafts with a partner.
Materials: overhead projector copies of the short story for revision for each student student's rough drafts, green pens revising checklist
Class Activity: The class will revise the attached short story with the teacher, using the overhead. First the teacher will read the story out loud while the students following along. They will then read over the revision checklist as a class. The teacher will revise the first paragraph and explain her reasons on the changes she made. The students will then participate in revising the rest of the story with their suggestions and opinions using the checklist for guidance while the teacher makes the changes on the overhead. They will discuss reasons why revising is important, and how it helps make your writing even better.
Independent Activity: In partners, the students will read aloud their rough drafts to one another. Then they will switch stories and make revision suggestions for their partner using their green pens and while following the checklist for guidance. After that, the students will go ahead and make revisions to their own story following the checklist. They will then rewrite their rough drafts, using their own revisions and suggested revisions of their choice.
Evaluation: Rubric 4 # 2401752
Class Activity-Story for Revision
The Would-Be Bird Dog
©2002 Stuart B Baum Illustration by Zoë Baum Ages: 6 and up
It’s hard to blame the poor thing. After all, Rolluf was a dog and dogs can easily become confused by things people say. Here’s the first confusing thing he heard: “Oh, Rolluf, there? He’s a sheep dog not a bird dog.” This was said by Rolluf’s master, Ed. And it’s true that Rolluf was a sheep dog. About as true as it can get, since Rolluf’s job was to guard the town’s sheep on the hill. Rolluf was a good sheep dog. It was his job to make sure the sheep stayed on top of the hill and didn’t wander down the hill and into the street where they might get hit by a car. Or into the town where they might cause some trouble. So far, not one sheep had gotten way. But back to the “bird dog” comment. When his master sad that Rolluf was not a bird dog, Rolluf got confused. While we know that a bird dog is another name for a hunting dog, Rolluf thought that a bird dog was a dog that could fly. As I said, it’s hard to blame poor Rolluf. While Rolluf did have some dog friends, they, too, were sheep dogs, so he didn’t know t hat bird dogs were just regular dogs. He really thought that bird dogs had wings or some other way of flying.
Revising Checklist
Directions: Make sure you thoroughly complete each step below before you
start writing your final copy. Check off each step AFTER it has been completed.
1. Read your story out loud - using a 12” voice. Does it make sense? Have any parts/words been left out? 2. Reread your introduction. Did you use an attention grabbing technique? Does it draw the reader in, making him/her want to keep reading? 3. Add additional details and examples suggested by your editing partner. Then, add at least five details and/or examples that appeal to the reader’s five senses. 4. Story events should be in a logical order that makes sense. Are yours? Fix, if they are not! 5. Find any word repeated more than three times. Draw an X through each time after that. Replace the repeated words with a synonym or dump it if possible. (Too many I’s, then’s, and’s, etc. can
kill your writing.)
6. Draw an X through each is, are, was, were. Replace most of these with more descriptive “vivid” verbs. 7. Underline the words/phrases that are descriptive and create a vivid, clear image. Add at least 20 descriptive words or replace words in your story from the word list given. 8. Highlight all transitions. Make sure they tie ideas together and are used correctly. 9. NTSSBWTSWIEP: Draw a box around the first word of every sentence. (No two sentences should begin with the same word in each paragraph!) NTPSBWTSW: (No two paragraphs should begin with
the same word!)
10. Make sure you have a variety of sentence patterns. Combine some sentences with a comma and conjunction (and, but, or). 11. Your story should end well --- not stop suddenly or drag on too long. Does your conclusion leave the reader satisfied? 12. Read your story out loud one more time. Are you satisfied with what you’ve written? Does it show creativity? Is it entertaining?
Lesson 5-Editing and Final Drafts Subject: Language Arts Grade: 3 Anticipatory Set: What do we do when we edit? What kinds of things do we look for when editing? Objective: The students will practice editing as a class, edit their own story and then publish their final drafts on the computer. Materials: overhead projector overhead of story to edit rough drafts of story Writer's Checklist sheets red pens computer Class Activity: The teacher will have the following story on the overhead for the class to edit all together. They will use the Writer's Checklist for guidance.
Editing: How many mistakes can you find?
Cleaning Up One day i help my next-door neighbor clean up his backyard we raked and put leaves in blue bags to recycle tham. then we sawed some branches off of a tree that was leaning againt the hous After we worked in the yard all afternoon, we sat down on his bak porch and had lemonade I felt good that day because I helped my neighbor.
Independent Activity: The student's will use the Writer's Checklist to help them edit their own stories using red pens for corrections. They will then type their final draft using Microsoft Word. Evaluation: Rubric 5 #2401756
Writers’ Checklist
Category
Capitalization
Examples
I capitalize proper nouns, like the names of people, places, and pets. I capitalize the pronoun “I”. I capitalize important words in a title. I capitalize the first word in a sentence. I use a period or exclamation point at the end of each sentence. I use a question mark at the end of each question. I use commas between words in a list. I use brainstorming or a web to organize my ideas before I begin writing. My story has a beginning, middle, and end. My introduction is exciting and captures the readers’ attention! I have a satisfying conclusion that makes sense. My entire story makes sense. I have listened to suggestions from my peers and teacher. My story includes detailed descriptions.
Punctuation
Word Use
I circled words I didn’t know how to spell and used the Quick Word to correct them. I replaced “Overused Words” with “Exciting Words”! My sentences begin in different ways. My sentences are complete.
Neatness
My writing is neat.
Subject: Language Arts
Grade: 3
Anticipatory Set: What is an action verb?
Objective: The students will use action verbs and their creativity to complete sentences that are unfinished.
Materials: Dry erase board, markers Completing Sentences Worksheet, pencils
Class activity: The class as a whole will have discussion on identify action verbs, tells what a person or thing does. (example: flew, ran, traveled, viewed, sang, etc.) The teacher will list these words on the board. They then will participate in finishing the following sentences on the board using descriptive, creative and exaggerated answers that include action verbs: I was so late in getting home from school because…. I was in such a hurry to finish my homework that…
Independent Practice: attached worksheet
Evaluation: Rubric 1 # 240006
Completing Sentences
Finish these sentences using action verbs, with creative and descriptive ideas that are fun and exaggerated. Check your spelling and punctuation.
1. When the spaceship landed _____________________________________________________________________________________ _____________________________________________________________________________________ 2. When the huge brown bear looked in my window, _____________________________________________________________________________________ _____________________________________________________________________________________ 3. In the middle of the night, the _____________________________________________________________________________________ _____________________________________________________________________________________ 4. The strange footprints in the sand _____________________________________________________________________________________ _____________________________________________________________________________________ 5. The smoke is coming from _____________________________________________________________________________________ _____________________________________________________________________________________ 6. As the door slowly opened _____________________________________________________________________________________ _____________________________________________________________________________________ 7. When the bushes moved behind me, I _____________________________________________________________________________________ _____________________________________________________________________________________ 8. The bright light in the sky seemed to be _____________________________________________________________________________________ _____________________________________________________________________________________
Lesson 2-Research Skills
Subject: Language Arts
Grade: 3
Anticipatory Set: What does it mean to research a topic? Where can we research to find answers to questions or information on things?
Objective: The students will choose their favorite animal to research. They will compile a list of 5 facts they would like to learn about their animal, and research them online.
Materials: notebook, pencil computer
Class Activity: Think about some of your favorite animals, either a wild one, zoo animal, or house pet. What are they? This will be discussed out loud. Lets choose a lion as an example. If I want to research lions, what are some facts that I would want to learn? Ideas will be written on the board. (i.e., Where do lions live? What do they eat? What are some of their survival skills?) Next, using the computer screen projected for the class to see, the teacher will use encyclopedia.com and ask.com to find the facts listed, as well as any other interesting ones. The facts will be jotted down on paper.
Independent Activity: The students will pick their favorite animal to research and write down 5 facts they would like to research about their animal. When they are finished, they will use the internet to find answers to their unknown facts using the suggested sites, encyclopedia.com and ask.com and take down their notes on paper.
Evaluation: Rubric 2 #2400773
Lesson 3-Brainstorming
Subject: Language Arts Grade: 3
Anticipatory Set: What do you we do when we brainstorm? What are some different types of brainstorming? What is clustering?
Objective: The students will brainstorm for their creative writing project on their favorite animal using clustering. They will then write their rough draft using their researched facts and a lot of action verbs.
Materials: overhead projector cluster worksheet lined paper, pencils student research from previous lesson
Class Activity: The class will participate in brainstorming a creative story with the teacher on the overhead, using the cluster diagram below.
Independent Activity: Then each student will get a copy of the cluster diagram and brainstorm a creative story using their researched animal. Their story must include a descriptive adventure using action verbs and the facts they researched on their animal. Once the brainstorming is complete, their rough draft can be written.
Evaluation: Rubric 3 # 2401131
Lesson 4-Revising
Subject: Language Arts Grade: 3
Anticipatory Set: What do we do when we revise a story? Why is it important?
Objective: The students will participate in revising a short story as a class, and later revise their rough drafts with a partner.
Materials: overhead projector copies of the short story for revision for each student student's rough drafts, green pens revising checklist
Class Activity: The class will revise the attached short story with the teacher, using the overhead. First the teacher will read the story out loud while the students following along. They will then read over the revision checklist as a class. The teacher will revise the first paragraph and explain her reasons on the changes she made. The students will then participate in revising the rest of the story with their suggestions and opinions using the checklist for guidance while the teacher makes the changes on the overhead. They will discuss reasons why revising is important, and how it helps make your writing even better.
Independent Activity: In partners, the students will read aloud their rough drafts to one another. Then they will switch stories and make revision suggestions for their partner using their green pens and while following the checklist for guidance. After that, the students will go ahead and make revisions to their own story following the checklist. They will then rewrite their rough drafts, using their own revisions and suggested revisions of their choice.
Evaluation: Rubric 4 # 2401752
Class Activity-Story for Revision
The Would-Be Bird Dog
©2002 Stuart B Baum Illustration by Zoë Baum Ages: 6 and up
It’s hard to blame the poor thing. After all, Rolluf was a dog and dogs can easily become confused by things people say. Here’s the first confusing thing he heard: “Oh, Rolluf, there? He’s a sheep dog not a bird dog.” This was said by Rolluf’s master, Ed. And it’s true that Rolluf was a sheep dog. About as true as it can get, since Rolluf’s job was to guard the town’s sheep on the hill. Rolluf was a good sheep dog. It was his job to make sure the sheep stayed on top of the hill and didn’t wander down the hill and into the street where they might get hit by a car. Or into the town where they might cause some trouble. So far, not one sheep had gotten way. But back to the “bird dog” comment. When his master sad that Rolluf was not a bird dog, Rolluf got confused. While we know that a bird dog is another name for a hunting dog, Rolluf thought that a bird dog was a dog that could fly. As I said, it’s hard to blame poor Rolluf. While Rolluf did have some dog friends, they, too, were sheep dogs, so he didn’t know t hat bird dogs were just regular dogs. He really thought that bird dogs had wings or some other way of flying.
Revising Checklist
Directions: Make sure you thoroughly complete each step below before you
start writing your final copy. Check off each step AFTER it has been completed.
1. Read your story out loud - using a 12” voice. Does it make sense? Have any parts/words been left out? 2. Reread your introduction. Did you use an attention grabbing technique? Does it draw the reader in, making him/her want to keep reading? 3. Add additional details and examples suggested by your editing partner. Then, add at least five details and/or examples that appeal to the reader’s five senses. 4. Story events should be in a logical order that makes sense. Are yours? Fix, if they are not! 5. Find any word repeated more than three times. Draw an X through each time after that. Replace the repeated words with a synonym or dump it if possible. (Too many I’s, then’s, and’s, etc. can
kill your writing.)
6. Draw an X through each is, are, was, were. Replace most of these with more descriptive “vivid” verbs. 7. Underline the words/phrases that are descriptive and create a vivid, clear image. Add at least 20 descriptive words or replace words in your story from the word list given. 8. Highlight all transitions. Make sure they tie ideas together and are used correctly. 9. NTSSBWTSWIEP: Draw a box around the first word of every sentence. (No two sentences should begin with the same word in each paragraph!) NTPSBWTSW: (No two paragraphs should begin with
the same word!)
10. Make sure you have a variety of sentence patterns. Combine some sentences with a comma and conjunction (and, but, or). 11. Your story should end well --- not stop suddenly or drag on too long. Does your conclusion leave the reader satisfied? 12. Read your story out loud one more time. Are you satisfied with what you’ve written? Does it show creativity? Is it entertaining?
Lesson 5-Editing and Final Drafts Subject: Language Arts Grade: 3 Anticipatory Set: What do we do when we edit? What kinds of things do we look for when editing? Objective: The students will practice editing as a class, edit their own story and then publish their final drafts on the computer. Materials: overhead projector overhead of story to edit rough drafts of story Writer's Checklist sheets red pens computer Class Activity: The teacher will have the following story on the overhead for the class to edit all together. They will use the Writer's Checklist for guidance.
Editing: How many mistakes can you find?
Cleaning Up One day i help my next-door neighbor clean up his backyard we raked and put leaves in blue bags to recycle tham. then we sawed some branches off of a tree that was leaning againt the hous After we worked in the yard all afternoon, we sat down on his bak porch and had lemonade I felt good that day because I helped my neighbor.
Independent Activity: The student's will use the Writer's Checklist to help them edit their own stories using red pens for corrections. They will then type their final draft using Microsoft Word. Evaluation: Rubric 5 #2401756
Writers’ Checklist
Category
Capitalization
Examples
I capitalize proper nouns, like the names of people, places, and pets. I capitalize the pronoun “I”. I capitalize important words in a title. I capitalize the first word in a sentence. I use a period or exclamation point at the end of each sentence. I use a question mark at the end of each question. I use commas between words in a list. I use brainstorming or a web to organize my ideas before I begin writing. My story has a beginning, middle, and end. My introduction is exciting and captures the readers’ attention! I have a satisfying conclusion that makes sense. My entire story makes sense. I have listened to suggestions from my peers and teacher. My story includes detailed descriptions.
Punctuation
Word Use
I circled words I didn’t know how to spell and used the Quick Word to correct them. I replaced “Overused Words” with “Exciting Words”! My sentences begin in different ways. My sentences are complete.
Neatness
My writing is neat.
