Do I Have a Story to Tell You!
Do I Have a Story to Tell You!
- To acquaint students with the narrative discourse of the writing process
- To emphasize the importance of writing skills
- To encourage students to use their imagination and creativity
- To give students an opportunity to express their thoughts, viewpoints,
and emotions through the written word
- To emphasize the connection between reading and writing
- Development of a basic knowledge of the writing process
- Stimulation of students' creative ideas
- Development of vocabulary skills
- Integration of reading and writing skills
- Development of such skills as chronological organization, elaboration
of context, development of characters and plot, and setting of tone
INTEGRATION OF CONTENT/SUBJECT AREAS
- Language Arts
- Career Education
Students will use their writing skills and knowledge base of the writing
process and the different writing discourses. This activity will lead
to enhancing their organizational, sequencing, and elaboration skills.
Students will write a narrative story. The story may be fictional or
nonfictional. Students should be encouraged to use a graphic organizer
as they brainstorm for possible ideas.
The italicized words should be explained and discussed to ensure that
everyone understands the definitions. Students should be allowed to decide
if they wish to work in cooperative groups or individually as they brainstorm
and create their stories.
For students who feel insecure about their writing skills, creating
a group story will help relieve the stress of possible failure. In addition,
working as a cooperative group, students will see the writing process
and story development as more proficient writers do them.
Upon completion of the stories, students will share them with the class.
Group reporters or individual writers will explain the process they used
in creating their stories, such as how they decided on a topic, and why
that particular topic interested them.
Have the students read the quote by Sir Richard Steele: "I have
often thought that a story-teller is born, as well as a poet."
Have students complete research on Sir Richard Steele to find:
- Was he a story-teller, poet, or writer who was known for his works
- How did he become "Sir" Richard Steele? Was he born with
the title, or was it bestowed on him by some queen or king?
- If he was given the title, why or how did he earn it?
- What were his beliefs, values, and view on life?
- Give an example of other work he wrote.
Have the students share their findings with the class.
Ask students to research the lives of story-tellers, and to interview
them if possible to find:
- How did they become story-tellers?
- What skills are required to become a good story-teller?
- How do they decide on the stories they are going to tell?
- Can being a story teller provide one with enough resources (salary)
to make it a full-time career?
- How did students demonstrate their understanding of the writing process?
- Was the strategy of group writing an effective method of helping less
experienced writers? Why/why not?
- How did students feel differently about writing after completing this