Tell a story in the form of a recipe. Include the ingredients of the story and the directions for making them come together.
Common Core Connection:
Writing Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Writing Prompt: The map was clear: this is where he would find it. He just hadn’t expected that he’d have to get wet. Reluctantly, he swam out to the giant concrete circle. He looked down into it but couldn’t see the bottom. He sighed, took a deep breath, and dove in. Finish this story.
Common Core Connection: Writing Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Posted on August 27, 2012 by Luke Neff in Classroom Ideas, Literacy, Writing.
Tags: common core, Education, explanation, narrative, opinion, quote, school, writing, Writing Prompt
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Writing Prompt: Frank Portman “There’s always a bit of suspense about the particular way in which a given school year will get off to a bad start.” What do you think of this quote? Do you think there’s some truth to it? Or do you think it’s maybe just true for the one unlucky kid in Frank Portman’s story? Do you start your school year wondering about the unique, strange, and even interesting ways it might not go perfectly? Do you have some examples of bad starts to the school year? Story option: tell a story (true or fictional) involving a particularly bad start to the school year.
Common Core Connection:
- Writing Anchor Standard 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
- Writing Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Writing Prompt: Tell this story: One of the hardest parts about being a time-traveling history detective is finding somewhere to plug in your laptop, which meant they really didn’t have much time to finish recording their notes about what they had just witnessed.
Common Core Connection: Writing Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
When we teach students about the varied uses and understanding of onomatopoeia, our approach to learning is often a traditional one. It is expected and necessary to teach the proper definition of onomatopoeia, which is the formation of a word from a sound associated with what is named (e.g. woof, chirp, sizzle, tweet), and to give traditional examples of usage (e.g. nursery rhymes, poems, and jokes). Further, students must learn to pronounce this quirky word, and they even may inquire about the origins of their newest vocabulary feat (the Greeks). Without a doubt, most would teach a lesson about onomatopoeia, by allowing students the joy of practicing its many uses individually or in groups. However, it is at this point, where I would bring forth the “Carnival of Harlequin,” by Joan Miro, as there is a slice of synaesthesia as well as onomatopoeia in this lesson about “Listening to the Art of Miro.”
It is my belief, that the most important reason for teaching onomatopoeia is so that children understand why it is they are giddy, delighted, and amused when their parents read nursery rhymes, poetry, or comics aloud to them. By showing students the art of Joan Miro (via Internet or poster), one can easily ask “What sounds do you hear when you look at this picture?” The discussion that follows will amaze you! Afterwards, play a CD of comic book style sounds, for a couple of minutes. Ask students to discuss which sounds match the differing shapes and colors of Miro’s work. Next, allow students to work individually or in groups to create a storyline that stems from “Carnival.” As they work to create their story, encourage the use of onomatopoetic language to describe the setting or the introductory sentences, the climax or conclusion. This narrative need not be lengthy; the focus is on descriptive language that revolves around the sense of sound. To take the lesson step further, students could record their stories using the sounds manufactured by their new, sensory descriptions.
The sense of sound, in itself, will prompt incredibly wild imaginings by your students.