Continue With Writing Own Story

I have given you a guide and ideas of how to teach students how to write their own stories. Have the students continue writing following the writing process of drafting, editing, and publication. Have the students check their sentence beginnings; do their sentences all start the same? Guide the students in word choice and "sparkle" words. Sparkle words give the other words in the story some excitement and description. Remind students to check their grammar, punctuation, and flow of the story. I hope you enjoyed my blog and find it helpful! Thanks for visiting!

Developing Their Own story Part 2

Mini-lesson #15 Ohio Standard: Writing Process, Benchmarks A, B & C (grades K-4) Ohio Standard: Writing Application, Benchmarks A & B (grades K-4) Ohio Standard: Writing Conventions, Benchmark: D (grades K-4)
Developing their own story Part 2
1. Brainstorm characteristics that make up characters
2. Teacher models use of adjectives to describe characters
3. Students develop their main character for their story using graphic organizer

Developing Their Own story Part 1

Mini-lesson #14 Ohio Standard: Writing Process, Benchmarks A, B & C (grades K-4)
Developing their own story Part 1
1. Brainstorm ideas for stories
• A Friend—Movie Review—Election Issues—Improve the World—How to Learn from Others—Something I Learned from a Bad Experience—A Veteran’s Story—I Wonder Why—Presidential Qualities—Living in Space—Write about a Number—An Invention I Would Like—Invent a New Holiday—If I Could Change a School Rule—Stranded on a Island—If I Could Be a Different Age—If I Could Be Invisible—If I Were a Teacher, President, grown up—My Favorite…-- 3 Words Describing Myself, An Act of Kindness—A Dream I’ve Had
2. Teacher models the five parts of a story development with graphic organizer
3. Students decide from choices in their writing journal on which to develop into a story
4. Students free write in their journals then fill in graphic organizer.

Stories Written Around an Event in Character’s Life

Mini-lesson #13 Ohio Standard: Writing Processes, Benchmarks A & C (grades K-4) Ohio Standard: Writing Applications, Benchmark B (grades K-4)
Stories written around an event in character’s life
1. Brainstorm events found in stories (birthdays, dances, holidays, learning to ride a two-wheeler, School snow days, etc)
2. Read Wait and See
3. Students write in their writing journal about an event idea used for a story (this entry will eventually become one of the choices for their own story)

Discussion on Different Styles of Literature Part 3

Mini-Lesson #12 Ohio Standard: Writing Processes, Benchmarks A & C (grades K-4) Ohio Standard: Writing Applications, Benchmark B (grades K-4)
Discussion on different styles of literature Part 3
1. Remind students different types of stories, leading conversation to stories being written in different forms (Letters, diaries, etc)
2. Read From Far Away
3. Brainstorm and discuss other forms of how stories can be told
4 Students write in their writing journal ideas of how to tell a story in a different format than traditional format (this entry will eventually become one of the choices for their own story)

Discussion on Different Styles of Literature Part 2

Mini-lesson #11 Ohio Standard: Writing Processes, Benchmarks A & C (grades K-4) Ohio Standard: Writing Applications, Benchmark B (grades K-4)
Discussion on different styles of literature Part 2
1. Remind students of different types of stories, leading conversation to fairy tales
2. Discuss common fairy tales, their characters, plot, etc. (prince saves princess or boy saves girl)
3. Read The Paper Bag Princess
4. Compare and contrast The Paper Bag Princess to another common fairy tale
5. Students write in their writing journal of their own fairy tale ideas (how they would change characters, plot, etc) This too will become a choice for their own story

Discussion on Different Styles of Literature Part 1

Mini-lesson #10 Ohio Standard: Writing Processes, Benchmarks A & C (grades K-4) Ohio Standard: Writing Applications, Benchmark B (grades K-4)
Discussion on different styles of literature Part 1
1. Brainstorm types of stories (funny, sad, teaches lesson, sharing memories, etc)
2. Introduce Lighthouse, A Story of Remembrance
3. Do a picture walk, discuss what the story is about and how it is all right to write about memories
4. Read the book
5. Students write in the writing journal about a memory (this entry will eventually become one of the choices for their own story)

Parts of a Story Part 4

Mini Lesson # 9 Ohio Standard: Writing Processes, Benchmark: C (grades K-4) Ohio Standard: Writing Application, Benchmark B (grades K-4)
Parts of a story Part 4
1. Review the parts of a story.
2. Read Jonathan Cleaned Up
3. Divide the class into co-op groups and assign jobs
4. Assign each group a different part of the story (characters, settings, plot/problem, conclusion)
5. Groups are to determine their part of the story
6. Groups come together as a class and share findings

Parts of a Story Part 3

Mini-lesson #8 Ohio Standard: Writing Processes, Benchmark C (grades K-4) Ohio Standard: Writing Application, Benchmark: B (grades K-4)
Parts of Story Part 3
1. Review the parts of a story
2. Read Andrew’s Loose Tooth
3. Pair students with class partner
4. Pairs fill out graphic organizer determining the parts of the story.
5. Pairs then form co-op groups and share findings.

Parts of a Story Part 2

Mini-Lesson # 7 Ohio Standard: Writing Processes, Benchmark C (grade K-4), Ohio Standard: Writing Application, Benchmark B (grades K-4)
Parts of a Story Part 2
1. Review parts of a story
2. Read I’m So Embarrassed
3. As a class, fill out a graphic organizer determining the parts of the story.

Parts of a Story Part 1

Mini-Lesson #6 Ohio Standard: Writing Processes, Benchmark C (grades K-4)
Parts of a Story Part 1
1. Review the parts of a story (characters, setting, problem/plot, conclusion)
2. Read A Promise is a Promise
3. Model for the students the parts of the story found in the book.

Conclusion

Mini-lesson #5 Ohio Standard: Writing Processes, Benchmarks A & B (grades K-4), Ohio Standard: Writing Applications, Benchmarks A & B (grades K-4)
Conclusion
1. Discuss what makes the conclusion of a story.
2. Model examples of familiar story endings.
3. Read the book Get out of Bed! Then discuss how the story ends.
4. Have students write a different conclusion to Get out of Bed!
5. Share endings.

Developing a Plot

Mini-lesson #4 Developing a Plot Ohio Standard: Writing Process, Benchmarks: A & C (grades K-4) Ohio Standard: Writing Applications, Benchmarks: A & B (grades K-2) A & B (grades 3-4)
a. Discuss what a plot is.
b. Read the book Makeup Mess stopping when necessary to discuss the plot of the story
c. After reading the story have the students identify the possible problems in the story and arrange in proper order.
d. Have the students choose a problem from the story and write a paragraph in their writing journal describing the problem.

Setting of a Story

Mini-lesson #3 Setting of a story Ohio Standard: Writing Process, Benchmarks: A & C (grades K-4) Ohio Standard: Writing Applications, Benchmarks: A & B (grades K-2) A & B (grades 3-4)
a. Ask the students what a setting of a story is. Examples: Where can a setting be? Do all stories take place in one setting? Can settings be far away from here?
b. Read Ribbon Rescue to the class; instruct them to listen for the different settings of the story.
c. Have students brainstorm the settings found in the story.
d. Students write a paragraph in their writing journal describing a setting from the story.
e. Students can volunteer to share their writings.

Developing Characters

Mini-lesson #2 Developing Characters Ohio Standard: Writing Process, Benchmarks: A, B, C & D (grades K-2) A, B, C & E (grades 3-4) Ohio Standard: Writing Applications, Benchmarks: A & B (grades K-2) A & B (grades 3-4)
a. Discuss what makes a character in a book
b. Do a picture walk, discuss the characters appearance in the book
c. Read Show and Tell with the class
d. Review the characters and describe them
i. What makes them different from the others?
ii. How many characters are there?
iii. Is there anything memorable about a character?
e. Each student chooses a character from the book and writes in their writing journal describing that character as they see them, not as the pictures show. Students are to use “describing” words. Descriptions need to be clear enough so anyone who reads it will know which one the student is describing. Depending on the class, the students could choose a classmate or family member and describe them. This could be asking for trouble, so use your judgment on the maturity of your students.
f. Students can share writings.

What Makes A Book Funny?

Mini-lesson #1. What makes a book funny?
Ohio Standard: Writing Process, Benchmarks: A & C (grades K-4)
Ohio Standard: Writing Applications, Benchmarks: A & B (grades K-2)
A & B (grades 3-4)
a. Have the students brainstorm what made the book funny, write their ideas on a chart
b. Read the book Mud Puddle
c. Have the students write down in their writing journal what parts of the story were funny and what made them funny
d. Share writings

Robert Munsch

There are so many children's authors, I was not sure how I would be able to include them all on my blog. Then the idea hit me to narrow it down to one author. Robert Munsch is one of my favorite authors! He takes everyday events, makes them funny and then puts a lesson in the story. He shows how you can take just about any subject and write about it. Some of my favorite books of his are: Love You Forever, Makeup Mess, The Paper Bag Princess, and Smelly Socks. In my blog I want to share with you the different stories he has written and how you could use them in the classroom.

Hi! I cannot believe I am actually making a blog. This is so cool! My name is Tammy. I am a mother, wife, student and stay-at-home mom. I have two beautiful children, Brandon (in the picture with me) who is 7 and Torie who is 2. I am currently attending Wright State University and working on my second Master's Degree. I have my Bachelor's in Early Childhood Education and my first Master's in Intervention Specialist Special Education. My second Master's will be in Classroom Teaching: Reading. I know, it sounds like I am glutton for punishment, but I love being a teacher and want to learn all I can. This blog is for one of my classes and will be highlighting how authors can help students learn to write. I will list my favorite children's authors and share my opinions on how they can help teach children to write. If you have any ideas or questions please fill free to respond.