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Descriptive Writing Superhero stories


									                  Descriptive Writing-Writing a Superhero Story

    Students will use mentor texts to guide them in writing a story and
      enhance their story line.
    Students will make text-to-text connections.
    Students will understand what descriptive writing is and will create a story
      that uses strong describing words.
    Students will understand what onomatopoeia is and will use examples in
      their writing.
    Students will understand alliteration and how it can enhance writing.

   1. A few weeks before you’d like to use this writing activity, read The
      Extraordinary Adventures of Ordinary Boy Book 1: The Hero Revealed by
      William Boniface to your students as a read-aloud. During this time, hold
      discussions on reactions to the book, getting pictures in their head
      because of great descriptions, strong word choice and what predictions
      they have.
   2. When the book is completed, ask students to brainstorm. If they had one
      superpower, what would it be? What would be the positive aspects of this
      power? How about the negative?
   3. Read Superhero ABC by Bob McLeod to the students (picture book). Ask
      students to make text-to-text connections with the first book. Discuss how
      the authors used alliteration and onomatopoeia to enhance their writing.
      Have a discussion on how both books could help students improve their
      writing skills.
   4. Allow students to create crazy characters of their own. They can trace or
      draw these characters, but encourage them to be creative!
   5. Students should then name their character, decide what superpower their
      character will have, what other characters will be in their story and what
      their storyline will be. Teachers can choose whether or not they’d like to
      conference with each student about their characters and their stories
      before they begin writing.
   6. Students write a superhero story, focusing on using strong, descriptive
      words, including using alliteration and onomatopoeia.
   7. Conferencing, peer editing and revising is strongly encouraged in the
      writing process. This would also be a good opportunity for students to
      practice keyboarding skills by typing the final drafts of their stories.
   8. Final copies could be on a piece of construction paper with a picture of
      their superhero on one side and the final draft of their story on the other. If
      time allows, it’s fun to have a few students share their stories.

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