creative writing by hBb211q

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									      School-based Curriculum
      Development (Secondary)
       and Language Support
              Section



Please sit in groups of four!
          Agenda of the workshop
               (2.5 hours)
Some basic knowledge about writing        10 mins

Introducing creativity and creative       15 mins
writing
Introducing strategies for teaching       40 mins
creative writing (1)
Break                                     15 mins


Introduce strategies for teaching creative 30 mins
writing (2)
Planning a creative writing lesson        30 mins

Q and A                                   10 mins
 Some basic
 knowledge
about writing
      Matching Game


  Why do we write?
-Activity Sheet Part 1
        Purpose of writing
• Communicate with each other
• Record information which last over time
• Present information, ideas and feelings for a
  variety of purposes and audiences
• Enhance oral development and reinforce the
  language structures and vocabulary that
  learners acquire
• Develop students’ communication
• Demonstrate one’s creativity and critical
  thinking
• Inform, influence and entertain others
      Process of writing
         Activate knowledge

         Take in information

           Generate ideas

Organize and reorganize ideas/ Recreate
               meanings
What are the writing skills to be
 developed for KS1 and KS2?
• Using the basic conventions of
  English

• Presenting information, ideas
  and feelings clearly and
  coherently
  <Draft> English Language Curriculum Guide (P.1-6), p.54
Activity Sheet - Part 2
       Stages of writing
In primary schools, learners go
through four stages in developing their
writing skills, i.e.
1.Copying
2.Controlled writing
3.Guided writing
4.Independent writing
 Development of writing skills
 through task-based activities
• Have a context
• Have a purpose
• Involve learners in thinking and
  doing
• Learners draw upon their framework
  of knowledge and skills
• Purposeful activities lead to a
  product
    Approaches of writing
• Parallel writing
• Modelled writing
• Shared and interactive writing
• Experiential writing
• Creative writing
• Process writing…etc
   Creativity
      and
creative writing
     What is creative writing?
Definition:

Creative writing is writing that expresses the
writer's   thoughts    and   feelings  in   an
imaginative, often unique, and poetic way.
Creative writing is guided more by the writer's
need to express feelings and ideas than by
restrictive demands of factual and logical
progression of expository writing.

http://www.sil.org/lingualinks/literacy/ReferenceMaterials/GlossaryOfLiteracy
Terms/WhatIsCreativeWriting.htm
       What is creativity?
Different definitions:
1. It is the ability to produce original
   ideas and solve problems
2. It is the result of a complex of
   cognitive skills/abilities, personality
   factors, motivation, strategies and
   metacognitive skill.
      <Draft> English Language Curriculum Guide (P.1-6), p.69
       Elements of creativity
•Flexibility
•Fluency
• Originality
• Elaboration
• Sensitivity to problems

• Problem defining
• Visualization
• Analogical thinking

• Transformation
• Attribute listing
• Synectics
 What can teachers do to
develop learners’ creativity?
• Choose interesting topics for students
• Ask them to go beyond the given
  information
• Allow them time to think
• Reward their creative efforts
• Value their creative attributes
• Teach them creative thinking techniques
• Create a climate conducive to creativity
  Conducive environment for
 developing learners’ creativity
• Respect the novel and unusual
• Provide challenges
• Appreciate individuality and openness
• Encourage open discussion
• Absence of conflicts
• Allow time for thinking
• Encourage confidence and willingness to take risk
• Appreciate and support new ideas
                 <Draft> English Language Curriculum Guide (P.1-6), p.69
“A     comfortable     and      resourceful    teaching
environment is very important for initiating
creativity. And more important is teachers should
provide students with a pressure-free, harmonic,
free and encouraging environment so that students
will be able to express freely. In developing students’
creativity, teachers should allow mistakes.”

                    Timberlake 1982, Chan 1988, Lee 1992
    Strategies
        for
teaching creative
    writing (1)
1. Three-minute Fast Write
Activity sheet – Part 3
Write down anything you can
remember from the story of “The
tortoise and the hare”.

1, 2, 3….go!!!!!
         The tortoise and the hare
                rabbit, fast, tortoise, slow, grass, white, lazy, stupid, clever,
         work hard, sunny , run competition, sleep, hot, tired, sad, surprised, green,
                 a long time, sleep, win, lose, unhappy, happy, cry, wake up


Setting: Who?
When? Where?                   Event                     Problem                  Resolutions



a green tortoise                                  slow, fast, lazy, stupid,
 a white rabbit                                            clever,                   wake up
      grass                   running                   work hard,             win, lose, unhappy,
       hot                  competition              sleep, hot, tired,       surprised, happy, cry
     sunny                                              a long time




                                                       Can’t swim,
                                                   clever, find a bridge,       arrive first,
                         Swimming                jump, easy, cool, proud      rest, laugh, silly
                         competition                    Swim well,
                                                       comfortable,
                                                                                    proud
                                                         enjoying,
Three-minute Fast Write
           +
    Transformation

 = A new version of the
          story
Why using “Fast Write”?
• First thought on a starting point are
  often the most original and powerful
  ones
• A daily fluency exercise
• Helps students get started on an
  assignment



    Remember: Accuracy is not emphasized at this
               stage!
2. Thematic Tree
1.   Start with a common theme
2.   Reflect on the theme
3.   Develop sub-themes
4.   Keep on thinking relevant ideas
     Theme: My Flat



    Rooms in the flat



 Things put in the rooms



Things to do in each room
                                My flat


1 living room   1 kitchen    2 bedrooms    1 toilet     1 dining room


 TV, sofa,        stove,      computer,     towels,
cupboards,         sink,         toys,                      table,
                                          toothbrush,
  coffee           pans,         bed,                       chairs,
                                             soap,
  table,        cupboards,      lamp,                       vase,
                                             toilet,
  lamp…           kettle,    cupboards,                   pictures…
                                            bathtub
                   cups,      pillow, …
                 plates…




 watch TV,
read books,
   rest …
    Now, write about your
       “Dream House”
• How many rooms do you want?
• Besides toilet, bedrooms, dining room,
  sitting room and kitchen, do you want any
  other rooms/things in your house?
• What do you want to put into different
  rooms?
• What do you want to do in those rooms?
• Who do you want to live with?...
Why using “Thematic Tree”?
• Encourage students to think of
  something in different perspectives
        builds up students’ flexibility
        more ideas generated for writing

• Help students structure their writing
3. Multi-dimensional writing
 Assign students a role and
 they have to write for that
 role.
            Example
• Teacher discusses a car accident
   with the students
• Students discuss how the accident
   can be avoided. They have to
   imagine they are the:
1. driver
2. passengers
3. pedestrians
    Activity sheet – Part 4
         Writing rules
Imagine you are the:
Group 1,2: principal

Group 3,4: librarian

Group 5,6: class monitor

Group 7,8: teachers
        Other examples

1. Imagine you are the Papa Bear,
  write rules for Goldilocks so as to
  help her become a good girl.
2. Imagine you are the king of the
  forest (lion), write rules for
  different animals to follow
         Why using
“Multi-dimensional writing?
• Enables students to view things
  from different angles

• Helps students to be more
  focused when they write
4. Brainstorming and mind mapping

 • Identify a problem / task to be done
 • Brainstorm solutions / steps/
   possibilities
 • Use mind map to arrange and
   develop the ideas
                Example
1. Teacher puts the word “cooking” on the
   board.
2. Brainstorm words related to cooking.
   (ingredients, cooking utensils, different
   ways to cook, people who cook, different
   tastes …)
3. Tell students to focus on the ingredients,
   cooking utensils and ways to cook.
4. Group the words under these 3 sub-themes
5. Teach students how to write a recipe –
    “ A loving recipe for _____________”
    Why using “brainstorming”
     and “mind-mapping”?
Brainstorming:
•Excellent way of developing many creative ideas
•Help students to break out of their thinking patterns
 into new ways of looking at things

Mind-maps:
•Used for arranging and developing ideas
•Improve the way students take notes
•A good format for memorizing and reviewing ideas


Remember:
 There should be no criticism of ideas. Students should not worry about
 people’s egos or opinions. Judgments and analysis will stunt idea generation.
 Ideas should only be evaluated once the brainstorming session has finished.
Break Time!!
(Be back in 15 minutes!)
    Strategies
        for
teaching creative
   writing (2) :
Writing stories
1. Transformation
(a)Creating a new ending /
   new version to the story

(b) Making an appeal
             Example
Making an appeal
Imagine you are the Troll, write about
why you are so fierce to the goats.

I am fierce to the goats because …
   Activity Sheet – Part 5


Discuss with your groupmates:


Why was the troll so fierce
to the goats?
                  Language help
• Goats kicked troll’s mother
• Mother fell into the water      • Goats ate all the grass
• Mother died                     • No more grassland, trees
• No one took care of Troll       • All the other animals were hungry
• Hated the goats




                                    reasons




                  • The goats were naughty
                  • Always kicked the troll
                  • Ate the grass and flowers in his garden
2. Imagine you are …
Activity sheet – Part 6
Imagine you are the 3 goats, use your five
senses to think about how nice the
grassland is.
See?
Smell?
Listen?
Taste?
Touch?
         Sample work
When I arrived at the grassland, I
saw ___________. I smelt
________ and it was __________. I
could hear ____________________.
I touched ____________________.
Finally, I ate the grass and it tasted
_________________.
3. Character empathy
• Write for the characters and express
  how they feel (letter, diary…)
• examples:
- Write about Baby Bear’s feeling when
  he saw his broken chair. (letter)
- Write about Cinderella’s feeling at
  home. (diary)
             Example
Activity Sheet – Part 7
When writing Cinderella’s diary, what
language help will you give your
students?
Discuss with your groupmates.
         Sample Work (Diary)
 10 Oct, 2004

       I am so unhappy today. My sisters made
 me wake up at 5:00 a.m. I am so tired. They
 made me cook breakfast for the whole family.
 They made me feed the animals and take the dog
 out for a walk. They didn’t let me have my
 breakfast and I was hungry all day. They made
 me………


Language help:
• past tense
• use of “let” and “make”
• vocabulary relating to housework
4. Imagination
(a) If…
•Create a new ending based on an
 assumption
e.g. If the Little Billy Goat Gruff
 couldn’t cross bridge, …

Activity sheet – Part 8
Now, it is your turn to create a new
ending!
1,2,3…go!
                   Language help
                                      • Troll took him home.
                                      • Troll and Little Billy
• Troll took him home                   Goat Gruff became friends
• No food for Little Billy Goat       • Troll took care of Little Billy Goat
• Little Billy Goat was               • Lived together happily
  very hungry.
• Little Billy Goat died



                                   New endings


                    • The two brother goats didn’t see Little Goat
                    • Brothers were sad
                    • Brothers went back to the bridge to find
                     Little Goat
                    • The two brother goats fought with the
                     troll.
                    • Brothers won and took Little Goat home
(b.) Wish fulfillment
Example:
• Discuss what Cinderella’s
  dream is.
• Write about your own dream
  (e.g. poem writing).
            Sample Work
                  My dream
When I am 20, I want to be a teacher.
I will teach pupils to draw pictures.
When I am 30, I want to be someone’s wife.
I want to have 3 children in my life.
When I am 40, I want to be richer and richer.
But I don’t want to get fatter and fatter.
When I am 50, I want to travel around the world.
And I am going to Disneyland and Movie World.
  Planning a
creative writing
    lesson
 Let’s watch the video!

Shared reading + creative writing +
students’ presentation
        Sample work
• DSCN0863.JPG
• DSCN0864.JPG
• DSCN0865.JPG
• DSCN0866.JPG
Any questions?
Contact information
Project officer: Amy Fan
Tel. no.: 2364 6471
Email address: amyfan@emb.gov.hk
              Thanks!
• Thank you for attending the workshop!
• Please complete the evaluation form
 before you go
• Good luck in implementing the
 creative writing programme in school!

								
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