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Title - Creative Writing With Harris Burdick
By - Jennifer
Primary Subject - Language Arts
Secondary Subjects -
Grade Level - 5th Grade
Title: Creative Writing With Harris Burdick
Goal: Students will create a mystery story based on an illustration.
Objectives:
Students will plan a story that includes a well-developed character, a problem and a resolution.
Students will write an organized story with a clear focus.
Standards:
Pennsylvania Department of Education Standards for Reading, Writing, speaking and Listening
1.5.5 Quality of writing:
A. Write with a sharp, distinct focus identifying topic, task and audience
B. Write using well-developed content appropriate for the topic
C. Write with controlled and/or subtle organization
D. Write with an understanding of the stylistic aspects of composition.
E. Revise writing to improve organization and word choice; check the logic, order of ideas and precision of vocabulary
F. Edit writing using the convention of language
Materials:
The Mysteries of Harris Burdick by Chris Van Allsburg
Enlarged copies of each picture from the book, with title and caption
Duration: 1 hour for initial lesson. Additional time for story writing, editing, sharing.
Anticipatory Set:
Introduce students to the idea of a mystery. Have they ever encounter a mystery and tried to solve it? Tell them that you have a set of mysteries for them to solve today. Share the introduction to the book with the students. This introduction sets the stage for the rest of the book, which is a collection of loosely-related drawing with titles and captions. Allow students to give several comments about the "mystery".
Step By Step Procedures:
1. Inform students that they will be the detectives for this lesson. They are going to share each of the mysteries of the book, as we share the pictures, titles and captions together. Their job is to choose a picture and identify what the mystery of the picture is. Then they will create a story, in which the mystery is solved.
2. Remind students to allow stories to form in their minds as they see the pictures.
3. Students will listen quietly as the pictures, titles and captions are slowly shared. They may write down the titles of pictures that they wish to write about.
4. Share the pictures with the students. Do not invite comments at this time.
5. You may wish to share each picture again and allow time for comments. I choose to wait until each students has had the opportunity to develop their own idea.
6. When you have finished reading, students are to choose the picture that they would like to write about. Give the students who are interested the enlarged copy of their picture and have them work together in an area of the room. They can tape the picture to the wall, or window, so that all may look at the picture as they create their stories. They are not to work together on their stories.
7. Students will use story organization maps that are used in Writer's Workshop to plan their stories.
Practice:
Students will follow the classroom rules of Writer's Workshop to plan and create the stories behind The Mysteries of Harris Burdick. They are to hold an idea conference with their writing partner before they begin writing the story. Students will work at their own pace throughout the assignments. Individual students may require assistance from an adult at any point of the writing process.
Closure:
At the end of the first writing period, gather students for sharing time. If any students are having difficulties developing their ideas, allow time for them to present their ideas to the class so that others may help them. Allow volunteers to share their ideas, or what they have accomplished so far.
Repeat the same process for the writing sessions until the stories are completed . At this time, stories should be shared in small groups. Review the guidelines for being a good listener and providing positive and constructive feedback.
This would also be a good time to discuss the introduction of the book. Who was the man that left the pictures? What are these pictures of? Why did he leave them? Students often have very imaginative ideas to share at this point.
Assessment:
Students will use the classroom editing rubric to edit a classmate's story. After allowing time for revision, student's stories will be evaluated based on the current classroom writing rubric. All stories must include: complete sentences, attempt at the use of proper paragraph form, correct spelling of benchmark words, descriptive vocabulary, varying sentence structure, proper use of capitals and punctuation.
Additional Comments:
This is a very exciting lesson to teach the students. The book is so mysterious and intriguing! I always see the students producing some of the best work of the year when we share this book together.
If students have already read the book, or even done this activity with another teacher, it is easy to accommodate them. They can create their own mystery picture with a title and caption. The picture can be created on white paper with charcoal sticks or pencils. Then students can exchange pictures and create stories, or they can create stories for their own mystery picture.
For students with special needs, simply make the same accommodations you would make for them during any other writing activity. You may give them a story idea and have them work from that, or you may provide extra guidance during the writing process. I simply follow the same procedures as for any other activity.
E-Mail Jennifer !
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