Thursday 9 Oct Friday 10 Oct Whose spider is that?
Session One Gather students together for a story.
Show them the cover of Pancakes for Breakfast by Tomie dePaola. Tell them that this book has pictures but no words, so they are going to tell the story themselves.
Have students tell the story page by page, the way the author might have written it if he or she had used drawings to write a story about. Point out details in the drawings when necessary to help students add details to the story. When the story is finished, ask questions about the story elements, including beginning, what happened next, problem, solution, and ending.
Have students talk about their feelings about the story. Have them also talk about how the drawings helped them tell the story. Tell students that just like Tomie dePaola, they are going to be drawing a story, starting with one picture of a person doing something.
Have them think about some things they or other people can do. Call on several students to share their ideas. Make sure you get a variety of responses. If it would be helpful to students, use shared writing to create a word chart of verbs they can use for ideas.
Once students have talked about things people can do, explain to them that you would like them to start out by drawing one picture of a person doing something. Point out that the person is the subject of the drawing and the most important part of the picture.
Emphasize to students that you and others will need to be able to look at the picture and tell what the person is doing, so they want to include details in their drawings. Show students the paper they will use half sheets of copier paper. Ask them not to put their names on their papers until after they show you their drawings.
Remind them to make their drawings colorful and detailed. As students draw, circulate and ask them to talk about their drawings in process. Ask questions about the drawings to encourage the addition of details, when appropriate.
Have them write their names in pencil on the back, and collect the drawings to use for Session Two. Session Two Gather students together to share drawings from Session One.
As you show each drawing, have students tell what the person in the drawing is doing, and what might happen next allow more than one response. Give students directions for the second drawing while they are still gathered together. Directions for subsequent drawings will be given and discussed with individual students as they are ready.
Explain to students that they are now going to draw another picture which will show what the person in their drawing might do next. Hand out their drawings from Session One. Students who are ready to work should get a new sheet of paper and be instructed to begin drawing their second picture on the new paper.
Students who need more support might work together with you in a small group to brainstorm some ideas for their second drawings.
When all students are working, circulate among them. Ask them to tell you what the person in their drawing is doing, and what is happening next. When they can tell what the problem in their story will be, they will do a third drawing, showing the problem.
At this point, make sure that all students understand that each drawing will be on a new sheet of paper, so that each part of the story has its own page. To illustrate this, draw a series of labeled rectangles on the board to represent each story page, and leave the diagram up through the entire process.
Students will work independently and at their own pace, which makes individualizing each picture important. Because each student is creating his or her own story, it is necessary to talk to each one about the stories they are drawing.
Then ask students to tell how the problem might be solved. As they respond, send them off to draw the fourth drawing, which shows the character solving the problem.
Have them draw the ending of the story. As students complete the entire sequence of drawings, they need to read their drawings in order to tell the story. Have them put the drawings in order and collect them, or have students keep them safe in a folder.Edit Article How to Write a Script. In this Article: Article Summary Learning Scripting Conventions Developing Your Story Improving Your Script Engaging Your Audience Finalizing Your Script Community Q&A Scripts are good setups for writing and maneuvering a show.
Whether you're writing it for an upcoming show, or just trying to see how your talents can be shown, to write a script, follow these. Mar 28, · How does this story start and end?
Let's draw the story to practice storytelling and comprehension skills! Kids will boost creativity by adding their own style to this story, plus they can work on writing skills by writing out the story on the back of the page. Write and Draw Story Time: Dog. Worksheet. Write and Draw Story Time: Dog.
Your /5(7). Dear Jane, I do not have any money so am sending you this drawing I did of a spider instead. I read recently of a 'qualified' chiropractor that has been using distance healing for quite some time, claiming he can heal you from his living room.
knbt1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8]; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Drawing and Writing Together. July 13, Kim Stitzer. Using Draw Write Now, teach children to write simply by talking and writing with them after they draw.
Drawing motivates a child to practice and actually helps develop their writing skills.
After writing and reading their story, help them select a few sentences. Correct any spelling. Draw a Story: Stepping from Pictures to Writing. tell a sequential story following their own drawings. write a story which corresponds to their own sequential drawings. Students can write the story first and then do the drawings.
Students can make a regular, stapled book rather than an accordion book.