CREATIVE Writing!
Why not let / encourage / make the children write something creative, something fictional, something imaginative?
Why should we?
Why don't we?
Well, maybe:
True?? There are probably more ... and none of them are insurmountable!
Why should we?
- It's fun for the children (more fun than writing informative non-fiction!)
- They will more likely be engaged in the task.
- It's more interesting for others to read - therefore more motivation for them to write.
- It is important for them to be creative and very good for their development.
Why don't we?
Well, maybe:
- The teacher is afraid that the children will be too afraid ('shy'?) to write anything.
- The teacher is afraid that the children will make mistakes.
- The teacher is afraid that this will take children off the track of preparing for all-important exams.
- The teacher feels that it doesn't fit into the curriculum.
- The teacher is worried that the children's writing may not be acceptable or 'moral'.
- The teacher is unsure of how to go about it.
True?? There are probably more ... and none of them are insurmountable!
The 'COPYCAT' culture
The importance of COPYING as the backbone of education is common in Asian cultures - and it makes a lot of sense. Since ancient times, the teacher is the Master and we learn by copying them and imitating their ways. To strike out on our own could be considered arrogant and foolhardy.
From this background of copying a Master, many tertiary students struggle with the idea of plagiarism, being unsure when they should try to express their own ideas (or if they should even have ideas of their own).
So, there are two sides to this coin:
A skillful, creative teacher (you) can support and guide the children in your care to be the best that they can be.
From this background of copying a Master, many tertiary students struggle with the idea of plagiarism, being unsure when they should try to express their own ideas (or if they should even have ideas of their own).
So, there are two sides to this coin:
- Children showing respect for their teachers in the way Asian children do (and western children commonly don't) is a good thing, and we want to encourage it.
- Children should still be encouraged to think (and write) creatively.
A skillful, creative teacher (you) can support and guide the children in your care to be the best that they can be.
KSSR & Exam Preparation
What about their exam preparation? What about following the curriculum?
Won't creative writing take time away from exam preparation?
1. Is creative writing part of KSSR?
Well, it could (and should) be part of writing and also Language Arts - here is what it says about standards for year 3:
KSSR for year 3 Writing:
3.3.1 Able to create simple texts using a variety of media with guidance :
(a) non-linear
(b) linear
So, yes, they should be creating simple texts - not just copying and re-arranging words and sentences!
And KSSR for year 3 Language Arts
4.3. By the end of the 6-year primary schooling, pupils will be able to plan, organize and produce creative works for enjoyment.
4.3.1 Able to produce simple creative works with guidance based on :
(a) jazz chants
(b) poems
(c) action songs
(d) stories
So by year 3 they should be able to 'produce' simple creative works.
2. How will it affect their exam results if they do creative writing?
If it improves their
Teachers can easily become bogged down in teaching children the mechanics of passing the exam, and lose sight of the real purpose of studying English.
Won't creative writing take time away from exam preparation?
1. Is creative writing part of KSSR?
Well, it could (and should) be part of writing and also Language Arts - here is what it says about standards for year 3:
KSSR for year 3 Writing:
3.3.1 Able to create simple texts using a variety of media with guidance :
(a) non-linear
(b) linear
So, yes, they should be creating simple texts - not just copying and re-arranging words and sentences!
And KSSR for year 3 Language Arts
4.3. By the end of the 6-year primary schooling, pupils will be able to plan, organize and produce creative works for enjoyment.
4.3.1 Able to produce simple creative works with guidance based on :
(a) jazz chants
(b) poems
(c) action songs
(d) stories
So by year 3 they should be able to 'produce' simple creative works.
- 'With guidance' - teacher guiding and enthusing.
- 'Based on' ... this is the first step (see below) where the children get excited enough about a topic to want to create.
2. How will it affect their exam results if they do creative writing?
If it improves their
- skills and abilities in English
- confidence in spoken and written English
- enthusiasm for using English
Teachers can easily become bogged down in teaching children the mechanics of passing the exam, and lose sight of the real purpose of studying English.
You can download the above notes here.
y3_creative_writing.pdf | |
File Size: | 446 kb |
File Type: |
Separate the steps
To quieten concerns about inaccurate writing, and about the children forgetting their hard-learnt spelling and grammar rules in the excitement of concentrating on new ideas, keep the areas separate.
OK, let's look at each of these steps ...
- Get excited and think of ideas
- Get some basic structure and order - make a story plan / explosion diagram / think plan ...
- Create a draft (individually or in pairs/groups)
- Check and correct grammar
- Check and correct spelling
- Write and decorate in presentable format - for wall display, or little book, or class compilation, or PowerPoint display, or dramatise, or ... (many possibilities)
- Children share with other children (display stories)
- Children enjoy each other's stories and give good feedback and get excited about their next story.
OK, let's look at each of these steps ...
Step 1. Get excited and think of ideas
There are so many possible stimuli to get children started with thinking about and getting excited about a topic.
Give the children experiences that they will be eager to share about. Involve their senses.
For example:
It is educationally sound to encourage children to fantasize – it improves their development.
The teacher (and/or parents) may have a moral or religious objection to children exploring topics such as ghosts, as some believe these to be both real and evil (and you don’t want the children going home frightened). However, without getting into that particular area, children can imagine all sorts of supernatural possibilities. Wishes that come true, super powers, amazing creatures, impossibilities that become possible ... and if it is too disturbing, it can all turn out to be a dream at the end.
There must be no limit on imagination! Here are some starting ideas:
Starting with an image
Give the children a printed picture – there are lots of possible images available on Google Images.
Starting with a story
‘Fractured Fairy Tales’ are a popular way to grow children’s thinking and imagination. Basically you start with a well-known fairy tale or traditional story and say ‘What it ...?’
The teacher should tell (and retell) the story, and the creative activity could also start with a picture.
(NOTE: There are lots of ideas and example of Fractured Fairy Tales on the Internet.)
Starting with some food
Imagine what the food could do – make you bigger, stronger, smarter, able to fly, able to hear people’s thoughts ...
Imagine how the food was made, where did it come from, was this something from another planet and it fell into the kitchen ...
Come on! So many possibilities!
Starting with a guessing game
Put something gross inside a (not see-through) bag. For example, create some ‘slime’ using cornflour (yes, look it up on the Internet!).
Children put in their hands and feel it, and guess what impossible thing it could be ...
- All of the topics in the Listening and Speaking and Reading modules can lead to a good creative writing 'spark'.
- The text book topics especially give good ideas (and vocabulary) for the 'characters' and the 'setting' for their stories.
Give the children experiences that they will be eager to share about. Involve their senses.
For example:
- Watch a movie
- Listen to some music
- Look at photo's / pictures from the Internet
- Taste / eat some food
- Tell them a story / read them a story
- Play a physical game
- Play a guessing game with things they can feel but not see inside a bag
- Pay a guessing game with smells
- Play a 'what if...?' game
- Let them think about their wishes, dreams
It is educationally sound to encourage children to fantasize – it improves their development.
The teacher (and/or parents) may have a moral or religious objection to children exploring topics such as ghosts, as some believe these to be both real and evil (and you don’t want the children going home frightened). However, without getting into that particular area, children can imagine all sorts of supernatural possibilities. Wishes that come true, super powers, amazing creatures, impossibilities that become possible ... and if it is too disturbing, it can all turn out to be a dream at the end.
There must be no limit on imagination! Here are some starting ideas:
Starting with an image
Give the children a printed picture – there are lots of possible images available on Google Images.
- Ask the children to add to the picture – draw in character(s) real or imaginary.
- Make a story about the picture.
- Tell other children about their picture story.
Starting with a story
‘Fractured Fairy Tales’ are a popular way to grow children’s thinking and imagination. Basically you start with a well-known fairy tale or traditional story and say ‘What it ...?’
- What if there was something different about the character(s)
- What if it took place in a different setting
- What if there was a different ending
The teacher should tell (and retell) the story, and the creative activity could also start with a picture.
(NOTE: There are lots of ideas and example of Fractured Fairy Tales on the Internet.)
Starting with some food
Imagine what the food could do – make you bigger, stronger, smarter, able to fly, able to hear people’s thoughts ...
Imagine how the food was made, where did it come from, was this something from another planet and it fell into the kitchen ...
Come on! So many possibilities!
Starting with a guessing game
Put something gross inside a (not see-through) bag. For example, create some ‘slime’ using cornflour (yes, look it up on the Internet!).
Children put in their hands and feel it, and guess what impossible thing it could be ...
y3_creative_writing_separate_steps_-_step_1.pdf | |
File Size: | 445 kb |
File Type: |
A picture story-starter about a night in the jungle. View it here (click on full-screen in the bottom right hand corner) and/or download the PDF file below.
starting_with_a_jungle_picture.pdf | |
File Size: | 435 kb |
File Type: |
Or you could start with a camping trip. This would fit nicely into some of the Year 3 topics.
starting_with_a_camping_picture.pdf | |
File Size: | 362 kb |
File Type: |
Start by Finishing a Picture
This file contains 9 simple drawings. Each one indicates a setting, and then added to it is part of a drawing of someone or something showing some emotion. The children can complete the picture, and think about what is happening and why. Then they can colour their picture, and create a story using the steps included here.
You might want to select one picture to print - or you could give children a choice of pictures. (Don't give them too many options though as some young children can find making choices distressing.)
This file contains 9 simple drawings. Each one indicates a setting, and then added to it is part of a drawing of someone or something showing some emotion. The children can complete the picture, and think about what is happening and why. Then they can colour their picture, and create a story using the steps included here.
You might want to select one picture to print - or you could give children a choice of pictures. (Don't give them too many options though as some young children can find making choices distressing.)
start_by_finishing_a_picture.pdf | |
File Size: | 763 kb |
File Type: |
Step 2. Get some basic structure and order
There are many ways to plan how a creative writing piece will go. At this stage the grammar and spelling don't matter, it's all about the ideas. Children can start to organise their thoughts using a graphic organiser, or explosion chart, or ideas web - whatever works - and using words, symbols or pictures to record the ideas.
Here is an example of a simple Story Map. The children need to think (in a very simple way) about their character(s), the setting, and a simple sequence of plot with a beginning, a middle and an end.
Here is an example of a simple Story Map. The children need to think (in a very simple way) about their character(s), the setting, and a simple sequence of plot with a beginning, a middle and an end.
You can look at it here (above) - click on the 'Full Screen' symbol (bottom right-hand corner). And/or you can download it (below). Of course, you can create your own design to suit your style and your children's needs.
story_map.pdf | |
File Size: | 296 kb |
File Type: |
Break it down a little more - work on the individual elements:
a) Character(s)
Children can have a lot of fun creating or describing their character(s). This can be done visually as children draw or model (play dough for example). Here is an idea for a character map - remember it can all be done with pictures or symbols rather than words.
Look at it here (click on the full-screen symbol in the bottom right corner) and/or download the PDF below.
a) Character(s)
Children can have a lot of fun creating or describing their character(s). This can be done visually as children draw or model (play dough for example). Here is an idea for a character map - remember it can all be done with pictures or symbols rather than words.
Look at it here (click on the full-screen symbol in the bottom right corner) and/or download the PDF below.
character_map.pdf | |
File Size: | 180 kb |
File Type: |
b) Setting
Children should think about where and when their story is happening. It's a good idea for them to think about places and times they are less familiar with. Clearly this could best be represented by drawing a picture. Here is a possible plan for the setting. (See it here by clicking on the full screen item at the bottom right and/or download the PDF file below.)
Children should think about where and when their story is happening. It's a good idea for them to think about places and times they are less familiar with. Clearly this could best be represented by drawing a picture. Here is a possible plan for the setting. (See it here by clicking on the full screen item at the bottom right and/or download the PDF file below.)
setting_plan.pdf | |
File Size: | 302 kb |
File Type: |
c) Problem and Solution
This is the basic idea behind any story, and the children should be at least vaguely aware of it. However, it may not necessarily be something you need to teach as such.
The children could simply depict (drawing a picture or symbol) what the situation is at the beginning of the story, and how it is at the end.
Here is a very simple worksheet.
This is the basic idea behind any story, and the children should be at least vaguely aware of it. However, it may not necessarily be something you need to teach as such.
The children could simply depict (drawing a picture or symbol) what the situation is at the beginning of the story, and how it is at the end.
Here is a very simple worksheet.
problem_solution.pdf | |
File Size: | 182 kb |
File Type: |
Step 3. Create a draft
Now it is time to start putting words down - without worrying about spelling and grammar!
The children should at this stage have some ideas - in the form of pictures and symbols.
So what about the words that the children don't know - won't it be really frustrating for them?
Children in Australian schools commonly use a "Have a Go" pad or notebook. When they want to write a word that they are unsure of, they 'have a go' - using their phonics skills - and write it in their notebook. They then take the book to the teacher, and she corrects it for them. Then when they come to put the word in their story, hopefully they will remember it in future - or the next time they need it they will notice it in their book.
Here is an example of a "Have a Go" booklet. (If you print it out, remember to use the 'booklet' setting in the print dialogue box.)
The children should at this stage have some ideas - in the form of pictures and symbols.
So what about the words that the children don't know - won't it be really frustrating for them?
Children in Australian schools commonly use a "Have a Go" pad or notebook. When they want to write a word that they are unsure of, they 'have a go' - using their phonics skills - and write it in their notebook. They then take the book to the teacher, and she corrects it for them. Then when they come to put the word in their story, hopefully they will remember it in future - or the next time they need it they will notice it in their book.
Here is an example of a "Have a Go" booklet. (If you print it out, remember to use the 'booklet' setting in the print dialogue box.)
have_a_go.pdf | |
File Size: | 290 kb |
File Type: |
Using 'English Only'
Hopefully you are teaching in 'English Only', encouraging the children to think in English rather than constantly having to translate, and associating new English words with a picture, action or other English words rather than the BM equivalent. If children know that you are going to give the the BM they won't even listen to the English because they are just waiting for the translation.
However, for this activity when they are attempting to think of a word which may be completely unknown to them they could draw a picture or symbol and then maybe write the BM word (if they know it) rather than have them unable to express themselves about something they are keen to say.
The left-hand column could include these ideas, with the teacher supplying the correctly spelled word on the right. This could become like their personal dictionary of words they are learning and using.
Hopefully you are teaching in 'English Only', encouraging the children to think in English rather than constantly having to translate, and associating new English words with a picture, action or other English words rather than the BM equivalent. If children know that you are going to give the the BM they won't even listen to the English because they are just waiting for the translation.
However, for this activity when they are attempting to think of a word which may be completely unknown to them they could draw a picture or symbol and then maybe write the BM word (if they know it) rather than have them unable to express themselves about something they are keen to say.
The left-hand column could include these ideas, with the teacher supplying the correctly spelled word on the right. This could become like their personal dictionary of words they are learning and using.
Step 4. Check and correct grammar
The children are not writing long stories at this stage - you might expect 3 sentences (beginning, middle, end). First ask the children to focus on their own story.
Then (while the children are working quietly) the teacher can go and look at each one individually.
- Focus especially or firstly on any grammar items that you have recently taught them about. For example, ask them to look at the verb(s), notice the tense (have they been taught about simple past yet?)
- ask them to check any pronouns they have used.
- ask them to notice any nouns - are they plural or singular?
- etc.
Then (while the children are working quietly) the teacher can go and look at each one individually.
Step 5. Check and correct spelling
Just like with the grammar, ask them first of all to check any words that have arisen in recent vocabulary practice, and the words that they have hopefully copied correctly from their 'have a go' books.
Ask the children to check their own words, then each others, and then the teacher can check them too. Incorrect words could be written into their 'have a go' books and corrected there.
Ask the children to check their own words, then each others, and then the teacher can check them too. Incorrect words could be written into their 'have a go' books and corrected there.
Step 6. Write and decorate in presentable format
There is room for lots of variety and creativity at this stage. The children could present their writing in many different formats
And many other possibilities.
- On 'Mahjong' paper on the wall or pin-up board
- On the white/black-board
- In a little book (click on the link)
- As a page in a class book - staple everyone's stories together
- As an LCD presentation (scan/photograph and insert into PowerPoint file)
- As a Movie (scan/photograph and use MovieMaker)
- As a play presented for other classes
- ...
And many other possibilities.
Step 7. Share
Depending on the format, the stories can be shared with classmates, other classes, the rest of the school, parents ...
Step 8. Enjoy and give feedback
Do not miss this step! Encourage the children, and let them encourage each other, so that they will be eager to go on to bigger and better projects. Hopefully they experienced some fun 'surprise' in the initial presentation of the topic, they responded to the challenge to create something, and now it is time to make sure they are rewarded.
y3_creative_writing_separate_steps_1-8.pdf | |
File Size: | 468 kb |
File Type: |