Slide 1: School-based Curriculum Development (Secondary) and Language Support Section Teaching Creative Writing Please sit in groups of four! Agenda of the workshop (2.5 hours) : Agenda of the workshop (2.5 hours) Slide 3: Some basic knowledge about writing Matching Game : Matching Game Why do we write?
-Activity Sheet Part 1 Purpose of writing : 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
<Draft> English Language Curriculum Guide (P.1-6), p.141 Process of writing : Process of writing Activate knowledge
Take in information
Organize and reorganize ideas/ Recreate meanings What are the writing skills to be developed for KS1 and KS2? : 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 : Activity Sheet - Part 2 Stages of writing : Stages of writing In primary schools, learners go through four stages in developing their writing skills, i.e.
Independent writing Development of writing skills through task-based activities : 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 : Approaches of writing Parallel writing
Shared and interactive writing
Process writing…etc Slide 12: Creativity
creative writing What is 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/GlossaryOfLiteracyTerms/WhatIsCreativeWriting.htm What is creativity? : What is creativity? Different definitions:
It is the ability to produce original ideas and solve problems
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 : Elements of creativity Flexibility
Sensitivity to problems
Synectics What can teachers do to develop learners’ creativity? : 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 : Conducive environment for developing learners’ creativity Respect the novel and unusual
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 Slide 18: “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 Slide 19: Strategies
teaching creative writing (1) 1. Three-minute Fast Write : 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 : The tortoise and the hare Swimming
competition Can’t swim,
clever, find a bridge,
jump, easy, cool, proud
enjoying, arrive first,
rest, laugh, silly
proud Slide 22: Three-minute Fast Write
= A new version of the story Why using “Fast Write”? : 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 : 2. Thematic Tree Start with a common theme
Reflect on the theme
Keep on thinking relevant ideas Slide 25: Theme: My Flat Rooms in the flat Things put in the rooms Things to do in each room Slide 26: My flat 1 living room 1 kitchen 2 bedrooms 1 toilet 1 dining room TV, sofa,
pillow, … stove,
pictures… watch TV,
rest … Now, write about your“Dream House” : 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”? : 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 : 3. Multi-dimensional writing Assign students a role and they have to write for that role. Example : Example Teacher discusses a car accident with the students
Students discuss how the accident can be avoided. They have to imagine they are the:
pedestrians Activity sheet – Part 4 Writing rules : 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 : Other examples Imagine you are the Papa Bear, write rules for Goldilocks so as to help her become a good girl.
Imagine you are the king of the forest (lion), write rules for different animals to follow Why using “Multi-dimensional writing? : 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 : 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 : Example Teacher puts the word “cooking” on the board.
Brainstorm words related to cooking. (ingredients, cooking utensils, different ways to cook, people who cook, different tastes …)
Tell students to focus on the ingredients, cooking utensils and ways to cook.
Group the words under these 3 sub-themes
Teach students how to write a recipe –
“ A loving recipe for _____________” Why using “brainstorming” and “mind-mapping”? : 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
Used for arranging and developing ideas
Improve the way students take notes
A good format for memorizing and reviewing ideas
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. Slide 37: Break Time!!
(Be back in 15 minutes!) Slide 38: Strategies
teaching creative writing (2) :
Writing stories 1. Transformation : 1. Transformation Creating a new ending / new version to the story
(b) Making an appeal Example : 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 : Activity Sheet – Part 5 Discuss with your groupmates:
Why was the troll so fierce to the goats? Language help : Language help reasons Goats ate all the grass
No more grassland, trees
All the other animals were hungry The goats were naughty
Always kicked the troll
Ate the grass and flowers in his garden Goats kicked troll’s mother
Mother fell into the water
No one took care of Troll
Hated the goats 2. Imagine you are … : 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.
Touch? Sample work : 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 : 3. Character empathy Write for the characters and express how they feel (letter, diary…)
Write about Baby Bear’s feeling when he saw his broken chair. (letter)
Write about Cinderella’s feeling at home. (diary) Example : 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) : 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:
use of “let” and “make”
vocabulary relating to housework 4. Imagination : 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 : Language help New endings Troll took him home.
Troll and Little Billy
Goat Gruff became friends
Troll took care of Little Billy Goat
Lived together happily The two brother goats didn’t see Little Goat
Brothers were sad
Brothers went back to the bridge to find
The two brother goats fought with the
Brothers won and took Little Goat home Troll took him home
No food for Little Billy Goat
Little Billy Goat was
Little Billy Goat died (b.) Wish fulfillment : (b.) Wish fulfillment Example:
Discuss what Cinderella’s dream is.
Write about your own dream (e.g. poem writing). Sample Work : 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. Slide 52: Planning a creative writing lesson Slide 53: Let’s watch the video!
Shared reading + creative writing + students’ presentation Sample work : Sample work DSCN0863.JPG
DSCN0866.JPG Slide 55: Any questions? Contact information : Contact information Project officer: Amy Fan
Tel. no.: 2364 6471
Email address: firstname.lastname@example.org Thanks! : 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!