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Creative writing in service 27-01-11
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Creative writing in service 27-01-11


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Presentation showing English teachers how to help their students write creatively for exams. Also useful for creative writing tutors for all age groups

Presentation showing English teachers how to help their students write creatively for exams. Also useful for creative writing tutors for all age groups

Published in: Education

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  • 1. Creative Writing Exercises for Junior Cycle English Derbhile Dromey
  • 2. Benefits of Creative Writing – Personal Writing
    • Take Advantage of Generous Marking Scheme
    • Ability to Write Creatively Significantly Improves Grade
    • Create Memorable Exam Essays
  • 3. Benefits of Teaching Creative Writing - General
    • Gives Structure to Their Thoughts
    • Helps Them Engage with Set Texts
    • Insights Into Techniques Used by Writers
    • Quick Fix for Fridays
  • 4. Outline of Presentation
    • Overview of Exercises
      • Aim, Method, Relevance to Paper
      • Timing and Visual Aids
      • Sample the Merchandise – Practise of Exercises
      • Discussion: Value of Teaching Creative Writing
  • 5. Personal Writing Exercises
    • These exercises will show students how to
    • Get Material for Stories from their Own Lives
    • Hold the Interest of Readers
  • 6. Character Sketch
    • Aim
    • To show how authors create characters
    • Timing : 15-20 Minutes
    • Visual Aids: Photographs in Newspapers
    • Relevance: Questions about people of significance in students’ lives, eg. Grandparents, inspiring people
  • 7. Character Sketch
    • Method
    • Cut photograph out of paper and use as
    • basis to create character.
    • Create profile in 3 sections
    • Basic details – name, age, appearance
    • Personal details – family, hobbies
    • Secrets – a secret from their past no-one knows
  • 8. Selling a Destination
    • Aim
    • To make stories more atmospheric
    • To identify ingredients that make places unique
      • Visual Aids: List of placenames or map of local area
      • Timing: 10-15 Minutes
      • Relevance: Questions about their local area or holidays
  • 9. Selling a Destination
    • Method
    • Give Your students a choice of two placenames to
    • choose from, familiar or foreign
    • Write a paragraph about one of the places in the style of a travel brochure
    • Describe scenery, local customs, people and activities
    • Run X-Factor style competition to vote for most popular holiday destination
  • 10. Napoleon’s Bedroom
    • Aim
    • Helps Students Be Inspired by the Ordinary
    • Show Effect of Time Period on Descriptions of Place
    • Timing: 10-15 minutes
    • Relevance: Questions about favourite rooms, or asking them to imagine the lives of celebrities
  • 11. Napoleon’s Bedroom
    • Method
    • Imagine the bedroom of a historical figure or celebrity
    • Describe bedroom in 3 sections
    • Physical Details, what it looks like
    • Sensory Details, sounds, smells, feel
    • Emotional Details, feelings about room, atmosphere
    • Alternative: Describe Their Own Bedroom and Views of It
  • 12. The 24 Sheep
    • Aim
    • Show students how to use both action and atmosphere to create a compelling story
    • Timing: 20 minutes
    • Relevance: Questions asking students to describe an event or continue a story
  • 13. The 24 Sheep
    • Method
    • Write two-paragraph story based on following scenario:
    • They are in their garden sunbathing when 24
    • sheep burst in and start eating washing off the line
    • Par 1. Atmospheric, describe garden, weather
    • Par 2. Action, what happens when sheep get in and how they resolve problem
  • 14. Functional Writing Exercises
    • Goal of Exercises
    • Give Students Practise in Structuring Pieces
    • Apply Imagination to Formal Structure Formats
  • 15. Behind the Headlines
    • Aim
    • Give practise in writing in a journalistic style
    • Identify ingredients that make story newsworthy
    • Timing: 10-15 minutes
    • Visual Aids: Headlines from Newspapers
    • Relevance: Insight into skills used by journalists for media sections
  • 16. Behind the Headlines
    • Method
    • Give Each Student a Headline
    • They Write Story Behind Headline
    • Stories Cover 5 Ws of News
    • W hat
    • W ho
    • W hen
    • W here
    • W hy
  • 17. 100-Word Diary
    • Aim
    • Pick Out Most Important Elements of Story
    • How to Use Everyday Activities as Material for Stories
    • Timing: 15 Minutes
    • Relevance: Practise in Diary Structure
    • Useful for both Personal and Functional Writing Section
  • 18. 100-Word Diary
    • Method
    • Write a Diary of Your Day in 100 Words
    • Greetings, Dates and Sign-Offs Not Included
    • Make Notes First About What to Include
    • Write Out Entry Summarising Events
    • Alternative: Write Diary Entry for Character in Text They’re Studying
  • 19. Book Review
    • Aim
    • Gives Insight into How Fiction Works
    • Shows books have life beyond classroom
    • Timing: 20-30 Minutes
    • Relevance: If they know how fiction works, they’ll write more compelling reviews
  • 20. Book Review
    • Method
    • Imagine You’re a Bookseller
    • Write a Pitch Selling Your Current Book to Teacher
    • Title and Plot
    • Genre
    • Who Would Read it
    • Why You Should Buy It
    • Alternative: Write a review of the worst book you have ever read.
  • 21. Adam’s Excuse Note
    • Aim
    • To encourage students to take a more creative
    • approach to letter writing.
    • Gives students practise in laying out letters
    • Timing: 10-15 minutes
    • Relevance: Useful for all exercises based on letters
  • 22. Adam’s Excuse Note
    • Imagine you are Adam in Garden of Eden (revise story if necessary)
    • Write an excuse note to God, apologising for eating the apple and giving reason
    • Letter to be laid out with address, date, greeting and sign-off
    • Alternative: Any situation where well-known person apologises for misdeed, eg. Politician, celebrity
  • 23. Poetry Exercises
    • Goals of Exercises
    • Demonstrate how poets use imagery, language and the senses to create poems
    • Supporting Material for Lessons Dealing with Similes and Metaphor
    • Helps Students to Analyse and Decipher Meaning of Set Poems
  • 24. If the Hat Fits
    • Aim
    • Gives Practise in Creating Similes and Metaphors and Avoiding Cliches
    • Sharpens Descriptive Abilities
    • Timing: 10-15 Minutes
    • Relevance: Helps students identify inventive imagery and comparison in set poems
  • 25. If the Hat Fits
    • Method
    • Bring Unusual Hat Into Class, Students Pass it Around
    • Examine Hat and Write Sentence About it
    • Sentence Begins with This Hat Is/This Hat Is Like
    • Add to Challenge With List of Forbidden Words
  • 26. Alphabet Soup
    • Aim
    • Encourages Students to Play with Words and Reduce
    • Inhibitions Around Language
    • Timing: 20 Minutes
    • Relevance: Helps them identify wordplay and its impact in set poems
  • 27. Alphabet Soup
    • Method
    • Come Up with 26 Words to Match 26 Consecutive Letters of Alphabet
    • Form Words Into Sentences, eg, A B lack C at D rifted
    • Carry on Until Alphabet Finished
    • Alternative: Write 26 Random Words, Choose 3 and Work them into One-Paragraph Story
  • 28. Guess What
    • Aim
    • Demonstrates ‘show don’t tell’ – subtle descriptions have greater impact
    • Help Identify the Extraordinary Within the Ordinary
    • Visual Aids: Bring in 5-6 Interesting Objects if Classroom Bare
    • Timing: 10-15 Minutes
    • Relevance: Ability to Decode Hidden Messages in Set Poems
  • 29. Guess What
    • Method
    • Pick an Object in the Classroom and Describe it
    • Without Saying What It is
    • Describe it Using Senses – What it Looks, Feels, Smells, Tastes and Sounds Like
    • Read out Description, Other Students Guess Object
    • Extension: Create Life Story for Object
  • 30. Emotion Poem
    • Aim
    • Demonstrates Power of Emotions to Inspire
    • Shows How to Use Five Senses to Describe Emotions – Not Just Sight
    • Timing: 10-15 Minutes
    • Relevance: Helps Students Identify Emotions in Text Poems, Discover Emotions Are Universal
  • 31. Emotion Poem
    • Method
    • Students Write a Poem Describing Emotion eg: Love
    • Line 1: Metaphor for Emotion
    • Line 2: Describe What Emotion Looks Like
    • Line 3: Sound Emotion Makes
    • Line 4: What Emotion Tastes Like
    • Line 5: What Emotion Feels Like
    • Line 6: Smell of Emotion
    • Line 7: Repeat of 1 st Line
  • 32. Fiction Exercises
    • Aim
    • Helps Students See Relevance of Set Novels
    • Practise Techniques Used by Author of Novel
    • Become More Familiar with Novel’s Characters, Theme, Setting and Style
  • 33. 20 Questions
    • Aim
    • Gives Insight into How Authors Make their Characters Believable and Interesting
    • Timing: 10-15 Minutes
    • Relevance: Helps Students Become More Familiar with Characters
  • 34. 20 Questions
    • Method
    • Pick Character From Novel and Write Character Sketch of them
    • Other Students Ask Questions to Guess Character
    • When They Have Guessed, Continue to Ask Questions to Learn More About Character
    • Not Allowed to Ask Questions with Yes or No Answers
  • 35. Rough Justice
    • Aim
    • Highlights Theme of Novel, Demonstrates that Themes are Universal
    • Timing: One class period
    • Visual Aids: To Kill a Mockingbird, Pages 21-25
    • Relevance: Helps them Identify Theme of Novel and Relate to Own Experience
  • 36. Rough Justice
    • Method
    • Read Passage, Identify and Discuss Theme of Fighting for Justice
    • Transpose to Present Day Classroom, Injustice Against Student On Racial or Class Grounds
    • Student Defends Other Student, Pays Price
    • Alternative: Version Relevant to Other Novels, Drawn from Student’s Life
  • 37. Chinese Whispers
    • Aim
    • Shows how to structure story and maintain momentum
    • Shows that story ends up in very different place from where it began
    • Timing: One class period
    • Relevance: Pinpoint Storytelling Techniques Use by Author in Set Text
  • 38. Chinese Whispers
    • Method
    • Based on game Chinese Whispers, check familiarity with rules
    • Give set period of time to write first paragraph of story
    • Pass copy to person three seats away.
    • Student receives another copy and continues story in that copy
    • Pass on again, bring story to an end
  • 39. Story Soup
    • Aim
    • Creates awareness of ingredients in story and shows how to combine them
    • Timing: 10-15 minutes
    • Relevance: Encourages students to think about how ingredients are combined in set novels
  • 40. Story Soup
    • Method
    • Write name of animal, place and verb on sheet of paper, eg. Hyena, supermarket, skipping
    • Hand up paper, papers passed around choose one
    • Write story which includes the three words on paper
  • 41. Drama Exercises
    • Goal of Exercises
    • Give Insight into Techniques Specific to Drama:
    • Dialogue Creation
    • How Characters Behave in Conflict
    • Scene Setting
  • 42. You’ll Never Guess
    • Aim
    • Shows how dialogue is used to get to heart of story and maintain momentum
    • Gives insight into how language used in dialogue differs from that of narrative
    • Timing: 15-20 minutes
    • Relevance: Insight into structure of dialogue in set play
  • 43. You’ll Never Guess
    • Method
    • Create Dialogue in Pairs Based on Following Scenario
    • You are in a cafe waiting for your friend. They burst in, saying ‘You’ll Never Guess!’
    • Continue writing dialogue from there. One describes event, one responds
    • Aim for natural style, bring to conclusion.
    • Alternative: Write Version of Scenario from set play
  • 44. Superhero Scale
    • Aim
    • Gives insight into how characters behave in conflict situations
    • Shows role of character status in determining outcome of conflict
    • Timing: One class period
    • Relevance: Gives insight into how characters in set plays relate to each other
  • 45. Superhero Scale
    • Method (Part 1)
    • Pick a Number from 1-12 to Denote Status of Character in Set Play
    • The Higher the Number, The More Confident a Character is
    • Write a Paragraph to Show How Status Manifests Itself in voice, gestures, body language and walk
  • 46. Superhero Scale
    • How to Determine Status - Brainstorm
    • High Status Low Status
    • Clear Voice Mutters
    • Confident Gestures Agitated
    • Good Eye Contact Looks Down
    • Strutting Walk Shuffling Walk
    • Characters with status numbers of 6-9 will fall somewhere in between
  • 47. Superhero Scale – Part 2
    • Method
    • Work in Pairs to Create Conflict Dialogue
    • Scenario: One character wants to go out and the other character won’t allow them
    • Characters Behave According to Status
    • Ends with One Character Triumphant
    • Extension: Have student imagine progress of a dinner party between characters
  • 48. Character Describes Scene
    • Aim
    • Shows how setting of play adds to dramatic tension
    • Demonstrates importance of position of character within scene
    • Timing: 15-20 Minutes
    • Relevance: Encourages Students to Pay Attention to Backdrop and Character Positioning in Set Plays
  • 49. Character Describes Scene
    • Method
    • Student Becomes Character in Play
    • They describe what they see around them
    • Give Sensual and Emotional Details About Setting
    • Also Outline Their Own Position in the Scene and How it Affects them
    • Alternative: Imagine you are transported into world of play. What would you see?
  • 50. Contact Details
    • For Further Questions and to Book Workshops
    • Please Contact
    • [email_address]
    • 087 6959799/051 854426