Three Kids Take the Story Challenge continued . . .
. . . to create a short story in their mind, write it in a “book format,” learn it well, and then tell the story to First Grade students. They could also illustrate their “book” if they wanted to.
The first day was spent getting acquainted, listening to a story being told, understanding what the goal was, and setting a plan to accomplish it. Two of the kids were enthusiastic. The third was very reticent, repeating several times, “I can’t do it. I can’t do it”. But by talking it through and teaching them about the concept and components of story, they all went home with a title and idea for their own story creation. They were even encouraged to start writing if they thought they were ready.
The second day brought a wonderful surprise. All three came back with story ideas and had actually started writing down what they thought they should say. Two had also started illustrations. And Miss “I can’t do it” had made the most progress! Two sheets of legal size paper were folded “hamburger” style (as opposed to “hotdog” style). They started with the title on the first page, and proceeded to develop their story – complete with their own graphics. They were actually writing a book!
The third day brought about the “telling” of the story. Miss “I can’t do it” was nervous and kept repeating her negative mantra, but after three tries and a lot of encouragement, she faced the video camera and told the story beautifully. The other two also presented stellar performances, and it was proclaimed that they were ready to present their stories to the First Grade.
The following week, all three made their presentations to the applause of their audience and declared that writing a story was fun! Lesson learned. And Miss “I can’t do it” became Miss “Yes I Can!”
The first day was spent getting acquainted, listening to a story being told, understanding what the goal was, and setting a plan to accomplish it. Two of the kids were enthusiastic. The third was very reticent, repeating several times, “I can’t do it. I can’t do it”. But by talking it through and teaching them about the concept and components of story, they all went home with a title and idea for their own story creation. They were even encouraged to start writing if they thought they were ready.
The second day brought a wonderful surprise. All three came back with story ideas and had actually started writing down what they thought they should say. Two had also started illustrations. And Miss “I can’t do it” had made the most progress! Two sheets of legal size paper were folded “hamburger” style (as opposed to “hotdog” style). They started with the title on the first page, and proceeded to develop their story – complete with their own graphics. They were actually writing a book!
The third day brought about the “telling” of the story. Miss “I can’t do it” was nervous and kept repeating her negative mantra, but after three tries and a lot of encouragement, she faced the video camera and told the story beautifully. The other two also presented stellar performances, and it was proclaimed that they were ready to present their stories to the First Grade.
The following week, all three made their presentations to the applause of their audience and declared that writing a story was fun! Lesson learned. And Miss “I can’t do it” became Miss “Yes I Can!”
