Choice Accessories 

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Objective:

 

    Students will write a short story based on a real day that made them happy. Stories will include a description of why that day was special and what about it made them happy. Stories will be written in the first person from their own perspective. Students are encouraged to include illustrations in their short stories. After the stories are completed, they will be put together and sent to be published. Not only will a finished copy of the collection of stories be returned to the teacher to share with the class, but the collection will also be sold all over the world to raise money to be returned to the participating school or organization.  

Below are some suggestions on how to get students started in the writing process. These are only suggestions and may be adapted to meet the needs of students based on age, previous knowledge and ability. Older students that already have some experience with creative writing, for instance can go into more detail with longer and more descriptive accounts of their special day.

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Brainstorming

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• Activate prior knowledge by reading a story about a character that has had a special day.

 

• Class discussion: have students think about a special day. List ideas on the whiteboard. 

 

• Have students complete their own Special Days Mind Map (see below). They can write and/or draw a simple illustration in each box to generate four writing ideas.

 

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Prewriting

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• Have students share their Special Days Mind Map with a partner or small group.

 

• Review the writing elements that make up a narrative story with the class: theme, characters, plot and setting. More advanced writers can also include a conflict and a resolution to their story.

 

 

• Have students choose one of their four special days and begin an illustration of their special day.

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Drafting

 

• Have students write rough drafts of their narrative stories using the elements that they have learned. 

 

• Put students in pairs or small groups for peer editing and constructive feedback of the rough drafts.     

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Revising/Editing

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• Review how to revise when writing. Demonstrate revising the rough draft by adding more details and varying sentences.

 

• Show an example of a draft that needs editing. Guide students to identify and correct errors.

 

• Show an example of a draft that could be improved by adding more detail and descriptive language.

 

• Have students revise and edit their own rough drafts.

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Final Draft

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• Students hand write or type a final copy of their work. There are blank pages included for writing and illustrating.

 

• Teacher collects the final copies and places them in the envelope provided with the school’s name and the teacher’s name included.​​​​​​​

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