ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Draw a Story: Stepping from Pictures to Writing
|Grades||K – 1|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Four 40-minute sessions|
MATERIALS AND TECHNOLOGY
- General classroom supplies (blank white copy paper, crayons, pencils, erasers, construction paper (6x9) in students' choice of colors, glue, clear tape). These will be used to make an accordion book.
- Copies of Pancakes for Breakfast by Tomie dePaola and/or Deep in the Forest by Brinton Turkle, or any other wordless book with a clear story line and detailed pictures that support the unwritten text.
Grades K – 12 | Student Interactive | Writing & Publishing Prose
The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.
- It is assumed that prior to this activity, students will have experienced many read-aloud activities in which they've talked about story elements, including beginning, problem, solution, and endings of stories, and also that they have illustrated their own text and/or events in stories they've read or which have been read to them.
- Additional read-aloud activities during the course of this activity should be supportive of the objectives, focusing on "what happens next" to characters, how story action leads to problems and solutions, and how stories end.
- For classrooms in which there are many students who are still emerging writers, it would be helpful to have adults in the classroom who are trained to transcribe students writing during the writing session.
- This activity is very time-intensive and needs a lot of one-to-one teacher/student interaction, which may require some ‘wait time' for students. Consequently, there should be other activities available to students if they need to wait for assistance with putting their books together.
- Demonstrate the Printing Press for helpers, indicating which template to use for students' work.