Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

Home Classroom Resources Lesson Plans

Lesson Plan

From Fact to Fiction: Drawing and Writing Stories

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 
Grades K – 2
Lesson Plan Type Unit
Estimated Time Two to three weeks
Lesson Author

Betty Welch

San Antonio, Texas

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Getting children to use their imaginations when writing a story can sometimes be difficult. Drawing, however, can create a bridge between the ideas in a child's head and the blank piece of paper on the desk. In this lesson, students use factual information gathered from the Internet as the basis for creating a nonfiction story. Story elements, including setting, characters, problem, solution, and endings, are then used as a structure for assembling students' ideas into a fiction story.

back to top

 

FEATURED RESOURCES

Venn Diagram: Students use this interactive tool in the lesson to compare and contrast frogs and toads.

back to top

 

FROM THEORY TO PRACTICE

Sidelnick, M.A., & Svoboda, M.L. (2000). The bridge between drawing and writing: Hannah's story. The Reading Teacher, 54, 174184.

Vygotsky (1978) stated that children's drawings capitalize on the narrative impulse that emerges in their earliest representational drawings, on their tendency to create stories in drawings, and on the talk that surrounds and supplements drawing events. This talk allows teachers to engage the student in the literacy setting, and provides opportunities for questioning, directing, assessing, instructing, and praising the student.

 

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

back to top