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

HomeClassroom ResourcesLesson Plans

Lesson Plan

Using Writing and Role-Play to Engage the Reluctant Writer

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

 
Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Seven 45-minute sessions
Lesson Author

Marissa Kalu

Atlanta, Georgia

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Writing in role allows students to understand the importance of characterization when writing stories. In this lesson, students explore the different characters in the story The Three Little Javelinas and then select one of the characters to write a letter to the author in role. Before students begin writing, they read the story as a whole class and complete character maps and story maps to analyze the characters and events in the story. Students will then use what they have learned about the character to write from the perspective of one of those characters. By creating their own context, students are able to hone their creativity and move forward on the writing process continuum.

back to top

 

FEATURED RESOURCES

  • Letter Generator: Students can use this interactive tool to format their letter written from a character’s point of view.
  • Character Map graphic organizer: Have students use this graphic organizer to analyze one character from the story.

back to top

 

FROM THEORY TO PRACTICE

Schneider, J.J., & Jackson, S.A.W. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38–51.

  • Drama is a method for instruction and learning that involves students in imaginary, unscripted, and spontaneous scenes.

  • Through process drama, students can "write in role" (O'Neill, 1995; Tarlington, 1985), enabling them to think differently about the forms as well as the content of their writing.

  • In the context of process drama, students can write for various purposes and across different genres. The real purposes for writing are created within an imaginary context.

 

O'Neill, C. (1995). Drama worlds. Portsmouth, NH: Heinemann.

 

Tarlington, C. (1985). Dear Mr. Piper...: Using drama to create context for children writing. Theory Into Practice, 24, 199–204.

back to top