Developing Artistic Writing.pdf - Brevard Public Schools

Turn Back Time
Objective: Students will incorporate flashbacks in an original writing piece as part of their
elaboration.
Anticipatory Set: Arrive wearing scrubs, a surgeon mask, gloves, and a stethoscope. (If these
items are not available, a lab coat from the science lab will be sufficient.) Announce to the
students, “Today we will be performing story surgery. We will be adding flashbacks as part of
our elaboration.” Next, review the definition of a flashback. (It is a literary skill that breaks the
present action of the story to reveal an event from an earlier time.)
Modeling: Read a narrative or expository. This may be a piece that the students have worked
on previously. This particular piece may be lacking elaboration, but have an obvious segue, so
that flashback may be inserted. Read through the story once again and stop at the section where a
flashback may be added. Stop reading the story and begin “thinking aloud” sharing memories
with the class about this particular event. Express how using certain transitional phrases such as,
“I remember when…” “Thinking back…” “One time…” “Let’s reminisce…”, etc. will provide
background information to help the reader understand the story better. It will also add voice,
details, and mood to the piece. Write the flashback on a separate piece of paper. Next, cut the
original piece directly above where the flashback will be inserted. Attach the flashback with
either Band-aids or surgical tape. Finally, discuss how performing “story surgery” enhances the
original piece.
Guided Practice: Pass out a current or previous piece that the students have written. Each
student will draw a stick figure on a blank piece of paper as the teacher draws one on the board.
Each student will reread their paper and identify an ideal place to insert a flashback. Demonstrate
how to use the stick figure as a graphic organizer for recording memories of the flashback. (For
example- the feet can represent the places traveled or where you were, the heart can represent
feelings- the head can represent thoughts, etc.) The students will use their original piece to fill in
their graphic organizer to help them develop their flashback.
Independent Practice: The students will use their stick figure graphic organizers to create an
elaboration paragraph including flashback. Next, the students will perform story surgery on their
original pieces as the teacher demonstrated during the modeling section of this lesson. (If
desired, the students may wear stethoscopes, surgical masks, or even Band-aids while
performing their “story surgeries.”)
Publishing/Sharing: The students’ new stories can be displayed on a bulletin board.
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