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