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Developing Ideas and Content in Writing Mrs. Kim Johnson Pike County Middle School 7 th Grade English Language Arts/Reading.

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Presentation on theme: "Developing Ideas and Content in Writing Mrs. Kim Johnson Pike County Middle School 7 th Grade English Language Arts/Reading."— Presentation transcript:

1 Developing Ideas and Content in Writing Mrs. Kim Johnson Pike County Middle School 7 th Grade English Language Arts/Reading

2 How can we describe Ideas and Content? IDEAS AND CONTENT are what the writer has to say, such as a message. The ideas should be fresh and original. The ideas should also come from the writer's experience. The paper should be interesting and hold the reader's attention all the way through. The paper should contain supporting details that enrich the main idea. The main ideas should stand out from the supporting details. The writer should show how people respond to life and to each other. Day 1

3 A writer should do the following: Narrow the topic to something specific Use fresh and original ideas Write from experience Show insight in the writing Make the main idea stand out Use supporting details Stay in control of the topic Develop the topic in an entertaining way Day 1

4 When making suggestions to peers, do the following: Circle what you believe to be the correct response to the paper. Overall paper is interesting OR Overall paper is somewhat interesting OR Overall paper is boring Writer stays on topic OR Writer occasionally goes off topic OR Writer goes off topic often or has no clear topic Purpose of paper is clear OR Purpose of the paper is somewhat clear OR Reader is unsure of the purpose Paper contains supporting details OR Paper contains some supporting details OR Topic is general and not supported by details Paper seems to be written from experience OR Some of the paper is written from experience, some of it is not believable OR Paper is not believable Day 1

5 Building Ideas with Words You have been given a list of 15-20 words. Be sure to use descriptive adjectives and vivid action verbs. Use the words to write a paragraph. When you are finished, you will read the paragraph aloud. While you have the same words as your peers, your ideas will be very different. ADJECTIVES VERBS vivacious agitate scratchy squeal sparkling nuzzle vacant descend ravenous pounce deafening splatter ferocious boom sly jeer refreshing achieve regal hesitate Day 1

6 Ideas in Song Materials: Recording of song Tape player or CD player Enough copies of the song lyrics for each student Pencil and paper for each student Procedure: Step 1--Clear everything off your desk. There is also to be no talking at this time. Listen to the song the teacher plays. Step 2--Listen for a message the second time you hear the song. There is still no writing or talking--only listening. Step 3--Get out pencil and paper. Write down any ideas about the message that comes to mind while you listen to the song a third time. Again there is still no talking. It is important for you to develop your own ideas. Step 4—Listen to the song a fourth time while you look at the lyrics and record any additional ideas that come to mind or clarify ones that are already written down. Take ample time to finish without talking to others. Step 5- Write a paragraph explaining what youthink the message of the song is. As long as your opinion is based on the lyrics of the song, there is no wrong answer. Step 6--Now share your opinion. Discuss the different ideas that are presented in the class. Day 2

7 Ideas in Song Materials: Recording of different song for each group Earphones for each student in group Tape player or CD player with earphone jacks Enough copies of the song lyrics for each student in each group Pencil and paper for each student One sheet of posterboard for each group Procedure: Step 1--Divide class into groups of 3-5. Step 2--Give each group a different song. Rotate the groups through a listening center where they will do steps 4-7. This will take some time, so the other groups will need something to work on while waiting their turn. Step 3--There is to be no talking at this time. Play the song one time so that the students become familiar with it. Step 4--Instruct the students to listen for a message while you play the song a second time. Have them write down ideas that come to mind while listening to the song. Step 5--Pass out a copy of the lyrics to each student. Play the song a third time while the students look at the lyrics and record any additional ideas that come to mind or clarify ones that are already written down. Give the students ample time to finish without talking to the other members of the group. Step 6--Now have the group members discuss the song and their ideas. They may replay the song and use the lyrics as much as necessary. The group must decide on one central message for the song. Step 7--Give the group a sheet of posterboard and have them create a poster depicting the message of the song. The poster must have the title of the song. Step 8--When all groups have finished their posters, have them give a presentation where they play the songs and explain their posters to the rest of the class. Day 3

8 Song Suggestions "Abraham, Martin and John" by Dion "American Pie" by Don McLean "At Seventeen" by Janis Ian "Authority Song" by John Cougar "Be Careful of Stones That You Throw" by Dion "Big, Bad, John" by Jimmie Dean "Blowin' in the Wind" by Bob Dylan "Eleanor Rigby" by The Beatles "Everybody Hurts" by REM "From a Distance" by Bette Midler "Hero" by Mariah Carey "Imagine" by John Lennon "In the Ghetto" by Elvis Presley "Lady Madonna" by The Beatles "Let It Be" by The Beatles "Little Boxes" by Woody Guthrie "One Tin Soldier" by Coven "Revolution" by The Beatles "The Sound of Silence" by Simon and Garfunkel "Stand By Me" by John Lennon "Trouble Me" by 10,000 Maniacs "We Didn't Start the Fire" by Billy Joel "Wind Beneath My Wings" by Bette Midler Days 2 & 3

9 Story Skeleton You will be given a series of sentence beginnings that, when completed, will create a paragraph or a story. These will be revealed one at a time on the overhead projector. You will have 2 minutes to complete each sentence. Then we will share our stories. EXAMPLE STORY SKELETON FOR A PARAGRAPH: My least favorite food... The smell of it... It feels like... Its taste... The worst thing about it... I would prefer... Day 4

10 Your Story Skeleton I could tell when I got out of bed that it was going to be a marvelous, terrific, fantasic, very good school day, because…….

11 At breakfast, it made me happy when……..

12 On the way to school, I……..

13 It continued right on being a marvelous, terrific, fantastic, very good day once I got to school, because…….

14 At lunchtime, I………

15 When I got home, I……..

16 Something spectacular that happened at dinner was……

17 I didn’t really want to go to bed that night, because good things kept happening. I should have known they would continue, because I dreamed about…….

18 The Story Behind the Picture Look at several pictures from magazines provided by your teacher. Choose a picture that seems to have a story to be told. Take ten to fifteen minutes to brainstorm ideas on paper. Then write a story based on the picture. Display the picture with your story. Day 5

19 Movie Music Listen to some music that is unfamiliar to to you. Old movie themes, symphonies, and classical music will be used. Write down what you would expect to see if the music were the background for a movie. Listen to the music several times while you write down your thoughts. Then write a story based on what you wrote. Day 6

20 What’s That Smell? Smell something that has a distinctive odor. Try to figure it out without being shown or told. Do not share your thoughts. After a few minutes, write down your thoughts about what the scent reminds you of and why. Do not just write down your guess of what the source of the smell is. Write a story or essay based on your thoughts. We will share our stories. Day 7

21 Pictures and Paintings Number your paper for each picture shown. For the activity, you will need pencil and paper. Study one picture at a time. Write down a title, phrase, or sentence describing what you see. There is no talking during this part of the activity. Take a few minutes, then move on to the next picture. Do this until you have responded to each picture. Now go back to each picture and share what you wrote down. The point of this activity is to show that different ideas can evolve from the same image. In the same way, you may have a similar topic to write about, but your peers will have different ideas relating to that topic. Write about one of the images. Usually, each student comes up with interpretations that others could never imagine. We’ll have fun with this. Day 8

22 What does the taste remind you of? Taste the food your teacher provides. Write a story that is associated with the taste. Your story should include memories and events that you have experienced. Day 10

23 I Remember Take out a clean sheet of paper and a pencil. Here are your directions: *Your teacher will set a timer for two minutes. When she says “Ready, Set, Write,” you write as fast as you can all of your memories that come to mind (no matter how silly they may seem). Every sentence must begin with “I remember…” Do not take your eyes off your paper. Keep writing. Day 11

24 I Remember…… A sample list may look like this: I remember when I found an injured baby squirrel. I remember when I broke my arm riding the horse. I remember shopping with Santa’s elf. I remember when I got hit by a car driven by a drunk driver. I remember being a flower girl in a wedding. I remember meeting Joyce Blackburn.

25 I Remember……. Your next task is to highlight the ONE idea that you want to develop: I remember shopping with Santa’s elf. Repeat the two minute writing activity. Every sentence will begin with “I remember.” Your sentences will all relate to the highlighted idea. When your teacher says, “Ready, Set, Write,” you will write as much as you can without taking your eyes off your paper.

26 I Remember…… A sample list for the idea that was highlighted may look like this: I remember Santa’s Secret Shop at Rich’s in Atlanta. I remember my checklist with Mom and Dad checked. I remember my budget was $2.06. I remember picking out a necklace for mom. I remember a handkerchief for dad. I remember the elf’s ideas were terrible.

27 I Remember…… Take your highlighted idea and all of the sentences on the second list and develop a story. This activity provides prewriting in a list format instead of a web format. Develop your story from your list of details on the second list. Before you begin, you may want to add more sentences to your second list.

28 Strategies for Generating Ideas When You’re Stuck (or overcoming Writer’s Block) The purpose of our two weeks together has been to mentally file some strategies for creating ideas as we write. If you find yourself taking a writing test and your prompt seems boring to you or you can’t think of something to write, remember our class and the things that we practiced doing. Let’s review. Day 12

29 Strategies We Can Use 1. Think of the family photo album to spark some memories that you have created. This is one way to write from your personal experience. 2. Think of the scent activity in which we wrote about a memory associated with a smell.

30 Strategies We Can Use 3. Think of the word lists that we created with strong adjectives and strong verbs. 4. Think of the songs we heard and the messages in the lyrics. Songs are good ways to generate ideas. 5. Think of the pictures that we saw around the room and the sentence starters that helped us to generate a story from a picture.

31 Strategies We Can Use 6. Think of the story skeleton with a beginning, middle, and end of a favorite children’s book that we rewrote from our own experience. 7. Think of the taste activity when we ate the food and wrote a story about it, using strong adjectives and verbs to tell our stories. 8. Think of the “I Remember” strategy for brainstorming ideas and then brainstorming details about one particular idea.

32 Quiz Time Divide your paper in half. Number each section on front and back 1 to 4. Write your name at the top, along with the heading “Writing Idea Strategies Quiz.” In each section, write down a writing ideas strategy that we have learned and practiced. Then, describe a scenario in which each of the strategies might help you. In other words, what types of writing prompts might you see in order to use these strategies? Be creative.

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