1. Creative Writing on preschool, elementary, secondary and tertiary level Renata Emilsson Pesková, Hlíðaskóli Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 1

2. Cartoons  5th and 6th grades of Hlíðaskóli 2011/2012 http://issuu.com/renatape/docs/sm_sagnakeppni_grunnsk_la_2011_flettib_klingur/28 Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 2

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4. Overview:  Short story  Short stories in the English classroom  Exchange about creative writing (individual and group work) and presenting the outcome.  Writing workshop Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 4

5. Aims  To discuss teaching creative writing in English classrooms  To argue that the short story / creative writing has it´s place in English classroom on preschool, elementary, secondary level, as well as in the adult life  To promote the discussion about creative writing among English teachers in elementary and secondary schools  To give teachers some simple tools to work with short stories Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 5

6. I. Short story Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 6

7. Write down your definition of “short story” Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 7

8. What is a short story? Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 8

9. An answer of a 5-year-old: “What you tell people so they will be happy.” (p. 163) Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 9

10. An answer of a 10-year-old: “Telling about something and using transition words, a good opening, closing, details and elaboration” (p. 163) Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 10

11.  Kinds of short stories (p. 164)  Classifications (p. 165)  Progressive Plotline (p. 169) Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 11

12. “One can´t believe impossible things”. “I dare say you haven´t had much practice,” said the Queen. “When I was your age I always did it for half an hour a day. Why sometimes I´ve believed as many as six impossible things before breakfast.” Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 12

13. II. SHORT STORIES IN THE ENGLISH CLASSROOM Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 13

14. Short stories in the lessons A. READING STORIES B. WRITING STORIES Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 14

15. “Nothing can help you “learn” how to write a good, short story better than reading good short stories.“ (http://www.wikihow.com/Write-a-Short-Story)http://www.wikihow.com/Write-a-Short-Story Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 15

16. A. Reading short stories Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 16

17.  Story-based approach to teaching English (Primary Essentials, British Council)  Patience A. Karlsson, Storytelling as a teaching strategy  Conference Story-line in August  Ritsmiðja fyrir kennara (STÍL) in August Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 17

18. Work with a short story preliminary activities Drawing, acting, brainstorming, alternative endings, guessing, analyzing, summing up, organizing, using graphs, creating booklets & posters, individual portfolio, mapping individual progress.. Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 18

19. Work with a short story (cont.) activities during reading Vocabulary, guessing the end, drawing the place or the character … Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 19

20. Work with a short story (cont.) post-reading activities http://www.teachingenglish.org.uk/britlit/ha nd-feeds-me Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 20

21. B. WRITING SHORT STORIES Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 21

22. How to write a short story http://www.wikihow.com/Write-a-Short-Story Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 22

23. Introduction into story writing:  Think sheet for story planning  Character fact sheet (drawing)  Drafting (mind map)  Progressive plotline  Story mountain Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 23

24.  Writing  Editing  Sharing  Continuous Assessment (p. 196 + 206) Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 24

25. Short story competition  2010/11, 2011/12, 2012/13  Cartoons in 5-6th grades  3 age categories – will be 4  No topic – may be a wide topic  Online brochure  http://tungumalatorg.is/enska/renata%c2%b4s-space/short-story- competition/ http://tungumalatorg.is/enska/renata%c2%b4s-space/short-story- competition/  Tungumálatorg Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 25

26. III. EXCHANGE ABOUT WRITING Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 26

27. 1. WRITTEN INDIVIDUAL ASSIGNMENT Think about writing in English classes. (handout) Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 27

28. 2. WRITTEN GROUP ASSIGNMENT  3-4 persons in a group  Elementary school teachers together  Secondary school teachers together  Keep your individual answers at hand  Sum up your groups answers to these three questions: Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 28

29.  What are the advantages and disadvantages of creative writing in the English classroom?  Do/Can English teachers utilize creative writing in the classroom? How?  How do English teachers evaluate writing? Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 29

30. PRESENTING THE FINDINGS OF THE GROUPS Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 30

31. IV. Writing workshop

32. PROJECT: Short story Participants get a taste of how students learn to write short stories…  Read some beginnings of short stories.  Write a beginning of a short story.  Share everyone´s beginning of a short story. Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 32

33. Brainstorming Idea Draw a mind map Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 33

34. Sketching Setting Character Plot Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 34

35. Write a Catchy First Paragraph In today’s fast-moving world, the first sentence of your short story should catch your reader’s attention with the unusual, the unexpected, an action, or a conflict. Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 35

36. Start writing Choose the right words! Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 36

37. Kristýn Ýr 8. bekkur Hlíðaskóla  What if? http://issuu.com/renatape/docs/sm_sagnakeppni_grunnsk _la_2011_flettib_klingur/15 Renata Emilsson Pesková, Hlíðaskóli The Multitudinous Forms of Communication 2012 37