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Bringing Creative Writing to Life

   

 

Students will be shown a video of a 3d Chinese animation.  Students will be asked how they can develop a still moment into a 3d picture with their writing.  Students will be split into groups to brainstorm together and then each student will separately write a short descriptive piece.  Students would be graded by participation.  As a class, everybody will give feedback on each others work for interesting and enjoyable qualities.  

Assignment Introduction: 

This animation was created from a Chinese painting.  How did the artist envision a realistic scene that would bring the painting to life?  Notice how the animator moved across each small scene to focus on the lotus flower, the firefly, and the koi fish.  The animator then drew back the lens to capture the whole picture.  The animated picture is couples with an ode, Ode to Summer, which describes each small element to the picture.  In an ode as the one entailed in this video each visual element is described with adjectives, the first line noting the moment and the last line refers to an overall idea or concept.  When a picture is visualized or a memory comes to mind, brainstorm to pick out detailing elements, for each element try to capture its defining qualities in adjectives.  Ask yourself what is the concept, emotion, action, reflection of the picture or memory.   Express each element, defining qualities, and overall idea in an ode, poem or haiku.In class, separate into groups with a picture to collectively brainstorm.  As a group, point out detailing elements in the picture and defining qualities.  Or individually brainstorm on a picture or a personal memory.  Once the brainstorming has been completed, individually develop writing in the form of an ode, prose, poetry or haiku.  Carefully and thoughtfully develop the writing to capture the details of the picture for interest.  The written piece will be four to eight lines and when completed will be shared with the class.  Each piece should be able to help the listener visualize the moment without seeing the picture.

The painting in this animation was also brought to life in a written ode.

Ode to Summer
Lively shadows dance among green shores on a long summer’s day.
  Dragonflies and koi play joyously and gay.
  The water ripples and the lotus sways
Evoking an endless fragrance reminding us of summer’s way.

 The completed written piece will be evaluated for following directions, use of alliterations, how clearly the final concept is captured.

Final Product: 

Each student will write a short descriptive piece in their choice of poetry, prose, haiku, or ode.  Each piece will be four to eight lines long; rhyming may be used if necessary for the chosen writing style.  If the student is writing in haiku or an ode they will be expected to use proper form.  The form would be writing about time, nature, weather, or season.  The last sentence should state a concept or feeling.   Students will read their piece for their peers in class.  

Grading: 

Students will have class discussion after the presentations are given.  Students will be able to give input on what was interesting or enjoyable.  Students will be graded for participation. 

Adapting the Assignment:  

For students who quickly learn the writing format, they could try to develop a photo story or PowerPoint to accompany their writing.  Students could also try to write more than one piece to give them more practice in writing different styles.   Students whom have trouble adopting the new formats can try writing in prose first.  Students will be given guidance and encouragement to write descriptively.  Students will also have help from their peers by brainstorming in groups. 

Timeline:   

This activity should only take 2 days to introduce the activity and present each student’s writing. 

Primary Learning Outcome:  

This assignment will help students learn more about descriptive writing.  This will help students focus are the elements in situational writing.  Students will employ some form to their writing.  Students’ will practice on their peers through feedback to learn how their writing was more interesting or enjoyable.  

 
Assessed GPSs:   

• ELA7R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

 Students will read their written work to their peers. 

• ELA7W1.  The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

 The students will practice structure and form in their written work as prose, poetry, haiku, or ode. 

• ELA7W4.  The student consistently uses the writing process to develop, revise, and evaluate writing.

 The students will brainstorm for ideas either individually or in groups.  Each student will separately develop their own written piece of work.  The students will discuss and give feedback on each others work paying note what was interesting or enjoyable. 

• ELA7LSV1.  The student participates in student-to-teacher, student-to-student, and group verbal interactions.

 Students present their written work for their peers. 

• ELA7LSV2.  The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

 Students will present their written work for their peers.  The class will help asses the writing by giving feedback on what they felt was interesting or enjoyable. 

~ by hwilhite on November 8, 2007.