How to Strengthen Children’s Writing Skills Through Collaborative Story Making
I present here a versatile, introductory project I have done countless times with students in second grade, through adults, generally in preparation for making puppets to tell the story they have created.
The project involves groups of 3 - 5 students collaborating to write a simple story sequence, using the Story Planning Page.
I find using the Story Planning Page (download at bottom of page) to be highly effective for students to organize their thoughts, work together, and have a written record of the story to be adhered to.
(photo of teachers creating a story at the Tennessee Arts Academy)
PROJECT STEPS
1. PRINT one copy per group of the Story Planning Page and the Story Project Goals Records.
2. DIVIDE CLASS into groups of 3 - 5 students
3. Assign, or allow to self select in each group, the RECORDER, who listens to all ideas and writes final decisions on the Story Planning Page.
The RECORDER will bring bring a pencil and the Story Planning Sheet to their group. It is best if this person is one who can write quickly and legibly.
4. Additionally, assign a Project Manager, who will check off items on the Story Project Goals Records page to make sure they are addressed in the process.
INTRODUCTION FOR STUDENTS
“You are beginning a project in which you will work in groups to write a story. You will use this Story Planning Page to help create your story. Your story will have only ONE main character. This character must have a problem that they have to somehow solve themselves by the end of the story. They will not solve the problem right away, as that is what makes an interesting story.
As you can see, there is very little space for writing on the sheet. You are to write ONLY the main idea of what happens in the beginning, the middle, and the end – NOT every word the characters will speak, along with your title, setting, and characters. You may want to decide on the title after you finish writing the story.”
RECOMMENDED RESOURCE
A book I highly recommend to discuss the elements of story writing with elementary school students is One Day, The End: Short, Very Short, Shorter-Than-Ever Stories, by Rebecca Kai Dotlich, illustrated by Fred Koehler.
The book features texts such as, “One day, I went to school. I came home. The End.”, with illustrations showing all the other things the character did on the way to and from school - showing how important multiple events and problems to solve are in making a good story.
TIP # 1: STORY SEEDS
You may give each group a secret “story seed” around which to build the story, such as:
• an assigned topic
a vocabulary list
an animal
• a “secret word” to inspire a place to start
* a prop (ONLY ONE) Something physical is intriguing - anything at all: an acorn, a plastic ring, paper cut in a heart shape, an image of an art work, a photograph of a place/….
TIP # 2: PROJECT TIME LIMITS
Allow no more than 30 minutes for writing or students will write too much. NO extra paper is allowed. Remind students of approaching time deadline - which also helps in resolving collaboration conflicts.
RATIONALE FOR SHORT WRITING FORMAT:
In performance, the story dialogue is improvised because:
• The Planning Sheet is not allowed backstage, to allow total focus on puppet manipulation – impossible if reading at the same time.
• Improvisation during performance requires immediate response to character emotions and motivations and fosters acute listening, thinking, and response skills.
• Many classes include students with a spectrum of reading abilities so no script reading is required. Reading ability has no connection to creative thinking or performance skills.
• Script memorization takes time better spent on performance skills. If you prefer complete scripts written and memorized, the Story Planning Page is still an effective place to begin.
ADDITIONAL OPTIONS FOR STORY SHARING:
I am generally using this format in preparation for puppet theater, and below are my reasons. However, this project could go in other directions such as:
Each individual student in each group creates their own storyboard, or sequenced cartoon of the story, to show how we all visualize in our minds, and our visions are not right or wrong, just different.
Each group presents a “Radio Drama”, perhaps adding sound effects, and improvising dialogue to tell the story.
Each group member could be assigned one “chapter”, or section of the story, to write out in full text, to then be assembled in sequence to tell the full story.
ADVISEMENT: I have found that certain populations of children have a very hard time coming up with a story that is not resolved using violence or weapons. This resolution is forbidden in this project, and these children may need extra help.
My theory is that they are surrounded by stories of Good Guy vs. Bad Guy in cartoons, movies, even popular movie adaptations of traditional tales that did not start out that way. A great antidote is the reading of traditional folk and fairy tales, which have many different plot formats that people have invented for centuries – demonstrating that dominance by force is not necessarily the only way to approach a problem. I see this as a life skill that cannot be over emphasized.
The Story Planning Page facilitates:
• Construction of a cohesive story
• Agreement among group members on story events
• A written record of the group’s plan, to be referred to and adhered to
• A simple framework on which improvised dialogue is based in performance
TIP # 3: PEER CRITIQUE
I have found that students enjoy and value response from peers. I always invite peer response after performances, but writing can, of course, also be shared aloud. Critique points should only be on the success of the story structure and project goals, as stated on the goals checklist: (download at bottom of page)
Is there one central main character?
Does the story reflect the assigned “Story Seed”?
Does the setting make sense for who the characters are?
Is it clear very near the beginning what it is that the main character wants?
Do the additional characters make sense in the setting as well as the plot?
Does the main character have trouble achieving what they want?
Are problems resolved through the use of weapons or violence?
Does the main character either get what they want, or something they had not expected that is equally satisfying?
Did each group member contribute ideas?
Was each group member given a chance to contribute ideas?
I would love to hear your experience and suggestions with this project! Please share in the comments!
DOWNLOAD Story Planning Page HERE
DOWNLOAD Story Project Goals Records HERE
My next blog post will be about using shadow puppets:
quick to make
fascinating to all ages
require minimal materials
are a perfect follow up to this activity!