GROUP 1

HUMA HAFEEZ

HUMA ASLAM

SUMAIRA BIBI

KINZA GHAFOOR

International Islamic University, Islamabad

Writing skill THROUGH SHORT

STORIES

OBJECTIVE

This Include teacher’s input towards students and in return the output of students to their teacher

Main objective is to impart creative

writing skills in students through story

writing..

Different Activities Organized By Teacher

To provide opportunities for students to write.

To give them positive reinforcement towards

their creative writing practice.

To give writing instruction and begins

with smaller units of discourse, such

as a paragraph or story.

To help students improve their writing

abilities….

To develop the student’s sense of self-

efficacy related to their writing skills…..

OUTPUT OF STUDENTS

Students will recognize

writing is an important tool

for communicating,

clarifying thinking

for learning.

To practice the behaviors of effective writers. To assess strengths in writing and set goals for future growth.

To use writing to explore ideas and express understanding…..

To use writing to express and share feelings, ideas, and opinions ….

They will learn to write fluently &confidently for a variety of purposes…

TEXT BOOK

BOARD MARKER

ELEMENTRY

TIME :

60 MINS

TEACHING AIDS REQUIRED: hand outs models pictures.

AIM

AIM: To present, practice and produce the skill of creative writing in students ….

The obvious aim of teacher is to

Enable the students to produce their creative imagination on the

paper in written form….

Especially in “English Language” without any difficulty as

developing ‘English creative writing’ ability in students is the fore

most priority so that student may not use wrong grammatical

structure or inappropriate vocabulary.

PROCEDURE:

STEP 2 :

PRESENTATIONPRACTICE

STEP 1 STEP 3

STEP 5STEP 4

PRODUCTION HOME WORK

WARM UP

STEP 1 : (WARM UP)

• Teacher asks students about

stories

• Will Paste picture on board

of main character

• She will then show

animated movie

• Teacher will write some

suggestion about story

• Then she checks students

suggestion

Step 2: (Presentation)

• The teacher is suppose

provide directions.

• Teacher asks students

to write few lines on

their favorite part from

the movie.

• She checks vocabulary,

tenses and spelling

and other grammatical

structural aspects.

The teacher enforced the use of appropriate language-

related and grammar rules in creative writing.

If there are any mistakes, she writes them on the

whiteboard and does a quick repetition drill.

• Then Teacher distributes

handout 1 and asks

students to……….

Farmer Picnic

1. 1.

2. 2.

3. 3.

HANDOUT : 1

• The students will reply in a creative way taking

in to consideration the English grammatical

rules and appropriate vocabulary.

OUT PUT

PRODUCED

BY

STUDENTS ….

Farmer Picnic

1. Cinderella works as a farmer in the fields

1. Cinderella does not go for picnic.

2. Cinderella’s father was a farmer.

2. Somebody asked Cinderella to go for the picnic

3. A farmer lends some bread to Cinderella.

3. Cinderella prepares food for picnic.

Step 3 : Practice

Teacher ought to select

some major or key words

from INSIDE the story

”Snow White And The seven

Dwarfs” and give them

handout 2 and instructs the

students to make sentences

on their own.

Grammar and vocabulary will support them in writing.

She then checks them and if there are mistakes she corrects them

by taking in consideration the criteria for checking creative

writing are correct spellings, grammar and children’s neat hand

writing.

• The sentences made by the students will provide almost the same

sense or information in the story but the sentences would be made

in a different structure to that of in the story in order to be creative.

Hand : 2

WORDS SENTENCES

Poison The apple seemed to be poisonous.

Apple Apple was chewed by Snow White.

Kingdom The kingdom was enchanted by a hideous spell.

friendship There was no relationship like friendship between queen and Snow White

Mirror Queen used to have a conversation with the mirror.

Spell Queen’s spell was soon going to lose its affect.Hunter The hunter fought courageously Queen It was a wicked queen.

Diamond mine There plentiful diamonds in the diamond mine.

Step :4 (Production)

• Teacher can ask the

students to imagine

themselves as the

characters in the story

“beauty and the beast” and

to play their roles but

instead of repeating the

dialogues of the story, they

should create their own

dialogues.

In this way the cognition of students will

be actively involved in the production of

creative writing skills.

The students are assigned the roles of Beast and Bell

• BEAST: CAN I TALK TO YOU FOR A WHILE?

• BELL: NO. I DON’T WANT TO TALK TO YOU.

• BEAST: WHY?

• BELL: BECAUSE I AM AFRAID OF U

• BEAST: DON’T BE AFRAID. I JUST WANT TO BE A FRIEND.

• BELL: WHY SHOULD I BECOME A FRIEND WITH A BEAST?

• BEAST: MAY BE BECAUSE THERE IS NO FRIENT OF ME AND I AM ALL

ALONE.

• BELL: BUT YOU ARE SCARY LOOKING CREATURE.

• BEAST: THAT IS BECAUSE I APPEAR TO BE SO. BUT I AM ACTUALLY A KIND

HEARTED PERSON.

• BELL: YOU SEEM TO BE GENEROUS AND KIND.

• BEAST: SO, WILL YOU BECOME MY FRIEND?

• BELL: YES SURE.

HOME WORK

• Teacher narrates the story of Sam birthday party in class

room

• Teacher asked the students to write one paragraph about the

incidents or characters from their real life …..

CONCLUSION

• The reason behind the use of short story for teaching creative writing skill is that fairy tales are all imaginative and interesting, involving cognitive process actively, that is why students follow the same thing in which they have interest. So, using the stories students are enabled to improve their creative writing skills.

Any Questions

?????