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Writer's Block
By Cara Bafile
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Grade Level: 3-6
Story Preview: When his teacher assigns what seems like a simple writing exercise, John discovers hes out of ideas. Characters from his imagination -- a cowboy, a wicked queen, a longed-for pet, and others -- help him overcome "writer's block." In the end, readers realize that the script theyve just read is John's play.
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Roles: Narrator, John, Cowboy, Astronaut, Samson, Wicked Queen, and Mom
Setting: present day
Theme: creative writing
Vocabulary:
- conflict: disagreement
- frustration: disappointment or aggravation
- buckaroo: cowboy
- cowpoke: cowboy
- destination: place one is going to
- persuade: win over
- betrayal: to mislead
- hideous: ugly or horrible
- villains: characters who act against the hero
- fantasy: something imagined
- banter: joking or clever chat
Props: none required
Follow-Up Questions:
- What was Mr. Lern's assignment to the class?
- What nursery rhyme is John talking about when he says one of his ideas has "been done"?
- What characters speak to John?
- Who is Samson? Why does John consider writing about him?
- Who suggests that John write about real events?
- What does John write about? Is it real or fantasy?
Follow-Up Activity:
Help students avoid the frustration of writer's block by having them generate a personal writing list. Ask them to write down at least ten topics they would like to explore through writing. They might consider family members, friends, vacations and trips, other memories, books or stories theyve read, famous people they would like to meet, and so on. Encourage students to keep their lists in a journal or other safe place for future reference.
Additional Notes:
A few additional tips that can assist youngsters in overcoming writer's block are
- Break down the assignment.
- Discuss ideas with parents, teachers, and peers.
- Write the assignment as a letter to a friend.
- Jot down ideas on a personal writing list.
- Respond to something read.
- Use a writing prompt.
Click here for a printable script.
Article by Cara Bafile
Education World®
Copyright © 2007 Education World
03/09/2007
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"I Have a Dream" Speech
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Activity Key
Uncorrected Text
'I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.' Martin Luther King delivered these powerful words in front of the Lincoln memorial on August 28, 1963. A crowd of 250,000 gathered on the National Mall to here him and others call for a end to racial inequality in America. As remarkable as it sounds, the stirring "I Have a Dream" refrain was not included in Dr. King prepared remarks. However this was not the first time he speaked of his dream. He mentioned it in speechs he gave earlier that year. Dr. King’s poignant message of unity and tolerance still resonates as much today as it did on 1963.
Answer Key
"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." Martin Luther King delivered these powerful words in front of the Lincoln Memorial on August 28, 1963. A crowd of 250,000 gathered on the National Mall to hear him and others call for an end to racial inequality in America. As remarkable as it sounds, the stirring "I Have a Dream" refrain was not included in Dr. King’s prepared remarks. However, this was not the first time he spoke of his dream. He mentioned it in speeches he gave earlier that year. Dr. King’s poignant message of unity and tolerance still resonates as much today as it did in 1963.
Copyright © 2017 Education World
Subject: Reading
Grade: 3
Lesson Objective: To read a chapter from James and the Giant Peach and then answer questions relating to what was read
Common Core Standard: CCSS.ELA-LITERACY.RL.3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Materials:
Printable Student Worksheet
James and the Giant Peach excerpt chapter 11
Starter:
Say:
What makes an insect an insect? (Allow the students to answer.)
Main:
Say:
Today, we are going to be talking about insects. There are nine hundred thousand different types of insects in the world!
An insect has three body parts- the head, thorax and abdomen. They have two compound eyes and two antennae.
Insects have three pairs of legs (6 legs total) and many have two pairs of wings.
Let’s see how many different insects we can think of. Raise your hand if you can think of an insect. (Allow the students to answer and make a list on the board)
Some of the insects that you thought of are small and some are larger. One of the largest insects is the giant walking stick bug from Southeast Asia. It can be as long as 2 feet!
Another of the largest insects is the giant weta. They are related to crickets. The body of one can be as long as four inches and can weigh more than a sparrow! They live in New Zealand.
Today, we are going to be reading a chapter from the book, James and the Giant Peach.
While I read the story to you, I would like you to be thinking about the characters in the story, what is happening and how they are reacting to what is happening. (Read the excerpt)
I am going to give you a worksheet that has questions about the chapter that I read to you. I will also be giving you a copy of the chapter so that you can read it to yourself.
After you have finished reading part of the story again and doing the worksheet, we will talk about your answers.
Does anyone have any questions?
Feedback:
Say:
Who would like to share your answers? (Allow the students to share.)
Related lessons:
Emergency Sub Plan: Insects - Science
Emergency Sub Plan: Insects - Writing
Emergency Sub Plan: Insects - Math
Check out our complete Emergency Sub Plans Library!
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2020 Education World
Image by Thomas H. from Pixabay
Introduction: This lesson plan focuses on the introduction of high-frequency words as well as a short list of word family words. The high-frequency words targeted in this lesson are: the, to, and, a. The “am” word family is also focused on, using the words: jam, yam, ram, bam, ham. The lesson guides you through how to introduce the words and provides you with three activities to reinforce reading and writing the words.
Skills:
reading and writing high-frequency words
reading and writing words from the “am” word family
Materials:
chart paper
5 different colored markers
mini-whiteboards and markers or clipboards, paper, and pencils
Printable Activity Worksheets:
one copy of “Kindergarten Spelling Word Wall Cards”
“Box-a-Word” worksheet for each student
“Kindergarten Word Scramble” for each student
“Kindergarten Word Search Puzzle” for each student
Preparation:
The teacher will need lined chart paper to write on. Position the chart paper where all students can easily see it.
Each student needs either a mini-whiteboard and marker or alternatively, a clipboard or other hard surface, paper, and pencil.
Print the “Kindergarten Spelling Word Wall Cards” and cut out each word.
Print “Box-a-Word,” “Kindergarten Word Scramble,” and “Kindergarten Word Search Puzzle.” You will need copies for each student. You may wish to put them in a booklet format.
Whole Group Lesson:
Write a message on the chart paper to read with your students, using the words: the, to, and, a, am. Example: I am going to a restaurant and to the movies. You may wish to change the words “restaurant” and “movies” to suit the needs in your classroom.
Read the sentence with your students. To support their reading, you may wish to add a small picture above the word “restaurant” and “movie.” Read the sentence together as a class.
Ask a volunteer to locate the word “the.” Circle the word. Have students write the word “the” on their whiteboards or paper. Add the word “the” to your word wall, using the word wall printable.
Have students repeat the process of locating words on the chart paper and writing them on their whiteboards for the remaining words: to, and, a, am. Circle each word on the chart paper using a different colored marker. Add the words to your word wall.
Talk further about the word “am” with your students. Ask them to think of words that rhyme with “am.” Make a list of their ideas on the chart paper. It may be helpful to write “am” in one color and the beginning sound in a different color. This will highlight for students how “am” is present in every word and that they are creating new words simply by adding one letter/sound to the beginning.
Independent Practice:
Provide each student with a copy of the Box-a-Word worksheet or booklet of three worksheets (but focus on Box-a-Word today). Circulate around the room, supporting as necessary, as they complete the worksheet.
Use the word scramble then word search worksheets on subsequent days.
Extensions:
Use the word wall cards to have the students chant, clap, and spell the words.
Have students practice writing the words using other modalities such as salt trays, chalkboards, sand, or paint.
Have students use the words in their journal writing. You may wish to give them a sentence starter using one of the words, such as “I am…” or “The cat is…”
Choose books for guided reading that contain the words being learned.
Write a daily message on chart paper using the targeted words, to read together with your students.
Have students draw pictures to illustrate the “am” words.
Adapt this lesson plan and teach weekly spelling in grades K-2nd. Get more weekly spelling worksheets from PrimaryLearning.org
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