Our students are writing children's stories as the summative task for the fiction unit. After giving them the tools and knowledge to analyze plot, setting, and character, we have them create their own character and give him or her a problem to solve. They might also invent an antagonist or a sidekick to hinder or help the hero.
In order to have a solid start, there is a character questionnaire based on one that Nancie Atwell uses in her writers workshop, and today was the day when students started to flesh out their protagonists.
"Can I have my character be on one of the planes from 9/11?" a young writer asked me.
I frowned. "It's supposed to be a children's story," I reminded him.
"It's history," he replied. "Kids need to know history."
I looked at him doubtfully.
"It will definitely be a children's story," he assured me.
I raised my eyebrows quizzically.
"I'm going to make it rhyme!" he promised.
In order to have a solid start, there is a character questionnaire based on one that Nancie Atwell uses in her writers workshop, and today was the day when students started to flesh out their protagonists.
"Can I have my character be on one of the planes from 9/11?" a young writer asked me.
I frowned. "It's supposed to be a children's story," I reminded him.
"It's history," he replied. "Kids need to know history."
I looked at him doubtfully.
"It will definitely be a children's story," he assured me.
I raised my eyebrows quizzically.
"I'm going to make it rhyme!" he promised.