Similes and Metaphors
Connie conducts a whole group activity making up similes and metaphors. She defines them, making it a goal for the students to use them in the day’s writing.
By this point many of the students have drafts of stories. Connie introduces the editing sheet and talks about second drafts and writing conferences. If the teacher already uses some kind of editing sheet, Connie uses it. Sometimes she’ll also suggest some modifications.
Connie asks the students what they would tell someone is important about writing. They bring up the things they’ve learned, and she challenges them to make sure they use strong sensory images, strong verbs and similes in the day’s writing.
A Time You Felt Proud
They share stories orally as a group, and then write.
By now most students have a story or two they’ve revised and is typed up and bound. (Connie generally binds in a simple fashion with staples and plastic tape.) If any student decided to write an anthology instead of individual stories, he or she should also have a collection of the final drafts. After showing examples of the differences between first draft and final draft, the students are paired and take a look at how their work developed, first draft to final draft.
Point of View
Discussing conflicts they’ve had, students describe it from their own point of view, and then imagine how the other person would have described it.