Brainstorming activities show students how ideas are transformed into projects. Students should keep a journal for responses to prompts, suggests Ruth W. Wilson of the Yale-New Haven Teachers Institute. These can include writing about a significant life experience, describing their best friends and telling the stories of big mistakes they made. Photographs can also be a source of material; students can randomly select pictures, then write a description in their journals of what's happening in the picture and who the people in it might be.
To practice outlining their creative work, elementary school teacher Greg Harrison suggests teaching the elements of plot, character, setting and mood by walking students through a familiar story such as "The Wizard of Oz." They can then choose interesting notations in their journals to develop into outlines that contain the different parts of a story. To expose students to poetry planning, you can adapt this lesson using poetry they will be familiar with, such as the work of Shel Silverstein, and demonstrate the concepts of lines, stanzas, imagery and rhyme.
In-class writer workshops can let students develop drafts of their work. Most teachers begin a workshop with a five to 10-minute mini lesson about an issue related to grammar or language, such as voice, detail and punctuation, then allow students to work on their drafts for the rest of the period. During this time, you can circulate around the room and check each student's status, asking them to read something they've written to you or share a concern or question they have. Providing a structured environment for their writing can hold them accountable for their work and enhance productivity.
As the writer workshop continues, you can also begin meet with students one-on-one. Set aside work time or a period after school for students to get help on their writing, suggests high school English teacher Sally J. Dorenbusch. This lets you provide them with feedback on their drafts, suggestions for revision and advice for their personal obstacles to writing. Some, for example, may have a poor attitude because they don't see the value of creative projects. Having this work time available for students gives you the opportunity to personally encourage them, pointing out their strengths as well as what needs improvement.
Ultimately, students should have a culminating project to work toward: a class literary anthology. Once students have met with you and revised their work, you can compile the anthology and produce copies for students and parents. An advantage of a class publication is that it makes creative writing tangible for students; they can clearly see that their effort has an outcome. To debut their collection, you can also hold a creative reading and transform the classroom into a coffee house. Students can then read portions of their work for the group to celebrate their hard work.