Picturing+Writing



I attached a .pdf file that contains the column sheet that I use for picturing writing paragraphs. The picture comes first. Honestly, you probably need actual watercolor paper, otherwise it will not work well. Ask your art teacher how to do crayon resist- it is really something you have to learn in person. Once you are ready to begin, model three or four different pictures for your students. I do them on small pieces of the picturing writing/watercolor paper. Then give the students a class period to create the picture.(It the painting bothers you I really think any kind of picture would work as long as the students are excited about it.) Next, model the column sheet. Imagine you drew a picture of a hill with a tree and moon at midnight. The objects in the columns and picture could be stars, moon, tree, sky, hill.

Then, you would describe each element of the picture using alliteration, personification, metaphor, simile, and etc. The students can help you on the board. You might come up with ideas such as-- the stars were blinking their eyes, luminous light, look like glitter on a black paper sky, etc and all these ideas would go in the stars column. Then, go on to the next column until each element has 5 good silver dollar words or phrases. I used bubble.us and had the students give each other ideas on the computer. Each student had a computer and we went around the room adding bubbles to other peoples pages. Then we printed, and this gave the students even more ideas. Next, is writing the ideas in paragraph form. Example: The luminous stars blinked their eyes like glitter on the black paper sky.Cool, huh?

You do not have to use all the words in each column. I tell them 5-7 sentences with a variety of structure. We really want to get away from--The stars were luminus and looked like glitter on a black paper sky. That is telling and we want showing! Model all the steps and you will be surprised what the students are capable of doing. Make sure to edit thoroughly in class. This usually means conferencing with the teacher. You will notice that as they write longer and more complex sentences the students will tend to have fragments and run-ons. This is a great time to discuss those one on one.

I love this project and would be glad to help you. I have other resources, just let me know what you need. Also, I use a scoring guide I made on Rubistar.