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The R.L. Stine Writing Program Teaching Guide

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The R.L. Stine Writing Program Teaching Guide THE R.L. STINE WRITING PROGRAM TEACHING GUIDE GRADES 3–8 Dear Educator, As I travel around the country meeting students, so many children tell me they want to be writers. At the same time, teachers often tell me that their students— even good students—lack the skills and confidence to write clearly and well. In this age of computers and instant information, the ability to express oneself in writing is of paramount importance. And as many educators have pointed out to me, a greater writing facility often leads to more facility in reading and to overall school success. That’s one of the reasons I started THE R.L. STINE WRITING PROGRAM in my hometown, Bexley, Ohio— a program where professional writers come into the schools and work on writing with children. When I visit schools and talk to kids, they all ask the same questions: Where do you get your ideas?— and what do you do when you can’t think of anything to write? There is no doubt that kids ask these questions because they are looking for help when they sit down and confront a blank page. All of the activities and techniques I’ve included in this guide are designed to help students get over their anxiety about writing. I hope that while working with this material, they will learn that everyone has access to many ideas—and that no page or computer screen needs to stay blank for long. I hope your students find this program fun and helpful. As many readers know, I scare kids for a living, but I want them to know that when it comes to writing, there’s nothing scary about it! Have a Scary Day, R.L. STINE JACK BLACK GOOSEBUMPS and associated logos are trademarks of Scholastic Inc. GOOSEBUMPS and associated logos are Industries, Inc. All Rights Reserved. Goosebumps, the Movie © 2015 Columbia Pictures IN THEATERS OCTOBER 16 OVERVIEW FOR TEACHERS HOW TO USE THIS PROGRAM TIME REQUIRED Students can complete each section of THE R.L. STINE WRITING PROGRAM in two class periods per week. Or you may decide to use the program as an intensive two-week class activity culminating in the students writing their own stories. PROGRAM COMPONENTS THE R.L. STINE WRITING PROGRAM consists of seven fully reproducible activities designed for use with grades 3–8. GETTING STARTED Students can work independently, in small groups, or together as a class on the activities in the writing program. You may want to introduce the program by leading the class in a discussion about the writing process. How do writers get their ideas? What makes a story interesting? Then distribute the first activity sheet. THE R.L. STINE WRITING PROGRAM has been designed to help students overcome their anxiety about writing by providing a writing process that can be followed in a step-by-step manner. Popular author R.L. Stine gives tips and strategies for finding ideas to write about, developing characters and plots, and revising. There are short writing activities throughout to help students gain confidence and proficiency in writing. NATIONAL STANDARDS GUIDELINES The Writing Program correlates with the following standards for English Language Arts developed by NCTE and IRA: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts; Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes; Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes; Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts; Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles; Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities; Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). JACK BLACK IN THEATERS 2 OCTOBER 16 THE R.L. STINE WRITING PROGRAM CONTENT AND DESCRIPTION OF ACTIVITIES Pages 4–5: Welcome to THE R.L. STINE WRITING Pages 11–12: Meeting Your Characters PROGRAM Students read about how R.L. Stine comes up with his R.L. Stine shares his tips on where ideas come from. characters, then begin to develop characters for their Activity own stories. • Completing a story begun by R.L. Stine Activity • Working from the list of What ifs they created in Pages 6–8: Journal Writing the last activity, students create a “cheat sheet,” Students read and analyze a section from R.L. Stine’s which lists major characteristics of the characters childhood journal, then write and revise an entry of who will play a part in their stories. their own. Activities Pages 13–14: Outlines and Plots • Finding an idea to write about Students read an outline for an R.L. Stine story, then • Writing the entry learn how the outline helps to organize the basic • Revising the entry using R.L. Stine’s editing and elements of the plot of a story. revising techniques Activities • Completing a plot and outlining a story Page 9: Remember When…Writing • Writing the first draft of their final story About Memories Note: Teachers may find this especially suited to Students read a short memory piece by R.L. Stine, small group work. then write and revise a memory piece of their own. Activities Pages 15–16: Revising Your Work • Finding an idea by analyzing a list of R.L. Stine’s R.L. Stine shares his tips and checklist for revising memories effectively. • Using a strategy to find the focus of the piece • Writing a memory piece Activity • Revising the piece • Using the checklist to revise stories and create final drafts Page 10: What If? Note: Teachers may want to encourage students to Students are guided into writing fiction by working work in pairs on the revision process. from their journal entries or memory pieces and asking the question What if? Page 17: R.L. Stine’s Top Ten Tips for Curing Activities Writer’s Block • Analyzing their own writing to find details R.L. Stine shares his strategies. or incidents that could be developed into fiction stories R.L. Stine would like to thank Michelle Berger, • Writing a short creative writing piece Facilitator of the Talented and Gifted Program, North • Revising the entry Shore Middle School, Glen Head, New York, for her • Making a list of What if ideas they might use guidance on this program. to write a story Note: Teachers of grades 3–5 may prefer to do only the last part of this page—making the list of What ifs. JACK BLACK IN THEATERS 3 OCTOBER 16 THE R.L. STINE WRITING PROGRAM STUDENT REPRODUCIBLE WELCOME! As I travel around the country visiting schools and talking to my readers, many kids tell me how much they want to write, but they have trouble getting started. They can’t think of an idea to get the story going. “Where do you get your ideas?” they ask me. It’s not an easy question to answer. A friend of mine, who’s also a writer, answers that question by saying: “I get my ideas at the Idea Store.” Too bad there isn’t really an Idea Store. Or is there? How do writers get ideas? And how do we figure out how to make a story interesting, suspenseful, or funny? HERE’S A WRITING SECRET: There are three places that ideas come from. Let’s think of these as the three departments of the Idea Store. The first department of the Idea Store is full of everything we see and hear and find in the world around us. The second department is jam-packed with all of our memories. And the third department contains everything we don’t know about and haven’t experienced—things we wonder about. I GET MY IDEAS BY VISITING ALL THREE DEPARTMENTS OF THE IDEA STORE. LET ME GIVE YOU SOME EXAMPLES: Department One: EXPERIENCE Once I saw a boy getting onto an airplane by himself. I watched him as he sat down and started to read a letter. Who was the letter from? What did it say? I don’t know, but it gave me an idea for a book. The main character has to leave home and live with her cousin. When she arrives, she finds a letter in her suitcase. The letter is from her mom. It tells her that she is about to begin a secret life—and she will never come home again. Department Two: MEMORY For another story, I remembered my favorite book, Something Wicked This Way Comes by Ray Bradbury. That book is about a very scary carnival. It gave me the idea for writing a book that starts in a carnival. In my story, a girl named Maggie goes to a fortune-teller at a carnival. The fortune-teller tells Maggie that she is evil. Of course, Maggie doesn’t believe her—until the terrible accidents start… Department Three: WHAT IF? I started wondering what it would be like to have a double—someone who looked just like you.
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