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  1. SweetoSyed

    Question What is Creative Learning and Writing???

    Hello Sir,
    One of my colleague have to conduct a workshop on Creativity, Creative Writing and Creative Learning both for teachers and for younger children.
    She have had asked me to help her in collecting and compiling the stuff to make this a good session of learning..
    can anyone help me in this regard?
    With ideas about creative learning and creative writing
    and the activities for making it easier and interesting to learn and teach english..
    Also, what are these "Circle Games" and "Listen to your word" activities?

    i hope someone can come up with something for me..

    thanking you in anticipation sir,


  2. Editor,
    English Teacher
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      • British English
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      • UK
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      • Japan

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    Re: What is Creative Learning and Writing???

    Circle games:

    I don't know anything at all about 'Listen to your word' activites- I've not heard of them, but I don't teach children. Maybe someone will be able to come up with something.

    • Join Date: May 2005
    • Posts: 7

    Re: What is Creative Learning and Writing???

    As we know that creativity means create something new. Your english may be as good as you able to impress someone with the help of english language. Strong english writing is also compulsory for the purpose. Use vast area of english vocabulary for strong english writing.

    • Join Date: Jun 2006
    • Posts: 240

    Re: What is Creative Learning and Writing???

    hello, Iwould like to share these sites with you about creative writing and i hope it will be useful for you.

    • Join Date: Jun 2006
    • Posts: 240

    Re: What is Creative Learning and Writing???

    A step by step approach to writing

    29 May 2006


    How the Creative Writing Process Works

    The Creative Writing Process permits the author to construct through a series of well planned out stages, a thorough piece of writing that is both organised in its presentation and thorough in its development. Since this is a process, we are dealing with several stages of development from the initial thoughts and ideas to the final polished product.

    The first stage of writing is usually the selection of a topic to write about. It involves the consideration of several possible subjects of study, listed for consideration. Following a critical evaluation of the pros and cons of each possible candidate, a selection is made and stated with a reason given for its choice.

    Now that a topic has been selected, one must organise the subtopics that will be included within the piece of writing. One of the easiest methods of visualising the proposed topics that will be developed is to draw a web map. This graphic organiser is the blueprint for our writing as it shows the relevant paragraphs and their supporting thoughts that will form the body of each paragraph. When the web map is completed, we have before ourselves the basic elements of our story and the sequence in which they shall occur.
    While the Web Map organised our basic elements of our writing, we still need to focus in on the statements that will be made in our paragraph. The outline keeps our paragraphs focussed on a single topic with carefully selected supporting statements, and sets up our topic and concluding sentences. At this stage, we are still writing in point form only since we are merely organising our ideas. While most of the ideas of the outline are probably well supporting of the main idea of their prospective paragraphs, some could be better. Careful revision of a few of the ideas recorded in the outline will improve the content and quality of your final product.

    You can now write in earnest with all the zest and vigor that we posses. In preparing your First Copy, make liberal use of adjectives, adverbs and colourful descriptions. Use a variety of simple, compound, and compound complex sentences.

    When you are done, have a parent or trusted skilled friend proof-read your work for spelling and grammar errors. Next you can edit your work to improve the way that your sentences flow, change awkward wording, add or remove words to make the sentences more polished.
    All that is left now is to prepare the final document on a word processor. Be sure to make it double spaced and include both title page and bibliography. Staple it together with the title page on the front, followed by the final copy and all the other steps of the Creative Writing Process, and hand it in.

    Congratulations you are done.

    Web Page Author
    Allan Kirby B.A. B.Ed.
    The Pines Senior Public School
    Ontario, Canada Telephone: (905) 987-5232

    • Join Date: Jun 2006
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    Re: What is Creative Learning and Writing???

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    Lesson Plan #:AELP-WCP0009


    Creative Writing - Collaborative Stories
    An Educator's Reference Desk Lesson Plan

    Author: Twila Chambers
    School or Affiliation: Frost Elementary School, Chandler, AZ
    Endorsed by: These lesson plans are the result of the work of the teachers who have attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teacher from 14 western states dedicated to improving the quality of education in the rural, western, United States, and particularly the quality of math and science Education. CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops.
    Date: May 1994


    Grade Level(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


    Language Arts/Writing (composition)
    Overview: This is a creative writing time that takes a minimum of 25 minutes. During this time students are beginning their own story, reading another's beginning and creating the middle section, reading yet another story and finally developing a conclusion for that story.

    Purpose: This activity encourages students to be creative in their own writing, as well as being critical and analytical of another's. I find that students who accomplish very little during a typical, structured writing time, become very involved in this type of writing.


    Create the beginning of a story. Introduce the characters and the setting.
    Develop the action for the story.
    Bring the story to a conclusion.
    Read and analyze another's work.
    Recognize the need for neat, well-organized work.
    Time management.

    Resources/Materials: Pencils and writing paper for each student.

    Activities and Procedures:

    Each student is asked to take out a clean piece of writing paper and a pencil. Do not put their name on this paper.

    The direction is given to write the beginning of a story. The characters' names should not be those of students in the class and gorey (blood and guts) type plots are not allowed. They are given 5 minutes to write as much of the story as they can. (Time might be lengthened for older students.)

    At the end of 5 minutes, direct the students to pass their papers in a given order. I try to get them at least 3 or 4 students away.

    Have the students read the story that has been started and continue it for the next 5 minutes. Remind them that they are developing the plot.

    At the end of this 5 minutes, again have the students pass the papers in the same pattern as before.

    The students now read their new story, keeping in mind that it will be their job to write the conclusion for this story.

    Again allow the students 5 minutes for writing.

    Tying It All Together:

    There are several possibilities. Any and or all could be used.

    Pass the stories yet another time and have a fourth student illustrate the story then read it aloud to the class.

    Collect the stories and use them for an editing activity. Two or three students could edit the same story.

    After the stories have been edited, have them copied in best writing or put on the computer and published as a class book available for free time reading by all.
    Everyone enjoys hearing the stories read aloud and listening to see if something they wrote is in that story and what others did with their story line. The books are fun to go back to later in the year and see how their writing skills have improved.

    • Join Date: Jun 2006
    • Posts: 240

    Re: What is Creative Learning and Writing???

    Teaching Ideas is kindly hosted by:

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    Reading | Writing | Speaking and Listening

    Creative Writing
    Teaching Ideas > Literacy Ideas Subject: Literacy (English)
    Age Range: 5 to 11

    1) Writing Traditional Stories from a Different Point of View

    Read "The True Story of the Three Little Pigs" (by Jon Scieszka) with the children. This tells the "Three Little Pigs" story from the wolf's point of view.
    Ask the children to think of a story that they know well, and to write another version from another point of view.

    e.g. Write "Cinderella" from the PoV of one of the ugly sisters,

    OR Write "The Three Billy Goats Gruff" from the PoV of the troll,

    OR Write "Goldilocks and the Three Bears" from the PoV of Goldilocks.


    2) Design a New Room for the Chocolate Factory

    Based on "Charlie and the Chocolate Factory" by Roald Dahl.

    Remind the children of the story and read chapter 15 - a description of the Chocolate Room.

    Ask the children who have read the story if they can think of any of the other rooms in the factory. Make a list of these on the board for the children to refer to later.

    Now ask the children to make up a new room for the chocolate factory, making sure that they are as descriptive as possible.


    3) Godzilla

    This idea is based on the Godzilla introduction found here

    Read the introduction to the children (you might need to photocopy it so that the children can refer to it during their writing) and ask them to continue the story.


    4) Missing Person

    The following activity is great fun, and usually produces great results, but must be used with caution. Only try it with a class you are comfortable with, and who you think will cope with the situation. Also try to add a little humour where possible, ensuring that the children are aware that it's not real - you're just pretending!

    Choose a name for a missing person (e.g. "Paul"), making sure that this is not the name of someone in the class. Before the lesson, put a chair in an empty space in the classroom. For the purposes of the lesson, pretend that this space is where "Paul" normally sits.

    Ask the children where "Paul" is. They will probably look at you as though you are mad, but continually ask them where "Paul" is today. Tell them that he normally sits in his space (point to the empty chair) and that he was there yesterday, but he isn't there today. Insist that they tell you where he is. Hopefully someone will make up a reason why "Paul" isn't in today. Argue with them, saying that you have heard differently. Ask if anyone knows anything else. Ask who was the last person to see him. Continue like this for a while, with the children explaining where he is.

    Finally, say that as Paul is missing, we will have to make some missing person posters, explaining who Paul is (with a picture so others can identify him!), where he was last seen and who to contact if he is found. When these are made, you could post them around the school.

    A missing person poster template can be found here for you to use (also available in PDF format here) .


    5) Supermoo's New Adventures

    Based on the book "Supermoo" by Babette Cole.

    Read the story through with the children. Discuss the main characters (Supermoo, Calf Crypton, the BOTS, Miss Pimple's class), and ask the children to produce a new adventure for a series of new Supermoo books. This could be in the form of a story, or a storyboard with accompanying pictures.

    When finished, the children could actually make the books for younger children in the school to read.


    6) Recipes for Dreams

    Based on "The BFG" by Roald Dahl.

    Remind the children of the story and read the "Dreams" chapter to give the children some ideas. Ask them to make a recipe for a dream. They could set it out like a cooking recipe with ingredients and mixing instructions and there should also be a short description of the dream (which could be a "Golden Phizzwizard" or a "Trogglehumper").

    When all of the recipes are finished, they could be made into a "Dream Recipe Cook Book".


    7) Dr. Xargle's Book of .....

    This activity is based on the Dr. Xargle series of books written by Jeanne Willis and illustrated by Tony Ross.

    Read through some of the books in the series.

    The children should write their own Dr. Xargle story in which he teaches his class about a different aspect of Earth life (e.g. school, work). This will encourage them to look at everyday life from a different point of view. If there is enough time, they could also make illustrations to accompany their text.


    8) Class Mascot Activity

    Find a small soft toy or puppet which will become the class mascot. With the class, choose a name for the mascot, and discuss its background (where it comes from, its friends and family, its likes and dislikes etc.).

    Let each child take the mascot (and a book in which to write) home for a few days at a time. While they are looking after the mascot, they should write a short story in the book outlining what the mascot has done during its stay with them. This can be true or the children can make up events (e.g. a trip to the moon). Encourage them to be as creative as possible.

    When the mascot returns to school, spend some time discussing what it has done and where it has been. The class could make a book describing the mascot's travels.


    9) The Adventures of LiteStar

    This activity is based upon a U.K. primary school's web page (see the link below) which includes the interactive story of "Litestar". The school has started the "LiteStar" story, and they are inviting others to contribute their ideas about how the story could continue.

    First, visit the site at, print a copy of the beginning of the story and read this with your class. Then, get the children to finish off the story. When they have done this, you can e-mail the stories to the school who will check them and add them to their site.


    10) When I am famous...

    "In the future, everyone will be famous for 15 minutes" - Andy Warhol

    Discuss the above quote with the children, and talk about what it means to be famous. Would they like to be famous? What would they like to be famous for?

    The children could then write:

    An account of what they would like to be famous for, and why.

    A diary, written as if the child was famous in the future. How are they feeling? What things do they have to do?

    An newspaper interview, written as if in the future, with the child who is now famous.


    11) How did the elephant get its trunk?

    Can the children think of a story which describes how the elephant got its trunk? Or how about explaining how a giraffe got its long neck? How did the leopard get its spots? Why has a rabbit got long ears? Why is a zebra stripy?


    12) Description of a New Animal

    A good way of asking children to use their descriptive writing skills is to ask them to invent a new animal. Ask them to describe what it looks like, where it lives, what it does, what it eats etc. It might be useful to discuss existing animals and their characteristics beforehand.


    13) Writing a story based on adverts

    In the back of many books, there are often adverts for other stories. Why not get the children to choose one of these adverts, and write a story based on the description of the story in the advert. They don't need to have read the book which is being advertised, and you can get them to compare their own story to the real version when they have finished.


    14) Using Objects

    Take 4 or 5 unrelated but interesting objects and challenge children to create either a skit or a character description of the owner. Great for oral discussion but also useful for character analysis. Suggested by Jane Knight.

    You can also find some stimuli for creative writing here.

    Teaching Ideas
    Mark Warner 2006

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