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24 sats \ 3 replies \ @dot 27 Sep \ parent \ on: Solving a Problem the_stacker_muse
  1. After brainstorming actions and emotions, go back to the task. The task is to solve a problem.
  • choose one detail from the above as the problem
  • choose one detail as the development
  • choose one detail as the result
Guide the students to work step by step like this, and you will see very interesting outcomes!
write
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48 sats \ 1 reply \ @dot 27 Sep
Based on the data above, I can come up with a few story lines:
  1. The man answers the phone, and there is a voice on the other end ☎️👂. After the call, he becomes very confused and collapses into frustration, holding his head and thinking at the table 🤯🪑. Suddenly, he takes a piece of paper and writes on it ✍️📝. After some reflection, he may have found a solution for the phone call problem 💡✅.
  2. That day, the man received a task note from his boss 📝. He opened the paper and thought hard, but couldn’t understand what his boss meant 🤔. He held his head and pulled his hair, moving from annoyed to frustrated 😣💢. After thinking for a long time ⏳, he decided to call his boss 📞 to confirm. His boss said the note was sent to him by mistake, it was meant for another department 🙃. After hearing this, he breathed a sigh of relief 😌.
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15 sats \ 0 replies \ @cryotosensei OP 28 Sep
I like that you used the word data.
It makes creative writing less formidable. You distilled it down to an analytical approach that everyone can use
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0 sats \ 0 replies \ @cryotosensei OP 28 Sep
What happens if your students can’t go beyond mere description of their characters’ feelings? Actually, even if they write that their character is happy/sad/shocked/disappointed, they are already in a different league from their peers. I find that most kids tend to focus on actions. Having said that, my job is to teach them to sprinkle Show Not Tell phrases to enliven their compos
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