Teaching Students to Write Fiction
Writing Fables with Children
Teaching students to write effective fiction stories begins with a genre study of the type of fiction to be written. After a myriad of examples and repeated modeling by the teacher, students should be ready to use the steps of the writing process to create stories of their own. Based on this author's experience, learning to write fables enables children to build skills necessary to explore other types of fiction writing.
Recipe for a Fable
The teacher should begin by reading a couple of short fables to the class and having students create Venn Diagrams to show similarities and differences in the stories. At this point, the teacher should be sure that students recognize these characteristics of fables:
- the main characters are animals
- the animals think and behave in a human fashion
- the story teaches an important lesson
Next, the teacher can use a pocket chart to show the components of one of the fables. The chart should include the following:
- main characters
- setting – place and time
- problem
- events
- clever solution
- lesson
For the second fable, students can work with partners to discover the story components on their own.
Readers' Theater
Assign groups of students to read a fable, add sound effects, and share with the class. The group should also make a list of specific components that make up the story. Afterwards, as a home learning activity, they can read and illustrate another fable, writing a vivid sentence to demonstrate the lesson learned.
Modeling a Class Fable
Read a longer fable, like the one students will write. As a touchstone, or example, students and teachers can use Flattery Will Get You Nowhere, a story written by one of the author's classes. Again, for this fable, the teacher should list the components to prepare students for prewriting their own stories.
Next, students should plan and write a class fable. First, they should select an animal and research the following:
- what the animal looks like
- where it lives
- what it eats
- who its enemies are
- other interesting facts about the animal
After looking at a list of proverbs, students should decide which one to use in their story. After completing a class plan of story components, the students should work on an opening paragraph together. In this paragraph, they need to describe the setting and introduce the main character. Throughout the class fable, the teacher should guide students, helping them revise and edit.
To write the second paragraph, groups of students can work together to draft a description of the character's problem. Then, the class can select the most interesting paragraph to use in their story, integrating ideas from other groups. Students continue writing paragraphs, in this manner, until the animal's problem is resolved and it has learned an important lesson.
Prewriting and Drafting Fables
To begin, students need to select and research an animal of their own. When students' plans are complete, they need to share their story ideas with partners. As the teacher moves around the classroom, she should encourage clever solutions to story problems.
Before drafting the first paragraph of their stories, students should revisit the opening paragraph of Flattery Will Get You Nowhere. For this paragraph, the teacher should model likes and wishes and help students make revisions. In their own opening paragraphs, students should paint vivid pictures of the setting and main character.
Revising and Editing Fables
After writing the first paragraphs of their stories, children should share with a partner and complete likes and wishes. While a few students read their openings to the class, the teacher should recognize descriptions that paint clear pictures in the readers' minds. To write fiction stories, authors should know their main characters well, to the point of knowing how much change is in their pockets.
Using likes and wishes, students can revise and edit their first paragraphs. Afterwards, they should move on to the second paragraph, the problem. While drafting this paragraph, students should focus on the what and why of the main character's problem. Just as in paragraph one, students should do likes and wishes and then revise and edit their paragraphs.
In the same fashion, students should proceed to write the remainder of their story, revisiting the touchstone, then drafting, pair sharing, and revising and editing.
Writings Skills Mini Lessons
As students draft their fables, the teacher should look for ideas that will strengthen the stories. For example, are students using dialogue in their stories? Are they showing, rather than just telling? Are they including thoughtshots, as well as snapshots?
Each day's writing activities should begin with a mini lesson to improve students' writing. Beginning with a short explanation, the teacher should give examples and non-examples. After guided practice, the students should rethink their own writing and make revisions.
An example of such a mini lesson would start with a need in the students' writing. For example, if the students need to use more descriptive language, the teacher could select a paragraph from Roald Dahl's, The Witches [Farrar, Straus and Giroux, 1983]. On chart paper, the teacher can strip the paragraph to bare bones, removing adjectives, adverbs, and similes. Afterwards, groups of students can rewrite the paragraph, including vivid descriptions. After students have shared their improved paragraphs, the teacher can go back and read Roald Dahl's original paragraph in its entirety. At this point, students should be ready to look back at their own writing and add more vivid descriptions.
Publishing Fables
When students have completed their fables, they can create final copies, including covers and illustrations. The students' fables can be placed on a table for everyone to enjoy.
To teach students to write effective stories, teachers should begin with a simple genre like fables. After reading and analyzing numerous fables, the class should study a touchstone. Before writing their own stories, students should research, plan, and write a class fable. Afterwards, they can use the writing process to create stories of their own.
Writing Fiction Stories
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