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Creative Spirit

Creative Spirit. Beginning/Intermediate Strategies for Writing. Examples/Ideas. Just begin with any word, or idea, for example: Distance… (Distancia) Word… (Palabra) Ocean… (océano, mar) Bread… (Pan) Silence… (Silencio)

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Creative Spirit

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  1. Creative Spirit Beginning/Intermediate Strategies for Writing

  2. Examples/Ideas • Just begin with any word, or idea, for example: • Distance… (Distancia) • Word… (Palabra) • Ocean… (océano, mar) • Bread… (Pan) • Silence… (Silencio) Later, you can expand on that idea, just look at the word, and let the Creative Spirit guide you…

  3. As a sample: • Does anyone know the pain of distance? • ¿Alguien sabe lo que es el dolor de distancia? • Distance is an ocean when you are not with me… • La distancia es un océano cuando no estás…

  4. Bread/Silence (Pan/silencio) • El pan tiene sabor amargo si estás lejos • Bread tastes like tears if you are far away • Los silencios, todos están conmigo • All silences, all are with me…

  5. Intermediate/advanced strategies • Journal entries At least once a week have students write about something not complicated that happened to them using the vocabulary they know. Work in groups and share the journal entries promoting a discussion to learn and to motivate each other for next assignment.

  6. Journal entries Teachers may ask students to focus on a specific theme (nature, travel, etc.) or to focus on using a specific grammatical structure (future tense, conditional, etc.)

  7. Using metaphors/analogies • The use of metaphors/similes are very helpful to develop more vocabulary • Have them explain “why” they chose their metaphors/analogies • Include “fun” options to keep students engaged in the activity • Ask students to make connections

  8. Examples with Metaphors • The garden is sad… • The distance is heavy • Words seem soft and round • You are the bread of my days • El jardín está triste… • La distancia pesa • Las palabras parecen suaves y redondas • Tú eres el pan de mi día

  9. For all levels activities • Parts of Speech Activity • Review parts of speech with students • Goals: • To form more complex sentences • To think creatively/ to develop imagination • Challenge students to come up with the ‘craziest sentence’

  10. Nouns Adjectives Verbs Adverbs Prep.

  11. Beginning/Intermediate Strategies • When you write, do not force the intellect. • Rather, let the inspiration guide you. • It is a process. • Let the Spirit within express itself through you.

  12. Karaoke poem- The ideas/Word •     "This is the hour of ideas •     they come like butterflies •     like a rainbow over me •     Catch them... make them yours •   These are mine •   Leave them alone •   Find your own... •     You too, have many, many •     like flowers on the meadow.. Karaoke website: http://www-tc.pbs.org/independentlens/offthecharts/karaoke.swf

  13. The Garden is sad • The garden is sad since you are gone • Butterflies and bees fly no more • Even clouds do not want to come • And rain stops coming too. • Remember how much fun we had • When picnic and food we shared • Under the big apple tree • And you laughed and laughed. • Come back and bring the horse with you 10. I am sad for him, too!

  14. Reading and Writing skills • Have students commit everyday to reading and writing, from the very beginning. • One paragraph or at least a couple of lines will be okay for beginners • Teach them how to use the dictionary, the old fashioned way or an online dictionary. • The themes for writing could be from what they had read; copying what they like most.

  15. When they copy from a book it helps the student take note of sentence structures and reinforces vocabulary. • Ask students to read their work in small groups or partners • Another good exercise is to select a theme they like from a magazine, a novel or a poem and have them re-write it in their own words

  16. Have them read a fairytale, poem, short story, or article and ask them to summarize it in their own words. • This allows the teacher to check for comprehension and encourages the student to use their own language ability to communicate about the theme

  17. Writing for creativity • Write for five or seven minutes per exercise • Once they begin do not stop writing until time is up • Do not re-read what they wrote and put it away

  18. When they have about 10 pages written increase the time but not more than 20 minutes… • Students read through them and highlight anything that stands out • They pull out highlighted fragments and re-write the passages running three to five lines long, double spaced to give room for their own hand-written revisions. • They will end up with something new, maybe even a poem and with the satisfaction of having written it.

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