Telling My Story - Writers' Workshop

The following example comes from PETAA book Tell me your story: Confirming identity and engaging writers in the middle years, written by Dutton et al.

This example illustrates use of the ‘performed words’ drama strategy. Following the stepping stones storytelling, students can select one of their initial draft stories and craft a version in the written medium. The writing process can then be employed to transition the first draft piece of work, such as the 'memorable event' (see below) into an improved final text. The following activities which focus specifically on developing students’ vocabulary can be employed as an element of a writer’s workshop aimed at developing the quality of the writing.

Memorable event: swimming at my cousin’s dam
One thing I really remember is going swimming at my cousin’s dam on their farm. When we got out of the ute I could see a big, muddy dam and lots of brown grass. My uncle said to be careful where we walked and I had to block my nose because of the bad smell of the sheep. I think there were probably some birds singing but I could mostly hear the sound of my sister screaming at me to hurry up. Soon we were jumping into the water. It was cold water. When I accidently opened my mouth it tasted like yuk. I had fun wetting my sister but she got me back with some mud. It was the first time I had been on a farm and I felt happy.

Developing Vocabulary

Create a table and label the columns as shown in Table 2.5. From the memorable event sample text (above), in the middle column write down a list of mind pictures or images from the first draft paragraph and then organise the images into the categories of sights, sounds, smells, tactile elements/touch, tastes, emotions and actions of the event.

Use a thesaurus to locate synonyms for one or more words of the image, for example an adjective or action, and write down one or more of the synonyms in the right-hand column. 

Then have students edit the paragraph to incorporate some of the new words. Students can read the paragraph aloud to a partner using an online dictionary to listen to and learn unfamiliar pronunciations.

Table 2.5: Developing Vocabulary

Performing Words

This activity invites students to experiment with new words in a safe and fun way. It encourages the use of new words and, by affording opportunities for practice, encourages students to incorporate them into their everyday diction choices. It can be performed in an improvised way or scripted (written down and then performed) as desired. Students with second language knowledge can incorporate words and find synonyms in their second language to strengthen vocabulary in both languages. 

First, form groups of three students (two will be actors, one the director). Invite the actors to jointly write two sentences that employ some of the new vocabulary selections and write these on a piece of cardboard, a file card or digital device.

Next, the actors say one sentence each as the director points to them and conducts the performance. The performative dimension of the learning experience can be enhanced by using performance prompts such as:

• ask speakers to just say their new words (immense, murky, freezing)
• vary the speed of pointing and the order of the speakers
• include repetition and/or fragments (the immense dam, murky and freezing)
• allow speakers to overlap
• add in dynamics using hand signals to indicate volume
• allocate a specific tone, for example angry, sarcastic, frustrated, surprised
• have students create a single or multiple tableau that aligns with the performance
• film the ‘performed words’, add music and edit to make a visual montage and soundscape.

Note: Always begin and end or ‘bookend’ the performance with the full sentences. The script below (developed by Year 7 students) can be used as a model for this activity.

S1: The water in the immense dam was murky and freezing.
S2: I jumped into the murky water and splattered my sister with icy water.
S1: immense dam, murky and freezing
S2: murky water, splattered my sister
S1: murky, murky water
S2: splattered, splattered, splattered
S1: water murky and freezing
S2: splattered sister
S1: (angrily) The water was murky and freezing
S2: (enthusiastically) … splattered my sister.
S1: (frightened) … murky and freezing
S2: (confused) … murky, icy water
S1: The water in …
S2: I jumped into …
S1: … the immense dam …
S2: … the murky water …
S1: … was murky and freezing.
S2: … and splattered my sister.
S1: The water in the immense dam was murky and freezing.
S2: I jumped into the murky water and splattered my sister with icy water.