Activity Description

Preparation:

1. Compile at minimum 10 interesting and ambiguous pictures from magazines such as National Geographic, newspapers or advertisements that may contain images that are funny, mysterious, or uncommon
2. Insert 1 photo and 1 copy of the Leading Questions worksheet into each folder (use tape or sticky tac if folders are intended for re-use) along with several pages of lined paper
3. Create a bright and enticing "Wonder Box" to store the folders:
   1. Wrap the box top in holographic, eye-catching tissue or wrapping paper
   2. Using the white paper and markers, create a sign that reads "Wonder Box" in an interesting font and tape it on the top of the box
4. Choose one photo/folder for demonstration

Implementation:

1. Introduce the first ''unusual' picture to the whole class
   1. Lead a discussion on how to comprehend and connect the photo to previous knowledge by modelling a think-aloud strategy
      • For example, "Hmm, what does this picture tell me?  I see elephants posing alongside a woman or a model.  I wonder where they are?  Maybe a zoo or a circus?  What do you think?"
   2. Invite students to add to the think-aloud strategy and ask for volunteers to share ideas
2. Model the creative writing process
   1. Review the features of narrative writing (for example, it has a beginning, middle, and end)
   2. Elicit "story starters" from students to help them begin the writing composition
      • For example, "Once upon a time...", "It was a dark and cloudy day...", "I woke with a start!"
   3. Model writing a short narrative about your picture based on input from students
   4. Read the story orally with students
3. Distribute folders to small groups of students, and allow them to begin examining the photos photos
   1. 1 folder/photo can be shared by up to 3 students at one time
   2. Inform students that leading questions are listed within the folder to avoid 'writers block'
4. Have students begin their writing and support them as needed
5. Consult with students to one-on-one throughout the writing process
   1. Pose scaffolding questions, make suggestions and provide encouragement where necessary
      • For example, "What an interesting take on the story, I can't wait to read the ending you come up with..."
6. Once finished, direct students to leave their story within the folder of the corresponding picture
   1. Inform students that during future writing workshops, students can read stories written by their peers, and can choose to continue or elaborate upon an existing story

Adaptations For

English Language Learners/ESL:

- Encourage peer-assisted learning, pairing an ELL partner with a non-ELL partner
- Use basic language, avoid idioms

LD/Reading & Writing Difficulties:

- Provide an idea web or graphic organizer for story writing
- Provide greater time allowances
- Dramatize information

Cultural Appropriateness & Diversity:

- Encourage students to write about culturally relevant material
- Pictures must be culturally appropriate and diverse

Differentiated Instruction:

- Break-down steps into smaller lessons
- Write instructions on board in different colours or in other formats (e.g. sticky notes, power point, audio)

Related References

Source:
- adapted from observation in a Gr.2 classroom 

Evidence:
Gabriel, R., & Gabriel, M. (2010). Power in pictures: How a schoolwide photo library can build a community of readers and writers. The Reading Teacher, 63, 679-682.