Activity Description

Preparation:

1. Obtain or create a charm necklace
   1. Use a piece of thick yarn or make a paper chain about 2 yards long
   2. Collect or make the paper charms
   3. On pieces of paper about 6” x 8” draw or paste magazine cut-out pictures of various objects (for example, a cat, a guitar, a key etc.)
   4. Tie or tape the paper charms onto the yarn or paper chain
2. Think about stories to share with students that are associated with certain charms

Implementation:

1. Introduce the charm necklace
   1. Go through the names of the different charms
2. Explain to students that they will have the opportunity to tell an oral narrative about one of these charms
   1. Remind students that narratives tell about past events in order
   2. Narratives can be fictional (a creative retell or story) or non-fiction (a retell of real events)
3. Model how to choose a charm and make a personal connection (or tell a non-fiction narrative)
   1. For example, for the cat charm: “This reminds me of my cat Lantz. He used to like to sleep on top of the fridge. We were never sure how he got up there. But one day….”
4. Model how to choose a charm and make a creative connection (or create a fictional story)
   1. For example, for the guitar charm: “This is a magic guitar. Anyone who holds it can automatically play a song. One day…”
5. Invite students to orally share short narratives that are inspired by various charms
   1. Encourage a mix of fiction and non-fiction ideas
   2. Ensure each student has a turn
6. Model how orally shared narratives can be transformed into writing
   1. Brainstorm ideas aloud and write point form notes on chart paper
   2. Write the first few sentences using the point form notes as a prompt
7. Invite students to select 1 or more charms and write either a fiction or non-fiction short narrative about them
   1. Circulate and assist students

Adaptations For

English Language Learners/ESL:

- Allow students to use pictures to communicate ideas
- Allow students to write their story drafts in their first language
- Allow students who speak the same first language to collaborate

LD/Reading & Writing Difficulties:

- Allow students to use a word processor
- Provide organizational charts as well as sample story beginnings and endings to scaffold writing

Cultural Appropriateness & Diversity:

- Ensure that students can relate to at least 2 charms
- Promote diversity and encourage students to incorporate their personal backgrounds into their stories

Differentiated Instruction:

- Provide a variety of sentence starters as examples from which students can choose
- Allow students to write about a variety of topics of interest

Related References

Evidence:Fitzgerald, J., & Teasley, A. (1986). Effects of instruction in narrative structure on childrens writing. Journal of Educational Psychology, 78, 424-433.