6. Draw, label and write 3-5 sentences about a time when you worked hard and
changed something in your life.
(6 marks)
Setting (Where is the story taking place?) Characters (Who all are in the story?)
Answers
Answer:One year when I was teaching fifth grade I thought it would be a great idea to end our literature genre
study of mysteries by having the students write a mystery of their own. After six weeks of planning,
conferencing, drafting, editing, drafting, editing, conferencing, editing, re-writing, drafting, planning, drafting,
editing, I was ready to kill myself. I could see the headlines: REAL LIFE MYSTERY: TEACHER DIES
TEACHING MYSTERY UNIT I didn’t literally kill myself, but the amount of work involved did kill a small
part of my brain. In the end, the mysteries were written, most of them anyway, but I think I wrote huge sections
for some students. Most of the mysteries made no sense and they were either way, way, way too long (18
chapters in one case) or way, way, way too short (4 paragraphs). I vowed I would never do it again.
The next year, new fifth graders arrived in my classroom asking, “Are we going to get to write
mysteries like last year’s class? My friend said it was her favorite part of the year!” Sadly, I realized I needed
to do it again. But I needed to do it differently. Students needed a structure, and they needed more practice on
the sub-skills of writing. Since they had been reading mostly novels, they needed to understand what a SHORT
mystery might look like. They needed a model of a five-chapter mystery in which each chapter was about two
double-spaced pages. The whole thing would be total of about 10 double-spaced pages! Once I figured out the
structure, the rest was easy — well, not easy, but much, much more manageable.
That mystery unit taught me more than it taught the students. I learned that when teaching writing —
the creative process is helped by structure. Many authors use a structure to guide their writing and this recipe or
formula is not inherently a bad thing. Also, I learned that this structure can apply to the overall plan or arc of a
piece of writing but it also works for the structure of individual scenes or sentences.
The Sub-Skills of Narrative Writing
Back in 1993, the state of Massachusetts developed a new writing test for fourth graders. The prompt
called for narrative writing. I believe the question was something like:
The summer is the favorite time of year for many children. Children like to do lots of
different things in the summer like swim, ride bikes, play with friends, or something
totally different.
Write a story about a fun time that you had on a summer day. Give enough details to
show the reader what happened and why it was fun.
You may use the space below to plan what you are going to write (notes, outlines, other
pre-writing activities).
4
In many of the schools I visited, students struggled mightily to write the multi-paragraph essay the state
wanted. First of all, most students learned from their teachers that they needed to write a “five paragraph
essay.” Their experience with the five paragraph essay led most students to write:
Summer is my favorite season for three reasons. I like it because is it really hot. I like it because we
don’t have school. I like it because I can do fun things like ride my bike. I like all these things. That’s
why I like summer… (and on-and-on until the closer...) Thank you for reading my paper.
The “stories” were by and large a disaster. The first and most obvious problem was that students had
not responded to the prompt. They had interpreted “five paragraph essay” to mean some type of persuasive or
opinion essay. In fact, the prompt wanted narrative writing – the kind of writing in which you tell a story. As a
result, the stories lacked an attention-getting lead, setting, characters, action, dialogue, transitions, and/or
Answer:
when I was in 3rd std i tried that how to cook the
tomato's soup.
my mother scolded me that "don't go near the stove " but I not listen her advice .
and went near the stove I took knife from the cabinet and started cutting the tomatoes .
suddenly my finger got injured . but I tried to do then after cutting tomatoes i took the lighter to on the stove . it was not getting start . i tried very much after some time I went to my mother and said her"mummy I'm not able to start the stove will u please help me she said "no just quietly go in your room and play something " but I went in the kitchen i tried to start the stove after some time the stove started i was very happy about it I took a container from the cabinet and out it on the stove i out oil in it after that I put onions in that I injured my hand my hand was totally burnt i shouted loudly my mother ran towards me and said me "i told u not to do why you not listen to me " and cried a lot
from that day u never went in the kitchen
and small children under 15 years should not go and touch or play with stove only not with stove other sharo things also .