Picture Series Technique

Skill                             : Writing (Narrative Paragraph)

Component                : Vocabulary and Grammar.

Description    

This technique uses the series of picture to elicit a story from the student. In addition, the teacher present the ordered picture series to the student and ask the student to tell about the pictures being presented, each picture will tell about the different events, characters and situation which indirectly guide the student to build a simple story. This technique is expected to increase students’ ability in composing a short narrative paragraph and also to add some new vocabularies.

Aim     : to draw on children’s language resources to tell a story. Develop students’ creativity

Preparation :

1.      Find a story and adapt it where necessary to suit your students

2.      Make the flash cards which divide the story into some parts.

3.      Prepare the possible pre- teach vocabularies that may be used in applying the technique.

Steps

1.      Pre-teach the necessary vocabularies, example, if you use the “Three Little Pig” story, the vocabularies could be wolf, blow, run, straw, wood and bricks. Make sure the students understand about the vocabularies that are given. If the story is in the past form, make sure the student recognize the past form of those vocabularies, the teacher could give “simple past tense” at first.

2.      Explain to the students that you are going to tell them a story, but in this case, you can’t speak because of certain thing (e.g. You have sore throat). You only can use the pictures and mime; therefore, they must try and guess what you are trying to say. Don’t forget to give them the title of the story.

3.      Show the pictures to the students and elicit some sentences from the students. Use gestures such as nodding, shaking your head to correct them until you have got more or less what you want. Get one or two children to repeat the sentence.

4.      Compose all the student’s opinions and make a full story. Moreover, read the story for your students.

Advantages                : the advantage of this technique can be formulated as follow:

1.      The students easily compose the story because there are pictures that will guide them step by step to make a full story.

2.      The students will feel relax in composing the story as they feel that they are playing with the cards (pictures).

3.      They are not being forced to build a story and their confidence is gradually increased.

4.      There is habit formation in this technique ( building knowledge, modeling, construction and self-construction)

Disadvantages            : as nothing perfect in the world, so does the technique. This technique has its own weaknesses namely:   

1.      Students which have lack of vocabulary will find difficulty to compose the story

2.      The teacher will difficult to consider the time to show each picture, it depend on the students’ ability.

3.      The class will be noise if the teacher can’t manage the class well.

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Descriptive paragraph

 

1. Definition of Descriptive Paragraph

Descriptive paragraph is paragraph which expresses or describes place, thing and person in such vivid detail that the readers can easily visualize the described place, thing and person, or can feel that they involve in the experience.

2.     Generic Structure

      Descriptive paragraph is intended to describe place, person, and thing so that the reader will be able to visualize the descriptions. Writing descriptive paragraph, generally, you have to regard as the following generic structure of descriptive paragraph:  

a.      Identification

Identification is a part in which you identify or write the recognition; moreover, it can be a general statement about place, person, or thing that you want to describe.

b.      Descriptions

Descriptions are vivid detail of place, person, or thing that you want to describe so that the reader can easily imagine or picture the descriptions, or they can feel that they involve in the experience. 

c.      Conclusion

The last part of descriptive paragraph is optional (i.e. it may be included or not). In this part, you conclude the paragraph or restate the identification or general statement.

 

3.  Characteristics of a Good Descriptive Paragraph

Instead of having characteristics a good paragraph as what has been previously stated in module 1 (i.e. topic sentence, supporting sentences, unity and coherence), www.kangguru.org writes a good descriptive paragraph should also possess the following characteristics:

•  Using imaginative language, interesting comparisons and images that appeal to the reader’s senses 
• Using specific and concrete vocabulary to describe details.
• Involving the reader enough so he/she can actually visualize or picture the things, person or people being described.
• Using appropriate transitional phrases so that the paragraph will be well organized and structured.    
•  Considering the purpose and audience of the paragraph.

 

Examples:

Slash

Slash is one of my favourite guitar players. Even though his skill is not good enough, his style in playing guitar amazes me. He is tall; moreover, he has white skin with a hairy skull and his name tattooed on his right upper arm. Besides, he has special characteristic that differentiates him with other guitarists. For example, his long black curly hair covered by magician hat and tight skin pants always accompany him when he rocks his fans with ‘Les Paul Gibson’. Instead of these, he also uses some accessories such as rings, silver bangles, skull necklace, and a gold ‘nose ring’ jabbed on the right nostril. To summarize, Slash is very stylish rock guitarist in his period.

Sumber : Subject Writing 2, Smster/Class 3 I, Mahasaraswati University Denpasar (Unmas) lecture : Mr. Budi.

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Narrative Paragraph

1.      Definitions

Narrative Paragraph deals with problematic events that lead to crisis or complication which in turn finds resolution; in addition, narrative paragraph is intended to entertain or to deal with actual or vicarious experience in different ways.

2.      Social Function

It is used to entertain and to deal with actual or vicarious experience in different ways.

3.      Generic Structure

·         Orientation

Setting the scene, introducing the participant/s or giving necessary background (who, when, and where)

• Complication

Writing a crisis, in which the problem or complication arises and it creates tension, is carefully written until it finds its climax.  

• Resolution

Finding the end of the narration or the crisis is resolved; it can be happy or unhappy ending.

• Reorientation/Coda

Closing the narration by using personal comment or opinion; it is optional.

4.      Special Characteristics

A good narrative:

•         is well-organized and relates events in sequence by using appropriate linking and cohesive devices;

•         presents important changes, contrast or conflict and creates tension; and

•         is told from a point of view and usually the author’s point of view.

Example Narative Paragraph

Spiritual Journey, ‘Tirta Yatra’

            On Monday morning, my family and I went to one of the important temples in Bali, Lempuyang Luhur Temple, to do spiritual journey. At first, the journey was really interesting; moreover, we were so excited since it was our first time. We started to pray at the first temple, and the journey seemed to be easy and enjoyable. The second, third and the fourth temple could be easily left behind, but some of us were getting tired. Arriving at the fifth temple, we all felt worn-out and we could not lift our feet as we were in the first temple, as if there was an enormous rock that tied down our steps; however, we didn’t dare to express it since we believed if we said something bad, it would be worse. We, therefore, tried to positively think and continued our climb to the heart of the highest temple, Lempuyang Luhur; we were presented outstanding natural view that triggered us to unconsciously spell ‘Om’. Finally we reached the temple and we were completely engrossed in our pray. It was a real ‘spiritual’ journey; thus, if you always do your best and be positive, you will get worth pay.

Sumber : Subject Writing 2, Smster/Class 3 I, Mahasaraswati University Denpasar (Unmas) lecture : Mr. Budi.

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Recount Paragraph

1.      Definition

Recount Paragraph is paragraph which retells past events or experience for the purpose of informing or entertaining. This could include personal events, factual incidents or imaginary incidents

2.      Social Function

It is utilized to inform or entertain the reader.

3.      Generic Structure

·         Orientation

Setting the scene and giving the necessary background information such as, who, when, where, what, and why.

• Events

Retelling the event in chronological order or logical sequence, usually in the past. (there is no complication in recount)

• Reorientation

Including a personal comment or opinion and a closing statement.

4.      Special Characteristics

A good recount:

•         is well-organized and relates events in sequence by using appropriate linking and cohesive devices;

•         focuses on the important participants in the event; and

•         includes details and personal responses to add to the readers’ or listeners’ interest.

Personal recount should be written in the first person (using personal pronouns I/We, etc.)

Factual recount should be written in the third person (he, she, it, etc.)

Example Recount Paragraph :

A Visit to Lembongan Island

            On Sunday morning, my friends and I went to one of the well-known island in Bali, Lembongan. At first, we visited Mangrove in which we could enjoy mangrove and its population that protected some parts of Lembongan Island. Gala-Gala Under Ground House was the second place where we took pleasure in. Furthermore, it was an outstanding human-made building that was ever made. The third place which showed the almighty of the God was Sunset Beach in which we were presented by miraculous natural view that spoiled our eyes; in addition, we could ‘taste’ gorgeous sunset. Therefore, we really loved the trip and were looking forward to visiting other interesting places in Lembongan Island; what an enjoyable trip it was.

Sumber : Subject Writing 2, Smster/Class 3 I, Mahasaraswati University Denpasar (Unmas) lecture : Mr. Budi.

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Good Writing Skills

Students should be learning good writing skills as part of a classroom performance assessment.

Good writing skills is part of the communication domain. This is what effective writing skills look like in a Classroom Performance Assessment.

Effective writing skills are an integral part of literacy. There are many learning tools within the Classroom Performance Assessment domain that are used for improving writing skills.



Learning writing skills is important because many parts of it are the foundational skills of literacy.
Teachers expect students to show their developing writing skills in many ways.


The writing must be purposeful and able to be used in all content areas.
Improving writing skills in any of the components is done through focused lessons and daily practice.

Students also need to know that you value teaching writing to them and want them to learn to love writing.

Learning Writing Skills

There are 6 domains for learning good writing skills on the Classroom Performance Matrix:

• Emergent Writing
• Writing Vocabulary
• Text Structures
• Writing Process and Organization
• Writing Conventions
• Language Structure

This page will condense the domains, but it is by no means exhaustive. The areas are: Emergent Skills, Writing Vocabulary and Writing Content/Structure/Mechanics.

Emergent Skills

Good writing skills begin with developmental gains that set the foundation for future success in reading and writing.
Students have to understand that print expresses meaning and can serve different purposes.

Assessing Emergent Skills

The student should:

• Consistently uses either the right or left hand
• Correct pencil grip
• Goes print orientation for specific language (left-to-right, right-to-left, up-down)
• Correctly uses spaces and lines
• Uses invented spelling
• Correctly forms print and cursive letters
• Begins to write to tell a story or give a message

Writing Vocabulary

Just as having a good listening vocabulary is necessary for listening comprehension, an excellent working vocabulary for writing is essential.
Students must be able to use their knowledge of words to express their thoughts and ideas on paper. They also have to have a wide enough vocabulary to be able to express meaning across genres.

Assessing Writing Vocabulary

The student should:

• Use developmentally appropriate vocabulary
• Make effective word choices to convey meaning
• Use different words to convey similar meanings
• Use descriptive words
• Uze figurative language to enhance imagery
• Match word choices to text genre
• Be able to use a variety of resources to select vocabulary

Writing Structure, Mechanics and Content

Students with good writing skills adhere to correct structure, content and writing mechanics. The structures for writing vary according to the genre: narrative, expository, persuasive, journals, poetry, notes, letters, etc.
Process and organization are part of the content. We know we want our students to be able to write creatively, but we also want them to be able to organize their writing in a way that is pleasing to the reader.
As far as process, we teach general guidelines but I have found that many students develop their own writing process that is effective for them. I always teach the writing process steps, but allow for individualization and differentiation.

Assessing Writing Structure, Mechanics and Content

The student should:

• Use text structure examples to write different genres
• Uses dialogue, inferences, sub-topics and details
• Gives appropriate amounts of support for main idea
• Can express ideas, humor and imagination through written text
• Creates webs, graphic organizers, mind maps or diagrams to organize ideas and details
• Brainstorms or generates independent ideas
• Writes a variety of sentences
• Writes structured and coherent paragraphs
• Proofreads selections and makes appropriate corrections
• Edits and rewrites final copies for both meaning and mechanics
• Seeks others to provide feedback
• Prepares writing for publication
• Shares writing with others as a means of self-expression

If a student is struggling with completing a writing task after planning it, there may be a deficit in executive communication skills.


sumber : http://www.primary-education-oasis.com/good-writing-skills.html

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