A Piece of the Puzzle
By Elizabeth Swartz

For Reproducible click here

Writing a story is a lot like putting together a jigsaw puzzle. There are many pieces that need to go into the correct places. But not everyone who works on puzzles puts the pieces together in the same order. There are people who do the corners first, or the edges. Other people like to start with a pattern or picture from the center and work their way out. There isn't one correct way; the goal is to complete the puzzle.

The same could be said for a story. There are several elements and, while they all need to be in place, the order in which they are completed may vary. This becomes very evident when you read or listen to biographies of authors. They each have their own methods and techniques. Some begin with a favorite setting or interesting character while others visualize and write the ending and then go back to the beginning. Even the same author does not always write every story in the same manner.

Knowing where to begin. While some of our students may begin with the setting of a story or a particular character, many students just don't know where to begin. The reproducible on the following page can be used in various writing circumstances. I've used it as an introductory activity, a practice activity when teaching specific units and as a culminating activity.

In my older classes, I give each student a copy of the grid. One student tosses a coin onto the grid and calls out what part of the story will be completed first. The first experience with this activity can also be done in a large group setting. The grid can be used to begin brainstorming, outlining or clustering before writing the first draft. Once a square on the grid has been used in this round, it should be covered or crossed out so that it will not be used again.

Using the pieces. Another use for the grid would be to give it to a pair of students. One student tosses the coin and writes whatever facet of the story it determines. Then the other student tosses the coin and adds the next part to the story. As this game continues, the story will grow and develop. Some part of it will need to be rewritten in order for the new parts to work. Hopefully, the pieces will start to meld into one integrated picture. Individual students can use the grid to build a story or use it as a checklist for a completed story.

I like to give my students a copy of the grid along with any completed story. The story could be an earlier one written by a student, one from a magazine or even a story taken from a reading book. I also ask the kids to give one- or two-sentence examples of the topic found in each grid.

A new story. With my younger students, I give them each copies of the grid, or show one on an overhead projector or on a poster during read-aloud time. I ask them to listen for setting or dialogue and to give an example after the reading.

When the grid is completed, regardless of the order in which it happened, a new story will have been created, a new picture will be in place. Kids should learn that life is full of puzzles, but they can be easy to solve when tackled just one piece at a time.

For Reproducible click here. PDF 51KB

Elizabeth Swartz is librarian at Watsontown Elementary School and Turbotville Elementary School in PA.

May 2003, Vol.33, No.8