Write, Draw, Pass: A Better Way

write draw pass a better wayIt seems like I have a new revelation of a better way to use the Write, Draw, Pass activity each time I use it. Today, I realized when using it as a story review activity that it can be an INPUT activity instead of an OUTPUT activity by leaving a copy of the story projected on the board and requiring that students copy down sentences from the story (instead of writing their own) and then reference the projected script when guessing what the pictures are. The students are getting loads of comprehensible input by reading through the script each time they get a new paper. Duh!! Then, when I pull some of the pictures tomorrow for this extension, the sentences will not have errors in them because they were copied from the board. Wahoo!!

11 comments

  1. I like the improved version! You can’t go wrong with added INPUT.
    I did something similar to this last week. After reading a chapter in one of the beginning Spanish readers, I gave to different students a sentence to sketch that was directly from the chapter. I put the sketches at different places around the room and students used their book to find the sentence that the sketch depicted. I wrote the page number on the sketch to help them out since it was the first time we did it. They were reading AND they were up and moving around.

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  2. I love this idea and cannot wait to try it with my classes! Thank you so much for sharing your ideas, it makes me excited to teach!

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  3. I used this activity for the first time today, and I used it to review a story, as suggested here. The kids enjoyed it over all, but I learned a valuable lesson for next time. Instead of just letting the kids pick the sentence (I had about 5 kids pick the same sentence in one class–and there are only 15 students in the class!), I will have the sentences pre-written on a piece of paper and each student will draw one out of a hat. That way we have few, if any, duplicates. I think this also will push students to choose students that are a little more complex.

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  4. Here’s a challenging variation for upper-level students:

    – Each student gets an entire sheet of paper (instead of cutting down the middle).
    – Students write 2 sentences before folding; one from the story, and one with a detail changed.
    – Students draw 2 different pictures before folding; one from the story, and one FALSELY depicting the story.

    Caveat…students should not always begin with the correct sentence/drawing on the left side of the sheet.

    For the extension activity, include some of those “non-examples” from the story on the paper(s) given to the pairs to cut up and put in order.

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