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Personification
Personification: a figure of speech in which non-human things are given human attributes. Rain danced on the roof. | The thunder grumbled across the sky.
Make a list of items in nature, living and nonliving.
Write as many phrases or sentences as you can about that above items in nature; using personification.
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© 2 0 1 7 J E N N Y P H I L L I P S | W W W . J E N N Y P H I L L I P S . C O M
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You can be a light in a dark world!Many books today are packed with disrespectful behavior toward parents and teachers. Young characters often have negative attitudes toward family members and education. Writers often make these things seem funny and acceptable and also focus only on thrill and fun and self-centered excitement. This type of writing may be popular and may sell a lot of books, but our world desperately needs writers who write to uplift and inspire. You can be that kind of writer! Determine now that your writing will not just be about self-centered excitement. Determine now that your writing will never make inappropriate behavior seem funny or acceptable. You can be a light in a dark world!
Read the sentences below. Cross out behaviors that are not “good and beautiful,” and never include these things in your writing!
1. A girl rolls her eyes at her mother.
2. A boy steals some gum, but feels bad and repents.
3. A boy makes fun of a teacher behind his back.
4. Dysfunctional families are portrayed as acceptable.
5. All the main character cares about is having fun.
6. A girl has a lot of fun as she helps another person.
7. A bunch of young girls are obsessed with boys.
8. A boy acts like his little sister is a pest.
9. A girl acts as if her parents are no fun.
10. A boy thinks school is a bore.
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Practice replacing description that states the way something is using “to be” verbs (is, are, etc.) with description that uses active verbs.
Example:To be verb: Her eyes are beautiful.Active verb: Her eyes shimmer with light as she smiles.
Make Your Descriptions Fly Higher!
To be verb: The bird is flying.Active verb:
To be verb: The ring is fancy.Active verb:
To be verb: The trees are tall.Active verb:
To be verb: The baby is laughing.Active verb:
To be verb: The sun is shining.Active verb:
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Fruit and the Senses
Choose two fruits that you can touch, smell, and taste, such as a lemon, a banana, grapes, or an apple. Observe the fruits closely, and then fill out the chart for each fruit, using as many descriptive words as you can.
Fruit:
Fruit:
Look Touch Smell Taste
Look Touch Smell Taste
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Rainbow Words
On each color of the rainbow, write as many ways as you can think of to write each color. Purple is completed for you as an example. If needed, look up the color on Thesaurus.com or visit http://www.words-to-use.com/words/colors-names/.
lilac,
laven
der, royal p
urple, violet, plum, radiant purple, deep purple
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Go outside (or look out a window) and describe in detail the nature that you see; use description of colors.
Underline all the references to color in this passage by author Evaleen Stein:
As Raoul and Sidney first saw it in the gray light of early dawn, for the night was almost gone, it looked very ghostly and forlorn. One great round tower, though roofless and broken, still rose above the battered and crumbling walls of stone. Beautiful little blue-bells and wild pinks had spread a tangled mass of bloom over these walls, and green mosses and silvery grasses tufted the forsaken fireplaces and carpeted the sunken flagstones of the floors.
Colors
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Go to three different places outside (on the same or different days) and describe the sounds that you hear.
Sounds
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At the same location, describe in detail what it feels like and looks like at different times of day.
Times of Day
early morning
daytime
sunset
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Describe in detail the scene in the painting below. Use your imagination to describe what you see and what you might smell, hear, and feel.
Describe the Scene
Fitz Henry Lane (1804–1865)
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Describe in detail the scene in the painting below. Use your imagination to describe what you see and what you might smell, hear, and feel.
Describe the Scene
Thomas Fearnley (1802–1842)
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bounces on toes
lets out a sigh
bites lip
raises eyebrows
runs hands through hair
Gestures
A gesture is a movement of part of the body, especially a hand or the head, to express an idea or meaning. You can use gestures to show the emotion or feelings of a character instead of directly stating the emotion. Practice writing a sentence or sentences that use the indicated gesture.
Example:Gesture: jumps up and downSentence(s): As the racers dashed around the corner and came into view, Ryan began jumping up and down and shouting his brother’s name.
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The main character makes a decision to help someone.
The main character and his or her family arrives at their new home in a new town.
Two characters discover something unexpected in a forest.
A Slice of Story
Write a short part of each story idea.
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Jump Start Beginnings
Find two first sentences you really like from books you have never read. Write the sentences in the gray boxes. Then, finish the paragraphs with your own words and ideas. When you are done, erase the sentences in the gray boxes and write new beginning sentences that work with the paragraphs you wrote.
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Write a paragraph that shows the given emotion. Use your imagination to create the character and scene.
Emotions
anger
peace
excitement
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Write a paragraph that describes the beauty in the ordinary moment.
Beauty in Ordinary Moments
Gaining joy from watching a baby or toddler
Taking a walk in nature
A family working or reading together
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Heart Map
It’s easy to write about things you really love or things you really dislike. Inside the heart make a list of things you love. Outside of the heart, make a list of things you really dislike.
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I Love...
In each box below, write one of the things you love that you wrote on your heart map. Then, set your timer for two minutes for each box and describe the thing you love. Use sensory description: sight, touch, sound, taste, and smell.
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Possible Main Characters
Name:
About:
Name:
About:
Name:
About:
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Possible Antagonists
Antagonist = a person who actively opposes or is hostile to someone or something
Name:
About:
Name:
About:
Name:
About:
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Physical Appearance
Fill out this page about an imaginary character. If desired, use the character sketch to spark story ideas.
Character Name: Age:
Personality
Character Sketch
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Place:
About:
Place:
About:
Place:
About:
Possible Settings
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1.
5.
3.
7.
2.
6.
4.
8.
Ideas for Mysteries
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1. Example: A boy realizes that being kind is more important than being popular.
8.
5.
12.
3.
10.
7.
14.
2.
9.
6.
13.
4.
11.
15.
Possible “Good & Beautiful” Messages
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Possible First Paragraphs
Using ideas from your lists of possible plot ideas, write possible first paragraphs for stories.
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Possible Endings
Using ideas from your lists of possible plot ideas, write possible ending paragraphs for stories.
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Dialogue
In each gray box, write a short phrase you have heard someone say. On another day, in the white boxes, write an imaginary dialogue that includes the phrases.
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First Paragraphs
Write a possible first paragraph of a story, using the technique specified.
Start with a description of the island on which the main character lives.
Start with a dialogue between two brothers who have just discovered they are in great danger.
Start with a scene in which the main character is trying to find something he or she lost.
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Poetry BrainstormingAnimals
Make a list of animals you like. Write words or phrases that come to mind about those animals.
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Poetry BrainstormingAnimals
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Write words or phrases that come to mind when you study the painting on this page.
Sophie Sperlich (1863–1906)
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Poetry BrainstormingAnimals
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Write words or phrases that come to mind when you study the painting on this page.
August Fink (1846–1916)
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Poetry — First LinesAnimals
Using your brainstorming ideas about animals, write possible first lines or couplets (two lines) for poems about animals.
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Poem About Animals
Choose one of the first lines or couplets that you wrote about animals and finish the poem.
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Poetry BrainstormingTrees
Write words or phrases that come to mind about trees. If possible, observe real trees while you write.
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Poetry BrainstormingTrees
Write words or phrases that come to mind when you study the painting on this page.
August Fink (1846–1916)
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Poetry BrainstormingTrees
Write words or phrases that come to mind when you study the painting on this page.
Jasper Francis Cropsey (1823–1900)
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Poetry First LinesTrees
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Using your brainstorming ideas about trees, write possible first lines or couplets (two lines) for poems about trees.
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Poem About Trees
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Choose one of the first lines or couplets that you wrote about trees and finish the poem.
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Poetry BrainstormingInspiration From Paintings
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Write words or phrases that come to mind when you study the painting on this page.
César Pattein (1850-1931)
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Poetry BrainstormingInspiration From Paintings
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Write words or phrases that come to mind when you study the painting on this page.
Hans Dahl (1849–1937)
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Poetry BrainstormingInspiration From Paintings
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Write words or phrases that come to mind when you study the painting on this page.
P. C. Skovgaard (1817–1875)
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Poetry — First LinesInspiration From Paintings
Using your brainstorming ideas about inspiration from paintings, write possible first lines or couplets (two lines) for poems.
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Poem
Choose one of the first lines or couplets that you wrote on the previous page and finish the poem.
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Poetry BrainstormingBooks or Learning
Write words or phrases that come to mind about the blessings of books or learning.
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Poetry BrainstormingBooks or Learning
Write words or phrases that come to mind when you study the painting on this page.
Henriette Browne (1829 – 1901)
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Poetry — First LinesBooks and Learning
Using your brainstorming ideas about books and learning, write possible first lines or couplets (two lines) for poems.
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Poem AboutBooks or Learning
Choose one of the first lines or couplets that you wrote about books or learning and fin-ish the poem.
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Inciting Incident: the event or decision that begins a story's problem
Rising Action: a series of events leading to the climax
Climax: the part of the story where the conflict and tension are at the highest point
Resolution: the part of the story that resolves the problem, answers any unanswered questions, and closes the story
Inciting Incident:
Climax:
Rising Action:
Resolution:
Possible Plot
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Choose one of the plots listed on the previous pages and develop it by filling out this chart. Then, write the entire story on a computer or on paper!
Target Audience – What age range is the story for?
List of Characters
Setting
Develop a Plot
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Choose one of the plots listed on the previous pages and develop it by filling out this chart. Then, write the entire story on a computer or on paper!
Target Audience – What age range is the story for?
List of Characters
Setting
Develop a Plot
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