How to write a story?

It is very difficult for parents and primary teachers to make children write stories by themselves because there are 7-5 stories till matric which the child has to recite. Even if the child is made to practice writing by himself, then in the exam it is said that the marks should not be cut, so come by writing a memorized story. This creates a psychological state in the child which is called ‘safe play’ i.e. the child does not take risks. When he does not take risks, his confidence cannot be restored. There are two types of problems in writing a story by yourself. Children who are over-coddled become disabled, crippled and paralyzed from even thinking ‘ideas’. That is, if they are asked to create an event by passing the greedy dog through somewhere other than water, they cannot create it. Or change the thirsty crow to greedy thirsty crow to show that he was deprived of drinking water due to greed. So these children cannot think. Surely you must have thought, I myself have. Because here the system is running on rails but still it can be fought together and the ability to think can be highlighted.

Start working on the creativity of these children now. Have them make stories out of some pictures, and if watching a cartoon, sit down with them and discuss what other changes are possible that could change the story of the cartoon. Give some words to the child to say on their own. For example, talk about ‘Mountain’, a tiger fell down from the mountain. Tell me what happened next? Etc. Etc. As soon as the child creates a story in his mind, ask him to transfer it to the broken structure and move away from him. It is very important to be in sync with his mind and pen while writing, then practice will be possible. Then discuss the structure of his writing to see what other ‘scenes’ could have been included. It is a very labor intensive work so teachers and parents get rid of it. But a month’s practice can change a child’s life. These are the children who do not know how to write. Keep discussing ‘ideas’ verbally with them so that conceptual diagrams are formed in their minds and for structure ask them to make 10 10 sentences on a structure. For example The bird attacked the monkey. Now ask the child to make more similar phrases. For example, the fox attacked the bird. So-and-so attacked so-and-so. In this way, the spelling of the word ‘Himle’ will be correct and the rest of the ‘Asma’ i.e. the list of names will also come. And the interesting thing is that every time the word attack is written, a different image will be formed in the child’s mind. Because each animal has a different attack style. As soon as he gets practice with short sentences, ask him to write a long story and follow the above method.

 

Sample Story

“Yesterday, I went to the zoo with my family. We saw many animals, like monkeys, lions, and elephants. My favorite was the giraffe, it was so tall! We fed it leaves and it licked my hand. Afterward, we had a picnic and I ate my favorite sandwich, peanut butter and jelly. Then, we rode the bus home and I fell asleep. It was a fun day!”

Or:

“Last week, my friends and I went on a camping trip. We set up our tents and made a campfire. We roasted marshmallows and told scary stories. Then, we went on a hike and saw a waterfall. It was so cool! We took a lot of pictures and made memories that will last a lifetime.”


These stories are in the past tense, using verbs like “went”, “saw”, “fed”, “ate”, “rode”, “fell”, “set up”, “made”, “roasted”, “told”, “went”, and “took”. This helps kids learn how to use the past tense to talk about completed actions.

You can adjust the vocabulary and grammar to fit the level of your students.