Language Arts

WRITING

 

As a classroom teacher I have observed students don't always want to write in a desk and chair especially in a row.  Writing outdoors allows for alternative seating, stretching out, lying down, sitting alone or in a group.  Also I have observed often students will say they have nothing to write about; let the outdoors be their inspiration!  Sitting still on one's sit spot allows for the senses to awaken; writing what you observe, smell, or hear can lead to a story.  Looking at a bug crawling across a walk can allow for perspective or personification writing. 

 

Poetry

When I was younger and outside with my mom if she spotted a crow she would call out one crow sorrow, two crows joy etc.  It was from the poem One Crow Sorrow.  The younger teachers at my school did not know this poem.  One teacher recognized it but did not know its origin.  It got me thinking that I could incorporate poems that include nature into my outdoor lessons.  Bring back some of the classics and introduce some new ones.  I gave it a try.  (Teacher tip, it's ok to give things a try especially in this new arena of outdoors, if it doesn't work the students can see no one and nothing has to be perfect.  If you are trying eventually goals will be reached). 

 

Lesson: Gather students in a circle and begin with an Indigenous opening.  Read a poem incorporating nature, if not any poem of your choice.  Talk about the poem.  Ask for suggestions about they observe while sitting outdoors or in nature.  If your school does not have nature the outdoors will do or students can speak about a day at the beach or in the forest or a city park.  Have students find a quiet spot preferably away from others to place their sit spots and write their own poem incorporating nature.  I have the older students write quiet for 15-20 minutes.  While in nature the students were so soothed and inspired they didn't realize how quickly the time past.  Remember after the writing have students discuss their experience of writing in nature and if they are comfortable, to share their poem.  The first time I did this I got to have one of those teacher moments were my heart burst with pride with the depth of their poems. 

 

For the younger ones I use the poem Teddy Bears' Picnic.  I read the poem, leaving out the scary bits, and then in pairs students are allowed to find a teddy bear in the woods to have some quiet play.  I set the bears up with cups and saucers before the lesson.

 

Perspective Writing

This is a type of writing I do often because it brings in my school counsellor goals of friendship skills, getting along with people, and regulating emotions.  If you can view something from another living things perspective perhaps you will be more willing to listen to another side of the story.  It also builds empathy in students, a difficult emotion for younger students.  This lesson often incorporates personification and creative writing.

 

Lesson:  Gather students in a circle and begin with an opening usually a gratitude to Mother Earth (see Indigenous tab for rationale). My writing lessons that try to teach a mental health concept often start with reading a story.  For a lesson on perspective I often choose Hey Little Ant by Phillip Hoose, however another book would do.  Email and let us know what you use to teach perspective writing.  While I read the story I stop and have mini discussions on the ant's and boy's perspective What do you think?  feel?  What would you do?  After the reading I have students take a grid (such as a frame made out of paper or an attribute hoop) and their sit spots.  This lesson I allow for students to sit in small groups to add a variety of perspective.  Have students place their grid on the grass, a rock, tree base, or concrete.  Have them image what creatures could live there.  What would the creatures see?  Who would the creatures interact with?  Are they the prey or predator? (incorporates science outcomes).  From that they can write their ideas; it does not necessarily have to be a story, but they are using sentences, words, drafting, and ideas outcomes.   For the younger grades this lesson can be teacher lead with chart paper or a white board displaying the students' ideas.  

​

Procedural Writing

Although I do this mostly in science lessons, directional writing can be so much fun outside!  Have students work together as a class or in small groups (helps build class community and social skills of working together) to build something outside using found materials.  My little ones so enjoy building fairy houses at the base of trees, others enjoy building forts, and in the winter snowmen! (snow people in today's climate).  The building adds to class community and social skills of working together and incorporates physical health.  As always being outdoors adds to positive mental health, especially in nature.  After the building students can write the directions for their creations.  If you are writing outdoors it is best to bring a clipboard for each student to place their paper or scribbler on.  Please see gear list for suggested Education: Outdoors materials.  (Teacher cheat: you could do the activity outside and then the writing indoors, especially during the winter months). Click here for an activity which can include directional writing.

 

Persuasive Writing (Good for higher grades - grade 6 and beyond!)

Instead of staying inside and writing about the tired lessons of should students have more PE time (yes they should!) or an extended lunch have students go outside and look for inspiration.  They could figure out together what environmental issues, negative or positive, are happening in their school yard or community.  Doing research on the issue teaches research skills, creating data math skills, and writing about how to solve or promote the positive can become persuasive writing.  

​

Nature Journalling

This form of journaling can encompass writing and drawing in an array of subjects.  Please see the Resources tab for a section on resources for this topic.  Nature journaling is a practice of recording your observations, thoughts, and feelings about the natural world through a combination of writing, drawing, and sometimes other forms of art. It's a way to connect with nature more deeply, learn about the environment, and develop skills in observation and creativity. 

​

John Muir Laws states on his site: A world of infinite beauty and discovery waits just beyond the point where we usually stop paying attention. Nature offers us peace and a rich and meaningful place to learn. No computer program can replicate the richness of seeing a flower up close, the intrigue of geeking out with bugs, or the calm of laying on your back and watching clouds. The key to developing a closer connection with nature is deliberately enhancing your powers of observation and wonder. Learn how the methods of a field naturalist will help you notice more, remember what you discovered, and be actively curious. A nature journal is a lens that focuses our attention and crystalizes our observations, thoughts, and experiences. The system is creative, rigorous, and playful, easy to begin and learn, and will grow and mature over a lifetime.

​

As a teacher each student could have a nature journal (inexpensive scribbler will do) there could be a set time in a particular lesson to journal or the journal could be ready available when a student discovers a wonder of the natural world.  I have had students take me by the hand to lead me to a discovery.  Journaling some of these can help create a closer connection with nature and voila a writing and drawing lesson has been completed.  (Sometimes its just nice to wonder).

 

Story Workshop

​Story Workshop enhances the development of oral language and storytelling for all students.  It can be set up and delivered in many ways.  In general it allows students to play with a variety of objects to begin to tell a story orally which then could translate to the student writing the story.  I have taught story workshop either in a wooded area or on a concreate court or pad.  I use tubs of items linked to one theme, but the items do not have to have a theme.  The students play with the items and guess the theme, this allows for more talking.  Then as a whole class or in small groups students choose 3 items from the tub to start telling a story.  I get them to start with a character who might use these items.  Then the students design a setting for the character.  Then a story needs a problem, so what could happen to the character?  This might bring in more characters.  Then I ask how the problem is solved.  Students have fun with coming up with a story. 

​

Here is Mme. Marissa's site to give you an overall of Story Workshop.  Although this site is for indoor lessons you can use the concept to teach story workshop outside.  Or if you are still getting used to teaching outside you and your students could go outside to gather items then go back inside to use the found items for your story workshop.  

 

The Ontario Human Rights Commission's Right to Read inquiry report findings align with the concept of Story Workshop.  It states when students have difficulty learning to read, it can affect their confidence in their academic abilities and overall self-esteem, and lead to significant mental health concerns.  (pg. 10)  The report suggests: in addition to oral story telling and book reading drama can also be part of the plan.  (pg. 5) Story Workshop allows oral story telling and drama in these units!  

​

​

​