Magnified Moments
1. Define Magnified Moment
A Magnified Moment is when a writer chooses one moment in time and describes it in great detail.
2. Read Models
Models are important. When students hear examples, it is easier for them to understand what they are being asked to do. Read selections from literature that focus on one moment in time. Here are some examples:
3. List Possible Topics
Think about memorable incidents from your life. You must be part of this moment. Do NOT write about a memorable moment that you observed but did not take part in. Make a list of a few magnified moments that you could write about.
(Allow at least 5 minutes for each student to write an individual list)
4. Share Your List with a Partner
Ask students to pair up and discuss the following:
- Share one of your ideas with your partner
- Decide if you have enough information
- Ask each other for details
5. Close Your Eyes and Remember
Focus on a single moment in time. Close your eyes and remember. Visualize the scene. Who was there? What was happening? What were you doing? What were you thinking?
6. Sketch your Magnified Moment
Imagine a photograph of that moment and draw everything you “see.” Include lots of details in your drawing. You do not need to be a skilled artist. Just draw what you remember in a quick sketch.
7. Add cartoon bubbles or callouts
Draw bubbles like you see in cartoons and write what the people in your sketch were thinking and what they were saying.
8. Brainstorm details
Jot down everything you can remember about that moment in time. The longer your list the better!
9. Sensory Details
Fold paper in quarters. Label each section. Divide the bottom right quarter in half.
What I see What I hear
What I smell What I taste
What I touch
Fill in boxes with sensory details about your magnified moment.
10. First Draft
Write a first draft telling about your magnified moment. Use your lists, sensory detail chart and sketch as you write. Be sure to include lots of details so that your reader can imagine exactly what happened.
11. Readaround in Triads (groups of three)
Form groups of three students. Each student take a turn reading his/her paper aloud slowly. After listening to each paper, the group members discuss the following:
What did you like about the paper?
Where would you like to see more detail?
When all three students have read, the group chooses one paper to read aloud to the entire class. Read selected papers aloud to the class. Discuss what worked in each paper that is read aloud. Encourage students
12. Active Verbs
Discuss the importance of active verbs. Share Barry Lane's Active Verbs class activity and Active Verb list. Then share Said is Dead list. Underline weak verbs in your paper and replace where possible.
Revise
13. Show, Don't Tell
Pass Papers to left once at table. Read paper and put squiggly line under sentence or phrase that only tells. Return papers.
Revise.
14. Openings, Leads
Today we shall how important strong beginnings can be. A great openings influences the reader. Teach your students to write strong openings.
Triads: Read aloud opening sentence only. Select best.
Table: Listen to best from each triad. Decide on best from table
Large Group: Head one from each table.
MODELS: share online models
Revise opening sentence
IF TIME
Readaround
- Spelling 2. Sentence Sructure 3. Vague, empty, tired words
Revise
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