Foundations of Language and Literacy · Junior Infants · Drawing and Telling Our Stories · Spring Term

Brainstorming and Idea Generation

Students will engage in various brainstorming and idea generation techniques (e.g., mind mapping, free writing, graphic organisers) to develop and refine topics for their writing.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle English - Writing - Generating and Developing Ideas
• NCCA: Junior Cycle English - Writing - Planning and Drafting

About This Topic

Drawing as Writing is a critical stage in the 'Becoming Young Authors' unit. In the NCCA Primary Language Curriculum, writing is viewed as a process of communicating meaning, and for many Junior Infants, their first 'sentences' are composed of lines, shapes, and colors. This topic validates drawing as a legitimate form of composition, where a child can express complex ideas before they have mastered the fine motor skills or phonetic knowledge required for formal script.

By encouraging children to 'read' their drawings to others, teachers help them understand the fundamental purpose of writing: to share a message with an audience. This builds the confidence needed to eventually add letters and words. This topic comes alive when students can physically model the stories they have drawn, using their artwork as a script for performance or peer explanation.

Key Questions

1. What story would you like to tell today?
2. How can you use a drawing to share your ideas with others?
3. Can you draw something that happened to you and then tell us about it?

Learning Objectives

• Generate a variety of ideas for a story using brainstorming techniques such as drawing, mind mapping, or free writing.
• Organize initial story ideas into a simple graphic organizer to identify key elements.
• Explain how a drawing can represent a story or an event to a peer.
• Create a visual representation of a personal experience or imagination to share with the class.

Before You Start

Drawing and Mark Making

Why: Students need to be comfortable using drawing tools and making marks to express initial ideas visually.

Oral Storytelling

Why: Students should have experience sharing simple stories or events verbally to build confidence in communicating ideas.

Key Vocabulary

Brainstorming	Thinking of many ideas quickly, without judging them, to help start a project or solve a problem.
Mind Map	A drawing that starts with one idea in the center and branches out with related ideas, words, and pictures.
Graphic Organizer	A tool, often a chart or diagram, that helps organize thoughts and information visually.
Idea Generation	The process of coming up with new thoughts or concepts, especially for a story or a piece of writing.

Watch Out for These Misconceptions

Common Misconception

Parents and students may think drawing is 'just play' and not 'real writing'.

What to Teach Instead

Explain that drawing is the 'planning' phase of writing. Active sessions where children narrate their drawings show that the cognitive work of storytelling is happening, even if the letters aren't there yet.

Common Misconception

Students might feel they 'can't write' because they don't know their letters.

What to Teach Instead

By celebrating drawings as 'stories on paper', you remove the barrier to entry. Peer sharing helps students see that as long as they have an idea, they are already writers.

Active Learning Ideas

Peer Teaching: Read My Picture

Students draw a 'news' item from their morning. They then sit with a partner and 'read' the drawing as if it were a written story, pointing to different parts of the picture to explain the details.

15 min·Pairs

Gallery Walk: The Story Wall

Students display their drawings on their desks. The class walks around, and for each drawing, they must try to guess one thing that is happening. The 'author' then confirms or explains the true story.

20 min·Whole Class

Inquiry Circle: Detail Detectives

In small groups, students look at a wordless picture book. They discuss how the artist showed that a character was happy or that it was windy. They then try to add one 'meaningful detail' to their own drawings.

25 min·Small Groups

Real-World Connections

• Children's book illustrators brainstorm many different images and scenes before choosing the ones that best tell the story. They use sketches and drawings to plan their final artwork.
• Storytellers at festivals use drawings or simple diagrams to help them remember the sequence of events in a folktale or personal anecdote they are about to share with an audience.

Assessment Ideas

Quick Check

Observe students as they draw or create their mind maps. Ask individual students: 'Tell me about one idea you have for your story,' or 'What does this picture show?' Note their ability to articulate their thoughts.

Discussion Prompt

Gather students in a circle. Present a simple prompt, such as 'If you could fly anywhere, where would you go?' Ask students to share one idea they had for this prompt, either by showing a drawing or by saying a word. Encourage them to explain their idea briefly.

Exit Ticket

Provide each student with a small piece of paper. Ask them to draw one thing they might want to write a story about. Collect these drawings to see the range of ideas generated and to use as a starting point for future writing activities.

Frequently Asked Questions

How do I transition a child from drawing to using letters?

Start by 'scribing' for them. Ask them to tell you the story of their drawing and write a few words at the bottom. Eventually, encourage them to write the 'initial sound' of the main object in their drawing, bridging the gap between art and phonics.

How can active learning help students understand drawing as writing?

Active learning strategies like 'Read My Picture' turn a solitary drawing into a social act of communication. When a student has to explain their drawing to a peer, they are forced to organize their thoughts and use descriptive language. This verbalization is the bridge to formal writing, as it helps them realize that their marks on the page carry a specific, shareable meaning.

What if a child is reluctant to draw?

Focus on 'mark-making' with different tools like chalk, paint, or digital tablets. Sometimes the physical act of drawing is the hurdle. Using collaborative murals where they only have to contribute a small part can also build confidence.

How does this connect to the NCCA Writing strand?

The NCCA framework explicitly includes 'using symbols and drawings to convey meaning' as part of the emergent writing stage. It recognizes that the intent to communicate is the most important first step in becoming a writer.