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Recognize and use basic parts of speech.
Work in pairs to complete a story.
Share work with the group and listen and comment respectfully on others’ work.

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For each pair:

Pen or pencil
Notebook paper

For the leader:

Pen or pencil
Notebook paper

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Read through and familiarize yourself with the entire activity.

Write a prompt sentence on the board, such as “My day started out weird as soon as I walked into the kitchen.”

Write on the board the definitions and some examples of basic parts of speech so students can refer to them during the activity:

Noun: a person, place, or thing
Examples: teacher, apartment, Michigan, butterfly
Adjective: a word that describes a noun
Examples: pink, dry, sad, scratchy
Verb: an action word
Examples: walk, skipping, jumped, swam
Adverb: a word that describes a verb and usually ends in -ly
Examples: slowly, quickly, boldly, happily

Write some Mad Libs-type sentences on a piece of paper, such as:I _________ from the _________. It was really __________. (verb) (noun) (adjective)

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Ask students if they have ever played the word game Mad Libs. Explain that in Mad Libs, important words are left out of the story, but replaced with the type of word they are, like noun, adjective, verb, adverb, and so on. The game is played with partners so people can replace the missing words without knowing what they are, creating crazy stories.
Tell students that in this activity, they will write their own Mad Libs with a partner and play the game with another pair.
Model the activity by asking students to name a verb, noun, and adjective. Fill in the blanks on the sentence you wrote previously (see Preparation). Then read the sentence out loud.
Write the sample sentence, including the parts of speech underneath the blanks, on the board.
Have students work in pairs to write stories. Instruct students to use the prompt sentence on the board (see Preparation) to begin their story. Tell them to take turns writing 1 sentence each, leaving out at least 1 important word in each sentence and replacing it with a blank line. Explain that students should write underneath the blank the type of word they left out, such as noun or verb, just like you did on the board. They should also note if the noun should be singular or plural and if the verb should be in past or present tense so the sentences make sense when they are read.
As students write, circulate among them to assist and to provide encouragement. Allow students to write for several minutes before calling time.
Ask each pair to determine who will ask for the types of words that are missing and who will record the answers on the blanks.
Have pairs combine to form groups of 4. Have 1 pair go first, asking the other pair to provide the missing types of words and recording them in the story. Then have the pairs switch roles. Remind students that their words may be silly but should be appropriate for the group.
Reconvene as a whole group. Have 1 student from each pair read their story. Encourage students to comment on the stories.
To wrap up, ask students what they learned from this activity. Ask:a. Was it easy or hard to write a story while leaving out words? Why?b. What was it like writing a story with a partner?c. What did you think of the way the story came out with the new words added?

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For a less challenging exercise, students can use only categories, such as place, color, animal, town, etc., instead of using parts of speech.

In addition to parts of speech, students can also make some blanks more specific, like a place, a girl’s name, an animal, etc.

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Students participate in a variety of speaking and writing activities, helping them practice many essential language arts skills.

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Something-Is-Missing Stories

Something-Is-Missing Stories

Something-Is-Missing Stories

Overview