Ben Slavic

Here is a character whose problem and secret are plenty enough to get a good story going: Name: Gus the Peach Job: Shoe Salesman Likes/Dislikes: Smell of new shoes/fungus Fear: corn Problem: is hairier than other peaches and has to shave constantly Secret: wishes he were an apple

Here is another strong individually created character that is cohesive. When going through all the drawings, standing in front of class, discussing each one in English, pointing out the good things I like about each one and reading the back-of-the-page descriptors to the class, deciding, asking them which character they would like to make a

This is an example of a cohesive character that would make a good story. It has great colors and an interesting face, and her back-of-the-page information is cohesive and therefore interesting. I would base the story on her problem, which is a problem from which many if not most secondary school kids suffer: Name: Daisy the Flower Job:

We require that the individually created drawings that the kids submit to us for consideration in an Invisibles story have a name, job, likes/dislikes, fear, problem, and secret. This information is put on the back of each drawing and is referred to as the back-of-the-page information. We request that the kids provide cohesive back-of-the-page information,

Here is our team pic from Chicago that included PLC stalwarts Alisa Shapiro-Rosenberg (not pictured) and Sean Lawler (yellow shirt):

Here is our team picture from Cleveland:

It’s amazing how individually drawn Invisibles drawings sometimes become cartoon manifestations of the inner psychological state of the kids. They thus reveal a lot about the kid and this can cause a story to be riveting to the class, once it gets to that level. This, of course, is why I prefer individually created characters

The kids hand in their individually created drawings of their Invisibles, which is done after the first few weeks after we start the year with Card Talk and OWI, at least some of us. We only accept the individually created drawings for consideration into the story if they are (1) big and bright and not

Tina has the best stance on this. She doesn’t get nervous or worry, fearing a “bad” story, because she doesn’t see a story as bad or good, just what the class did that day. She says that creating a story is a team sport, as it were, and so no one person is in charge

At Invisibles Questioning Level 6 in the Invisibles program, a solution is always easier to find if we bring in some new characters to the existing characters. They help to solve the problem by bringing new possibilities to solving it. Doing that is really a smart move. This point should have been put into the

A few points about Invisibles Questioning Level 5: 1. If we are working from a one word image to start our Invisibles story, we can ask, at the end of the creation of the image and right before the Reveal, what possible problem of the new invisible character might be. This is done in English.