September 28, 2007

September 28

We went to the computer lab to finish the memoirs.
Some students finished up their Wonderful Words.

We talked about rubrics, and worked with a rubric for "whining." The students were superb whiners -- lots of practice, I guess. We even had one who enhanced his whining performance with a "lying-on-the-floor-and-kicking-his-legs-tantrum."

The purpose of using a rubric for whining was to show how we can improve our WRITING by using a rubric.

Some students shared their memoirs, too.

Those students whose parents were not at the parent teacher conference received progress reports to have signed by their parents and returned to Ms. Dorsey by October 5.

September 26, 2007

September 26

We spent the first part of class in the computer lab, typing, revising, and editing our memoirs. Next time will be the last chance to finish these up.

Wonderful Words
We read a poem about picking blackberries and loving certain words.
Students decorated words they chose for a poster of words that intrigue and delight us.
Some of the words are

September 24

September 24

Note: We will be in the computer lab again on Wednesday the 26th to finish your memoirs.
The class had a substitute today since Ms. Dorsey was at meetings at the District Offices.

Self-Starter: Write a poem or story based on the picture on the overhead (a path).
1. We read an excerpt from Alice in Wonderland -- Down the Rabbit Hole.
2. Students created their own Underland, writing fantasy. Ask for the handout if you were absent.

September 20

September 20
Self-Starter: Write down three possible titles for your memoir.
1. Mini-lesson on titles.
2. Computer lab to type memoirs.
3. Revisions and editing.

Titles

“Much of a writer’s work is to
generate options
and make deliberate choices.”
--Atwell and Dorsey

Some Thoughts on Titles
-- Students often select titles that are
Labels – “When I Tried Out for The Wizard of Oz”
“My Dog”
or Clichés – “The Best Christmas Ever,”
“The Winning Goal”

-- Look for a word or phrase in your writing that
sums up your story or essay.
(and/or) Generate other ideas for the title.
• Discard it if it is too misleading.
• Discard it if it is cliché.
• Discard it if it is just a label.

-- Sometimes you can tweak a tired title to tantalize:
“Dorothy, the Wizard, and Me”
“My Life as a Dog” (I haven’t read the book or seen the movie, but it does have an intriguing title.)
“The Best Misery”
“The Losing Goal”

--Effective titles tend to be intriguing, memorable, distinct, deliberate.

-- Consider the theme of the piece when selecting a title.

--You may begin with a title or (more often) not select a title until the piece is otherwise finished and polished.

September 18

September 18

* We will be in the computer lab next time to revise, edit, and publish the personal narratives/memoirs.

Self-Starter: Punctuate a letter.
Do your best to correctly punctuate this letter without adding, subtracting or changing any of the words.

Dear John,
I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we are apart I can be forever happy will you let me be yours Gloria


Writer's workshop/ Peer and teacher reviews.

September 18

September 18

September 14

September 14
Details and Description
Self-Starter: Sweet and Sour
Students created descriptions of sweet and salty things.
If you are absent, get something sweet (a candy?) and something salty. Describe each as thoroughly as you can. Use the "Wonderful Word Banks" from Ms. Dorsey. If you have internet, you can to go her website under Creative Writing to find word banks under "Units of Study." Bring this paper to tape into your notebook.

1. A couple more examples of intriguing leads.
2. Examples of descriptive writing
3. Making a movie in your mind.
4. Writer's workshop. Add or refine description for your memoir -- the one for which you worked on leads last time.

If you enjoy the Jimmy Fincher Saga, go to ttp://www.jamesdashner.blogspot.com/. The author has done a great job with his blog.

September 12

September 12
Self-Starter: Students wrote (in their notebooks) a lead (beginning) for a story about the picture they viewed on the overhead.
If you were absent, write a great lead for a story of your choice.

1. About Leads --
Students received two tape-in's about leads for their notebooks.

"Good writers sweat their leads." -- Nancy Atwell

The lead is critical because it: (a) sets the tone, (b) determines the content and direction of the piece, (c) establishes the voice and verb tense, (d) beguiles -- or doesn't -- the potential reader."

It's a good idea to "start your story in the story." Often you've already written a good lead, but it is buried in the story. Richard Peck (famous author for young adults and children) recommends writing your story, then cutting off about the first two pages.

Three types of narrative leads:
1. action
2. dialogue
3. reaction or thought

"Much of a writer's work is to generate options and make deliberate choices."
-- Atwell and Dorsey

"A lead you love will fuel you as a writer."

A sample GREAT lead from our class:
Ring, Ring. “Will you send Tori down to the office,” the loud speaker said. As I walk down the hall hoping they have the wrong Tori, “I didn’t do anything today,” I thought to myself. When it hit me – Paul’s MRI was today – my pace quickened along with my heartbeat. (Tori 9/07)


2. Writer's Workshop -- revising the memoir they typed in the computer writing lab. They will revise and edit, and on September 20, we will return to the computer lab to create quality (final) drafts of these memoirs. Today they should have tried out one or two different leads for their memoirs.

September 10

1. In writing on the next page of your notebook (not Writing Territories), briefly summarize the story of one episode of a TV show (not a movie, and not something like American Idol that doesn't tell a story) that you've seen.
-- Walk and Talk
2. Student examples of memoir/personal narrative:
2. Professional example of writing an episode -- "Being Mean" from Living Up the Street by Gary Soto.
3. What makes a bad memoir/personal narrative?
4. Writer's Workshop
(If you haven't handed in the essay you created in computer lab last week, please do so today.)

September 6

Students wrote in response to a painting on the overhead projector. They could choose to write a poem, a brief story, a description or comment, etc.

We listed traits of socks.
We learned about traits of writing.
What makes a good memoir? If you were absent, ask to see the sample memoirs.

September 4

Students taped into their notebooks a prompt for writing about their "writing process." They told in pictures and/or drawings about the process they go through when they write.

We went to the computer lab so each student could type up a personal narrative (a story about an experience of his or her own).