Summertime 2
It doesn't look as if I'll be teaching creative writing this year, due to increase in student numbers and the need for more sections of seventh grade English. I'll miss it, but you can bet I'll keep writing, and watching for more ideas to help student writers.
Thursday, June 26, 2008
Friday, June 6, 2008
Summertime 1
I finished reading Paraworld Zero, and really enjoyed it. It has lots of fun characters and adventure!
Tuesday, May 20, 2008
May 19, 2008
May 19, 2008
Students received a CD, bookmark, and handout about the author who will be visiting on Friday.
Students went into the computer lab to type up their class finals.
Remember to hand in the class final, and, if you haven't yet, turn in your tall tale and your underland story.
On Wednesday, come dressed to go outside and to sit on the ground.
Students received a CD, bookmark, and handout about the author who will be visiting on Friday.
Students went into the computer lab to type up their class finals.
Remember to hand in the class final, and, if you haven't yet, turn in your tall tale and your underland story.
On Wednesday, come dressed to go outside and to sit on the ground.
Friday, May 16, 2008
Voice in Writing
Voice in Writing
One of the Six Traits of Writing
Working with Voice
Voice is Personality!
⇨Voice in writing lets the personality shine through.
⇨You adjust your voice depending on your
audience and purpose.
Here is a rubric for voice in writing from kimskorner4teachertalk.com.
One of the Six Traits of Writing
Working with Voice
Voice is Personality!
⇨Voice in writing lets the personality shine through.
⇨You adjust your voice depending on your
audience and purpose.
Here is a rubric for voice in writing from kimskorner4teachertalk.com.
Rating of 5 (Strong):
The paper shows the writer's personality. The writer has written the paper to be read, not just as an assignment. There is a connection between the writer and the reader.
 | The paper is honest and sincere; it is written from the heart. |
| The language helps the reader "see" what is happening in the writing. |
| The writer shows his feelings and emotions in the paper. |
| The writer cares about the topic. |
| The reader gets a real sense of humor, sadness, happiness, suspense, excitement, etc. from the writing. |
Rating of 3 (Developing):
The paper has some personality, but the reader has a hard time connecting with the writer. The writing may sound familiar, not really new or unique.
| The paper has some moments of honesty and sincerity. |
| The voice may be strong on occasion, then hide behind general language that isn't very specific. |
| The writing hides as much of the writer's personality as it shows. |
| The writer seems afraid to show how he really feels. |
| The reader only sometimes gets a sense of humor, sadness, happiness, suspense, excitement, etc. from the writing. |
Rating of 1 (Weak):
The paper has no personality. It sounds like an encyclopedia article, with only the facts. The writer seems to have no feelings about the topic.
| The reader cannot sense any sincerity or honesty in the paper. The reader has no connection to the writer. |
| The writing is not very exciting throughout most of the paper. There are no highs or lows. |
| The writing is factual and does not cause the reader to feel anything about the topic. |
| The writer doesn't seem to care about the topic at all. |
May 15, 2008
May 15, 2008
Today we had a mini-lesson on Voice (one of the the Six Traits of Quality Writing).
See the nearby post about Voice.
We read and listened to examples of voice.
Do this Activity:
1. Select a voice (pick a voice that is strong and easily recognized):
Captain Jack Sparrow
Miss Piggy
Giselle (from Enchanted)
Edward (from Enchanted)
Bugs Bunny
Eeyore
_________________________
_________________________
2. Tell about what you actually did last night, or about what you did this morning, or something you did last weekend, using the voice you’ve selected. Write it such that when a reader reads it, he or she can "hear" that voice in his or her head.
Students received a paste-in for checking a short story as you revise and edit.
We had writer's workshop during which students were to work on their writing assignments.
Tuesday, May 13, 2008
May 13, 2008
May 13, 2008
Students wrote a creative response to an optical illusion on the overhead. This isn't quite the same image, but if you were absent, you should write about this one. Some students wrote creative descriptions (using simile and metaphor). Others wrote poems or brief stories.
Students saw samples of the "Class Final." See the nearby post that describes that assignment.
We read another tall tale. A tall tale --
is humorous, exaggerated
includes unlikely events
includes characters who try to solve problems
uses language that is colorful (not inappropriate, though) and informal
has a memorable ending
Students used Writer's Workshop time to work on
The tall tale if needed
The "Underland" story
The class final -- We'll be in the computer lab only on May 19th.
Friday, May 9, 2008
Creative Writing Class Final
Creative Writing Class Final
We will be in the computer lab May 19 – That will be our only day,
so have your rough drafts all prepared to type up that day.
Absolute deadline = May 23, 2008
You will create a brief summary of what you learned in this class (and from other sources and experiences) for students who want to learn more about writing.
Look through your notebook for ideas to write about, and to jog your memory about what we’ve done.
Format: Create an easy-to-read format using titles, headings, subheadings, lists, clear explanations, etc. (If you have extra time, after you’ve written this, you could add illustrations.)
Audience: Other junior high students and, of course, your teacher.
Purpose: To share what you know about writing, both to show the teacher what you know, and to create a useful resource for other writers.
Voice: Let your own voice shine through. It would help to use examples from your own writing!
Title: Title this something like “Advice for Writers.” Save it on the computer as [yourlastname]advice.
Print?: Print it out when you’re done, or if you want to take it home to revise, edit, etc.
Cover these subjects:
Part A. _____ /20 At least ten well-explained hints for writers. What could you tell other students that would most help them with their writing? (For example: What can one do about writer’s block? When or where are the best times to write? Do you have any hints for using the computer, or recommendations for types of paper or writing instruments? How do you get ideas? How do you organize a plot for a story? How can you please teachers with your writing? What hints do you have for revising and editing?)
Part B. _____/15 What could you tell other students about what they need to know to write
three (3) of the following (5 points each):
a) poetry
b) short stories
c) a novel
d) a children’s book
e) essays – including telling about personal experiences
f) reports such as those in newspapers, etc.
g) songs or plays
= ______/35 Subtotal #1 Be honest and positive!
You will write the parts explained above. You’ll get a grade for writing them. You’ll also get a grade based on how well you wrote them according to these “six traits plus one.” We’ll average the two for a total grade.
“Six Traits Plus One” Grading for Your Final
5 4 3 2 1 Comments (See also your cardstock sheet for Six Traits Plus One)
Ideas and Content
Organization
Voice
Sentence Fluency
Word Choice
Conventions
Presentation Type this!
_____/35 Subtotal #2 Total = (subtotal 1 + subtotal 2) divided by 2 = _______________
_____/5 Draft is neatly stapled (with one staple) to the top of this sheet.
_____/ Extra credit for outstanding creativity and/or clarity (clearness, easy for the reader to understand).
Examples plucked from this assignment as done by past (and passed) students:
Example about Editing:
the donkee was standing, By the Park. How many spelling errors or punctuation errors did you find in that sentence? That was a few too many errors for me. Didn’t that just make you wince when you read it? Did it make you notice all the mistakes too? Whenever I read a mistake in someone’s writing, I always look more carefully for what other mistakes they could have in their writing. . . . (Beth Johnson)
Example about Writing A Novel:
When writing a novel, always remember, details, details, details. Always have the reader know exactly where they are. When they read your book, they’re entering your world. Your details are essential for them to know where they are and not get lost. . . . Also make sure that you give the characters strong personalities. What’s really fun is to base your characters on people you know. Don’t use their names though! It’s fun to base them on people you know because you can sneak in little jokes that only they and yourself would understand.. . .
And of course, never forget, HAVE FUN!!! (Alina Rae)
Example about Writing Poetry:
“Poetry allows the human soul to speak.” – Carolyn Forche
When you write poetry, it should come from your heart. Poetry is one of the best ways to express your feelings and emotions. For me, poetry is a way of relieving stress and relaxing.. . .
If you plan on writing a certain type of poem, like a haiku or a limerick, there are certain rules you have to follow. . . . But, you don’t always have to follow a certain outline. . . . but remember, it’s all about how it looks on the page. (Savannah Lewis)
Example from tips for writers:
For writer’s block, go back and read your old stories and poems. It really helps, believe me. That’s just one more reason to save all your writing. (Gage Briggs)
Example from So You Want to Be a Writer:
Are you willing to face the ink-stained hands, the long toiling nights, and napkins filled with ideas? Then perhaps writing is for you. Writing can be a long and strenuous process, but when you see your characters begin to come alive, the strenuous process is worth it. Here is a collection of helpful hints to get you started on your writing career. (Megan Hatch)
We will be in the computer lab May 19 – That will be our only day,
so have your rough drafts all prepared to type up that day.
Absolute deadline = May 23, 2008
You will create a brief summary of what you learned in this class (and from other sources and experiences) for students who want to learn more about writing.
Look through your notebook for ideas to write about, and to jog your memory about what we’ve done.
Format: Create an easy-to-read format using titles, headings, subheadings, lists, clear explanations, etc. (If you have extra time, after you’ve written this, you could add illustrations.)
Audience: Other junior high students and, of course, your teacher.
Purpose: To share what you know about writing, both to show the teacher what you know, and to create a useful resource for other writers.
Voice: Let your own voice shine through. It would help to use examples from your own writing!
Title: Title this something like “Advice for Writers.” Save it on the computer as [yourlastname]advice.
Print?: Print it out when you’re done, or if you want to take it home to revise, edit, etc.
Cover these subjects:
Part A. _____ /20 At least ten well-explained hints for writers. What could you tell other students that would most help them with their writing? (For example: What can one do about writer’s block? When or where are the best times to write? Do you have any hints for using the computer, or recommendations for types of paper or writing instruments? How do you get ideas? How do you organize a plot for a story? How can you please teachers with your writing? What hints do you have for revising and editing?)
Part B. _____/15 What could you tell other students about what they need to know to write
three (3) of the following (5 points each):
a) poetry
b) short stories
c) a novel
d) a children’s book
e) essays – including telling about personal experiences
f) reports such as those in newspapers, etc.
g) songs or plays
= ______/35 Subtotal #1 Be honest and positive!
You will write the parts explained above. You’ll get a grade for writing them. You’ll also get a grade based on how well you wrote them according to these “six traits plus one.” We’ll average the two for a total grade.
“Six Traits Plus One” Grading for Your Final
5 4 3 2 1 Comments (See also your cardstock sheet for Six Traits Plus One)
Ideas and Content
Organization
Voice
Sentence Fluency
Word Choice
Conventions
Presentation Type this!
_____/35 Subtotal #2 Total = (subtotal 1 + subtotal 2) divided by 2 = _______________
_____/5 Draft is neatly stapled (with one staple) to the top of this sheet.
_____/ Extra credit for outstanding creativity and/or clarity (clearness, easy for the reader to understand).
Examples plucked from this assignment as done by past (and passed) students:
Example about Editing:
the donkee was standing, By the Park. How many spelling errors or punctuation errors did you find in that sentence? That was a few too many errors for me. Didn’t that just make you wince when you read it? Did it make you notice all the mistakes too? Whenever I read a mistake in someone’s writing, I always look more carefully for what other mistakes they could have in their writing. . . . (Beth Johnson)
Example about Writing A Novel:
When writing a novel, always remember, details, details, details. Always have the reader know exactly where they are. When they read your book, they’re entering your world. Your details are essential for them to know where they are and not get lost. . . . Also make sure that you give the characters strong personalities. What’s really fun is to base your characters on people you know. Don’t use their names though! It’s fun to base them on people you know because you can sneak in little jokes that only they and yourself would understand.. . .
And of course, never forget, HAVE FUN!!! (Alina Rae)
Example about Writing Poetry:
“Poetry allows the human soul to speak.” – Carolyn Forche
When you write poetry, it should come from your heart. Poetry is one of the best ways to express your feelings and emotions. For me, poetry is a way of relieving stress and relaxing.. . .
If you plan on writing a certain type of poem, like a haiku or a limerick, there are certain rules you have to follow. . . . But, you don’t always have to follow a certain outline. . . . but remember, it’s all about how it looks on the page. (Savannah Lewis)
Example from tips for writers:
For writer’s block, go back and read your old stories and poems. It really helps, believe me. That’s just one more reason to save all your writing. (Gage Briggs)
Example from So You Want to Be a Writer:
Are you willing to face the ink-stained hands, the long toiling nights, and napkins filled with ideas? Then perhaps writing is for you. Writing can be a long and strenuous process, but when you see your characters begin to come alive, the strenuous process is worth it. Here is a collection of helpful hints to get you started on your writing career. (Megan Hatch)
May 9, 2008
May 9, 2008
Today we read from an example book for an Underland story: Gregor the Overlander which the first in a series of five books. Students should be working on developing their underland stories.
We also used that book to look at developing a character, and ways an author gives the reader information about the character.
Students received their class final assignment which is due by May 23rd at the latest. We will have one computer day -- May 19 to type these up in the computer lab. See the assignment in a nearby blog.
Monday, May 5, 2008
May 5, 2008
We worked on the books for the kindergarten children. These books are looking great! The books must be finished by the end of the period today. We will be going to the kindergarten to deliver and read the books on May 7.
Tuesday, April 29, 2008
April 29. 2008 -- May 1, 2008
April 29. 2008 -- May 1, 2008
We worked on the books for the kindergarten children. These books are looking great! The books must be finished by the end of the period on May 5. We will be going to the kindergarten to deliver and read the books on May 7.
We worked on the books for the kindergarten children. These books are looking great! The books must be finished by the end of the period on May 5. We will be going to the kindergarten to deliver and read the books on May 7.
Saturday, April 26, 2008
April 25, 2005
April 25, 2005
We worked on the books for the kindergarten children. These books are looking great! The books must be finished by the end of the period on May 5. We will be going to the kindergarten to deliver and read the books on May 7.
We worked on the books for the kindergarten children. These books are looking great! The books must be finished by the end of the period on May 5. We will be going to the kindergarten to deliver and read the books on May 7.
April 23, 2008
April 23, 2008
Students receive a tape-in. In their notebooks, students will respond to the poem as directed on the tape-in.
Self-Starter: 1) Tape this poem in your notebook. 2) Read through the poem.
3) Write about a third page or more on anything that this poem brings to mind.
This is a focused free write, so can just be any string of thoughts or something
more organized. Write as fast as you can, and get down as many thoughts as you can.
4) Borrow a line or two and use them to create your own short (or long) poem.
JABBERWOCKY
Lewis Carroll
(from Through the Looking-Glass and What Alice Found There, 1872)
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"
He took his vorpal sword in hand:
Long time the manxome foe he sought --
So rested he by the Tumtum tree,
And stood awhile in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
He chortled in his joy.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
dshaw@jabberwocky.com
Tall Tales:
1) Students were shown several tall tales books such as Sally Ann Thunder Ann Whirlwind Crockett and Paul Bunyan or Pecos Bill.
2) The class suggested ways that the tall tale is different from other stories, and listed those differences on the white board. For instance,
The tall tale is more exaggerated than most stories.
It uses common types of people and places, but exaggerates them.
It uses informal language.
3) Students received worksheets for writing their own tall tales. They had the rest of the class to work on those. If they didn't finish them that day, they should hand in a tall tale to the wire basket as soon as possible.
Monday, April 21, 2008
April 21, 2008
April 21, 2008
Self-Starter: Create a "Fumish." 1. Make up a "nonsense" word. Examples: girrac, waspoyj, murple, fumish. 2. Write a brief story, beginning each word with the next letter of your nonsense word. If you were to lay out a sentence vertically, it would look like this for the nonsense word "Boomple":
Blistering
Oozing
Ointment
Mangles
Peevish
Ladylike
Empresses
You will write yours as if you are writing a story, starting at the beginning of the word again everytime you've come to the end of it.
Example: FUMISH
Furry underwear makes interesting styles humorously funny. Uncanny men investigate startling homocides found under mysteriously interesting situations. Hats form under mountains infused slyly. Horses from under Madagascar include striking Herbert F. Uber. Many imbecilic sheep herd fast under monkeys in shining headdresses.
Other Class Activities Today:
Quotable Quotes: Write on your first Quotable Quote page this quote:
"The myth that we must have 'time' -- more time -- in order to create is a myth that keeps us from using the time we do have. if we are forever yearning for 'more,' we are forever discounting what is offered." -- Julia Cameron, The Right to Write, page 13
Editing: Students received a tape in to go on the back of the page before your Proofreading pages.
Work on Children's books: Students were able to work on the books for the kindergarten children, with the computer lab available.
Self-Starter: Create a "Fumish." 1. Make up a "nonsense" word. Examples: girrac, waspoyj, murple, fumish. 2. Write a brief story, beginning each word with the next letter of your nonsense word. If you were to lay out a sentence vertically, it would look like this for the nonsense word "Boomple":
Blistering
Oozing
Ointment
Mangles
Peevish
Ladylike
Empresses
You will write yours as if you are writing a story, starting at the beginning of the word again everytime you've come to the end of it.
Example: FUMISH
Furry underwear makes interesting styles humorously funny. Uncanny men investigate startling homocides found under mysteriously interesting situations. Hats form under mountains infused slyly. Horses from under Madagascar include striking Herbert F. Uber. Many imbecilic sheep herd fast under monkeys in shining headdresses.
Other Class Activities Today:
Quotable Quotes: Write on your first Quotable Quote page this quote:
"The myth that we must have 'time' -- more time -- in order to create is a myth that keeps us from using the time we do have. if we are forever yearning for 'more,' we are forever discounting what is offered." -- Julia Cameron, The Right to Write, page 13
Editing: Students received a tape in to go on the back of the page before your Proofreading pages.
Work on Children's books: Students were able to work on the books for the kindergarten children, with the computer lab available.
Friday, April 11, 2008
April10, 2008
April10, 2008
Students responded in their notebooks to the poem "Jabberwocky" by Lewis Carroll.
The substitute read to them a selection from Alice in Wonderland: "Down the Rabbit Hole."
The students received and went over the assignment for creating their own "underland," and worked on that the rest of the period.
Hopefully, you are working along on our book for the kindergarten child, and you exchanged phone numbers or e-mail info. with your partner if you have one. These are due by May 1.
Have a great Spring Break!
Tuesday, April 8, 2008
April 8, 2008
April 8, 2008
Self-Starter: In your notebooks, copy the list of "Dead Words." Add any others that are on the tombstones above the white board. Select 5 or more for which you will find better (more specific and lively) replacements. List several replacements for each of your five or more selected dead words.
Dead Words include get, got, very, nice, your, you, good, just, lots, a lot, well, fine, so, fun, great, every, the end, awesome, cool, fine, totally, rad, awesome, special, great, really.
We worked on the Children's books and put together our "green books."
April 4, 2008
April 4, 2008
We worked on creating description.
Students also worked on their books for the kindergarten children.
We worked on creating description.
Students also worked on their books for the kindergarten children.
Friday, March 28, 2008
April 2, 2008
April 2, 2008
Fieldtrip to Legacy Elementary to interview kindergarten students in preparation to create books for them.
Fieldtrip to Legacy Elementary to interview kindergarten students in preparation to create books for them.
March 31, 2008
March 31, 2008
Today we'll write thank you notes to our special guests from last time, Ed and Anne Stevens and Tom Rhoton.
We'll also prepare for our fieldtrip to Legacy Elementary to interview kindergarteners in preparation for creating books for them.
Today we'll write thank you notes to our special guests from last time, Ed and Anne Stevens and Tom Rhoton.
We'll also prepare for our fieldtrip to Legacy Elementary to interview kindergarteners in preparation for creating books for them.
Wednesday, March 26, 2008
March 27, 2008
March 27, 2008
We are having very special visitors -- The Stevens Party -- to play music for us, and talk with us about writing songs.
Find out more at http://www.stevensparty.com/bio.html
Be prepared to be an excellent audience!
We are having very special visitors -- The Stevens Party -- to play music for us, and talk with us about writing songs.
Find out more at http://www.stevensparty.com/bio.html
Be prepared to be an excellent audience!
Tuesday, March 25, 2008
March 25, 2008
March 25, 2008
Getting ready to Create Children's books
As a self-starter we listed children's books (in the writer's notebook).
Students listened to, then wrote an "If. . . .Then" story in their notebooks.
We looked at more possibilities for children's books.
We read Hip-Hip-Hooray for Annie McRae.
Getting ready to Create Children's books
As a self-starter we listed children's books (in the writer's notebook).
Students listened to, then wrote an "If. . . .Then" story in their notebooks.
We looked at more possibilities for children's books.
We read Hip-Hip-Hooray for Annie McRae.
Saturday, March 15, 2008
March 19, 2008
March 19, 2008
We continued the Poetry "Slam." Next time you may bring treats. We will finish up the poem presentations, and you may bring extra poems to share.
We continued the Poetry "Slam." Next time you may bring treats. We will finish up the poem presentations, and you may bring extra poems to share.
March 17, 2008
March 17, 2008
Today is the first day of our Creative Writing Poetry Slam. We will finish up on Wednesday, March 19. You will be judged based on the poem you select and on your performance of the poem.
Notice that there is a time limit -- 2 minute minimum and 3 minutes and 10 seconds maximum. If you are in a duo, this will be doubled, if in a trio, triple the amount of time.
Wednesday, March 12, 2008
March 13, 2008
March 13, 2008
Students received a tape-in and taped it on the next "page back" in the notebook. They wrote their responses on the facing page. It included a poem from the book Hormone Jungle, and the students were to
1. Read the attached poem, titled “Hormone Madness” by Steven Gilley (by Brod Bagert)
2. Write quickly about anything and everything this poem brings to mind for you.
3. Borrow a line or pair of lines or a stanza and write your own poem based on that.
(Notice that this poem rhymes. Yours should too.)
If you were absent, ask for the tape-in.
2. Writing "notes" in class assignment. If you were absent, ask for the tape-in.
3. Time to practice/prepare for the Poetry Slam on next Monday and Wednesday. Actually, we didn't have the extra time, so you'll need to prepare on your own.
Poems from Creative Writing class:
Ocean's rushing waves
Crashing against giant cliffs
Smoothly rolling on.
by Kayla C.
An Ode to Dirt
by Joseph D.
Lying on the earth
so still you can be.
Yet in the wind,
you're as swift
as can be.
Without you
there are no
flowers,
no plants,
no trees.
I don't think
there'd even
be grass.
You are a
giver of life.
You give shelter
to so many grateful
creatures.
You let people
dig tunnels
and holes
in you
without protest.
I am so
grateful,
for without you,
the world
would be
most ugly.
Ode to Laffy Taffy
by Jenna S.
Oh, Laffy Taffy,
Oh, how I crave
A bite of your sweet sugariness.
I open your wrapper.
The sweet scent of strawberry
Fills the air.
I follow your bright pink color
With my eyes
Right up until you touch my lips.
I take a nibble of your smooth, shiny surface.
My taste buds burst into song
As you roll around my mouth.
I swallow.
I can feel you running down my throat.
I stop.
Your taste lingers in my mouth
Eager for another bite.
Students received a tape-in and taped it on the next "page back" in the notebook. They wrote their responses on the facing page. It included a poem from the book Hormone Jungle, and the students were to
1. Read the attached poem, titled “Hormone Madness” by Steven Gilley (by Brod Bagert)
2. Write quickly about anything and everything this poem brings to mind for you.
3. Borrow a line or pair of lines or a stanza and write your own poem based on that.
(Notice that this poem rhymes. Yours should too.)
If you were absent, ask for the tape-in.
2. Writing "notes" in class assignment. If you were absent, ask for the tape-in.
3. Time to practice/prepare for the Poetry Slam on next Monday and Wednesday. Actually, we didn't have the extra time, so you'll need to prepare on your own.
Poems from Creative Writing class:
Ocean's rushing waves
Crashing against giant cliffs
Smoothly rolling on.
by Kayla C.
An Ode to Dirt
by Joseph D.
Lying on the earth
so still you can be.
Yet in the wind,
you're as swift
as can be.
Without you
there are no
flowers,
no plants,
no trees.
I don't think
there'd even
be grass.
You are a
giver of life.
You give shelter
to so many grateful
creatures.
You let people
dig tunnels
and holes
in you
without protest.
I am so
grateful,
for without you,
the world
would be
most ugly.
Ode to Laffy Taffy
by Jenna S.
Oh, Laffy Taffy,
Oh, how I crave
A bite of your sweet sugariness.
I open your wrapper.
The sweet scent of strawberry
Fills the air.
I follow your bright pink color
With my eyes
Right up until you touch my lips.
I take a nibble of your smooth, shiny surface.
My taste buds burst into song
As you roll around my mouth.
I swallow.
I can feel you running down my throat.
I stop.
Your taste lingers in my mouth
Eager for another bite.
Tuesday, March 11, 2008
March 11, 2008
March 11, 2008
Students received a tape-in about cinquains. They taped it on the back of the last page used in the notebook and wrote at least three types of cinquains.
See the pink hand-out.
We also looked a Haiku and Honku, and students each wrote a haiku or honku. If you go to The Tales of Ba Sing Se, and look for the "Tale of Sokka," you'll hear many haiku!
Find this at http://www.nick.com/turbonick/index.jhtml?searchTerm=Avatar or on YouTube.
A Haiku is three lines. The traditional haiku has 5 syllables in the line, 7 in the second, and 5 in the third. Traditional haiku is about nature, but there are haiku poems about other topics. For instance, the "honku" is about driving in traffic.
YOU WILL WRITE ONE HAIKU OF ANY OF THE TYPES, BUT MAKE SURE IT HAS THREE LINES THAT FOLLOW THE 5 SYLLABLE, 7 SYLLABLE, 5 SYLLABLE PATTERN.
Here is a traditional haiku:
As simple as that --
spring has finally arrived
with a pale blue sky.
-- Issa
Here is a honku:
Impatient Hummer
honking, speeding, ruining
a weekend morning.
-- Aaron Naparstek
And here is a "redneck" haiku:
Well-dressed trailer trash
will have muumus and flip-flops
in matching colors
-- Mary K. Witte
And this is a school haiku by an A.F. student"
A.F. Junior High
has crowded halls with backpacks
and lots of people.
--Adrian G.
Students received a tape-in about cinquains. They taped it on the back of the last page used in the notebook and wrote at least three types of cinquains.
See the pink hand-out.
We also looked a Haiku and Honku, and students each wrote a haiku or honku. If you go to The Tales of Ba Sing Se, and look for the "Tale of Sokka," you'll hear many haiku!
Find this at http://www.nick.com/turbonick/index.jhtml?searchTerm=Avatar or on YouTube.
A Haiku is three lines. The traditional haiku has 5 syllables in the line, 7 in the second, and 5 in the third. Traditional haiku is about nature, but there are haiku poems about other topics. For instance, the "honku" is about driving in traffic.
YOU WILL WRITE ONE HAIKU OF ANY OF THE TYPES, BUT MAKE SURE IT HAS THREE LINES THAT FOLLOW THE 5 SYLLABLE, 7 SYLLABLE, 5 SYLLABLE PATTERN.
Here is a traditional haiku:
As simple as that --
spring has finally arrived
with a pale blue sky.
-- Issa
Here is a honku:
Impatient Hummer
honking, speeding, ruining
a weekend morning.
-- Aaron Naparstek
And here is a "redneck" haiku:
Well-dressed trailer trash
will have muumus and flip-flops
in matching colors
-- Mary K. Witte
And this is a school haiku by an A.F. student"
A.F. Junior High
has crowded halls with backpacks
and lots of people.
--Adrian G.
Saturday, March 8, 2008
March 7, 2008
Friday, March 7, 2008
Self-Starter: Students received a tape-in. In their notebooks, students responded to the poem as directed on the tape-in.
Prose Day: A Break from Poetry
Activity: Several writing prompts were available. Each student selected a prompt and followed the directions. When one was finished, the student selected another.
One assignment was to write a monologue for a “bad guy” from a story. The others allowed students to finish stories for which they had been given brief starters. They could do as many or as few of these assignments as they wished, but they were to stay on task.
(If you were absent, select at least one story prompt or monologue to complete.)
Self-Starter: Students received a tape-in. In their notebooks, students responded to the poem as directed on the tape-in.
Prose Day: A Break from Poetry
Activity: Several writing prompts were available. Each student selected a prompt and followed the directions. When one was finished, the student selected another.
One assignment was to write a monologue for a “bad guy” from a story. The others allowed students to finish stories for which they had been given brief starters. They could do as many or as few of these assignments as they wished, but they were to stay on task.
(If you were absent, select at least one story prompt or monologue to complete.)
March 5, 2008
Wednesday, March 5, 2008
Today we viewed, listened to, and read lots of poems.
We watched a video recording of “The Highwayman,” listened to song versions of several classic poems, searched poetry books for poems, and some students spent time at designated poetry sites on the web.
Today we viewed, listened to, and read lots of poems.
We watched a video recording of “The Highwayman,” listened to song versions of several classic poems, searched poetry books for poems, and some students spent time at designated poetry sites on the web.
Thursday, February 28, 2008
February 29, 2008
February 29, 2008
More poetry!
Self-starter: In your notebook, List 15 objects that are important to you.
1. About Odes.
Odes
Odes were invented around 500 B.C. by Pindar, a Greek poet.
Back then odes followed a complicated pattern of stanzas.
They were serious,
dignified,
choral songs, performed to celebrate victories,
like in the Olympic games.
In the 20th century, Pablo Neruda, a Chilean poet, turned the ode upside down. [Odes to Common Things, 1994]
He
abandoned dignified topics,
discarded rules about stanzas and meter,
and sang the praises of ordinary things and everyday life:
a pair of socks, onions, apples, a tomato, ironing,
soap, a yellow bird, a spoon, French fries, a storm,
laziness.
Best advice:
You almost can’t be too extreme in your praise, so pick an object that you genuinely admire and wish to exalt.
Part of the fun lies in choosing an everyday object that we aren’t accustomed to inflating with glory.
Don’t pick stars or roses.
You could select cars or noses.
(Adapted from Nancy Atwell's Lessons That Change Writers – Lesson 43, pg. 151-152)
2. Students wrote an Ode to a Jelly Bean. (And they got to eat it!)
3. The teacher shared odes by students, herself, and by the master of the modern ode, Pablo Neruda.
Find a sampling of odes by Pablo Neruda at
http://sunsite.dcc.uchile.cl/chile/misc/odas.html
4. Students wrote and typed odes.
Here are the directions:
Writing “Irregular” Odes (Like Pablo Neruda did) Tape-In
➢ First, decide what object you would like to celebrate. Look around your classroom, visualize outside, or think of things you have around your home, or of places you visit. This works best if you choose an object you have strong feelings about.
➢ Once you’ve picked an object, think about what makes it special. How do you feel about it, and why? Be prepared to describe the object inside and out.
➢ Exaggerate its admirable qualities, until it seems to become central or necessary to human existence.
➢ Use metaphors and similes.
➢ Usually you directly address the subject of the ode: “Oh, sausage sizzling in your succulent fat,. ..”
“your crispy softness, your fierce fragrance. . . .”
➢ Tell your feelings about the subject and give exalted descriptions of its qualities: a balance.
➢ Choose strong words: language that’s packed with meaning and cut to the bone (no excess words)
➢ Keep the lines short. Make it look like a poem on the page.
➢ Now, put your creative thoughts on paper. Remember, odes can be funny or serious – it’s all up to you as the poet!
Dorsey – Creative Writing – Feb. 2008
And here is an ode by the teacher --
Ode to My Dishwasher
Standing silent
under the counter
You wait for me to
fill you
with the pots
and pans
and plates
and bowls
and forks
and spoons
we've used
to cook
and eat.
Then I add powder
like an offering
to the god of cleanliness.
I press the button
and you rumble,
swish.
You work
while I go off
to read
or play
or do my own work.
You free me from
the drudgery of
dreaded handwashing.
I can even leave the house
and you continue your
watery work,
You create a work of art --
clean, shining ceramic,
metal,
plastic.
You even sanitize,
protecting me from
disease, discomfort.
Oh, Dishwasher,
you help and save me.
I praise and thank you
after every meal.
-- C. Dorsey
More poetry!
Self-starter: In your notebook, List 15 objects that are important to you.
1. About Odes.
Odes
Odes were invented around 500 B.C. by Pindar, a Greek poet.
Back then odes followed a complicated pattern of stanzas.
They were serious,
dignified,
choral songs, performed to celebrate victories,
like in the Olympic games.
In the 20th century, Pablo Neruda, a Chilean poet, turned the ode upside down. [Odes to Common Things, 1994]
He
abandoned dignified topics,
discarded rules about stanzas and meter,
and sang the praises of ordinary things and everyday life:
a pair of socks, onions, apples, a tomato, ironing,
soap, a yellow bird, a spoon, French fries, a storm,
laziness.
Best advice:
You almost can’t be too extreme in your praise, so pick an object that you genuinely admire and wish to exalt.
Part of the fun lies in choosing an everyday object that we aren’t accustomed to inflating with glory.
Don’t pick stars or roses.
You could select cars or noses.
(Adapted from Nancy Atwell's Lessons That Change Writers – Lesson 43, pg. 151-152)
2. Students wrote an Ode to a Jelly Bean. (And they got to eat it!)
3. The teacher shared odes by students, herself, and by the master of the modern ode, Pablo Neruda.
Find a sampling of odes by Pablo Neruda at
http://sunsite.dcc.uchile.cl/chile/misc/odas.html
4. Students wrote and typed odes.
Here are the directions:
Writing “Irregular” Odes (Like Pablo Neruda did) Tape-In
➢ First, decide what object you would like to celebrate. Look around your classroom, visualize outside, or think of things you have around your home, or of places you visit. This works best if you choose an object you have strong feelings about.
➢ Once you’ve picked an object, think about what makes it special. How do you feel about it, and why? Be prepared to describe the object inside and out.
➢ Exaggerate its admirable qualities, until it seems to become central or necessary to human existence.
➢ Use metaphors and similes.
➢ Usually you directly address the subject of the ode: “Oh, sausage sizzling in your succulent fat,. ..”
“your crispy softness, your fierce fragrance. . . .”
➢ Tell your feelings about the subject and give exalted descriptions of its qualities: a balance.
➢ Choose strong words: language that’s packed with meaning and cut to the bone (no excess words)
➢ Keep the lines short. Make it look like a poem on the page.
➢ Now, put your creative thoughts on paper. Remember, odes can be funny or serious – it’s all up to you as the poet!
Dorsey – Creative Writing – Feb. 2008
And here is an ode by the teacher --
Ode to My Dishwasher
Standing silent
under the counter
You wait for me to
fill you
with the pots
and pans
and plates
and bowls
and forks
and spoons
we've used
to cook
and eat.
Then I add powder
like an offering
to the god of cleanliness.
I press the button
and you rumble,
swish.
You work
while I go off
to read
or play
or do my own work.
You free me from
the drudgery of
dreaded handwashing.
I can even leave the house
and you continue your
watery work,
You create a work of art --
clean, shining ceramic,
metal,
plastic.
You even sanitize,
protecting me from
disease, discomfort.
Oh, Dishwasher,
you help and save me.
I praise and thank you
after every meal.
-- C. Dorsey
Wednesday, February 27, 2008
February 27, 2008
February 27, 2008
We finished reading Love That Dog.
Students typed up three "inspired by" or other original poems.
Students, you should still be looking for the "perfect" poem to present for our Poetry Slam.
We finished reading Love That Dog.
Students typed up three "inspired by" or other original poems.
Students, you should still be looking for the "perfect" poem to present for our Poetry Slam.
Monday, February 25, 2008
February 25, 2008
February 25, 2008
Students presented "Poems for Two Voices" with partners (obviously).
We read more from Love That Dog by Sharon Creech, and students wrote one or more "inspired by poems."
Write one poem "inspired by" Walter Dean Myers "Love That Boy." It could be a "Love that ___ like a ____ loves to ____." or "Hate that ______ like a ____ hates _______." or "Eat that _______ like a _______ eats _______." Follow the format of the poem -- one stanza, seven lines. Notice the rhyme scheme, too.
Love That Boy
Students presented "Poems for Two Voices" with partners (obviously).
We read more from Love That Dog by Sharon Creech, and students wrote one or more "inspired by poems."
Write one poem "inspired by" Walter Dean Myers "Love That Boy." It could be a "Love that ___ like a ____ loves to ____." or "Hate that ______ like a ____ hates _______." or "Eat that _______ like a _______ eats _______." Follow the format of the poem -- one stanza, seven lines. Notice the rhyme scheme, too.
Love That Boy
Love that boy,
like a rabbit loves to run
I said I love that boy
like a rabbit loves to run
Love to call him in the morning
love to call him
“Hey there, son!”
by Walter Dean Myers
-- Students should be looking for (or writing) a poem to present in our Poetry Slam.Thursday, February 21, 2008
February 21, 2008
February 21, 2008
Students wrote a poem in response to the picture on the overhead (a painting).
It should be at least 4 lines.
It may or may not rhyme.
If you were absent, find a painting that intrigues you (in a book, on the Internet, etc.) and write a poem about it, meeting the above requirements, or use the painting we did by viewing it at ttp://www.bbc.co.uk/history/trail/wars_conflict/art/art_frontline_03.shtml
1. Computer Lab
We went to the computer lab today. Students who hadn't done it yet prepared their covers for their "creativity collage" packets.
Students did a Poetry Web Search. Each student was to find three poems they liked, place them on a document in Word, and print them up. See below.
2. If we had time, we read more from Love That Dog.
Creative Writing Class -- Poetry Web Search
Your mission is to find at least three poems you like by going to any of the following websites.
Copy poems you like into a Word document, and select three to print. Make sure your name and period are one the printed page(s). Save your document in your folder under
[your last name]poems.
Poetry Links
Type these exactly.
1. http://falcon.jmu.edu/~ramseyil/poemiddle.htm
2. http://www.poetry4kids.com/links
3. http://www.shadowpoetry.com/resources/wip/types.html
4. http://www.loc.gov/poetry/180/p180-list.html
5. http://www.kristinegeorge.com/swimming_upstream.html
6. http://www.poetryamerica.com/teen-poetry-contest.asp
Students wrote a poem in response to the picture on the overhead (a painting).
It should be at least 4 lines.
It may or may not rhyme.
If you were absent, find a painting that intrigues you (in a book, on the Internet, etc.) and write a poem about it, meeting the above requirements, or use the painting we did by viewing it at ttp://www.bbc.co.uk/history/trail/wars_conflict/art/art_frontline_03.shtml
1. Computer Lab
We went to the computer lab today. Students who hadn't done it yet prepared their covers for their "creativity collage" packets.
Students did a Poetry Web Search. Each student was to find three poems they liked, place them on a document in Word, and print them up. See below.
2. If we had time, we read more from Love That Dog.
Creative Writing Class -- Poetry Web Search
Your mission is to find at least three poems you like by going to any of the following websites.
Copy poems you like into a Word document, and select three to print. Make sure your name and period are one the printed page(s). Save your document in your folder under
[your last name]poems.
Poetry Links
Type these exactly.
1. http://falcon.jmu.edu/~ramseyil/poemiddle.htm
2. http://www.poetry4kids.com/links
3. http://www.shadowpoetry.com/resources/wip/types.html
4. http://www.loc.gov/poetry/180/p180-list.html
5. http://www.kristinegeorge.com/swimming_upstream.html
6. http://www.poetryamerica.com/teen-poetry-contest.asp
Friday, February 15, 2008
February 19, 2008
February 19, 2008
Assemble your "Creativity Collage" pages -- everything except the picture collage. If you don't have a cover, you can make one Wednesday in the computer lab.
Self-Starter: Students wrote a poem "inspired" by a poem on the overhead. They were to imitate the poem, using their own subject or details. They did this on page 21 of their notebooks.
I Need to Find a Place
I need to find a place
Where friendship never burns out.
I need to find a place
Where I can scream and shout.
I need to find a place
Where love is forever
Where don't give up -- never!
I need to find a place
That is comforting and calm.
A place -- where nothing goes wrong.
-- Emily G.
Poetry --
We read from Love That Dog, and students imitated poems (page 22+ in their notebook).
Each was labeled "inspired by. . . (with the name of the original poet).
First, they wrote a "So much depends. . . " poem, inspired by William Carlos Williams.
Second, they wrote a poem based on the format of "The Tiger" by William Blake.
Third, they started working on a concrete (shape) poem.
Students should be looking for a poem to perform for a Poetry Slam, which may take place as early as February 27.
Assemble your "Creativity Collage" pages -- everything except the picture collage. If you don't have a cover, you can make one Wednesday in the computer lab.
Self-Starter: Students wrote a poem "inspired" by a poem on the overhead. They were to imitate the poem, using their own subject or details. They did this on page 21 of their notebooks.
I Need to Find a Place
I need to find a place
Where friendship never burns out.
I need to find a place
Where I can scream and shout.
I need to find a place
Where love is forever
Where don't give up -- never!
I need to find a place
That is comforting and calm.
A place -- where nothing goes wrong.
-- Emily G.
Poetry --
We read from Love That Dog, and students imitated poems (page 22+ in their notebook).
Each was labeled "inspired by. . . (with the name of the original poet).
First, they wrote a "So much depends. . . " poem, inspired by William Carlos Williams.
Second, they wrote a poem based on the format of "The Tiger" by William Blake.
Third, they started working on a concrete (shape) poem.
Students should be looking for a poem to perform for a Poetry Slam, which may take place as early as February 27.
Thursday, February 14, 2008
February 14, 2008
February 14, 2008
Students received progress reports. These are to be returned for required points and extra credit by February 21.
Students had an opportunity to use the computer lab.
They wrote Thank-you notes to Mrs. Lyon, our guest speaker last time.
Students received back work on their "creativity collages" to organize.
Teams of students posted some of our work for display.
We also shared hot chocolate and lots of yummy candy! Thanks!
Special Note: If you're interested in Fantasy Writer's Club (also known as FWC or the Wyrms Tongue Society) meets on Tuesdays after school.
Monday, February 11, 2008
February 12, 2008
February 12, 2008
Next time, bring candy if you wish, especially chocolate!
Make sure you get in all parts of your Creativity Collage.
Start preparing a poem to present in a poetry rap. It could be a poem you've found or a poem you've written yourself.
We're having a special guest -- Mrs. Annette Lyon, a published author and
Utah's 2007 Best of State Fiction Medalist.
Annette LyonNotes on her presentation:
Students took notes on page 20 of the notebook.
Writers are weird
you read weird, sometimes morbid things.
Always read things.
She has published 50 articles and 5 books
One is based on Shakespeare’s “Much Ado about Nothing” Salt Lake City, 1860
Ethan asked if she had an agent. She said that when you go with a small publisher you may not need an agent.
She hates a couple of her book covers. Authors often don’t get to choose covers or titles.
Sierra asked, “How do you get published?”
Query letter - work on it so your book sounds exciting and fun.
She wrote several books before one was accepted.
She started fall of 1994 , first book out in 2002-- about 3 to years out after accepted.
Good to hang out with other writers because writing is a solitary thing, and you have to get used to rejections.
The Writer’s Journey is a book that explains common types of characters and plots.
Archetypes
Hero – audience identification -- someone we can relate to on some level
if Malfoy were our main character, would we sympathize with him
growth, change –
action --
character flaw – biggest weakness (could be fear,
sacrifice -- (example, Harry willing to die for the greater good)
Mentor – often a wise old man or woman
(Dumbledore and Hagrid)
--Teaching
gift-giving (light-sabre) --
motivating hero – quelling fear, kick in the pants, etc
can turn out to be a villain shape-shifter
Threshold Guardian
obstacles
testing the Hero
(Dursley letters, purpose – to test the hero
Herald
issues the challenge
announce a coming change, that all is not well
provides motivation to Hero
person or object
Shape-shifter --
not what he or she appears to be (Shape)
“Real” self-revealed can force change
good or evil, can be any character
Shadow
the villain
tests the hero’s true abilities
forces Hero to rise to the challenge
often appear beautiful, elegant, or good (Shapeshifter)
Trickster
balances out the drama with a little laughter
brings things into perspective
Hero’s Journey
Ordinary World
forshadowing of special world
introduction of story quest
meeting of the hero and his or her problem (as the story progresses, the stakes get higher and higher)
Call to Adventure
herald arrives, announcing change
Hero is the one who must act
Refusal of the call
fear an other excuses
reluctant heroes vs willing heroes
more than one call
threshold guardian
Meeting with the mentor
before commitment to the adventure
gets the story moving
provides hero with training and or a helpful object
Crossing the First Threshold
shows hero’s commitment to go forward
leaving ordinary world, entering special world
threshold guardian
life will never be the same again
Test, Allies, Enemies (Bulk of story) If your character runs into an obstacle and overcomes it, he or she has to run into another obstacle close behind it. Challenges get progressively more difficult.
testing of hero indifferent situations
discovering who are allies, who are enemies
obtaining sidekicks
the rival
hero’s adjustment to New World is another test
watering holes – a scene where sitting in a gather place (Hogwart’s Express, tavern in Star Wars)
Approach to the Inmost Cave (may be about ¾ of way through)
bold vs. quiet approach
preparation and harder testing for the ordeal
illusions and Threshold Guardians
hero uses lessons already learned to overcome harder obstacles
a new Special World (example – going down where the Sorcerer’s Stone is kept)
Ordeal (where he overcomes fatal flaw – you flip the flaw upside down)
Hero must battle the Shadow (“final exam” using new knowledge)
Hero faces greatest fears
Hero willing to sacrifice and/or die
Hero appears to die (or sees death, or causes death)
Reward – Seizing the Sword
“capture” the treasure or reward
celebration (“campfire” scenes)
epiphany: Hero understands something new about self
Resurrection
The Road Back
hero heads back to ordinary world with elixer
common time for chase scenes
setbacks (villain steals back elixer, etc.
Return with the Elixir
Ethan asked “How old do you need to be to be published?” There’s not a minimum age.
Kayla says Melissa R. is having a book published.
Mrs. Lyon recommends critique groups.
Asking an author “What is your favorite book that you’ve written?” is like asking a parent, “Which is our favorite child?”
She recommends attending writer’s conferences, etc.
On picking names for your characters --Find names in research – cemeteries . She keeps a running list of first names and last names.
Someone asked, “What got you writing?” When she was in second grade she had an older sister in sixth grade who was writing, and she read Beverly Cleary’s Mouse and the Motorcycle and started writing stories about mice and rats and hamsters, . . .
Thursday, February 7, 2008
February 8, 2008
February 8, 2008
1. Heart Mapping -- Writing from the Heart. We created our heart maps of things we could write about.
2. Writing with the Hearts -- We wrote poems using "conversation hearts."
Don't forget to turn in those other parts of your Creativity Collage collection.
Wednesday, February 6, 2008
Prompts for Telling About Your Own Experiences
Prompts for Telling About Your Own Experiences
Most of these are from Telling Your Own Stories by Donald Davis. When instructed to, pick one of these prompts to write about. Once you’ve used a topic, check off the box in front of it. Or perhaps these prompts will help you think of an experience you’d like to write about that doesn’t quite fit any of them. Go ahead and write about it instead.
Can you remember a pet you once had which you don’t have any more?
Can you remember a time when you tried to cook something and it didn’t turn out?
Can you remember a time you got into trouble for something you had been told not to do?
Can you remember a time when you broke something (or otherwise ruined something) that belonged to someone else?
Can you remember a trip you would not want to have to take again?
Can you remember a party you didn’t want to attend to begin with?
Can you remember a night (or day) your parents haven’t yet found out about?
Can you remember a time when you got sick at a very inconvenient moment?
Can you remember a birthday or holiday you would (or would not) like to live over again?
Can you remember a time when you got lost? What about a time when you were separated from your companions – even though you weren’t lost?
Can you remember a time when you were locked out of where you needed to be?
Can you remember a time when you totally forgot an important date or appointment?
Can you remember a time when your first impression of someone turned out to be completely wrong?
Can you remember a time when you learned something from someone younger than you, perhaps a little child?
Can you remember a problem with a haircut? . . . make-up? . . . an article of clothing?
Can you remember a time when you got a gift or compliment which you did not at all deserve?
Can you remember a time when you almost won, but not quite?
Can you remember a time when you were tricked or lied to?
Take us with you when you had to move from one home to another.
Take us with you to a movie when you were a child . . . or to a movie you’ve attended since then.
Take us on a walk around the neighborhood where you lived as a child. . . or where you live now.
Take us on a visit to your favorite childhood story.
Take us on a childhood shopping trip with your mother or another family member.
Take us on a visit to your childhood (or current) doctor’s office.
Take us to school with you during one of your favorite years in school.
Take us to summer camp for an afternoon, or an evening, or overnight.
Take us to the place your father or mother works (or worked).
Take us home with you for a holiday meal.
Take us to the one spot in the all the world where you would like to build a house. You may also describe the house if you wish.
Take us to visit your childhood hiding place or special thinking place.
Take us to a place you like to go for walks or picnics.
Introduce to us the oldest person you can remember knowing when you were a child.
Tell us about a friend whom you have known most of you life.
Tell us about a friend who is no longer part of your life.
Introduce to us someone who visits (or used to visit) your house.
Introduce to us a teacher to whom you owe a lot.
Can you remember the first person you ever had a crush on?
Tell us about a person you want to be like when you grow up.
Tell us about one of your grandmothers or grandfathers.
Most of these are from Telling Your Own Stories by Donald Davis. When instructed to, pick one of these prompts to write about. Once you’ve used a topic, check off the box in front of it. Or perhaps these prompts will help you think of an experience you’d like to write about that doesn’t quite fit any of them. Go ahead and write about it instead.
Can you remember a pet you once had which you don’t have any more?
Can you remember a time when you tried to cook something and it didn’t turn out?
Can you remember a time you got into trouble for something you had been told not to do?
Can you remember a time when you broke something (or otherwise ruined something) that belonged to someone else?
Can you remember a trip you would not want to have to take again?
Can you remember a party you didn’t want to attend to begin with?
Can you remember a night (or day) your parents haven’t yet found out about?
Can you remember a time when you got sick at a very inconvenient moment?
Can you remember a birthday or holiday you would (or would not) like to live over again?
Can you remember a time when you got lost? What about a time when you were separated from your companions – even though you weren’t lost?
Can you remember a time when you were locked out of where you needed to be?
Can you remember a time when you totally forgot an important date or appointment?
Can you remember a time when your first impression of someone turned out to be completely wrong?
Can you remember a time when you learned something from someone younger than you, perhaps a little child?
Can you remember a problem with a haircut? . . . make-up? . . . an article of clothing?
Can you remember a time when you got a gift or compliment which you did not at all deserve?
Can you remember a time when you almost won, but not quite?
Can you remember a time when you were tricked or lied to?
Take us with you when you had to move from one home to another.
Take us with you to a movie when you were a child . . . or to a movie you’ve attended since then.
Take us on a walk around the neighborhood where you lived as a child. . . or where you live now.
Take us on a visit to your favorite childhood story.
Take us on a childhood shopping trip with your mother or another family member.
Take us on a visit to your childhood (or current) doctor’s office.
Take us to school with you during one of your favorite years in school.
Take us to summer camp for an afternoon, or an evening, or overnight.
Take us to the place your father or mother works (or worked).
Take us home with you for a holiday meal.
Take us to the one spot in the all the world where you would like to build a house. You may also describe the house if you wish.
Take us to visit your childhood hiding place or special thinking place.
Take us to a place you like to go for walks or picnics.
Introduce to us the oldest person you can remember knowing when you were a child.
Tell us about a friend whom you have known most of you life.
Tell us about a friend who is no longer part of your life.
Introduce to us someone who visits (or used to visit) your house.
Introduce to us a teacher to whom you owe a lot.
Can you remember the first person you ever had a crush on?
Tell us about a person you want to be like when you grow up.
Tell us about one of your grandmothers or grandfathers.
February 6, 2008
February 6, 2008
Students received 4 tape-ins:
"In Collecting Your Writing Territories, Consider. . . . " Tape it on the back of page 1.
"Questions to Help Mine Your Heart" Tape it on the back of page 2.
"What's Happened to Me That I Could Write About?" Tape it on the back of page 3.
"Prompts for Telling About Your Own Experiences" Tape it on the back of page 4.
Students selected one of the prompts from "Prompts for Telling About Your Own Experiences" and wrote about it on page 5.
The tape-ins received today provide a way to collect ideas for writing.
We talked about our "Writing Territories." (My writing territories are the range of things I do as a writer. They include genres I write in or would like to try, subjects I've written about or would like to, and real or potential audiences for my writing.)
See the entry above for the "Prompts for Telling About Your Own Experiences."
Video: We watched a video of poet and writer Naomi Shihab Nye talking about writing from the heart. Students started filling out a chart of things they care about.
Students received 4 tape-ins:
"In Collecting Your Writing Territories, Consider. . . . " Tape it on the back of page 1.
"Questions to Help Mine Your Heart" Tape it on the back of page 2.
"What's Happened to Me That I Could Write About?" Tape it on the back of page 3.
"Prompts for Telling About Your Own Experiences" Tape it on the back of page 4.
Students selected one of the prompts from "Prompts for Telling About Your Own Experiences" and wrote about it on page 5.
The tape-ins received today provide a way to collect ideas for writing.
We talked about our "Writing Territories." (My writing territories are the range of things I do as a writer. They include genres I write in or would like to try, subjects I've written about or would like to, and real or potential audiences for my writing.)
See the entry above for the "Prompts for Telling About Your Own Experiences."
Video: We watched a video of poet and writer Naomi Shihab Nye talking about writing from the heart. Students started filling out a chart of things they care about.
February 4, 2008
February 4, 2008
In your notebook, on page 19, students responded to the picture on the overhead with a poem or a brief story. (My Wife and My Mother-in-law)
If you don't have your notebook, you could write on a sheet of lined paper, bring it and tape it into your notebook.
We practiced the following Prewriting Techniques: (starting on page 10)
1. Freewriting: Just start writing and write for about two minutes about anything that comes into your mind. The point is to not stop writing during those two minutes. You're not writing about anything in particular, just whatever comes to mind. If your mind goes blank, just write blank, blank, or something else. This technique will sometimes free up your mind when you have writers' block, or may generate ideas you could write about.
2. Focused freewriting: Again, you are going to just write for two minutes without stopping. This time, you will focus on one of these words: roads, red, rain. Select one of those words, and write anything that comes to mind about that word during the two minutes. This can help you discover what you know about a subject, or help you think of different ways to look at it.
3. Asking questions: Select a subject you know about, then use the newspaper reporter's question words to generate information about that subject. Here's an example:
Baseball:
who: players, coaches, umpires, fans, . . .
what: play ball! bats, balls, mound, bases, backstop, hot dogs, baseball caps, uniforms, . . .
where: arena, field, Wrigley Field, back lot, school, . . .
why: fun! money for pros, fun to watch, for the hot dogs, The All-American past time, exercise, get outside,
when: summertime, night games, day games, weekends, recess, P.E. . . .
We shared more collages
Tuesday, January 29, 2008
January 30, 2008
January 30, 2008
Read the tape-in poem: "Moon Mission: To-Do List"
Tape it on the back of page 17. Write on page 18. Follow the direction.
If you haven't, finish your "Rules" and "If I Were in Charge of the World."
Go to the computer lab to type up "Creativity Collage" assignments and (if time) type up "If I Were in Charge of the World" and "To-Do List."
The Cowardly Lion sang, "If I were the king of the forest!"
Do we have more picture collages to share?
Friday, January 25, 2008
January 28, 2008
Monday, January 28, 2008
Ms. Dorsey is at a teacher's training session today. She is doing a presentation, and will try to do it creatively!
Today you're going to consider being in charge.
Who is in charge of you?
Self-Starter: Receive a copy of the poem "Time Somebody Told Me" by Quantedius Hall -- Follow the directions on the same page, writing about what the poem brings to mind, and borrowing lines to write about.
Would you like to be in charge of the world?
Activity 1: Write a poem, using the pattern for "If I Were In Charge of the World."
If you were in charge, what rules would you make?
Activity 2: List three or four rules you would enforce if you could. These could be serious or silly, but make sure they're "school-appropriate." You might have a message you'd like to get across, or you might want to just make people laugh. Select your favorite and create an 8 1/2 by 11 inch poster proclaiming that rule. We'll hang them in the hall outside the classroom. You may use crayons, colored pencils, or markers to illustrate your "poster." Make the lettering large enough so people can read it from a few feet away.
By the end of class you should have your response to the poem in your notebook, your "If I Were in Charge of the World" poem written on the handout for it, and one rule poster created and ready to hang.
See you next time!
Ms. Dorsey is at a teacher's training session today. She is doing a presentation, and will try to do it creatively!
Today you're going to consider being in charge.
Who is in charge of you?
Self-Starter: Receive a copy of the poem "Time Somebody Told Me" by Quantedius Hall -- Follow the directions on the same page, writing about what the poem brings to mind, and borrowing lines to write about.
Would you like to be in charge of the world?
Activity 1: Write a poem, using the pattern for "If I Were In Charge of the World."
If you were in charge, what rules would you make?
Activity 2: List three or four rules you would enforce if you could. These could be serious or silly, but make sure they're "school-appropriate." You might have a message you'd like to get across, or you might want to just make people laugh. Select your favorite and create an 8 1/2 by 11 inch poster proclaiming that rule. We'll hang them in the hall outside the classroom. You may use crayons, colored pencils, or markers to illustrate your "poster." Make the lettering large enough so people can read it from a few feet away.
By the end of class you should have your response to the poem in your notebook, your "If I Were in Charge of the World" poem written on the handout for it, and one rule poster created and ready to hang.
See you next time!
Thursday, January 24, 2008
January 24, 2008
January 24, 2008
Poem Starter: Students read a poem to guess what it was about: "A Slice of Life."
They received a tape-in for the back of page 15 in their notebooks, and followed the directions on the tape-in to write on page 16.
We shared the "About Me" collages.
If time, we practiced some prewriting techniques. (page 10) These are also useful for breaking writer's block.
Poem Starter: Students read a poem to guess what it was about: "A Slice of Life."
They received a tape-in for the back of page 15 in their notebooks, and followed the directions on the tape-in to write on page 16.
We shared the "About Me" collages.
If time, we practiced some prewriting techniques. (page 10) These are also useful for breaking writer's block.
Monday, January 21, 2008
January 22, 2008
January 22, 2008 --
Hand in your collage of pictures and illustrations that tell us about you.
You'll see examples of some of your options for your other assignments in the Collage of Creativity.
Mini-lesson: Creating pictures in your reader's mind.
Working on the Bio-poems -- We will go into the Computer Writing Lab to type these.
Don't forget to hand in your disclosure signature sheets and filled-out VIP forms!
Wednesday, January 16, 2008
January 17, 2008
January 17, 2008
The self-starter was a tape-in used as a guide to write about your own writing process on page 13 in your writer's notebook.
Here are the questions asked to spark thinking about what your own individual writing process is like:
Thinking-Starter Questions:
Prewriting -- Do you use prewriting? What kinds of prewriting do you use?
Drafting -- How and where do you like to draft? Where do you write? Do you like to use a certain type of pen or pencil or paper?
Quirkiness -- Do you have any writing quirks? (Examples of quirks: One writer says he does his best writing in a warm bath. Another has to have a large bag of M ‘n M’s by her side as she writes.
Revising -- What kinds of revision do you use the most? How many drafts do you usually go through to produce a quality piece of writing? Do you ask other people to read a draft and make suggestions for revision?
Editing -- How comfortable are you with editing? Do you get help editing your papers?
Publishing -- What types of publishing have you done? (in class? on the Internet? in a newspaper? Other?)
What is your greatest writing weakness? What is your greatest writing strength?
We read and discussed a poem: "A Little Girl's Poem" by Gwendolyn Brooks.
We viewed/listened to a video of a "special guest speaker" -- Gish Jen, and took double-entry notes. Students divided page 14 of their notebooks in half (vertically), and on the left half took notes on what she said about writing. On the other side, they wrote their own responses, connections, etc.
The teacher shared brief examples of some of the choices for the Creativity assignment.
Students are working on their collages for the "Collage of Creativity" assignment.
The self-starter was a tape-in used as a guide to write about your own writing process on page 13 in your writer's notebook.
Here are the questions asked to spark thinking about what your own individual writing process is like:
Thinking-Starter Questions:
Prewriting -- Do you use prewriting? What kinds of prewriting do you use?
Drafting -- How and where do you like to draft? Where do you write? Do you like to use a certain type of pen or pencil or paper?
Quirkiness -- Do you have any writing quirks? (Examples of quirks: One writer says he does his best writing in a warm bath. Another has to have a large bag of M ‘n M’s by her side as she writes.
Revising -- What kinds of revision do you use the most? How many drafts do you usually go through to produce a quality piece of writing? Do you ask other people to read a draft and make suggestions for revision?
Editing -- How comfortable are you with editing? Do you get help editing your papers?
Publishing -- What types of publishing have you done? (in class? on the Internet? in a newspaper? Other?)
What is your greatest writing weakness? What is your greatest writing strength?
We read and discussed a poem: "A Little Girl's Poem" by Gwendolyn Brooks.
We viewed/listened to a video of a "special guest speaker" -- Gish Jen, and took double-entry notes. Students divided page 14 of their notebooks in half (vertically), and on the left half took notes on what she said about writing. On the other side, they wrote their own responses, connections, etc.
The teacher shared brief examples of some of the choices for the Creativity assignment.
Students are working on their collages for the "Collage of Creativity" assignment.
Tuesday, January 15, 2008
Collage of Creativity -- About Me!
Here is the assignment that students received on January 15, 2008.
(All work except the picture collage will end up typed or neatly written in black ink.) The following due dates require a neatly written, clearly legible, draft. We will have an opportunity to type them later.
I. Make a title page for your entire assignment with a creative title, and with your name, class, and the date.
II. Create an 8 1/2" x 11" collage of pictures and or other illustrations that represent you and your interests. Due Tuesday, January 22
III. + Write bio-poems based on two of the patterns you are given. Due Thursday, January 24
IV. + Choose three out of the following ten choices. Title each assignment. (Use complete, correct sentences in your writing.) Due January 28, 30, February 4
(The 30th is our first computer lab day to type the bio-poems and your first two choices of the three.)
1. Top Ten -- Create a top ten best and worst list (ten best and ten worst) of things that have happened to you so far in your life. You must be specific, detailed, and creative. Don't say –
1. Born 2. Moved, etc. Each item should be at least two creative sentences long. Have a title for your lists -- not "My Top Ten." Be more creative. (Use complete, correct sentences in your writing.)
2. Junior High Hang-Ups Poem or Essay -- Write a poem or informal essay about a theme that is important to junior high school students. For example, friendship, conformity, originality, education, family, finding talents, being yourself, staying away from drugs or other addictions, self-esteem, honor, popularity, careers, status symbols, sports, band, etc. or your own idea. Use poetry techniques -- metaphors, power words, alliterations, symbols, figurative language, etc. Don't rhyme. Your poem must be at least twenty lines long. The essay must be a page, double-spaced. Have a creative title.
(Page lengths refer to typed pieces. Handwritten will be longer.)
3. How to Survive in Junior High -- Make a list of twenty specific and truly valuable pieces of advice you would like to give new seventh graders. Your list may be humorous but must contain "true" wisdom and be appropriate. Have a creative title.
4. Me and My Shadow -- Do you have someone you are with constantly -- a shadow? Write at least a half page, double-spaced about how you are alike and yet different. Why do you make a good pair? Have a good title.
5. What if. . . What if. . . is a big question. Make a list of twenty what if's. Be specific and creative.
6. My Family -- Write at least a half a page, double-spaced, about how you have affected your family. What would your family be like without you? What do you add? Have a title.
7. Celebrations of Education -- Write at least two or three sentences celebrating -- notice the word is "celebrate" not "desecrate" each year of your public education. Be sure to include the grade, teacher, and school. Be specific. Have a title.
8. Honoring Me -- Design a certificate with a border and a graphic that honors you for some specific but perhaps hidden talent. Make this a talent of character rather than ability. Be specific and creative -- not just "Good Friend."
9. My Golden Rules -- Make a list of ten very specific and original-to-you rules to live by. What wisdom and advice do you have to offer the world gleaned from your own experience. Have a title.
10. Fifteen Minutes of Fame -- Someone once said, "Everyone will experience fifteen minutes of fame in his or her lifetime." What will your fifteen minutes be? You may write in short story form -- narrative -- or explanatory style. This must be at least a half of a page, double spaced. Have a creative title. (Dorsey, 1-17-06, updated 1/15/08Adapted from materials presented by Brenda Burr and Launa Strong)
(All work except the picture collage will end up typed or neatly written in black ink.) The following due dates require a neatly written, clearly legible, draft. We will have an opportunity to type them later.
I. Make a title page for your entire assignment with a creative title, and with your name, class, and the date.
II. Create an 8 1/2" x 11" collage of pictures and or other illustrations that represent you and your interests. Due Tuesday, January 22
III. + Write bio-poems based on two of the patterns you are given. Due Thursday, January 24
IV. + Choose three out of the following ten choices. Title each assignment. (Use complete, correct sentences in your writing.) Due January 28, 30, February 4
(The 30th is our first computer lab day to type the bio-poems and your first two choices of the three.)
1. Top Ten -- Create a top ten best and worst list (ten best and ten worst) of things that have happened to you so far in your life. You must be specific, detailed, and creative. Don't say –
1. Born 2. Moved, etc. Each item should be at least two creative sentences long. Have a title for your lists -- not "My Top Ten." Be more creative. (Use complete, correct sentences in your writing.)
2. Junior High Hang-Ups Poem or Essay -- Write a poem or informal essay about a theme that is important to junior high school students. For example, friendship, conformity, originality, education, family, finding talents, being yourself, staying away from drugs or other addictions, self-esteem, honor, popularity, careers, status symbols, sports, band, etc. or your own idea. Use poetry techniques -- metaphors, power words, alliterations, symbols, figurative language, etc. Don't rhyme. Your poem must be at least twenty lines long. The essay must be a page, double-spaced. Have a creative title.
(Page lengths refer to typed pieces. Handwritten will be longer.)
3. How to Survive in Junior High -- Make a list of twenty specific and truly valuable pieces of advice you would like to give new seventh graders. Your list may be humorous but must contain "true" wisdom and be appropriate. Have a creative title.
4. Me and My Shadow -- Do you have someone you are with constantly -- a shadow? Write at least a half page, double-spaced about how you are alike and yet different. Why do you make a good pair? Have a good title.
5. What if. . . What if. . . is a big question. Make a list of twenty what if's. Be specific and creative.
6. My Family -- Write at least a half a page, double-spaced, about how you have affected your family. What would your family be like without you? What do you add? Have a title.
7. Celebrations of Education -- Write at least two or three sentences celebrating -- notice the word is "celebrate" not "desecrate" each year of your public education. Be sure to include the grade, teacher, and school. Be specific. Have a title.
8. Honoring Me -- Design a certificate with a border and a graphic that honors you for some specific but perhaps hidden talent. Make this a talent of character rather than ability. Be specific and creative -- not just "Good Friend."
9. My Golden Rules -- Make a list of ten very specific and original-to-you rules to live by. What wisdom and advice do you have to offer the world gleaned from your own experience. Have a title.
10. Fifteen Minutes of Fame -- Someone once said, "Everyone will experience fifteen minutes of fame in his or her lifetime." What will your fifteen minutes be? You may write in short story form -- narrative -- or explanatory style. This must be at least a half of a page, double spaced. Have a creative title. (Dorsey, 1-17-06, updated 1/15/08Adapted from materials presented by Brenda Burr and Launa Strong)
Monday, January 14, 2008
January 15, 2008
January 15, 2008
Students received the disclosure document and took an open-text, open-neighbor quiz on it.
Two very clever and quick students led us in correcting it.
Students set up their Writers' Notebooks.*
Students received the "Collage of Creativity" Assignment. See the post here containing that assignment.
*Directions for the Writer’s Notebook:
You need an 8 1/2 x 11” notebook (One is provided for you.)
1. Write your name on the back and front of the notebook.
2. Leave the first two pages for a Table of Contents.
Write Table of Contents at the top of those first two pages.
(Use only the front of each page.) (Don’t number these pages.)
3. Start numbering with the third page -- #1.
Number the pages in the upper right hand corner.
Number and write on one side only, though you may
tape handouts on the back of a page.
4. Label the next page (page #1) My Proofreading List.
(Record this on your Table of Contents)
5. Label the next four pages (#2-#5) as Writing Territories.
(Record this on your Table of Contents)
6. Label the two pages after that (#6- #7) Wonderful Words.
(Record this on your Table of Contents)
7. Label the two pages after that (#8 - #9) Quotable Quotes
(Record this on your Table of Contents)
8. Label the three pages after that (#10, #11. #12) Prewriting Practice.
(Record this on your Table of Contents)
9. Make a large title on page #13, Lessons and Drafts and Other Stuff
(Record this on your Table of Contents)
Interesting!
We're creative with pencils in this class, but here's a different kind of creativity with pencils:
Funny Face:
Funny Face was created by Seth Young using colored pencil. Seth is in the 11th grade and attends Red River High School in Grand Forks, North Dakota. Funny Face currently is displayed in U.S. Senator Dorgan’s Bismarck office.
Happy New Semester!
Wednesday, January 9, 2008
January 11, 2008
January 11, 2008
Today the class final (Advice for Writers) is due.
We are sharing our Tall Tales, and celebrating summer and semester 2 birthdays.Students should take their notebooks with them.
I'll miss you! Oh, the Places You'll Go -- with your creativity, and your writing, and your enthusiasm!
January 9, 2008
January 9, 2008
Today students shared their ideas for new punctuation marks. They came up with lots of good ideas! For instance, : ) this mark would show that you should read this sentence with a happy sounding voice. This mark <> would show you should get quieter as you read the sentence.
Ask your student about the history of the punctuation marks we all use.
We shared a couple of the tall tales, and students worked in the computer lab, typing their tall tales and class finals (Advice for Writers).
The tall tales were due today, though they may still be handed in next time. The class final is due Friday (the last day of the term).
Saturday, January 5, 2008
Class Final
Creative Writing Class Final
We will be in the computer lab today (Jan. 7) and next time (Jan. 9) to work on this.
(You’ll need to divide your computer time between this and your tall tale.)
Absolute deadline = January 11, 2008
(We won’t have the computer lab on the 11th.)
Plan to share your tall tales on the 11th.
You will create a brief summary of what you learned in this class (and from other sources and experiences) for students who want to learn more about writing.
Look through your notebook for ideas to write about, and to jog your memory about what we’ve done.
Format: Create an easy-to-read format using titles, headings, subheadings, lists, clear explanations, etc. (If you have extra time, after you’ve written this, you could add illustrations.)
Audience: Other junior high students and, of course, your teacher.
Purpose: To share what you know about writing, both to show the teacher what you know, and to create a useful resource for other writers.
Voice: Let your own voice shine through. It would help to use examples from your own writing!
Title: Title this something like “Advice for Writers.” Save it on the computer as [yourlastname]advice.
Print?: Print it out when you’re done, or if you want to take it home to revise, edit, etc.
Cover these subjects:
Part A. _____ /20 At least ten well-explained hints for writers. What could you tell other students that would most help them with their writing? (For example: What can one do about writer’s block? When or where are the best times to write? Do you have any hints for using the computer, or recommendations for types of paper or writing instruments? How do you get ideas? How do you organize a plot for a story? How can you please teachers with your writing? What hints do you have for revising and editing?)
Part B. _____/15 What could you tell other students about what they need to know to write
three (3) of the following (5 points each):
a) poetry
b) short stories
c) a novel
d) a children’s book
e) essays – including telling about personal experiences
f) reports such as those in newspapers, etc.
g) songs or plays
= ______/35 Subtotal #1 Be honest and positive!
You will write the parts explained above. You’ll get a grade for writing them. You’ll also get a grade based on how well you wrote them according to these “six traits plus one.” We’ll average the two for a total grade.
“Six Traits Plus One” Grading for Your Final
5 4 3 2 1 (See also your cardstock sheet for Six Traits Plus One)
Ideas and Content
Organization
Voice
Sentence Fluency
Word Choice
Conventions
Presentation Type this!
_____/35 Subtotal #2 Total = (subtotal 1 + subtotal 2) divided by 2 = __
_____/5 Draft is neatly stapled (with one staple) to the top of this sheet.
_____/ Extra credit for outstanding creativity and/or clarity (clearness, easy for the reader to understand).
Examples plucked from this assignment as done by past (and passed) students:
the donkee was standing, By the Park. How many spelling errors or punctuation errors did you find in that sentence? That was a few too many errors for me. Didn’t that just make you wince when you read it? Did it make you notice all the mistakes too? Whenever I read a mistake in someone’s writing, I always look more carefully for what other mistakes they could have in their writing. . . . (Beth Johnson)
A Novel
When writing a novel, always remember, details, details, details. Always have the reader know exactly where they are. When they read your book, they’re entering your world. Your details are essential for them to know where they are and not get lost. . . . Also make sure that you give the characters strong personalities. What’s really fun is to base your characters on people you know. Don’t use their names though! It’s fun to base them on people you know because you can sneak in little jokes that only they and yourself would understand.. . .
And of course, never forget, HAVE FUN!!! (Alina Rae)
Poetry
“Poetry allows the human soul to speak.” – Carolyn Forche
When you write poetry, it should come from your heart. Poetry is one of the best ways to express your feelings and emotions. For me, poetry is a way of relieving stress and relaxing.. . .
If you plan on writing a certain type of poem, like a haiku or a limerick, there are certain rules you have to follow. . . . But, you don’t always have to follow a certain outline. . . . but remember, it’s all about how it looks on the page. (Savannah Lewis)
For writer’s block, go back and read your old stories and poems. It really helps, believe me. That’s just one more reason to save all your writing. (Gage Briggs)
So You Want to Be a Writer:
Are you willing to face the ink-stained hands, the long toiling nights, and napkins filled with ideas? Then perhaps writing is for you. Writing can be a long and strenuous process, but when you see your characters begin to come alive, the strenuous process is worth it. Here is a collection of helpful hints to get you started on your writing career. (Megan Hatch)
We will be in the computer lab today (Jan. 7) and next time (Jan. 9) to work on this.
(You’ll need to divide your computer time between this and your tall tale.)
Absolute deadline = January 11, 2008
(We won’t have the computer lab on the 11th.)
Plan to share your tall tales on the 11th.
You will create a brief summary of what you learned in this class (and from other sources and experiences) for students who want to learn more about writing.
Look through your notebook for ideas to write about, and to jog your memory about what we’ve done.
Format: Create an easy-to-read format using titles, headings, subheadings, lists, clear explanations, etc. (If you have extra time, after you’ve written this, you could add illustrations.)
Audience: Other junior high students and, of course, your teacher.
Purpose: To share what you know about writing, both to show the teacher what you know, and to create a useful resource for other writers.
Voice: Let your own voice shine through. It would help to use examples from your own writing!
Title: Title this something like “Advice for Writers.” Save it on the computer as [yourlastname]advice.
Print?: Print it out when you’re done, or if you want to take it home to revise, edit, etc.
Cover these subjects:
Part A. _____ /20 At least ten well-explained hints for writers. What could you tell other students that would most help them with their writing? (For example: What can one do about writer’s block? When or where are the best times to write? Do you have any hints for using the computer, or recommendations for types of paper or writing instruments? How do you get ideas? How do you organize a plot for a story? How can you please teachers with your writing? What hints do you have for revising and editing?)
Part B. _____/15 What could you tell other students about what they need to know to write
three (3) of the following (5 points each):
a) poetry
b) short stories
c) a novel
d) a children’s book
e) essays – including telling about personal experiences
f) reports such as those in newspapers, etc.
g) songs or plays
= ______/35 Subtotal #1 Be honest and positive!
You will write the parts explained above. You’ll get a grade for writing them. You’ll also get a grade based on how well you wrote them according to these “six traits plus one.” We’ll average the two for a total grade.
“Six Traits Plus One” Grading for Your Final
5 4 3 2 1 (See also your cardstock sheet for Six Traits Plus One)
Ideas and Content
Organization
Voice
Sentence Fluency
Word Choice
Conventions
Presentation Type this!
_____/35 Subtotal #2 Total = (subtotal 1 + subtotal 2) divided by 2 = __
_____/5 Draft is neatly stapled (with one staple) to the top of this sheet.
_____/ Extra credit for outstanding creativity and/or clarity (clearness, easy for the reader to understand).
Examples plucked from this assignment as done by past (and passed) students:
the donkee was standing, By the Park. How many spelling errors or punctuation errors did you find in that sentence? That was a few too many errors for me. Didn’t that just make you wince when you read it? Did it make you notice all the mistakes too? Whenever I read a mistake in someone’s writing, I always look more carefully for what other mistakes they could have in their writing. . . . (Beth Johnson)
A Novel
When writing a novel, always remember, details, details, details. Always have the reader know exactly where they are. When they read your book, they’re entering your world. Your details are essential for them to know where they are and not get lost. . . . Also make sure that you give the characters strong personalities. What’s really fun is to base your characters on people you know. Don’t use their names though! It’s fun to base them on people you know because you can sneak in little jokes that only they and yourself would understand.. . .
And of course, never forget, HAVE FUN!!! (Alina Rae)
Poetry
“Poetry allows the human soul to speak.” – Carolyn Forche
When you write poetry, it should come from your heart. Poetry is one of the best ways to express your feelings and emotions. For me, poetry is a way of relieving stress and relaxing.. . .
If you plan on writing a certain type of poem, like a haiku or a limerick, there are certain rules you have to follow. . . . But, you don’t always have to follow a certain outline. . . . but remember, it’s all about how it looks on the page. (Savannah Lewis)
For writer’s block, go back and read your old stories and poems. It really helps, believe me. That’s just one more reason to save all your writing. (Gage Briggs)
So You Want to Be a Writer:
Are you willing to face the ink-stained hands, the long toiling nights, and napkins filled with ideas? Then perhaps writing is for you. Writing can be a long and strenuous process, but when you see your characters begin to come alive, the strenuous process is worth it. Here is a collection of helpful hints to get you started on your writing career. (Megan Hatch)
January 7, 2008
January 7, 2008
1. Today students wrote a silly rhyme "inspired by" a real nursery rhyme.
Here are some examples from poet Bruce Lansky's books Mary Had a Little Jam and Peter, Peter, Pizza-Eater: (If you were absent, get the handout when you return.)
Peter, Peter, pizza-eater,
How I wish that you were neater.
Half the pizza’s on your shirt.
Clean the mess, or no dessert.
Mary had a little jam;
she spread it on a waffle.
And if she hadn’t eaten ten,
she wouldn’t feel so awful.
2. Students received the assignment for the class final: Advice for Writers. We will spend time in the computer lab to work on this today and next time. The completed final project is due by Friday the 11th. It will not be accepted after that. (See post of the Class Final assignment.)
3. Work on your tall tale. We will have some time to work on it in the computer lab again next time, but you will also need to finish up your Class Final then.
1. Today students wrote a silly rhyme "inspired by" a real nursery rhyme.
Here are some examples from poet Bruce Lansky's books Mary Had a Little Jam and Peter, Peter, Pizza-Eater: (If you were absent, get the handout when you return.)
Peter, Peter, pizza-eater,
How I wish that you were neater.
Half the pizza’s on your shirt.
Clean the mess, or no dessert.
Mary had a little jam;
she spread it on a waffle.
And if she hadn’t eaten ten,
she wouldn’t feel so awful.
2. Students received the assignment for the class final: Advice for Writers. We will spend time in the computer lab to work on this today and next time. The completed final project is due by Friday the 11th. It will not be accepted after that. (See post of the Class Final assignment.)
3. Work on your tall tale. We will have some time to work on it in the computer lab again next time, but you will also need to finish up your Class Final then.
Thursday, January 3, 2008
January 3, 2008
January 3, 2008
Today students wrote about their Christmas vacation experiences. We shared some of them.
1. We learned about some fascinating and true facts about punctuation.
Assignment: Create a new punctuation mark. We will share these next Wednesday, the 9th.
2. Tall Tales -- We read two tall tales: Paul Bunyon, and The Swamp Angel. Students are to write their own Tall Tale -- due next Wednesday, January 9. We will have time in the computer lab on Monday and Wednesday.
Reminder: Don't forget to return your progress reports -- sent home before Christmas vacation.
You need: two tape-ins for punctuation, and the assignment sheet for the Tall Tale.
Today students wrote about their Christmas vacation experiences. We shared some of them.
1. We learned about some fascinating and true facts about punctuation.
Assignment: Create a new punctuation mark. We will share these next Wednesday, the 9th.
2. Tall Tales -- We read two tall tales: Paul Bunyon, and The Swamp Angel. Students are to write their own Tall Tale -- due next Wednesday, January 9. We will have time in the computer lab on Monday and Wednesday.
Reminder: Don't forget to return your progress reports -- sent home before Christmas vacation.
You need: two tape-ins for punctuation, and the assignment sheet for the Tall Tale.
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