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?

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!

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.

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!

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.

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)

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!

Welcome to Creative Writing! We'll do lots of writing this semester, so fasten your seatbelts, sharpen your pencils, and pull out your erasers!

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).

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)

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.

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.