If needed for Scribble:
Pick a photo and describe that person or build a scene around him or her.
Showing posts with label description. Show all posts
Showing posts with label description. Show all posts
Monday, November 3, 2014
Interesting Characters/Photos
If needed for Scribble:
Pick a photo and describe that person or build a scene around him or her.
Wednesday, October 13, 2010
October 18, 2010
1. Bell-Ringer: Pick up Composition Book.
a. Finish composition book check. If you haven't have another student finish checking your book.
Leave the grading sheet in your composition book.
b. Label, with today's date, and write about the photo on the overhead: "The Path"-- a poem, a brief story, description, etc.
2. Add sensory description. List below what you just wrote.
Share pieces about the photo.
3. Editing:
4. Computer Lab 223 to work more on the pieces you've already started, or to type or begin a new one.
a. Finish composition book check. If you haven't have another student finish checking your book.
Leave the grading sheet in your composition book.
b. Label, with today's date, and write about the photo on the overhead: "The Path"-- a poem, a brief story, description, etc.
2. Add sensory description. List below what you just wrote.
Share pieces about the photo.
3. Editing:
4. Computer Lab 223 to work more on the pieces you've already started, or to type or begin a new one.
Wednesday, October 6, 2010
October 8, 2010
Bell-Ringer: Work more on the brief story you are writing based on words from the word bank.
Use wonderful words and eliminate dead words!
Another scary story model.
The Boogeyman?
Sensory details using wonderful words.
Other words for orange:
Use wonderful words and eliminate dead words!
Another scary story model.
The Boogeyman?
Sensory details using wonderful words.
apricot, bittersweet, cantaloupe, carrot, coral, peach, red-yellow, salmon, tangerine, titianSomething You May Not Have Known About Ms. DorseyTry this out if you get a chance, and let me know if you like it. Acrostic Poems |
Friday, November 2, 2007
November 2, 2007
November 2, 2007
Ms. Dorsey was at an all-day training workshop for READ180 teachers. It was very helpful!
Students were given a story starter and asked to finish the story, using as much detail and description as they could, and using vivid words.
Story Starter: The Unforgettable Fog
I was in a London park with a close friend. As I walked from bench to bench I was amazed at the care that the park had received. The bandstand is unique. The fountains are beautiful. It was then, that he unforgettable fog began closing in around the city. The fog almost seemed to engulf the city and was closing quickly on the park and surroundings we were in. It was so thick and heavy that the fog felt like a burden we were packing on our backs. [Isn't that a great simile?] Then the strange voice said, "Hello."
Some typed their scary stories which were due on Halloween.
Students, did some of you read your stories aloud?
Ms. Dorsey was at an all-day training workshop for READ180 teachers. It was very helpful!
Students were given a story starter and asked to finish the story, using as much detail and description as they could, and using vivid words.
Story Starter: The Unforgettable Fog
I was in a London park with a close friend. As I walked from bench to bench I was amazed at the care that the park had received. The bandstand is unique. The fountains are beautiful. It was then, that he unforgettable fog began closing in around the city. The fog almost seemed to engulf the city and was closing quickly on the park and surroundings we were in. It was so thick and heavy that the fog felt like a burden we were packing on our backs. [Isn't that a great simile?] Then the strange voice said, "Hello."
Some typed their scary stories which were due on Halloween.
Students, did some of you read your stories aloud?
Monday, October 29, 2007
October 29, 2007
October 29, 2007
1. The teacher shared a short reading from Gary Soto’s A Summer Life, from the story “The Taps.” Soto’s writing provides examples of using description and imagery in a short story.
“A passenger train the color of spoons rushed by.”
“The asphalt was a soft, blackish river on which cars traveled, windows down, the passengers soaked in sweat.”
“A man the color of a sparrow walked near the tracks.”
2. Students went to the computer writing lab to type their scary stories. If you were absent, ask for the check list for your story.
Short Story Check
Is the lead the most effective it can be?
Is my main character well-enough developed?
Is there an interesting conflict?
Is the setting clear and well-described?
Did I include suspense?
Is the ending effective? (Does it feel like an ending, and does it leave the reading thinking or feeling or both?)
Have I checked for complete and effective sentences?
Have I divided my story into paragraphs?
Have I used the best words I could?
Have I used vivid action verbs?
Have I checked spelling?
Have I checked punctuation?
Coming: Wednesday we will share the stories. Students may finish up typing their stories if needed.
1. The teacher shared a short reading from Gary Soto’s A Summer Life, from the story “The Taps.” Soto’s writing provides examples of using description and imagery in a short story.
“A passenger train the color of spoons rushed by.”
“The asphalt was a soft, blackish river on which cars traveled, windows down, the passengers soaked in sweat.”
“A man the color of a sparrow walked near the tracks.”
2. Students went to the computer writing lab to type their scary stories. If you were absent, ask for the check list for your story.
Short Story Check
Is the lead the most effective it can be?
Is my main character well-enough developed?
Is there an interesting conflict?
Is the setting clear and well-described?
Did I include suspense?
Is the ending effective? (Does it feel like an ending, and does it leave the reading thinking or feeling or both?)
Have I checked for complete and effective sentences?
Have I divided my story into paragraphs?
Have I used the best words I could?
Have I used vivid action verbs?
Have I checked spelling?
Have I checked punctuation?
Coming: Wednesday we will share the stories. Students may finish up typing their stories if needed.
Thursday, September 13, 2007
September 14
September 14
Details and Description
Self-Starter: Sweet and Sour
Students created descriptions of sweet and salty things.
If you are absent, get something sweet (a candy?) and something salty. Describe each as thoroughly as you can. Use the "Wonderful Word Banks" from Ms. Dorsey. If you have internet, you can to go her website under Creative Writing to find word banks under "Units of Study." Bring this paper to tape into your notebook.
1. A couple more examples of intriguing leads.
2. Examples of descriptive writing
3. Making a movie in your mind.
4. Writer's workshop. Add or refine description for your memoir -- the one for which you worked on leads last time.
If you enjoy the Jimmy Fincher Saga, go to ttp://www.jamesdashner.blogspot.com/. The author has done a great job with his blog.
Details and Description
Self-Starter: Sweet and Sour
Students created descriptions of sweet and salty things.
If you are absent, get something sweet (a candy?) and something salty. Describe each as thoroughly as you can. Use the "Wonderful Word Banks" from Ms. Dorsey. If you have internet, you can to go her website under Creative Writing to find word banks under "Units of Study." Bring this paper to tape into your notebook.
1. A couple more examples of intriguing leads.
2. Examples of descriptive writing
3. Making a movie in your mind.
4. Writer's workshop. Add or refine description for your memoir -- the one for which you worked on leads last time.
If you enjoy the Jimmy Fincher Saga, go to ttp://www.jamesdashner.blogspot.com/. The author has done a great job with his blog.
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