Tuesday, February 1

Bell-Ringer: Write in response to the painting prompt by Brian Kershisnik: Flight Practice with Instruction 

Brian Kershisnik: Flight Practice with Instruction

Computer Lab 223

Directions for February 1:

Read this:

Some Tips for Everyone on Memoir  for B3

Some Tips on Memoir for Everyone for B4 

 See these same directions on the wiki (perhaps with something added).  

Then

1. If you haven't written your three new leads for your memoir, and if they are not at the top of the page, complete that assignment.
2. Carefully revise and edit your memoir.  Look for suggestions from Ms. Dorsey on your page or in a comment box.  Revision and Editing Guidelines
3. If you have extra time, begin writing a fictional story. Fill out the chart before you write your story.  You may use one you have already written and paste it on your Fiction page.  You will still fill in the chart.   See the folder for fiction in the Navigator box to the right, and find your own page by first name, alphabetically arranged. 

Go to our class wiki at
http://cavewriting2011b3.pbworks.com
or
http://cavewriting2011b4.pbworks.com

October 4, 2010

Happy October!      Frightening Writing!

Bell-Ringer:
In the photo, to whom does the bicycle belong?  Why is he or she here?  Create a story, description, poem, commentary, etc. as a response. Consider whether it should be written in first person or third person (or perhaps even second person).

An example of story from A Wolf at the Door. 
Creating a plot line for your story.


The Zombie Challenge for October!
Today we will write Zombie Haiku.   The  Haiku form we are using today is a three line poem using a specific number of syllables See the handout on our wiki: http://cavemanenglish.pbworks.com/October-2009-Handouts

Example of Zombie Haiku from Chris Crowe, BYU professor, author, and 'ku Master for the Central Utah Writing Project:

z’ bumper sticker:            "z'" is an abbreviation for zombie.  "'ku" is an abbreviation for haiku.
“a brain is a terrible
thing to waste.” eat up.

Writing Zombie Haiku  
Each student is writing three (3) haiku -- about zombies or something else scary.

Three lines:                                            
1st Line – 5 syllables        one: five syllables            (count them)                 
2nd Line – 7 syllables       two is seven syllables     (count them)                       
3rd Line – 5 syllables        three is back to five        (count them)                  
Have fun!

zombie haiku are                 
highly addictive ‘cuz they       
get into your blood                

beware, seventh grade!          
Dorsey and other teachers    
get into your brains              
                              -- Ms. D.


The Scary Story Challenge for October

We will write scary stories.  Be prepared for more examples. 

September 30, 2010

Bell-Ringer: Pick up your composition book.
Write a response to the painting on the overhead -- a poem? short story?  description? commentary? ?

About writing short stories:  What makes a good or bad story?

Computer lab 223: Type a short story.

September 28, 2010

Writing Fiction
1.  Bell-Ringer:
a. Responding to a painting
b. Begin listing all the books (novels/chapter books) you've read -- in your composition book.  Label it with today's date. 

Problems in Fiction/Conflict
What are problems we have seen in fiction?

"The successful writer of fiction creates a world, one so complete, plausible, and seamless that readers slip into its rhythms and feel as if they live in the text."   

". . . most published novels and short stories are about two things: a particular person or group of people, and the particular problems that one or more of them are facing."  -- Nancy Atwell p. 21 in Lessons That Change Writers

problem, difficulty, challenge, conflict

2.  In your composition book create a list of "Problems in Published Fiction"

"What about a chocolate factory that makes fantastic and marvelous things -- with a crazy man running it?"
   -- note Roald Dahl wrote to himself about a "what if" idea for a story.

3. Read part of a short story, looking for conflict
4. Time to work on writing a short story.
Next time we will spend some time in the computer lab, typing short stories. 


Conflict in Published Literature:

Eragon – hiding the dragon

Fablehaven I and II  --  some of the magical creatures are trying to take over

39 Clues – family conflict – trying to find the treasure

Maximum Ride –  the kids are trying to stay free from the scientists

Lightning Thief – Zeus vs bolt thief

Percy Jackson – free someone from an ogre

Inkheart – where you want to be – story people caught in reality and real people caught in a book

Among the Hidden – family trying to protect their child from population  police

The Host – aliens vs. humans

Princess of the Midnight Ball – curse –

Sun and Moon and Ice and Snow – wanting to stay home, but being taken away

Gathering Blue – village – girl alone – they won’t let her live in the village

Twilight – Bella vs. James

Fever – fever killing people

The Tale of Desparo – saving the Princess

Tail of Emily Windsnap – getting her dad back

Goose Girl – she is betrayed, has to get crown back

The Golden Compass – cutting away the children's "souls"

Fearless Fourteen – guy stole 9 million dollars – police trying to get money back

Uglies – whether or not to be turned into pretty – whether or not to betray

Diary of a Wimpy Kid – problems with brother, with school, embarrassing

Just Ella – she doesn’t like the prince!

Spiderwick – goblins  vs. humans

Heartbeat -

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.