IF YOU LOVE TO WRITE, JOIN US!

We will meet next on Monday, November 10, from 6:00 to 8:00 p.m. at Barnes and Noble. 

We’re talking about designing an Imagery sweatshirt. What do you think? 

If you have questions, leave them here or talk to Mrs. K. in room 141. 

Just bring a piece of original writing and an open mind.  Hope to see you there. 

English 10A Students,I enjoyed watching you and talking to you as you made your independent book choices.  Some of you have already changed your minds and made a switch.  Now that you’ve settled on a book and have read a number of pages, I’m wondering how the reading is going—your reactions, insights, questions, opinions.      

Before the end of the trimester, you’re required to post twice here—once during the first half of your book and once near or at the end.  

Guidelines for posting? Identify the book’s title, your hour, and your first name with last initial only. Fill the comment box and always, always proofread before sending.  

Honors 9 & 10 Students, you’ve reached your new Seminar Blog Spot.Most of you have begun reading and annotating your seminar selections. Now you’re ready to post.

As you read, share your insights and observations related to the book or to the performance. Feel free to ask questions and to react to each other. Post often, but whatever you choose to share, have fun with your conversation.

Check regularly to see who is reacting to your ideas. Remember, I might also be commenting and questioning your posts.

Length? Minimum, fill the posting box. Should you proofread??  Of course.  Remember, first name and last initial only.

Look for your book below and begin.P.S.  If you need another copy of the seminar rubric or the performance handout, click on the following links: 

• finalseminar%2520presentation%2520rubric%2d1-12.pdf 
• literary-simulation.pdf  

 Post here for The Shack.

Post here for The Boy in the Striped Pajamas. 

Post here for A Long Way Gone: Memoirs of a Boy Soldier. 

Hello, Creative Writers!

Can we really enhance our creativity?  My reading convinces me that all of us could be more creative if we would do three ordinary things: eat healthfully, exercise regularly, and get adequate sleep.  Of course, as we’ve read in class, there are other strategies worth trying.  

Keith Sawyer, Ph.D., associate professor of education and psychology at Washington University, has written a book on the subject, Explaining Creativity: The Science of Human Innovation.  According to Sawyer, “Collaboration is key.”  Hey, you’re already collaborating as members of writers’ response groups—writing teams.  To read more about Sawyer’s research, click on “Time Interview” in the Creativity category to your right. 

By now you should be well into your creativity commitment strategies(creativity-commitment.pdf). Post here to describe your progress and to interact with each other. How is the effort going?  Are you enjoying the strategies?  Any benefits so far?

Use your first name and last initial only and fill the comment box. 

1. Tues., Sept. 2, 2008 

2. Handout:

3. Syllabus.  

4. Summer Reading Assessment Part 1.

5. Homework:
6. Read the syllabus thoroughly. Be prepared to take a quiz over the information tomorrow.
7. Finish letter to Mrs. Kennedy.
8. Wed., Sept. 3, 2008
9. Distributed textbooks.
10. Completed the checkout form.
11. Administered syllabus quiz.
12. Signed passes.
13. Handouts:
14. Ind. Book Project Options
15.  Ind. Book Project Rubric
16. Homework:
17. Signed syllabus due tomorrow, Thursday, September 4.
18. All materials due by Friday, September 5.
19. September 4, 2008 
20. Summer Reading Assessment Part 1: Explanation.
21. Works Cited (handout).
22. Divide into groups for planning meeting.
23. Library for research.
24.  Homework:
25. Materials due Friday.
26. Report on assessment progress.
27. Be ready to present on Tuesday.
28.  September 5, 20081.  Materials Check.2.  Seminar meeting.3.  Library:   Silent reading OR presentation groups. Homework: 
29. Continue working on individual responsibilities related to Assessment Part 1.  
31. September 8, 2008
32.  Book Option Form—turn in to Mrs. K.
33. Work on Assessment Part 1. Be prepared to present tomorrow.
34. While you are working, Mrs. K. will check for independent novel choices.
36. September 9, 2008

37. 1.  Begin student portion of assessment rubric.

38. 2.  Begin presentations.

39. 3.  Silent reading. 

40. Homework: Select independent reading book by Friday.  

43.  September 10, 2008

44. 1.  Discuss public speaking pointers. 

45. 2.  Continue presentations

46. 3.  Complete self-evaluation.

47. 4.  De-brief. 

48. Homework:  Bring your nonfiction book tomorrow.

49. September 11, 2008 
50. Last presentation!!
51. Add to self-evaluation.
52. Begin Assessment Part 2:  Nonfiction.
53. Double journal entry: 
54. How do you feel about your non-fiction book?
55. How does the book relate to your life and/or the life of your peers?

56.     5.  Partner share. You will work with this partner throughout this assessment.   

57.     6.  Literary analysis notes: How to write an analytical paragraph.  

59. September 12, 2008
60. Seminar general meeting in Mr. Boxer’s room.
61. Individual seminar meetings in computer lab:
62. Choose a leader.
63. Find out the number of pages in your book.
64. Plan reading assignment calendar.
65. Draw for performance audience.
66. Hand in reading assignment plan to your seminar teacher at the beginning of next week. 

67. 3.  Working thesis sentence: “How to” notes.

68. 4.  Write a working thesis using the trick statement “I feel strongly that . . .”
69. When you have completed the statement, be sure to cross out “I feel strongly that . . .”
70. 5.  Silent reading. Homework: Make rough plan for the nonfiction book essay.September 15, 2008 
71. Pick up handouts: MLA Format, Sample Paragraph
72. Thesis check.
73. Partner assessment of rough plan.
74. Discuss and label sample lit. analysis paragraph.
75. Draft.
76.  Homework: Come to class tomorrow with a rough draft of the “limited essay”:   (I.  Introduction—Grabber + Thesis. II.  1^st Topic Sentence. III.     2^nd Topic Sentence. IV.   3^rd Topic Sentence. One of the paragraphs must be complete in rough form.)September 16, 2008 
77. Handout: Tips for Writing Literary Analysis.
78. Strong Bad: How to Write a Bad Paper.
79. Examine sample paragraph.
80. Peer Response Groups.
81. Revision.
82.  Homework: Come back tomorrow with the best typed copy of your “limited essay” that you can write. The final draft will be due on Thursday, Sept. 18.September 17, 2008
83. Annotation powerpoint: Notes in journal.
84. Little Red Riding Hood practice:
85. Questioning
86. Commenting in margins
87. Underlining & highlighting
88. 3.  Partners: Try out revised versions of the nonfiction “limited essay” on your partners.Homework: For Thursday, read “Annotating a Text” and finish final draft of “limited essay.” For Friday, annotate “How to Mark a Book.”September 18, 2008 
89. Annotating article: Journal entry
90. Proofing quiz: Partners
91. Proofreading
92. Essay share
93.  Homework: Annotate “How to Mark a Book.” Seminar reading. Silent reading tomorrow. To turn your paper in, staple together the following:
94. Rubric
95. Final draft
96. Peer Resonse form
97. All rough drafts
98. Any brainstorming, etc., if you have it
99. September 19, 2008 
100. Honors Seminar Simulation—handout.
101. Expectations for weekly seminar meetings.
102. Seminar meeting in either Mrs. K.’s room or Mr. Boxer’s.
103. Pass back assignments / file.

104. Silent reading.

105. September 22, 2008 
106. Remember to blog over seminar books in Mrs. K.’s blog.
107. Intro: Poetry Unit.
108. Journal: Listing—poetry.
109. Notes:  Definition of poetry.
110. Tips for reading and analyzing a poem.
111. Handouts:
112. How to Read a Poem
113. How to Read a Poem Aloud

114. Poetic Tools

115. 3.  Poem rotation: Underline words/phrases you don’t understand. Circle memorable words/phrases. Rotate seven poems around class.

116. Assignments: 

117. Partner with the other student in the room who has the same poem as you.
118. As a partnership, tomorrow you will talk to us about the poem: What do you think the poet is trying to do? How does he/she go about it? Is he/she successful?
119. Each student has been assigned to teach us the definition of one poetic tool (term). Ask Mrs. K.
120. September 23, 2008
121. Poem presentations—partners.
122. Notes:  Dual purpose of poetry.
123. “How to Read a Poem” handout.
124. Notes:  Assignment for purpose #2—Reading for enjoyment.
125. Choose a favorite poem in two categories:  Professional writers and peers.
126. View video for models—Favorite Poem Project (See links in Poetry category to your right.)
127. Explain why you like the poem and how it relates to your life.
128. First four students will present on Thursday.
129. Sources: Literature anthology, Poetry Foundation, poets.org, Poetry 180 (links in Poetry category), among others.
130. 5.  Silent reading.September 24, 2008 
131. Demo Escape as a source for favorite poem assignment.
132. Two video examples of favorite poem project from favoritepoem.org. Clarified presentation content.
133. Importance of metaphor—notes.
134. How to determine the strength of a metaphor—demo + notes with Tennyson’s “The Eagle.”
135. Partners: test strength of a metaphor.
136.  Homework: Select one poem from handout. Identify its dominant metaphor and test its strength (T-chart).  Continue independent book and seminar novel. First four favorite poem presentations due tomorrow (Bethany, Ellen, Crystal, Cassie).

137. September 25, 2008

138. First four favorite poem presentations.
139. Metaphor analysis. Group with other students who analyzed the same poem and compare. Prepare to present to the class.
140. Present analyses.
141. Hand in analyses (T-charts on handouts).
142. Metaphor poem—notes & begin drafting.
143.  Homework: Bring rough metaphor poem to class tomorrow. Prep for seminar group. Bring silent reading materials.September 26, 2008 
144. Seminar meetings in Mr. Boxer’s and Mrs. K.’s rooms.
145. Favorite poem presentations: Lance Gilbert, Danni Gilleo, Brooke Hill, Sarah Kubanek.
146. Silent reading.
147.  Homework:  Continue seminar and independent reading. Favorite poem presentations for Monday—Amanda Martin, Cody Merkins, Rachel Mumby, Jennie Paggeot. Bring metaphor poem rough drafts.September 29, 2008 
148. Pick up handouts:  “Revising a Free Verse Poem” and “Imagery.”
149. 2.  Fave poem presentations: Amanda M., Cody M., Rachel M., and Jennie P.3.  Imagery notes. Use “Revising” handout and “Poetic Tools” handout.4.  Revise poems: 5 step process. Discuss and demo. Link to notes: microsoft-word-lcd-making-choices.pdf5.  Peer review in partners.Homework: Fave Poem Presenters—Jonathan P., Laura S., Cassia S., Kacie S., and Lindsey T.   Bring metaphor poems to class in final form Tuesday. Attach all drafts. September 30, 2008 
150. Fave Poem Presentations:  Lindsey, Kacie, Cassia, Laura, Jonathon.
151. Metaphor poem share, positive criticism on the strength of the metaphor.
152. Writing Process review.
153. Literary Analysis Limited Essays: Prepare for final revision.

154. October 1, 2008

155. Pick up handouts: “Dream Deferred,” “Tone Vocabulary,” “How to Read a Poem.”
156. Peer Poem presentations: Bethany, Ellen, Crystal, Cassie, Lance.
157. Literary analysis limited essay: Finish refresher of literary analysis paragraph format. Rewrites of paragraphs due Friday.
158. Get out “How to Read a Poem” and “Poetic Tools” handouts.
159. Poetry: What is tone?
160. Assignment:  Read the two Langston Hughes poems more than once. After clarifying words or phrases that you do not understand with a dictionary, determine each poem’s tone.  Mark words, phrases, metaphor/similes that support your choice of tone.

161. October 2, 2008

162. Pick up handouts: “Tone Adjectives,” “Dream Deferred,” “Barred Owl.”
163. Peer Poem Presentations: Danni, Brooke, Sarah, Amanda, Cody.
164. Tone: quick review.
165. Homework: Hughes poems. Select a partner with whom to share—and to stick with for the rest of the hour.
166. Class share/discussion.
167. Brief bio of Langston Hughes. Does knowing more about Hughes deepen the meaning of the poems? Does it detract from their enjoyability? “I, Too, Sing America.”
168. Tonal shifts—patterns that lead to meaning. Explanation.
169. Tone Mapping: teacher modeling.
170. Student partners perform poems according to tonal shifts.
171. Assignment: Map the tonal shifts of “Barred Owl” and “History Teacher.”
172. Reminders:  Rachel, Jennie, Jonathon, Laura, Cassis, Kacie, Lindsey present peer poems tomorrow. Re-writes of analytical “limited essays” are due tomorrow as well.October 3, 2008 
173. Seminar meeting.
174. Keep tone maps of “Barred Owl” until Monday.
175. Final peer poem presentations.
176. Silent reading.
177. Place essay re-write in IN Box.
178. Have a good weekend—no homework except reading.

179. October 6, 2008

180. Continue poetry analysis.
181. Discuss tone maps of “A Barred Owl.”
182. Introduction: Connotation / denotation.
183. Connotation practice.
184. Intro to TPCASTT, an acronym useful in analysis of poetry.
185. Analyze Edwin Arlington Robinson’s “Richard Cory.”
186. Discuss analyses.
187. No homework.

188. October 7, 2008

189. Reinforce connotation/denotation: list of positive/negative synonyms + similes.
190. Handouts: DIDLS, TP-CASTT.
191. Finish “Richard Cory” TP-CASTT discussion.
192. Video: “Richard Cory” by Simon and Garfunkel (an incisive paraphrase)
193. Add definitions to Poetic Tools handout:  epitaph, monologue, apostrophe
194. Begin Spoon River: Historical photos of people and gravestones, background, video.
195. Read “The Hill” aloud.
196. Assignments: Read pages 20 – 45. Choose one distinctive poem to log (unfamiliar words, allusions, personal reaction).
197. October 8, 2008 
198. Demographics: 1915. Compare everyday life in 1915 to the present.
199. Allusions—notes + practice.
200. Spoon River—First 20 poems.  Partner with another student who selected the same poem.  Tell us something brilliant about your selected poem.
201. Assignment for tomorrow: Next 30 poems—log 5.

202. October 9, 2008

203. Seminar meeting.
204. Finish yesterday’s “Tell me something brilliant about one of the first twenty poems in Spoon River” discussion.
205. Assignment for Monday: Read the next thirty pages; log ten.

206. October 13, 2008

207. Sub today.
208. Assignment: Read the next 30 poems in Spoon River; log 10.
209. Silent reading.

210. October 14, 2008

211. Turn in library card applications.
212. Discussion—Spoon River poems to date.
213. Final reading assignment: Skim remaining poems. Choose 5 that you most appreciate to share with class tomorrow.
214. Writing assignment:  Epitaph/Monologue. Handout (steps + rubric).
215. Finalize Poetic Tools: definitions of poetic devices.

216. October 15, 2008

217. Epitaph assignment: Discuss criteria + steps.
218. Read student models.
219. Introduce Spoon River Assessment: Explication.
220. Discuss explication criteria + tips.
221. Share last 5 poems, Spoon River.
222. October 16, 2008Presentation: Lakeland Library System. Resources for research. October 17, 20081.  Seminar meeting.2.  Important dates:  Seminar dress rehearsal–October 31.  Seminar presentations–November 3 - 7. 3.  Silent reading.

223. October 20, 2008 

224. 1. Reminders.

225. 2. Quick look at example on transparency.

226. 3. Sign up for explication date.

227. 4. Form peer response groups—3 groups of 3, 2 groups of 4.

228. 5. Questions?

229. 6. Work on explication content. 

230. October 21, 2008

231. Reminder: Thursday and Friday will be reversed this week. Seminar meeting and silent reading are scheduled for Thursday and poetry explications will take place on Friday.
232. Demonstration of poetry explication: “Fiddler Jones” explicated by Mrs. K.
233. Questions and concerns?
234. Work time. Computers are available in the lab today.

235. October 22, 2008

236.  Presentations:  Poetry Explication. 
237. Epitaphs due Friday. 

238. October 24, 2008

239. Seminar meeting.
240. Hand in epitaph poem.

241. October 27, 2008

242.  Presentations today:  Poetry Explications. 
243. Finish explications tomorrow + timed writing.

244. October 28, 2008

245. Finish poetry explications.
246. Discuss general themes of Spoon River Anthology.
247. Introduce the concept of timed writing.
248. Discuss handout: “How to Quote Poetry: The Basics.”
249. We will continue discussing time organization tomorrow.
250. We will do a timed writing tomorrow related to the poetry explication.
251. Time writing question: Re-read your poem thoughtfully. Then write an essay discussing how the poet reveals meaning—the speaker’s values and his/her place in small town life in Spoon River—through poetic tools.

252. October 29, 2008

253.  1.  Notes and handout:  Timed writings—tips for success.2.  Time plan—notes.3.  Examine and dissect the essay question:
254. Re-read your poem thoughtfully. Then write an essay discussing how the poet reveals meaning—the speaker’s attitudes, values, and his/her place in small town life in Spoon River—through poetic tools.

255. 4.  Go for it!

256. 5.  Hand in timed writing.

257. October 30, 2008

258.  Examined College Board rubric for timed writing.
259. Examined Mrs. Kennedy’s version based on the College Board rubric.
260. Evaluated yesterday’s timed writing in partners.
261. Introduction of Night by Elie Wiesel. Handouts—bookmark, time line, map, Jewish terms, vocabulary, biography, glossary.
262. Journal: What events/experiences can suddenly change the course of a person’s life?
263. Discussed journal entry.
264. Journal: Examine the photo of the little Polish boy. What is he thinking and feeling?
265. Read and discussed the poem “To the Little Polish boy Standing with His Arms Up” by Peter L. Fischl. Relate to Wiesel at the beginning of  Night.
266. Assigned vocabulary requirement for Night.  
267. Read “Biography of Elie Wiesel.”
268. Checked out copies of Night. Be through page 23 by tomorrow.
270. October 31, 2008
271. Seminar dress rehearsal.
272. Introduction: Elie Wiesel’s Night.
273. Handouts: Vocabulary, Wiesel biography, Jewish terms, Holocaust glossary.
274. Assignment: Annotation Log & vocabulary.
275. Begin reading.
276. November 3, 2008
277. Discussion: annotations for pages 3-23 Night.
278. Video.
279. Read.
280. November 4, 2008
281. Seminar presentations.
282. November 5, 2008
283. United States Holocaust Memorial Museum photographs.
284. Discussion: Why?
285. Activity: Moral dilemmas.
286. Read.
287. November 6, 2008
288. Seminar presentations.
289. November 7, 2008
290. Final discussion/observations—Night.
291. Assignment: Note/contrast protagonist’s tonal shifts in Night and in Roberto Begnini’s Life Is Beautiful.
292. Begin film.

293. November 10, 2008

294. Hand in Night vocabulary and annotation log.
295. Book projects: Informal presentations.
296. Film: Continue noting tone in Life Is Beautiful.

297. November 11, 2008

298.  

299. Commas in direct address—quick notes.

300. Practice—on back of yesterday’s half sheet practice (restrictive/non-restrictive appositives).

301. Continue film.

302. November 12, 2008

303.  

304. Select a partner and sit next to him/her. Choose wisely because you will work with this partner today and tomorrow.

305. Comma practice:  Review exercise. You and your partner must agree on all answers.

306. Tonal Chart:  Compare your chart to your partner’s.

307. Assignment: Graphic Montage. Come to agreement with your partner over tones and then design a graphic montage to illustrate the contrasts between Elie’s and Guido’s tone.

308. Rubric:

309. A works cited page ris equired for this project. Use EasyBib (Mrs. K.’s blog).

310. Library computer lab.

311. November 13, 2008

313. 1. Book projects are on display around the room. Take a    look!

     2. Trimester exam—what will be included.

     3. Tonal Graphic Montage—Questions??

     4. Work with partner on montage—computer lab.

Do an MLA works cited page as you choose material from websites. Remember, go to Mrs. K.’s blog, then to the Research and Reference category, then to EasyBib.

Tues., Sept. 2, 2008 

Homework:

• Read the syllabus thoroughly. Be prepared to take a quiz over the information tomorrow.
• Finish letter to Mrs. Kennedy.

Wed., Sept. 3, 2008

1. Distributed textbooks.
2. Completed the checkout form.
3. Administered syllabus quiz.
4. Signed passes.
5. Discussed Independent Book Project.
6. Went to library.

Handouts:

• Ind. Book Project Options
•  Ind. Book Project Rubric

Homework:

• Signed syllabus due tomorrow, Thursday, September 4.
• All materials due by Friday, September 5.

September 4, 2008 

1. Hand in syllabi in the IN BOX.
2. Pick up handouts from front table. If you do not yet have a spiral notebook for your class journal, pick up a sheet of lined paper as well.

Get into the habit of 3-hole punching all handouts.

3.  Intro Vocabulary Collection.

4.  Intro class journal

5.  Power intro activity.

6.  Start Vocab. Collection—2 words from “Power.” 

Handouts:

• Journal Rubric
• Vocabulary Collection
• Class Portfolio Rubric
• Power Quotations

 Homework:

• All materials are due tomorrow, Friday, Sept. 5.
• Bring reading material tomorrow for SSR.

Sept. 5, 2008       

1.   Class portfolio rubric + organization.     

2.   Materials check: 3-ring binder with dividers + one-subject spiral + pen/pencil     

3.   Silent reading

Homework:

• Come to class prepared to work on Monday with organized portfolio and textbook!

September 8, 2008

1. Portfolio Check / Materials Check :  Organized portfolio = 10 points·  All materials (3-ring, dividers, spiral, pen/pencil) = 10 points. 
2. Continue POWER intro.
3. Story: “The Balek Scale,” page 211. Begin reading aloud.

 Homework:

• Finish story. As you read, write 2 to 3 minutes in your journal for each blue bar.
• Add 5 words to your Vocab. Collection from the story.
• Silent reading tomorrow.

September 9, 2008 

1. Quiz:  “The Balek Scales.”
2. Discussion over “The Balek Scales.”
3. Symbolism activity.
4. Silent reading.

September 10, 2008

1.  Review (journal): Irony and symbolism.
2. Symbolism activity.
3. Analyze symbols in “The Balek Scales.”  Partners.

4. Present one symbol.

  September 11, 2008

1. Finish symbols. Turn in.
2. Video: 122 Most Influential People
3. Journal entry:

• Power Tree
• Quickwrite:  The Baleks seem to control nearly every aspect of life in the village, from the weighing of mushrooms to the activities of the police and clergy.  Do you think wealthy people (or any other group) in the United States today exert a similar kind of power? Explore, explain your reasoning, and give examples to support your ideas.

1. Share.
2. Vocabulary: teacher check of vocab. words thus far.

Homework: 

• Bring silent reading materials tomorrow.
• Also bring your independent book tomorrow for credit.

September 12, 2008 

1. Name game.
2. Survival—Could you survive in the wilderness?

• Discussion.
• Sergeant Safari’s Survival Quiz–library.
• Lord of the Flies Pre-reading Anticipatory Statements.
• Class share.

1. Silent reading.

 Homework:

• Read independent novel.
• Bring opinion statement handout to class on Monday.     

September 15, 2008

1. Handouts: Book checkout form, Reading Log Assignment (microsoft-word-lord-of-the-flies-journals.pdf). Also, pick up your copy of Lord of the Flies.
2. Lord of the Flies theme sheet: Partner discussion and class share. Collected theme sheets.
3. Intro to Lord of the Flies: Video clip from The Castaway.
4. Journal: Imagine yourself on an uninhabited tropical island with members of our class. What would we need to do to survive? What would/could you do?
5. Vocab. & Reading Log
6. Read.

Homework: Finish Chap. 1. + vocabulary for Chap. 1.  

September 16, 2008 

1. Quiz over Chap. 1, Lord of the Flies.
2. Discussion.
3. Island: In your journal, list characteristics of the island. Predict what might occur in the plot as the result of the island’s characteristics.
4. British Slang: handout (microsoft-word-british-english-in.pdf).
5. Bookmark distributed with reading assignments.
6. First entry in Lord of the Flies character log.
7. Silent reading.

Homework: Read Chap. 2 + character log entry + vocabulary words.

September 17, 2008

1. Journals: Explained grading.
2. Quiz: Chap. 2.
3. Discussion.
4. Character log: Chap. 2.

• Partner share.
• Class share.

5.    Read.Homework: Read through page 75, chapters 3 & 4. Character log + vocab. 

  

September 18, 2008

1. Part 1:  Chapter 3 Reverse Quiz.
2. Part 2:  Chapters 3 & 4 Bookmark Essential Questions #
3. Write the following definition in your journal:

•  allegory (AL-eh-GOR-ee):  a narrative that serves as an extended metaphor—tells a story that has characters, a setting, as well as other types of symbols, that have both literal (surface) and symbolic (stands for a bigger idea) meanings. 

4.  Symbolism Chart—partners.5.  Read and/or use dictionaries for vocab.Homework: Read through page 108. Do appropriate log entries (1 per chap.) and vocab. Collecting (2 words per chap.).September 19, 2008 

1. THE BEAST!! (Prepare your journal for a 5 minute write.)Choose 2 of the following characters. How do they feel about beast?

• Ralph
• Jack
• Piggy
• Simon
• The Littluns
• Samneric 

2.  Tableaux:  Choose an important scene from Chapter 5 or 6 to re-enact. Requirements:

• Movement
• Sound Effects
• All group members must speak
• Explain scene’s importance
•  Keep it brief!

3.  Silent reading.

 

September 22, 2008 

1. Sentence structure pre-test.
2. Chap. 7 quiz, Lord of the Flies.
3. Discussion over Chap. 7.
4. Log share. Are your logs up to date?
5. Vocabulary check. Is your collection up to date?
6. Extra credit opportunity: Teach a vocabulary word to the class.
7. Read.

 Homework:  Chap. 8 for tomorrow. Do your character log entry and your two vocabulary words.

September 23, 2008

1. Mrs. K.’s Blog assignment for your independent book:

• Post twice—20 points each. (One by midmark.)
• Identify the title/author and your hour.
• Minimum–fill the comment box.
• Proofread for credit.
• Use your first name + last initial.

2.  Guest vocabulary teachers for extra credit.3.  Partner quiz—Chap. 8, Lord of the Flies.4.  What additional symbols might we add to the symbolism chart?5.  Silent reading. Homework: Chapters 9 & 10 + log entries + vocabulary words.September 24, 2008 

1. We set 3 deadlines: 

• Character Log due—Friday, Sept. 26
• Vocabulary Quiz + Test—Tuesday, Sept. 29
• Symbolism Chart—Wednesday, Oct. 1

2.  Partner Quiz: Chaps. 9 & 10, Lord of the Flies.3.  Symbol brainstorm + discussion. Notes in journal.4.  Read, worked on vocabulary or symbol chart.September 25, 2008 

1. Vocabulary teachers.
2. Book Blog: You are required to blog twice this trimester on Mrs. K’s Blog.
3. Chapter 8 Quickwrite:  Along with Piggy, what “dies” on the island in Chapter 11?

• Write for 10 minutes
• Start with a topic sentence
• Explore several things that “die” on the island in Chap. 11
• Support with examples, including one quotation
• Explain ideas

4.  Share Quickwrites.5.  Chapter 11 & 12. Briefly discussed Chap. 11 and beginning of 12.6.  Mrs. K. read the concluding half of the last chapter.7.  Final character log entry—5 minutes.  How does your character feel about what happens in the end?8.  If time, work on deadlines:  Vocabulary, character log, symbol chart. Homework: Character Log due tomorrow.September 26, 2008 

1. Discuss literary terms that will appear in the Jeopardy Review Game.
2. Lord of the Flies Jeopardy Review Game—3 teams.
3. Silent reading.
4. Turn in character logs at the end of the hour.

Homework:

• Vocabulary Collection & Test—Tues., Sept. 30
• Symbolism Chart due Wed., Oct. 1

September 29, 2008

     1.  Reminders: 

• Vocabulary Collection due tomorrow.
• Vocabulary Test tomorrow, Tuesday, September 30—choose 15 words to study.  Know how to use them correctly in sentences.
• Symbol Chart for Lord of the Flies due Wednesday, Oct. 1.

     2.  Internet Connection–parody, map, Nobel quiz, plot quiz, character quiz, etc. 4^th Hour—library computers. 5^th Hour—lab computers.

Homework:  Finish vocab. + study for test. Bring silent reading materials tomorrow.

September 30, 2008 

1. Vocabulary Test today!!
2. Silent reading.

 Homework:  Lord of the Flies Symbol Chart due tomorrow. October 1, 2008 

1. Pick up handouts:  “Vocabulary Collection Chart,” “Lord of the Flies—20 Years Later,” “The Writing Process Search.”
2. Hand in Symbol Charts.
3. Journal: Predictions for the future. Draw a T-chart with Jack as the heading of one column and Ralph as the other. Brainstorm ways that Jack and Ralph will be affected short-term and long-term after their ordeal on the island.
4. Share effects.
5. New vocabulary assignment: 5 words from handouts.
6. Paper assignment: Essay in letter form as Jack or Ralph—20 years later.
7. Quick Writing Process review: quiz one classmate for each stage in the writing process. Write what they say in the appropriate “egg” on your handout.  Fill in notes from Mrs. K.
8. We begin our paper tomorrow.

October 2, 2008

1. Pick up handouts: “A Writer’s Steps” and essay format diagram.
2. Discussed strategies at stages of “A Writer’s Steps.”
3. Essay format review: notes.
4. Brainstorming session—partners. Make a T-chart. Brainstorm decisions Ralph and Jack made on the island—good and bad. Show effects of the decisions. Post T-charts in room.
5. Peruse charts, noting intriguing ideas for essays.
6. Begin planning and drafting: Make a plan (ask for a teacher okay) Begin drafting.

ROUGH DRAFTS DUE MONDAY. Homework:  Bring everything you need to continue drafting.  Remember to bring silent reading materials tomorrow.

October 3, 2008

1. Paragraph lesson.
2. How to Integrate Quotations
   • microsoft-word-how-to-integrate-and-document-quotations.pdf

   Sample Analytic Paragraph

   • microsoft-word-sample-simon-paragraph.pdf

3. Continue drafting Lord of the Flies paper.

4. Silent reading.

 Rough Drafts due Monday!!! 

October 6, 2008

1. Announce writing teams.
2. Writing team bonding activity.
3. Share.
4. Notes:  Writing Team Guidelines & 3 Types of Feedback.
5. Meet in teams for Lord of the Flies letter/essay.
6. Rough drafts due today: 20 points.

October 7, 2008

1. File your vocabulary test in your class portfolio.
2. Finish team feedback in the same locations as yesterday.  Be sure to note your teammates’ suggestions on your rough draft. You will be handing in all the stages of the writing process with the final draft.
3. As soon as you finish team response, go directly to the computer lab for final revision.
4. Homework:  Tomorrow bring a finished hard copy of your letter/essay to class for proofreading.

Reminder: Before your independent book project is due (Nov. 7/10), you are to have posted twice on Mrs. K.’s blog. You must proofread your post before you can earn credit. 

October 8, 2008

 1.         Pick up handouts: “Proofreading Tips” and “Proofreaders’ Marks.”2.         Journal: Think back on previous papers that you have written. Think about your most common errors. Write about the errors that your teachers most often point out to you and about the errors that you “know in your gut” you often make. 3.         Notes: Proofreading. proofreading-tips.pdf     4.         Brainstorm proofreading categories for this paper: Letter format /MLA format for page numbers, punctuation, spelling, sentence structure, complete paragraphs, capitalization. 5.         In your teams, divide up the proofreading categories. Mark errors on the paper. 6.         Final corrections–computer lab. 7.         Prepare your Lord of the Flies paper packet to hand in: 

• Rubric on top
• Final copy after corrections
• Copy with proofreading marks
• Rough draft with team feedback notes

October 9, 2008

 1.   To hand in your final draft, staple together:

• Rubric (on top)
• Final copy after corrections
• Copy with proofreading marks
• Rough draft with team feedback notes

2.   Handout.3.   How to write the worst paper ever . . . . video.4.   Publication of the Lord of the Flies letter/essay.5.   Self-assessment of the writing process. For each stage of the process

• Explain what you actually did.
• If you could start over, what would you do differently?

6.   Silent reading.

October 13, 2008

1. Substitute today.
2. Discuss “Personal Connection,” page 682, textbook.
3. Read aloud: “Literary Connection.”
4. Journal entry:  “Writing Connection.”
5. Assignment: Collect 5 words from “A Sound of Thunder,” page 683.
6. Read first few pages aloud; finish story by tomorrow.

October 14, 2008

1. Video: Time Machine.
2. Discussion of “A Sound of Thunder,” page 683.
3. Journal: How does the story relate to our theme, abuse of power? Who has power? Over whom? Who abuses power?
4. Begin Sentence Workshop: PowerPoint notes.
5. Find 2 examples of each type of sentence in “A Sound of Thunder.”
6. Assignment: Do Part 1 of practice exercise.

October 15, 2008

1. Pick up handouts: “Conjunctions” and practice exercise.
2. Share sentences from “A Sound of Thunder.”
3. Correct homework, Part 1.
4. Sentence structure notes with amazing visual aids.
5. Raffle for visual aids.
6. Practice: Part 2. Correct.

Homework: Rewrite simple sentences as compound and complex sentences. See handout.

October 16, 2008

1. Homework: Simple sentences exercise.
2. Handouts: “How to Write Compound Sentences.”
3. Notes: How to Write Compound Sentences.
4. Practice (See above handout).
5. Random sentence combining activity.
6. Silent reading.

October 17, 2008

1. Quick quiz: compound sentences.
2. Handouts: “How to Write Complex Sentences” and “Subordinating Conjunctions.”
3. Notes: How to Write a Complex Sentence.
4. Practice (See handout above).
5. Silent reading.

October 20, 2008

1. Handouts: “Clause Practice Exercise” and “Clause Poem Guidelines.”
2. Gather from your class portfolio all subordinating conjunctions handouts + complex sentence notes.
3. Complex sentence review/discussion.
4. Complex sentence practice exercise.
5. Clause poem: Begin. Rough draft due tomorrow.
6. PowerPoint:  How to Avoid Run-On Sentences.
7. Notes: Stamp Out Run-On Sentences.

October 21, 2008

1. Clause poem team response.
2. Final draft of clause poem due tomorrow. You will have time to type it in class.
3. Partner Quiz: Run-On Sentences (half sheet, one copy between the two of you).
4. Notes: Stamp Out Sentence Fragments.
5. Practice Exercise.
6. Silent reading.

October 22, 2008

1. Handout: “Sentence Practice Score Sheet.”
2. Two final fragment tests:  “I believe that . . . .” and the Read Aloud Test. 
3. Apply the Tests to These Sample Sentences:   Can you find and correct all of the sentence fragments in Tony’s essay?  Down the Olympic-sized pool like Michael Phelps.  Lying stinks.  Since you have already done your homework.  According to my know-it-all brother. 
4. Computer lab:  Type and save clause poem. 
5. Internet practice—Use “Sentence Practice Score Sheet.”

October 24, 2008

1. Announcement:  Sentence test—Tuesday, October 28.
2. Review sentence types and errors.
3. Sentence Review Game.
4. Silent reading.

October 27, 2008

1. File assignments in class portfolio.
2. Finish sentence review game + awards.
3. Re-do “On the Beach” exercise.

October 28, 2008

1. Sentence Test.
2. Silent reading.

October 29, 2008 

1. Introduction for Night by Elie Wiesel. Handouts:  Night bookmark, “Time Line,” “Glossary,”  “Jewish Terms,” “Biography of Elie Wiesel.”  
2. Journal: What events/experiences can suddenly change the course of a person’s life?
3. Discussed journal entry. 
4. Journal: Examine the photo of the little Polish boy. What is he thinking and feeling
5. Read and discussed the poem “To the Little Polish boy Standing with His Arms Up” by Peter L. Fischl. 
6. Related to Wiesel at the beginning of  Night.    
7. Read “Biography of Elie Wiesel.” 
8. Checked out copies of Night. Began reading aloud. 
9. Be through page 23 by tomorrow.

October 30, 2008

1. Looked at photos of Elie Wiesel.
2. Assignment—Night Response Log. See the following links for directions:night-response-log.pdf   night-log-lcd.pdf 
3. Wrote first Night log entry.
4. Discussed first reading assignment and first log entry.
5. Read and worked on vocabulary.
6. Examined examples of quality book projects. Book projects are due on Nov. 10 or 13.

October 31, 2008

1. Happy Halloween!  Have a piece of candy!
2. File papers returned papers in class portfolio.
3. Quiz—Night pages 23-46. Discuss.
4. Log assignment for Night.
5. Read.

November 3, 2008

1. Comma pretest.
2. PowerPoint: “Conquering the Comma” + handout: everything-you-need-to-know-about-commas.pdf
3. Reading quiz–Night pages 47-65. Discussion.
4. Video from the United States Holocaust Memorial Museum: http://www.ushmm.org/wlc/media_nm.php?lang=en&ModuleId=10005189&MediaId=3371
5.  Log entry #3.
6. Read.  

November 4, 2008 

1. Comma practice: introductory phrases and clauses / essential and nonessential clauses. Review yesterday’s notes. Do practice exercises. Discuss. 

2.  Quiz over pages 66-84, Night. Discuss. 

3.  Video “Holocaust Voices: The Death March.”  http://videos.howstuffworks.com/hsw/21224-holocaust-voices-the-death-march-video.htm 

4.  Do log entry #4. 

4.  Read to end of book for tomorrow. 

November 7, 2008

1. Notes: Commas with two or more adjectives. The AND Test and the REVERSE ORDER Test. two-or-more-adjectives.pdf
2. Practice exercise.
3. Discuss tone thus far of film Life Is Beautiful.
4. Continue film. Continue noting Guido’s attitude (tone) and examples from film to support.

November 10, 2008

 

1. Hand in book projects. Attach info sheet and rubric.

2. File all returned assignments in class portfolio.

3. Notes: Another Comma Rule–Appositives

4. Practice exercise–handout.

5. Continue film: Note tone—Guido’s attitude toward life.

Tues., Sept. 2, 2008

Homework:

• Read the syllabus thoroughly. Be prepared to take a quiz over the information tomorrow.
• Finish “Are you a writer?”

Wed., Sept. 3, 2008

1. Administered syllabus quiz.
2. Began writing activity: The Gift.

Handouts:

• Personal Anthology Rubric

Homework:

• Signed syllabus due tomorrow, Thursday, September 4.
• All materials due by Friday, September 5.
• The Gift due at beginning of hour Thursday, September 4.

Thursday, September 4, 2008 

1. Personal Anthology rubric.
2. Gift partner share
3. Class share.
4. Ordinary Things activity.
5. Creativity Tests: See first 3 links in Creativity category to the right.

Homework:

• Hand in Gifts today.
• Begin work on Personal Anthology.

September 5, 2008      

1.       Gizmo: 

• Attributes of a creative person
• Extraordinary for the ordinary
• Gizmo video
• Group Gizmo activity

2.       Read:  For personal anthology OR articles.Homework: 

• Present Gizmos
• Read creativity articles by Monday.
• Bring 3-ring binder and one-subject spiral to class on Monday (10 pts).

September 8, 2008

1. Convince us that we need your Gizmo!
2. Surrealism: Definition & examples
3. Begin Exquisite Corpse

September 9, 2008 

1. Discuss creativity articles.
2. Creativity Commitment project.
3. Back to Exquisite Corpse.

 Homework:

• Start Creativity Commitment.
• Cluster and draft Exquisite Corpse pieces.

September 10, 2008

1.  Hand in Creativity Commitment contracts.

2.  Continue culling exquisite corpses. 

• Culling:  In your journals, copy all words, lines, phrases, combinations, or sentences that you like or find interesting, especially those that are sensory.        

3.  Workshop: Working privately, cluster.  

• Clustering:  Concentrate on linking your culled pieces. Don’t be concerned about conventional meanings at first.  With care substitute or add words here and there. Write several short pieces or one long piece. Concentrate on putting the thing(s) together first—before worrying about meaning. Be playful—or serious. 

Homework:   Come to class tomorrow with at least one completed piece (poem). We will talk about “imposing meaning” tomorrow.

 

Sept. 11, 2008 

1. A couple of fun “exquisite corpse” types of things:

• Exquisite Corpse Generator
• Wordle

2.  Demonstration: How one student found meaning through revision of his exquisite corpse

3.  Groups:

• Read exquisite corpse rough drafts aloud once.

• Pass around and read silently once.

• Tell writers what you think each poem means.

• If each poem were yours, what would you do to improve it? Change? Add? Drop? 

1. Revise exquisite corpse roughs, utilizing most helpful suggestions.

Homework:Bring a revised hard copy to class tomorrow.

September 12, 2008

1.  Creativity Quiz.

2.  Notes/handout:  Differences between poetry and prose.

3.  Lesson/notes: Compression and practice.

Handouts: 

• Poetry / Prose

• Compression

4.  Library: Work on Personal Anthology.

Homework: Compress exquisite corpse poem.

September 15, 2008

1.      Pick up handout: Free Verse / Lining.

2.      Free verse/lining lesson:

• Definitions

• Examples

• Class sentence

• Practice poem

3.      Apply lining to Ex. Corpse poem. 

September 16, 2008 

1.    Pick up 2 handouts, one napkin, and one paper cup.

2.    Imagery:

• Observation of the specimen.
• Where’s the poet?
• Auto Wreck by Carl Shapiro.
• Choose the image.
• Write an image.

Assignment: Poetry start #2, the vignette.

• Choose a memorable moment in time.
• Brainstorm images.
• Choose the best images.
• Finesse the images.
• Combine the images into a succinct descriptive paragraph.
• Compress it.
• Line it.

Homework:  Come tomorrow with the vignette paragraph. 

September 17, 2008

1. Metaphor/simile lesson: notes in journal.
2. Metaphor game.
3. Apply lesson to imagery paragraph.

September 18, 2008

1. Pick up handouts. One of them is a two pager.
2. Poetry Portfolio explanation.
3. Team response notes.
4. Demonstration.
5. New teams.
6. Team bonding activity.

Homework: Continue working on poems in progress. New start tomorrow.September 19, 20081.  Writing team bonding activity: Patchwork poems.2.  Share and post on wall.

3. Start #3: What does time smell like? 

September 22, 2008 

1.  Personification notes. Consider using this type of metaphor in your “What does time smell like?” poem.

2.  Workshop: Work alone or with your writing team on the poetry starts that are currently in progress.

September 23, 2008 

1. Creativity Commitment reminder. Due Oct. 9. Remember to blog.
2. Starts #4, #5, and #6—Grab Bag: Hand, While I’m Sitting Here, and Outrageous Proposition. See Mrs. Kennedy for make-up.
3. Personal Anthology/Workshop—if time.

September 24, 2008

1. Announcements: 

• Imagery will meet for the first time on Monday, Sept. 29, at Barnes and Noble, 6:00 to 8:00 p.m. 
• Extra credit opportunity—Check out the Need Feedback? page on Mrs. K’s Blog. If you give feedback to a student writer on the blog, you can earn extra credit points.

2.  Workshop today. You have 6 poems in process. Work individually or meet with your team.3.  Happy birthday, Mary! September 25, 2008Writing Workshop DaySeptember 26, 2008 

1. Start #7: Then: Memory is your gold mine.
2. Freewrite to warm up (stimulus—toy).
3. Share.
4. “Then” stimulus questions.
5. Examples: Then handout and “Witch Head” by Sara Lemieux, Escape 2000.
6. Workshop or silent reading.

Homework: Creativity Commitment due Oct. 9. Work on poetry starts in process. Continue with independent reading—Personal Anthology.

September 30, 2008

1. Pick up packet from Mrs. K.
2. Start # 8: Concrete Poetry
3. Examples: “Suppose Columbus” by Charles Suhor, http://www.readwritethink.org/lesson_images/lesson211/SupposeColumbus.pdf  “400-Meter Freestyle” by Maxine Kumin, “from A Continual Interest in the Sun and Sea” by Keith Gunderson, detail from “Manhattan” by John Furnival, etc. http://www.vispo.com/guests/DanWaber/poidog.htm  http://www.wendtroot.com/spoetry/folder1/ngjf1.html
4. Notes: microsoft-word-concrete-poetry-info.pdf
5. Partner practice extreme lining (concrete poem) in partners—See “Nursery Rhyme Concrete Poems” in packet.
6. Present nursery rhymes after extreme lining makeover. Explain why you made your lining choices.

October 1, 2008

 1.  WORKSHOP!!Use your time wisely. Teams meet in the bench areas. Computers are available in the lab for individual work. 

2.  I will be checking with each of you today for progress.  Show me your drafts of each start to date.

October 2, 2008

1. Intro to Start #9, Ekphrasis.
2. Library: Find an inspiring or thought-provoking piece of visual art—photograph, painting, or sculpture—to serve as the source of Start #9. Make sure you know the artist’s, photographer’s, or sculptor’s name. Secure a copy of the piece.
3. Workshop.

October 3, 2008

1. Demo: Examine examples of ekphrasis:

• “Vincent” by Don McLean / “Starry Night” by Vincent Van Gogh
• “Cognitive Dissonance” by Kristin Kittell / “Distant Thunder” by Andrew Wyeth
• “Destruction and Chaos” by Sasha Brandt and Jason Onken / “Tornado Over Kansas” by John Steuart Curry

2.  Workshop.3.  Reminder—Creativity Commitment is due on Oct. 9.

October 6, 2008

1.  Pick up copies of handouts: “Musee des Beaux Arts,” “The Story of Icarus and Daedalus,” and “Art and Poetry.”

2.  Ecphrasis models. 

• Professionals:  “Musee des Beaux Arts” by W. H. Auden and  “Landscape with the Fall of Icarus” by William Carlos Williams. 
• Students:  “A Life Gone Up in Flames for a Cause” by Matt Medendorp and “Fight or Flight” by Keith Van Klompenberg.  

3.  Brainstorming student selected visual art. 

• When you observe the art closely, brainstorm first for imagery—list details that you see, hear, smell, feel, taste.

• Now brainstorm for spatial detail—Describe objects / people / action that you see in the foreground, the middle, the background.

• Place yourself inside the work. Let the characters speak and think. Observe their facial expressions and follow their eyes.  What do you see outside the parameters of the frames—to the left, to the right, behind objects, buildings, windows, doors, around corners, down stairs?

4.  Workshop.

October 7, 2008

1. Announcements and questions.
2. Workshop.
3. Creativity Commitment project due Thursday.
4. Personal Anthology: Show progress (halfway) by Monday.

October 8, 2008 1.      Handouts: “Repetition, Rhythm, and Rhyme” + “Counting Haiku 2007.”2.      Today we will practice sophisticated poetic skills necessary for the last three starts.  Can you count? Can you divide words into syllables? Yes? Then you are ready for traditional meter and rhyme.3.      Start by printing your name in your journal, first, middle, and last. Now divide your name into syllables. How many syllables are in your name?4.      Now you’re ready for the ultimate test of counting and syllabicating—haiku.  Your in-class assignment is to write a haiku for and about one other student in class. See handout for examples. Syllable count 5-7-5. Include images that show something telling about your subject.5.      Draw names to determine each student’s subject and then write.6.      Share aloud and hand in haiku—to be compiled into the 2008 collection.

•  haiku.pdf

7.      Since you’ve proven you can count and divide words into syllables, you are ready for the next step–rhythm/meter.  Notes.  

• poetic-meter.pdf

10. Partners—monometer poems: See “Repetition, Rhythm, and Rhyme” handout.

October 9, 2008

1. Creativity Commitment informal presentations.
2. Hand in C. C. product.

Reminder:  Personal Anthology halfway check will be this coming Monday & Tuesday—in alphabetical order.

October 13, 2008

1. Sub today.
2. Workshop.
3. We will finish Creativity Commitment presentations tomorrow.
4. Anthology halfway check tomorrow.

October 14, 2008 

1. Hand in Creativity Commitment projects.
2. Leave Anthology halfway materials on the counter.
3. Finish monometer poems. Save.
4. Present monometer poems to class—LCD projector. Read aloud and identify meter.
5. Notes: Types of rhyme and rhyme pointers.
6. Rhyme game.

October 15, 2008

1. Rhyme challenge.
2. Start #11: Villanelle.
3. Define and explain form—handout.
4. Professional examples—handout “Rhyme, Repetition, and Rhythm”: “Do Not Go Gentle into that Good Night” by Dylan Thomas, “One Art” by Elizabeth Bishop, “The Waking” by Theodore Roethke.
5. Student model: “When Us Little boys got all Grown Up” by Bubba Ogborn and “Pointless” by James Cotton.
6. Student model share, using past issues of Escape.
7.  Begin working on villanelle.

October 16, 2008

1. More student models of villanelles–Escape.
2. Workshop.

October 17, 2008

1. What did Elizabethans do for fun? Write sonnets?
2. Final start–the sonnet. Examine structure: handout: “Sonnet Fever.”
3. Professional models: “#130″ by Shakespeare, “Well, I Have Lost You” by Edna St. Vincent Millay, and “One of the Seven has Somewhat to Say” by Sara Henderson Hay.
4. Student models from Escape.
5. Begin.
6. Workshop.

October 20, 2008

1. Poetry portfolio is due by Friday, October 24.
2. Poetry portfolio technicalities / questions.
3. Workshop.
4. Teacher response available during Workshop.

October 21, 2008 

Workshop today. Computer lab available.

Poetry portfolio deadline: Friday, October 24.

 

October 22, 2008

 Workshop. Poetry portfolio due Friday. 

October 24, 2008

1. Poetry Portfolios due today.
2. Class read-around: Choose one poem to read to the class.
3. Journal: What skills from the Poetry Workshop can we carry into prose? Discuss.
4. Read aloud: “30-.06 Friend”
5. Is this story fiction or nonfiction? Where do you think the author come up with this idea? Where did he get the ideas for physical detail? For dialogue?

October 27, 2008

1. Discuss last Friday’s story and the power of observation.
2. Pop observation quiz: Mr. Boxer.
3. The Observation Journal assignment. Requirements: (1) Minimum half page per day for seven days. (2) Record only detail—no judgments. (3) Due Monday, Nov. 3.
4. Field Trip: As a class, walk the hallways. Drop out along the way to observe and record.
5. Share one interesting detail from Field Trip.
6. Introduce first prose piece, the autobiographical narrative.
7. Read aloud “The Way Things Change” by Kristen Foutch.
8. Last ten minutes, writing teams tell each other stories.

October 28, 2008

1. Pick up handouts: “The Art of Profanity,” “A New Home,”The Day I Stood Up Danny Pearson at the Altar.”
2. Read and annotate “The Art of Profanity.”
3. Discuss.
4. Writer’s Decisions for Autobiographical Narrative—criteria.
5. Models—group evaluation.

October 29, 2008

 1.  Tips for autobiographical narrative. 

2.  How to do a brainstorming timeline. 

3.  Deadlines for narrative:

• Rough draft for team response—Friday, Oct. 31
• Final Draft—Nov. 3 

4.  Workshop. October 30, 2008 

1. Passed out autobiographical narrative double rubrics.
2. Workshop.
3. Autobio. narrative rough draft due tomorrow at the beginning of the hour.

October 31, 2008

1.  Autobiographical narrative rough drafts due.
2. Writing team response.
3. Revision time—computer lab.

November 3, 2008

1.  Auto. Narratives due.
2. Importance of dialogue: handout + notes.
3. Models: Readers’ Theater of “The Long Walk to Forever” and  recording of “I Want to Be a Quantum Mechanic.”
4. Dialogue assignment: Two people in conflict—a verbal dance. Make characters distinctive through speech.
5. Select co-authors. Brainstorm and begin—computer lab.

November 4, 2008

1.  Finish dialogues—Lib. computer lab.
2. Begin presentations.
3. Discuss the nature of the conflict between the characters. Does the speech sound natural?

November 5, 2008

1.  Finish dialogue presentations and discussion.
2. Handout: Short story rubric. Questions.

November 6, 2008

1.  Fiction options: Traditional short story, short-short story, collection of flash fiction.
2. Read models.
3. Questions.
4. Writing teams pre-writing meeting.

November 7, 2008

1.  Handouts: End of trimester calendar. “How to Write Flash Fiction.”
2. Plan time for completing anthologies and fiction assignment. Give one copy of calendar to Mrs. K.
3. Workshop—begin work on original fiction piece.

November 10, 2008

1. Returned poetry portfolios.
2. Introduced trimester exam.
3. Continue workshop.