Today, there are various activities you can enjoy. On the link page are some places to go for on-line games. I recommend gathering in groups and playing the card games available. Spend some time in respectful play and companionship. Practice your communication skills.
On Line Games
And more on line games
A Holiday in the Projects (The show the PJ's)
PJ's - Part One
PJ's - Part Two
PJ's - Part Three
And a classic holiday movie: Mr. Magoo's Christmas Carol: Part One
Christmas Carol: Part Two
Christmas Carol: Part Three
Christmas Carol: Part Four
Christmas Carol: Part Five
Christmas Carol: Part Six
Friday, December 17, 2010
Monday, December 13, 2010
Group Performance
3rd period:Please watch this group performance video: http://www.youtube.com/watch?v=KPd_YuXgjn4. Take note of the group performance techniques that make this performance effective.
Your group piece should include a choral line that all group members speak and include blocking: gestures, body positions, pantomime, etc. to enhance the performance.
Please complete the writing of your performance poem. During 4th period, we will be rehearsing this poem. If you have already completed the draft, please rehearse during period 3.
Next class we will rehearse and begin performing our group pieces for the class.
Your group piece should include a choral line that all group members speak and include blocking: gestures, body positions, pantomime, etc. to enhance the performance.
Please complete the writing of your performance poem. During 4th period, we will be rehearsing this poem. If you have already completed the draft, please rehearse during period 3.
Next class we will rehearse and begin performing our group pieces for the class.
Thursday, December 9, 2010
Coffee House Response!
Congratulations, Freshmen!
You have successfully completed a public performance. I hope you enjoyed the coffee house and will participate in future ones.
Part of our goal this year is for you to get to know your strengths and weaknesses by completing a myriad of assignments, projects, and performances. Self reflection is an important component to learning. As such, please write a comment on:
How you felt you did last night as a performance. If you had to do it over again, what would you do differently? What did you learn about public speaking by performing your writing last night? What surprised you about the performance? Who's performance did you particularly enjoy? Did you notice anything different between the Freshman performances and the other Creative Writing performances? What did your parents say or think about the performance?
Afterward, please continue to practice and write your group slam piece. That's all. No homework. Congratulations again!
You have successfully completed a public performance. I hope you enjoyed the coffee house and will participate in future ones.
Part of our goal this year is for you to get to know your strengths and weaknesses by completing a myriad of assignments, projects, and performances. Self reflection is an important component to learning. As such, please write a comment on:
How you felt you did last night as a performance. If you had to do it over again, what would you do differently? What did you learn about public speaking by performing your writing last night? What surprised you about the performance? Who's performance did you particularly enjoy? Did you notice anything different between the Freshman performances and the other Creative Writing performances? What did your parents say or think about the performance?
Afterward, please continue to practice and write your group slam piece. That's all. No homework. Congratulations again!
Wednesday, December 1, 2010
Picking & Preparing Your Piece(s)
Today during 3rd period, please select and prepare (mark up) your coffeehouse reading selections. When you are done marking your work, please get with another (or more) student(s) and take turns rehearsing.
During 4th period, please gather with your slam group and continue working on your slam group pieces.
During 4th period, please gather with your slam group and continue working on your slam group pieces.
Monday, November 29, 2010
Group Poetry Piece & Choosing your Coffeehouse Piece
Today, please complete both of the following tasks:
A. Complete a draft with your performance group (see post below this one) of a group poetry slam piece. The WRITING of this piece should be completed by the end of class. When you are done writing, get together with your group and BLOCK the poem. Add gestures, movements, decide on choral lines (lines spoken as a group), etc.
B. Decide what you would like to perform at the coffeehouse on December 8 at 7:00. Print this selection out and just like your speeches, prepare and mark it for performance.
A. Complete a draft with your performance group (see post below this one) of a group poetry slam piece. The WRITING of this piece should be completed by the end of class. When you are done writing, get together with your group and BLOCK the poem. Add gestures, movements, decide on choral lines (lines spoken as a group), etc.
B. Decide what you would like to perform at the coffeehouse on December 8 at 7:00. Print this selection out and just like your speeches, prepare and mark it for performance.
Monday, November 22, 2010
Slam & Group Piece
Today, please complete your first draft of your slam poem. Please print out and add Slam Poem Draft to your heading.
If you finish early, choose 1-3 other members for a performance group. You will be writing and performing a group performance poem. To get an idea as to what to write, do the following:
In your group, take 2 minutes and list possible ideas for a theme or subject in your journal. After the 2-minute time limit, stop and share your lists with each other. Find common ground that the entire group would care to write about.
Each writer/performer must write at least one stanza of the poem. Of course the entire group can help write the details and provide suggestions or guidance. In performance, each member of the group will have a solo. Additionally, there should be a choral element to the piece (a repeated line that all members speak, etc.) Consider the use of sound effects and staging when rehearsing and preparing your performance.
The group piece is not due yet. We will work on it the week we return from Thanksgiving break.
HOMEWORK: Nothing. Unless you haven't completed your previous work. Please complete all late or missing assignments.
Coffehouse Dec. 8 at 7:00.
If you finish early, choose 1-3 other members for a performance group. You will be writing and performing a group performance poem. To get an idea as to what to write, do the following:
In your group, take 2 minutes and list possible ideas for a theme or subject in your journal. After the 2-minute time limit, stop and share your lists with each other. Find common ground that the entire group would care to write about.
Each writer/performer must write at least one stanza of the poem. Of course the entire group can help write the details and provide suggestions or guidance. In performance, each member of the group will have a solo. Additionally, there should be a choral element to the piece (a repeated line that all members speak, etc.) Consider the use of sound effects and staging when rehearsing and preparing your performance.
The group piece is not due yet. We will work on it the week we return from Thanksgiving break.
HOMEWORK: Nothing. Unless you haven't completed your previous work. Please complete all late or missing assignments.
Coffehouse Dec. 8 at 7:00.
Thursday, November 18, 2010
Slam Nation & Slam Poem #1 Draft
After the film, please complete your slam poem draft. This will be due next class.
If you have finished early, please find up to three partners (groups of 2-4). Together make a list of common interests, issues, problems, or subjects that you would like to write about. From this list choose one or more (you can combine in any creative way you see fit) to write a collaborative poem. We are going to work on this next class as well.
If you have finished early, please find up to three partners (groups of 2-4). Together make a list of common interests, issues, problems, or subjects that you would like to write about. From this list choose one or more (you can combine in any creative way you see fit) to write a collaborative poem. We are going to work on this next class as well.
Tuesday, November 16, 2010
Slam poem #1 & Slam Nation
For the first period please work on your slam poem draft. Write. Write freely. Write relatively quickly. Try to avoid worrying about phrases and ideas. Just let words spill out of you for this first draft. Everything can be improved later. Writing is a process.
During period 2 and next class we will be watching a documentary called: Slam Nation, directed by Paul Devlin.
During this year you will be asked to write and film a documentary. Please watch this film and consider how the subject matter is revealed to you through interviews (journalism), performances, and various shots revolving around the NYC slam team. At the heart of the film is their quest (the slam team's) to journey (adventure) to the National Poetry Slam contest.
Famous slam performers and poets include: Saul Williams, Jessica Care Moore, Beau Sia, Taylor Mali, Patricia Smith, and Marc Smith.
During period 2 and next class we will be watching a documentary called: Slam Nation, directed by Paul Devlin.
During this year you will be asked to write and film a documentary. Please watch this film and consider how the subject matter is revealed to you through interviews (journalism), performances, and various shots revolving around the NYC slam team. At the heart of the film is their quest (the slam team's) to journey (adventure) to the National Poetry Slam contest.
Famous slam performers and poets include: Saul Williams, Jessica Care Moore, Beau Sia, Taylor Mali, Patricia Smith, and Marc Smith.
Friday, November 12, 2010
Performance Poetry
Today, after our last Spoon River performances, please watch the following clips:
Slam Poetry Nationals
Poem #1
Poem #2
Poem #3
Poem #4
A Brief Guide to Slam Poetry
Taken from Poets.org.
"One of the most vital and energetic movements in poetry during the 1990s, slam has revitalized interest in poetry in performance. Poetry began as part of an oral tradition, and movements like the Beats and the poets of Negritude were devoted to the spoken and performed aspects of their poems. This interest was reborn through the rise of poetry slams across America; while many poets in academia found fault with the movement, slam was well received among young poets and poets of diverse backgrounds as a democratizing force. This generation of spoken word poetry is often highly politicized, drawing upon racial, economic, and gender injustices as well as current events for subject manner.
A slam itself is simply a poetry competition in which poets perform original work alone or in teams before an audience, which serves as judge. The work is judged as much on the manner and enthusiasm of its performance as its content or style, and many slam poems are not intended to be read silently from the page. The structure of the traditional slam was started by construction worker and poet Marc Smith in 1986 at a reading series in a Chicago jazz club. The competition quickly spread across the country, finding a notable home in New York City at the Nuyorican Poets Café."
Slam Poetry often uses topics or themes that are politically or emotionally charged. Slam poets often write with a social comment to make or share with an audience.
How can you be a poet for social change?
Brainstorming: Start with your journal. Make a list of things you believe, things that make you mad, or things that you feel go unnoticed by others, things that are important to you. Write for 5 minutes. Try to fill a page or two.
Now, look over your list and choose the topic that you feel may be the most interesting to an audience. Today, write a poem based on this chosen idea. This will be a first draft.
Finished early? Write a second poem. Go back to your first poem draft and add imagery (metaphor, personification, simile, symbol, figurative language, allusion, etc.)
Slam Poetry Nationals
Poem #1
Poem #2
Poem #3
Poem #4
A Brief Guide to Slam Poetry
Taken from Poets.org.
"One of the most vital and energetic movements in poetry during the 1990s, slam has revitalized interest in poetry in performance. Poetry began as part of an oral tradition, and movements like the Beats and the poets of Negritude were devoted to the spoken and performed aspects of their poems. This interest was reborn through the rise of poetry slams across America; while many poets in academia found fault with the movement, slam was well received among young poets and poets of diverse backgrounds as a democratizing force. This generation of spoken word poetry is often highly politicized, drawing upon racial, economic, and gender injustices as well as current events for subject manner.
A slam itself is simply a poetry competition in which poets perform original work alone or in teams before an audience, which serves as judge. The work is judged as much on the manner and enthusiasm of its performance as its content or style, and many slam poems are not intended to be read silently from the page. The structure of the traditional slam was started by construction worker and poet Marc Smith in 1986 at a reading series in a Chicago jazz club. The competition quickly spread across the country, finding a notable home in New York City at the Nuyorican Poets Café."
Slam Poetry often uses topics or themes that are politically or emotionally charged. Slam poets often write with a social comment to make or share with an audience.
How can you be a poet for social change?
Brainstorming: Start with your journal. Make a list of things you believe, things that make you mad, or things that you feel go unnoticed by others, things that are important to you. Write for 5 minutes. Try to fill a page or two.
Now, look over your list and choose the topic that you feel may be the most interesting to an audience. Today, write a poem based on this chosen idea. This will be a first draft.
Finished early? Write a second poem. Go back to your first poem draft and add imagery (metaphor, personification, simile, symbol, figurative language, allusion, etc.)
Monday, November 8, 2010
Spoon River Run & Poetry Exercises
Today we will continue our performances of Spoon River. I am not here (as you can see) but that shouldn't stop you. Please prepare for the next 10 minutes (for those of you who haven't gone yet.) The substitute teacher will call on anyone left to go.
Please evaluate those students performing today. Stay off the computers and actually watch the performances (particularly those of you in the back of the room). Please hand in your critiques after all the performers have gone.
You may return your Spoon River books to the library after today.
When you are done, please complete your character monologue poems (if you haven't done so already). Print these out and hand in to my inbox if you have completed the poem exercise.
Finished? Try working on any of these poetry exercises:
1. David Lehman wrote a poem called “The Difference Between Pepsi and Coke.” Pick a similarly everyday pair – butter and margarine, hotdogs and hamburgers, peanut butter & jelly, etc. Write a poem about the pair.
2. In the poem “Words”, Dana Gioia writes: “The world does not need words. It articulates itself/ in sunlight, leaves, and shadows.” Think of other things that don’t speak, and write a poem about how these things express themselves. How does an apple, or a spoon, or a house communicate, etc? What might it say? Why should we listen?
3. Write a poem where every line of the poem begins with the same word or the same letter.
Please evaluate those students performing today. Stay off the computers and actually watch the performances (particularly those of you in the back of the room). Please hand in your critiques after all the performers have gone.
You may return your Spoon River books to the library after today.
When you are done, please complete your character monologue poems (if you haven't done so already). Print these out and hand in to my inbox if you have completed the poem exercise.
Finished? Try working on any of these poetry exercises:
1. David Lehman wrote a poem called “The Difference Between Pepsi and Coke.” Pick a similarly everyday pair – butter and margarine, hotdogs and hamburgers, peanut butter & jelly, etc. Write a poem about the pair.
2. In the poem “Words”, Dana Gioia writes: “The world does not need words. It articulates itself/ in sunlight, leaves, and shadows.” Think of other things that don’t speak, and write a poem about how these things express themselves. How does an apple, or a spoon, or a house communicate, etc? What might it say? Why should we listen?
3. Write a poem where every line of the poem begins with the same word or the same letter.
Friday, November 5, 2010
Spoon River Rehearsal & Poem Delivery
Take 20 minutes and rehearse. After you do this we will be performing these poems in front o' the class.
Wednesday, November 3, 2010
Spoon River Poem & Character Monologue Poem draft
Please prepare and rehearse your Spoon River poems during 3rd period.
Tips:
During 4th period, please take the character you created a week or so ago during class (the one you put in your journal). Write a poem in the style of Spoon River (a character monologue poem) from the POV of your character. Your title should be the character's name. The poem should be in first person POV.
Tips:
--Examine and read your poem carefully. Make sure you know and understand the poem. Look up unknown words in the dictionary.Rehearse your poem when you have scored or marked it. You will need to turn in your poem draft at the end of class today and it should be marked up appropriately to show decisions regarding the above information. Starting next class, we will begin performing these poems in front of the class. Please rehearse and prepare.
--Bold or underline words or important phrases that you want to stress. Mark these on your script.
--Find the transitions from one part of the poem to another (just like a paragraph in prose). When you find this break mark your script with a double slash mark (//) to indicate a new idea. This is usually where tone changes, so make sure you note where this occurs on your script.
Use a slash mark (/) to indicate pauses or a good place to take a breath.
In the margins, indicate the tone of the speaker. Does the tone change?
Ask yourself: what does sadness, anger, or happiness sound like? What does self-satisfaction, boredom, or surprise sound like? Try to match your tone of voice with the attitude and voice of the character.
--What does your character look like physically? Give your character a pysicality--a physical gesture or facial expression. How does your character stand or hold his body? Does she stoop, or cringe, or wring her hands? Choose physical positions and gestures that help an audience understand what the character is feeling or trying to communicate.
During 4th period, please take the character you created a week or so ago during class (the one you put in your journal). Write a poem in the style of Spoon River (a character monologue poem) from the POV of your character. Your title should be the character's name. The poem should be in first person POV.
Friday, October 29, 2010
Halloween Horror Films From the Past
Roger Corman films:
The Raven(1963)
The Terror (1963)
Samuel Z. Arkoff films:
Beast with a Million Eyes (1955)
I was a Teenage Werewolf (1957)
Attack of the Puppet People (1958)
Teenage Caveman (1958)
Two of my personal favorite Vincent Price films (which never really were horrifying, but fun, nonetheless):
The Abominable Dr. Phibes (1971) Here's the trailer.
Dr. Phibes Rises Again (1973) Here's the trailer.
Arkoff's Partner Nicolson's last picture was:
Legend of Hell House (1973) a particularly entertaining and effective horror film.
Alfred Hitchcock films:
Rear Window (1954)
Vertigo (1958)
John Carpenter films:
Halloween
The Thing and a good horrible clip from the film.
Prom Night (1980)
The Fog (1980)
Stephen King films (films based on Stephen King's work)
Creepshow
The Shining and a clip.
Carrie
Other horror films:
Blackula (1972)
Tales from the Hood
The House on Haunted Hill (1999)
Friday the 13th
The Exorcist
The Raven(1963)
The Terror (1963)
Samuel Z. Arkoff films:
Beast with a Million Eyes (1955)
I was a Teenage Werewolf (1957)
Attack of the Puppet People (1958)
Teenage Caveman (1958)
Two of my personal favorite Vincent Price films (which never really were horrifying, but fun, nonetheless):
The Abominable Dr. Phibes (1971) Here's the trailer.
Dr. Phibes Rises Again (1973) Here's the trailer.
Arkoff's Partner Nicolson's last picture was:
Legend of Hell House (1973) a particularly entertaining and effective horror film.
Alfred Hitchcock films:
Rear Window (1954)
Vertigo (1958)
John Carpenter films:
Halloween
The Thing and a good horrible clip from the film.
Prom Night (1980)
The Fog (1980)
Stephen King films (films based on Stephen King's work)
Creepshow
The Shining and a clip.
Carrie
Other horror films:
Blackula (1972)
Tales from the Hood
The House on Haunted Hill (1999)
Friday the 13th
The Exorcist
Spoon River & a Diversion
Today 3rd period, after we hear the last 3 speeches, we will work on preparing our poem performance of Spoon River.
Then something else 4th period.
Then something else 4th period.
Wednesday, October 27, 2010
Last of the Speeches; Spoon River
Today we will complete our speech delivery. Afterward, please sign up for one of the character poems from Spoon River. More information to follow in class.
Sunday, October 24, 2010
Speech Delivery (continued)
Today we will continue and conclude our speech delivery. Please complete Spoon River and choose 3 poems--one of which you will orally interpret.
Thursday, October 21, 2010
Speech Rehearsal & Delivery
Please use 3rd period to rehearse your speech.
Effective speech is largely based on knowing well what you wrote. Being familiar with the words you used and how to pronounce them are helpful. In addition, sincerity, effective volume, eye contact, effective pacing, effective gestures and posture can help make your speech more effective and interesting.
Get into pairs and "rehearse" your speech. Deliver your speech to one another, taking turns. The listener should give you feedback about effectiveness. What parts of the speech are weak, vague, or badly delivered? Where does the listener stop listening in the speech? Does the opening of the speech effectively hook or interest the listener? Critique each other.
During 4th period, we will begin delivering speeches. I'll take volunteers first, then random performers.
Effective speech is largely based on knowing well what you wrote. Being familiar with the words you used and how to pronounce them are helpful. In addition, sincerity, effective volume, eye contact, effective pacing, effective gestures and posture can help make your speech more effective and interesting.
Get into pairs and "rehearse" your speech. Deliver your speech to one another, taking turns. The listener should give you feedback about effectiveness. What parts of the speech are weak, vague, or badly delivered? Where does the listener stop listening in the speech? Does the opening of the speech effectively hook or interest the listener? Critique each other.
During 4th period, we will begin delivering speeches. I'll take volunteers first, then random performers.
Tuesday, October 19, 2010
Speech Rehearsal/Spoon River
To begin class, we will complete the character building exercise.
After which we will spend some time reading Spoon River. During period 4, we will prepare and rehearse our speeches. Plan to deliver these speeches beginning next class.
After which we will spend some time reading Spoon River. During period 4, we will prepare and rehearse our speeches. Plan to deliver these speeches beginning next class.
Friday, October 15, 2010
Preparing Your Speech
Today, you should finish up and print a copy of your speech. When you finish this, please cut your speech into sections and post on index cards. Then get together in groups of 2 or 3 and take turns rehearsing your speeches.
2nd period we will pick up Spoon River from the library.
Homework: None.
2nd period we will pick up Spoon River from the library.
Homework: None.
Wednesday, October 6, 2010
Speech Writing
Speech writing is not easy. A speech writer needs to know what his/her goal is. Luckily, most speeches come in only a few types. Some speeches are used to inspire or inform, others are used to persuade, introduce, or entertain. As you watch President Obama's speech, consider what you think his goal is in giving this speech.
When writing a speech, a speech writer uses what is called Rhetorical technique or Rhetoric.
Rhetoric is broken down into three distinct tactics to persuade or inspire a listener or reader.
These three rhetorical techniques, by the way, are also used in essay writing. Next time you write an English paper or Social Studies paper, try using rhetoric to create your essay.
Check here for tips on writing and delivering speeches!
Today we will begin writing speeches. Please write a 2-3 page speech (double spaced) concerning one of the following themes:
Elements of Raising A Well-Adjusted and Highly Motivated Child Today
(What are some of the family elements that must exist while raising a well-adjusted and highly motivated child today?)
Youth Wish List for Changes for the World
If you could lead the world for a day, what three (3) changes that impact youth would you make and why?
The Importance of a University degree
What is the importance of a university degree?
Impact of African-American Inventors
African-American inventors: what impact did the invention have on our lives in the 19th and 20th centuries? Research one of these and explain its significance.
Offering of Advice for Elders from Generation Y
If you could give three (3) pieces of advice to the elder generation, what would that advice be and why would that advice be important?
HOMEWORK: End of Sudden Fiction: We will be getting a new book next week. Please complete the rest of Sudden Fiction on your own.
When writing a speech, a speech writer uses what is called Rhetorical technique or Rhetoric.
Rhetoric is broken down into three distinct tactics to persuade or inspire a listener or reader.
1. Logos (logic): this is the logical, sense argument inherent in the speech. Logic appeals to our rational mind. It makes us think and in thinking, we understand how one thing causes another. Listen for facts or statistics, listen for examples, listen for the word "think" or "consider". When you hear these type of words, that's the speech writer telling you that he/she is using logos. Good speech writers are subtle.
2. Pathos (heart/passion): this is the heart-felt argument in the speech. Pathos appeals to our feelings. It makes us sympathize or consider the argument for how it can affect us as listeners or readers. Listen for personal accounts, personal challenges, listen for words like "imagine" or "feel". Listen for the speaker to sympathize with his/her audience. Listen for testimony (opinions from famous role models). Often a speaker will use second person POV to help create pathos.
3. Ethos (confidence/strength of character): this is the speaker's skill and confidence that what he or she is saying is important, relevant, or necessary for a listener or reader. A good speaker sounds like he or she KNOWS what the issue is all about, that the subject is well researched and the speaker is knowledgeable. Also, watch the speaker's eyes, his posture, the way he stresses his words, the way he delivers the speech. Is there anaphora in the speech (a repetition of a phrase or statement)? This builds pace and stresses the important parts of an argument.
These three rhetorical techniques, by the way, are also used in essay writing. Next time you write an English paper or Social Studies paper, try using rhetoric to create your essay.
Check here for tips on writing and delivering speeches!
Today we will begin writing speeches. Please write a 2-3 page speech (double spaced) concerning one of the following themes:
Elements of Raising A Well-Adjusted and Highly Motivated Child Today
(What are some of the family elements that must exist while raising a well-adjusted and highly motivated child today?)
Youth Wish List for Changes for the World
If you could lead the world for a day, what three (3) changes that impact youth would you make and why?
The Importance of a University degree
What is the importance of a university degree?
Impact of African-American Inventors
African-American inventors: what impact did the invention have on our lives in the 19th and 20th centuries? Research one of these and explain its significance.
Offering of Advice for Elders from Generation Y
If you could give three (3) pieces of advice to the elder generation, what would that advice be and why would that advice be important?
HOMEWORK: End of Sudden Fiction: We will be getting a new book next week. Please complete the rest of Sudden Fiction on your own.
Monday, October 4, 2010
Catching Up
Please complete the writing assignments. For those of you who have completed everything, please read Sudden Fiction: pp. 135-138 "The Personal Touch" and write a story where you include an epistle (a personal or business letter) in the text of the story. Use "The Personal Touch" as a model. Or you may choose 129-132 "Things I Did to Make it Possible" and write a story and make a list of several things that your protagonist did to accomplish some task.
For everyone else, please complete the class notes, and the poetry exercises. These are past due.
HOMEWORK: Sudden Fiction: pp. 128-185. Please read the stories in this section for homework. Respond to 3 of the stories IN YOUR JOURNAL.
For everyone else, please complete the class notes, and the poetry exercises. These are past due.
HOMEWORK: Sudden Fiction: pp. 128-185. Please read the stories in this section for homework. Respond to 3 of the stories IN YOUR JOURNAL.
Wednesday, September 29, 2010
Class Notes Exercise & Poetry
Please continue to work on and complete the Class Notes story exercise from last class. You may also work on the poetry word bank exercise if you have not yet completed it. Both exercises should be turned in and completed today by the end of class.
If you finish early, please take a look at the following poetry exercises (you may choose 1, 2, or 3 and write 1, or 2, or 3 or more poems):
Please watch this video about Naomi Shihab Nye.
Naomi Shihab Nye (1952 - present)
Naomi Shihab Nye is a poet and songwriter born in 1952 to a Palestinian father and American mother. She grew up in St. Louis, Missouri, Jerusalem, and San Antonio, Texas. Both roots and sense of place are major themes in her body of work.
Hidden by Naomi Shihab Nye
Poem Activity #1:
After reading Half-and-Half, in a poem, discuss two aspects of yourself (or your personality, belief, culture) that seem on the surface at odds with one another. Describe this topic through a short narrative (story) poem. Embed dialogue in your poem where appropriate.
Poem Activity #2:
After reading Hidden, start a poem with the subordinating conjunction “If…” You may use an “If…then…” statement, if you’d like. Start with a stanza describing a literal or concrete event or fact from nature. Naomi Shihab Nye uses the description of a fern placed under a stone. Your second stanza should be more metaphorical, as Naomi Shihab Nye’s second stanza is as she describes the transubstantiation of a loved one’s name into blood. Finally, end your poem with a wise observation that connects both stanzas.
Poem Activity #3:
Write a poem made up of snatches of conversations you have overheard. For this exercise, you may wish to bring your journal around to lunch period or throughout the day and record what you overhear.
Homework: Sudden Fiction: Please read pp. 128-
If you finish early, please take a look at the following poetry exercises (you may choose 1, 2, or 3 and write 1, or 2, or 3 or more poems):
Please watch this video about Naomi Shihab Nye.
Naomi Shihab Nye (1952 - present)
Naomi Shihab Nye is a poet and songwriter born in 1952 to a Palestinian father and American mother. She grew up in St. Louis, Missouri, Jerusalem, and San Antonio, Texas. Both roots and sense of place are major themes in her body of work.
Half-And-Half by Naomi Shihab Nye
You can't be, says a Palestinian Christian
on the first feast day after Ramadan.
So, half-and-half and half-and-half.
He sells glass. He knows about broken bits,
chips. If you love Jesus you can't love
anyone else. Says he.
At his stall of blue pitchers on the Via Dolorosa,
he's sweeping. The rubbed stones
feel holy. Dusting of powdered sugar
across faces of date-stuffed mamool.
This morning we lit the slim white candles
which bend over at the waist by noon.
For once the priests weren't fighting
in the church for the best spots to stand.
As a boy, my father listened to them fight.
This is partly why he prays in no language
but his own. Why I press my lips
to every exception.
A woman opens a window—here and here and here—
placing a vase of blue flowers
on an orange cloth. I follow her.
She is making a soup from what she had left
in the bowl, the shriveled garlic and bent bean.
She is leaving nothing out.
Hidden by Naomi Shihab Nye
If you place a fern
under a stone
the next day it will be
nearly invisible
as if the stone has
swallowed it.
If you tuck the name of a loved one
under your tongue too long
without speaking it
it becomes blood
sigh
the little sucked-in breath of air
hiding everywhere
beneath your words.
No one sees
the fuel that feeds you.
Poem Activity #1:
After reading Half-and-Half, in a poem, discuss two aspects of yourself (or your personality, belief, culture) that seem on the surface at odds with one another. Describe this topic through a short narrative (story) poem. Embed dialogue in your poem where appropriate.
Poem Activity #2:
After reading Hidden, start a poem with the subordinating conjunction “If…” You may use an “If…then…” statement, if you’d like. Start with a stanza describing a literal or concrete event or fact from nature. Naomi Shihab Nye uses the description of a fern placed under a stone. Your second stanza should be more metaphorical, as Naomi Shihab Nye’s second stanza is as she describes the transubstantiation of a loved one’s name into blood. Finally, end your poem with a wise observation that connects both stanzas.
Poem Activity #3:
Write a poem made up of snatches of conversations you have overheard. For this exercise, you may wish to bring your journal around to lunch period or throughout the day and record what you overhear.
Homework: Sudden Fiction: Please read pp. 128-
Tuesday, September 28, 2010
A Little Reading, A Little Writing
Today, we are going to start our class with a poetry prompt exercise.
Creating a word bank for poetry
Go to the following website:
http://www.loc.gov/poetry/180
Read poems #1-7. As you read, choose 3 words from EACH poem and make a list. (The best way to do this is either in your journal – where you will get credit; or you may keep a word document open and minimized on the bottom of your screen to collect the words).
Choose interesting or “powerful” words—words that draw YOUR attention; the best 3 single words in the poem. Avoid phrases.
Once you have a list with 21 words, use your word bank to create a poem of your own.
• You DO NOT have to use all 21 words in your poem.
• Your poem should make sense. Try to avoid sentence fragments. (Consider your character, setting, theme, conflict, etc. to help write a story...yes, even poetry has a story.)
• You may include as many OTHER words as you’d like.
Class Notes. Let's read this story in Sudden Fiction (pp. 122-125). Writing exercise: for this class or a fictional class (you may mix and match) write a story like Class Notes. Project into the future the fate of your classmates. Make sure to include yourself. Try to include at least a class of 15.
HOMEWORK:
Sudden Fiction: pp. 103-127. Please read the stories in this selection for Thursday. Pages 122-125 have already been read in class.
Creating a word bank for poetry
Go to the following website:
http://www.loc.gov/poetry/180
Read poems #1-7. As you read, choose 3 words from EACH poem and make a list. (The best way to do this is either in your journal – where you will get credit; or you may keep a word document open and minimized on the bottom of your screen to collect the words).
Choose interesting or “powerful” words—words that draw YOUR attention; the best 3 single words in the poem. Avoid phrases.
Once you have a list with 21 words, use your word bank to create a poem of your own.
• You DO NOT have to use all 21 words in your poem.
• Your poem should make sense. Try to avoid sentence fragments. (Consider your character, setting, theme, conflict, etc. to help write a story...yes, even poetry has a story.)
• You may include as many OTHER words as you’d like.
Class Notes. Let's read this story in Sudden Fiction (pp. 122-125). Writing exercise: for this class or a fictional class (you may mix and match) write a story like Class Notes. Project into the future the fate of your classmates. Make sure to include yourself. Try to include at least a class of 15.
HOMEWORK:
Sudden Fiction: pp. 103-127. Please read the stories in this selection for Thursday. Pages 122-125 have already been read in class.
Friday, September 24, 2010
Hit Man
Please work on your "Hit Man" stories today. If you finish early, you are free to write in your journal or to compose a poem. We will be starting with poetry soon.
If you need a prompt, try:
1. Write a poem that describes only a single scene or moment in a character's life.
2. Write a poem that is no longer than 10 lines, with only 10 words or syllables.
If you need a prompt, try:
1. Write a poem that describes only a single scene or moment in a character's life.
2. Write a poem that is no longer than 10 lines, with only 10 words or syllables.
Wednesday, September 22, 2010
Hit Man Project & Short Story Advice
Hit Man story. Let's read this story by T.C. Boyle. The instructions for this assignment are posted below in last class' post.
Sunday, September 19, 2010
Reading Circle & Sudden Fiction: Hit Man & Popular Mechanics
Today, please prepare your short story (this is due). Join 1 other partner group (your original partner should be with you in your group.) This will mean you have 4 students (unless someone's absent) in your group.
Each student should take time to read their short story aloud to the group. This is practice reading your words out loud as well as fun to share your original writing with others.
During the second half of the class please complete the following:
Together as a class let's read and discuss Raymond Carver's "Popular Mechanics"
To help understand this story, let's take a look on the internet for King Solomon and the Baby. Read that story. Then let's read Carver's version.
After reading, let's take a look at a short story from your Sudden Fiction collection entitled "Hit Man". T.C. Boyle tells the entire story of his character from early childhood to death. Stories that cover the entire life of a character are often called "EPIC".
1. In your journal, create a character and name this person. His/her name will be your title.
2. Jot down a list of important and non important details or events from this character's life in your journal. Include "early years", important life events (like marriage or buying a first house), non-important life events (like going to the dentist or buying soap), and characteristics or important quirks for your character (like allergies, poor eye sight, personality flaws, etc.), finally, include actions the character does (like baking a cake or playing softball, etc.)
3. Include how the character dies or where the person is at the end of their life (you do not actually have to have your character die)
4. From this longer list, pick about 10 or so items from your list and order them from "Early years" to "Death or the end of useful life"
5. Then for each item, give the section an interesting/intriguing title. Write a sentence or up to a few paragraphs for each section detailing what happens.
Call this the "Hit Man" story on your heading. Save. DO NOT PRINT.
HOMEWORK: Please read the stories on page: 83-105 in Sudden Fiction. Pick the top three you liked from this selection and in a paragraph explain what you liked about each story. This will be considered participation credit and is due next class.
Each student should take time to read their short story aloud to the group. This is practice reading your words out loud as well as fun to share your original writing with others.
During the second half of the class please complete the following:
Together as a class let's read and discuss Raymond Carver's "Popular Mechanics"
To help understand this story, let's take a look on the internet for King Solomon and the Baby. Read that story. Then let's read Carver's version.
After reading, let's take a look at a short story from your Sudden Fiction collection entitled "Hit Man". T.C. Boyle tells the entire story of his character from early childhood to death. Stories that cover the entire life of a character are often called "EPIC".
1. In your journal, create a character and name this person. His/her name will be your title.
2. Jot down a list of important and non important details or events from this character's life in your journal. Include "early years", important life events (like marriage or buying a first house), non-important life events (like going to the dentist or buying soap), and characteristics or important quirks for your character (like allergies, poor eye sight, personality flaws, etc.), finally, include actions the character does (like baking a cake or playing softball, etc.)
3. Include how the character dies or where the person is at the end of their life (you do not actually have to have your character die)
4. From this longer list, pick about 10 or so items from your list and order them from "Early years" to "Death or the end of useful life"
5. Then for each item, give the section an interesting/intriguing title. Write a sentence or up to a few paragraphs for each section detailing what happens.
Call this the "Hit Man" story on your heading. Save. DO NOT PRINT.
HOMEWORK: Please read the stories on page: 83-105 in Sudden Fiction. Pick the top three you liked from this selection and in a paragraph explain what you liked about each story. This will be considered participation credit and is due next class.
Thursday, September 16, 2010
Character Short Story Due & A Word About Short Stories
Your short story draft is due at the end of class today. Some of you are already finished. When you do finish, please check your grammar, make any changes you wish to make, add details, remove redundancies in your writing, and make sure your name and title are on your paper, then print. Hand in to my in-box by the end of class.
Finished early? Check this out!
Students often ask: "How long should my story be?" instead of realizing that any story needs to have a beginning, middle, and end.
This sort of open ended question really has no answer. How long should a story be? Well, traditionally, short stories are shorter than novels. That's a good place to begin.
Short stories are shorter than novels, and are usually not as complex or involved, but they can be. Short stories were originally meant to be read in one sitting. As our culture has sped ahead, and we don't have much free time, short stories have become as short as a sentence or two and as long as the traditional short stories, fewer than 20,000 words. A short novel is about 50,000 words. Most publishers want novels that are anywhere from 80,000 to 100,000 words or more.
Usually a short story focuses on only one event or incident. It usually has a single plot, a single setting, a small number of characters, and covers a short period of time. Most writing students start off writing short stories because they are manageable. But the form is tricky and hard to perfect. Many authors spend their whole lives learning the craft of writing short fiction.
Longer short stories usually contain elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event that introduces the conflict); rising action (development of the conflict), crisis (the decisive moment for the protagonist and her commitment to a course of action); climax (the point of highest tension and the point the protagonist faces her antagonist); resolution (the point when the conflict is resolved); and a sense of enlightenment, epiphany, or moral.
Short stories may or may not follow this pattern. Some do not follow patterns at all. Modern short stories only occasionally have an exposition. An abrupt beginning, with the story starting in the middle of the action (in media res) is more standard or typical.
Usually all short stories have a turning point and climax, but endings may be sudden or what is called "open"--leaving the story incomplete. As with all art forms, short stories will vary by author.
Read a few short short stories here.
HOMEWORK: Sudden Fiction: A Walled Garden, Heart Attack, Thank You Mam, Turning, Say Yes. (We will read Popular Mechanics next class) Please bring your books to class next class and bring any questions about the reading so far (pp. 3-78)
Finished early? Check this out!
Students often ask: "How long should my story be?" instead of realizing that any story needs to have a beginning, middle, and end.
This sort of open ended question really has no answer. How long should a story be? Well, traditionally, short stories are shorter than novels. That's a good place to begin.
Short stories are shorter than novels, and are usually not as complex or involved, but they can be. Short stories were originally meant to be read in one sitting. As our culture has sped ahead, and we don't have much free time, short stories have become as short as a sentence or two and as long as the traditional short stories, fewer than 20,000 words. A short novel is about 50,000 words. Most publishers want novels that are anywhere from 80,000 to 100,000 words or more.
Usually a short story focuses on only one event or incident. It usually has a single plot, a single setting, a small number of characters, and covers a short period of time. Most writing students start off writing short stories because they are manageable. But the form is tricky and hard to perfect. Many authors spend their whole lives learning the craft of writing short fiction.
Longer short stories usually contain elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event that introduces the conflict); rising action (development of the conflict), crisis (the decisive moment for the protagonist and her commitment to a course of action); climax (the point of highest tension and the point the protagonist faces her antagonist); resolution (the point when the conflict is resolved); and a sense of enlightenment, epiphany, or moral.
Short stories may or may not follow this pattern. Some do not follow patterns at all. Modern short stories only occasionally have an exposition. An abrupt beginning, with the story starting in the middle of the action (in media res) is more standard or typical.
Usually all short stories have a turning point and climax, but endings may be sudden or what is called "open"--leaving the story incomplete. As with all art forms, short stories will vary by author.
Read a few short short stories here.
HOMEWORK: Sudden Fiction: A Walled Garden, Heart Attack, Thank You Mam, Turning, Say Yes. (We will read Popular Mechanics next class) Please bring your books to class next class and bring any questions about the reading so far (pp. 3-78)
Tuesday, September 14, 2010
Writing Day!
Please continue to write your character baseline piece. When you get stuck, I suggest turning to Sudden Fiction and reading a story or two. Then go back to your writing. Try to stay away from frivolous conversation with your peers. They need to write, and so do you. Do not waste your time in this lab!
HOMEWORK: Please read the following in Sudden Fiction (pp. 39-58):
The Moving
The Cliff
No One's a Mystery
The Merry Chase
Yours
HOMEWORK: Please read the following in Sudden Fiction (pp. 39-58):
The Moving
The Cliff
No One's a Mystery
The Merry Chase
Yours
Friday, September 10, 2010
Character Baseline Story
Today we will get started writing our character baseline story. The character that you are creating for your story should start with the notes from your interview. Use these notes to create a new fictional character inspired by the interview you had a few days ago.
For more information please check the post below this one.
All in all, to prepare, ask these basic questions:
1. What genre do I want to write? (Ex. western, spy-thriller, science-fiction/fantasy, zombie holocaust cross-over, situational comedy, drama, chick-lit, romance, etc.)
2. What might be a possible setting or settings for my story?
3. What important "scene" do I see in my head? You can start there or work toward that image.
4. Consider a problem that your fictional protagonist needs to solve. Don't solve it until at least the second page or more.
Then stop. You've begun to plan, but let's look at the Sudden Fiction anthology for a moment.
In groups of two, please read the following stories OUT LOUD to one another. Your partner should pay attention and follow along with you as you read.
Sunday In the Park (pg. 20-23)
Five Ives (pg. 24-28)
After reading these two short stories, please go back to your ideas, and begin writing. Use the lab time to write your story. Don't get too distracted. If you tire out and can't continue, pick up Sudden Fiction, and read the homework:
HOMEWORK: Please read in Sudden Fiction (pp. 29-38):
Song on Royal Street
Pygmalion
A Fable
For more information please check the post below this one.
All in all, to prepare, ask these basic questions:
1. What genre do I want to write? (Ex. western, spy-thriller, science-fiction/fantasy, zombie holocaust cross-over, situational comedy, drama, chick-lit, romance, etc.)
HINT: write in the genre you like to read
2. What might be a possible setting or settings for my story?
3. What important "scene" do I see in my head? You can start there or work toward that image.
4. Consider a problem that your fictional protagonist needs to solve. Don't solve it until at least the second page or more.
Then stop. You've begun to plan, but let's look at the Sudden Fiction anthology for a moment.
In groups of two, please read the following stories OUT LOUD to one another. Your partner should pay attention and follow along with you as you read.
Sunday In the Park (pg. 20-23)
Five Ives (pg. 24-28)
After reading these two short stories, please go back to your ideas, and begin writing. Use the lab time to write your story. Don't get too distracted. If you tire out and can't continue, pick up Sudden Fiction, and read the homework:
HOMEWORK: Please read in Sudden Fiction (pp. 29-38):
Song on Royal Street
Pygmalion
A Fable
Tuesday, September 7, 2010
Introductory Speech & Character Baseline Exercise
Today we are continuing our introductions from the interview you conducted last Friday. Please prepare your notes to introduce your partner (and vice versa). If you were absent, please prepare to talk about yourself to the class. Look at the ?'s posted from Friday, September 3 for ideas.
Take a few minutes in the beginning of class to prepare your notes, and decide what you learned from your interview and want to share with the class. Speeches usually open with an interesting statement or lead-in. Begin your introductory speech with a clever attention-grabber. Write an interesting opening line for your speech to introduce your partner.
When called, please stand up and introduce your partner. You may use your notes if you get stuck, but try to also "talk" to us. No one likes to be "read" to.
Politely listen to each speech. Listening is an important element in the communication process.
After we complete the introductions, follow the steps below to begin a baseline writing assignment.
Character exercise:
Most writers design and build their characters from people they know. Interviewing interesting people is a great help in coming up with realistic characters. However, remember in fiction, the name of the character should be "disguised" so as not to bring unwanted attention to that single person. Writers usually begin with what they know, but then branch out and add details that have nothing to do with the original model. In this exercise, it is perfectly okay to change details, add false information, and, otherwise, fictionalize your character completely.
1. Take your notes from your interview. Read them over.
2. Choose those traits or parts of the interview that were most interesting. Begin there.
3. Use those interesting parts to design a character (your protagonist).
4. Put this character in a specific setting (a specific house, a specific room, a hospital ward, under the elms in Durand Park, on the precipice of a cliff, etc.) The more specific and detailed your setting, the easier your character can react to its environment.
5. Give your protagonist character something to do.
6. Give your protagonist character something to desire or want.
7. Write a story.
Your story can follow any genre (sci-fi, fantasy, horror, western, romance, realistic, action, comedy, etc.) Want to write about teenage vampires? Go ahead! Choose a genre or topic that you are interested in. This helps a writer write a story successfully.
Your story should be relatively short (approx. 2-5 pages, double spaced). You can always add to it later. When you have completed your first draft, please title your story, put your standard heading on the top left (or right) and proofread your work for spelling/grammar errors. When satisfied that this is your 'best' work, please print and turn in.
Deadline: Ongoing (or Sept. 14 at the latest)
Take a few minutes in the beginning of class to prepare your notes, and decide what you learned from your interview and want to share with the class. Speeches usually open with an interesting statement or lead-in. Begin your introductory speech with a clever attention-grabber. Write an interesting opening line for your speech to introduce your partner.
When called, please stand up and introduce your partner. You may use your notes if you get stuck, but try to also "talk" to us. No one likes to be "read" to.
Politely listen to each speech. Listening is an important element in the communication process.
After we complete the introductions, follow the steps below to begin a baseline writing assignment.
Character exercise:
Most writers design and build their characters from people they know. Interviewing interesting people is a great help in coming up with realistic characters. However, remember in fiction, the name of the character should be "disguised" so as not to bring unwanted attention to that single person. Writers usually begin with what they know, but then branch out and add details that have nothing to do with the original model. In this exercise, it is perfectly okay to change details, add false information, and, otherwise, fictionalize your character completely.
1. Take your notes from your interview. Read them over.
2. Choose those traits or parts of the interview that were most interesting. Begin there.
3. Use those interesting parts to design a character (your protagonist).
4. Put this character in a specific setting (a specific house, a specific room, a hospital ward, under the elms in Durand Park, on the precipice of a cliff, etc.) The more specific and detailed your setting, the easier your character can react to its environment.
5. Give your protagonist character something to do.
6. Give your protagonist character something to desire or want.
7. Write a story.
Your story can follow any genre (sci-fi, fantasy, horror, western, romance, realistic, action, comedy, etc.) Want to write about teenage vampires? Go ahead! Choose a genre or topic that you are interested in. This helps a writer write a story successfully.
Your story should be relatively short (approx. 2-5 pages, double spaced). You can always add to it later. When you have completed your first draft, please title your story, put your standard heading on the top left (or right) and proofread your work for spelling/grammar errors. When satisfied that this is your 'best' work, please print and turn in.
Deadline: Ongoing (or Sept. 14 at the latest)
Friday, September 3, 2010
Introductory Speech (Exercise #1)
Conversation is one of the most obvious processes of communication. Today you are going to "interview" a class member, then introduce this person to the rest of the class. The notes you take will also be used to create a "fictional" character based on a real person during our next class.
1. Please follow my verbal directions to choose a partner for this exercise.
2. Once you have a partner, take 10-15 minutes to ask the following questions and record what your partner says in your journal.
Please note: You do not have to write down everything your partner says. Part of communication is listening to what is being said, then remembering and retelling. Use your notes and ask follow-up questions to develop your partner's answers. (see below)
3. After you have completed the set of questions, allow your partner to conduct an interview of you as well. Again, take 10-15 minutes to complete this portion of the exercise.
4. During the second period, you and your partner will present each other to the class in a short introductory speech.
5. Keep your notes for the next writing assignment (more details to follow).
Sample Questions to ask:
A. How were you shaped by your environment or cultural background as you grew up?
B. Name a friend, relative, or childhood friend or hero figure that had an impact (positive or negative) on your life. Describe how this person influenced you.
C. Describe a personal experience that had a major impact on your life and/or creating the person that you are today.
D. What activities or hobbies or interests bring pleasure and meaning to your life?
E. Name a goal that you have set for yourself. How are you going to achieve that goal?
F. What value or philosophical belief do you hold dear? Why do you hold this belief or value so highly? How does it affect your life?
G. Any other question you wish to ask within the time limit of this exercise.
Your short introductory speech should reveal the nature or character of the person you interviewed. When asked, please introduce your partner to the rest of the class. You may use your notes to help guide you, but try not to simply read off of your notes. Try to remember what your partner told you, then report this to us.
This assignment is worth participation credit.
1. Please follow my verbal directions to choose a partner for this exercise.
2. Once you have a partner, take 10-15 minutes to ask the following questions and record what your partner says in your journal.
Please note: You do not have to write down everything your partner says. Part of communication is listening to what is being said, then remembering and retelling. Use your notes and ask follow-up questions to develop your partner's answers. (see below)
3. After you have completed the set of questions, allow your partner to conduct an interview of you as well. Again, take 10-15 minutes to complete this portion of the exercise.
4. During the second period, you and your partner will present each other to the class in a short introductory speech.
5. Keep your notes for the next writing assignment (more details to follow).
Sample Questions to ask:
A. How were you shaped by your environment or cultural background as you grew up?
B. Name a friend, relative, or childhood friend or hero figure that had an impact (positive or negative) on your life. Describe how this person influenced you.
C. Describe a personal experience that had a major impact on your life and/or creating the person that you are today.
D. What activities or hobbies or interests bring pleasure and meaning to your life?
E. Name a goal that you have set for yourself. How are you going to achieve that goal?
F. What value or philosophical belief do you hold dear? Why do you hold this belief or value so highly? How does it affect your life?
G. Any other question you wish to ask within the time limit of this exercise.
Your short introductory speech should reveal the nature or character of the person you interviewed. When asked, please introduce your partner to the rest of the class. You may use your notes to help guide you, but try not to simply read off of your notes. Try to remember what your partner told you, then report this to us.
This assignment is worth participation credit.
Thursday, September 2, 2010
Welcome Freshmen!
Welcome to Performance, Word, & Text. Please read the course description, objectives, and requirements for this class. My teacher website is also posted on the side links. You or your parents can check there for a PDF Course Criteria File and more information about the Creative Writing department, our class, and SOTA.
Course Description:
This introductory creative writing course will introduce students to such topics as performance poetry, speech communication, oral interpretation, and writing for a public forum. Through the course, the students will gain an understanding of the field of communication, improve communication and listening skills, build self-esteem and self-confidence writing and speaking in public. Students will compose their own speeches, plays, films, stories, presentations and poetry to be shared in class or read aloud in public venues like the Coffee House Readings. This course is paired with Reading and Writing for Self Discovery.
Course Objectives:
• Students will examine and engage in the communication process
• Students will prepare and perform “readings” or “performances” in a public event (Poetry Slam, Coffeehouse Readings, Reader’s Theatre, Speech and Debate, etc.)
• Students will be required to participate in class assignments, homework and/or projects
• Curricular material for this course meets the New York State Standards in English/Language Arts
Course Evaluation:
25% Participation, homework, behavior, attendance
25% Writing projects
25% Tests, quizzes
25% Portfolio, journal
Long Range Curriculum:
1st term: the communication process, introduction to performance, speech writing, oral interpretation
2nd term: interpersonal communication and performance poetry
3rd term: performance poetry (cont.), debate, theatre and mass communication; final assessment
Course Description:
This introductory creative writing course will introduce students to such topics as performance poetry, speech communication, oral interpretation, and writing for a public forum. Through the course, the students will gain an understanding of the field of communication, improve communication and listening skills, build self-esteem and self-confidence writing and speaking in public. Students will compose their own speeches, plays, films, stories, presentations and poetry to be shared in class or read aloud in public venues like the Coffee House Readings. This course is paired with Reading and Writing for Self Discovery.
Course Objectives:
• Students will examine and engage in the communication process
• Students will prepare and perform “readings” or “performances” in a public event (Poetry Slam, Coffeehouse Readings, Reader’s Theatre, Speech and Debate, etc.)
• Students will be required to participate in class assignments, homework and/or projects
• Curricular material for this course meets the New York State Standards in English/Language Arts
Course Evaluation:
25% Participation, homework, behavior, attendance
25% Writing projects
25% Tests, quizzes
25% Portfolio, journal
Long Range Curriculum:
1st term: the communication process, introduction to performance, speech writing, oral interpretation
2nd term: interpersonal communication and performance poetry
3rd term: performance poetry (cont.), debate, theatre and mass communication; final assessment
Monday, June 21, 2010
Thursday, June 10, 2010
Tuesday, June 8, 2010
Blog Posts, Reading Circle, Portfolio
Today, spend the first 10 minutes of class posting a blog entry on your blog regarding the reading you have been doing with your chosen book. What do you think so far? How far have you read? What have you learned about writing through reading the novel? What questions do you have? Etc.
Then, gather with your reading group and chat about the book. Each reader should discuss the book. Create a survey with your group members. Find out how many people enjoy the book (write the number down), how many dislike the book or are having trouble understanding or relating to the book, and answer any questions that group members may have. Discuss for about 15 minutes. Then: go back to your portfolio preparation.
The portfolio is due on Friday.
Then, gather with your reading group and chat about the book. Each reader should discuss the book. Create a survey with your group members. Find out how many people enjoy the book (write the number down), how many dislike the book or are having trouble understanding or relating to the book, and answer any questions that group members may have. Discuss for about 15 minutes. Then: go back to your portfolio preparation.
The portfolio is due on Friday.
Monday, June 7, 2010
Final Portfolio
There are two (2) parts to your final portfolio.
A. A 4-6 page, double-spaced, typed self evaluation essay
B. A variety of your best work chosen from all your CW classes
Your final portfolio will count for both 9th grade creative writing classes and will be reviewed by Mr. Craddock & Ms. Gamzon. It will constitute 25% of your final grade.
Part A. Self Evaluation Essay
Part B. Portfolio
Select work that you created this year in Ms. Gamzon or Mr. Craddock’s classes. All work should be copies of original work. No journals will be accepted. Follow the guideline below.
Table of contents. Your table of contents should order your portfolio into the following parts:
a. Poetry
b. Fiction
c. Non-fiction
d. Scripts
e. Special projects
Poetry. Choose 6-8 of your best poems. Select work that shows your understanding and growth in the field of poetry. Each poem’s title should be listed on the table of contents.
Fiction. Choose 4-5 of your best fiction pieces. Select work that shows your understanding and growth in the field of fiction. Each fiction piece’s title should be listed on the table of contents.
Non-fiction. Choose 2-3 of your best non-fiction pieces. Select work that shows your understanding and growth in the field of non-fiction. Each non-fiction piece’s title should be listed on the table of contents.
Scripts: Choose 2-3 of your best scripts. Select work that shows your understanding and growth in the field of script writing. Each script’s title should be listed on the table of contents.
Special Projects: Choose 3-4 of your special projects (newsletter, slideshow*, brochure, literary magazine, web design, blog, etc.) which show your growth and creative ability. Each project should be listed on the table of contents. If you have been working on a project not assigned in class, you may include this work in your special projects. (Example: I am working on a novel, and I haven’t told my teachers or I have written a musical, etc.) Please do NOT print your special project, unless you already have an extra copy. Instead, please talk about these projects in your reflection.
Self Reflection Non Fiction - Creative Essay:
During the entire freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did not do this to be cruel, but to see how you react to pressure, deadlines, writing & reading skills, and so that you had the opportunity to grow as a writer and a student. It is true that the most important qualification for writers is that they write. Apart from this, reading is also the most important way to improve your writing at this stage. These introductory courses are designed to get you to know yourself as a student and writer a little better. Part of this is the need to self-reflect. Examine the writing rubrics and the material in your portfolio. Reflect on your work this year.
Reflective piece: 4-6 pages, double-spaced. Write about how you’ve grown as a writer this year, what has been easy/hard for you, what areas you feel you need more work in; reflect on your progress as a writer, a reader, and as a student. Write about each selected piece you have chosen to include in your portfolio (per genre): why did you include these pieces in your portfolio? How does the piece show your growth and development as a writer in this particular genre? What did you learn about yourself concerning writing from this assignment or project? Discuss the writing process you used to create the work, where you got your ideas, what you learned about the form or genre of the work as you wrote and revised it, what you learned about yourself as a writer, etc. Discuss special projects and reading that had an impact on you. What did you learn about writing and about yourself through these assignments this year?
Rubric
_____ Table of Contents 10 points
_____ Reflective Essay (4-6 pages) 30 points
_____ Poetry (5-7 poems) 10 points
_____ Fiction (3-4 short stories) 10 points
_____ Non Fiction (1-2 creative essays) 10 points
_____ Special Projects (1-2 special projects) 10 points
_____ Grammar (Work is clean, copy-edited, free of errors) 10 points
Penalty: (-1/2 point for each grammar error. Up to -10 points)
_____ Portfolio turned in complete and on time 10 points
Penalties:
• Late portfolios (-10 points per day late)
• Handwritten work (-1 for each handwritten page)
• Grammar errors (see above)
The final portfolio is due Friday, June 11
A. A 4-6 page, double-spaced, typed self evaluation essay
B. A variety of your best work chosen from all your CW classes
Your final portfolio will count for both 9th grade creative writing classes and will be reviewed by Mr. Craddock & Ms. Gamzon. It will constitute 25% of your final grade.
Part A. Self Evaluation Essay
Part B. Portfolio
Select work that you created this year in Ms. Gamzon or Mr. Craddock’s classes. All work should be copies of original work. No journals will be accepted. Follow the guideline below.
Table of contents. Your table of contents should order your portfolio into the following parts:
a. Poetry
b. Fiction
c. Non-fiction
d. Scripts
e. Special projects
Poetry. Choose 6-8 of your best poems. Select work that shows your understanding and growth in the field of poetry. Each poem’s title should be listed on the table of contents.
Fiction. Choose 4-5 of your best fiction pieces. Select work that shows your understanding and growth in the field of fiction. Each fiction piece’s title should be listed on the table of contents.
Non-fiction. Choose 2-3 of your best non-fiction pieces. Select work that shows your understanding and growth in the field of non-fiction. Each non-fiction piece’s title should be listed on the table of contents.
Scripts: Choose 2-3 of your best scripts. Select work that shows your understanding and growth in the field of script writing. Each script’s title should be listed on the table of contents.
Special Projects: Choose 3-4 of your special projects (newsletter, slideshow*, brochure, literary magazine, web design, blog, etc.) which show your growth and creative ability. Each project should be listed on the table of contents. If you have been working on a project not assigned in class, you may include this work in your special projects. (Example: I am working on a novel, and I haven’t told my teachers or I have written a musical, etc.) Please do NOT print your special project, unless you already have an extra copy. Instead, please talk about these projects in your reflection.
Self Reflection Non Fiction - Creative Essay:
During the entire freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did not do this to be cruel, but to see how you react to pressure, deadlines, writing & reading skills, and so that you had the opportunity to grow as a writer and a student. It is true that the most important qualification for writers is that they write. Apart from this, reading is also the most important way to improve your writing at this stage. These introductory courses are designed to get you to know yourself as a student and writer a little better. Part of this is the need to self-reflect. Examine the writing rubrics and the material in your portfolio. Reflect on your work this year.
Reflective piece: 4-6 pages, double-spaced. Write about how you’ve grown as a writer this year, what has been easy/hard for you, what areas you feel you need more work in; reflect on your progress as a writer, a reader, and as a student. Write about each selected piece you have chosen to include in your portfolio (per genre): why did you include these pieces in your portfolio? How does the piece show your growth and development as a writer in this particular genre? What did you learn about yourself concerning writing from this assignment or project? Discuss the writing process you used to create the work, where you got your ideas, what you learned about the form or genre of the work as you wrote and revised it, what you learned about yourself as a writer, etc. Discuss special projects and reading that had an impact on you. What did you learn about writing and about yourself through these assignments this year?
Rubric
_____ Table of Contents 10 points
_____ Reflective Essay (4-6 pages) 30 points
_____ Poetry (5-7 poems) 10 points
_____ Fiction (3-4 short stories) 10 points
_____ Non Fiction (1-2 creative essays) 10 points
_____ Special Projects (1-2 special projects) 10 points
_____ Grammar (Work is clean, copy-edited, free of errors) 10 points
Penalty: (-1/2 point for each grammar error. Up to -10 points)
_____ Portfolio turned in complete and on time 10 points
Penalties:
• Late portfolios (-10 points per day late)
• Handwritten work (-1 for each handwritten page)
• Grammar errors (see above)
The final portfolio is due Friday, June 11
Wednesday, June 2, 2010
Quiz, Blog, & Last Book Choice
Today, after I answer any specific questions about the memoirs you read, we will take a quiz on the books. Please answer the essay portion of the test on your blog.
Before the test, you will be picking up one of four books:
All books have similar archetypal plots dealing with character growth and "self discovery" (the name of our course). You may choose from:
Cantora by Sylvia Lopez-Medina (Romance)
The Color Purple by Alice Walker (Realism)
The Hobbit by J.R.R. Tolkein (fantasy)
A Wizard of Earthsea by Ursula LeGuin (fantasy)
After you complete your test, please begin reading your chosen book. Please bring your book with you next class as we will be reading outside with it (weather permitting).
Before the test, you will be picking up one of four books:
All books have similar archetypal plots dealing with character growth and "self discovery" (the name of our course). You may choose from:
Cantora by Sylvia Lopez-Medina (Romance)
The Color Purple by Alice Walker (Realism)
The Hobbit by J.R.R. Tolkein (fantasy)
A Wizard of Earthsea by Ursula LeGuin (fantasy)
After you complete your test, please begin reading your chosen book. Please bring your book with you next class as we will be reading outside with it (weather permitting).
Friday, May 28, 2010
Debate (cont.)/Class Discussion on Memoir
Today, let's chat about "I Know Why..." & "Black Boy". Please complete these memoirs: there will be a test on them on Wednesday, June 2.
Speaking of June 2: Our last coffeehouse reading of the year will occur then on June 2 at 7:00 in the Ensemble Theatre. Please attend.
Then, let's continue our debate practice. Find a debating partner and let's argue.
Speaking of June 2: Our last coffeehouse reading of the year will occur then on June 2 at 7:00 in the Ensemble Theatre. Please attend.
Then, let's continue our debate practice. Find a debating partner and let's argue.
Wednesday, May 26, 2010
Blog (Free Choice) & Debate
During period 3, please do both of the following:
1. Post a blog entry on your blog concerning any topic you would like to write about.
2. Read and review the procedures for debating. We are going to try a little speech/performance activity next period and your understanding of how debate works is essential to your participation.
A. During period 4, we will gather in room a240 to debate various issues as posted on the sheet given to you during period 3. Look over this sheet and familiarize yourself with the issues.
B. Read and study debate procedure here:
A debate is a speaking contest between two or more speakers who have opposing views on a proposition.
1. Affirmative - (Pro) 2. Negative - (Con)
1. Affirmative:
A. Attack the way things are at present
B. Arguing that a specific change should occur
C. Proposes changes in the Status Quo. Must prove a problem exists and then must offer solutions
2. Negative:
A. Disprove or refute those attacks on the status quo (the way things are now or already established). You must prove that the status quo is correct.
Use Facts:
1. Facts: truthful evidence (LOGOS)
2. Case Studies: persuasive examples or anecdotes. (PATHOS)
3. Testimony: evidence and examples from outside sources; professionals, etc.(PATHOS)
4. Statistics: a type of "fact," although often not as truthful. Usually taken from a poll. Data is usually broken down into numbers. (LOGOS)
5. Quotes/narrative: anecdotes and stories (PATHOS)
6. Examples (PATHOS/ETHOS)
Use Reasoning (LOGOS)
1. Induction - specific facts or cases to general principles
2. Deduction - reason from general principles to specific cases
3. Cause to Effect - reasoning what began something to the present situation
4. Effect to Cause - reasoning from present situation back to its beginning
5. Analogy - using comparisons. Show truth through similarities.
Faulty Reasoning
1. Name calling - (using bad labels/slandering without evidence)
2. Card stacking - (One sided; talks only about one side of the argument) 3. Bandwagon technique - (Everyone's doing it...)
4. Glittering generality - (Using vague; or non-specific language)
5. Testimonial - (Using celebrities or people well known to push the issue)
6. Begging the question - (Speaker never proves their point)
7. Non sequitur - (Not organized or out of logical sequence)
8. Hasty generalization - (Not enough evidence to support opinion)
9. Propaganda - (Stating opinions as if they were fact)
Debate Sequence
1st Affirmative constructive speech
1st Negative constructive speech
Constructive speeches are designed to build a case for or against the subject. In your constructive speech, you want to clearly state your side and the reasons why you are for or against the subject. Do not refer to your opponent. This speech is about your stance and delivering your message to your audience only.
1 minute preparation
2). 1st Affirmative Cross-Examination
1st Negative Cross-Examination
Cross-Examination allows you to ask questions of the other speaker and get short answers to clarify their stance. Expose faulty reasoning or logic problems with your opponent's case. 1 minute preparation
3). 1st Affirmative Rebuttal & Conclusion
1st Negative Rebuttal & Conclusion
Rebuttals are short speeches which you try to comment on your opponents speech. Further strengthen your own case. Conclude or sum up your case clearly for your audience.
1. Post a blog entry on your blog concerning any topic you would like to write about.
2. Read and review the procedures for debating. We are going to try a little speech/performance activity next period and your understanding of how debate works is essential to your participation.
A. During period 4, we will gather in room a240 to debate various issues as posted on the sheet given to you during period 3. Look over this sheet and familiarize yourself with the issues.
B. Read and study debate procedure here:
A debate is a speaking contest between two or more speakers who have opposing views on a proposition.
1. Affirmative - (Pro) 2. Negative - (Con)
1. Affirmative:
A. Attack the way things are at present
B. Arguing that a specific change should occur
C. Proposes changes in the Status Quo. Must prove a problem exists and then must offer solutions
2. Negative:
A. Disprove or refute those attacks on the status quo (the way things are now or already established). You must prove that the status quo is correct.
Use Facts:
1. Facts: truthful evidence (LOGOS)
2. Case Studies: persuasive examples or anecdotes. (PATHOS)
3. Testimony: evidence and examples from outside sources; professionals, etc.(PATHOS)
4. Statistics: a type of "fact," although often not as truthful. Usually taken from a poll. Data is usually broken down into numbers. (LOGOS)
5. Quotes/narrative: anecdotes and stories (PATHOS)
6. Examples (PATHOS/ETHOS)
Use Reasoning (LOGOS)
1. Induction - specific facts or cases to general principles
2. Deduction - reason from general principles to specific cases
3. Cause to Effect - reasoning what began something to the present situation
4. Effect to Cause - reasoning from present situation back to its beginning
5. Analogy - using comparisons. Show truth through similarities.
Faulty Reasoning
1. Name calling - (using bad labels/slandering without evidence)
2. Card stacking - (One sided; talks only about one side of the argument) 3. Bandwagon technique - (Everyone's doing it...)
4. Glittering generality - (Using vague; or non-specific language)
5. Testimonial - (Using celebrities or people well known to push the issue)
6. Begging the question - (Speaker never proves their point)
7. Non sequitur - (Not organized or out of logical sequence)
8. Hasty generalization - (Not enough evidence to support opinion)
9. Propaganda - (Stating opinions as if they were fact)
Debate Sequence
1st Affirmative constructive speech
1st Negative constructive speech
Constructive speeches are designed to build a case for or against the subject. In your constructive speech, you want to clearly state your side and the reasons why you are for or against the subject. Do not refer to your opponent. This speech is about your stance and delivering your message to your audience only.
1 minute preparation
2). 1st Affirmative Cross-Examination
1st Negative Cross-Examination
Cross-Examination allows you to ask questions of the other speaker and get short answers to clarify their stance. Expose faulty reasoning or logic problems with your opponent's case. 1 minute preparation
3). 1st Affirmative Rebuttal & Conclusion
1st Negative Rebuttal & Conclusion
Rebuttals are short speeches which you try to comment on your opponents speech. Further strengthen your own case. Conclude or sum up your case clearly for your audience.
Monday, May 24, 2010
I Know Why...Black Boy Discussion (middle)/Blogging
Again, today we will gather in groups of 2-3 and chat about your experience so far reading the memoirs.
Each member of the group please choose a passage from your reading that you liked or found effective. Share the page # and read the passage with your group. Discuss how the writing is effective. What is the author doing to make the passage effective? How does it compel you as a reader to keep reading?
After your small group discussion, please complete any of these blog entry ideas (taken from both books):
1. Describe a time that you were made fun of by your peer group. Why were you being teased, what was your reaction, how did this teasing affect you?
2. Write about a time when you noticed subtle discrimination either in what you read, what someone said, or perhaps in a television show/movie or while listening to music.
3. Write about your first job. What did you learn from this experience?
4. Write about an experience you’ve had with organized religion. This may be a church, temple, or synagogue – or perhaps your own family’s beliefs. What sort of feeling do you get when entering a religious organization? What sort of people do you observe there? What do you think of them? Have you learned anything from this experience? etc.
5. Write about an animal attack you or a family member has suffered. The attack does not have to be too serious, but what were the circumstances leading up to the attack, who did it involve, what was the result, etc.?
6. Write about the first story or poem you remember writing. What was the story or poem about? Who read it? How was it received by an audience, etc.
7. Write about a time that you talked back to an adult in authority. Explain what the conflict was and what you said. What was the result of your insubordination?
8. Hopefully, you haven’t suffered an altercation based on a “hate” crime (being of a certain race, culture, religion, sexual orientation, etc.) But write about yourself or a person that you know who has suffered some sort of injustice, physical or mental abuse because of this discrimination. If you are uncomfortable with this topic, you may change names to protect the innocent.
9. OPTIONAL: If you can and wish to do so, write about a time you were physically abused (either by an adult or peer).
10. OPTIONAL: Girls (if you wish to do so - completely your choice): write about your first period; boys (again, if you wish to do so) write about your first ejaculation. OR write about learning about sex or sex education in school.
11. Write about something you feel guilty about.
12. Write about a sports event.
13. Write about cooking your first meal (perhaps for yourself or your family).
14. Write about a friend of the family. Try to characterize this person through a good description.
15. Write about listening to or hearing a ghost story from your childhood. You may either write about listening to and reacting to the story or include dialogue that tells the story, if you recall it.
16. Write about the day you graduated from 8th grade or elementary school.
17. Write about visiting a dentist or doctor.
18. Write about your neighborhood or community.
HOMEWORK: Please plan to complete your book by this Friday. There will be a test next week on each book.
Each member of the group please choose a passage from your reading that you liked or found effective. Share the page # and read the passage with your group. Discuss how the writing is effective. What is the author doing to make the passage effective? How does it compel you as a reader to keep reading?
After your small group discussion, please complete any of these blog entry ideas (taken from both books):
1. Describe a time that you were made fun of by your peer group. Why were you being teased, what was your reaction, how did this teasing affect you?
2. Write about a time when you noticed subtle discrimination either in what you read, what someone said, or perhaps in a television show/movie or while listening to music.
3. Write about your first job. What did you learn from this experience?
4. Write about an experience you’ve had with organized religion. This may be a church, temple, or synagogue – or perhaps your own family’s beliefs. What sort of feeling do you get when entering a religious organization? What sort of people do you observe there? What do you think of them? Have you learned anything from this experience? etc.
5. Write about an animal attack you or a family member has suffered. The attack does not have to be too serious, but what were the circumstances leading up to the attack, who did it involve, what was the result, etc.?
6. Write about the first story or poem you remember writing. What was the story or poem about? Who read it? How was it received by an audience, etc.
7. Write about a time that you talked back to an adult in authority. Explain what the conflict was and what you said. What was the result of your insubordination?
8. Hopefully, you haven’t suffered an altercation based on a “hate” crime (being of a certain race, culture, religion, sexual orientation, etc.) But write about yourself or a person that you know who has suffered some sort of injustice, physical or mental abuse because of this discrimination. If you are uncomfortable with this topic, you may change names to protect the innocent.
9. OPTIONAL: If you can and wish to do so, write about a time you were physically abused (either by an adult or peer).
10. OPTIONAL: Girls (if you wish to do so - completely your choice): write about your first period; boys (again, if you wish to do so) write about your first ejaculation. OR write about learning about sex or sex education in school.
11. Write about something you feel guilty about.
12. Write about a sports event.
13. Write about cooking your first meal (perhaps for yourself or your family).
14. Write about a friend of the family. Try to characterize this person through a good description.
15. Write about listening to or hearing a ghost story from your childhood. You may either write about listening to and reacting to the story or include dialogue that tells the story, if you recall it.
16. Write about the day you graduated from 8th grade or elementary school.
17. Write about visiting a dentist or doctor.
18. Write about your neighborhood or community.
HOMEWORK: Please plan to complete your book by this Friday. There will be a test next week on each book.
Thursday, May 20, 2010
Blogging & Reading (Black Boy/I Know Why...Sings)
Today, please use the "journal exercises" from the previous class and do the following:
--Write at least 3 blog entries today during class.
Need a break? Lots of writing? Take time in the lab to read. Do not waste time please. Either spend your time reading the memoirs, or writing on your blog.
REQUIRED POST: Please include one blog about what you are reading. Post a comment about your experience reading Black Boy or I Know Why the Caged Bird Sings.
HOMEWORK: Keep reading. Try to get through page 170-200 through the weekend.
--Write at least 3 blog entries today during class.
Need a break? Lots of writing? Take time in the lab to read. Do not waste time please. Either spend your time reading the memoirs, or writing on your blog.
REQUIRED POST: Please include one blog about what you are reading. Post a comment about your experience reading Black Boy or I Know Why the Caged Bird Sings.
HOMEWORK: Keep reading. Try to get through page 170-200 through the weekend.
Tuesday, May 18, 2010
Discussion/Blogging
Today, to begin the class, let's discuss your experience reading "I Know Why...Sings" and "Black Boy."
Discuss with groups of 3-4:
1. How far have you read in the book? (hint: you should be somewhere around page 70ish. If you haven't read this far, please make sure you use your time in lab and outside of school to reach around pg. 100 by Thursday.
2. How has researching the author helped you create expectations about the story of the author's life?
3. What drew you in to the author's story? Can you identify where this happened for you as a reader? Each group member should share. Compare what you have learned. Why does it take some people longer to enter into the world of a book?
4. Choose a particularly nice passage from the book and share it with your group. Together read the passage (usually a paragraph or two). What is effective in the writing?
When called to order, please begin the following writing assignment:
Creative Essay (memoir) Project
Directions: Like Richard Wright and Maya Angelou, you are going to write a short memoir of your life in the form of 3-5 creative essays.
Essays may be about any of the writing prompts below for each book, but usually memoir focuses on five separate topics:
Essays should be 3-7 pages (double spaced, 12 point font)
Each essay should have a beginning, middle, end.
Each essay should be 99% true (you may make up dialogue and details you don’t remember, but it should be the gist of what occurred or was said.)
Writing Suggestions:
I Know Why The Caged Bird Sings Chp. 1-10
1. Write about an embarrassing moment
2. Write about visiting a relative
3. Write about someone you know who is disabled
4. Write about the moment you realized you were of a certain culture/race
5. Write a story about attending church (or a preacher)
6. Write about a family ritual (perhaps a Sunday outing or dinner with relatives)
7. Write about a favorite or disappointing gift
8. Write about a parent standing up for him/herself
9. Write about a drive or vacation moment with your father
10. Write about your own self image (how do you see yourself) or about a time that you improved or ruined your own self-image.
Black Boy Chp. 1-2
1. Write a story about your experience with fire
2. Write a story about a pet
3. Write a story about your first fight
4. Write a story about your early experiences in school
5. Write about Vandalism
6. Write about a preacher or about attending church
7. Write about a parent
8. Write about a relative
9. Write about a family ritual (perhaps a Sunday outing or dinner with relatives)
10. Write about your own self image (how do you see yourself) or about a time that you improved or ruined your own self-image.
11. Write about the moment you realized you were of a certain culture/race
Discuss with groups of 3-4:
1. How far have you read in the book? (hint: you should be somewhere around page 70ish. If you haven't read this far, please make sure you use your time in lab and outside of school to reach around pg. 100 by Thursday.
2. How has researching the author helped you create expectations about the story of the author's life?
3. What drew you in to the author's story? Can you identify where this happened for you as a reader? Each group member should share. Compare what you have learned. Why does it take some people longer to enter into the world of a book?
4. Choose a particularly nice passage from the book and share it with your group. Together read the passage (usually a paragraph or two). What is effective in the writing?
When called to order, please begin the following writing assignment:
Creative Essay (memoir) Project
Directions: Like Richard Wright and Maya Angelou, you are going to write a short memoir of your life in the form of 3-5 creative essays.
Essays may be about any of the writing prompts below for each book, but usually memoir focuses on five separate topics:
A person
An event
A realization
A belief about the world, event, person, etc.
A conflict
Essays should be 3-7 pages (double spaced, 12 point font)
Each essay should have a beginning, middle, end.
Each essay should be 99% true (you may make up dialogue and details you don’t remember, but it should be the gist of what occurred or was said.)
Writing Suggestions:
I Know Why The Caged Bird Sings Chp. 1-10
1. Write about an embarrassing moment
2. Write about visiting a relative
3. Write about someone you know who is disabled
4. Write about the moment you realized you were of a certain culture/race
5. Write a story about attending church (or a preacher)
6. Write about a family ritual (perhaps a Sunday outing or dinner with relatives)
7. Write about a favorite or disappointing gift
8. Write about a parent standing up for him/herself
9. Write about a drive or vacation moment with your father
10. Write about your own self image (how do you see yourself) or about a time that you improved or ruined your own self-image.
Black Boy Chp. 1-2
1. Write a story about your experience with fire
2. Write a story about a pet
3. Write a story about your first fight
4. Write a story about your early experiences in school
5. Write about Vandalism
6. Write about a preacher or about attending church
7. Write about a parent
8. Write about a relative
9. Write about a family ritual (perhaps a Sunday outing or dinner with relatives)
10. Write about your own self image (how do you see yourself) or about a time that you improved or ruined your own self-image.
11. Write about the moment you realized you were of a certain culture/race
Friday, May 14, 2010
Your Very Own Blog Project
To set up your blog:
1. Go to blogspot.com or (tumblr.com)
2. You may take a quick tour, if interested. Otherwise, create a new account.
3. You must enter an email account (if you have no email, use one from your family; if this isn’t working, use an email account from a trusted and valued friend.) This will be your “username”
4. Create a password, display your name, look at terms of service, etc.
5. Log onto your blog. Follow the prompts to set up your page.
6. You may provide biographical info and so on. At some point, you will need to create a NEW Post. Each new post needs a title and you should edit it before you post it.
Today, you will need to set up your Blog and do the following posts:
A. An introduction to your website. Welcome your guests and explain that you are a student @ SOTA, taking a creative writing course.
B. Write a short non-fiction entry about something you feel passionate about. You can rant, rave, etc. but remember that your blog is a public forum and other people in the world can access your writing. Don't embarrass yourself. Check your spelling and language so you don't come across as ignorant or unskilled. As always, it is important for a writer to think about his/her audience.
1. Go to blogspot.com or (tumblr.com)
2. You may take a quick tour, if interested. Otherwise, create a new account.
3. You must enter an email account (if you have no email, use one from your family; if this isn’t working, use an email account from a trusted and valued friend.) This will be your “username”
4. Create a password, display your name, look at terms of service, etc.
5. Log onto your blog. Follow the prompts to set up your page.
6. You may provide biographical info and so on. At some point, you will need to create a NEW Post. Each new post needs a title and you should edit it before you post it.
Today, you will need to set up your Blog and do the following posts:
A. An introduction to your website. Welcome your guests and explain that you are a student @ SOTA, taking a creative writing course.
B. Write a short non-fiction entry about something you feel passionate about. You can rant, rave, etc. but remember that your blog is a public forum and other people in the world can access your writing. Don't embarrass yourself. Check your spelling and language so you don't come across as ignorant or unskilled. As always, it is important for a writer to think about his/her audience.
Creative Non Fiction
Today, please open the Powerpoint presentation in your workshop folder entitled "Non-Fiction". In your journal, please take notes and complete the brainstorming exercises to move toward a first draft of a non-fiction story (memoir).
After taking some notes, please link to this website: BackHand Stories. This site is dedicated to the short form of non fiction and fiction (flash fiction). There's quite a bit here. Please complete the following:
A. Please watch the video from Ira Glass on Storytelling.
B. Click on the non-fiction menu on the top of the page. Read at least 5 of these short creative non-fiction stories. Then, to hand in, on a separate sheet of paper, please respond to your reading in a paragraph or two. What were the topics these stories dealt with, what was effective in your opinion in the writing style, what have you learned about non-fiction from reading these selections, etc.?
HOMEWORK: Please start and continue to read Black Boy or I Know Why...Sings. You may use your time in lab to read these books.
If you have questions or are having problems with the text, please jot down your question so that we can answer them on Tuesday, next week.
After taking some notes, please link to this website: BackHand Stories. This site is dedicated to the short form of non fiction and fiction (flash fiction). There's quite a bit here. Please complete the following:
A. Please watch the video from Ira Glass on Storytelling.
B. Click on the non-fiction menu on the top of the page. Read at least 5 of these short creative non-fiction stories. Then, to hand in, on a separate sheet of paper, please respond to your reading in a paragraph or two. What were the topics these stories dealt with, what was effective in your opinion in the writing style, what have you learned about non-fiction from reading these selections, etc.?
HOMEWORK: Please start and continue to read Black Boy or I Know Why...Sings. You may use your time in lab to read these books.
If you have questions or are having problems with the text, please jot down your question so that we can answer them on Tuesday, next week.
Tuesday, May 11, 2010
Monster Response & Research
At some point during 3rd period, you will be asked to go to the library and pick up either "Black Boy" by Richard Wright or "I Know Why the Caged Bird Sings" by Maya Angelou. When you return to class (or before you go down to get the book), complete the following assignment (due at end of class):
Please post a comment to this blog entry about Monster. What was your reaction to reading this play? What stands out foremost in your mind? Is a play like this valuable? Would it be, in your opinion, an interesting play to watch? What did you like/dislike most about the play? Did you feel the characters were necessary or interesting? Why or why not? Explore.
Make sure you post your comment by the end of class.
Then, please move on to the following task:
1. In your journal, please jot down some notes about the author of the book you chose. Either research Richard Wright or Maya Angelou depending on what book you chose to read. Hint: search the author's name or title of the book to start. Then see where you go from there.
2. Find out a little bit about the author. Use the internet to conduct your research. You may also try to find a video interview on Youtube.com with the author--or see them perform some of their work. Either way, make note of important key facts and information that you find interesting in your journal.
3. Spend some time today reading. There will be journal responses next class that will help you as you read. We will also discuss non-fiction (memoir) next class.
FAQ: How far should I read?
A: As far as you can. Your education and getting better at reading requires you to try it. Get into the book. See how far you can read at one time. Note in your journal your feelings. Is the book, for example, drawing you in? If not, why not? If so, why? These are always questions you will want to ask yourself as a writer.
FAQ: Why should I take notes on the author or as I read in my journal?
A: Using your journal to gather information can help you understand a difficult text or to remember key scenes or situations in a book--particularly if you find the book too complex or skim more than read. Your journal is a great place to put questions you can ask in class about writing. Knowing a little bit about an author is helpful in understanding what they are trying to accomplish or communicate through their writing.
Keep notes in your journal for the upcoming test on this memoir. You will be able to use it for the test.
HOMEWORK: Read Black Boy or I Know Why...Sings. Please bring your books to class next class. Complete any research you did not finish during class.
Please post a comment to this blog entry about Monster. What was your reaction to reading this play? What stands out foremost in your mind? Is a play like this valuable? Would it be, in your opinion, an interesting play to watch? What did you like/dislike most about the play? Did you feel the characters were necessary or interesting? Why or why not? Explore.
Make sure you post your comment by the end of class.
Then, please move on to the following task:
1. In your journal, please jot down some notes about the author of the book you chose. Either research Richard Wright or Maya Angelou depending on what book you chose to read. Hint: search the author's name or title of the book to start. Then see where you go from there.
2. Find out a little bit about the author. Use the internet to conduct your research. You may also try to find a video interview on Youtube.com with the author--or see them perform some of their work. Either way, make note of important key facts and information that you find interesting in your journal.
3. Spend some time today reading. There will be journal responses next class that will help you as you read. We will also discuss non-fiction (memoir) next class.
FAQ: How far should I read?
A: As far as you can. Your education and getting better at reading requires you to try it. Get into the book. See how far you can read at one time. Note in your journal your feelings. Is the book, for example, drawing you in? If not, why not? If so, why? These are always questions you will want to ask yourself as a writer.
FAQ: Why should I take notes on the author or as I read in my journal?
A: Using your journal to gather information can help you understand a difficult text or to remember key scenes or situations in a book--particularly if you find the book too complex or skim more than read. Your journal is a great place to put questions you can ask in class about writing. Knowing a little bit about an author is helpful in understanding what they are trying to accomplish or communicate through their writing.
Keep notes in your journal for the upcoming test on this memoir. You will be able to use it for the test.
HOMEWORK: Read Black Boy or I Know Why...Sings. Please bring your books to class next class. Complete any research you did not finish during class.
Monday, May 10, 2010
Spoon River Response/Monologue Plays
Today, please respond to Spoon River by posting a comment below. Identify the poem or character that you enjoyed reading the most. What did you think of the collection? What did you learn about poetry, character, or internal monologues from reading the collection?
Afterward, please get into groups of 2-3 and read the following plays from the handout packet. Read each play. Each member of the group should take on a specific role for each play.
During period 4 we will be moving to room A240 to read the play "Monster". Please complete "Monster" for homework.
HOMEWORK: Complete the play MONSTER by Dael Orlandermith.
Afterward, please get into groups of 2-3 and read the following plays from the handout packet. Read each play. Each member of the group should take on a specific role for each play.
During period 4 we will be moving to room A240 to read the play "Monster". Please complete "Monster" for homework.
HOMEWORK: Complete the play MONSTER by Dael Orlandermith.
Thursday, May 6, 2010
Close of the 5th Marking Period - Internal Monologue
Please complete your internal monologue poem today. For extra credit, write at least 3 poems that interlink. Additionally, please continue to read and complete Spoon River by Monday, May 10. Note how, taken together, we get a complete picture of the lives and people in this small American town.
Finished early?
Complete any late or missing work. Read Spoon River. Move your "Children's Story" to InDesign and set up a booklet.
Finished early?
Complete any late or missing work. Read Spoon River. Move your "Children's Story" to InDesign and set up a booklet.
Tuesday, May 4, 2010
Spoon River Anthology
Spoon River is a collection of internal monologue poems by American poet Edgar Lee Masters.
As we read this collection, please note that each poem is "spoken" using the voice of the speaker. Certain characters speak seriously, in a, pardon the pun, grave manner. Other characters have a humorous or sarcastic tone to their "voice."
Each character is assumed to be dead and talking from the grave about his/her life. After reading the collection, feel free to try this technique yourself.
Options:
1. Go to a cemetery. Record the names on gravestones. Imagine who this/these person or persons are. What meant the most to them? What kind of personality did they have? How did they live? How did they die? What did they do for a living? Who did they love or dislike? What was the most important object/idea/person to them? What do they most regret? Use these questions to create an internal monologue.
2. Look through a phone book. Record some names of people you don't know. Imagine who these people are. What meant the most to them? what kind of personality do they have? How do they live? How will they die? What do they do for a living? Who do they love/dislike? What means the most to them? waht do they regret? Use these questions to create an internal monologue.
3. Do several of these poems. Then put them together. At least two of your characters should know each other and reference the other character.
As we read this collection, please note that each poem is "spoken" using the voice of the speaker. Certain characters speak seriously, in a, pardon the pun, grave manner. Other characters have a humorous or sarcastic tone to their "voice."
Each character is assumed to be dead and talking from the grave about his/her life. After reading the collection, feel free to try this technique yourself.
Options:
1. Go to a cemetery. Record the names on gravestones. Imagine who this/these person or persons are. What meant the most to them? What kind of personality did they have? How did they live? How did they die? What did they do for a living? Who did they love or dislike? What was the most important object/idea/person to them? What do they most regret? Use these questions to create an internal monologue.
2. Look through a phone book. Record some names of people you don't know. Imagine who these people are. What meant the most to them? what kind of personality do they have? How do they live? How will they die? What do they do for a living? Who do they love/dislike? What means the most to them? waht do they regret? Use these questions to create an internal monologue.
3. Do several of these poems. Then put them together. At least two of your characters should know each other and reference the other character.
Internal Monologue Poem
After viewing the samples/models, and creating your character, please write from the voice of your character a poem that must be said (perhaps after the character's death or some such time) to a specific person or audience.
See posts below to help you.
I am collecting your journals. Please have these ready for checking. Thanks.
During 4th period, we will be moving to room a240 to read Spoon River. Please bring your books and journals.
See posts below to help you.
I am collecting your journals. Please have these ready for checking. Thanks.
During 4th period, we will be moving to room a240 to read Spoon River. Please bring your books and journals.
Monday, May 3, 2010
London, Paris, Barcelona Trip 2011
Students interested in joining the SOTA school trip to London, Paris and Barcelona!
There is an informational meeting Thursday May 6 at 6:00 in room 238.
There is an informational meeting Thursday May 6 at 6:00 in room 238.
Wednesday, April 28, 2010
Penfield Poetry & the Internal Monologue
Please prepare your poem for the Penfield Poetry Contest.
Prepare and chat with me about your Penfield Poetry entry. You should leave your name off the copy, just the title. On a SEPARATE sheet, please include the title, your name, address (with zip code), email address, cell # or phone #, School Name and grade.
Please submit your poem as an email attachment. Subject line should read: Poetry Contest. The email address is: lgrills@libraryweb.org
Today, let's attempt an internal or dramatic monologue poem (since you're writing one for the stage).
What is it?
Internal Monologue Poem: a specific character or speaker is speaking to a specific person or persons (audience) for a specific purpose (motivation) at a specific time and place. In other words, think of a situation where your character (not YOU, but your character) is speaking for a reason or purpose.
Here are some famous examples of internal monologue poems. Note that these speakers are writing about themselves as objects or in the 3rd person in some cases (the action is going on in the person's head, such as in the Love Song of J. Alfred Prufrock about an aging lonely guy who can't bring himself to speak to women)
Internal Monologue Poems:
The Love Song of J. Alfred Prufrock by T.S. Eliot (here's a video of Eliot reading his poem)
Lady Lazarus by Sylvia Plath. The vocal performance read by the poet.
My Last Duchess by Robert Browning. Here's a reading of the poem.
To An Athlete Dying Young by A.E. Housman. The reading of the poem.
Miniver Cheevy by Edwin Arlington Robinson. The poem read.
Daddy by Sylvia Plath
After working on this for a bit, let's go to the library to pick up a book. We'll return to room A240 to discuss and begin reading.
Your writing task: In your journal create a character. Give them a name. When were they born, who were their parents, what happened in their childhood that was important, what happened to them as they grew up, what occupation or work did they do, who did they love, what kind of family did they have, how have they grown and matured? What is the most important event of their life?
Design a character. We will use this character 4th period.
Prepare and chat with me about your Penfield Poetry entry. You should leave your name off the copy, just the title. On a SEPARATE sheet, please include the title, your name, address (with zip code), email address, cell # or phone #, School Name and grade.
Please submit your poem as an email attachment. Subject line should read: Poetry Contest. The email address is: lgrills@libraryweb.org
Today, let's attempt an internal or dramatic monologue poem (since you're writing one for the stage).
What is it?
Internal Monologue Poem: a specific character or speaker is speaking to a specific person or persons (audience) for a specific purpose (motivation) at a specific time and place. In other words, think of a situation where your character (not YOU, but your character) is speaking for a reason or purpose.
Here are some famous examples of internal monologue poems. Note that these speakers are writing about themselves as objects or in the 3rd person in some cases (the action is going on in the person's head, such as in the Love Song of J. Alfred Prufrock about an aging lonely guy who can't bring himself to speak to women)
Internal Monologue Poems:
The Love Song of J. Alfred Prufrock by T.S. Eliot (here's a video of Eliot reading his poem)
Lady Lazarus by Sylvia Plath. The vocal performance read by the poet.
My Last Duchess by Robert Browning. Here's a reading of the poem.
To An Athlete Dying Young by A.E. Housman. The reading of the poem.
Miniver Cheevy by Edwin Arlington Robinson. The poem read.
Daddy by Sylvia Plath
After working on this for a bit, let's go to the library to pick up a book. We'll return to room A240 to discuss and begin reading.
Your writing task: In your journal create a character. Give them a name. When were they born, who were their parents, what happened in their childhood that was important, what happened to them as they grew up, what occupation or work did they do, who did they love, what kind of family did they have, how have they grown and matured? What is the most important event of their life?
Design a character. We will use this character 4th period.
Monday, April 26, 2010
Cat's Cradle & Mythology Discussion/Quiz
Today, during 3rd period, let's chat in small groups about both Cat's Cradle & Mythology. Afterward, we will have a quiz on Cat's Cradle.
Please get into the following groups:
Group A: Evan, Nora, Carolyn, My
Group B: Haris, Gus, Angela, Taylor
Group C: Kaisean, Ashley, Hannah, Shannon
Group D: Gabriela, Donyel, Samantae, Madelaine
Group F: Cassidy, Mariah, Desia, Desire
Group G: Temielle, Gracie, Erin, Briyana, Angela
--Please discuss the 4 "essay" questions regarding Cat's Cradle.
In addition, please discuss the story of Perseus, Theseus, Hercules, Atalanta, and the Trojan War. Refresh your minds about these stories. Each are quests and adventures. They set up the archetypical adventure and quest archetype (which we will discuss during 4th period).
During the second half of class, we will discuss the Adventure & Quest Archetypes.
Please get into the following groups:
Group A: Evan, Nora, Carolyn, My
Group B: Haris, Gus, Angela, Taylor
Group C: Kaisean, Ashley, Hannah, Shannon
Group D: Gabriela, Donyel, Samantae, Madelaine
Group F: Cassidy, Mariah, Desia, Desire
Group G: Temielle, Gracie, Erin, Briyana, Angela
--Please discuss the 4 "essay" questions regarding Cat's Cradle.
In addition, please discuss the story of Perseus, Theseus, Hercules, Atalanta, and the Trojan War. Refresh your minds about these stories. Each are quests and adventures. They set up the archetypical adventure and quest archetype (which we will discuss during 4th period).
During the second half of class, we will discuss the Adventure & Quest Archetypes.
Thursday, April 15, 2010
Mythology - Pop Quiz Newsletter
Today a pop quiz on Mythology: the Quest for the Golden Fleece, Phaethon, Pegasus & Bellerophon, Otus & Ephialtes, Daedalus.
You may use your books and notes (journal) for this test. You may also work with a partner if you'd like.
Open a template for a newsletter. I'd suggest using Pages, but if you are comfortable with InDesign, feel free to use that.
You will be responsible for completing this assignment by the end of class today. Keep watch of time so that you are able to complete the assignment. Yes, this means that if you didn't read or complete the homework your assignment may not be as perfect as it would have been had you done your work. This is part of life.
You (and your partner) will create a newsletter (2 sided) where you complete the following:
1. Take any one of the adventure/quest stories (the Quest for the Golden Fleece, Phaethon, Pegasus & Bellerophon, Otus & Ephialtes, Daedalus) and REPORT (as if you were a journalist) the NEWS in short articles concerning the story.
2. Create headlines and then report on the story. Use quotes and details from your reading. Examples of headlines might be:
Rain of Harpies Attack the Argo!
Golden Fleece Found!
Jason & Medea Marry Despite Cadmian Opposition!
Mother Murders Two Sons!
Then write the body of the article explaining the details. Most newspaper articles interview or have short quotes from participants. Newspaper articles answer: who, what, where, when, how, and why? about the event.
Write enough articles to fill 2 pages (a front and back). You may add up to 4 photos to go along with your articles, but these should be appropriate for the story and include a caption underneath explaining the photo/picture.
The Newsletter is a test. It is due at the end of class. Please send it to the drop box with you and your partner's name on the file.
HOMEWORK: You are off next week. However, there is some reading that needs to be completed. Please complete Cat's Cradle. You should know the major characters, plot, and pay attention to the tone and style of the novel. You will be tested on this novel, so please read and take notes on the book to help you. Refer back to the earlier blog ?'s from your discussion or about Sci-fi. This may help you.
Finally, please read pages 141-201 in your mythology books. In your journal take notes of the following: who are: Perseus? Medusa? Theseus? the Minotaur? Hippolytus & Phaedra? Hercules? The Labors of Hercules (list them)? Atalanta? Helen? Castor & Pollux? Paris? Achilles? Patroclus? Menelaus? Agamemnon? Odysseus? The Trojan Horse? Diomedes? Hector? Priam? Cassandra? Hecuba? Andromache? Aeneas?
You may use your books and notes (journal) for this test. You may also work with a partner if you'd like.
Open a template for a newsletter. I'd suggest using Pages, but if you are comfortable with InDesign, feel free to use that.
You will be responsible for completing this assignment by the end of class today. Keep watch of time so that you are able to complete the assignment. Yes, this means that if you didn't read or complete the homework your assignment may not be as perfect as it would have been had you done your work. This is part of life.
You (and your partner) will create a newsletter (2 sided) where you complete the following:
1. Take any one of the adventure/quest stories (the Quest for the Golden Fleece, Phaethon, Pegasus & Bellerophon, Otus & Ephialtes, Daedalus) and REPORT (as if you were a journalist) the NEWS in short articles concerning the story.
2. Create headlines and then report on the story. Use quotes and details from your reading. Examples of headlines might be:
Rain of Harpies Attack the Argo!
Golden Fleece Found!
Jason & Medea Marry Despite Cadmian Opposition!
Mother Murders Two Sons!
Then write the body of the article explaining the details. Most newspaper articles interview or have short quotes from participants. Newspaper articles answer: who, what, where, when, how, and why? about the event.
Write enough articles to fill 2 pages (a front and back). You may add up to 4 photos to go along with your articles, but these should be appropriate for the story and include a caption underneath explaining the photo/picture.
The Newsletter is a test. It is due at the end of class. Please send it to the drop box with you and your partner's name on the file.
HOMEWORK: You are off next week. However, there is some reading that needs to be completed. Please complete Cat's Cradle. You should know the major characters, plot, and pay attention to the tone and style of the novel. You will be tested on this novel, so please read and take notes on the book to help you. Refer back to the earlier blog ?'s from your discussion or about Sci-fi. This may help you.
Finally, please read pages 141-201 in your mythology books. In your journal take notes of the following: who are: Perseus? Medusa? Theseus? the Minotaur? Hippolytus & Phaedra? Hercules? The Labors of Hercules (list them)? Atalanta? Helen? Castor & Pollux? Paris? Achilles? Patroclus? Menelaus? Agamemnon? Odysseus? The Trojan Horse? Diomedes? Hector? Priam? Cassandra? Hecuba? Andromache? Aeneas?
Tuesday, April 13, 2010
Love Poem/Ode & Myth Project
Take a look at this short poem:
Orpheus by Rod Wooden
They had almost reached light.
And as he walked, a space
was left behind in the air
like a keyhole in a door
but him-shaped.
And the door of the air
was opening, opening so wide
he had to turn to close it.
Your turn: Choose one of the romance myths: Cupid & Psyche, Pyramus & Thisbe, Orpheus & Eurydice, Ceyx & Alcyone, Pygmalion & Galatea, Baucis & Philemon, Endymion, Daphne, and Alpheus & Arethusa. Choose a single moment in their story or tale. Write about this single moment in poem form. For those of you more advanced, use this single moment of the story as a METAPHOR for a contemporary poem. In other words, write a love poem or ode (a poem of praise) using the single moment of one of these myths as a way of deepening your theme about human love or devotion. Your speaker, setting, etc, would not have to be a repetition of the original myth in this case. You have 20 minutes to work on this exercise. Your poem should be lyrical, aim to create imagery.
After 20 minutes (and the exercise) please wait for further instructions concerning archetypes and the myth project.
One benefit of learning mythology is that you are beginning to notice literary archetypes. When we include a romance in a story, we are including all the possible combinations of the romance. The Cupid & Psyche myth is found in the story of Cinderella, for example--or in the various Jane Austen and Bronte or Romance novels. A female hero falls in love, but cannot receive her love until she goes through some sort of trial or tribulation to show her dedication to the guy.
The myth of Pyramus & Thisbe is really Romeo & Juliet (and therefore West Side Story, among many others). Whenever the girl or guy dies or the lovers don't get each other at the end, we have to think of Pyramus and Thisbe in their unfortunate circumstances. The same goes for Euridice & Orpheus.
The Love Story Archetypical plot and the Sacrifice plot are similar and are the following:
• The protagonist falls in love with another character (the object of affection)
• There should always be an obstacle that prevents the object of affection from getting together romantically with the beloved
• The first attempt at romance is always thwarted or delayed and put off
• Characters are often caught up in their personal emotions and problems
• Lovers are tested by a series of problems or conflicts (often from the outside)
• If the love is "forbidden," then the characters also have to come to terms with the society or culture that is preventing them from being together
• Lovers will usually get together at the end of the plot (in forbidden love plots, however, usually they don't)
Sacrifice
• The sacrifice should come at a great personal cost
• Protagonist undergoes a major transformation during the course of the story, moving from a lower moral state to a higher moral state
• Events and rising action often forces the protagonist to decide how to act
• All events should be a reflection of your protagonist. Rising action is supposed to test and develop your main character.
• There is a strong moral dilemma at the center of the story
HOMEWORK: please read The Quest for the Golden Fleece & 4 Great Adventures (pg. 117-140) in your Mythology books. You should be familiar with these plots and characters.
Orpheus by Rod Wooden
They had almost reached light.
And as he walked, a space
was left behind in the air
like a keyhole in a door
but him-shaped.
And the door of the air
was opening, opening so wide
he had to turn to close it.
Your turn: Choose one of the romance myths: Cupid & Psyche, Pyramus & Thisbe, Orpheus & Eurydice, Ceyx & Alcyone, Pygmalion & Galatea, Baucis & Philemon, Endymion, Daphne, and Alpheus & Arethusa. Choose a single moment in their story or tale. Write about this single moment in poem form. For those of you more advanced, use this single moment of the story as a METAPHOR for a contemporary poem. In other words, write a love poem or ode (a poem of praise) using the single moment of one of these myths as a way of deepening your theme about human love or devotion. Your speaker, setting, etc, would not have to be a repetition of the original myth in this case. You have 20 minutes to work on this exercise. Your poem should be lyrical, aim to create imagery.
After 20 minutes (and the exercise) please wait for further instructions concerning archetypes and the myth project.
One benefit of learning mythology is that you are beginning to notice literary archetypes. When we include a romance in a story, we are including all the possible combinations of the romance. The Cupid & Psyche myth is found in the story of Cinderella, for example--or in the various Jane Austen and Bronte or Romance novels. A female hero falls in love, but cannot receive her love until she goes through some sort of trial or tribulation to show her dedication to the guy.
The myth of Pyramus & Thisbe is really Romeo & Juliet (and therefore West Side Story, among many others). Whenever the girl or guy dies or the lovers don't get each other at the end, we have to think of Pyramus and Thisbe in their unfortunate circumstances. The same goes for Euridice & Orpheus.
The Love Story Archetypical plot and the Sacrifice plot are similar and are the following:
• The protagonist falls in love with another character (the object of affection)
• There should always be an obstacle that prevents the object of affection from getting together romantically with the beloved
• The first attempt at romance is always thwarted or delayed and put off
• Characters are often caught up in their personal emotions and problems
• Lovers are tested by a series of problems or conflicts (often from the outside)
• If the love is "forbidden," then the characters also have to come to terms with the society or culture that is preventing them from being together
• Lovers will usually get together at the end of the plot (in forbidden love plots, however, usually they don't)
Sacrifice
• The sacrifice should come at a great personal cost
• Protagonist undergoes a major transformation during the course of the story, moving from a lower moral state to a higher moral state
• Events and rising action often forces the protagonist to decide how to act
• All events should be a reflection of your protagonist. Rising action is supposed to test and develop your main character.
• There is a strong moral dilemma at the center of the story
HOMEWORK: please read The Quest for the Golden Fleece & 4 Great Adventures (pg. 117-140) in your Mythology books. You should be familiar with these plots and characters.
Friday, April 9, 2010
How to Read a Science Fiction Novel
Some advice about approaching a science fiction novel (particularly for those of you who are "REALISTS")
First off, you need to know that science fiction and fantasy are two genres often lumped together. They are considered special MARKETS in the publishing world. It has been found that people who like sci-fi & fantasy will read a lot of it. People who don't like it, rarely will. So the sci-fi/fantasy market is specific. In order for publishing companies to make money, they will advertise specifically TO markets.
Remember that sci-fi & fantasy are intended for FANTASIST readers. Readers who want to escape or forget their world and consider other things. They want strange events and weird characters. What you need to know is that these weird characters and strange events are just like normal events in real life, except that characters have neat names or take place in exotic locations, or deal with situations that are unlikely, but often, sometimes possible.
All sci-fi is what we call SPECULATIVE FICTION. A speculation is an idea or belief or thought that is developed. All speculative fiction hinges on a single question: "What if?"
What if the world were destroyed?
What if aliens landed on earth?
What if time travel were possible?
The speculative idea, then, is central to understanding a sci-fi novel. You should be able to answer: what is being examined as the central speculative idea in the story?
From this speculative idea (or perhaps because of it) writers of speculative (Sci-fi) writing use the idea to make a metaphor. They are suggesting that one thing represents another. Aliens, for example, represent outsiders (hence their popularity with a group of readers who, themselves, feel like outsiders). The end of the world represents the fact that all of us (and our societies...whether we like it or not) will come to an end. Many times sci-fi deals with themes of transcendence, religion or religious issues, and the flow of memory and time.
Realist fiction does the same thing, but they tackle these themes literally. The sci-fi, speculative fantasist does this FIGURATIVELY (or metaphorically).
So for you realists, don't be thrown with a story about Xygort from the planet Hegamelonia who has found that a secret weapon is being used to destroy the universe so he has to time travel to stop this from happening. This is just Steve, the pimply 9th grade wall-flower who can't get a date, until he uncovers the truth about himself by searching his past.
First off, you need to know that science fiction and fantasy are two genres often lumped together. They are considered special MARKETS in the publishing world. It has been found that people who like sci-fi & fantasy will read a lot of it. People who don't like it, rarely will. So the sci-fi/fantasy market is specific. In order for publishing companies to make money, they will advertise specifically TO markets.
Remember that sci-fi & fantasy are intended for FANTASIST readers. Readers who want to escape or forget their world and consider other things. They want strange events and weird characters. What you need to know is that these weird characters and strange events are just like normal events in real life, except that characters have neat names or take place in exotic locations, or deal with situations that are unlikely, but often, sometimes possible.
All sci-fi is what we call SPECULATIVE FICTION. A speculation is an idea or belief or thought that is developed. All speculative fiction hinges on a single question: "What if?"
What if the world were destroyed?
What if aliens landed on earth?
What if time travel were possible?
The speculative idea, then, is central to understanding a sci-fi novel. You should be able to answer: what is being examined as the central speculative idea in the story?
From this speculative idea (or perhaps because of it) writers of speculative (Sci-fi) writing use the idea to make a metaphor. They are suggesting that one thing represents another. Aliens, for example, represent outsiders (hence their popularity with a group of readers who, themselves, feel like outsiders). The end of the world represents the fact that all of us (and our societies...whether we like it or not) will come to an end. Many times sci-fi deals with themes of transcendence, religion or religious issues, and the flow of memory and time.
Realist fiction does the same thing, but they tackle these themes literally. The sci-fi, speculative fantasist does this FIGURATIVELY (or metaphorically).
So for you realists, don't be thrown with a story about Xygort from the planet Hegamelonia who has found that a secret weapon is being used to destroy the universe so he has to time travel to stop this from happening. This is just Steve, the pimply 9th grade wall-flower who can't get a date, until he uncovers the truth about himself by searching his past.
Brochure Due!
Today your brochure is due by the end of class. Please complete the project today and send it to the drop box with your name on it and the word BROCHURE if you cannot print a copy.
Afterward, please do one of the following:
1. Keep reading Cat's Cradle.
2. Read about the following in your MYTHOLOGY books: Cupid & Psyche, and the lovers (pages 92-116). Please look up and record the following info in your journal: Who was Cupid & Psyche? How are these ideas used in today's world? Who are: Pyramus & Thisbe, Orpheus & Eurydice, Ceyx & Alcyone, Pygmalion & Galatea, Baucis & Philemon, Endymion, Daphne, and Alpheus & Arethusa? You will need to know these people for a new assignment next week.
Afterward, please do one of the following:
1. Keep reading Cat's Cradle.
2. Read about the following in your MYTHOLOGY books: Cupid & Psyche, and the lovers (pages 92-116). Please look up and record the following info in your journal: Who was Cupid & Psyche? How are these ideas used in today's world? Who are: Pyramus & Thisbe, Orpheus & Eurydice, Ceyx & Alcyone, Pygmalion & Galatea, Baucis & Philemon, Endymion, Daphne, and Alpheus & Arethusa? You will need to know these people for a new assignment next week.
Wednesday, April 7, 2010
Cat's Cradle discussion (small group) & Pamphlet project
Please get into the following groups (by first name):
Group A: Erin, Ashley, Angela R., Donyel, Cassidy, Hannah, Evan
Group B: Madeline, Taylor, Samantae, My, Desire, Mariah
Group C: Gus, Haris, Carolyn, Gracie, Angela B., Temielle
Group D: Kaisean, Desia, Gabriela, Shannon, Nora, Brianna
Discuss Cat's Cradle using the following questions to stir up a conversation. One person from the group should take conversation notes (listen for instructions on this):
Study Questions:
• Find three examples of Allusion in the book.
• Explain the plot archetype. Does Vonnegut's book remind you of any other movies or books? Discuss some of the similarities (character, plot, setting, etc.)
• Discuss the major themes in the book. What point is the author tyring to make (theme)? How do the characters help illustrate or exemplify these themes?
• Discuss the structure of the book. What parts of the book have you enjoyed or found difficulty with? Why?
What other issues (regarding the writing style, characters, plot events, setting, verisimilitude, sentence construction, genre, etc.) do you find interesting or challenging in this novel?
Additional study questions (some of these will not be possible to answer fully if you haven't gotten to them in the book yet):
--How does Bokononism try to solve the problem of violent, religious dogmatism?
--How does Felix mock the prevailing notion that "evil" is humanity's biggest problem?
--How does the commencement speech delivered at Frank's high school graduation mock the valorized status that science occupies as a means to discover "truth?"
--Jack, the proprietor of Jack's Hobby Shop, showed John an exquisitely detailed model that Frank constructed. How does this model serve as a metaphor for Frank's careless, indifferent, irresponsible attitude toward the real world? How does it serve as a metaphor for John's careless, indifferent attitude toward San Lorenzo?
--How do Hazel and Lowe illustrate the irrational grouping behaviors of human beings?
Why are the Hundred Martyrs to Democracy ironic?
--How does Vonnegut satirize the human will to power in Cat's Cradle?
--What does Mona symbolize about the human character?
--What is the essential difference between Julian and Bokonon's philosophies of life?
--How does Vonnegut satirize humanity's obsession with the "truth?" Why does he satirize it? Why does he think it is dangerous?
After our discussion, please continue either reading Cat's Cradle or complete your brochure project.
Group A: Erin, Ashley, Angela R., Donyel, Cassidy, Hannah, Evan
Group B: Madeline, Taylor, Samantae, My, Desire, Mariah
Group C: Gus, Haris, Carolyn, Gracie, Angela B., Temielle
Group D: Kaisean, Desia, Gabriela, Shannon, Nora, Brianna
Discuss Cat's Cradle using the following questions to stir up a conversation. One person from the group should take conversation notes (listen for instructions on this):
Study Questions:
• Find three examples of Allusion in the book.
• Explain the plot archetype. Does Vonnegut's book remind you of any other movies or books? Discuss some of the similarities (character, plot, setting, etc.)
• Discuss the major themes in the book. What point is the author tyring to make (theme)? How do the characters help illustrate or exemplify these themes?
• Discuss the structure of the book. What parts of the book have you enjoyed or found difficulty with? Why?
What other issues (regarding the writing style, characters, plot events, setting, verisimilitude, sentence construction, genre, etc.) do you find interesting or challenging in this novel?
Additional study questions (some of these will not be possible to answer fully if you haven't gotten to them in the book yet):
--How does Bokononism try to solve the problem of violent, religious dogmatism?
--How does Felix mock the prevailing notion that "evil" is humanity's biggest problem?
--How does the commencement speech delivered at Frank's high school graduation mock the valorized status that science occupies as a means to discover "truth?"
--Jack, the proprietor of Jack's Hobby Shop, showed John an exquisitely detailed model that Frank constructed. How does this model serve as a metaphor for Frank's careless, indifferent, irresponsible attitude toward the real world? How does it serve as a metaphor for John's careless, indifferent attitude toward San Lorenzo?
--How do Hazel and Lowe illustrate the irrational grouping behaviors of human beings?
Why are the Hundred Martyrs to Democracy ironic?
--How does Vonnegut satirize the human will to power in Cat's Cradle?
--What does Mona symbolize about the human character?
--What is the essential difference between Julian and Bokonon's philosophies of life?
--How does Vonnegut satirize humanity's obsession with the "truth?" Why does he satirize it? Why does he think it is dangerous?
After our discussion, please continue either reading Cat's Cradle or complete your brochure project.
Sunday, April 4, 2010
Vonnegut Response, Children's Book Editing & Brochure
Work on three things today in the lab:
1. Continue to work on, edit, proofread, and prepare your brochure. You should be nearing completion of this project by the end of class.
2. Continue or complete the editing, revision, or proofreading of your children's story.
3. Today, by the end of class, please respond to Kurt Vonnegut's "advice to writers" using what you have read so far in Cat's Cradle as evidence.
Vonnegut listed eight rules for writing a short story:
1. Use the time of a total stranger in such a way that he or she will not feel the time was wasted.
2. Give the reader at least one character he or she can root for.
3. Every character should want something, even if it is only a glass of water.
4. Every sentence must do one of two things — reveal character or advance the action.
5. Start as close to the end as possible.
6. Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them — in order that the reader may see what they are made of.
7. Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia.
8. Give your readers as much information as possible as soon as possible. To heck with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages.
Vonnegut qualifies the list by adding that the greatest American short story writer, Flannery O'Connor, broke all these rules except the first, and that great writers tend to do that.
While Vonnegut is referring to his short fiction, please comment how he follows (or does not follow) his own advice in Cat's Cradle. Choose a few of his bits of advice and comment, using the novel as evidence to support your opinion and thesis.
HOMEWORK: Please continue reading Cat's Cradle. Next class please bring your books with you as we will be using it.
1. Continue to work on, edit, proofread, and prepare your brochure. You should be nearing completion of this project by the end of class.
2. Continue or complete the editing, revision, or proofreading of your children's story.
3. Today, by the end of class, please respond to Kurt Vonnegut's "advice to writers" using what you have read so far in Cat's Cradle as evidence.
Vonnegut listed eight rules for writing a short story:
1. Use the time of a total stranger in such a way that he or she will not feel the time was wasted.
2. Give the reader at least one character he or she can root for.
3. Every character should want something, even if it is only a glass of water.
4. Every sentence must do one of two things — reveal character or advance the action.
5. Start as close to the end as possible.
6. Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them — in order that the reader may see what they are made of.
7. Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia.
8. Give your readers as much information as possible as soon as possible. To heck with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages.
Vonnegut qualifies the list by adding that the greatest American short story writer, Flannery O'Connor, broke all these rules except the first, and that great writers tend to do that.
While Vonnegut is referring to his short fiction, please comment how he follows (or does not follow) his own advice in Cat's Cradle. Choose a few of his bits of advice and comment, using the novel as evidence to support your opinion and thesis.
HOMEWORK: Please continue reading Cat's Cradle. Next class please bring your books with you as we will be using it.
Wednesday, March 31, 2010
Brochures (How to do this...) & Samples
The purpose of a brochure is to highlight the main points or give information that is eye-catching or attention grabbing. Effectively, you are playing around with advertising a NEW made-up religion. Ask yourself: what would someone new to this religion need to know about my fake Pantheon?
For those of you having a difficult time with the concept of this project, here's a little help.
How to Design & Layout a Brochure (info)
Sample brochures.
Use these links and the samples here to help you. Remember: brochures are eye-catching, not too wordy. If you have too much text, most people would be put off by all that reading. Just like some of you are with homework and long, long chapters. A picture is worth a thousand words, they say. Good graphic design is part of the writing process and some of you may find yourself prepared or interested in careers in graphic design, advertising, marketing, and other such endeavors. You wouldn't know until you try.
For those of you having a difficult time with the concept of this project, here's a little help.
How to Design & Layout a Brochure (info)
Sample brochures.
Use these links and the samples here to help you. Remember: brochures are eye-catching, not too wordy. If you have too much text, most people would be put off by all that reading. Just like some of you are with homework and long, long chapters. A picture is worth a thousand words, they say. Good graphic design is part of the writing process and some of you may find yourself prepared or interested in careers in graphic design, advertising, marketing, and other such endeavors. You wouldn't know until you try.
Pantheon Brochure & Cat's Cradle #2
Please continue working on your brochure project. At some point today, when you are tired of your brochure or need a break, please take a look at the following and take a few key notes about Kurt Vonnegut, Jr. You may also spend some time today reading silently if you need a break from writing.
Kurt Vonnegut, Jr. (November 11, 1922 – April 11, 2007) was an American novelist known for works blending satire, black comedy, and science fiction, such as Slaughterhouse-Five (1969), Cat's Cradle (1963), and Breakfast of Champions (1973). Read about him here.
Vonnugut’s Advice On Writing
On pages 9 and 10 of his book Bagombo Snuff Box: Uncollected Short Fiction, Vonnegut listed eight rules for writing a short story:
1. Use the time of a total stranger in such a way that he or she will not feel the time was wasted.
2. Give the reader at least one character he or she can root for.
3. Every character should want something, even if it is only a glass of water.
4. Every sentence must do one of two things — reveal character or advance the action.
5. Start as close to the end as possible.
6. Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them — in order that the reader may see what they are made of.
7. Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia.
8. Give your readers as much information as possible as soon as possible. To heck with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages.
Vonnegut qualifies the list by adding that the greatest American short story writer, Flannery O'Connor, broke all these rules except the first, and that great writers tend to do that.
In Chapter 18 of his book Palm Sunday "The Sexual Revolution," Vonnegut grades his own works. He states that the grades "do not place me in literary history" and that he is comparing "myself with myself." The grades are as follows:
• Player Piano: B
• The Sirens of Titan: A
• Mother Night: A
• Cat's Cradle: A-plus
• God Bless You, Mr. Rosewater: A
• Slaughterhouse-Five: A-plus
• Welcome to the Monkey House: B-minus
• Happy Birthday, Wanda June: D
• Breakfast of Champions: C
• Slapstick: D
• Jailbird: A
• Palm Sunday: C
Kurt Vonnegut, Jr. (November 11, 1922 – April 11, 2007) was an American novelist known for works blending satire, black comedy, and science fiction, such as Slaughterhouse-Five (1969), Cat's Cradle (1963), and Breakfast of Champions (1973). Read about him here.
Vonnugut’s Advice On Writing
On pages 9 and 10 of his book Bagombo Snuff Box: Uncollected Short Fiction, Vonnegut listed eight rules for writing a short story:
1. Use the time of a total stranger in such a way that he or she will not feel the time was wasted.
2. Give the reader at least one character he or she can root for.
3. Every character should want something, even if it is only a glass of water.
4. Every sentence must do one of two things — reveal character or advance the action.
5. Start as close to the end as possible.
6. Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them — in order that the reader may see what they are made of.
7. Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia.
8. Give your readers as much information as possible as soon as possible. To heck with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages.
Vonnegut qualifies the list by adding that the greatest American short story writer, Flannery O'Connor, broke all these rules except the first, and that great writers tend to do that.
In Chapter 18 of his book Palm Sunday "The Sexual Revolution," Vonnegut grades his own works. He states that the grades "do not place me in literary history" and that he is comparing "myself with myself." The grades are as follows:
• Player Piano: B
• The Sirens of Titan: A
• Mother Night: A
• Cat's Cradle: A-plus
• God Bless You, Mr. Rosewater: A
• Slaughterhouse-Five: A-plus
• Welcome to the Monkey House: B-minus
• Happy Birthday, Wanda June: D
• Breakfast of Champions: C
• Slapstick: D
• Jailbird: A
• Palm Sunday: C
Monday, March 29, 2010
Pantheon Brochure & Cat's Cradle
During third period, please begin work on the Pantheon brochure instructions.
To start: in your journal list a few "FORCES" or "POWERS" that govern your life (or society in the 21st century). Give these forces and powers or elements personalities and a name - in other words, create fake gods/goddesses for our 21st century just like the Greeks did way back then. Once you have a list of potential gods/goddesses, create a pamphlet using either Indesign or PAGES about what gods/goddesses your new religion offers.
Include graphics and text promoting your new pantheon. Give your "religion" a new name.
During 4th period we will be getting the book Cat's Cradle. Please KEEP your mythology books -- we're still using them.
To start: in your journal list a few "FORCES" or "POWERS" that govern your life (or society in the 21st century). Give these forces and powers or elements personalities and a name - in other words, create fake gods/goddesses for our 21st century just like the Greeks did way back then. Once you have a list of potential gods/goddesses, create a pamphlet using either Indesign or PAGES about what gods/goddesses your new religion offers.
Include graphics and text promoting your new pantheon. Give your "religion" a new name.
During 4th period we will be getting the book Cat's Cradle. Please KEEP your mythology books -- we're still using them.
Thursday, March 25, 2010
Gods/Goddesses Pantheon Pamphlet
Please complete to turn in your essay from the last two classes at the end of period 3. Again, please use time to correct children's stories and poem drafts.
For those of you who finish early, in your journal list a few "FORCES" or "POWERS" that govern your life (or society in the 21st century). Give these forces and powers or elements personalities and a name - in other words, create fake gods/goddesses for our 21st century just like the Greeks did way back then. Once you have a list of potential gods/goddesses, create a pamphlet using either Indesign or PAGES about what gods/goddesses your new religion offers.
4th period - we'll work on archetypes in room a240.
For those of you who finish early, in your journal list a few "FORCES" or "POWERS" that govern your life (or society in the 21st century). Give these forces and powers or elements personalities and a name - in other words, create fake gods/goddesses for our 21st century just like the Greeks did way back then. Once you have a list of potential gods/goddesses, create a pamphlet using either Indesign or PAGES about what gods/goddesses your new religion offers.
4th period - we'll work on archetypes in room a240.
Monday, March 22, 2010
Playing Catch-Up & More Archetypes
Today, please complete these various assignments:
A. Check the rubric below regarding your myth-poems. Make any changes necessary to complete a second, stronger draft of your work.
B. Read & revise your Elementary Story projects. Overall, these were very good. Nice work, class! You will want to correct grammar/punctuation/formatting errors to prepare your story for your "children's books, including illustrations."
C. Complete your short creation of the world personal essays.
During 4th period, we will be going next door to room A240 to continue discussing character archetypes.
Poetry Rubric:
4 = Exemplary: Underlying these poems there is a metaphor working, comparing the subject to a comment regarding the human condition. Free of grammar, punctation, and usage errors. Various literary devices work together to create an artistic poem. Imagery and other poetic devices combine to make this poem strong and creative.
3 = Accomplished: The poem may hint at a metaphor, but may not be as consistent as those above. The poem hints at a human theme, but may fall short. There may be a few grammar, punctuation, and usage errors. Some literary devices are used, but piece may have some gaps. Imagery is largely literal and/or abstract, but grade appropriate. Shows some accomplishment and understanding of the poetic form, but not as 4's above. Work may be exemplary but turned in late.
2 = Promising: The poem is largely literal or abstract. Many lines are repeated for no effect. Poem largely ignores human theme. Many grammar, punctuation, and usage errors make this poem difficult to read or understand, although it is possible. Poem lacks imagery, but an occasional literary device is used. Poem format is incorrect or messed up. Work may be accomplished but turned in late.
1 = Beginning: The poem lacks form and structure. The poem is abstract with little or no theme (perhaps too personal or cliche). Work is largely below grade-level. Work has many errors in grammar, punctuation, and usage that illustrate the writer doesn't understand the basic rules of the English language. Work may be promising but was turned in late.
A. Check the rubric below regarding your myth-poems. Make any changes necessary to complete a second, stronger draft of your work.
B. Read & revise your Elementary Story projects. Overall, these were very good. Nice work, class! You will want to correct grammar/punctuation/formatting errors to prepare your story for your "children's books, including illustrations."
C. Complete your short creation of the world personal essays.
During 4th period, we will be going next door to room A240 to continue discussing character archetypes.
Poetry Rubric:
4 = Exemplary: Underlying these poems there is a metaphor working, comparing the subject to a comment regarding the human condition. Free of grammar, punctation, and usage errors. Various literary devices work together to create an artistic poem. Imagery and other poetic devices combine to make this poem strong and creative.
3 = Accomplished: The poem may hint at a metaphor, but may not be as consistent as those above. The poem hints at a human theme, but may fall short. There may be a few grammar, punctuation, and usage errors. Some literary devices are used, but piece may have some gaps. Imagery is largely literal and/or abstract, but grade appropriate. Shows some accomplishment and understanding of the poetic form, but not as 4's above. Work may be exemplary but turned in late.
2 = Promising: The poem is largely literal or abstract. Many lines are repeated for no effect. Poem largely ignores human theme. Many grammar, punctuation, and usage errors make this poem difficult to read or understand, although it is possible. Poem lacks imagery, but an occasional literary device is used. Poem format is incorrect or messed up. Work may be accomplished but turned in late.
1 = Beginning: The poem lacks form and structure. The poem is abstract with little or no theme (perhaps too personal or cliche). Work is largely below grade-level. Work has many errors in grammar, punctuation, and usage that illustrate the writer doesn't understand the basic rules of the English language. Work may be promising but was turned in late.
Friday, March 19, 2010
Beginnings ... writing response
Start today by finishing your poem draft. This draft should be turned in at the end of 3rd period to the "in-box". When you finish, or if you finish early, please go on to the second part of today's assignment:
Silently, read the account of human life and how the world was created as described on pages 64-70 of your Mythology books. You should be familiar with the following gods, goddesses, titans: Gaea (Earth) & Ouranos (Uranus), Cyclops, Kronos (Chronus or Time), Rhea (Ops), Prometheus, Atlas, Hyperborians, and Epimentheus from your reading.
Then do one of two projects:
A. Write a short creative essay (you may use the pronoun "I" and reflect) about your thoughts and experience regarding Greek Mythology. Recall how you were taught or when you first came to know about these gods/goddesses/titans, stories, etc. and reflect how some of these stories are archetypal--that they remind you of other religions, stories or movies or books that have similar themes or characters. Make sense of what you are reading. Examine and expose those ideas through your creative essay. Use your own experiences to enrich and examine these issues.
B. Much of beginnings of myth deal with conflict--of one force overcoming another. From your reading, write a short creative essay examining conflict or one force fighting another in your own experience or life.
These are expository essays. In journalism you will write more of these kinds of exposes. In an expository essay, the writer examines the meaning and significance of the subject. Feel free to use your own understanding, view-point, or experience and reflect on how you are connected to or improved or illuminated by the subject matter. Most of creative non-fiction requires reflection on the part of the author. Try to reflect about your own life and how your experiences have taught you important life lessons or significant human issues as you write.
Silently, read the account of human life and how the world was created as described on pages 64-70 of your Mythology books. You should be familiar with the following gods, goddesses, titans: Gaea (Earth) & Ouranos (Uranus), Cyclops, Kronos (Chronus or Time), Rhea (Ops), Prometheus, Atlas, Hyperborians, and Epimentheus from your reading.
Then do one of two projects:
A. Write a short creative essay (you may use the pronoun "I" and reflect) about your thoughts and experience regarding Greek Mythology. Recall how you were taught or when you first came to know about these gods/goddesses/titans, stories, etc. and reflect how some of these stories are archetypal--that they remind you of other religions, stories or movies or books that have similar themes or characters. Make sense of what you are reading. Examine and expose those ideas through your creative essay. Use your own experiences to enrich and examine these issues.
B. Much of beginnings of myth deal with conflict--of one force overcoming another. From your reading, write a short creative essay examining conflict or one force fighting another in your own experience or life.
These are expository essays. In journalism you will write more of these kinds of exposes. In an expository essay, the writer examines the meaning and significance of the subject. Feel free to use your own understanding, view-point, or experience and reflect on how you are connected to or improved or illuminated by the subject matter. Most of creative non-fiction requires reflection on the part of the author. Try to reflect about your own life and how your experiences have taught you important life lessons or significant human issues as you write.
Tuesday, March 16, 2010
Carl Jung, The Creation of the World & Archetypes
Carl Jung, a Swiss psychologist, created the idea of what is called the Collective Consciousness. Read about Jung and his theories on archetypes here. Jung's work, along with other psychologists, philosophers, writers, and anthropologists can be used in Archetypal Literary Criticism. Read and take notes about it in your journal here. We'll chat about this next period.
Creation Myths (Cosmogony)
There are a few standard creation myth archetypes. These are:
1. Creation ex nihilo (or creation from nothing)
2. Emergence myths
3. Diver myths
4. Egg myths
5. Order from Chaos
In Jungian psychology, creation myths symbolize the dawning of self-awareness in an individual. All creation myths (says Jung) parallel childhood when we become aware of ourselves and our separation from others.
Take a look at a few common creation myths - try to identify the type of myth:
Egyptian
Christian Creation Story (in Lego form)
Big Bang Theory
Stephen Hawking & the Vatican
After dealing with this, please continue writing your draft of a myth poem (or create a new one, perhaps concerning the creation of someone's world).
During 4th period, we will reconvene in room 240.
Creation Myths (Cosmogony)
There are a few standard creation myth archetypes. These are:
1. Creation ex nihilo (or creation from nothing)
2. Emergence myths
3. Diver myths
4. Egg myths
5. Order from Chaos
In Jungian psychology, creation myths symbolize the dawning of self-awareness in an individual. All creation myths (says Jung) parallel childhood when we become aware of ourselves and our separation from others.
Take a look at a few common creation myths - try to identify the type of myth:
Egyptian
Christian Creation Story (in Lego form)
Big Bang Theory
Stephen Hawking & the Vatican
After dealing with this, please continue writing your draft of a myth poem (or create a new one, perhaps concerning the creation of someone's world).
During 4th period, we will reconvene in room 240.
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