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.

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-

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.

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.

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.

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.

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)

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

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.)

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

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)

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.

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