Film Projects Due Today!

Get them done. Finish up. Work on putting your portfolio together. Done with everything? Go online and play or write on your blog or read your fantasy book.

Film Project

Please complete your film documentaries.

HOMEWORK: Complete your filming/editing. Continue reading your fantasy book.

Fantasy Genres: A brief overview

There are quite a few speculative and fantasy genres that writers tend to write in. Each has its own "feel" or "tone" and there are a few rules writers in these genres follow.

It can be helpful to note which genres are which so that you can select reading material more accurately. Why waste your time reading a pleasure book you don't like?

Fantasy fiction is a wide genre suited to the fantasist reader. It has what fantasists like best: a strange or exciting world in which to lose themselves in, often an epic story with a lot of action, weird occurances, strange characters, and the best part: it's not OUR reality. Laws and physics do not work the same as in realist fiction.

Fantasy can be described as fiction with elements of magic, unknown monsters, creatures, strange beings, and make-believe worlds. While many consider knights in armor, mystical elves, and burly dwarves swinging axes (thanks to the role playing industry) to be the staples of fantasy, there are other aspects to it as well. Here's an overview of the fantasy genres in fiction:

High or Epic Fantasy Genre
The high or epic fantasy genre is probably the most recognized by the general public. In high or epic fantasy, knights go on quests, fair maidens need rescuing, and the general theme is usually Good vs. Evil. This fantasy genre is set in a pseudo-medieval world of kings and queens. It often has powerful wizards, bands of adventurers, and multiple quests to undertake. The narrative scope is large and vast, and often spread out over several books in a series. The Wheel of Time series by Robert Jordan and J.R.R. Tolkien's masterpiece The Lord of the Rings are just two examples.

Sword and Sorcery Fantasy Genre
The sword and sorcery fantasy genre is akin to Dungeons & Dragons games put in type. With similar characteristics of high or epic fantasy, sword and sorcery has a much smaller scope. One band of adventurers is going on one quest. There is often a lot of action involved.

Alternate History Fantasy Genre
This fantasy genre takes a snippet of real-life history and warps it to include fantasy elements. For example, an alternate history fantasy novel may be about WWII and how the goblins played a hand in defeating the Nazis.

One popular sub-genre of alternate history is steampunk. Set in Victorian or Edwardian era, steampunk fantasy incorporates steam-powered technology in often suprising or fantasic ways.

Urban or Contemporary Fantasy Genre
Urban or contemporary fantasy differ only in that urban fantasy is set in a city and is sometimes darker in nature than contemporary. Harry Potter is an example of contemporary fantasy (although taken together it is also Epic). These fantasy genres combine magical beings or spells with modern socity.

Dark Fantasy
The dark fantasy genre is, by definition, dark. It often overlaps both the urban fantasy genre and horror. Vampires, demons rising from the underworld, and Lovecraftian stories are dark fantasy. What makes a story dark fantasy rather than straight horror is often the medieval type setting, or more emphasis on paranormal themes over simply scaring the pants off the reader.

Other Fantasy Genres
There are other fantasy genres besides the ones listed above. Elfpunk is a sub-genre in which fantasy creatures such as elves, dwarves, and fairies enter into, or are a part of, ultra-modern 'punk' society. Erotic fantasy has a strong overshadow of sex, while romantic fantasy is more subtle in the love plots. Mythic fantasy uses classic myths or legends to introduce the fantasy elements. There are science fantasy crossovers from classic science fiction, and even comic fantasy.

There are many worlds in which to explore. Next post I'll get you some links to some of the more significant writers of fantasy with links to their work. This makes excellent summer reading.

HOMEWORK: Please begin reading your chosen novel: The Sword in the Stone, The Hobbit, or A Wizard of Earthsea. Please post comments on your blog about the books as you read.

Documentary Project

Please continue working on your documentary project.

Please plan on attending our last coffeehouse of the year. Friends and family are welcome!

We will be sending the seniors off and saying goodbye to our senior class. But we also want to hear from you! You've worked a lot, put in a lot of effort, and spent your time writing, performing, thinking, procrastinating, and learning.

Please join us at 7:00 on Monday in the Ensemble Theater. Refreshments will be provided.

NOTE: If you have a film project you would like to present, please copy the MP4 file and send it to my teacher email address by end of day Monday.

Also: we would like to put together a 2011 literary booklet with your favorite and best written work. Please send me the attached file and we'll put you in the booklet. I need the files by Monday, June 6.

A Brief Introduction to Fantasy/Sci-Fi

Some advice about approaching a science fiction/fantasy 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.

Fantasy really refers to anything that is NOT realistic or occurs in our natural world. Magic, talking animals, psychic phenomena, vampires--all of these things could be considered fantasy. Most fantasy novels involve a good portion of mythic archetype. Many deal with dualistic forces in conflict (good vs. evil, for example). We will discuss more about various literary archetypes in the upcoming classes. But first a note about sci-fi (remember Trekkies?) Most of this pertains to fantasy as well.

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.

HOMEWORK: Begin reading your chosen book.

Documentary Project & Portfolio

Please prepare your documentaries and portfolios today. Use time in class to complete these projects.

Final Portfolio Rubric & Explanation

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 5-7 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 3-4 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 1-3 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 1-3 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 and describe (DO NOT PRINT OUT) 3-4 of your special projects (newsletter, iMovie projects, brochure, literary magazine, blog, performance poetry/slam, 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? (Enough questions to get you started?)

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 (1-3 creative essays) 10 points
_____ Special Projects (1-3 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 10

Documentaries & Name All the Animals

Please post a comment/response on your blog on the following:
1. How is the book reading going? What parts of the book have been easy or difficult for you as a reader? Why? (please reflect)
2. Pick a character in the memoir that you find yourself liking. What is the role of this character? Why does the author include this character in the plot, setting, or story?
3. (optional) Pick a character to contrast with #2 above. Pick a character that you do not like and explain what is bothering you. How would you do it if you were the author?

Please finish reading Name All the Animals for Thursday. We will have a discussion and a quiz on the book.

After posting, please continue to work on your documentary projects.

HOMEWORK: Complete Name All the Animals. Work on and film documentary.

Friday, May 20

During 3rd period, please assist the substitute in watching the rest of Trekkies. We left off on chapter 13. After the film, please continue to work, plan, and research your documentary projects.

For those of you interested, here's some info on Star Trek.

The original Star Trek, created by Gene Roddenberry, debuted in 1966 and ran for three seasons, following the interstellar adventures of Captain James T. Kirk and the crew of the Federation Starship Enterprise. These adventures were continued in an animated television series and six feature films. Four more television series were produced, based in the same universe but following other characters: Star Trek: The Next Generation, following the crew of a new Starship Enterprise set several decades after the original series; Star Trek: Deep Space Nine and Star Trek: Voyager set contemporaneously with The Next Generation; and Star Trek: Enterprise, set in the early days of human interstellar travel. Four additional feature films were produced, following the crew of The Next Generation, and most recently a 2009 movie reboot of the series featuring a young crew of the original Enterprise set in a parallel universe.

Check here for the "official" Star Trek website.

Some fans have too much time on their hands. Here's a time line for the Star Trek world.

Here's a few clips of some of the more interesting moments:

Amok Time (1967) - fight scene

The Introduction to the Animated Series
Animated Series - More Trouble with Tribbles

The Original Movie trailer (1978)
Wrath of Khan (19
The Search For Spock
The Voyage Home (
The Final Frontier
The Undiscovered Country

The Next Generation (1987)

Generations (
First Contact - Star Trek VIII
Insurrection
http://www.youtube.com/watch?v=4ql0jnp1cyg
New Star Trek (2009)

Star Trek beats the race barrier... Deep Space Nine
Star Trek beats the gender barrier... Voyager
Enterprise

And some full episodes of the original:

Space Seed (1966)
Arena (1966)
The Trouble With Tribbles(1966)

William Shatner Sings Rocket Man
Leonard Nimoy sings The Ballad of Bilbo Baggins

And the parodies:

Simpsons
Futurama
Futurama - part 2

HOMEWORK: Read Name All the Animals. Plan to complete your reading by next week.

Documentaries: Trekkies

As we watch the film Trekkies (period 3), please note various camera work and skill involved in making this interactive documentary. After viewing, we will spend some time today researching our ideas for our own documentaries and getting ready (a shooting plan) to film.

HOMEWORK: Don't forget to continue reading Name All the Animals. Press ahead and read. Test on this book next week!

Documentaries

The creative impulse to hold a mirror up to nature to see the reflection of ourselves has always been strong. Since the beginning of film history, filmmakers have enjoyed capturing real life. This basic style of film falls under the category of REALISM. Documentaries are generally considered the most "realistic" of all films.

All documentaries have similar basic principals and/or qualities:
1. The events depicted in the film are unstaged; the events exist above and beyond the diegesis (the film world) or the act of filming them. The unstaged nature of the events suggest that the events or subjects have an existence independent of the cinema, thus granting them an air of authenticity or "realism".

2. Documentaries are understood to be non-fiction films. The world or diegesis of what appears on screen is considered real, not imaginary (as in fiction films).

3. It is often assumed that the documentary film maker observes, recording events or subject matter objectively. This is, of course, an untrue or uninformed statement.

There are Five different TYPES of documentary:

A. Expository documentary: the film maker's commentary acts as the "voice-of-God", often giving information or perspectives external to the filmed world in order to "see the world afresh, even if the world seems romantic (idealized) and/or didactic. Here's an example: the Last Lions (2011)

B. Observational documentary: The film maker records events depicted in the film unobtrusively, without intervention from the film-maker, capturing "real life" without commentary, intertitles, or interviews. The documentary type depicts a "slice of life" or direct representation without comment or subjectivity of the film maker. The film maker is completely invisible and/or uninvolved. the French film: Etre et Avoir about elementary schools in France.

C. Interactive documentary: The filmmaker's perspective and opinion is more evident. Interview styles allow the film maker to participate actively in presenting of events. It is sort of the opposite of the observational documentary. Sometimes the film maker him/herself is present in the film, asking questions or juxtaposing their opinion with others. Unlike expository documentaries, the film maker is present instead of a disembodied voice of authority (god).
Roger & Me (1989) but also Bowling For Columbine

Capitalism a Love Story (2009)

D. Reflexive documentary: Going one step further from interactive documentary, the film maker of reflexive documentary does not attempt to hide the convention of film making. You know you are "watching a film" about "making a film." While documentaries are usually considered realistic, the camera work in a reflexive documentary are much more similar to formalism (the opposite style to realism). Example "Man with a Movie Camera" (1928)

E. Performative documentary: Going beyond the reflexive documentary, the performative documentary seeks to evoke mood or atmosphere traditionally found in fiction films. It can be downright avant garde and formalistic. Its purpose is more metaphorical than literal.

example of performative documentary:
Survivors
One of the most famous performative documentaries is Koyaanisqatsi. Here's a clip.

Quiz: Please watch the following clips and decide what kind of documentary the film would be classified as:

1. Charlie Bit Me
2. Super Size Me
3. March of the Penguins
4. Regen (1929)
5. American Movie

Turn in your answers by the end of period 3 today.

HOMEWORK: If you have not yet completed your non-fiction story project, please do so at home and turn it in ASAP. It is past due. Please continue reading through part II of Name All the Animals: pp. 156.

Rubric for your Documentary Project

A/A+: Video theme is compelling, significant, and well supported by effective camera work and transitions. The subject and portrayal/coverage of the subject raises and evokes questions, while attempting to move deeper into the subject. Video includes effective music/sound track, credits, title, and cinematography. Project was obviously a group effort. Film turned in on time and in correct format.

B/B+: Video is important and supported by camera work; transitions are appropriate and useful. The subject may raise or evoke questions, but film may have some gaps or weaknesses. Video includes music/sound track, credits, title and cinematography, but may have some mistakes or weaknesses. Project was probably a group effort. Film turned in on time.

C/C+: Video approaches film subject, but without much inspiration or effective analysis. Subject may have some gaps that would be improved with reediting or more effort, but overall the film project was completed. Video may be missing any of the following: music/sound, credits, title. Camera work may have some problems or weaknesses that affect the success of the film. Film turned in late.

D: Film was a C/C+ level, but turned in rather late or the project was attempted, but not completed.

F: Film incomplete or not turned in.

Name All the Animals/Bell Jar Project Due

After our quiz and posting a response to the book Name All the Animals (see below), we will complete and proofread our non-fiction stories. These are due at the end of class.

Name All the Animals Response: Please respond to one or more of the following:
1. examine how the author describes characters or people. How does she make them "real", "approachable", or use CHARACTERIZATION to allow the reader to sympathize or empathize with the character? Pick one character and examine him/her.

2. Choose one episode or event from your reading so far and examine the scene for its dramatic effect. What is the author doing in the passage that you identify as "fine writing." What makes the writing effective in this passage? Examine.

3. Examine dialogue. How does the author provide a narrative story, move a plot along, engage in full characterization of a character through effective use of dialogue? Choose a scene in which dialogue plays an important part in the narrative and examine its effectiveness.

PROOFREADING:
Before you turn in your non-fiction story, please read your work again and add details where you are vague and uninteresting. Add similes/metaphors, anaphora, and other rhetorical devices. Examine your verbs and make them interesting. Always move toward the specific rather than the general. Add dialogue (if you don't have any) and slow down time in sections that you think are important. Give your story a title.

HOMEWORK: Please read through pg. 139 (up to Chapter 23)

Marking Period Ends: Bell Jar Project

Please work toward a conclusion for your Bell Jar Projects. The stories are not due today, but will be due Tuesday and count for our last marking period.

All missing or late work should be completed by the end of class today for minimal credit.

Please read to page 105 (through chapter 17): in Name All the Animals today and for Tuesday.

Name All the Animals/Bell Jar Project

Today, after our quiz, we will continue reading from page 30.

During 4th period, please do the following:
1. Continue working on your non-fiction project(s).
2. Post a comment about the book Name All the Animals on your BLOG.

HOMEWORK: Please read to page 75 for Friday. This concludes part one.

Memoir: Name All the Animals & the Bell Jar Project

Today, let's pick up Alison Smith's Name All the Animals from the library. This is a contemporary memoir that was on the best-seller list for many months. You can find information about the book and author here.

When we return from the library, we'll start reading together. During the second half of our class, please go back to writing your Bell Jar projects.

HOMEWORK: Read through Page: 30 for Wednesday. Perhaps there will be a quiz?

Bell Jar Discussion, Test, & Project

After our discussion we will have a test on The Bell Jar. And then, after the test, continue the writing project.

The Bell Jar Writing Project

The Bell Jar is a loosely based true account of Plath's life. All the details and dialogue, etc. are embellished as a thin veneer of fiction. Underneath is truth. This helps make the book a success.

Writing non-fiction is very much like writing fiction. As the writer, you have an obligation to the reader to provide interesting details, vivid description, characterization for character development, plot, setting, and theme. Reading non-fiction should look and sound very much like a normal everyday ordinary fiction story--except the core of the story is true.

Plath changed the names, some locations, and details and dialogue she couldn't remember and made it all work, weaving the story together. Her novel does not sound like an essay. It is a story. Being a poet, she also chooses her words carefully and artistically. You, too, can do this sort of thing when writing non-fiction.

TASK:
1. In your journal brainstorm all the difficult and/or interesting events of your life. If you have several that sound similar, separate them in your journal but realize you can meld these together for the purposes of your story. One technique is to give your life events chapter titles. For example: The Day My Life Changed, or Mean Mr. Craddock, or My Cancer Year, Attempted Suicide! or An Unexpected Trip (somewhat vague, yes, but you should know what the title refers to in your own mind).
2. Once you have a list of events, choose one that you would like to write about.
3. Change the names, ages, locations, certain details as you see fit to make an interesting story that has a beginning, middle, and end.
4. Work on getting into your protagonist's head. What is your character (yourself, most likely) thinking? What does your character think when you meet a new person for the first time, or a loved one says or does something that made you upset?
5. Include dialogue, plot, description/details, characters, setting, simile, metaphor, rhetorical, literary, and poetic devices, etc. Just because this is based on truth, doesn't mean you get to be boring.
6. Once you have considered and planned in your journal, begin writing.

Remember: your story should be based on truth, but you can bend it any way you see fit--we'll never know.
You are writing a story that happens to be true, not an essay. Do not bore your audience. If you are bored while writing about your life event, we (as readers) will be too!
Remember that just because this doesn't look like a poem that you can't use poetic devices and other literary techniques you see and use in other forms. Use what you've learned!

HOMEWORK: Complete The Bell Jar. There will be a test and discussion on the book Thursday. You should know the basic plot, characters, and identify what makes the writing of the book work.

The Bell Jar Discussion

With your substitute please discuss the book The Bell Jar.

--What themes seem to be relevant in the book? How does the author present these themes and what do you think is Sylvia Plath's opinion or message she is trying to communicate?

--Would this novel work if it was not written in first person POV? Why or why not?

--Examine the following characters and comment on their role in the book: Joan Gilling, Esther Greenwood, Buddy Willard. What other minor characters have you enjoyed reading about? What makes these characters compelling for you as a reader?

--Compare and contrast the events in The Bell Jar with today's society. How has the image of mental illness changed? What parts of the book were easy/difficult for you to relate to? Why?

HOMEWORK: Complete The Bell Jar. Be prepared for a test when we return from break.

Plath, Poetry, and The Bell Jar

Please complete the following today:

1. Please post a response to The Bell Jar on your blog.
2. Please select and read 5 Sylvia Plath poems from the link below. Respond on your blog to reading these poems. What do you notice about Plath's writing?
3. The Found Poem exercise:

Using the 5 poems you read, select words and phrases to reconstruct your own poem using any part or word from the poems you selected or The Bell Jar. You may change tense and forms of verbs, plural to singular, etc.

This kind of poem is called a "Found Poem" and is a legitimate poetry form, as well as a good technique to use when you are creatively "dry" or stuck.

HOMEWORK: Continue the Bell Jar. There will be a discussion Wednesday and Friday on what you've read so far.

Sylvia Plath

Today we will spend some time reading The Bell Jar and discussing Sylvia Plath's poetry.

The Bell Jar: Sylvia Plath

After our test on Betsey Brown, we will be checking out The Bell Jar by Sylvia Plath.

Please read about Sylvia Plath here.

Please watch this poem "Daddy" (Sylvia Plath reading)
"Lady Lazarus"

Some historical notes:

The Rosenbergs

Life in the 1950's.

The poetry of Sylvia Plath

Love That Dog; End of Betsy Brown

During 3rd period, please work on a). completing the novel Betsey Brown or b). working on and completing a draft of the self portrait poem exercise (see below).

There will be a test on Betsy Brown Friday. Please complete it and study the major characters, plot, setting, writing style, and use of historical references.

During 4th period, please shift gears a bit and let's read this book: Love That Dog by Sharon Creech.

In preparation, please read these poems:

"The Red Wheelbarrow" by William Carlos Williams
"Stopping By the Woods on a Snowy Evening" by Robert Frost
"The Tyger" by William Blake
"Love That Boy" by Walter Dean Myers
"The Pasture" by Robert Frost

Gather in the front of the room to read the book together.

Self Portrait Poem

You often hear "Write about what you know." Some writers do exactly that. And their work is marginally autobiographical. "Every poem we write is in some way a self portrait." -- Sandford Lyne

What you describe, how you describe it, all reflects YOU. You are also what you leave out. Poems can come from our experiences, a fleeting moment of awareness, a feeling, or a memory conjured up from the mist of the past.

Start this exercise by collecting a word bank in your journal. You want a group of words in association to ANY of the following key starter words/phrases:

Starter phrases/words:

toast; apple trees; grey geese; a flock of crows; a warm oven; the smell of fresh bread; the sound of a vacuum; wood soap; the smooth feeling of porcelain; the bark or whine of a dog; the clatter of a tree branch; the smell of salt water; numb fingers; sunshine; the taste of oatmeal; popcorn; honey bees; fake grass; muddy shoes; soap suds

After using any of the above, begin to narrow down and pinpoint the emotional parts of these words. How do the words reflect YOU? Think about your relationship with these words--is it a positive reaction or a negative one? What images and experiences go along with your words?

Select a specific setting (remember that setting includes weather, time of day, season, as well as location) from the brainstorming above. Write about something you are doing in that space--an action that is frequently observed or done. It doesn't have to be unique or strange, unless that's you. For example: if your word bank included: fresh lilacs, the smell of fabric softener...you might elect to put your setting in a laundry room, with the action: folding clothes.

Write a short poem (fewer than 10 lines or so) about you. Select words that "describe you"--create a self portrait that could be written by no one but you.

Betsey Brown & Elemental Poem (cont.)

Please complete the following tasks today:

1. Complete Betsey Brown (test Friday). Use your lab time to read.
2. Post a reading response to your blog. Yes, another one. Have you changed your opinion of the book? Has what you predicted happened? What has occurred in the plot or with the characters that surprised you? What scene stands out as being the most important scene so far? What character at the moment seems to have changed the most? How have events in the plot been complicated? What page did you leave off?
3. Complete your elemental poem drafts.
4. With the last 15 minutes of class, get together in your groups and a). share your poems and b). discuss Betsey Brown.

HOMEWORK: Complete Betsey Brown

Betsy Brown Reading and Response/Poem Exercise

During 3rd period, please read Betsy Brown. Then, post one or more comments about the book on your blog. At the end of the period, come together with your group and discuss what you have read so far.

Response questions:
1. What scene or passage can you best identify with?
2. What character would you most like to spend time with? Why?
3. What scene or character in the book has bothered you? Why?
4. Comment about Shange's use of standard English grammar. Why do you think she purposefully plays with syntax, spelling, and sentence construction?
5. Predict the ending of the book. What major events will happen to Betsy? To Jane?
6. Which characters seem to contrast? Which seem to compare? What does this tell you about how an author uses characters?

4th period: Poetry Exercise.

Elemental Poem

The ancient world was much simpler than the modern world. In the ancient world, people recognized only four basic elements: earth, air, fire, and water—and these elements were considered not only the building blocks of the material world but also the elements of our character or psyches. Someone who was known to be passionate was thought to be possessed of fire and to be subjects to the laws of fire. These earthly elements also had their correspondence in the heavens, and each astrological sign was—and still is—associated with earth (Capricorn, Taurus, Virgo), air (Gemini, Aquarius, Libra), fire (Leo, Sagittarius, Scorpio), or water (Pisces, Cancer, Aries).
– From Everyday Creative Writing; Smith & Greenberg

Try revisiting this simpler world by focusing on and using the ancient elements to organize a poem.

Brainstorm:

Identify yourself with one of the elements. How are you like Fire or Air or Water or Earth? Write down as many qualities of yourself as possible.

Then make a list of places where you would least expect to find each of the elements. Example:

Fire
• In the refrigerator
• On the palm of my hand
• In a laundry basket

Next:

Make a list of verbs that you would least associate with each element. Example:
• The water sneezed
• The fire slept
• The wind stood in line at the bank

Combine these brainstorming activities to write a draft of a creative poem.

Example: From Charles Jensen’s poem Housefires and Homefries

My mother sets little fires in my
Shoes. They smolder like samovars.
It’s her way of saying
stay home and wait for the glacier,
my father, man of men. His golf bag is full
of snow. His shirts have ice cuffs
and frozen collars. My parents stare
at each other until their eyes turn
to earth and ash and when one speaks
the other blows air into paper bags
and bags float like syllables spoken under water.

Journals and Historical Fiction projects due

Today, please complete the historical fiction project. I am collecting your journals and finally keep reading Betsy Brown. Aim to finish this book by the end of next week. Further assignments will be discussed next week when the smoke clears.

Notes about Betsy Brown and Ntozake Shange:

Look here and learn about the Little Rock 9.

From a review:

"Praised as "exuberantly engaging" by the Los Angeles Times and a "beautiful, beautiful piece of writing" by the Houston Post, acclaimed artist Ntozake Shange brings to life the story of a young girl's awakening amidst her country's seismic growing pains. Set in St. Louis in 1957, the year of the Little Rock Nine, Shange’s story reveals the prismatic effect of racism on an American child and her family. Seamlessly woven into this masterful portrait of an extended family is the story of Betsey's adolescence, the rush of first romance, and the sobering responsibilities of approaching adulthood."

If you finish with all of that, take a break. Play a computer game, chat quietly, watch films, etc.

Today is the end of the marking period.

Historical Fiction: Due Friday!

Please spend 15 minutes reading silently today. Afterward, please continue today to write your historical fiction pieces.

Historical Fiction Project

After we pick up our newest book, we will return and begin reading the text together in our reading groups. At the end of period 3 please post a brief comment on your blog about your opinion of the book thus far. What are you expecting from the reading experience?

During period 4, please continue to work on your historical fiction projects.

The Good Thief & Historical Fiction Project

After our brief continuing discussion on The Good Thief, please complete your post on your blog about the book and then continue your fictional story. Complete The Good Thief.

Most stories open with a change in a character's routine or a problem that needs to be solved. I suggest starting your story there.

By the way, if you don't have a major character and don't know who he or she is, figure that out before writing. It will save you time.

Using your research, decide on a plot that might fill 3-10 pages, double spaced. Due to time constraints, I caution you about planning a story over 10 double-spaced pages (not the requirement) unless you are super-speedy in your writing. We are aiming for a short story, not a small novel. Three pages would likely be the minimum for this project. Short pieces, just like longer ones, should be extremely well-written and thought out. All stories should include a good description of setting, situation (conflicts) and character, include dialogue where appropriate, and overall be written for the enjoyment of the reader.

Your stories should include an MLA Works Cited page. Check out the previous posts for help on that.

Today in class: Write. Compose. Create. Do not waste time.

The Good Thief

Complete the interview. After our discussion and analysis, take the rest of 3rd period to read silently. During 4th period, continue your research and brainstorming for your historical story.

HOMEWORK: Complete to chapter 35.

The Good Thief & Historical Research

We left off on chapter 15 of the Good Thief. We will read more of the book today starting together, then in small groups during period 3. Please read through part two and complete up to page: 226.

DO NOT WRITE your historical story yet. We want you to research your time period and setting, get ideas for characters, conduct character sketches for potential protagonists, etc.

You will need to record the name of the website or article you are using, the author of the website or company, the year of the entry or publication, the website address, etc.

You may use Google Books to search for more information. Pictures or images as well from Google. Go to Google.com. On the heading, there are links to search for books (under more), images, videos, maps, news, and products.

Keep track of the websites and articles you are using so that you can cite these as research sources. You may use the citation machine to help you put together a works cited page.

Homework: Complete Part II of The Good Thief.

Historical Fiction Project

We left off on Chapter 6 of the Good Thief. Today, we will read more of the book. See the homework to prepare for tomorrow's class.

Pick a period in history that (a) fascinates or intrigues you or (b) appeals to your audience/friends or (c) fits into the kind of fictional story or genre you want to tell.

Remember that a work of fiction is about a ____ who has to do ____ in order to ____ against ______ within a given period of time.

1. The first thing you need to do is brainstorm and pinpoint a time in history. Try to narrow the time period down to a manageable size.
2. Next, you may either spend time working on character or researching the culture, time period, or setting. You can go back and forth between these things, but you will want to come up with an idea of: (a) where to set your story (location) and (b) who your main character or protagonist is going to be.
3. Take notes in your journal. Give each of your characters or settings a page in which you can list and write quotes, interesting trivia, and other facts or details to spark your imagination.

Remember that Fiction has a beginning, middle and end in which a life crisis is dealt with...which is unlike the way things work out in real life. Most events are more dramatic in fiction than in real life. Often authors will limit their characters choices in the beginning to force them on a path of action. For example our beginning of The Good Thief starts in an orphanage in the latter half of the 19th century. Ren has a clear motivation (get adopted), which is out of his hand(s) so to speak. When Benjamin Nab arrives, he really has no other choice but to follow him. This solves his primary desire to be adopted, but also opens up a world of problems.

Historical fiction is a story set in the past involving characters that react in varying degrees to historical settings and events (following text by Katherine Teel).

"Historical Setting

1. Historical fiction should have a reasonably authentic setting, with plausible details concerning political, social and religious history; clothing; language; and technology.

Historically Accurate Characters

2. Historical fiction should feature characters who look and sound like people of a particular historical era.

Plausibility

3. Historical fiction should depict the values, virtues and prejudices of a historical era accurately, especially where these affect the plot.
Accuracy

4. Historical fiction should avoid distorting history for the sake of political correctness or cultural sensitivity of the current time.
Artistic License

5. Historical fiction should adhere to established history but can also make reasonable changes for the sake of characters and plot.

Read more: Historical Fiction Genre Characteristics | eHow.com"

HOMEWORK: Please read up to Part Two (pp. 99)

Haiku Guy, Haiku, & Hannah Tinti

Today, please post a response to the novel Haiku Guy on your blogs. Your response should discuss the characters, plot, or setting of the novel, as well as what you noticed about the writing style and whether or not you enjoyed the read. Would you recommend this book to friends or should you reserve it for your enemies (and explain why).

Also on your blog, please post 3-5 of your best Haiku. If you don't have 3-5 haiku written, use the blog entries below to complete this assignment.

Transfer these haiku on a single sheet to be handed in as completion of your haiku unit. These poems may be submitted to upcoming Haiku contests. More information on these forthcoming. Haiku poems and blog response due today.

Finally, with the time remaining please spend some time today learning a little about our visiting artist: Hannah Tinti. Check out her blog. Hannah Tinti edited and publishes One Story. Take a look at this here.

Haiku Guy (group reading) & Haiku Sharing

Today during 3rd period, please read further in the book Haiku Guy. As you read, please complete the following task:

AT THE END OF EACH CHAPTER you read with your group, select one or two group members to share one of his/her haiku. Keep going around your circle, reading a chapter, then sharing haiku until all group members have shared at least one haiku.

Together as a group vote for your favorite top 3 haiku. Write these haiku on an index card and hand in to Mr. Craddock at the end of period 3.

Period 4: After our discussion, continue to compose haiku today and through the break. Keep writing in your journal. Post sample haiku on your blogs, share them with friends/family, enter them into upcoming contests.

Some summer Kigo:
Summer solstice, summer evening, summer morning, slow day, short night, summer fog, lightning, sudden shower, summer dew, cloud peaks, scorching/blazing sun, bare feet, awning, sunburn, sunglasses, ice tea, sweat, cactus flower, summer grove, lake, fly, swatter, carnation, marigold, gardenia, moth, cicada, perfume, waterfall, fan, independence day, weeding, blue cornflower, honeysuckle, cherry, strawberries, blackberries, sunflower, snapdragon, potato, carrots, melons, lotus

Some spring Kigo:
balmy night, departing spring, tranquility, vernal equinox, lengthening days, muddy road, melting snow, lingering snow, slush, thin mist, haze, moon, flood, Memorial Day, Easter, Passover, kite, balloon, wild geese returning, any baby animal, nightingale, hawthorn, pussy willow, tulip, snow drop, plum blossom, cherry blossom, violet, Mother's Day, April Fool's Day

Some autumn Kigo:
Lingering summer, short day, wild geese, crows, woodpecker, red dragonfly, raking/burning leaves, rose of sharon, BBQ, pomegranate, pumpkin, fallen leaves, shrike (bird), black cat, mushroom gathering, gleaning, harvest, corn field, deer, Labor Day, Halloween

Use the time in lab to write and compose haiku.

HOMEWORK: Please complete Haiku Guy over the break.

Haiku Guy & Haiku Booklets

Haiku are a type of Japanese poem meant traditionally to be spoken in one exhale or breath. In Japanese, they are three line poems (closed form) with an alternating syllable count of 5,7,5. In contemporary translation, though, we lose the rigid form and state that haiku should be a short three line poem with FEWER than 17 syllables, preferably comprised of 10 or fewer words.

Choosing a topic for your haiku should involve figuring out what kind of emotion you want to evoke. Feeling happy? Try a summer kigo. Themes reflect common human interaction and emotion, often through nature.

Since haiku is so short, every word needs to hold weight and infused with tone. Above all, it is important to be specific. Haiku poems are not titled and do not need them.

The Cutting Technique (Kireji)

Haiku juxtapose or contrast ideas. Frequently, contrasts are set up with the first two lines presenting one idea and then switching suddenly to another idea by the closing of the poem. This technique is referred to as cutting or kireji.

Cutting involves juxtaposition of images. One image balances a second, effectively creating two parts to a haiku. These two sections should enhance and work off each other like a good friend. In English, the contrast is often emphasized with punctuation such as a long dash (em-dash) or ellipsis. One handy way to do this is to read the first two lines (they should make sense), then read the 2nd and last line. If both phrases make sense, you've probably got a good haiku.

Haiku uses a seasonal or key word called kigo. Each season has its own kigo.

Winter imagery, for example, often depicts grief, death, distance, and serenity. Take a look at some winter Kigo and see if you can use it as a central image in your own haiku:

Season: Winter

Freezing rain or freezing drizzle
Sleigh rides
Snowfall, Blizzard
Snow or ice sculptures (snowmen, etc)
Football Playoffs: "The Super Bowl"
Ice fishing
Ice hockey
Ice skating
Polar plunges
Sledding, Tobaggoning
Snowboarding
Skiing
Snow shoeing
Snow shoveling
Candles, firewood, fireplaces, etc.
Christmas Eve, Christmas Day
Earth Day
Epiphany (Episcopal, Catholic)
Groundhog Day
Hanukkah
Martin Luther King Jr., Day
Lincoln's Birthday (12th February)
President's Day
Pearl Harbor Day
St. Valentine's Day
Washington's Birthday (22nd February)
Midterms
Blue jays
Cardinals
Chickadees
Juncos
Mockingbirds, northern
Owls
Sparrows
Crows (Rochester)
Titmouse, tufted
Woodpeckers
Poinsettia
Norway pines

Activity: Write a page of haiku. Expect some of these haiku to find their way into the dung pile.

HOMEWORK: Please continue reading until pg. 22 in Haiku Guy.

Fences & the 10-Minute Play

3rd period, please complete and turn in your 10-minute play scripts. If you have not yet read or completed Fences, please complete this as well. Save your work on a flashdrive. You will be moving.

4th period we will get into our new book/workshop groups. In your new groups, please listen to instructions and conduct your group discussion on the play.

10-Minute Play Script & Fences

Please continue working on your 10 minute play scripts. You may also elect to read Fences. Material on Fences can be found below.


Denzel Washington's interview regarding his performance as Troy in Fences and a second interview with Denzel Washington.
Denzel Washington in a scene from Fences
August Wilson biographical information.

10-Minute Play Script Draft

Continue to work on the 10-minute play script draft. This project will be due Friday, along with the completed play reading of Fences by August Wilson.

Sometime today, when you need a break from writing, please check out this link about August Wilson. In your journal take a few notes about how he got started writing plays and what he was attempting to do. What are his plays generally about?

Information about August Wilson can be found here. Please check out this interview as well. August Wilson interview

Use your time today to work on the 10-minute play script. You may also begin reading the play with a partner if you both need a break.

HOMEWORK: Take notes on August Wilson, Read Fences, write a 10-minute play script draft.

10-Minute Play Script Draft

Using your brainstorming list and experience with the communication process, begin writing a 10-minute play. Use the time in the lab to:

1. Brainstorm and come up with a topic
2. Create characters & choose an appropriate setting
3. Begin writing dialogue

The best way to write is to jump in after you've had a moment to think about what you want to say about human life and communication. Your play should be highly dramatic (Who's Afraid of Virginia Woolf). I suggest starting just before the climax of the play. A 10-minute play script is usually 5-10 pages in length.

Who's Afraid of Virginia Woolf Conclusion (Sketch)

After we conclude the film Who's Afraid of Virginia Woolf, please turn in your viewing notes.

Complete the following tasks today:
1. Complete your sketch. Some of you have already done this and handed it in. Thank you. If you have not yet done so, please complete this project today and turn in.

2. Alone (yes, alone) please brainstorm an idea about problems with the communication process. Make a list of problems that you have experienced or witnessed due to communication problems. Choose one of these from your list to work with. Fictionalize the events (change names, location, ages, culture, etc.) Write a 5-8 page play script centered or using the communication problem as a central or starting issue in the play.

Work on this play script. Use the common play script format used in "The Zoo Story."

Deadline: Turn in your sketches. These are due today. The 10-minute play project is not due yet.

Who's Afraid of Virginia Woolf & Sketch Writing

Please take 3rd period to continue working on your sketch (see instructions on the post below). If you have completed your sketch, please use the time in lab to prepare material for an upcoming contest or complete your reading of Who's Afraid of Virginia Woolf.

4th period: we will begin watching the film Who's Afraid of Virginia Woolf.

Please look at the following links:

Virginia Woolf

Song from Disney's Three Little Pigs By the way, Disney was the first movie studio to patent the use of TECHNICOLOR (or the 3-color process of film). They used it mainly in animation shorts, such as this 1933 award-winning animated short.

Richard Burton & Elizabeth Taylor
Sandy Dennis & George Segal

After preparing for the film by viewing these links and taking brief notes in your journal, please bring your attention to the front of the room today to begin our study of the film Who's Afraid of Virginia Woolf.

The Communication Process

Communication happens every day, but sometimes it seems as if we aren't getting our ideas across. Problems relating to one another form the central modern conflict in our world. Sadly, miscommunication causes a lot of pain and suffering, isolation, divorce, disagreement, violence, and various other negative events.

But as humans we HAVE to communicate. Knowing how the communication process works can be helpful in avoiding problems. It is also the minefield which a writer uses to invigorate his/her stories and plays.

How We Communicate:
1. Humans communicate in verbal or non-verbal ways.
Verbal: talking, most likely. But also mass media (tv, internet, podcasting, radio, stage performances, speeches, etc.)
Non-verbal: the written word (books, stories, written poems, visual art, dance, etc.)

Speaking of VERBAL communication: How does the process work?
1. A communicator (or person) has an IDEA that forms in his/her mind
2. The communicator (person) decides how best to form and shape his/her idea. This is called ENCODING.
3. The communicator ENCODES his/her IDEA and sends this encoded idea to someone else--like sending a letter through the mail, but also by talking, programming his/her idea in a TV program, speaking into a microphone in a room where people have gathered, etc. The communicator is called THE SENDER.
4. The SENDER sends his message to his audience, who DECODES or tries to understand the message.
5. The IDEA after DECODING by the RECEIVER, produces communication.

Thus, for the communication process to occur, we need:
1. An Idea
2. A Sender who ENCODES the idea (for example, using words in speaking)
3. A Receiver who DECODES the idea (hearing the words, the receiver tries to figure out the sender's meaning)
4. Communication!

Sketch & Who's Afraid of Virginia Woolf

During 3rd period, please get in the following groups:

Group A: Darren, Jack, Raven, Sierra, Vanessa
Group B: Amelia, Dominic, Clara, Syasia, Hannah
Group C: Caleb, Lizbeth, Yuliya, Evan, Queen
Group D: Tess, Adriana, Neriah, Maia, Djana

4th period, either continue reading Who's Afraid of V. Woolf, or begin writing your sketch.

HOMEWORK: Please continue reading Who's Afraid of Virginia Woolf on your own. Complete this play for Wednesday, next week (Jan. 19)

The American Dream & Sketch Writing

Let's discuss The American Dream & the Zoo Story. Please hand in your homework cards (see post below).

After our discussion, please read and complete the following:

A sketch is a short play or slight dramatic performance. It differs from a play in that there is not necessarily a major theme or point in the sketch. Usually sketches are simply meant to be enjoyed. Deep discussion dealing with the human condition is left to PLAYS.

Sketch Writing: (by Brian Luff)

1) Choose a setting. Avoid common set-ups like doctor's surgeries or "Man Goes Into a Shop". Think original. Only set the sketch in one location.
2) Don't make the sketch too long. Two minutes is a good length to start with.
3) If you're trying to sell your material to TV, don't put in anything too expensive like a helicopter. Most TV shows are on a tight budget.
4) Three characters is more than enough for a 2 minute sketch. Don't write for a cast of thousands.
5) Work out loud. Say the lines as you write them. You need to hear what the material sounds like.
6) Think about what is happening visually as well as the words. Describe the physical action in detail. What are the characters wearing? What do they look like. What are their names? (Don't just call your characters FIRST MAN, SECOND MAN. It will help to bring them to life in your mind).

Types of Sketches

To help you get going, here's a few tried and tested comedy formats for sketches.
1) Escalation: Funny idea starts small and gets bigger and bigger, ending in chaos of ridiculous proportions.
2) Lists: Sketches in which the bulk of the dialogue is a long list of funny items. The best example of this is "Cheese Shop" in Monty Python. (You can find all the Python sketches at www.planetcomedy.force9.co.uk/bookstore.html.)
3) Mad Man, Sane Man: This format speaks for itself, but don't go for obvious settings.
4) Dangerous Situations: For example, sketch set on flight deck of aircraft.
5) Funny Words: Sketches which use the sound of language itself to be funny. For example, use of the words "blobby" or "wobble" (See, Mr. Bean).
6) Old and New: Getting a laugh from putting something modern in an historical setting (Or, vice versa) Example: Sir Walter Raleigh using a cigarette lighter.
7) Big and Small. Getting humour from large differences in scale. For example, a mouse trying to make love to an elephant.

Look here for samples of fine sketch writing:
The Whitest Kids U Know
Kids in the Hall
Saturday Night Live
Mad TV
SCTV
In Living Color

Try your own hand at writing a 2-5 page sketch. Your play will be written in the standard playwriting format. See Zoo Story for examples.

Zoo Story & the one minute play

Today, during 3rd period, please finish reading The Zoo Story with your group.

As you read aloud, remember that you are "orally interpreting" the text. The more energy and the more choices you make about HOW you read so that your inflections match the mental and emotional state of the characters will make the reading aloud more enjoyable. Effectively, you are practicing your performance skills while learning the format and structure of short plays.

During 4th period (or after your group finishes reading the play), please break your group into groups of 2. Pick a partner from your group to work with today.

One-Minute Play Activity:
1. Choose a partner from your reading group. If you are currently in a group of 3 (instead of 4), all of you will work together.

2. Select a setting card from the front of the room.

3. Using the setting card, think of a character who might be found in this location (or an interesting contrasting character who doesn't really belong in this setting--your choice). DO NOT TELL YOUR PARTNERS WHO YOUR CHARACTER IS.

4. Taking turns at ONE COMPUTER, open a word document file and put your group members names on the heading.

DO NOT SPEAK TO YOUR PARTNERS VERBALLY ABOUT WHAT YOUR CHARACTER SAYS. LEAVE THIS FOR THE PLAY.

5. One writer will start. Write the setting and location on the top of the page. The first writer will type his/her character's name, and write that character a line of dialogue.
NOTE: a line of dialogue might be one word, a sentence, or several paragraphs in length.

After the line of dialogue, allow a second writer to respond to what the first character said. Have that writer write their line. Continue this until you have about 1 or 2 pages of dialogue going.

6. Find a way after coming to the bottom of the page or when on the second page to finish your conversation.

HOMEWORK: Please read The American Dream. Write down questions or observations about the play on the index card provided to you in class. We will discuss the play next class (Monday).

Edward Albee and The Zoo Story

Today we are going to check out the play "The Zoo Story" by Edward Albee. Before we pick up the text, please spend a few minutes researching Albee here. You should also read and take notes on Theater of the Absurd.

After we collect the text, please use the rest of the time in the lab today in the following groups, reading the play. Each member of the group should elect to read the parts and stage directions.

Get into the following groups:

Group A: Darren, Amelia, Raven, Vanessa
Group B: Jack, Tess, Clara, Syasia
Group C: Caleb, Lizbeth, Yuliya, Neriah
Group D: Dominic, Adriana, Queen, Maia
Group E: Evan, Hannah, Sierra, Djana