Film Terms to Learn

Camera: (helps create POV, just like in fiction!)
Shots: long shot, medium shot, close-up

• Long shots are often used to establish setting
• Medium shots are used during dialogue
• Close up shots are used to show reaction/expression of an actor, or an important detail

Angles: bird's eye angle, eye-line match, high angle, low angle

Lighting: (helps create tone/mood, just like in fiction!)
High key lighting (bright, full light, often warm)
Low key lighting (low light; shadowy and dark, very cool or cold)

Music/Sound FX: (helps create tone/mood, just like in fiction!)
Diegetic (sound/music that characters can hear)
Non-diegetic (sound/music that only the audience can hear; the characters in the world of the film do not hear or react to non-diegetic sound)

Character: (creates character)
Acting (acting is the skill of portraying a character believably; good actors are convincing as their characters)
Costumes (complimentary colors show compatibility; contrasting colors show opposition/conflict)

HOMEWORK: None. Have a nice holiday break!

Catch Up Day; Historical Fiction: Film

During period 3, please do any of the following tasks in the lab:

• Turn in your play draft to me if you have not yet done so. I'm missing a few groups. 
• For Ms. Gamzon: please complete your study guide
• For Ms. Gamzon: please complete your historical fiction draft
• For Ms. Gamzon: complete your iMovie projects
• Submit work to Scholastic (from yesterday)
• Spend your time writing in your portfolio

During 4th period, after I've assessed where we are, we'll head next door to discuss a few film terms, camera shots, and watch a historical fiction film.

HOMEWORK: None.

Play Script Project: Day 3

Please complete your play script projects today in class. Use the time in the lab to complete your plays. Plays should:

• Be written in the standard playwriting format (see previous handouts)
• Have a title (your title goes on your 1st page or cover page with your name)
• Have 2-4 characters (characters should be identified on the cover page as a cast list)
• Have a short description of setting. A description of setting (location, time, and set) usually goes before dialogue starts in a script
• Include at least one monologue. Monologues can take the place of difficult scenes that would be hard to produce on stage (like driving in a car or being shot in a war) or to develop character by providing a backstory or history for the character.
• Your play should have a definite beginning, middle, and end. The ending of a play usually leaves the audience with an image or wraps up the major action of the play.
• Should be between 4-10 pages.

Rubric: 

A: Play is written in correct format with very minor or few errors. Creative idea supported by effective and specific language; author uses a variety of effective literary devices (metaphor, simile, symbol, theme, dynamic characters, conflict, alliteration, plot, etc.); includes all components from the bulleted list above; play is thought-provoking and produceable on stage.
B: Play is written in correct format, with some errors, but nothing that distracts the reader too much. Creative idea, but we may have seen this kind of thing before; language use is not as sharp as "A" but pretty good overall. Some grammar errors distract the reader; some literary devices are used but with uneven success; includes most of the requirements from the list above; play is produceable on stage. Script is an "A" but late.
C: Play attempts play format but format is incorrect or there are many errors making reading difficult. Idea is hackneyed or cliche: we've seen this sort of thing before and the author does not offer us a new or creative experience; theme or meaning may be missing; may attempt literary devices but there are gaps or problems; may be missing some of the requirements from the list above; may not be produceable or best for a stage play (may be too cinematic). Play is a "B" but late.
D: Play script is too short or unfinished. Otherwise like "C" above. Play is late.
F: Play script is not turned in or completed.

HOMEWORK: See previous post. If you did not finish your script, please do so. Go see Annie (extra credit).

Zoo Story; Short Play Project: Day 2

Please continue writing your play scripts.

For a visual representation of the format for plays, please refer to the handout this morning.

Each period (3 & 4), please try to write at least 2 pages. If you do, you will have the minimum length for your play script. We are aiming for about 10 pages in script format, with 7-8 being a good standard length.

--Your play requires a monologue (use monologues to develop characters or to remove difficult to stage scenes)
--Your play requires 2-4 characters. If you are writing with a partner, please "play" one or two characters, allowing your partner to "play" one or two characters. Share the responsibility of the writing.
--Limit your stage directions. Remember: you are not the director, designer, or actor--let these people use their knowledge, skill, and artistry to add to your really cool and effective dialogue. Your job as a writer is to create an interesting, creative play--not to direct.

HOMEWORK: For extra credit: please read Albee's The Death of Bessie Smith and the Sandbox as other examples of absurdist theatre. Be prepared to be a little shocked and confused. This is natural with Albee's work. See below:

The purpose of absurdist theatre is to metaphorically or figuratively comment on some aspect of the human condition in symbolic terms. Often, in absurd plays, the meaning reflects the existential philosophy of the playwright (which can be bleak sometimes).

Part of the fun of Absurdism is the dream-like quality of the story (which doesn’t always make sense at the moment). After reading these two plays, respond to them as a reader and writer. Consider what surprised or pleased you, what frustrated you with the style or characters, what you would do differently, what you understood and got out of the play, etc. Your response is extra credit and is also due on Thursday, Dec. 11. I'll even take it on Monday, Dec. 15 since that's my birthday. 

Play Script Project; The Zoo Story

This morning, please finish reading The Zoo Story if you did not do so already. If you did (and answered the questions--see the handout I gave you last class! & turn this in if it's complete)--you may pick a partner or work alone to complete the project below:

PLAY SCRIPT PROJECT (instructions: please READ!)

Read and follow the steps below to complete this project:

1. Plays are meant to be performed by live actors (the dead ones are not as animate).

2. Playwrights (play wright, as in wheel wright or crafter) craft their plays around intense CONFLICT.

3. As stated previously, there are four types of conflict:

a. Person versus Person
b. Person versus Self
c. Person versus Nature
d. Person versus Society or God (a force larger than themselves)

4. The best plays include conflict. Usually, characters often create problems or conflict for each other. But conflict in characters may also include conflict within themselves as they struggle with their own morals or beliefs about a situation, trying to work it out verbally in the presence of other characters. The most important point is that characters communicate this conflict. They must speak! At different times in the play, The Zoo Story includes many conflict types: A, B, and D, specifically. When we talk about conflict C (nature) we often mean HUMAN nature or how humans react to the natural world.

5. You are going to create your own short play following the standard playwriting format. The standard playwriting format is the following:

a. Stage directions are usually italicized and enclosed in (parenthesis).
b. A character who speaks a line has their name in CAPITAL LETTERS.
c. The character’s name is centered on the page.
d. Lines that are spoken (dialogue) are NOT centered.
e. A directional comment is placed in italics and parenthesis next to the name of the character speaking, if relevant. Many playwrights try to avoid these unless the dialogue is cryptic. Technically, the dialogue needs to indicate the emotion, not the stage direction.
f. Short actions or stage directions that indicate physical activity are enclosed in parenthesis and italicized when the action occurs during the spoken line (usually the beginning).
g. Long or complex actions that include technical information can either be off-set as its own stage direction (in parenthesis and italicized) or embedded in the line of dialogue.
h. Scripts are NOT double spaced. There is always a skipped blank line (one of these only) between lines of dialogue.

If you get lost or confused, take a look at the format in the book you are reading. Being observant helps.

6. Your “play” should be fewer than 10 pages and longer than 4. (7-8 is preferable, but for some of you I'll take what I can get.)

7. You should set your play in one setting only. Do not change scenes yet. In Zoo Story for example, there's only one setting: the park. Choose only one setting for your play! You may choose a single setting from your brainstorming done last class! Handy, ain't it?

8. Pick a setting that reflects your characters, their motivation or what they want or desire, the conflict (see #3), or the mood of your scene.

9. Include no more than four (4) characters. If you are writing with a partner, each of you should "play" these characters by writing the dialogue only for these 1-2 characters. You may also pick these from the pre-writing you did last class. Or start fresh. Just get on with it. Each character should have a name and an occupation or a main physical, mental, or social trait.

10. For each character you add, give a short description about them in the beginning of the script. See pg. 11 in The Zoo Story as an example.

11. Describe the initial action and situation of the play. What is happening when the lights go up or the curtain rises? Again an example of this can be found in the play you just read (The Zoo Story) on page 11-12.

12. Your play MUST include at least one monologue. Monologues are effective in developing characters. For a good example of this, see the story of 'Jerry and the Dog' (pages 36-44).

13. Due date is set for Thursday, Dec.11. Get writing today!

NOTE: I suggest saving your work on your Google Drive so that you can share your work with your partner or get your hands on it when you are not in school or in this lab! Good idea!

Homework: Please go ahead and read The Death of Bessie Smith and the Sandbox as other examples of absurdist theatre. Be prepared to be a little shocked and confused. This is natural with Albee's work. See below:

The purpose of absurdist theatre is to metaphorically or figuratively comment on some aspect of the human condition in symbolic terms. Often, in absurd plays, the meaning reflects the existential philosophy of the playwright (which can be bleak sometimes).

Part of the fun of Absurdism is the dream-like quality of the story (which doesn’t always make sense at the moment). After reading these two plays, respond to them as a reader and writer. Consider what surprised or pleased you, what frustrated you with the style or characters, what you would do differently, what you understood and got out of the play, etc. Your response is extra credit and is also due on Thursday, Dec. 11. I'll even take it on Monday, Dec. 15 since that's my birthday. 

Zoo Story

Read out loud, together.
Answer the questions on the sheet (individually)

Our Town: Quiz & Discussion; Zoo Story: day 1

You will have 20 minutes to complete a quiz on the play Our Town by Thorton Wilder. You may use your books and your review homework for this exam, but only have 20 minutes to complete it.

After our quiz, please take the rest of period 3 to discuss the play in your assigned groups. Choose a person in your group that you evaluate (see socratic seminar handout)--every one should have a separate reviewer. Complete the handout and, as a group, come up with at least 3 questions/topics you would also like to address for this play.

PLEASE TURN IN YOUR HOMEWORK & the handouts for credit today. If you did not write your review of Our Town (see previous post) please do not return your Our Town play to the library today.

During period 4, please complete the character exercise as directed. Then, we'll go to the library, return Our Town and pick up The Zoo Story by Edward Albee, our next required play reading. When we return from the library, please gather in groups of 2-3 (your choice) and begin reading the play out loud together. We will continue and complete our reading of this one-act play next class.

HOMEWORK: Please bring your Zoo Story scripts back with you to next class! If you did not complete your review or your reading of Our Town, please do that as well.

Our Town

The play Our Town by Thorton Wilder was first produced in 1938. Since then, it has been a staple of theatrical expression, delighting and compelling audiences for many, many years. Part of its charm is its ensemble cast, its simple stage design, its cinematic plot construction, and its central metaphor.

Some of the themes you should notice as we read include:

• Life: generations, community, family, etc.
• Death: well...death...mortality, change in fortune, etc.
• Love: marriage, companionship, etc.
• Time and the artificiality of theater. 

Jaques:

All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.

As You Like It Act 2, scene 7, 139–143
As you read the play, please consider how the structure of the play and its characters comment on human life. How does the playwright present to us a collage of human experience? How does the play manipulate and use time?

HOMEWORK: Please complete your reading of Our Town. After reading, please review the play. Use the link to the author to comment on the writing of the play as well. Look here for help in writing your review. Your written review is due Dec. 1.

Coffeehouse Rehearsal

Please join me in the Ensemble Theater today to rehearse for the coffeehouse.

HOMEWORK: None. Please prepare your selections for our coffeehouse Thursday.

500 Word Short Story; Coffeehouse Prep; Mira Jacobs

This morning, please take 20-30 minutes to do the following:

• Complete your 500 word short story draft.
• Take a look at the author: Mira Jacobs' website. We will be having a master class with this author today during periods 7-8. 
• Select 2 pieces from your portfolio (a prose piece and poem perhaps) and print out new copies for your use.

At the end of the period, we will be moving next door to practice reading and sharing our coffeehouse selections. 

• Choose and sit in a group next door. Most stations are set up for 4 participants.
• Taking turns, read your chosen coffeehouse selections out loud to your group members.
• I suggest reading 1 selection per participant before reading your second piece so that all members have time to share before the next step in this process.
• When instructed, 1 student should move clockwise to join a new group. 
• Take turns reading your chosen coffeehouse selections out loud to your new group members. You will even be reading again to your old group members--this is okay, as it is more practice!
• When instructed, 1 student should move clockwise to join a new group again.
• Repeat process.

At the very end of class today, I will give you some pointers as to how to set up your work to perform it for the coffeehouse. When instructed, please stop reading out loud and listen to my advice.

HOMEWORK: Prepare and rehearse your two pieces.

New Quarter; 500 Word Short Story Project; Coffeehouse Selection

Today, please refer to the previous post concerning the 500 Word Short Story project. Today, you will have time to complete the homework (see the previous post and below for details) and write your story.

After writing (or as a diversion): please spend some small amount of time today and select at least two pieces to read at the coffeehouse. Pick your best work! Fiction or non-fiction (speeches) should be no longer than 3 pages double spaced. You MAY read fiction. You MAY read poetry. You MAY read both if they're short.

• Don't pick something you don't like or aren't proud of. This performance is to show off your talents, not to present work you don't like to an audience!
• Pick something that is family-friendly--whatever that means to you. There will be children and grandparents in the audience. Be aware of that!--but also note most of us are pretty liberal.
• Just because it's short, doesn't mean you have to read it. If you fashion yourself as a better fiction writer, don't show off your poor poetry skills. Show off your great fiction skills!
• If you are selecting a longer work, consider only reading an excerpt. There are a lot of us to perform and the coffee gets cold if it sits too long because you haven't the sense to cut or edit your work.

BE PREPARED with your copies next class so we can begin to perform and prepare them!

12 Angry Men; The 500 Word Short Story; End of Marking Period

During period 3 we will continue reading 12 Angry Men. After reading this play, please discuss the questions with 3-4 other students.

On to our next writing task. Soon you will be choosing a selection to read and perform at our coffeehouse on Nov. 20. Before you do that, please print out any writing you have completed this marking period and put the draft in your portfolio. Then watch these videos!

• 25 Insights on Becoming a Better Writer
• Daniel Radcliffe: 500 Words story
• David Walliams: 500 Words story
• Please watch and listen to at least 3 500-word stories from this site. 
• Lab: writing a 500 word story.
• Go to the lab. 
• Come up with a short, short story that should be exactly 500 words in length.
• Subject and genre is completely up to you!
• Use the handout advice to get you started.
• Use the advice from the videos and the 25 insights to help you as well.

HOMEWORK: Watch at least 3 500-word stories (see link above) and summarize each story in 1 sentence. Write your 1-sentence premise (summary) in your journals. Consider what pieces you have written that you think are your best work.

Creative Writing Portfolio; 12 Angry Men

During period 3, please print out any poem, short story, or speech you have written for this class and put your work in your portfolio.

WRITING REFLECTION: Add to this a few paragraphs about how you feel your first marking period has gone as a creative writing major. Reflect on the work you have accomplished and explain how you have grown as a writer this marking period and, finally, comment on what you feel you still need to work on more in regard to becoming a successful writer.

After writing your reflection, please print it out and keep this in your portfolio.

If you finish your work and reflection before 4th period, please get together with a student or two who is also finished with their portfolio and share your work with them. PLEASE DO NOT BOTHER STUDENTS WHO ARE STILL WORKING ON THEIR REFLECTIONS!

During period 4, we will move to the library to pick up the play 12 Angry Men by Reginald Rose. This play is one of the world's most famous court dramas. It was originally written as a t.v. play, but was adapted into a stage play in 1955 and then a movie in 1957 starring Henry Fonda and Jack Klugman. Here's a clip.

After checking it out of the library, please return to room 238 and let's begin reading it together.

HOMEWORK: None. Please bring your plays back with you next class. Extra credit (and horror stories) are due by Friday!

Horror Stories; The Corpse Bride

This morning let's treat ourselves to a film.

Riding on the success of A Nightmare Before Christmas, Tim Burton (director of Beetlejuice, Edward Scissorhands, the original Batman film, Sleepy Hollow, Ed Wood, Big Fish, Planet of the Apes, Dark Shadows: the Movie, Charlie and the Chocolate Factory, Sweeney Todd, etc.) The Corpse Bride (2004) takes the folk tale of the corpse bride and the Norfolk myth of the Mistletoe Bride as inspiration. The film plays around with the speculative idea of a man marrying a corpse. The story A Rose for Emily echoes these sentiments as well.

Most stories have a protagonist who, because of a decision that tests his/her moral character, finds him or herself in a sticky and complicated situation. As you watch the film, note how the story reflects or comments on other stories, films, books, you have encountered. Keep a list (in your journal) of connections you can make to other sources.

Please turn in your journal at the end of class today!

Halloween Reading: Horror stories don't need to have a lot of bloodshed. They just need to be suspenseful and well written. Read Stephen King's "The Ledge" as an example.

Extra Credit: Write a short horror story. Look here for models. Use the handout to help you plan your story. DUE: by Nov. 7.

HOMEWORK: None.

Poetry Prompts

Please read the poems in the packet of poems I gave you last class. As we read these poems out loud or as we listen to the poet reading his/her own poem, note how the performer uses voice, rate of speech (speed), and pauses to effectively communicate an idea.

• You are probably familiar with list poems from middle and elementary school classes. The examples "The Delight Song of Tsoai-Talee", "Here" and "Bad Boats" use a literary technique called ANAPHORA--the repetition of the first part of a line or phrase in a sentence. Try using anaphora in a poem draft.
• "One Art" by Elizabeth Bishop is an example of a villanelle. A villanelle is a poem that is made up of 5 tercets (3-line stanzas) followed by a quatrain (4-line stanza). The first line of a villanelle is repeated as the last line in stanzas 2, 4, and the third line in the last stanza.
• The last line of the first stanza is often repeated as the last line in the 3, 5, and last line of the poem. NOTE: you may use the last phrase of this line, as Bishop does, instead of the entire line, if you wish.
• Using capitals for the refrains and lowercase letters for the rhymes, Villanelle's have a form that looks like this:
• First Stanza: A1, b, A2 
• Second stanza: a, b, A1
• Third stanza: a, b, A2
• Fourth stanza: a, b, A1
• Fifth stanza: a, b, A1, A2
• Try writing a villanelle if you want a challenge.
• Write about how you learned to complete a simple task, but also include what you learned from the experience. Use the poems "Good Girl", "No Images", and "How I Learned to Sweep" as models.
• Write about a parent or family member. Use "What I'm Telling You" as a model.

Lab: Please choose AT LEAST 2 of these prompts and write poem drafts. You MAY decide to write more, if you'd like. Use the time given to you in the lab to complete these works.

Extra Credit: Write a short horror story. Look here for models. Use the handout to help you plan your story. DUE: by Nov. 7.

HOMEWORK: None.

Poetry Drafts

Please share your "Ars Poetica" poems with the class. Then we'll take some time to create a few new poems from the models we read in class.

• Choose a popular character from a novel, play, or fairy tale and have that character "speak" to us about something "secret". Use "Cinderella's Diary" and "Vampire Serenade" as models.
• Write about being alone. You can also create a character who is alone. Use "Alone" by Sassoon and Poe as models
• Write about a time you were mean to someone or a self realization when you were in elementary school. You can also create a character who is sorry for being mean to someone or who realizes something about life and growing up. Use "Caroline" and "In the 5th Grade Locker Room" as a model.
• Write about your best friend. Praise your best friend for the qualities he/she possesses.

When we are done with the models and prewriting, we'll go next door to type up and create our poem drafts. You should create at least 3 of the four prompt ideas as drafts.

HOMEWORK: None.

Ars Poetica Poem

This morning, please read the post from last class, check out these links to sample ars poetica poems. You may use these as models for your own original writing.

Students planning to make a pet peeve video, please join me next door for a moment.

Period 1: Ars Poetica poem draft. Pet Peeve video. Complete a draft of your ars poetica poem. Print this out at the end of period 1.

Period 2: All students, please go next door to read and listen to some poems and to conduct some poetry exercises. Please bring your journals!

HOMEWORK: None. Your journals are due Friday, Oct. 31.

Love That Dog; Intro to Poetry; Pet Peeve Video Projects

Discussion of Brighton Beach Memoirs

During period 3, please gather to read the book: Love That Dog.
Discuss with a partner what poetry is.

A poem about writing poetry is called ars poetica. Here are a few examples:

• Poetry by Marianne Moore, Video
• An Introduction to Poetry by Billy Collins, Video
• An Act of Poetry & Poetry on the Chin by Mark Slaughter
• Ars Poetica by Archibald MacLeish
• The Poems I Have Not Written by John Brehm

In the lab today, write a poem about writing or a poem about poetry. Use the models above to help you get started. If you do not complete your draft, write it at home and bring it back to class on Thursday.

For interested students, record your pet peeve speech. Film at least 2 takes of you delivering your pet peeve speech. Once you have it filmed, upload the file to your computers. We'll play around with this material a little more next class. This is extra credit--not required of all students!

HOMEWORK: Complete your Ars Poetica poem draft. 

Pet Peeve Speeches (Cont.); Brighton Beach Quiz

After our pet peeve speeches, we will take a quiz on Brighton Beach Memoirs.

HOMEWORK: None.

Pet Peeve Speech: Presentations

Please take the first period of today's class to rehearse and prepare your pet peeve speeches. After you perform, please turn in a copy of your completed speech (or your note cards).

• Transfer your speech to index cards/speech cards
• Rehearse your speech
• Give your peers some verbal feedback about their speech; how can the speaker be more original, creative, and effective when speaking?

During period 4, please go next door and volunteer to deliver your pet peeve speech. Please review and comment on 5 of today's speeches. 

Information about Brighton Beach Memoirs: Brighton Beach is located on the southern part of Brooklyn, New York. It is near Coney Island and borders the Atlantic Ocean. Many Jewish and Russian immigrants settle(d) in Brighton Beach. Neil Simon, the playwright, was born in the Bronx, is a New York City native, and is also Jewish. His childhood is presented to us in this play--part of the memoir in the title. Coming of Age stories are called bildungsroman (a German word meaning, well, "coming of age story"). You will be reading a lot of bildungsromans throughout the year. First Part Last and Montana 1948 are just two other examples of the genre. As you read the play, notice how the playwright creates a character based on himself and how this character matures throughout the play. 

HOMEWORK: Please complete your reading of Brighton Beach Memoirs by Friday, Oct. 17). You will be tested on this play Friday. You should be familiar with the plot, its characters, major conflicts or themes in the play, the term bildungsroman and know a little bit about the playwright Neil Simon (see link above). 

Pet Peeve Speech: Rehearsal; Brighton Beach Memoirs

During period 3, please prepare your pet peeve speech draft.

• Transfer your speech to index cards/speech cards
• Rehearse your speech with at least 2 other students
• Give your peers some verbal feedback about their speech; how can the speaker be more original, creative, and effective when speaking?

During period 4, please visit the library to pick up the play Brighton Beach Memoirs by Neil Simon. 

Brighton Beach is located on the southern part of Brooklyn, New York. It is near Coney Island and borders the Atlantic Ocean. Many Jewish and Russian immigrants settle(d) in Brighton Beach. Neil Simon, the playwright, was born in the Bronx, is a New York City native, and is also Jewish. His childhood is presented to us in this play--part of the memoir in the title. Coming of Age stories are called bildungsroman (a German word meaning, well, "coming of age story"). You will be reading a lot of bildungsromans throughout the year. First Part Last and Montana 1948 are just two other examples of the genre. As you read the play, notice how the playwright creates a character based on himself and how this character matures throughout the play. 

OPTION A: If you have rehearsed your speech and feel prepared to deliver it, get into small groups to read the beginning of Brighton Beach Memoirs in class today. 

OPTION B: If you have not yet rehearsed your speech or have not completed this assignment, finish your draft, rehearse, and read Brighton Beach Memoirs by yourself as homework.

HOMEWORK: Along with preparing your Pet Peeve speech for next week's presentation starting Wednesday, please read Brighton Beach Memoirs (complete the play by Friday of next week: Oct. 17). You will be tested on this play Friday. You should be familiar with the term bildungsroman and know a little bit about the playwright Neil Simon (see link above). 

The Pet Peeve Speech

Outlining is a good way to decide what your story, speech, or script will cover.

Take a look at the three outline examples of a Pet Peeve speech. Notice how the speech is essentially written and contained in the example. The authors have outlined their ideas. Using an outline can be helpful to organize your thoughts. After creating an outline, it is easy to transfer the key points and ideas from your outline into a well-written speech. Try it!

Please use the time in the lab today to complete your pet peeve speech. Your speech should be 1-3 pages in length, with an appropriate hook, thesis, and enough detail to be entertaining. Please attach your outline to your speech draft and turn in your work by the end of class today.

If you finish early, please begin preparing/rehearsing your speech.

HOMEWORK: None. If you did not complete your speech today in class (although you turned what you had written in), please complete the speech AS HOMEWORK! You should have a completed draft of your speech by the beginning of next class.

Last Speeches; Writing the Pet Peeve Speech

While information and persuasive speeches tend to be about serious issues, the Pet Peeve speech is an example of an entertainment speech. In it, the speaker discusses something that he or she doesn't like and gives reasons why he/she feels this way (and sometimes what a person can do to avoid annoying the speaker).

Here's an example of a Pet Peeve Speech:
Bookish Pet Peeve

Consider the stand up comedy monologues such as:
Bill Cosby: Dentists
Eddie Izzard: Intelligent Design
Ellen Degeneres: Flight Attendants

Brainstorm and write a pet peeve speech.

• Read the handout and samples of the pet peeve speech today in class
• Change the "specs" to: time limit: 5 minutes or less. 5 minutes is usually around 2.5 pages double spaced. It usually takes about 2 minutes per page when writing a speech text.
• Your pet peeve speech should be written. Share with your classmates an experience or situation that bothers you. It need not be anything earth-shattering. You might sound off about your Friday night curfew or chores and obligations at home. Explore your feelings about the issue.
• Complete: the purpose and expectations of this assignment
• Complete: Choosing a topic
• Complete: Preparing.
• Complete: Reading of the two sample speeches on pages 84-87.

HOMEWORK: Make sure you have completed the bullet points from this post! If you did NOT, then please complete as homework.

Delivering Speech

EQ: Delivering an original speech. Common Core Standard:

• Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Please:

• Volunteer
• Turn in your speech after you perform. I need a copy to grade you.
• Deliver your speech: keeping in mind the tips we have covered in class!
• While the performer delivers his/her speech, please evaluate the speaker on the rubric.
• Turn in your rubric at the end of class today for each speaker!

NOTE: If you did not deliver your speech today, you will deliver your speech Monday. Please make sure you are prepared to speak on Monday if you have not already gone!

HOMEWORK: Rehearse! Prepare your public speech! or, if you have delivered your speech, nothing!

Rehearsing and Delivering Our Speech Projects

EQ: Why and how a writer prepares for a speech. Delivering an original speech. Common Core Standard:

• Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Well, that's why we're doing this. But how do we get better at speaking in public? Watch these brief videos, take notes in your journal, then prepare your speeches for our performances today.

• Public Speaking Tips
• Body Posture
• be a confident speaker

You have the rest of period 3 to rehearse. During period 4 we will come back to 238 and perform/evaluate our performers! Please:

• Volunteer
• Turn in your speech after you perform. I need a copy to grade you.
• Deliver your speech: keeping in mind the tips we have covered in class!
• While the performer delivers his/her speech, please evaluate the speaker on the rubric.
• Turn in your rubric at the end of class today for each speaker!

NOTE: If you did not deliver your speech today, you will deliver your speech Thursday. Please make sure you are prepared to speak on Thursday!

HOMEWORK: Rehearse! Prepare your public speech!

Preparing Your Speech; Tips for Rehearsing

Please watch the following two videos. Be prepared to discuss what you've learned with a partner after viewing.

Tips for Rehearsing Your Speech

• Presentation Skill Tips
• Speech Rehearsal Tips

In the lab, please print out a copy of your speech (you should have finished it by now). Get into a small group of 2-3 people. Find a space in one of the two rooms and read/perform your speech for your audience.

In about twenty minutes, I will ask you to change/shift groups. Please go to your new groups and read/perform your speech.

After another twenty minutes we will switch again. Read or perform your speech as many times as possible.

With the last 20 minutes please prepare your speech for performance Tuesday.

To do this, follow these procedures:

1. Cut out your speech and adhere or fix it to index cards. 
2. Memorize your key points or topic sentences.
3. Mark, underline, highlight important details in your speech.
4. Rehearse your speech. Go over and over it so that you are comfortable with what you have to say and how you transition between each speaker.
5. Volunteers will go first, then random selection.  

REMEMBER: Effective performance is based on a few things:

• 1. Preparation (rehearsal) -- knowing what you are saying and why.
• 2. Voice (how you sound: volume, pacing, pitch, tone, elocution, and appropriateness of voice)
• 3. Character (how you portray a character both vocally and physically)
• 4. Energy
• 5. Making choices. A good performer makes deliberate choices about voice, character, energy, tone, and rehearses these choices to deliver a solid performance.

HOMEWORK: Rehearse your speech for your performance Tuesday. Be prepared to deliver your speech next class!

Wait Until Dark Field Trip

We are attending a field trip to Geva to see Wait Until Dark. If you have been left behind, please use the time to catch up on your creative writing classes.

HOMEWORK: None.

Public Speaking; Conclusions

After completing and discussing our notes from last class, please return to the lab to fine-tune and polish your speech. Please be prepared to print out and share your speech with others as you begin practicing for your performance.

Once you are done writing your speech, find at least 2 other students and share your speech with them by "performing it" to them. Each person you share with should provide commentary on your worksheet. Turn in your worksheet with your partners' comments to me along with a draft of your speech at the end of class today.

A few tips on writing conclusions:

• A summary is a popular method for closing a speech. Usually, in a summary you want to restate your purpose or thesis and cover the MAIN points of your speech. "As you can see...", "In summary...", "To conclude...", "It is important to remember...", etc.
• Your conclusion may also create a strong anecdote (story), analogy, or simile. You can use this in combination with the summary ending style: "As you can see, X is to Y, as [topic] is to [main point]", or "Like X is to Y, it is important to remember that...", etc.
• An emotionally charged or idealized statement may be a great way to end your speech.
• Leave your audience with a startling or effective image.
• You may conclude your speech with a call to action. Ex. "Let us not just sit here listening to this speech, but take these points and do something valuable with them...", "As I conclude my speech, I want to urge all of you to...", "Act now!"
• It is polite to thank the audience at the conclusion of your speech.

How to Write a Speech Conclusion

HOMEWORK: Complete your draft of your speech and be prepared to work and rehearse it Friday. Next class, please come directly down to the commons 3rd period to attend our field trip to Geva. Please bring a bagged lunch and dress appropriately for walking to the theater.

Guest Speaker; Benefits of Speaking Publicly

We have a guest speaker today from Geva. Please welcome her and participate in the workshop.

EQ: Why learn to publicly speak?

• Oral communication skills are useful (and required) in public and business careers.
• Getting hired requires you to speak effectively and skillfully to others.
• Learning the process of creating and delivering a speech gives a person more confidence.
• Learning to write and deliver speeches helps develop critical thinking and problem solving skills.
• Learning to write and deliver speeches helps a person build better verbal and nonverbal skills.
• Public speaking skills help you communicate and influence your world.
• Public speaking builds leadership skills.
• Delivering a speech helps you overcome a fear of public speaking.

Toastmasters Video

Want to compete in speaking? Talk to Ms. Gamzon about joining the speech and debate club.

Last class you were asked to:

1. identify a subject on which to write a speech.
2. identify a PURPOSE for your speech (do you want to inform, persuade, or entertain?)
3. create a THESIS for your speech
4. research your topic/subject and support your thesis
5. write an outline for your speech
6. write the first draft of a speech

Before we go any further, please watch this video on the subject:
How to Write an Effective Speech

When we write a speech prepare to do a little research on your topic. Make sure you write down and note the source (title, webpage, author, etc.) so that you can refer back to it. You MUST give credit to ideas that are not yours! This is citation, and is expected in formal, academic, and non-fiction writing.

Ideas on how to create an effective opening introduction:

• How to gain the audiences attention, arouse interest, and excite the curiosity of your listeners:
• Refer to the purpose. Why are you speaking? 
• Compliment the audience (if appropriate)
• Open with a story or anecdote
• Refer to current events or a recent incident familiar to your audience
• Use a quotation and a brief explanation how the quote connects to your topic/subject
• Open with a creative idea or striking statement that makes listeners curious
• Ask a pertinent and challenging RHETORICAL question. (Don't expect your audience to answer!)
• Combine these techniques in various ways.

With time remaining today, please go to the lab and polish your introduction.

HOMEWORK: Please read the handout materials/packet for the play Wait Until Dark. Make sure you turn in your permission slips to attend the field trip by tomorrow: Friday, September 19! If you have not written a first draft of a speech, please complete this assignment for next class. We will be writing conclusions, practicing and workshopping our speeches next class!

Workshop/Peer Review; Introductory Speech Prep

EQ: After our workshop, we are going to brainstorm topics for a speech, create a thesis for our speech, and begin writing our speech in the lab.

Watch this video about Picking a Public Speech Topic.

This morning, please return to your sharing/workshop groups and finish your peer reviews.

When you have finished, please brainstorm some topics for a speech. Refer to the chapter handout on Preparing a Speech.

• From your list, choose 3 of the best topics. For each of these three topics, list possible sources of information you could explore.
• Consider which topics would require you to do the most research? The least? 
• Estimate how many minutes you would need to adequately and creatively speak to an audience about the topics you chose. Our speech will be short this time (about 1-4 minutes).
• Narrow your topic(s) until you have a specific THESIS. 
• Write a thesis for each of your 3 chosen speech topics. 
• Pair up with a partner and share your thesis topics with him/her. Offer feedback to your partner.
• Choose your best topic and thesis. 
• Determine your purpose. What are you trying to accomplish with this speech? Are you giving information, persuading us to think differently, or entertaining us?
• Persuasive speeches motivate people to change a behavior or ideology
• Informative speeches provide accurate and supported information to an audience
• Entertainment speeches seek to entertain an audience to make them feel, laugh, or cry
• Create an outline and plan what your topic sentences will cover in each paragraph.
• In your introduction, your THESIS is your first point.
• In your body, each topic sentence (the first sentence in the paragraph) should clearly state what your paragraph will cover. The rest of the paragraph are the details of that topic sentence.
• In your conclusion, consider the purpose of this speech: are you informing us, entertaining us, or persuading us? Explain WHY and HOW your thesis is important to us, as an audience.
• NOTE: See the handout sample of how to create an outline. You may also check here.
• Begin writing a short speech (about 1 full page to 2 pages in length--double spaced). 

REMEMBER: to include a HOOK! Your speech should have a beginning (introduction), middle (body), and end (conclusion).

HOMEWORK: None. If you did not reach your writing quota for the day (about 1-2 pages), please complete your work at home and bring it to our next class to work with.

Peer Review for Baseline Story; Prep for Speech

We will meet in the lab. Please take 10-15 minutes in the beginning of class to put the finishing touches on your stories. You should have completed your stories as homework from last class!

• Check your grammar. Before you print out copies to read to your small groups (see below) please look over your work and correct any mistakes or errors you find. Have a friend or neighbor help you edit if needed.
• Make sure you have given your story a title. If you cannot think of a title, then name the story the same name as your protagonist.
• Begin your story with an effective hook! See post below for details on how to create a hook. Your first sentence (paragraph, really) should be interesting enough to draw your reader into the story. 

After the 10-15 minute prep time, please complete the Peer Review Handout as the author. Get into the following groups and share your story with your partners. Your partner should complete the "peer review" section of the handout. You will turn in this sheet and a copy of your story to me after completing this assignment.

Groups:

• Emily, Alexander, Karina, Ellie 
• Jocelyn, Frank, Alexis, Isabella
• Liana, Carina, Isiah
• Nasmere, Kyra, Serita
• Tamaron, Azana, Dan'nae
• Thalia, Samuel, Yanira

With time remaining in the lab:
Begin working on your homework. The homework will deal with our next project: an original speech!

• Complete "choosing a topic" on page 12.
• Complete the activity on page 15 about the "main purpose" of the speech.
• Create a thesis for your speech. Your thesis should be a 1-sentence statement about what you will write a speech about: "This speech is about..." then get rid of the "this speech is about" phrase.

HOMEWORK: Please read the chapter on "Building a Speech". In your journal, brainstorm or list ideas to write a speech about. 

Fiction Baseline Project

Please take a look at this video today before you begin brainstorming or coming up with an idea for your writing project.

• Rick Riordan's Advice to Young Writers

WRITING TASK: You will use your interview notes to create a fictional character and place that character (based on your original partner) into your story. If you need a second interview with your original partner, go ahead and spend a few minutes asking him/her follow up questions. Take notes. 

You may change any detail as you see fit, but try to justify your change. For example, you may change a character's setting (where they grew up) or an event in his/her life, but the character should have something similar to the original source material. If you interviewed a girl who plays sports, perhaps your protagonist of your fantasy story is a girl (or was once a girl who is now grown up) who stays physically active. How you deal with the details is up to your imagination. Avoid discarding details just because you can't think of an idea. Put the "creative" in creative writing!

THE RULES: Your story can follow any genre (sci-fi, fantasy, horror, western, romance, realism, 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 genre should follow the standard rules for that genre. For example, if you are writing a high fantasy, the use of magic is perfectly allowed, but we often don't expect magic and dragons in contemporary realism. You might even create monsters for your protagonist to defeat out of the challenges or problems your peer told you about in his/her interview. Above all, show me that you can write a creative story. I am also looking at effort, so if you don't get it right, don't sweat it--writing can be hard, but you SHOULD be spending your time in the lab writing. I DO have my senses, after all.

Your story should be relatively short (approx. 2-5 pages, double spaced). You can always add to the draft 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 create a title for your story, print, and turn in. This assignment is due at the BEGINNING of next class. You should aim to write at least 1 page per class period.

Remember that a hook works just as well for a story as it does for a speech. Revise your opening sentence of your story to HOOK your reader. Be creative to grab our attention!

Please refer to the following rubric for this project.

Project Rubric:

9-10: story is imaginative, clever, well written, grammatically sound (almost completely free of proofreading, mechanical or spelling errors), story uses effective dialogue and effective description, story has an interesting theme, character is based on original peer interview in some clever and creative way. Story is turned in on time and fits in the 3-5 page range, properly formatted. Story has a clever and creative title. 

8: story is mostly well written, with some gaps or weaknesses, but nothing that makes reading the story laborious or difficult. Story is mostly grammatically sound (some errors) but nothing that gets in the way of comprehension. Story has some dialogue and description, but work is not as compelling as scores of 9-10. Character is based on original peer interview in some way. Story is turned in on time and fits in the 2-5 page range, properly formatted. Story has a title. 

7: story is completed, turned in on time, but lacks the imagination and creativity of scores of 8-10. Some moments of storytelling, but story may need more plot development, conflict, character development, or attention to detail and specifics. Story might have dialogue or description, but this is relatively uninteresting, or weakly presented by the author. Character is dubiously based on details from an interview or original source, but this is not clear, or the character is too similar to the source material as to be mistaken for the peer interviewed. Story may be late (missed deadline), and is on the shorter less developed side between 1 full page to 2 full pages in length. Work may have formatting errors. Story has a title. 

5-6: story is as 7 above, but may be very late, or there are so many grammar and development or writing problems that makes comprehension difficult for a typical reader. Work is carelessly or hastily done. Student spent more time off-task in the lab than working on this project. Story lacks a title. 

0: story or project not turned in.

HOMEWORK: None. If you did not complete your story draft today in the lab, please complete it and be prepared to turn in the draft at the BEGINNING of class on Friday.

Introductory Speech Exercise

INSTRUCTIONS: Your short introductory speech should reveal something about 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.

• Before you present your speech (all students are required to try this!), prepare your notes by adding a short introduction sentence. 
• Speeches usually open with an interesting statement or lead-in. This is called The Hook. 
• Begin your introductory speech with a clever hook or 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. 
• As a class politely listen to each speech. Listening is an important element in the communication process. It is extremely rude to chat, ignore, or otherwise distract a speaker. Please be courteous in this class. As the class rule states: Respect all NOUNS (that includes you and me and each other).

When called, please come up to the front of the room and introduce your partner. You may use your notes if you get stuck, but try to "talk" to us. No one likes to be "read" to. As a class, politely listen to each speech. Listening is an important element in the communication process. It is extremely rude to chat, ignore, or otherwise distract a speaker. Please be courteous in this class. As class rules state: Respect all NOUNS (that includes you and me and each other).

Effective Elements of a Speech include:

• Volume
• Pace
• Pitch or tone of voice
• Language or imagery
• Organization
• Creativity
• Confidence (ethos)
• Body posture/Facial expressions/Gestures/Eye contact

While listening to a speech, a listener should:

• Pay attention
• Make eye contact with the speaker
• Be courteous and polite
• Avoid interruptions
• Listen (not just hear)

After all students have given their speech, please listen for further instructions for our next writing task.

THE TASK: You will use your interview notes to create a fictional character and place that character (based on your original partner) into your story. 

THE RULES: 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 the draft 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. This assignment is not due yet. You should aim to write at least 1 page per class period.

Remember that a hook works just as well for a story as it does for a speech. Revise your opening sentence of your story to HOOK your reader. Be creative to grab our attention!

Welcome: The Introductory Interview

Welcome class of 2018!

This morning, after our course criteria discussion, complete this in-class activity: 

With a partner, discuss and create: 

A. a list of ways in which humans communicate (humans communicate through...) 

B. Reasons why humans communicate

This begins our first step as creative writing majors. It is important for us to examine how and why (and when), as human beings, we decide to communicate. Of course, communicating through writing is only one way we, as humans, communicate with one another. This course will cover areas of communication, the communication process, techniques of effective communication, along with performance skills, public speaking, and various writing projects (fiction, poetry, scripts, personal narrative, essays, etc.) If you go on to study the arts, literature, political science, divinity, history, business, advertising, marketing, teaching, law, journalism, communication, or media, you will definitely need a basic understanding of these concepts.

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 on your index card(s) will also be used to create a "fictional" character based on a real person during our next class. More information about that assignment will be discussed next class.

Activity:

1. Please follow my verbal directions to choose a partner for this exercise.

2. Once you have a partner, take 5 minutes to ask any of the following questions (see below) and record what your partner says on your index card. 

TIP: Don't worry about long quotes or trying to write down everything your partner says. Instead, jot down only the KEY POINTS of what your partner discussed. Try effective listening techniques to comprehend what your partner is saying. Synthesize or summarize these key points when you deliver your short introductory speech. 

3. At the end of 5 minutes, switch places and take another 5 minutes to be interviewed by your partner.

4. When time is up (about 10 minutes total) you will be asked to quickly organize your notes and give an extemporaneous speech introducing your partner to the rest of the class.

Sample Questions to ask (use 1 or 2 of these if you have no better ideas):

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.  

Again, 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 what you heard in your own way. Use your notes and ask follow-up questions to develop your partner's answers. (see below)   

5. Keep your notes for the next writing assignment (more details to follow). 

INSTRUCTIONS: Your short introductory speech should reveal something about 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.

• Before you present your speech (all students are required to try this!), prepare your notes by adding a short introduction sentence. 
• Speeches usually open with an interesting statement or lead-in. This is called The Hook. 
• Begin your introductory speech with a clever hook or 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. 
• As a class politely listen to each speech. Listening is an important element in the communication process. It is extremely rude to chat, ignore, or otherwise distract a speaker. Please be courteous in this class. As the class rule states: Respect all NOUNS (that includes you and me and each other).

We will conclude any speeches not delivered on Monday. This assignment is worth participation credit.

If we happen to finish early, we'll head next door to the lab to begin a writing assignment.

HOMEWORK: None. Please show your parents your course criteria sheet! Complete field trip forms, etc.

Last Day!

Please make sure that you have saved any computer files on your network file. Administration usually wipes your files over the summer or the first weeks of September. If you want to save anything, please do so today.

Any interactive fiction you may have completed, please send this file to me so I can calculate extra credit. Any missing work must be turned in today!

Please chat with each other, sign year books, enjoy a few snacks, and feel free to play a few card games. Relax! And good luck with your finals! See you in September!

Documentary Projects Over Due! Interactive Fiction

Please continue working on your interactive fiction projects. See post below for details.

If you have made films this year and would like to submit them to the Rochester Teen Film Festival, please open this link and submit TODAY! (Tuesday, June 10) is the deadline! Here's the application link.

Please return any books you still have to the library!

HOMEWORK: None.

Writing Computer Role Playing Games

Choose your own adventure books began to arrive in the late 1970's (particularly from Bantam Books) to entice younger readers. The role-playing industry was just getting started. For more history on fantasy role playing games, check here. More information about Choose Your Own Adventure books can be found here.

Before you create one, it's a good idea to read what these games are like to get the hang of it. If you haven't yet tried one, please do. You can usually get clues and hints by typing "help" in the text box.

Most CYOA books took place in exotic locations, in fantasy worlds, outer space, or somewhere appropriate for the genre in question. Popular genres are usually fantasy, science fiction, horror, adventure, and similar styles, but any literary genre can be used. For a list of genre options, check here.

Once you've settled on a genre, you should start your story by creating a setting and a starting situation. Remember that you are writing in 2nd Person POV (so use the pronoun 'you') for full effect.

The hardest part (apart from organizing, planning, and writing your story) is learning the software. You can choose either twine or quest software. Both are linked below. Instructions are found online or as copied handouts given to you in class.

Twine
Quest Program (a little more advanced than twine)

You may work with one other writer for your text based story. Students who create a story and turn in the URL or game draft will gain extra credit. If this is over your head, spend your time reading the sample CYOA texts (see links below) or the games.

• Storygames
• Journey Under the Sea by R.A. Montgomery (requires free login info)
• Interactive Fiction
• More for some summer reading...

Text Adventures: Writing for Video Games

Take a look at these text-based games. Our last assignment will be creating one. Before I show you how to do this, please play with any of the games on this website:

Text Based Games

Portfolios Due!

Please complete your portfolios today in the lab. These portfolios count for both Ms. Gamzon and Mr. Craddock's final "exam".

If you finish early, please make sure you have completed your documentary projects. Upload your file to Youtube and send me your URL in the comment section of this blog post.

HOMEWORK: None.

Portfolio Project

Please continue to work on your reflective essays and complete your writing portfolios. See below for details.

Check out our completed documentaries!

Cameron
Avana

HOMEWORK: None.

Final Portfolio Project

Check out our completed documentaries!

Janelys
Reyenne
Olivia
Jasmina
Jahde
Cameron

After viewing some of our documentary projects, please return to the lab to continue working on your portfolios. Instructions are as follows:

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 (see details below)

Part B. Portfolio

Select work that you created this year in Ms. Gamzon and/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 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 3-4 of your special projects (documentary, newsletter, brochure, literary magazine, online blog, etc.) that 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 write 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 of your development and education. 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 below 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. Which books you read were of high interest and what did you learn about writing from reading them? What did you learn about writing and about yourself through these assignments and courses this year?

Rubric

_____ Table of Contents 10 points
_____ Reflective Essay (4-6 pages) 30 points
_____ Poetry (6-8 poems) 10 points
_____ Fiction (4-5 short stories) 10 points
_____ Non Fiction (2-3 creative essays) 10 points
_____ Scripts (1-3 scripts) 10 points
_____ Special Projects (3-4 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: bonus 10 points

Penalties:
• Late portfolios (-10 points per day late)
• Handwritten work (-1 for each handwritten page)
• Grammar errors (see above) & missing required components of your portfolio

Documentary Projects & Blog Post Due!

• Please complete your documentary projects. When you have completed your film, please EXPORT your file to your desktop/network file. Then, upload your film to Youtube.com (you will need an email account to do this) and send me the URL as a comment to this post. Complete this in class today. 
• Also, if you have not yet done so, please write a review of Chew On This on your blog. In your review, you should hook the reader's attention, detail the major points, chapters, or information presented in the book, and evaluate the book by describing your reaction to the book. How has the book changed you? What issues are important or relevant in the book? How does the writing draw you in and make you want to read more? What criticisms or complaints do you have? Use TEXTUAL EVIDENCE from the book to support your opinions.
• If you finish early, feel free to check out the internet and/or begin working on your portfolio. You may write or read anything you'd like to write or read as well.

HOMEWORK: None.

Documentary Project: Last Day!

• Please complete your documentary projects. You should plan to have these completed by the time you return from Memorial Day break. 
• Please write a review of Chew On This on your blog. In your review, you should hook the reader's attention, detail the major points, chapters, or information presented in the book, and evaluate the book by describing your reaction to the book. How has the book changed you? What issues are important or relevant in the book? How does the writing draw you in and make you want to read more? What criticisms or complaints do you have? Use TEXTUAL EVIDENCE from the book to support your opinions. Your review is due by May 27.

If you finish your project or assignment early, you are free to write anything you'd like: poetry, fiction, non-fiction, a script, etc.

HOMEWORK: None.

Documentary Project; Day 5

• Please continue to complete your documentary projects. You should plan to have these completed by the time you return from Memorial Day break. 
• If you have finished Chew on This (see previous post's homework), you may write a review of the book on your blog. In your review, you should hook the reader's attention, detail the major points, chapters, or information presented in the book, and evaluate the book by describing your reaction to the book. How has the book changed you? What issues are important or relevant in the book? How does the writing draw you in and make you want to read more? What criticisms or complaints do you have? Use TEXTUAL EVIDENCE from the book to support your opinions. Your review is due by May 27.

If you finish your project or assignment early, you are free to write anything you'd like: poetry, fiction, non-fiction, a script, etc.

HOMEWORK: None. You should have completed Chew on This. Be prepared to write about the book next class on your blog if you did not do this during class today.

Documentary Project: Day 4

Please complete the following steps today in the lab:

1. Upload your film footage. If you don't have film footage by now, you should aim to bring some by Monday's class! While you're waiting you can create your end credits and beginning titles. Get workin!

2. Continue pulling stock footage from the internet: jpgs or picture files that correspond or go with your subject. Use these images to help underscore main ideas and points in your film.

3. If you filmed any footage, please upload your MP4 file to iMovie. If you are using a camera that does not save your video footage as an MP4 file, you will need to covert it.

Uploading film footage:

iMovie only recognizes MP4 files. Which means if your camera or recording device does not use this format, you will need to convert the file to an MP4. To do that, use this online converter. It's free and simple, but does require an extra step. Once you convert the file, save it to your own desktop folder for your film project(s).

Online Converter

Keep Vid: This program will allow you to convert online movie files into mp4's that you can use.

If you need to sign out a camera (you can always use your own equipment (phones, cameras, etc.), see me or Ms. Gamzon to do this. Cameras can be picked up at the END of the day (end of 9th period) in room 239. Please return cameras BEFORE school on the following day (whether or not you used the camera).

Please Note: ALL CAMERAS MUST BE TURNED IN TO MS. GAMZON OR MR. CRADDOCK THE FOLLOWING DAY! We have several classes borrowing this equipment. You are entirely responsible for keeping the equipment in good condition. If you break a camera, you've bought it and your parents will have to replace the camera. This has never happened (and I don't expect it to). Guard this equipment and treat it nicely!

4. Once you upload your footage, you can begin to edit it. Use your time in the lab to work on your film projects! 

5. If you have nothing left to work on today, please read chapter 8-9 ("Your Way" and "Afterward") of Chew on This. This should complete the book! If you are behind in reading, please catch up. 

HOMEWORK: Continue contacting people to interview or plan to shoot your footage. Each day bring in some footage you shot so you can begin editing it. Complete Chew on This.