Wednesday, May 28, 2014

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

Monday, May 26, 2014

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.

Tuesday, May 20, 2014

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.

Sunday, May 18, 2014

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.

Wednesday, May 14, 2014

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.

Monday, May 12, 2014

Documentary Project: Day 3

Please complete the following steps today in the lab:
1. If you did not turn in your interview questions or 1-page voice over script to my inbox, please do so now.  
2. Begin pulling stock footage from the internet: jpgs or picture files that correspond or go with your subject. 
3. If you filmed any footage over the weekend, please upload your MP4 file to Youtube. 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

If you need to sign out a camera (you can always use your own equipment (phones, cameras, etc.), see 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 7 ("Fries") of Chew on This. You had homework that was supposed to be turned in last class. Please turn that in if you didn't already. 
HOMEWORK: Feel free to 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. 

Thursday, May 8, 2014

Documentary Project: Day 2

Today in the lab, please complete the following tasks:

1. Research your topic. Remember to record where you are taking your information from!

2. Write your voice-over script or 1 page of questions to ask interviewees for your documentary. Turn this in by the end of class today. Note: A Voice over script should include the information you found out about from your research and should be about half a page to a full page of text.

3. Begin pulling stock footage from the internet: jpgs or picture files that correspond or go with your subject.

4. If you are ready to film and can interview subjects this weekend, you can use your own equipment (phones, cameras, etc.) or you may sign out 1 of the 4 cameras we have available. Today, see 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!

5. Read. If you did not finish the reading homework (chapters 4-5 of Chew on This) spend some time in the lab to get caught up. See homework below!

HOMEWORK: Feel free to begin contacting people to interview. You may begin shooting as well, depending on your topic. Please read chapter 6 of Chew on This.

Tuesday, May 6, 2014

Documentary Project: Day 1

After our quiz on documentary styles, please get together in your project groups (you may work alone or with up to 2 other people).

Today, please complete the following tasks in the lab:

Research your chosen topic. It is likely you have to uncover some basic details and information about your subject matter. Use the class period today to do that. Just like your previous research assignments, record any citations. You will need to give credit in your film for any quotes or materials you use that are not yours. Take notes on facts, statistics, definitions, or other information that will help you tell your story. Members of the group should record this information in journals or as a file everyone has access to (in case of absences). I suggest Google Documents or https://docs.google.com

After you have researched your topic a bit, you should decide what KIND of documentary you intend to make. You have various options. Pick one of the five types from the posts below. If you are going to begin interviewing, work together to write a few questions you will ask all of your interviewees. If you are done currently with research, use the rest of the lab time to begin writing a VOICE OVER script. Remember that, just like in fiction, speech writing, or poetry, you want to HOOK our attention.

Use your time in the lab today to progress on your project. Before the end of class, talk with your partner(s) and find out when they are available to work together (do you have a lunch period together, or can you meet after school? What days are good to meet each other in general? Can you work together outside of class?) Find out what your group members schedules are. This will make the filming process easier. If you are working alone, you don't have to worry about coordinating schedules with other students or partners--but you will have to schedule interviews or shooting sessions.

By the end of class you should:
1. Have selected a group or plan to work alone.
2. Chosen a topic for your documentary. You may use your previous brainstorming to select an idea that you want to pursue.
3. Researched your topic. Find pictures, facts, statistics, footage, information, etc. about your chosen topic. Take notes in your journal. Share your notes with each other.
4. Chosen the type of documentary style you want to make.
5. Share your working schedule with other members of the group. You may wish to share files (Google docs) or phone #'s as well. 
If you've completed steps 1-5, please move on to #6, if there's still time in the lab: 
6. Begin writing a voice-over script for your film based on your research. Write interview questions for your interviews. Update your works cited page.  
HOMEWORK: Feel free to begin contacting people to interview. You may begin shooting stock footage as well, depending on your topic. Please read chapters 4-5 of Chew on This.

Sunday, May 4, 2014

Documentary Project

This morning, please watch the rest of Bowling for Columbine. When you are finished, please complete the following two tasks:

1. Post your response to the film to your blog. What did you think of the film? Would you recommend it? What did you learn about documentaries from watching this film? What do you think about the topic? Explore your own reaction to the film: what did you like, dislike, find interesting, find troubling, etc. Response.

2. After completing your response, working in groups of 1-3 please gather together or alone to come up with an idea for your own documentary. Follow the steps and watch the model student films below for ideas.

Sample of previous SOTA creative writing documentaries:
Research your chosen topic. It is likely you have to uncover some basic details and information about your subject matter. Use the class period today to do that. Just like your previous research assignments, record any citations. You will need to give credit in your film for any quotes or materials you use that are not yours. Take notes on facts, statistics, definitions, or other information that will help you tell your story.

After you have researched your topic a bit, you should decide what KIND of documentary you intend to make. You have various options. Pick one of the five types from above. If you are going to begin interviewing, write a few questions you will ask all of your interviewees. If you are done currently with research, use the rest of the lab time to begin writing a VOICE OVER script. Remember that, just like in fiction, speech writing, or poetry, you want to HOOK our attention.

Use your time in the lab today to begin preparing and planning your film.

During the last 10 or 5 minutes of the class we will be taking a quiz on documentary styles, journalism vocabulary, and chapters 1-3 of Chew on This from your notes and reading.

HOMEWORK: Please read chapters 4-5 of Chew on This.

Thursday, May 1, 2014

Documentary Project Prep; Styles of Documentaries

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.
One of the most famous performative documentaries is Koyaanisqatsi. Here's a clip.

Sample of previous SOTA creative writing documentaries:
Research your chosen topic. It is likely you have to uncover some basic details and information about your subject matter. Use the class period today to do that. Just like your previous research assignments, record any citations. You will need to give credit in your film for any quotes or materials you use that are not yours. Take notes on facts, statistics, definitions, or other information that will help you tell your story.

After you have researched your topic a bit, you should decide what KIND of documentary you intend to make. You have various options. Pick one of the five types from above. If you are going to begin interviewing, write a few questions you will ask all of your interviewees. If you are done currently with research, use the rest of the lab time to begin writing a VOICE OVER script. Remember that, just like in fiction, speech writing, or poetry, you want to HOOK our attention.

Use your time in the lab today to begin preparing and planning your film.

HOMEWORK: Please read pages 37-91. There will be a quiz that also covers journalism terms (see post below) and documentaries. 

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