Tuesday, March 27, 2018

Masterclass with Reyna Grande

Today we will have a masterclass with the author of The Distance Between Us, Reyna Grande. Please bring your journals/notebooks to the Ensemble Theater today.

If we finish early, please work on any missing assignments. The end of the marking period is April 13.

HOMEWORK: None. Enjoy your break. Please remember that your journal is due the week we get back from Spring Break (Wednesday, April 11). Stay safe and catch those sun rays!

Sunday, March 25, 2018

Fantasy Setting & Character Sketch Exercises

Please turn in your homework ?'s in my inbox today.

During class today, please complete the following assignments:

TASK #1: Writing Lab Task: Setting Exercise: 
Setting Description Exercise: 

Choose one of the following pictures below and use it as inspiration to describe a specific setting. You are not necessarily writing a story; instead, you are describing a place in detail using imagery: sight, sound, touch, taste, smell, temperature, weather, etc.

Consider:
  • Sight/Visual Imagery: What does the eye see? What is most obvious about the setting visually? What are some of the small visual details (objects, places, etc.)
  • Sound/Aural Imagery: What does the ear hear? What sounds might we hear in this environment (consider time of day as well...)
  • Smell/Olfactory Imagery: What does the nose smell? Ex. wood smoke, brimstone, methane gas, rot, sweat, decay, mildew, earth, clay, blossoms, incense, manure, garbage, hay, cooking food or meat, flowers, cut grass, etc. Olfactory imagery is created by the mention of the smell. Usually smells linger on the air, or contrasting smells compete with one another to be most noticeable. See gustatory imagery below. Smells are often described as cloying or overwhelming--and there's always a source of the smell (whether it can be seen or heard or touched). 
  • Touch/Kinesthetic Imagery: What does the body feel? How hot/cold is the wind? What does the foot or boot feel as it travels? How humid or dry is the air? What do objects held feel like? Ex. slimy, coarse, rough, prickly, smooth, bumpy, soft, hard, wet, dry, cool, hot, etc.
  • Taste/Gustatory Imagery: What does the tongue taste? Similar to olfactory imagery, what might a person taste in the air, from the breeze, as a result of traveling through this area or location? Blood, by the way, tastes metallic--some say like a penny or copper. Ex. sweet, sour, slimy, fishy, rancid, succulent, bitter, acrid, etc.
1. 
2. 
3. 
4. 

Write a descriptive paragraph or two detailing the setting of one of these places. Turn in your description to my inbox by the end of class today. Then move on to our next writing task:

TASK #2:

A character sketch is a detailed description of your main character(s) in a story. Often writers will sketch out their protagonist first, before writing a story about that character. Try this today.

Create a hero. Fantasy stories, just like realistic stories, usually focus on a protagonist who needs to accomplish an important or life-changing task, or deal with a terrible situation in order to solve it or make it right.

After completing your paragraph(s) describing a fantasy setting, create a character by answering these simple questions; You may use the graphic organizer/handout to assist you in creating your character sketch.

  1. Describe your character physically. What physical strengths and weaknesses does this character possess? Consider: height, weight, body type, gender, race, etc.
  2. Describe your character's personality. What mental/behavioral traits, mannerisms, habits, philosophy, beliefs, and personality weaknesses or flaws does the character possess?
  3. Describe your character's life situation and/or family. What occupation or trade or skills does your character possess? How rich or poor is your character? What is the most prized possession that your character owns, for example. Why is this object so important to him/her? 
  4. What is your character's background (what important events happened to him/her that might be important or helped shape his/her personality or worldly outlook/philosophy?)
  5. Describe what is most interesting about your character that is different or unique from other characters?
  6. Describe your character's motivation. What does your character want (right now or in the near future)? Why is this goal important to your character?
You may use the graphic handout to help you answer some of these questions before you begin your character sketch. 

If you finish your character sketch before the end of class, please turn it in. If you did not complete the character sketch, please complete it as homework for Wednesday. 


If you didn't take notes last class or need to review the following, please do so now:

Spotlight on Heroic or High Fantasy Fiction:
  • What makes a hero (short video)
  • This subgenre of fantasy is devoted to heroes. A hero is a character who possesses a strength, skill, or talent that ordinary people lack. A hero is often tested by facing adversity or problems--most life-threatening--so that he/she can prove his/her worth, strength, or talent as a hero.
  • All heroes in stories act as role models for us (see the: benefits of reading video above). They teach us how to behave, how to be the best that we can be, how to react when faced with adversity.
  • The hero will usually "go on an adventure" in this subgenre of heroic fantasy--sometimes for self-gain, sometimes to save others or to test one's heroic quality/talents.
  • The hero will usually go through part or all of the following pattern:
  • The Hero Archetype's Call to Adventure:
    • Status Quo
    • Call to adventure
    • Assistance
    • Departure
    • Trials
    • Approach
    • Crisis
    • Treasure
    • Result
    • Return 
    • New Life
    • Resolution/Status quo
  • As we continue this unit, look for how this pattern repeats itself in the stories we read. 
  • Description and detail helps paint a picture (activates neurons) in our imagination. Take a look at the video and think about how this applies to the writing that we do.
HOMEWORK: Complete "Homecoming" by Ray Bradbury. This is an example of contemporary fantasy--fantasy stories set in our present day or in the real world, but with fantastic fantasy characters as protagonists. Harry Potter, for example, would be another good example of this kind of subgenre. This story inspired Charles Adams to create his famous "The Adams Family" series. Learn more about Charles Addams here.

Complete the character sketch if you did not complete it during class.

Wednesday, March 21, 2018

Fantasy Genres: Heroic Fiction & the Hero Archetype; Setting & Character Exercises

Let's start today with some advice about reading. You may wish to write some better bits of advice in your journal:
Then, let's read:

Fantasy literature is divided into various subgenres. While all should appeal to a fantacist or escapist reader and all are obviously made up or fictional, certain rules apply when writing them. We're introduced you to Magical Realism--stories where magic is an accepted part of the setting/culture written from a realistic perspective/voice (The Enchanted, "A Very Old Man With Enormous Wings", Like Water for Chocolate, etc.), but let's look at the more popular forms of fantasy writing:

  • High Fantasy (also known as "epic fantasy"):
    • Stories are set in a medieval or mythological period, often focusing on good/evil. High fantasy focuses a lot on setting and tone, often including politics (Game of Thrones or the Lord of the Rings cycle, for example)
  • Heroic Fantasy
    • Similar to high fantasy, this medieval or Dark Age technology/setting focuses on the actions and powers of heroes--often attempting to overthrow evil, rescue a fair lady, or  gain power. Magic is mysterious, as are the "gods"; the focus is on action and the clever activities of the protagonist (the hero); the genre is also often called Sword & Sorcery--where brute strength and human ingenuity, battles powerful magic or demi-gods and monsters
  • RPG (role-playing game) fantasy: Mostly fan based, RPG fantasy refers to the fantasy settings created by role-playing game fans or authors. Dungeons & Dragons is the best example--ask Mr. Gallagher about RPG games...

Classroom: Reading "The Test of the Twins", "The Bleak Shore", "Liane, The Wayfarer", "The Sword of Conan"

Spotlight on Heroic or High Fantasy Fiction:
  • What makes a hero (short video)
  • This subgenre of fantasy is devoted to heroes. A hero is a character who possesses a strength, skill, or talent that ordinary people lack. A hero is often tested by facing adversity or problems--most life-threatening--so that he/she can prove his/her worth, strength, or talent as a hero.
  • All heroes in stories act as role models for us (see the: benefits of reading video above). They teach us how to behave, how to be the best that we can be, how to react when faced with adversity.
  • The hero will usually "go on an adventure" in this subgenre of heroic fantasy--sometimes for self-gain, sometimes to save others or to test one's heroic quality/talents.
  • The hero will usually go through part or all of the following pattern:
  • The Hero Archetype's Call to Adventure:
    • Status Quo
    • Call to adventure
    • Assistance
    • Departure
    • Trials
    • Approach
    • Crisis
    • Treasure
    • Result
    • Return 
    • New Life
    • Resolution/Status quo
  • As we continue to read, look for how this pattern repeats itself in these stories. 
  • Additionally, for our benefit as writers, create a word bank of fantasy tropes: objects, details or descriptions (diction), characters, and events that keep repeating in what we read. Make a list of these words in your journal...
  • Finally, continue to look for how a writer uses verisimilitude (description) and imagery to make what is completely false and unreal into something we can believe is real. Remember to note passages or paragraphs where description and detail helps paint a picture (activates neurons) in our imagination.
Writing Lab Task: Setting Exercise: 
Setting Description Exercise: 

Choose one of the following pictures below and use it as inspiration to describe a specific setting. You are not necessarily writing a story; instead, you are describing a place in detail using imagery: sight, sound, touch, taste, smell, temperature, weather, etc.

Consider:
  • Sight/Visual Imagery: What does the eye see? What is most obvious about the setting visually? What are some of the small visual details (objects, places, etc.)
  • Sound/Aural Imagery: What does the ear hear? What sounds might we hear in this environment (consider time of day as well...)
  • Smell/Olfactory Imagery: What does the nose smell? Ex. wood smoke, brimstone, methane gas, rot, sweat, decay, mildew, earth, clay, blossoms, incense, manure, garbage, hay, cooking food or meat, flowers, cut grass, etc. Olfactory imagery is created by the mention of the smell. Usually smells linger on the air, or contrasting smells compete with one another to be most noticeable. See gustatory imagery below. Smells are often described as cloying or overwhelming--and there's always a source of the smell (whether it can be seen or heard or touched). 
  • Touch/Kinesthetic Imagery: What does the body feel? How hot/cold is the wind? What does the foot or boot feel as it travels? How humid or dry is the air? What do objects held feel like? Ex. slimy, coarse, rough, prickly, smooth, bumpy, soft, hard, wet, dry, cool, hot, etc.
  • Taste/Gustatory Imagery: What does the tongue taste? Similar to olfactory imagery, what might a person taste in the air, from the breeze, as a result of traveling through this area or location? Blood, by the way, tastes metallic--some say like a penny or copper. Ex. sweet, sour, slimy, fishy, rancid, succulent, bitter, acrid, etc.
1. 
2. 
3. 
4. 

Write a descriptive paragraph or two detailing the setting of one of these places. Turn in your description by the end of class today.

HOMEWORK: What reading we did not complete in class, please complete as homework. Answer the questions on the handout to turn in for participation credit on Monday, March 26.

Monday, March 19, 2018

Blog Post #9; Fantasy Writing & Advice; The Ones Who Walk Away From Omelas

Please take the quiz from your homework assignment last class. You may use your journal notes (but not the article or short story). You have only 15 minutes to complete this quiz. Make sure your answers are specific and detailed for full credit.

Task #1: After our quiz, please post a comment on YOUR blog (blog post #9) about the genre/market of Fantasy Literature. Take a look at the sample brochures from your peers about the subject.
  • What do you think about the genre?
  • What do you like/dislike about the genre?
  • What books, films, or TV shows have you read/watched that fit this category?
Blog post #8 was a homework assignment. Check last class's blog post for details!

Then, please gather next door for some guided reading ("The Ones Who Walk Away from Omelas" & notes about fantasy.

Writing Lab Task #2: 
Setting Description Exercise: (due at end of class)

Choose one of the following pictures below and use it as inspiration to describe a specific setting. You are not necessarily writing a story; instead, you are describing a place in detail using imagery: sight, sound, touch, taste, smell, temperature, weather, etc.

Consider:
  • Sight/Visual Imagery: What does the eye see? What is most obvious about the setting visually? What are some of the small visual details (objects, places, etc.)
  • Sound/Aural Imagery: What does the ear hear? What sounds might we hear in this environment (consider time of day as well...)
  • Smell/Olfactory Imagery: What does the nose smell? Ex. wood smoke, brimstone, methane gas, rot, sweat, decay, mildew, earth, clay, blossoms, incense, manure, garbage, hay, cooking food or meat, flowers, cut grass, etc. Olfactory imagery is created by the mention of the smell. Usually smells linger on the air, or contrasting smells compete with one another to be most noticeable. See gustatory imagery below. Smells are often described as cloying or overwhelming--and there's always a source of the smell (whether it can be seen or heard or touched). 
  • Touch/Kinesthetic Imagery: What does the body feel? How hot/cold is the wind? What does the foot or boot feel as it travels? How humid or dry is the air? What do objects held feel like? Ex. slimy, coarse, rough, prickly, smooth, bumpy, soft, hard, wet, dry, cool, hot, etc.
  • Taste/Gustatory Imagery: What does the tongue taste? Similar to olfactory imagery, what might a person taste in the air, from the breeze, as a result of traveling through this area or location? Blood, by the way, tastes metallic--some say like a penny or copper. Ex. sweet, sour, slimy, fishy, rancid, succulent, bitter, acrid, etc.
1. 
2. 
3. 
4. 

Write a descriptive paragraph or two detailing the setting of one of these places. Turn in your description by the end of class today. If you finish early, please work on your homework. See below.

HOMEWORK: Read the article on "Imagination" & the short stories "The Tower of the Elephant" by Robert E. Howard and "Trollbridge" by Terry Pratchett. Answer the questions to turn in for participation credit next class.

Thursday, March 15, 2018

Writing Fantasy; Reading; Inspiration

Writing Prompts:

Seven Fantasy Story Ideas (choose one and write for 10 minutes in your journal)
  • A mythical creature (dragon, griffin, werewolf, vampire, centaur, dryad, elf, tentacled thing, Cthulhu, a pixie, leprechaun, etc.) drops in for the opening day celebration of a new local store or the opening night of a concert or traveling band. Write the story from the creature's perspective or the POV of a common person witnessing the creature's arrival. 
  • Bored high school wizards decide to throw a party. What happens before the party (or during, or after)? (pick one)
  • Weddings are stressful. They’re especially tricky when one family is magical or are a supernatural creature (vampires, werewolves, dragons, ogres, unicorns, dwarves, etc.) and the other are prejudiced against supernatural beings or think magic is evil. Both mothers want to control the celebration. Write a scene from this doomed wedding.
  • One morning in March, all domestic pets (hamster, horse, dog, cat, parakeet, etc.) start talking. What happens as a result?
  • A supernatural creature (goblin, dragon, unicorn, giant, tentacled thing, vampire, witch) is REALLY into reality TV (like American Idol, for example), and one day arrives at a producer's office or on set to pitch an idea for a show. Write that scene.
  • While passing a park, a common animal (dog, squirrel, cat, crow, ant,) or plant (bush, tree, rose, tulip, crab grass, etc.) whispers a secret to the protagonist of your story. What happens as a result? 
  • What if your main character can change who they are physically by becoming a fantasy creature: a centaur, a unicorn, a giant, a witch, a monster, or any other supernatural or mythical  creature you can think of? What would be the trigger for the transformation? (a potion, a spell, an operation, a face-lift, a curse?) Write that story.
Let's read Angela Carter's "The Werewolf", then complete the writing exercise as directed.

Writing creatively requires a lot of imagination. As young writers it is important to remember that inspiration will not necessarily strike you when you sit down to write. However, the more fluid your writing, the more effort and interest you put into your art, the easier it will be to "fake it" or "skate through the hard bits" when you get stuck.

There are a few key attributes that writers require to support their imagination. These traits can be found in most of us, but sometimes in varying degrees or amounts. Let's take a look:
  1. Curiosity
  2. Receptivity
  3. Passion
  4. Immediacy

Let's read the article on motivation and fantasy writing. Take notes in your journal. There will be a quiz next class on this material.

After the various writing tasks, read the short story. "A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez. Feel free to take notes in your journal on the story.

HOMEWORK: Complete and examine both stories and the article we read today. On YOUR blog comment about what you learned about fantasy writing, motivational tips, and these two stories. What did you learn about writing fantasy or just writing in general from our reading today? 

Tuesday, March 13, 2018

Genre Brochure: Day 2; Walk Out Event; Fantasy Stories: Day 1

Please continue working on your genre brochure. You should complete the project by the end of class. See our previous post for details about the brochure and what should be included in it.

At 10:00 some students are welcome to protest to show their solidarity for the tragic events that happened in Florida last month by attending the walk out.

If you stay behind take a look at some of this material:


Feel free to write a response to these events, or gun violence in general on YOUR blog for extra credit.
Image result for fantasy
When people return (about 10:20), we will be gathering next door (classroom) to read the fantasy short stories "The Werewolf" by Angela Carter and "A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez. If we don't finish "A Very Old Man...Wings" please complete the reading as homework.

HOMEWORK: Complete "A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez. Be prepared to discuss these stories on your blog next class. If you didn't complete your brochure, please do so for homework and turn in late.

Monday, March 12, 2018

Genre Survey Results

Our curriculum path will follow these writing markets based on your choices/votes from our survey:
  1. Fantasy (13 points)
  2. Mystery/Thriller/Horror (21 points)
  3. General/Literary Fiction (24 points)
  4. Historical Fiction/Science Fiction (26 points each)
  5. Romance (29 points)
  6. Children's Literature/Young Adult (40 points)
In each unit we will be discussing the various tropes, archetypes/forms, sample authors of the genre, as well as learning how to market our writing to the specific genre. Our first genre writing unit will be fantasy.

Fantasy includes the following sub genres (in general): High fantasy, heroic fantasy, Arthurian fantasy, dark fantasy (horror), urban, alternate history, RPG (role playing games), science fantasy, speculative fiction, magical-realism, humor, fable, young adult, etc.

Sunday, March 11, 2018

Types of Readers; Genre Brochure Project

LAB TASK: Genre Brochure

Writing is a business. Books are published, not only because they're good for you, are beautifully written, or introduce you to human characters, events, and culture, but also because they sell. Publishers count on readers to consume books. It's all about the $, and less about the art. But it is also an art.

The first thing we should consider as writers is our reader. If we don't please our reader, we won't be able to sell a book. If we can't sell a book, we aren't going to be very successful writers, etc. It's a vicious circle. But before we continue, it's a really good idea to remember this golden rule of writing.

If you don't please your audience, you don't succeed.

So let's chat a bit about our potential audiences:

AUDIENCE

There are 3 general types of readers that a writer should be aware of:
  • Fantasists: readers who read to escape the tediousness of ordinary life, seeking new frontiers and imaginative fiction
  • Realists: readers who read about contemporary life to learn about or reinforce personal experiences
  • Pragmatists: readers who read for a specific purpose--from cooking to learning history or science
Most of us favor one or two of these styles when we read. Our tastes can change depending on our life experience and maturity. Well read and well rounded readers enjoy all types of reading styles at some point in their life.

Readers also become loyal to writers. Publishers count on this to occur. Publishers count on readers to consume books. The more you like a specific author's style and writing, the more likely you will continue to buy books by this author. It's all about the $, and less about the art. But it is also an art.

In today's writing market there are a variety of genres that writers tend to write. Knowing what readers expect from these genres will help you as a writer give your audience what it wants. So let's learn about these audiences and what they expect!
  • General fiction: chick lit, domestic drama, sports, vampire lit, LGBT, humor, war, urban/black or minority literature, literary (melange)
  • Historical fiction: romance, detective thriller, adventure, family saga, drama, multi-volume, African-American/urban
  • Romance: paranormal, historical, regency, horror/gothic, LGBT, inspirational, contemporary, African-American/urban
  • Mysteries and Thrillers: detectives, cozy, Christian, noir, forensic, police procedural, courtroom/legal, LGBT, historical, thriller, ghost story/paranormal, horror, spy, action
  • Science Fiction: soft, hard, apocalypse, cyberpunk, feminist, comic/humor, first contact, colonization, military, time travel, steampunk, space opera, dystopian, speculative
  • Fantasy: heroic, Arthurian, dark, urban, alternate history, RPG, high, science fantasy, speculative, magical-realism, fable
  • Autobiography & Memoir: boot strap, political, family, celebrity, travel, survival, extraordinary lives, confession/conversion, spiritual memoir, writer's memoir, new journalism
  • Literary Fiction: any of the above, but with better writing quality, skill, and attention to craft 
  • Children's/Young Adult: any of the above, usually with more fantasy or realist elements 
Remember! If you didn't write about your favorite genre on your blog (blog post #7) last class or read the packet handout on literary genres, you may want to go do that now!

LAB TASK #2: Classroom Project: Genre Brochure
  • Choose one of the genres in bold above--check the subcategories so that you know what you're getting into
  • You will be expected to create a brochure for your chosen genre to promote the genre to a fantasist, realist, or pragmatist reader.
  • Take a look at the questions bulleted below. You will want to be able to answer these questions in your brochure.
  • In Microsoft Word, from the FILE menu, please select New From Template.
  • Choose BROCHURE as a template. Select one you like. Create only a 6 panel brochure (not an 8 panel one or half page)
  • Create a brochure about your chosen genre by following the steps below. Be creative. Play around with design and how you present the information in a clear and creative way. You may use graphics and lists to provide answers to these questions:
1. Describe this genre. What is it?
2. Who is the target reader (a fantasist, a realist, a pragmatist, or what combination?)
3. What are some expectations a reader of this genre might expect?
4. What are some categories of this genre? AND what are the expectations a reader might expect from this genre?
5. Examples of some popular or famous books or films that fit this genre; and/or examples of authors who write in this type of genre.
NOTE: Brochures should not have too much text--they should use graphics and pictures to get information across. Big concepts (like subgenres) can be listed, as opposed to painstakingly explained. Write your notes in your journal (double dipping!) and organize your notes to select only the most important information about your chosen genre in the brochure! More tips on the way. The brochure project is not due yet.

Finally, before you leave today, please complete the short survey regarding genre units for this course.

HOMEWORK: None.

Thursday, March 8, 2018

Student Blogs

Back to the Blog: Blog Writing Assignments!

This morning, please watch the following video(s) and assignments and respond to them on your BLOG. Your blog posts are due by the end of class.

Blog Post #5:

Watch all 3 videos and listen for each author's advise or wisdom about writing as a profession. What did you learn about the writing field from watching the short videos? What advice do you think is most important for you? What questions might you have?
Blog Post #6:

LAB WORK/RESEARCH: Select 3 of the following occupations you might be interested in or are curious about. Your job today in class is to use the internet to find out some information on these jobs. Find out:
A. What is the job? (Describe what the job entails or involves)
B. What is the median (average) salary for the job
C. What education and/or requirements are needed to get the job.
D. Anything else you found interesting about the job.
Please record your answers on your blog (blog post #6). You might find it easier to take notes answering questions A-D, then synthesize or summarize the information you researched and write your blog post answering the questions in paragraph form. You'll need to discuss all three occupations you chose for full credit. Finally, answer: of the 3 career choices, which one seems most interesting to you? What skills seem most important for this kind of job? Would you pursue this career as a profession? Why or why not?

Writing Careers: Novelist, technical writer, journalist, reporter, copy editor, publisher, advertising/marketing, screenwriter/television writer, columnist, playwright, poet, lyricist (song writer), ghostwriter, technical writer, instructional coordinator, secondary/post-secondary educator, press secretary, lawyer, communication manager, reviewer/critic, blogger, researcher, public relations, literary agent, freelance writer.

Blog Post #7: 

Write about a favorite genre of writing. What do you like about this particular genre? Why does it interest you? What are some favorite books or authors who write in this genre?

For sample genres, read the article under "homework"

If you finish all 3 required blog posts today, you may complete any blog posts you are missing (an introduction blog post (#1), a review of "Tears of a Tiger" (post #2), A post about a passionate subject (post #3), and a review of Annie Dillard's "A Writing Life" article (post #4). If you have completed all posts, you may either work on completing your homework task, or writing anything you wish on your blog (extra credit).

HOMEWORK: Please read the article on genres: "The Genre Wars". In your journal, take note of some of your favorite genres and what is included in that genre. You will be using what you learn in class on Monday.

Thursday, March 1, 2018

Playwriting; The Zoo Story (2 characters in conflict)

This morning, please watch these two videos and take notes in your journal on the advice therein. We will be moving on in 15 minutes. The videos are about 12 minutes in length. That gives you a 3-minute goof off time, so get focused!
1. Research Edward Albee. Take brief notes about his career and style of writing in your journal.

2. Go the library and check out the play: The Zoo Story by Edward Albee.

3. Get together in reading groups of 2 or 3. These groups are only for a day, so please work with someone you know you can trust to focus on the assignment. If you are in a group of 4, I will split you into two groups of 2. I prefer no one work alone, as it is important for you to practice reading out loud.

4. Read The Zoo Story together in your groups today. Assign parts as follows:

a. 3 students: one play Jerry, one play Peter, one read the stage directions where appropriate (only the longer directions).
b. 2 students: one play Jerry, the other play Peter, read the stage directions silently.
c. If you have been stubborn and must work alone, you may either join a group of two, or read alone, but realize you are missing part of your practice and cheating yourself out of more effective performance skills.

5. AS YOU ARE READING THE PLAY: In your group discuss how the author uses conflict in his play. Plays are based on conflict. Conflict can come in 4 “flavors” or types:
  • i. Person vs. Person
  • ii. Person vs. Self
  • iii. Person vs. Nature
  • iv. Person vs. Society or God
HOMEWORK: If you did not finish reading The Zoo Story, please complete the play on your own time. There will be a quiz next class on the play.

The Graveyard Book - Discussion Questions

  In your discussion groups, please answer 5 of the 10 discussion questions. Choose a member of your group to record your answers. Make sure...