Brighton Beach Memoirs: Day 3

We will complete the play today.

When you finish please complete the following "quiz" grade:

• Choose 1 character in the play Brighton Beach Memoirs. 
• In a short analytical essay, explain how the character you chose goes through the 4 stages of the coming of age process. Use the 9 characteristics of a Coming of Age story to guide your answers. Use textual support (with page #'s, etc.) to support your claims.

The 4 Stages

REALIZATION -- changing, emotional and mental preparation, growing, physical changes

REMOVAL -- change of status quo or familiar environment; separation from support units (family, friends, social institutions), experimentation with "forbidden" issues/activities--testing the limits of support units/social institutions, breaking rules/laws or beliefs, etc.

CHALLENGE --- proving oneself; overcome a major problem or resolve a major conflict (killing the boss monster, growing mature, taking on responsibility, etc.)

REINTEGRATION - protagonist comes back into society; character undergoes a rebirth, new status, or new understanding or epiphany of his/her situation.

Nine Characteristics of a Coming of Age experience or story

1. Usually the protagonist is between the ages of 12-18, but can be younger
2. Adults are either "bad guys" or not important--they represent society or laws or rules--the natural order of things; in some stories a parent is missing, absent, or dead. Authority figures are often antagonists to the protagonist. (see below)
3. Usually involves a journey of some sort (this can by a physical, mental, or spiritual journey)
4. Protagonist must confront his/her fears or weaknesses
5. Conflicts with a parent /guardian/authority figure
6. Protagonist learns something important (usually about him/herself)
7. There are usually a series of tests or challenges that the protagonist must face and overcome
8. The ending may be bittersweet--there is often a loss of innocence as a protagonist matures
9. Scarification (there are often scars left--physical or/and emotional), but these "wounds" mark the protagonist as a hero--he/she has come through the "storm" and is "wiser" for the experience. Sorta like this class...

LAB: With time remaining, let's brainstorm our next writing activity. Write a short MEMORY play in which your protagonist remembers a difficult event in his/her early life growing up. Include the 4 stages of the coming of age story plot, as well as the 9 characteristics of a coming of age story in your play draft. 

1. Start off by trying to recall a dramatic moment that you experienced (or that someone you know experienced--a family member, a neighbor, a friend, etc.)--recall who was involved and maybe what was said and by whom. What was the outcome?
2. Fictionalize the details. Change the names or genders or ages of the real people involved and create a fictional cast list of at least 3 characters. You can combine people you know. If you have 2 sisters, combine them into one personality. If you have 3 wives, combine them into one grandmother. You get the picture.
3. Try to limit your cast to six characters or fewer.
4. Create a cast list with a brief description of each character (see cast list in your play scripts).
5. Describe a vivid setting for your play. Keep your play in one setting: a kitchen, a living room, a house like Brighton Beach Memoirs, a porch, etc. Base your setting on a place that you know well--although you can fictionalize this setting. Add details that are made up!
6. Choose some coming of age conflicts that your characters might talk about. Use your journal or the play Brighton Beach Memoirs for ideas. Order these conflicts from minor to major dramatic events. 
7. Begin writing your scene once you have completed all 6 steps before this one. We will be working on this play draft for a few classes, but get started!

Turn in your "quiz"/analysis of Brighton Beach Memoirs.

HOMEWORK: None. If you didn't finish your "quiz", do so at a late penalty.

Brighton Beach Memoirs: Day 2

Please complete our reading of Brighton Beach Memoirs by Neil Simon.

As a bildungsroman or coming of age play, note the following occurrences on the graphic organizer. Use the 4 quadrants to take note of the 4 stages of the coming of age story. Turn in your notes at the end of our reading:

The 4 Stages

REALIZATION -- changing, emotional and mental preparation, growing, physical changes

REMOVAL -- change of status quo or familiar environment; separation from support units (family, friends, social institutions), experimentation with "forbidden" issues/activities--testing the limits of support units/social institutions, breaking rules/laws or beliefs, etc.

CHALLENGE --- proving oneself; overcome a major problem or resolve a major conflict (killing the boss monster, growing mature, taking on responsibility, etc.)

REINTEGRATION - protagonist comes back into society; character undergoes a rebirth, new status, or new understanding or epiphany of his/her situation.

Nine Characteristics of a Coming of Age experience or story

1. Usually the protagonist is between the ages of 12-18, but can be younger
2. Adults are either "bad guys" or not important--they represent society or laws or rules--the natural order of things; in some stories a parent is missing, absent, or dead. Authority figures are often antagonists to the protagonist. (see below)
3. Usually involves a journey of some sort (this can by a physical, mental, or spiritual journey)
4. Protagonist must confront his/her fears or weaknesses
5. Conflicts with a parent /guardian/authority figure
6. Protagonist learns something important (usually about him/herself)
7. There are usually a series of tests or challenges that the protagonist must face and overcome
8. The ending may be bittersweet--there is often a loss of innocence as a protagonist matures
9. Scarification (there are often scars left--physical or/and emotional), but these "wounds" mark the protagonist as a hero--he/she has come through the "storm" and is "wiser" for the experience. Sorta like this class...

A memoir is a story about a memory. In essence the writer looks back on his/her youth and remembers a specific time period, or personal or historical event. In a MEMORY PLAY--a character does this remembering. He/she often breaks the 4th wall and speaks directly to the audience about what he/she remembers. Plays like this are SUBJECTIVE.

HOMEWORK: None. Start thinking about a specific time in your more distant (not this past year) past that involved a major conflict with your family (or you personally). Write about this time in your journal to get a head start on our next writing activity. More details to follow.

Brighton Beach Memoirs, Day 1

I have jury duty this morning. Please follow the instructions I left with the substitute teacher.

Please read Brighton Beach Memoirs as a class. Practice reading out loud as we read the play together.

HOMEWORK: None. Please bring your books back with you next class to finish the play.

Interview Story Drafts Due! Brighton Beach Memoirs Introduction/Research

Take 10-15 minutes to put the finishing touches on your interview story drafts. Then print these out (with a title and your MLA heading) for a grade. See the rubric posted for this assignment in the posts below.

If you finish early, please conduct the following research for our first play: Brighton Beach Memoirs by Neil Simon. Write your notes in your journal. Be prepared to share what you found with your peers this morning.

Find out:

1. Who is Neil Simon? What is he famous for? What books or plays did he write?
2. Where is Brighton Beach? What did it look like in the 1930's?
3. What was life like for American citizens in the 1930's? 
4. Check out this link and read about what was happening in the U.S. and around the world in 1937.
5. Finally, read about baseball in the 1930's. 

When called, please go to the library to pick up the play Brighton Beach Memoirs by Neil Simon.

When we return from the library, please go next door and sign up for a reading role or script task.

Before we begin reading, please find at least 2 other peers and share information about the 5 questions posted above. Talk about what information you found in the lab. Then we'll get started reading this play.

HOMEWORK: None. Please bring your play scripts back with you to next class.

Working With Your First Draft

Period 3:

Start off today with some writerly advice:

• Barbara Abercrombie
• Colette Sartor
• On Terrible First Drafts

Watch these 3 videos and write any advice in the videos in your journal. 

After viewing, please take the rest of the period to do the following tasks:

• Complete any revisions or additions to your interview story draft: here's how to do it:
• Add details that you left out of the first draft
• Cut details that are redundant or obvious or boring
• Add imagery: metaphor, figurative language, similes, etc.
• Cut unimportant details or details that do not serve a function in your story
• Correct misspellings, grammar and punctuation  problems.
• Write a poem or short story of your own choosing.
• Complete any writing or reading work for Ms. Gamzon's class.

Period 4:

• Print out a copy of your revised short story. You will be reading your story out loud to your group members. Take turns reading. Your groups will be small to allow you to focus on each other's work. If your friend is not part of your group, feel free to share your work with your friend later (after this exercise or after this class).
• It is important for you to practice reading to other people as if you were performing a speech or a scene. Peers should actively listen to your story. Allow comments such as: effectiveness of volume, effectiveness of delivery, or the effectiveness of sincerity/acting skill/energy or tone in your voice.
• For each reader, group members should evaluate and give comments about volume, delivery, tone/sincerity, etc.
• You will be sharing your story in the following groups:
• Akhiyar, Pahz, Darnell
• Kordae, Jesziah, Isobel
• Victoria, Raeona, Britney
• Jenna, Alquasia, Turon
• Javant, Ja'Miah, Kemani, Joshua 

After sharing your work with your group members and evaluating their performance, help each other with your grammar/editing. Together, help find errors in the original draft that you might have overlooked. You will likely catch some of these errors when you read your work out loud.

Go back to the lab and correct any errors and put your finishing touches on your draft. Print out the NEW, revised draft and turn in at the beginning of NEXT class for a final project credit. Your work will be kept in your writing portfolio.

HOMEWORK: None.

Extra Credit: Fringe & Dine & Rhyme (BOA event)

This weekend and next week events for the Rochester Fringe Festival will be happening all over the city. Some performances are free, others are at SOTA itself, but there's theater and performances happening throughout the city.

If you go to any of the Fringe Festival Events, you may gain extra credit for this course. Simply describe in a paragraph what event you attended and explain what you felt about the performance. Then turn in your little critique with your name on it.

Also there is the Dine & Rhyme event for 10 lucky students. If you are interested in attending this special event by poetry publishers BOA Editions, please let Ms. Gamzon know. See Ms. Gamzon for details.

Interview Story Draft Due!

Let's begin class today with a little pow-wow/coming to the water chat about writing. In your journal take a moment to reflect on your writing so far.

• Do you have an idea?
• Have you picked your genre?
• What has been working well for you?
• What problems have you run into?

After discussing, move back to the lab. Today, please continue working on your baseline interview stories. These stories are due at the end of class today. Please remember:

• These stories are DRAFTS (not final drafts); it's okay if they aren't "complete" or if they have "mistakes". Try your best, but don't over worry. You are a beautiful snowflake...
• Please proofread and correct your formatting and grammar/mechanics in the work before you turn it in. Use your Creative Grammar & Style class assignments to help you!
• We like our fiction/prose to be double spaced, 12 pt. font
• Use an MLA appropriate heading (the name of the assignment is the baseline interview story; it is sometimes helpful to indicate draft #: example: baseline interview story, draft 1)
• Do not leave a skipped line between paragraphs unless you are indicating "white space"
• Indent 1-tab for each new paragraph
• Check your dialogue punctuation carefully. (Punctuation generally goes INSIDE the quote marks)
• Keep your POV and tense consistent. If you start off the story in present tense, keep writing in present tense, etc.
• Give your story an appropriate title. Titles should "hook" or interest a reader. Usually they are the name of the main character, an important object, a quote or concept, or the name of a setting
• Use your time wisely in the lab. The lab is for writing--not chatting, or surfing the internet for unrelated topics.
• No matter what happens or how much you write, please turn in your drafts at the end of class. Listen to my instructions/announcements concerning the same.

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. 

Interview Story Project

Before you begin this project, please take a look at this video. Before you begin brainstorming or coming up with an idea for your writing project get some advice from a professional writer:

• 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. 3-5 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. You should aim to write at least 1 page per class period. 

Please note that you are gaining participation credit each class period when you spend the class writing and/or participating in our required activity. If you spend your time off task you will receive no participation credit for the day. 

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. 

Speech of Introduction; Interview Exercise

Let's define the following terms:

Speech of Introduction: a speech to introduce a person to a group of people or listeners.

Interview: a meeting in which the purpose is to gain information about a person.

Conversation is one of the most obvious processes of communication. Conversation is a verbal discussion between two or more people. Today you are going to "interview" a class member, then introduce this person to the rest of the class. The notes you take in your journal 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 find your partner for this exercise.

2. Once you have found your partner, you will have 10 minutes to ask any of the following questions (see handout) and record what your partner says in your journal. 

TIP: Don't worry about long quotes or trying to write down everything your partner says verbatim (word for word). 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. When time is called, switch places and take another 10 minutes to be interviewed by your partner.

4. When time is up (about 20 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. Use the index card provided to you for your key or main points.

Sample Questions to ask (use some of these questions 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. What is one thing you want other people to know about you? 

H. What do some things you want to do after you graduate? 

I. What is one event that happened to you that changed your personality/outlook on life forever?  

J. What single event in your life has made you a better person? 

K. If you could accomplish one thing in your life, what would you like it to be? 

L. 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)    

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 information to us in a conversational tone.

• 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 we conclude our speeches we will use the notes we took in class to create a fictional character based on the person you interviewed. Please see the post above this one for details on that project.

HOMEWORK: None.

Welcome Class of 2020! Introduction Speeches

Welcome class of 2020!

This morning, after covering our course criteria, 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.

Our first speech will be rather short. On your index card, jot down any of the following answers to these personal questions:

• What is one thing you want other people to know about you?
• What do you want to do after you graduate?
• What is one event that happened to you that changed your personality/outlook on life forever?
• What is one thing you're proud of that you never told anyone?
• What single event in your life has made you a better person?
• If you could accomplish one thing in your life, what would you like it to be?

Answer some of these questions (at least one) and jot down at least 3 main points you would want to share with the class about your answers. When you are called, come up to the front of the room and share your answers in a short introductory speech. 

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 next class. This assignment is worth participation credit.