Short Story Writing: Popular Mechanics; The Hit Man; Class Notes exercises

Today, we will read the short stories "Popular Mechanics" by Raymond Carver, "The Hit Man" by T.C. Boyle and "Class Notes".

To help understand the first story, let's take a look on the internet for "King Solomon and the Baby". Take 5 minutes to find and read that story. Then let's read Carver's version.

A short story does not have to be long to be powerful, as you can see. If you'd like to use "Popular Mechanics" as a model, you may write an extra credit story draft and include it in your draft docs for Thursday (see below). The prompt: take a Biblical or mythological story and retell it for a modern/contemporary reader/audience. Here are some ideas you can use for Bible stories...or myths.

After reading, let's take a look at "The Hit Man". T.C. Boyle tells the entire story of his character from early childhood to death. Stories that cover the entire life of a character are often called "EPIC". You'll note how each "episode" of the protagonist's life is given a subtitle (or chapter title). Try this technique yourself...

1. In your journal, create a character and name this person. His/her name will be your title.
2. Jot down a list of important and non-important details or events from this character's life in your journal. Include "early years", important life events (like marriage or buying a first house), non-important life events (like going to the dentist or buying soap), and characteristics or important quirks for your character (like allergies, poor eyesight, personality flaws, etc.), finally, include actions the character does (like baking a cake or playing softball, etc.)
3. Include how the character dies or where the person is at the end of their life (you do not actually have to have your character die!)
4. From this longer list, pick about 10 or so items from your list and order them from "Early years" to "Death or the end of useful life"
5. Then for each item, give the section an interesting/intriguing title. Write a sentence or up to a few paragraphs for each section detailing what happens.

Call this the "Hit Man" story on your heading. Write the draft.

Short Story #3: Read "Class Notes". Select a class (this one or another...) and for each member of the class, make up a story about what will happen to that person 10 or 20 years after graduation from high school. Where are these people now? What happened to them? [please change the names of your friends and classmates so as not to upset anyone...but you can hint at who you are writing about if you must...). Write the draft.

HOMEWORK: These short story exercises should be developed and turned in at the end of the week (by midclass Thursday) as a Google Classroom assignment. We will be choosing and reading one of your short story drafts 2nd part of Thursday's class.

Short Stories; The 500 Word Short Story: Day 2

Please return to read your short stories this morning. As you read, notice the format and how each author uses dialogue, setting, description, language, sentences, a hook, plot elements, and conclusions. You should read and complete a total of 3 short stories (2 from last class, or finish them...and one from the list today). You may read a 4th for extra credit during period 3.

For each short story identify:

• POV (1st, 2nd, or 3rd person POV)
• Identify the speaker/protagonist
• Identify the conflict/antagonist
• Identify the setting
• Identify the theme or message of the story. We might also call this the premise. What is the story about?
• How does the title help make meaning or help focus the reader's attention?

Read THREE short stories from the site (2 from last class or from your homework, since some of you refused to read last class) and an extra one. All are due today by the end of 3rd period. Use your time to read SILENTLY and answer the questions on the handout form. Record the titles and authors along with your answers on the handout to turn in for credit at the end of period 3 today. 

Then, if you did not already do so, take about 3 minutes to comment in the COMMENT section below: 

In the COMMENT section below, please leave me a comment about your favorite genre of fiction. Explain in a couple sentences why you like to read that genre or that style of fiction. What do you get out of the experience?

Period 4:

Whether you are done or not, please turn in your short story analysis handout sheets. Even if they are incomplete!

Please move on to our next assignment: The 500 Word Short Story draft. See the handout to help you. Use the handout to write a 500-word short story. Here are the rules:

• The genre and style of your short story are completely up to you.
• Your story should have a beginning, middle, and end.
• Your story should have a title.
• Consider what we learned about short stories and include some of that. See the instructions and advice on the handout as well to help you.
• Your story should have an MLA formatted heading. Call it the 500 Word Short Story Draft #1.
• Yes. Your 500-word short story should be only 500 words. Not 400, not 1,000, not 16,004, not 26, but 500 words. You may find it easier to write your short story then cut it back to 500 words by cutting out any unnecessary plots, details, or hum-drum or boring use of language. 
• You may adjust your story's title to INCLUDE or REDUCE your word count to 500. To help you, a 500-word short story is about 1 full-page, single-spaced (or 2 if double spaced). To check the exact # to make sure it is 500 words, use the TOOL menu, select WORD COUNT in your Google Docs. 
• This is an EXERCISE. It is not a statement about your ability to write, or a measure of your artistic or personal worth. It will count as your baseline fiction draft for me.

HOMEWORK: If for some reason you did not complete the 500-Word Short Story draft today in class during our writing time, please finish it and turn the draft in by next class (turn your work in to our Google Classroom).

Short Stories; An Introduction to the 500 Word Short Story Draft: Day 1

Short stories:

Take a look at our introduction to short stories from Shmoop and How to Read Short Stories. Note any vocabulary that seems important concerning the short story in your journal.

Students often ask: "How long should my story be?" instead of realizing that any story needs to have a beginning, middle, and end. This sort of open-ended question really has no answer. How long should a story be? Well, traditionally, short stories are shorter than novels. That's a good place to begin.

Short stories are shorter than novels and are usually not as complex or involved. Short stories were originally meant to be read in one sitting. As our culture has sped ahead, and we don't have much free time, short stories have become as short as a sentence or two and as long as the traditional short stories, fewer than 20,000 words. A short novel is about 50,000 words. Most publishers want novels that are anywhere from 75,000 to 100,000 words or more.

Usually, a short story focuses on only one event or incident. It usually has a single plot, a single setting, a small number of characters, and covers a short period of time. Most writing students start off writing short stories because they are manageable. But the form is tricky and hard to perfect. Many authors spend their whole lives learning the craft of writing short fiction.

Longer short stories usually contain elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event that introduces the conflict); rising action (development of the conflict), crisis (the decisive moment for the protagonist and her commitment to a course of action); climax (the point of highest tension and the point the protagonist faces her antagonist); resolution (the point when the conflict is resolved); and a sense of enlightenment, epiphany, or moral.

Short stories may or may not follow this pattern. Some do not follow patterns at all. Modern short stories only occasionally have an exposition. An abrupt beginning, with the story starting in the middle of the action (in media res) is more standard or typical.

Usually, all short stories have a turning point and climax, but endings may be sudden or what is called "open"--leaving the story incomplete. As with all art forms, short stories will vary by author.

Let's read a couple (2) short stories this morning. As you read, notice the format and how each author uses dialogue, setting, description, language, sentences, a hook, plot elements, and conclusions. For each short story identify:

• POV (1st, 2nd, or 3rd person POV)
• Identify the speaker/protagonist
• Identify the conflict/antagonist
• Identify the setting
• Identify the theme or message of the story. We might also call this the premise. What is the story about?
• How does the title help make meaning or help focus the reader's attention?

Read two short stories today from the site. Record the titles and authors along with your answers on the handout to turn in for credit at the end of class today. 

Writing Time:

In the COMMENT section below, please leave me a comment about your favorite genre of fiction. Explain in a couple sentences why you like to read that genre or that style of fiction. What do you get out of the experience?

For those you who finish early, please move on to our next assignment: The 500 Word Short Story draft. See the handout to help you. We will continue to work on this draft next class. It is NOT due today.

HOMEWORK: None. If you are missing any assignments, please complete them and turn them in.

Poetry Performance; Short Stories: An Introduction

All poetry was meant to be sung or performed, let's take a look at some contemporary examples that sort of cross the genres a bit. As you watch/listen to the performance, note in your journal what you noticed about the performance and how the poet grabbed your attention. How, for example, was the performance effective in your opinion?

Derrick Brown: "A Finger, Two Dots, Then Me"
Sarah Kay: "Table Games"
Billy Collins: Two Poems About What Dogs Think (Tedx)

Now it's your turn to perform. Take a look at all the poem drafts you've written this past week. Hopefully, you have a few options. If you only wrote 1 poem, you're stuck with it. Otherwise, pick a poem you wrote that you would like to "perform" for the class.

1. Read and rehearse your poem with a partner. Every student should work with another person/peer.
2. Give suggestions and help each other perform better. Consider the tips we talked about with our speeches. Give each other some feedback:

• Are you pleasing your audience? Can we hear you? Can we understand you? Are you holding our attention? Are you too unfocused and confusing? Have you put energy into your performance or delivery? Are you boring? Are you making occasional eye-contact with your audience?
• Are you matching your TONE of voice to the TONE of your poem?
• Are you sincerely trying? [Avoid just going through the motions--an audience can tell that a performer just doesn't care or would rather be doing anything other than speaking...why should we listen to a person like this?]
• Are you reaching the goals you set out for yourself? 

When time is called, please deliver your poem to the whole class.

Remember: Good speakers...

• Make eye contact
• Speak clearly and loudly
• Use gestures
• Have energy
• Change tone
• Perform with sincerity

After our performances, we will move into our baseline fiction assignment.

Short stories:

Take a look at our introduction to short stories from Shmoop and How to Read Short Stories. Note any vocabulary that seems important concerning the short story.

Students often ask: "How long should my story be?" instead of realizing that any story needs to have a beginning, middle, and end. This sort of open-ended question really has no answer. How long should a story be? Well, traditionally, short stories are shorter than novels. That's a good place to begin.

Short stories are shorter than novels and are usually not as complex or involved. Short stories were originally meant to be read in one sitting. As our culture has sped ahead, and we don't have much free time, short stories have become as short as a sentence or two and as long as the traditional short stories, fewer than 20,000 words. A short novel is about 50,000 words. Most publishers want novels that are anywhere from 75,000 to 100,000 words or more.

Usually, a short story focuses on only one event or incident. It usually has a single plot, a single setting, a small number of characters, and covers a short period of time. Most writing students start off writing short stories because they are manageable. But the form is tricky and hard to perfect. Many authors spend their whole lives learning the craft of writing short fiction.

Longer short stories usually contain elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event that introduces the conflict); rising action (development of the conflict), crisis (the decisive moment for the protagonist and her commitment to a course of action); climax (the point of highest tension and the point the protagonist faces her antagonist); resolution (the point when the conflict is resolved); and a sense of enlightenment, epiphany, or moral.

Short stories may or may not follow this pattern. Some do not follow patterns at all. Modern short stories only occasionally have an exposition. An abrupt beginning, with the story starting in the middle of the action (in media res) is more standard or typical.

Usually, all short stories have a turning point and climax, but endings may be sudden or what is called "open"--leaving the story incomplete. As with all art forms, short stories will vary by author.

Let's read a couple short stories this morning. As we read, notice the format and how each author uses dialogue, setting, description, language, sentences, a hook, plot elements, and conclusions. For each short story identify:

• POV (1st, 2nd, or 3rd person POV)
• Identify the speaker/protagonist
• Identify the conflict/antagonist
• Identify the setting
• Identify the theme or message of the story. We might also call this the premise. What is the story about?
• How does the title help make meaning or help focus the reader's attention?

Try to read two short stories today from the site. Record the titles and authors along with your answers on the handout to turn in for credit at the end of class today. [If we're not done with this assignment, I will collect what you have and hand your work back to you next time to finish...]

Writing Time:

In the COMMENT section below, please leave me a comment about your favorite genre of fiction. Explain in a couple sentences why you like to read that genre or that style of fiction. What do you get out of the experience?

HOMEWORK: None. If you are missing any assignments, please complete them and turn them in.

Poetry Writing: Day 2

Poems can be a reflection--almost like a memoir or personal essay. Watch these performances of spoken word poetry and notice how the speakers reflect on their lives, but also speak powerful truth that reminds us, as listeners, of something we need to hear or may have forgotten...

Button Poetry #1
Button Poetry #2
Button Poetry #3

Poems should have a structure. They look different sitting on a page. They are not written like prose is written. They are special. However, they should be written using punctuation. Paragraphs in poems are called stanzas. When we change the topic or scene, we can start a new stanza. 

Poems are written using line breaks. Line breaks are important--because they mean something in a poem. A long line slows the pace of your poem. A short line speeds up the pace of your poem.

Structure: Dice poem exercise... Get ready to write. Follow these rules:

• Select a subject from your journal list. Or, since you're going to use dice, choose one of these themes: chance or fate, gambling, randomness, something unpredictable, games, probability, etc.
• Select 2 dice from the pile.
• Roll both dice to determine the # of lines for your poem.
• As you write each line, roll both dice to determine the number of words in each line of the poem.
• Write that poem in your journal for participation credit.

Take 10 minutes to do this. If you like your drafts from your journal, type up your work and print the file next door. Turn it in to me to read and I'll place the draft in your writing portfolio.

If you finish early, watch this video about advice writing poetry and jot down advice you want to remember in your journal (this is participation credit for your journal--and you may learn something!) Please use headphones, if you have them:

• What Makes a Poem (5 min.)

Poem Drafts for your Journal (write as many drafts as you can in your journal. You may repeat prompts as you'd like...)

Poem starters - Write a poem about:

• No one knows about... (use this opening line to write a poem that involves something or several things that someone doesn't know about you--or the speaker/narrator of the poem...)
• Three wishes (perhaps one wish per stanza; what would you wish for and why? Past wishes, wishes that came true, etc.) 
• Traveling to a special place or writing about going to a special place you visited when you were younger or in trouble, etc.
• Getting a haircut or writing about your first haircut experience; write about your first operation or visit to the hospital, etc.
• A scientific fact (real or invented) that fascinates you [Use scientific vocabulary to describe ordinary human activities, etc.]
• An insect that got into your home or an insect that you studied or observed in a particular place/time
• The sound of a specific language (a time you heard a new word or a different language)
• Death (the time you first became aware of death or mortality or loss)
• The number 3 (or your favorite #)
• The ocean (recall your first visit there, or use the ocean as a symbol for conflict in a human life)
• Missing someone 
• Something that makes you angry
• The ups and downs of love
• The view out of your window or your backyard or a room in your house
• City lights at night (lights in the morning or during a quiet rainstorm or snowfall)
• A particular work of art (ekphrastic poetry—find a picture and describe it or how you feel viewing it)
• Having a superpower (If I could…; or I’ll be…, etc.)
• Being in an airplane or on a train or on horseback or a bike (flying or riding for the first time)
• Playing a sport
• A shadow
• A person transformed into an animal or object (You are a…; describe a person as an animal or object, etc.)

HOMEWORK: Complete your poem drafts. Choose one to share with us next class. Otherwise, none.

Poetry Day; Reading & Writing Poems

Let's start off class today reading some poems to inspire us to write our own poetry. 

Literally, or denotatively, a poem is a piece of writing, often having figurative language and lines, that suggest rhythm and a visual image. We use figurative language when our writing goes beyond the "actual meanings of words (denotation) so that the reader gains new insights into the objects or subjects" in our draft.

Poems should utilize imagery (an appeal to the senses by using a metaphor, simile, assonance/consonance, alliteration, symbol, personification, onomatopoeia, specific nouns/active verbs, figurative language); poems do not need to rhyme. They should create a specific picture or image in the mind of the reader or listener. Usually, there is a turning point or volta near the end of the poem (or the last line)--usually to surprise the reader. 

All poem drafts should have a meaning, a theme. There are 4 themes found in poems (sometimes more than one of these 4 themes is found in a single poem!)

Poems are always about:

• Human life
• Death 
• Nature
• Love

POEM TASK #2: In your journal make a list of subject matter that you might write a poem about. Get a good list going. Then select one of your ideas and turn it into a poem draft. Take 5-10 minutes to complete your draft. Try to write relatively quickly, but focus on a single IMAGE or impression or emotion you are trying to describe. Consider the 4 different themes. For PART 2 of the draft, rewrite the same poem, but focus on one of the different themes. Consider how this changes a poem.

Poems should have a structure. They look different sitting on a page. They are not written like prose is written. They are special. However, they should be written using punctuation. Paragraphs in poems are called stanzas. When we change the topic or scene, we can start a new stanza. 

Poems are written using line breaks. Line breaks are important--because they mean something in a poem. A long line slows the pace of your poem. A short line speeds up the pace of your poem.

Structure: Dice poem exercise... Get ready to write. Follow these rules:

• Select a subject from your journal list. Or, since you're going to use dice, choose one of these themes: chance or fate, gambling, randomness, something unpredictable, games, probability, etc.
• Select 2 dice from the pile.
• Roll both dice to determine the # of lines for your poem.
• As you write each line, roll both dice to determine the number of words in each line of the poem.
• Write that poem in your journal for participation credit.

Take 10 minutes to do this. If you like your drafts from your journal, type up your work and print the file next door. Turn it in to me to read and I'll place the draft in your writing portfolio.

If you finish early, watch this video about advice writing poetry and jot down advice you want to remember in your journal (this is participation credit for your journal--and you may learn something!) Please use headphones, if you have them:

• What Makes a Poem (5 min.)

Poem Drafts for your Journal (write as many drafts as you can in your journal. You may repeat prompts as you'd like...)

Poem starters - Write a poem about:

• No one knows about... (use this opening line to write a poem that involves something or several things that someone doesn't know about you--or the speaker/narrator of the poem...)
• Three wishes (perhaps one wish per stanza; what would you wish for and why? Past wishes, wishes that came true, etc.) 
• Traveling to a special place or writing about going to a special place you visited when you were younger or in trouble, etc.
• Getting a haircut or writing about your first haircut experience; write about your first operation or visit to the hospital, etc.
• A scientific fact (real or invented) that fascinates you [Use scientific vocabulary to describe ordinary human activities, etc.]
• An insect that got into your home or an insect that you studied or observed in a particular place/time
• The sound of a specific language (a time you heard a new word or a different language)
• Death (the time you first became aware of death or mortality or loss)
• The number 3 (or your favorite #)
• The ocean (recall your first visit there, or use the ocean as a symbol for conflict in a human life)
• Missing someone 
• Something that makes you angry
• The ups and downs of love
• The view out of your window or your backyard or a room in your house
• City lights at night (lights in the morning or during a quiet rainstorm or snowfall)
• A particular work of art (ekphrastic poetry—find a picture and describe it or how you feel viewing it)
• Having a superpower (If I could…; or I’ll be…, etc.)
• Being in an airplane or on a train or on horseback or a bike (flying or riding for the first time)
• Playing a sport
• A shadow
• A person transformed into an animal or object (You are a…; describe a person as an animal or object, etc.)

HOMEWORK: Write poems. no homework. By now, you should have several pages written in your journal. If you did not complete these assignments, please do so for homework and turn them in late. [Late penalty applies]. Feel free to continue to write in your journal. Each page you write gains you more credit.

Oral Interpretation & Poetry Drafts

Period 3:

Let's share 1 of the 2 essay drafts you wrote. Performance Reminder: Good speakers:

• Make eye contact
• Speak clearly and loudly
• Use gestures
• Have energy
• Change tone
• Perform with sincerity

Class: do your best to be supportive of each speaker. At the very least, be courteous. Selfish and self-centered people lose friends. You don't have to be a jerk. Keep an open mind. Listen. Learn. Appreciate art and support each other's creative work.

Period 4:

Literally, or denotatively, a poem is a piece of writing, often having figurative language and lines, that suggest rhythm and a visual image. We use figurative language when our writing goes beyond the "actual meanings of words (denotation) so that the reader gains new insights into the objects or subjects" in our draft.

Poems should utilize imagery (an appeal to the senses by using a metaphor, simile, assonance/consonance, alliteration, symbol, personification, onomatopoeia, specific nouns/active verbs, figurative language); poems do not need to rhyme. They should create a specific picture or image in the mind of the reader or listener. Usually, there is a turning point or volta near the end of the poem (or the last line)--usually to surprise the reader. 

All poem drafts should have a meaning, a theme. There are 4 themes found in poems (sometimes more than one of these 4 themes is found in a single poem!)

Poems are always about:

• Human life
• Death 
• Nature
• Love

POEM TASK #2: In your journal make a list of subject matter that you might write a poem about. Get a good list going. Then select one of your ideas and turn it into a poem draft. Take 5-10 minutes to complete your draft. Try to write relatively quickly, but focus on a single IMAGE or impression or emotion you are trying to describe. Consider the 4 different themes. For PART 2 of the draft, rewrite the same poem, but focus on one of the different themes. Consider how this changes a poem.

Poems should have a structure. They look different sitting on a page. They are not written like prose is written. They are special. However, they should be written using punctuation. Paragraphs in poems are called stanzas. When we change the topic or scene, we can start a new stanza. 

Poems are written using line breaks. Line breaks are important--because they mean something in a poem. A long line slows the pace of your poem. A short line speeds up the pace of your poem.

Structure: Dice poem exercise... Get ready to write. Follow these rules:

• Select a subject from your journal list. Or, since you're going to use dice, choose one of these themes: chance or fate, gambling, randomness, something unpredictable, games, probability, etc.
• Select 2 dice from the pile.
• Roll both dice to determine the # of lines for your poem.
• As you write each line, roll both dice to determine the number of words in each line of the poem.
• Write that poem in your journal for participation credit.

Take 10 minutes to do this. If you like your drafts from your journal, type up your work and print the file next door. Turn it in to me to read and I'll place the draft in your writing portfolio.

If you finish early, watch this video about advice writing poetry and jot down advice you want to remember in your journal (this is participation credit for your journal--and you may learn something!):

• What Makes a Poem (5 min.)

HOMEWORK: If you have completed your baseline poem draft, your baseline non-fiction draft, and your "Who's Writing This" draft, you have no homework. By now, you should have several pages written in your journal. If you did not complete these assignments, please do so for homework and turn them in late. [Late penalty applies]. Feel free to continue to write in your journal. Each page you write gains you more credit.

EXTRA CREDIT OPPORTUNITY: The Rochester Fringe Festival opened this week. Take a catalog and go see a performance this week (the festival runs through next Saturday, Sept. 21--take a friend or family member with you because it's more fun to see a show with someone!) My own original play "The Fighting Girl's Guide to Politics" is opening this weekend on Saturday and Sunday at the School of the Arts during the Fringe. Ms. Gamzon is directing an original play written by one of her friends and colleagues called "Colma". Ms. Accorso also has a play that she wrote in the Fringe. Go see our work, or go see any other show. 

HOW TO GET EXTRA CREDIT: Write up a short summary of the show you saw. Then, comment on the performance. What did you learn about PERFORMING (acting, directing, viewing, etc.) from watching the show. What did you (or your friends) think of the show? Turn in your "review" and gain extra participation credit for this marking period. You may repeat this option as many times as you like. Go see 30 plays, get 30 points of extra credit! Etc.

"Who's Writing This" & Baseline Non-fiction Draft Due!

Today, let's start with a couple short motivational videos, then we'll return to our homework assignment(s) for today. As you watch the two videos below, please take notes in your journal on anything you think is important. We'll check to see what the class thought right after viewing.

• The Evolution of a Writer (2 min.)
• What it takes to be a writer (8 min.)
• Literary Nonfiction (2 minutes)
• Take a look at Shmoop's explanation of what a poem is all about. Your homework is to write a draft of a baseline poem. See below for details. 
• How To Get Motivated to Write (1 minute)
• How Do I Keep Motivated (1 minute)

Today, during period 3, please complete (or revise) your draft "Who's Writing This" if you didn't complete it as homework as requested. Then, when you are satisfied with your draft, please upload a copy of it to our Google Classroom.

Throughout the period, please complete both drafts. If you finish early, you may write anything you'd like in your journal (or complete Ms. Gamzon's work from yesterday, or complete your homework for me (the poetry draft(s))...see below). You may, if you like, also try a second or third non-fiction essay from the prompts provided to you in Google Classroom if you finish before we read our work out loud to the class.

Complete a draft of the Baseline Non-Fiction assignment that is also on the Google Classroom. We will be sharing and reading our own work out loud to the class. Once you submit your two pieces, choose 1 to read out loud to the class. This assignment is for practice, but also participation credit.

Period 4ish:

Let's share 1 of the 2 essay drafts you wrote. Performance Reminder: Good speakers:

• Make eye contact
• Speak clearly and loudly
• Use gestures
• Have energy
• Change tone
• Perform with sincerity

Class: do your best to be supportive of each speaker. At the very least, be courteous. Selfish and self-centered people lose friends. You don't have to be a jerk. Keep an open mind. Listen. Learn. Appreciate art.

HOMEWORK: If you finish before the majority of the class is finished writing the drafts of the two non-fiction pieces ("Who's Writing This" & The Baseline Non-Fiction draft), please read the poems in the packet handout and then move on to writing your own baseline poem draft.

POEM TASK #1: Start with an exercise:

A poem is...

In your journal write what a poem is in a poetic way. Use specific nouns and active verbs to get at the "feeling" or "meaning" or "sense of" poetry and what it means to YOU. Try using figurative language or metaphors or similes. Take a few minutes and write your draft in your journal. You might start your poem with the line: "A poem is..."

For example: "Poetry is..." by Emilio Villa

Literally, or denotatively, a poem is a piece of writing, often having figurative language and lines, that suggest rhythm and a visual image. We use figurative language when our writing goes beyond the "actual meanings of words (denotation) so that the reader gains new insights into the objects or subjects" in our draft.

Poems should utilize imagery (an appeal to the senses by using a metaphor, simile, assonance/consonance, alliteration, symbol, personification, onomatopoeia, specific nouns/active verbs, figurative language); poems do not need to rhyme. They should create a specific picture or image in the mind of the reader or listener. Usually, there is a turning point or volta near the end of the poem (or the last line)--usually to surprise the reader. 

All poem drafts should have a meaning, a theme. There are 4 themes found in poems (sometimes more than one of these 4 themes is found in a single poem!)

Poems are always about:

• Human life
• Death 
• Nature
• Love

POEM TASK #2: In your journal make a list of subject matter that you might write a poem about. Get a good list going. Then select one of your ideas and turn it into a poem draft. Complete your poem draft as homework (along with the "A Poem Is..." poem draft above.) Type up BOTH drafts and prepare to print them out next class (on Friday).

EXTRA CREDIT OPPORTUNITY: The Rochester Fringe Festival opened yesterday. Take a catalog and go see a performance this week (the festival runs through next Saturday, Sept. 21--take a friend or family member with you because it's more fun to see a show with someone!) My own original play "The Fighting Girl's Guide to Politics" is opening this weekend on Saturday and Sunday at the School of the Arts during the Fringe. Ms. Gamzon is directing an original play written by one of her friends and colleagues called "Colma". Ms. Accorso also has a play that she wrote in the Fringe. Go see our work, or go see any other show. 

HOW TO GET EXTRA CREDIT: Write up a short summary of the show you saw. Then, comment on the performance. What did you learn about PERFORMING (acting, directing, viewing, etc.) from watching the show. What did you (or your friends) think of the show? Turn in your "review" and gain extra participation credit for this marking period. You may repeat this option as many times as you like. Go see 30 plays, get 30 points of extra credit! Etc.

Baseline Writing Assignments: Who's Writing This?

We will pick up where we left off last class. We have 3 more students to give their speech: Kelly, Katyria, and... Kanene (?)

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. 

Start with an introduction: who are you? (what's your name, etc.) then hit your 3 main points. Try to sustain your short speech with some details. End your speech after your details...you can thank us for listening, or leave us with something to remember, or inspire us with an image or detail that helps summarize your main points. 

Congratulations! Everyone has now delivered their first public speech in this class. No one died. Phew!

A few classroom details:

Rules You Would Like Us to Follow:

• Participate in this course/class
• Support each other creatively & respect each other (no bullying or judging!)
• Provide constructive criticism positively & speak up! 
• Collaborate
• Stay on task (no procrastination! see above!)
• Be quiet (and on task) during writing time!
• Be creative!

Google Classroom instructions: We will be using Google Classroom for this course. Assignments that can be turned in digitally will be posted in Google Classroom. Go there and enter this code: du25wr2 to join our class.

Make sure that when you are in this class you bring your Chromebooks. Each day you should:

• Log in. 
• Open a TAB and go to our classroom BLOG: wordandtextsota.blogspot.com
• Open a SECOND TAB and go to GOOGLE CLASSROOM: classroom.google, etc.
• Keep both TABS open during class or as instructed. It's also a good idea to open a THIRD TAB in Google to take class notes (or write class notes by hand if you prefer...) 

If you're absent or missed something in class, please check the blog to get caught up. As indicated above, each new class period usually includes a new post. If you have a question about an assignment and are too embarrassed to speak to me in public (or you have a question that you think you will forget to ask), feel free to use the comment section. It is, however, your responsibility to talk to me about your needs. This is your education. Make it worthwhile.

Classroom expectations (from your manifesto):

Two Writing Assignments today:

#1: Who's Writing This? Let's read a short essay by the Argentine writer Jorge Borges. Borges writes of himself as a writer and person as an objective observer. I'd like you to write about your own personality and your own self as a writer from an objective observer's POV. What does your writer self think about the world? About your friends, family, or school? What does your writer self think about writing? What does your writer self choose to write about? Who's writing this? Tell me. In writing. 

[See other authors try their hand at this sort of objective biography in the handout given to you. Use these short essays as a model for your own objective biography. It's a good idea to use your Google drive & Chromebook to write this assignment. When you're done with a draft, please upload it to our Google Classroom today. i.e., I expect your draft completed by the end of class today. Let's get writing!]

#2: In Google Classroom, please complete the "baseline writing activity". This draft is due Wednesday (next class), but I'd like you to get it started. Use the time in our class today to write your draft. Add to it or revise and polish the draft between today and next class when the draft is due.

HOMEWORK: Make sure you complete both writing assignments. Writing assignment #1 was due today by the end of class. If you finish, you should start writing assignment #2 (the baseline). Complete the baseline writing assignment for homework. A draft should be completed by the next class. See Google Classroom for further details.