Speak Quiz; Non-Linked Story Project

Please answer the test question on the novel Speak. When you have completed your answer, please retire to the lab to continue writing your draft(s) for your chosen object.

Your object should be relevant or important in each story. While the plot does not have to be strictly about the object, the object should play an important part in the meaning, theme, or setting of the story.

Work on one of your 3 different NON-LINKED stories in the lab.

Each story should be entertaining--and different from the others. Drafts of your 3 random word stories will be due Jan. 16 (at the end of the lab). We will work on the stories in the lab Tuesday when we return from Martin Luther King, Jr. Day, but you want to make good use of the time given to you in the lab.

ADVICE IF YOU GET STUCK:

• Get silly. Have fun with the object you have drawn. Think of unconventional or different ways you can use the object in your story. Creative writing is called creative for a reason!
• Skip the boring stuff. Remember that good stories entertain. Skip the boring parts where characters are just randomly wandering around from room to room. Boring!
• Change up the genre or style. If you're bored, change the genre of your second or third story.
• Change the narrative style. Try writing a different narrative style if you get stuck: write part of the story as a film script, a play, a memoir, a poem, a newspaper or magazine article, as an interview, a series of texts, or a school report. Tell the story backward (start with the ending instead of your assumed beginning), or choose more than one character to tell the story in a different voice. Write your story in a series of imagistic metaphors or in long rambling sentences. Or short choppy ones. Fragments. Lists. Write the story as an advice column or top 10 list. Get creative and comfortable with the way in which you tell your story. Surprise and entertain us.
• Change the narrative voice. Tell the story from an unusual or distinct voice--or keep your voice familiar by basing the voice of your narration on you and your inner mind. Either way works.
• Remember that the story can also be non-fiction as well as fiction.
• Skip ahead. If you don't know what comes next, move the story forward with what you DO know. You can always come back (or not). 
• Persevere. Push on. Don't wallow in your failure. Write the draft, then worry how bad it sucks--you can always improve your writing by revising and editing.

HOMEWORK: None. Honor Martin Luther King Jr. on Monday. Feel free to review the link and try your own answer in your journal. Journals are due next Thursday, Jan. 18.

Speak Exercise #2; A clutch of stories--Non-linked Story Exercise

Use period 3 to polish or complete your short story drafts from last class. (See the previous post for details!) Turn in revised drafts by end of class today.

Period 4:

In the book Speak, Mr. Freeman, the art teacher, tells his class that they will "pick a piece of paper...on the paper you will find one word, the name of an object. I hope you like it. You will spend the rest of the year learning how to turn that object into a piece of art...You must figure out how to make your object say something, express an emotion, speak to every person who looks at it." (pg. 12)

Our goal is similar. Pick a piece of paper from the "hat". On the paper is a word, an object. Spend the rest of this unit writing 3 different stories about that object. Figure out how to make your object say something about our human condition; tell a story. The story can be nonfiction or fiction. It can be of any genre. Your story should speak to anyone who reads or hears it. Story length is up to you, but, again, a story MUST have a beginning, middle, and end. These stories should not be linked (like Rattlebone or The House on Mango Street) other than by the similarity of their object.

Example: If I choose guitar, my first story might be a first-person POV coming of age story about a character who saves up his money to buy his first guitar to impress a girl. My second story might be a science fiction story about how, only armed with a guitar, the protagonist saves the Earth from an invading alien army of music haters. My third story might be completely different, told from the perspective of a guitar, discussing the problems it has with different types of human musicians and why it wants to retire.

3 different NON-LINKED stories. Each story should be entertaining--and different from the others. Drafts of your 3 random word stories will be due Jan. 16. We will work on the stories in the lab on Thursday and Tuesday when we return from Martin Luther King, Jr. Day.

Get started on writing your first short story.

HOMEWORK: Complete the book Speak. There will be a test next class on the book. You should know the characters, the setting, the major events of the plot, and identify different characteristics of the bildungsroman found in the novel. See previous posts regarding the Coming of Age Story: Oct. 3, Oct. 12, Oct. 17, or Oct. 19.

Speech Stories Inspired by Speak

Speeches and stories are similar. They have a purpose, a direct audience (a reader for a story, an audience for a speech). Both attempt to entertain. Both attempt to narrate a story or an idea or communicate something true about our shared lives--even if they are completely made up. They both start by hooking or grabbing our attention and keep our attention by being different...unexpected...daring...truthful, even if it's a lie. Stories and speeches both work on being specific, detailed, and interesting. They both are strongest when they share new ideas or new ways of looking at the same old boring crap with their audience or reader. In a word, they are: creative.

Last class (or during the break) you may have written in your journal on one of the following topics, taken from the novel Speak by Laurie Halse Anderson. If you didn't, don't worry. You're going to do that today.

ONE IMPORTANT RULE:

• Write today. After you choose a topic, write that topic. Write about that topic. Do not discuss this topic with your peers or friends. Do not spend all class period thinking about your topic. Write about your topic. Just write. Use your time to write in the lab. When you are done, you can either write more or read over your work silently, and write again. 

WHY, Mister?

We need you to get into the practice of writing. It must be infused in your bones if you want to be an artist. Even if you don't want to be an artist, you need to practice fluency! I understand this is difficult to do. If you get stuck, push through the discomfort. Skip a line and write the next part that you can write. But we've got to practice to get better at our art. There's no way around this expectation.

You will be writing a draft that you will be sharing with the class. Everyone will be expected to deliver their story/speech to the class. Length is up to you, but it should be good. Good writing is detailed, descriptive, interesting. It usually has a beginning, middle, and end. It should also communicate a point...remember when you said: I want to express myself? Well, now's your chance! Today we write. Honor the writer in you (and in your peers)!

TASK: Speak stories for speeches: Pick one or more of the following topics and write the story. Detail and describe and use imagery! Tell us a story. Be creative and original in your thinking! Answer the WHO, WHAT, WHERE, WHEN, WHY and HOW for most of these topics. When you finish, proofread, revise, add more detail or more imagery.

• Recall your first day at SOTA (or your elementary or middle school)
• Write about a time you felt like an outcast
• What are the lies they don't tell you? (they being authority figures, your friends, your family, your religion, your...you get the idea...)
• Write about a teacher you had that you didn't like or get along with
• Write about the first time you had to use a school locker
• Write about a childhood friend you used to have, but have grown apart from
• What is your "sanctuary"--your safe place when life gets complicated? Write about it.
• Write about trying to learn another language
• Write about why you don't like to do homework
• If you could change your name, what would you change it to--and why?
• Write about a principal (or another authority figure) you have or had
• Write about the importance or lack of importance of a certain class in school
• Write about your most embarrassing gym story
• Write about your experience joining a club or sport
• Write about why cheerleaders are (or are not) important
• Write about your parents or a member of your family
• Write about a math problem
• Write about the different kinds of peers or groups in school
• Write about Halloween
• Write about being bullied
• Write about your worst grade you ever got
• Write about your favorite or least favorite art
• What "clan" or group do you belong to? Describe it. Why do you fit into this group?
• Write about an important test that you did/didn't do well on
• Write about your dream job (or write about a job you would hate to have to do for a living)
• Write about what you are thankful for
• Write about a wish
• Write about your winter break
• Write about a rumor
• Write about the unfair chores you have to do at home
• Name your monster. How did or how will you defeat it?

Notes about the novel Speak:

• You should aim to complete the novel by Tuesday, Jan. 16. There will be a test on the book and a discussion on the book that day. Be prepared. Take notes in your journal, so you get credit and can use the notes to study for the test. It's really that simple.  
• The book's narrator (and protagonist) is Melinda. She has changed over her eighth-grade year of school and arrives in 9th grade (sorta like you) a different person because of stuff that happened to her over the summer. Like any teen, she doesn't like school, her peers, her family, or herself. Person vs. person. Person vs. self. Person vs. society.
• The setting is largely set in the school Merryweather High. It's a typical high school--it should be a familiar setting for you.
• The style of novel is the bildungsroman--the coming of age novel. As we've discussed (and as you've read others of this style of novel this year) a young or inexperienced protagonist (Melinda, in this case) has to "grow up" (accept responsibility for problems in her life). Along the way, she has to deal with a variety of difficult people, events, and horrible peer pressure, and find her own identity. Her main problem is that she doesn't talk about her problems. She doesn't "speak"--literally. She does, however, relate everything that she's thinking or dealing with in narrative. Lucky for us. It's her story.
• The book is divided into four quarters (marking periods). Just like in school. Four appears in a lot of stories and our lives: 4 seasons, 4 legs on animals, 4 limbs on humans, 4 cardinal points (east, west, north, south), 4 winds, 4 phases of the moon, 4 elements (air, water, earth, fire), 4 castes, 4 presidents have been assassinated while in office, a quatrain (4 lines) is the most stable type of stanza in poetry, etc. 

Done so early? Here are your choices:

• Proofread and revise, edit and polish your draft. Print out your work when done (or at the end of class, whichever comes first.)
• Write a second piece. Pick another topic from the list and write.
• Write silently in your journal.
• Read Speak or take notes on the novel's characters, plot, setting, themes, etc. Look for examples of how this book fulfills the bildungsroman style. You'll need this information for the upcoming test.
• Complete any missing work for this class (or work on work for Ms. Gamzon's class). 

HOMEWORK: Aim to complete Speak by Tuesday, Jan. 16. Complete your draft if you didn't finish it in class today--we'll be writing more next class...so finish what you started today or by next class.

Speak Essay/Stories; Proverb Story Drafts Due!; Holiday Activities

Lab (period 3):

Speak stories (Journal): Pick one or more of the following topics and write the story in your journal.

• Recall your first day at SOTA (or your elementary or middle school)
• Write about a time you felt like an outcast
• Write about a teacher you had that you didn't like or get along with
• Write about the first time you had to use a school locker
• Write about a childhood friend you used to have, but have grown apart from
• What is your "sanctuary"--your safe place when life gets complicated? Write about it.
• Write about trying to learn another language
• Write about why you don't like to do homework
• Write about a principal you have or had
• Write about the importance or lack of importance of a certain class in school
• Write about your most embarrassing gym story
• Write about your experience joining a club or sport
• Write about why cheerleaders are or are not important
• Write about your parents or a member of your family
• Write about a math problem
• Write about the different kinds of peers in school
• Write about Halloween
• Write about being bullied
• Write about your worst grade you ever got
• Write about your favorite or least favorite art

or

Revise and/or complete your proverb essay stories. Turn in your "final" first draft by the end of class. Remember to check and correct your grammar!

Make sure you have shared your master files for your poetry groups. Make sure you allow EDITS in Google--I will not be able to make your book if you don't give me editing privileges. This mainly applies to the GREEN group.


Period 4:

Let's have a little holiday cheer. Feel free to access any of these sites. Board/card games will be available next door.

Hanukkah online games

Christmas online games

Kwanzaa online games

Beyonce: Silent Night

Mariah Carey: All I Want for Christmas

Kanye: Christmas in Harlem

The Beatles Christmas Album

Christmas Songs...ad nauseum 

SNL Best Holiday Sketches

Frosty the Snowman (animated, 1969)

Rudolph the Red-Nosed Reindeer (animated, 1964)

Santa Claus is Coming to Town (animated, 1970)

The PJ's Christmas Episode: How the Super Stole X-mas (animated)
The Boondocks - A Huey Freeman X-mas (animated, part 1)
The Boondocks - A Huey Freeman X-mas (animated, part 2)

HOMEWORK: Please read Speak by Laurie Halsey-Anderson. Complete any of the bulleted prompts in your journal inspired by the book over winter break. There will be a test on the novel when you return from break. Take notes on the main character, style, and plot of the book in your journal to remind yourself (the test may likely be open journal style). Bring your books back with you to class after break.

Have a nice and relaxing holiday!

Proverb Story Draft; Gift of the Magi; Speak: Day 1

Lab: (period 1)

Need a theme for a story? Authors often use proverbs as a basis for their themes.

A proverb is a short, common saying or phrase. It particularly gives advice or shares a universal human truth. 

Choose one of the following proverbs or famous sayings:

• Love is the greatest gift of all.
• Money can’t buy you love.
• A gift must come from the heart.
• Beauty comes from within.
• Two wrongs don't make a right.
• When in Rome, do as the Romans do.
• The squeaky wheel gets the grease.
• Fortune favors the bold.
• People who live in glass houses should not throw stones.
• Never look a gift horse in the mouth.

Write a short personal essay* in which you examine your chosen proverb and explain how you personally connect with the saying. Tell that story. 

Start your essay with the line: "They say that...[insert chosen proverb]" then either agree or disagree with the statement and explain in story form your reason for agreeing or disagreeing. 

"They say birds of a feather flock together, but this is not my case. I grew up an only child in a small town along the Mississippi river. I had no friends, little family, and no sense of belonging. That is, until I met Barnaby. The story how we met is a funny one. Let me explain..."

*Your story can be fictional (completely made up), semi-fictional (based on true events), or completely true (nonfiction). You choose what's best for your story. Print out your draft at the end of period 1 (even if you are not done with it...see homework below).

Please honor your writing time. Instead of complaining that the draft is due at the end of the period, please focus on writing. There should be minimal or no chatting with your neighbor regarding your story at this moment. Instead, focus on your work. Your neighbor will focus on his/her work. Use the time in the lab to write. 

When you complete your work, please proofread and check your grammar!

Period 2: Reading & Discussion; Please get Speak by Laurie Halse Anderson from the library. Return to the classroom (238) to read: 

• The short, short story: "The Gift of the Magi" by O. Henry.
• Use textual evidence to answer the following question: Which of the sayings best describes the main theme of The Gift of the Magi?  Why?  
• The opening chapter(s) of Speak.

HOMEWORK: Read the rest of the marking period (mp 1) (pp. 3-46). Look for examples of the "coming of age" novel tropes. Jot down these observations with page #'s in your journal. 

If you did not complete your draft of your personal essay (proverb story draft) in the lab, then complete it for homework. Turn in the finished draft Friday if you turned in an incomplete draft today.

Group Slam Poem Performance; Chapbook Project Due

Today we will be moving downstairs to the Ensemble theater to perform our group slam poems. You will be graded following the rubric and will also have an opportunity to grade each other's performances (and the rehearsal process).

After our performances, please return to the lab to complete your master copies of your poems.

• Each group must make sure all members of their group are represented in the master file. Points (from the group's grade) will be deducted if anyone's work is missing. Help your peers!
• Elect someone (or two people) from your group to be your final editor. 
• All group members should have 5-10 REVISED poem drafts in the master file.
• As a group, decide on a name for your poetry chapbook. Name your master file the name of your chapbook. Our default name (if this is not done) will be Poetry. If you want a better name, please make sure you title your master file.
• Share with me your master file from Google docs (please share with: bradley.craddock@rcsdk12.org) Make sure I get the revised and updated copy!
• Your group will receive a group grade for this assignment based on:
• Strength and creativity of the poetry (did you include imagery?)
• Grammar (please use proper grammar in your poetry!)
• # of poems (every writer should have 5-10 poem drafts!)
• Pictures/graphics
• Inclusion of all members

Your master file is due today at the end of class. Please attend to that.

HOMEWORK: None.

Rehearsal & Rewriting (last day)

Due to absences and weather, I'm extending your slam performance until Monday, Dec. 18. Today will be the last day for your groups to rehearse. Group slam poem performances will be held in the Ensemble Theater Monday 3rd period. Make plans to adjust your work due to absences. You will be graded following the rubric and will also have an opportunity to grade each other's performances (and the rehearsal process).

Rehearsal & Rewriting Workshops

Today, please complete both of the following tasks:

#1. Please get together with your performance slam group and rehearse your slam poem. We will perform these poems FROM MEMORY next class

• each member of your group MUST speak/participate for full credit on this assignment

• poems should have gestures/physical movements (blocking) that enhance the poem

• poems must be memorized

See the rubric for more details about how you will be graded on this performance next class.  

#2.
1. Check your portfolio and google drive for comments by me. Each of you should have a shared folder with copies of each others work in your google drive. The shared file is color coded by your assigned group. 

Group A (RED): Makenna, Emma, Zachariah, Keniah, Seyena 

Group B (ORANGE): Valerie, Melinda, Liz, Lesana, Farhan 

Group C (GREEN): Madison, Michelle, Degraj, Aalaysia, Tia  

Group D (BLUE): Tali, Jonaya, A'layze, Wesley, Bisharo, Amir 

2. Revise your poem drafts.
3. Read and follow this general advice about poetry:

• The best poems are life-affirming. While it's sad you are suffering, poetry is about human life, nature, love, and, yes, at times death--but that's not so depressing. Everything will die. It's what life is all about. Cheer up a little. A poem does not have to be something that happened to you. You do not need to be the subject of your poem. You can make characters and situations up and write about subject matter that readers can relate to.

• Abstraction does not make sense. Poetry is very visual. It relies on the poet being able to clearing describe a single moment or common relatable scene in a unique way (usually through comparison--simile, metaphor, symbol,--or imagery). If you can't see, hear, taste, touch, smell or interact with it, it's probably abstract. Love, life, death, and nature are abstract ideas. An awkward first kiss, holding a newborn baby in your arms for the first time, remembering the time your grandfather took you for ice cream and how you dropped it in the sand, the first time you touched the muzzle of a horse or the first time you went sledding are specific human events that are relatable.

• Ask yourself: is my scene or topic relatable to others (not just me)? Am I too abstract or vague? If so, I'll need to fix my poem.

• Ask yourself: Can I be more specific with my word choice? 

• Ask yourself: Have I already made my point? [there is no word limit for a poem, but it shouldn't be longer than it needs to be...everyone gets credit whether you write a short poem or a long one.] If so, cut.

• Ask yourself: Is my poem focused, or do I not really know what I'm writing about? If your poem is "all over the place" you need to focus on one scene or moment. Again, you don't get points for being long and wordy.

• Make sure you proofread and punctuate your poems correctly. 

• Each poem should have a title. If you don't have a title, use the first line of your poem as the title, or write: "Untitled" (and now it's titled!)

• Read the poems from your peers. Add comments to their drafts. You will get points for each poem you spend commenting and giving feedback on for your peer group.

• Identify lines you like in your peers' poem drafts. Comment about what you like about them.

• Try to suggest (kindly) ways to improve the poem. Remember: poems should follow the advice from above (and from what we've been discussing in class!), but art is, well, art.

• Try to help the poet correct grammar errors, misspellings, sentence fragments, punctuation, etc.

• Poets realize that you don't have to take everyone's advice. As the artist, you decide what is best for your poem. However, try to be open-minded about change or improving your work.

HOMEWORK: Memorize your slam poem. Performances will definitely be Monday, Dec. 16--be ready! No excuses.

Poetry Slam Rehearsal; Poetry Chapbook Project Workshop & Revision

Rehearsal & Rewriting Workshops

Today, please complete both of the following tasks:

#1. Please get together with your performance slam group and rehearse your slam poem. We will perform these poems FROM MEMORY next class

• each member of your group MUST speak/participate for full credit on this assignment

• poems should have gestures/physical movements (blocking) that enhance the poem

• poems must be memorized

See the rubric for more details about how you will be graded on this performance next week.  Please use period 4 to prepare and rehearse your original group slam poem. See previous posts for details. If you stop rehearsing, please work on the task #2.

#2. 
1. Check your portfolio and google drive for comments by me. Each of you should have a shared folder with copies of each others work in your google drive. The shared file is color coded by your assigned group. 

Group A (RED): Makenna, Emma, Zachariah, Keniah, Seyena 

Group B (ORANGE): Valerie, Melinda, Liz, Lesana, Farhan 

Group C (GREEN): Madison, Michelle, Degraj, Aalaysia, Tia  

Group D (BLUE): Tali, Jonaya, A'layze, Wesley, Bisharo, Amir 

2. Revise your poem drafts (again).
3. Read and follow this general advice about poetry:

• The best poems are life-affirming. While it's sad you are suffering, poetry is about human life, nature, love, and, yes, at times death--but that's not so depressing. Everything will die. It's what life is all about. Cheer up a little. A poem does not have to be something that happened to you. You do not need to be the subject of your poem. You can make characters and situations up and write about subject matter that readers can relate to.

• Abstraction does not make sense. Poetry is very visual. It relies on the poet being able to clearing describe a single moment or common relatable scene in a unique way (usually through comparison--simile, metaphor, symbol,--or imagery). If you can't see, hear, taste, touch, smell or interact with it, it's probably abstract. Love, life, death, and nature are abstract ideas. An awkward first kiss, holding a newborn baby in your arms for the first time, remembering the time your grandfather took you for ice cream and how you dropped it in the sand, the first time you touched the muzzle of a horse or the first time you went sledding are specific human events that are relatable.

• Ask yourself: is my scene or topic relatable to others (not just me)? Am I too abstract or vague? If so, I'll need to fix my poem.

• Ask yourself: Can I be more specific with my word choice? 

• Ask yourself: Have I already made my point? [there is no word limit for a poem, but it shouldn't be longer than it needs to be...everyone gets credit whether you write a short poem or a long one.] If so, cut.

• Ask yourself: Is my poem focused, or do I not really know what I'm writing about? If your poem is "all over the place" you need to focus on one scene or moment. Again, you don't get points for being long and wordy.

• Make sure you proofread and punctuate your poems correctly. 

• Each poem should have a title. If you don't have a title, use the first line of your poem as the title, or write: "Untitled" (and now it's titled!)

• Read the poems from your peers. Add comments to their drafts. You will get points for each poem you spend commenting and giving feedback on for your peer group.

• Identify lines you like in your peers' poem drafts. Comment about what you like about them.

• Try to suggest (kindly) ways to improve the poem. Remember: poems should follow the advice from above (and from what we've been discussing in class!), but art is, well, art.

• Try to help the poet correct grammar errors, misspellings, sentence fragments, punctuation, etc.

• Poets realize that you don't have to take everyone's advice. As the artist, you decide what is best for your poem. However, try to be open-minded about change or improving your work.

HOMEWORK: Complete your revisions and give feedback to your peers in your assigned peer group for this project. Memorize your slam poem. Performances are likely to start Thursday--be ready!

Poetry Chapbook Project (Revision/Drafting); Sharing Google Files; Slam Performance Poem Rehearsal

Period 3:

Thank you to the 7 students who sent me your 5 or more poems. Today, during period 3 please do the following:

1. Check your portfolio and google drive for comments by me.
2. Revise your poem drafts (again).
3. Read and follow this general advice about poetry:

• The best poems are life-affirming. While it's sad you are suffering, poetry is about human life, nature, love, and, yes, at times death--but that's not so depressing. Everything will die. It's what life is all about. Cheer up a little. A poem does not have to be something that happened to you. You do not need to be the subject of your poem. You can make characters and situations up and write about subject matter that readers can relate to.
• Abstraction does not make sense. Poetry is very visual. It relies on the poet being able to clearing describe a single moment or common relatable scene in a unique way (usually through comparison--simile, metaphor, symbol,--or imagery). If you can't see, hear, taste, touch, smell or interact with it, it's probably abstract. Love, life, death, and nature are abstract ideas. An awkward first kiss, holding a newborn baby in your arms for the first time, remembering the time your grandfather took you for ice cream and how you dropped it in the sand, the first time you touched the muzzle of a horse or the first time you went sledding are specific human events that are relatable.
• Ask yourself: is my scene or topic relatable to others (not just me)? Am I too abstract or vague? If so, I'll need to fix my poem.
• Ask yourself: Can I be more specific with my word choice? 
• Ask yourself: Have I already made my point? [there is no word limit for a poem, but it shouldn't be longer than it needs to be...everyone gets credit whether you write a short poem or a long one.] If so, cut.
• Ask yourself: Is my poem focused, or do I not really know what I'm writing about? If your poem is "all over the place" you need to focus on one scene or moment. Again, you don't get points for being long and wordy.

Share your google file with the following members of your assigned group (and me):

Group A (RED): Makenna, Emma, Zachariah, Keniah, Seyena

Group B (ORANGE): Valerie, Melinda, Liz, Lesana, Farhan

Group C (GREEN): Madison, Michelle, Degraj, Aalaysia, Tia 

Group D (BLUE): Tali, Jonaya, A'layze, Wesley, Bisharo, Amir

Choose an option:

A. For those of you who have completed your poem drafts (you should revise your poems!):

• Read the poems from your peers. Add comments to their drafts. You will get points for each poem you spend commenting and giving feedback on for your peer group.
• Identify lines you like in your peers' poem drafts. Comment about what you like about them.
• Try to suggest (kindly) ways to improve the poem. Remember: poems should follow the advice from above (and from what we've been discussing in class!), but art is, well, art.
• Try to help the poet correct grammar errors, misspellings, sentence fragments, punctuation, etc.
• Poets realize that you don't have to take everyone's advice. As the artist, you decide what is best for your poem. However, try to be open-minded about change or improving your work.

B. If you haven't yet gathered your poem drafts, please do so late:

• Find 5-10 of your original poems that you have written in the past many weeks (From Oct. 30 until now...) See our blog posts for the last five weeks for details. 
• Type the best drafts of your poems up and gather them together in one SINGLE google file. One poem per page is fine. Use the INSERT PAGE BREAK tool to align your work correctly. Or copy your poems into a word doc and copy/paste your words into a google file.
• Use the internet to find 1-3 pictures/photos/illustrations/graphics, etc. from the internet and include these drawings/art pieces in your google file.
• Revise your poems to include imagery! Avoid telling--instead: show the story through the senses! [specific nouns and active verbs, metaphors, similes, personification, allusion, symbol, figurative language helps create visual imagery!]
• Make sure you proofread and punctuate your poems correctly. 
• Each poem should have a title. If you don't have a title, use the first line of your poem as the title, or write: "Untitled" (and now it's titled!)
• When you have completed this, please share your google file with me: bradley.craddock@rcsdk12.org & your assigned group members.

Period 4:

Wherever you are in the process, stop at the second bell. Please get together with your performance slam group and rehearse your slam poem. We will perform these poems FROM MEMORY next week.

Each slam poem should:

• each member of your group MUST speak/participate for full credit on this assignment
• poems should have gestures/physical movements (blocking) that enhance the poem
• poems must be memorized

See the rubric for more details about how you will be graded on this performance next week.  Please use period 4 to prepare and rehearse your original group slam poem. See previous posts for details. If you stop rehearsing, please work on the task from period 3 (or your homework! See below...)

HOMEWORK: Complete your revisions and give feedback to your peers in your assigned peer group for this project. Memorize your slam poem.

Performance Slam Poem (Group); Gathering 5-10 poem drafts (lab)

Period 3:

Please get together with your performance slam group and rehearse your slam poem. We will perform these poems FROM MEMORY next week.

Each slam poem should:

• each member of your group MUST speak/participate for full credit on this assignment
• poems should have gestures/physical movements (blocking) that enhance the poem
• poems must be memorized

See the rubric for more details about how you will be graded on this performance next week.  Please use period 3 to prepare and rehearse your original group slam poem. See previous posts for details. 

Period 4:

Return to the lab to complete the following task:

• Find 5-10 of your original poems that you have written in the past many weeks (From Oct. 30 until now...) See our blog posts for the last five weeks for details. 
• Type the best drafts of your poems up and gather them together in one SINGLE google file. One poem per page is fine. Use the INSERT PAGE BREAK tool to align your work correctly.
• Starting next class, you will be sharing your poem drafts with 4-5 other students in the class.
• Use the internet to find 1-3 pictures/photos/illustrations/graphics, etc. from the internet and include these drawings/art pieces in your google file.
• Revise your poems to include imagery! Avoid telling--instead: show the story through the senses! [specific nouns and active verbs, metaphors, similes, personification, allusion, symbol, figurative language helps create visual imagery!]
• Make sure you proofread and punctuate your poems correctly. 
• Each poem should have a title. If you don't have a title, use the first line of your poem as the title, or write: "Untitled" (and now it's titled!)
• When you have completed this, please share your google file with me: bradley.craddock@rcsdk12.org

NOTE: You will be assigned to specific groups to gather your work in a literary magazine project next class. 

HOMEWORK: None. You may continue writing in your journal or writing poem drafts. 

Collaborative Slam Poetry Drafts; Poetry Collection Original Drafts; Other Poetry Drafts

Please turn in your field trip permission forms! This is the last day to do so. Students who do not have clearance or permission to attend the field trip tomorrow will not be joining us. The rest of us, please bring your journals and a writing utensil to the writing workshop at MCC.

During period 3 & 4:

Please listen and be attentive to the last 4 performers of the poetry collection readings. Follow instructions by the substitute today.

When you have listened attentively to the performances, please complete the following tasks in the lab:

• Complete a draft of your performance collaborative slam poem (with your peers) and turn in your draft by the end of class today.
• Complete your draft inspired by the style of one of the poems in your collection (or the style of poem in your collection). See assignment instructions in the posts below for details. Complete your own original poem draft and turn in by the end of class.
• Type up any poem drafts in your journal or from the exercises we have completed during the poetry unit. There have been more than five different poem assignments. Check the last few weeks of our blog for details. Type up these drafts and turn them in to the in-box for credit.

HOMEWORK: None.