Pd. 3 - (H) Creative Writing Workshop Assignments
- Instructors
- Term
- Semester 6
- Department
- English
- Location
- Rm. 316
- Description
-
Week 1 - 4/30/07 - 5/4/07
Monday, 4/30/07- Watch The Reduced Shakespeare Company' version of Romeo and Juliet
- Review syllabus (download below)
- Create vocabulary journal. Terms discussed today include:
- metaphor, tenor, vehicle
- simile
- "Metaphors in Music" handout
- HW: Identify and list three metaphors or similes in the poem "The Weaver" on a separate sheet of paper. Then, write one paragraph (double spaced!) that describes what the tenor and vehicle of each metaphor is. Download the outline below to get started. Also, bring in the signed "Parent Acknowledgment" slip.
Tuesday, 5/1/07- Review HW – “The Weaver”
- Vocabulary journal – personification: a figure of speech in which an object or animal is given human feelings, thoughts, or attitudes.
- Ex:
- The storm winds angrily pushed aside anything that got in its way.
- What’s being personified: storm winds
- How: human attitude (anger)
- The night rain sang a sad song as it fell upon the earth.
- What’s being personified: rain
- How: Human action (singing)
- Practice: Identify personification in poem “Trees”
- Personification Writing Exercise
- HW: Read “The Pebble and the Clod” and complete the analysis questions. Also, finish the personification writing exercise if you did not complete it in class. Finally, bring in the parent acknowledgment form if you did not get it signed yet.
- The storm winds angrily pushed aside anything that got in its way.
Wednesday, May 2, 2007- Warm-up: Review HW by sharing your personification exercises with your table group. After sharing, your group should select their favorite example. Then, you will make one poster for that example like the example shown on the overhead. Include the vocabulary word, its definition, a picture representing the example you chose, and your created sentence.
- Vocabulary journal:
- Alliteration: the repetition of the same or similar consonant sounds in words that are close together.
- Ex: We passed the field of Gazing Grain --/ We passed the Setting Sun – (Emily Dickinson)
- Ex: Brazen bells!/ What a tale of terror, now, their turbulency tells! (Edgar Allen Poe)
- Onomatopoeia: The use of a word whose sound imitates or suggests its meaning.
- Ex: Boom! Smash! Pow! Buzz!
- Alliteration: the repetition of the same or similar consonant sounds in words that are close together.
- Read “The Congo” by Vachel Lindsay and complete analysis worksheet
- Show clip of “The Congo” in Dead Poet’s Society
- Practice writing using sound devices
- Calendar
- HW: Finish Sound Devices handout if not complete in class
Friday, 5/4/07- Warm-up: Review HW by sharing your examples of hyperboles. Create one poster.
- Vocabulary journal:
- Diction: refers to the writer’s or speaker’s choice of words. Writers choose words for their connotations as well as their denotations.
- Ex:
- Clothing v. apparel (simple v. flower)
- Dress v. frock (modern v. old fashioned)
- Pants v. Seven jeans (general v. specific)
- Tone: The attitude a writer takes towards a subject, character, or reader. Tone is shown through the writer’s diction.
- The mind has a thousand eyes/ And the heart but one:/ Yet the light of a whole life dies/ When love is done.
- Main subject? Love
- Author’s attitude towards love? He is depressed about love.
- Diction that emphasizes this: “whole life dies”
- Mood: a story’s atmosphere or the feeling it evokes in the reader.
- Ex:
- A flurry of wind sent the leaves tumbling end over end ahead of her along the dark, glistening pavement. Thin, cold drizzle, driven by the wind, wrapped a clammy embrace round her hurrying figure…”
- What is the mood of this poem? The mood is ominous or dark. The setting is cold and rainy and almost sets the scene for something bad to happen.
- Read “Tropics of New York” and analyze diction, tone, and mood.
- Jeopardy game - Figurative language
HW: Study for quiz on figurative language (Monday). Complete study guide.
Week 2 - 5/7/07-5/11/07
Monday, 5/7/07- Quiz 1
- Analyze "Where I am From" Poem for figurative language and categories she describe
- Brainstorm for your own “Where I am From” Poem
- HW: Complete rough draft of “I Am From” Poem
Tuesday, 5/8/07- Vocabulary Journal: Theme
- Central ideas or insights about human life revealed by a work of literature. Not the same as a work’s subject or topic which can usually be stated in a word or two. A theme is a revelation the writer wishes us to discover about that subject.
- Ex:
- Topics in “Tag Banger’s Last Can”
- Belonging
- Brotherhood
- Death
- Theme: People will often do anything to belong, even if it means their own death.
- Topics in “Tag Banger’s Last Can”
- Lesson: How to Read a Poem using QUICKFLOP
- Students copy down QUICKFLOP method on Post-it
- Read “Early in the Morning” by Li-Young Lee
- Annotation of poem using QUICKFLOP modeled
- Whole Class: Determine theme in "Early in the Morning" and identify how theme is revealed
- HW: Using Say-Mean-Matter chart, identify two more lines in the poem "Early in the Morning that support the theme "Desire can exist even if you can't always see it."
Wednesday, 5/9/07- QUICKFLOP “The Gift” with your table groups – Find one theme as a group and write down theme on paper provided
- Review QUICKFLOP for “The Gift” whole class
- Begin metaphor poems
- HW: Complete Say-Mean-Matter chart for “The Gift” and write first stanza of metaphor poem.
Thursday, 5/10/07- SSR - Select book from class library and begin dialogue journals. We will be doing one entry per day. You will essentially be keeping a 2-column chart where you will respond to specific lines from what you read that day. The purpose of these journals is to begin analyzing various stylistic devices that published authors use in order to add to our own writing repertoire.
- Practice: Improving Commentary (Matter) in our writing
- Application: Revise the "Matter" column in the say-mean-matter chart for "Early in the Morning" that you completed two days ago for homework. Use the quality commentary checklist provided to you in class to check your commentary.
- HW: Using the revised commentary, write one paragraph discussing a central theme in "Early in the Morning." Include all three examples listed on your say-mean-matter chart. Also include a topic sentence which includes the title of the poem, the author's name, and a statement of the theme. End with a concluding sentence.
Friday, 5/11/07- SSR
- Dialogue journal
- Begin Poetry presentation preparation (groups will present on Monday and Tuesday)
- QUICKFLOP with groups
- Prepare transparencies with groups
- HW: Metaphor poem due - typed or neatly written
Week 3 5/14/07-5/18/07
Monday, 5/14/07- SSR and Dialogue Journal
- Finish preparation for presentation
- Begin poetry presentations
- HW: Write one paragraph stating the main theme for "The Gift." Make sure you use revised commentary. I will be collecting both the say-mean-matter chart and the paragraph. Please be sure to (1) Use pen, (2) Double space, and (3) Use only one side of the paper when writing.
Tuesday, 5/15/07- SSR and dialogue journal
- "Count Your Syllables" - Warm up
- Notes: How to write a Cinquain poem
- Writing workshop: Being cinquain poems
- HW: Finish first draft of cinquain poems
Wednesday, 5/16/07- SSR and Dialogue Journal
- Personification Poem - Read samples/listen to recording of "Envy" and "Television" and analyze what objects say or do
- Review personification analysis
- Writing workshop - work on personification poems
- Complete first draft of personification poem by Friday; include 15 lines minimum and three examples of figurative language
Thursday, 5/17/07- SSR/Dialogue Journal
- Read sonnet together and analyze structure of sonnet
- Read second sonnet in groups and QUICKFLOP sonnet for meaning
- Writing workshop - Begin writing sonnets
- HW: Personification poem due tomorrow; Complete first 2 quatrains of sonnet
Friday, 5/18/07- SSR/Dialogue Journal (collected today)
- Notes - Elements of a Short Story
- Read "Paul" and complete "Story Star" with groups (download both PDF files below)
- Complete 5 senses graphic organizer for "Paula;" Find two ways the author uses each sense in the story and copy down the lines onto the graphic organizer. (Download 5 Senses Graphic Organizer below)
- Begin memory catalogue - For each category, write down two examples of memories you can possibly write a story about. For example, under the "Firsts" category, you might want to list your first kiss as a topic. (Download "Memory Catalogue" below)
- HW: Complete anything not done in class (Story star, 5 senses graphic organizer, memory catalogue); Complete first draft of sonnet
Week 4 - 5/21/07 - 5/25/07
Monday, 5/21/07- SSR/Dialogue Journal
- Review 5 senses graphic organizer for “paula”
- Teacher model how to begin 5 senses story using memory catalogue, star, and 5 senses graphic organizer
- Read “Waking Up” Story (sample story)
- Writing Workshop
- Complete story by Thursday \
Tuesday, 5/22/07- SSR/ Dialogue Journal
- Review criteria for short story
- If typed - 1 1/2 pgs. double spaced
- If handwritten - 3 pgs. double spaced
- 3 examples of figurative language in story
- evidence of theme - should be indirect, not direct theme
- use of sensory details
- evidence of 3-part plot
- proper grammar/usage
- Writing workshop
- HW: 5 senses story due thursday
Wednesday, 5/23/2007- SSR/ Dialogue Journal
- Notes: Showing v. Telling
- Practice: Showing v. Telling
- Application: Find two sentences in your story you would like to revise using the strategy taught today
- HW: Complete story by tomorrow.
Thursday, 5/24/07- SSR/Dialogue Journal
- Listen to sample photo vignette
- Browse photos and select one photo to write a story about.
- Complete story star for photo vignette
- Look at plot patterns and select one plot pattern you think you can follow in your story.
- HW: After selecting one plot pattern, answer the corresponding questions in one paragraph.
Friday, 5/25/07- SSR/Dialogue Journal
- Show don't Tell Practice
- How to Punctuate Dialogue Correctly - notes and practice
- Continue working on photo vignettes
- HW: complete stories by Tuesday; keep in mind all criteria mentioned in class. I will also be collecting your story stars and plot pattern paragraphs.
Week 5 - 5/29/07 - 6/1/07
Tuesday, 5/29/07- SSR/Dialogue Journal
- Notes: What is a Memoir?
- Memoir Analysis Circles - Read samples of student memoirs. After reading, answer/reflect on the following questions:
- What are the topics the authors write about?
- What are the themes presented in the memoir?
- Which memoir did you like the best and why? What made it so powerful/interesting?
- HW: Memoir project proposal sheet - think carefully about the topic you will be writing about. You will be writing about this topic for the next 3 weeks.
Wednesday, 5/30/07- SSR/Dialogue Journal
- Quotation exercise
- Memoir Analysis - look at different ways in which authors begin memoirs and make a catalogue of strategies as a class
- Notes - Ways to Begin a Memoir
- Writing workshop - Using two different strategies, write two different beginnings for your memoir
- HW: The two beginnings of your memoir are due tomorrow. Each beginning should at least be one paragraph long.
Thursday, 5/31/07- SSR/Dialogue Journal
- Review Introduction Rubric
- Group assessment of sample introduction
- Peer revision of HW introduction
- Discuss organizational patterns for memoir
- HW: Organizational pattern reflection and revision of introduction
Friday, 6/1/07- SSR/Dialogue Journal
- Review/brainstorm organizational patterns for memoir
- Organization reflection- In one paragraph, answer the following:
- What organizational pattern do you think will work best for your class and why?
- What is the general plan for your memoir? For instance, if you choose to write your memoir in a series of vignettes, what topic do you plan on writing about in the first vignette, as well as the others?
- Writing workshop
- HW: If you are handwriting your memoir, complete at least three pages double-spaced by Monday. If you are typing your memoir, complete at least 1 1/2 pages double-spaced by Monday.
Week 6 - 6/4/07 - 6/8/07
Monday, 6/4/07- SSR/Dialogue Journal
- Notes: Weaving Dialogue, Narrative, and Action
- Practice: Exercise 2
- HW: Exercise 1; continue working on memoir- have at least 2 ½ pages typed or 5 pages written
Tuesday, 6/5/07- SSR/Dialogue Journal
- Begin watching Big Fish
- Writing workshop
- HW: Have at least 3 1/2 pages typed or 7 pages written by tomorrow
Wednesday, 6/6/07- SSR/Dialogue Journal
- Finish watching Big Fish
- Writing workshop
- HW: Bring all materials for computer lab tomorrow. We will be working on our final writing portfolios
Thursday, 6/7/07- Computer lab day - work on Final Writing Portfolio
- HW: Continue working on memoir
Friday, 6/8/07- SSR/Dialogue Journal
- Read sample "voice" passage; determine what voice is and what strategies used to convey voice are
- In small groups, revise passage so that it conveys voice assigned to your group
- HW: add 1 more page to your memoir
Week 7 - 6/11/07 - 6/15/07
Monday, 6/11/07- SSR/Dialogue Journal
- Notes: Fast Pacing v. Slow Pacing
- Activity: Write one page of dialogue that begins slow and ends fast
- Writing workshop
- HW: Cath-up on memoir; have 5 1/2 pages typed OR 11 pages written by tomorrow.
Tuesday, 6/12/07- SSR/Dialogue Journal
- Review Peer Conferencing Sheet
- Peer edit memoirs and conference
- Writing workshop
- HW: Revise one scene from your memoir using suggestions you received during today's peer conference. The revised scene should be at least one page. Double space the revised scene!
Wednesday, 6/13/07- SSR/Dialogue Journal
- Model: "Snapshots"
- Practice: Select one scene in your memoir where you are describing something and then revise it so you are creating a snapshot.
- Writing workshop/conference
- HW: Bring materials for computer lab tomorrow
Thursday, 6/14/07- Computer lab day
Friday, 6/15/07- SSR/Dialogue Journal
- Lesson: Titling Your Memoir
- Titling Activity
- Writing Workshop
- HW: Continue working on your memoir
Week 8 - 6/18/07 - 6/22/07
Monday, 6/18/07- SSR/Dialogue Journal
- Computer lab
- HW: Continue working on memoir
Tuesday, 6/19/07- SSR/Dialogue Journal
- How to Begin Your Conclusion
- Writing workshop
- HW: Continue working on memoir
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Continue working on memoir
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Continue working on your memoir
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- Bring materials for final writing portfolio - computer lab day tomorrow
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- Add one more page to your memoir over the weekend.
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HW: If you are handwriting your memoir, complete at least three pages double-spaced by Monday. If you are typing your memoir, complete at least 1 1/2 pages double-spaced by Monday.
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- Complete two different introductions for your memoir using any of the strategies discussed in class today.
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Memoir project proposal - think CAREFULLY about your topic as you are committing to writing about this topic for the next three weeks.
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HW: Complete 5 senses short story. Be sure to meet the following criteria:
- Review criteria for short story
- If typed - 1 1/2 pgs. double spaced
- If handwritten - 3 pgs. double spaced
- 3 examples of figurative language in story
- evidence of theme - should be indirect, not direct theme
- use of sensory details
- evidence of 3-part plot
- proper grammar/usage
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- Continue work on personification poem. First draft of this poem is due on Friday.
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- Complete both your modified cinquain poem and true cinquain poem. Both poems should be typed or neatly written.
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- Revise commentary in say-mean-matter chart for "The Gift" and write one paragraph describing one of the major themes in this poem. Use the outline attached below if you need help getting started. However, the outline will not be collected.
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- Complete metaphor poem. Poem should be typed or neatly written.
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- HW: Write one paragraph discussing a central theme in "Early in the Morning." Include all three examples listed on your say-mean-matter chart. For the matter column, be sure to use your newly revised commentary. Begin with a topic sentence that includes the title of the poem, the author's name, and a statement of the theme. End with a concluding sentence that ties all your ideas together. See the provided outline to get started.
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- (Ignore page two of the downloadable version of this poem)
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- Minimum 15 lines
- Should have at least 3 examples of figurative language
- Should be broken into stanzas
- Should describe at least 4 categories brainstormed in class
- Does not need to rhyme
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- Topic sentence (poem title, author's name, topic of paragraph)
- Hyperbole 1 (say)
- What hyperbole means. Give a surface level interpretation of the text (mean)
- Why hyperbole matters. Go deeper in your interpretation and read between the lines. (Matter)
- Hyperbole 2 (Say)
- Mean
- Matter
- Hyperbole 3 (say)
- Mean
- Matter
- Concluding sentence