Pd. 2 - Creative Writing Workshop

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• Fill out index cards with personal information for Mrs. Kim
• Review syllabus (download below - CreativeWriting.SpringSyllabus)
• Create vocabulary journal with construction paper and index cards. Terms discussed today include:
  • Metaphor, Tenor, Vehicle
  • Simile
• Metaphors in Music Worksheet (download below)
• HW: Read poem "The Weaver" and identify three metaphors or similes. Then, write one paragraph that discusses the three metaphors or similes in the poem, and state what the tenor and vehicles are. Use the outline attached below to get started. Also, bring in the signed "Parent Acknowledgment" slip

• 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.

• 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!
  • 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

• Warm-up: Review HW by sharing your examples of alliteration and personification with your table groups. Create one poster for each term.
• Vocabulary journal: Hyperbole
  • Figure of speech in which the author overexaggerates or overdramatizes to emphasize a point.
  • Ex: 
    •  I could sleep for a year.
    • This box weighs a ton.
    • I've told you a million times not to exaggerate.
    • Your mother is so small she does chin-ups on the curb.
    • My grandparents are ancient.
• Read “First Period” and analyze for hyperbole. Then, complete the "Hyperbole Identification" practice using the say-mean-matter strategy.
• Practice: Creating hyperboles  
• HW: (all periods) Complete the "Creating Hyperboles" practice, (period 3 ONLY) Using the "Hyperbole Identification" chart, write one paragraph that explains three different types of hyperboles the author uses. Be sure to include a topic sentence, three examples of hyperboles, what they mean, and why they matter. End with a concluding sentence. Be sure to DOUBLE SPACE!

• 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. flowery diction)
      • 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? Depressed
      • Diction that emphasizes tone: “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.

• Quiz 1
• Analyze "Where I am From" poem; look for examples of figurative language, and also identify categories the author describes from her childhood
• Brainstorm for your own "Where I am From" Poem
• Complete rough draft for  “I Am From” Poem

• Share “Where I Am From” Poem in groups and choose one from each table to read 
• 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.
• Post-it: QUICKFLOP (strategies for reading poems)
• QUICKFLOP “Early in the Morning”
• Work on Say-Mean-Matter chart
• HW: Finish Say-Mean-Matter chart for "Early in the Morning"

• 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.
• Writing workshop: Begin metaphor poems
• HW: Complete at least two stanzas for the metaphor poem by tomorrow. Each stanza should be a minimum of four lines, and each stanza should begin with an obvious metaphor.

• SSR
• Dialogue Journal
• Improving commentary workshop
• Outline for "Early in the Morning" with revised commentary
• Writing Workshop: Work on metaphor Poem
• HW: Write one paragraph describing the theme in Early in the Morning and be sure to include 3 examples of quotes that support your theme.
  Complete first drafts of metaphor poem by Tuesday

• Read "The Gift" and QUICKFLOP in groups
• Review "The Gift" whole class
• HW: Complete say-mean-matter chart for "The Gift" and complete first draft of metaphor poem. The metaphor poem should either be typed or written neatly.

• SSR and dialogue journal
• Count Your Syllables - Warm up
• Notes: How to Write Cinquain Poems
• Writing workshop: Begin your own modified cinquain poem and true cinquain poem.
• HW: First draft of both cinquain poems

• SSR/dialogue journal
• Notes: Characteristics of a Shakespearean/English Sonnet
• Analysis of sonnet – whole class
• Analysis of sonnet – group
• Writing Workshop: Work on sonnets
• HW: Write first two stanzas by tomorrow; first complete draft due Friday

• SSR/Dialogue Journal
• Group poetry assessment - Complete QUICKFLOP activity on selected poem
• Writing Workshop - continue work on sonnets
• HW: First draft of sonnet due tomorrow

• 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)

• SSR/Dialogue Journal
• Review 5 senses graphic organizer for “paula”
• Teacher models how to begin 5 senses story using memory catalogue, star, and 5 senses graphic organizer
• Read “Waking Up” Story (sample story)
• Writing Workshop
• HW: Complete story by Thursday (should be 1 1/2 pages typed, or 3 pages hand-written; double-spaced!)

• No class meetings - CST Testing
• Continue working on your stories and turn in first draft tomorrow.

• SSR/Dialogue journal
• Notes: Showing v. Telling
• Practice: Read practice sentences and change sentences that "tell" into sentences that "show"
• HW: (1) Identify three lines in your rough draft you feel you need to revise so that it "shows" more. Underline this sentence in your first draft. (2) Write a second draft of your story and revise the sentences you underlined in the first draft in this second draft. Underline the revised sentences. Turn in your first and second draft tomorrow. Also turn in story star and 5-senses graphic organizer.

• SSR/Dialogue Journal
• Show don't Tell practice
• Read sample photo vignette and select photo
• Look at plot patterns and select one for your story
• Create story star
• writing workshop
• HW: By Tuesday, have at least 3/4 page typed or 1 1/2 pages written. Be sure to double space your stories. The first draft of the complete story is due Wednesday.

• SSR/Dialogue Journal
• Using Quotations Correctly when Writing Dialogue - Notes and Practice
• Writing Workshop
• HW: Complete photo vignette

• SSR/ Dialogue Journal
• Quotation exercise
• Memoir projects introduced 
• Notes - What is a memoir? 
• Memoir analysis circles - read sample memoirs and reflect on following questions:
  • Which topics do writers write about?
  • What themes do they write about?
  • Which topic connected to you most strongly? Why?
• HW: Memoir project proposal

• SSR/ Dialogue Journal
• Organizational Patterns – look at samples of memoirs and brainstorm organizational patterns – write down on post-it
• Organization reflection – which pattern do you think will work best for you and why?
• Ways to Begin your Memoir –Notes
• Writing workshop
• HW: Write two different introductions using two different strategies

• Review rubric for introduction
• Revise sample paragraph as a group using rubric
• Review revised paragraphs written by each group
• Writing workshop
• Revise intros in circle
  • Offer feedback honestly!
• HW: Revise beginnings; turn in with original on Monday

• SSR
• Notes - Weaving Dialogue, Narrative, and Action
• Practice: Exercise 2
• HW: Continue memoir ; do exercise 1
  • Pd. 2 – 1 ½ pages typed or 3 pages written

• SSR/Dialogue Journal
• Begin watching Big Fish
• Writing workshop and conferences
• HW: Add one more page to your memoir tonight
• Pd. 2 – 2 ½ pages typed or 5 pages written

• SSR/Dialogue Journal
• Finish Big Fish
• Writing workshop
• HW: Continue working on memoir

• Computer lab day - work on final writing portfolio
• HW: Continue working on memoir

• SSR/Dialogue Journal
• Read sample "voice" passage and determine voice being used and strategies used to create that voice
• In groups, revise paragraph according to voice assigned
• HW: add one page to your memoir

• SSR/Dialogue Journal
• Notes: Slow Pacing v. Fast Pacing
• Activity: Write one page of dialogue that begins with a slow pace and ends with a fast pace
• Writing workshop
• HW: Catch up on memoir - have 4 1/2 pages typed OR 9 pages written by tomorrow

• 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!

• 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

• Computer lab day

• SSR/Dialogue Journal
• Lesson: Titling Your Memoir
• Title activity
• Writing workshop
• HW: Continue working on your  memoir

• SSR/Dialogue Journal
• Computer lab
• HW: Continue working on your memoir

• SSR/Dialogue Journal
• Computer lab
• HW: Continue working on memoir