Friday, December 19, 2008
Tuesday, December 16, 2008
Thursday, October 16, 2008
Tues. 10.7.08 Final Draft Travel Stories Due
Today we: handed in our travel stories and reviewed for the vocabulary test on Thursday
I broke the sad news about the theft of my laptop.
Homework:
1. Study!
2. All vocab sheets due Thursday 10/9
3. Laptop letter due Thursday 10/9
IF YOU WERE ABSENT:
1. Turn in your travel story when you return. Make sure it has all the elements (see the Writing Workshop post for a checklist)
2. Get _correct_ answers for the vocab review (ask classmates, me, the internet, dictionary, for help).
3. Schedule a time to make up your vocab test
I broke the sad news about the theft of my laptop.
Homework:
1. Study!
2. All vocab sheets due Thursday 10/9
3. Laptop letter due Thursday 10/9
IF YOU WERE ABSENT:
1. Turn in your travel story when you return. Make sure it has all the elements (see the Writing Workshop post for a checklist)
2. Get _correct_ answers for the vocab review (ask classmates, me, the internet, dictionary, for help).
3. Schedule a time to make up your vocab test
Monday, October 6, 2008
Thurs. 10.2.08 Writer's Workshop
Today we:
1. Edited and had our papers edited by our peers using the editing sheet.
2. " " the 6 writing traits guide.
3. Went to the computer lab to work on our final drafts.
Homework:
1. Final draft due Tues. 10/7/08 - with writing folder (see below)
Are you ready to turn in your Travel Story?
1. Are ALL of the following stapled in the following order:
a. TOP: Green grading rubric (Travel Story Sheet - 6 writing traits boxes side up)
b. Final Draft
c. Two (2) Peer Editing Sheets - done in class on Thurs. 10/2
d. Peer Editing Sheet - done at home
e. Draft #2
f. LAST: Draft #1
2. Are these IN your binder, IN your bag, ready to bring to school?
3. Is your WRITING FOLDER with your chart and your My Name essay IN your binder, IN your bag, ready to bring to school?
ONLY when you have answered "Yes" to ALL of these questions are you ready to turn in your Travel Story! :)
IF YOU WERE ABSENT:
1. Get a peer editing sheet and a 6 writing traits sheet and have a peer/parent edit your story
Travel Story: State Writing Assessment Rubric
Name:_____________________________________ Date:___Fall 2008________
Assignment:_____Travel Story_________________ Class:_Global Literature___
Mode: Imaginative
Ideas and Content
1 2 3 4 5 6
The writer:
• Shows an identifiable purpose for writing
the piece.
• Has developed character(s)
• Has a specific, developed setting
• Has a clear conflict and resolution
• Has a clear climax
Organization
1 2 3 4 5 6
The writer:
• Has an exposition that sets the scene,
characters, and the conflict
• Has rising action/ suspense
• Has a clear climax that slows down the
action
• Has a clear resolution that relates to the
conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
• Uses sentences that flow and sound natural
when read aloud
• Varies patterns, lengths, and beginnings of
sentences
• Has a control over simple and complex
sentences.
• Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
• Demonstrates control of standard writing
conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
* Avoids comma splice
* Uses commas for introductory clauses
Word Choice
1 2 3 4 5 6
The writer:
• Chooses words that work
• Shows, doesn’t simply tell
• Attempts to use colorful language
• Occasionally experiments with language,
and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
• Gives the reader a sense of interaction with
the writer
• Demonstrates a commitment to the topic
• Writes in a lively, sincere, or humorous
way when appropriate
Final draft on time: _____/10
Rough draft(s) included: _____/5
Editing sheet(s) included and complete: _____/5
Writing practice sheets included and complete _____/10
Format (font, spacing, length, title,
rubric attached, name, etc.): _____/5
Total writing assessment score _____/30
Total Score Earned: _____/65
Travel Story – Peer Edit Sheet Writer’s Name _______________________
Scale of 1 – 5: 1 = not true; 5 = 100% for sure Editor’s Name _______________________
First Impressions:
1 2 3 4 5 The first sentence has hooked me. I can’t help it; I want to keep reading!
Comments:
1 2 3 4 5
After reading the first paragraph, I have a good sense of:
the __________________________.
(setting, character(s), OR the conflict)
Comments:
1 2 3 4 5
----------------------- After reading the first half of the story, I have a good sense of the conflict. ------------------------------------------------------------------------------------------
The conflict is: _______________________________________________.
Comments:
1 2 3 4 5
-----------------------
After reading the first half the story, I am eager to keep reading; I want to
find out what happens next.
------------------------------------------------------------------------------------------
The writer has developed rising action and/or suspense using the following
(circle all that apply, and identify them on your peer’s paper):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue
d. dialogue
e. slow-motion action
Comments:
1 2 3 4 5 I can easily point to the climax of this story. It is:
_____________________________________________
Comments:
1 2 3 4 5
----------------------- The climax is clear ------------------------------------------------------------------------------------------
because the writer included the following:
a. slow-motion action
b. detailed description including metaphors and/or similes
c. sensory details
d. internal dialogue
Comments:
1 2 3 4 5
At the end of the story, I feel satisfied because the main conflict has been resolved.
Comments:
1 2 3 4 5
----------------------- By the end of the story, I can imagine being in the setting. ------------------------------------------------------------------------------------------
The writer has developed the setting using the following (circle all that
apply):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue
Comments:
1 2 3 4 5
By the end of the story, I feel like I know the character. ------------------------------------------------------------------------------------------
The writer has developed the character using the following (circle all that
apply):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue
Comments:
Fluency and Conventions:
1 2 3 4 5
The writer uses both short and long sentences.
1 2 3 4 5
Sentences rarely begin with the same word or phrase (ex: “I was,” etc.). Sentences structure varies (not always simple subject-verb order).
1 2 3 4 5
Writer uses commas correctly and avoids fragments and run-on sentences
1 2 3 4 5
Writer correctly punctuates dialogue.
1 2 3 4 5
The writer uses correct: • punctuation
• spelling
• capitalization
• paragraph breaks
• grammar/usage
1 2 3 4 5
The writing sounds natural when read out loud.
1. Edited and had our papers edited by our peers using the editing sheet.
2. " " the 6 writing traits guide.
3. Went to the computer lab to work on our final drafts.
Homework:
1. Final draft due Tues. 10/7/08 - with writing folder (see below)
Are you ready to turn in your Travel Story?
1. Are ALL of the following stapled in the following order:
a. TOP: Green grading rubric (Travel Story Sheet - 6 writing traits boxes side up)
b. Final Draft
c. Two (2) Peer Editing Sheets - done in class on Thurs. 10/2
d. Peer Editing Sheet - done at home
e. Draft #2
f. LAST: Draft #1
2. Are these IN your binder, IN your bag, ready to bring to school?
3. Is your WRITING FOLDER with your chart and your My Name essay IN your binder, IN your bag, ready to bring to school?
ONLY when you have answered "Yes" to ALL of these questions are you ready to turn in your Travel Story! :)
IF YOU WERE ABSENT:
1. Get a peer editing sheet and a 6 writing traits sheet and have a peer/parent edit your story
Travel Story: State Writing Assessment Rubric
Name:_____________________________________ Date:___Fall 2008________
Assignment:_____Travel Story_________________ Class:_Global Literature___
Mode: Imaginative
Ideas and Content
1 2 3 4 5 6
The writer:
• Shows an identifiable purpose for writing
the piece.
• Has developed character(s)
• Has a specific, developed setting
• Has a clear conflict and resolution
• Has a clear climax
Organization
1 2 3 4 5 6
The writer:
• Has an exposition that sets the scene,
characters, and the conflict
• Has rising action/ suspense
• Has a clear climax that slows down the
action
• Has a clear resolution that relates to the
conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
• Uses sentences that flow and sound natural
when read aloud
• Varies patterns, lengths, and beginnings of
sentences
• Has a control over simple and complex
sentences.
• Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
• Demonstrates control of standard writing
conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
* Avoids comma splice
* Uses commas for introductory clauses
Word Choice
1 2 3 4 5 6
The writer:
• Chooses words that work
• Shows, doesn’t simply tell
• Attempts to use colorful language
• Occasionally experiments with language,
and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
• Gives the reader a sense of interaction with
the writer
• Demonstrates a commitment to the topic
• Writes in a lively, sincere, or humorous
way when appropriate
Final draft on time: _____/10
Rough draft(s) included: _____/5
Editing sheet(s) included and complete: _____/5
Writing practice sheets included and complete _____/10
Format (font, spacing, length, title,
rubric attached, name, etc.): _____/5
Total writing assessment score _____/30
Total Score Earned: _____/65
Travel Story – Peer Edit Sheet Writer’s Name _______________________
Scale of 1 – 5: 1 = not true; 5 = 100% for sure Editor’s Name _______________________
First Impressions:
1 2 3 4 5 The first sentence has hooked me. I can’t help it; I want to keep reading!
Comments:
1 2 3 4 5
After reading the first paragraph, I have a good sense of:
the __________________________.
(setting, character(s), OR the conflict)
Comments:
1 2 3 4 5
----------------------- After reading the first half of the story, I have a good sense of the conflict. ------------------------------------------------------------------------------------------
The conflict is: _______________________________________________.
Comments:
1 2 3 4 5
-----------------------
After reading the first half the story, I am eager to keep reading; I want to
find out what happens next.
------------------------------------------------------------------------------------------
The writer has developed rising action and/or suspense using the following
(circle all that apply, and identify them on your peer’s paper):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue
d. dialogue
e. slow-motion action
Comments:
1 2 3 4 5 I can easily point to the climax of this story. It is:
_____________________________________________
Comments:
1 2 3 4 5
----------------------- The climax is clear ------------------------------------------------------------------------------------------
because the writer included the following:
a. slow-motion action
b. detailed description including metaphors and/or similes
c. sensory details
d. internal dialogue
Comments:
1 2 3 4 5
At the end of the story, I feel satisfied because the main conflict has been resolved.
Comments:
1 2 3 4 5
----------------------- By the end of the story, I can imagine being in the setting. ------------------------------------------------------------------------------------------
The writer has developed the setting using the following (circle all that
apply):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue
Comments:
1 2 3 4 5
By the end of the story, I feel like I know the character. ------------------------------------------------------------------------------------------
The writer has developed the character using the following (circle all that
apply):
a. detailed description including metaphors and/or similes
b. sensory details
c. internal dialogue
Comments:
Fluency and Conventions:
1 2 3 4 5
The writer uses both short and long sentences.
1 2 3 4 5
Sentences rarely begin with the same word or phrase (ex: “I was,” etc.). Sentences structure varies (not always simple subject-verb order).
1 2 3 4 5
Writer uses commas correctly and avoids fragments and run-on sentences
1 2 3 4 5
Writer correctly punctuates dialogue.
1 2 3 4 5
The writer uses correct: • punctuation
• spelling
• capitalization
• paragraph breaks
• grammar/usage
1 2 3 4 5
The writing sounds natural when read out loud.
Tues. 9.30.08 Dialogue and Beginnings
Due Today:
1. Rough draft #1
2. Notes for "Might Be a Little Bit Painful" by Polly Evans
3. Vocabulary for "Might Be..."
Today we:
1. Worked on adding dialogue and beginnings to our stories.
2. Practiced editing using a student example
Homework:
1. Rough Draft #2 WITH dialogue and a _great_ beginning due next class: Thurs. 10.2.08
2. Peer Edit sheet for Draft #1 OR #2 due next class: Thurs. 10.2.08
IF YOU WERE ABSENT:
Make sure to complete the "Dialogue and Beginnings" handout (pasted below)
Travel Writing: Beginnings Name ________________________
Using the travel stories we have read, find one example of each of the 3 types of beginnings listed below. In the space provided, write the first two sentences from the story that has that type of beginning. (6 points)
1. Beginning in the middle of the action Story ___(Adventures of Mega Chicken)____
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Beginning with an intriguing description Story ___Size of the World________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Beginning with a statement about the main character Story___Deep Fried Potato Bug________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Now, write an effective “hook” and the rest of the beginning paragraph for your travel story. Indicate which beginning technique you are using by circling, here: (Action, Description, or Statement about Character) (6 points)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Travel Writing: Dialogue Name ________________________
Dialogue done well:
“Er…is this your first time doing gua sha?” he asked tentatively in heavily accented English. He laughed anxiously. He had the demeanor of a person confronted with a difficult, potentially embarrassing situation. Something about him suggested that perhaps I shouldn’t be there.
“Yes,” I replied far too confidently.
“Aaahh.” His grin now grew close to a fearful grimace. He clenched and stretched his muscular fingers, then added, “Might be a little bit painful.”
Deep within me, an uneasy suspicion started to stir. And then, before it could develop into full-fledged panic, the masseur rather cautiously picked up a flat brown implement from the tray beside the bed and started to scrape at my back (Evans, “Might Be a Little Bit Painful,” 13)
Imitation (8 points):
Recreate the dialogue, above, using the character and setting from your travel story. Go line by line, substituting details that are relevant to your story and your character.
Here’s a start (already punctuated):
“Er…is this your first time ______________________?” ______ asked ___________ly in heavily accented English. He ___________ed _____________ly. He had the demeanor of ____________________________________________. Something about _________ suggested that perhaps ___________________________________________________________________
_____________________________________________________________________________.
Now, you add the punctuation, dialogue, and narration (still following the format of the example, above) :
__________ I replied far too _____________ly
__________ His __________now became a _____________________. He ___________ and __________________________________________________________________________, then added, “__________________________________________________________________.
Deep within me, __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
And then, _____________________________________________________________________
_____________________________________________________________________________
You try it (10 points):
Choose a moment from your travel story to expand with dialogue. The beginning and the moment of climax are good places to “slow down the moment” and add detail using dialogue. Remember to only include meaningful dialogue; it should add new information to the reader’s understanding of the setting, character, or plot.
For this assignment, show your character interacting with someone else, using dialogue written in grammatically correct form. Write at least ten complete sentences
1. Rough draft #1
2. Notes for "Might Be a Little Bit Painful" by Polly Evans
3. Vocabulary for "Might Be..."
Today we:
1. Worked on adding dialogue and beginnings to our stories.
2. Practiced editing using a student example
Homework:
1. Rough Draft #2 WITH dialogue and a _great_ beginning due next class: Thurs. 10.2.08
2. Peer Edit sheet for Draft #1 OR #2 due next class: Thurs. 10.2.08
IF YOU WERE ABSENT:
Make sure to complete the "Dialogue and Beginnings" handout (pasted below)
Travel Writing: Beginnings Name ________________________
Using the travel stories we have read, find one example of each of the 3 types of beginnings listed below. In the space provided, write the first two sentences from the story that has that type of beginning. (6 points)
1. Beginning in the middle of the action Story ___(Adventures of Mega Chicken)____
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Beginning with an intriguing description Story ___Size of the World________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Beginning with a statement about the main character Story___Deep Fried Potato Bug________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Now, write an effective “hook” and the rest of the beginning paragraph for your travel story. Indicate which beginning technique you are using by circling, here: (Action, Description, or Statement about Character) (6 points)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Travel Writing: Dialogue Name ________________________
Dialogue done well:
“Er…is this your first time doing gua sha?” he asked tentatively in heavily accented English. He laughed anxiously. He had the demeanor of a person confronted with a difficult, potentially embarrassing situation. Something about him suggested that perhaps I shouldn’t be there.
“Yes,” I replied far too confidently.
“Aaahh.” His grin now grew close to a fearful grimace. He clenched and stretched his muscular fingers, then added, “Might be a little bit painful.”
Deep within me, an uneasy suspicion started to stir. And then, before it could develop into full-fledged panic, the masseur rather cautiously picked up a flat brown implement from the tray beside the bed and started to scrape at my back (Evans, “Might Be a Little Bit Painful,” 13)
Imitation (8 points):
Recreate the dialogue, above, using the character and setting from your travel story. Go line by line, substituting details that are relevant to your story and your character.
Here’s a start (already punctuated):
“Er…is this your first time ______________________?” ______ asked ___________ly in heavily accented English. He ___________ed _____________ly. He had the demeanor of ____________________________________________. Something about _________ suggested that perhaps ___________________________________________________________________
_____________________________________________________________________________.
Now, you add the punctuation, dialogue, and narration (still following the format of the example, above) :
__________ I replied far too _____________ly
__________ His __________now became a _____________________. He ___________ and __________________________________________________________________________, then added, “__________________________________________________________________.
Deep within me, __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
And then, _____________________________________________________________________
_____________________________________________________________________________
You try it (10 points):
Choose a moment from your travel story to expand with dialogue. The beginning and the moment of climax are good places to “slow down the moment” and add detail using dialogue. Remember to only include meaningful dialogue; it should add new information to the reader’s understanding of the setting, character, or plot.
For this assignment, show your character interacting with someone else, using dialogue written in grammatically correct form. Write at least ten complete sentences
Fri. 9.26.08 Plot
Due Today:
1. Conflict worksheet and paragraph for travel story
Today we:
1. Warm up - spend 10 minutes writing as much of this story as you can:
a. setting = Beijing, China; b. character = middle-aged woman; c. conflict = painful massage; d. result = your choice
2. Reviewed and examined the plot for "The Adventures of Mega Chicken" and filled out the plot worksheet
3. Reviewed vocabulary for and read the story "Might Be a Little Bit Painful" from Polly Evans' book "Fried Eggs with Chopsticks;" took notes on plot
4. Took time to fill in the plot worksheet for our own travel stories.
Homework:
Due Tues. 9/30/08
1. Finish plot diagram for story, if needed
2. Rough draft #1 (2 - 3 pages; typed; double-spaced)
3. Vocabulary for "Might Be..."
4. Notes for "Might Be..."
IF YOU WERE ABSENT:
1. Be sure to do the warm up and turn it in to the late folder. Write a note at the top about why it's late to avoid losing points.
2. Get the plot worksheet (blue) from the extras binder
1. Conflict worksheet and paragraph for travel story
Today we:
1. Warm up - spend 10 minutes writing as much of this story as you can:
a. setting = Beijing, China; b. character = middle-aged woman; c. conflict = painful massage; d. result = your choice
2. Reviewed and examined the plot for "The Adventures of Mega Chicken" and filled out the plot worksheet
3. Reviewed vocabulary for and read the story "Might Be a Little Bit Painful" from Polly Evans' book "Fried Eggs with Chopsticks;" took notes on plot
4. Took time to fill in the plot worksheet for our own travel stories.
Homework:
Due Tues. 9/30/08
1. Finish plot diagram for story, if needed
2. Rough draft #1 (2 - 3 pages; typed; double-spaced)
3. Vocabulary for "Might Be..."
4. Notes for "Might Be..."
IF YOU WERE ABSENT:
1. Be sure to do the warm up and turn it in to the late folder. Write a note at the top about why it's late to avoid losing points.
2. Get the plot worksheet (blue) from the extras binder
Wednesday, September 24, 2008
Wed. 9/24 Conflict
That's a picture of one vicious cassowary (part of the main conflict in the story "The Adventures of Mega Chicken" by Rikke Jorgensen)
Handout: Travel Writing Conflict
1. Wrote about a conflict from our lives.
2. Watched travel video clip: Justine and the Guinea Pig; wrote a descriptive paragraph about her experience
3. Discussed/reviewed these essential elements to writing a good climactic moment:
a. internal dialogue
b. similes and metaphors (these are actually good for all kinds of writing, but we happened to talk about them today to take your descriptive writing one step further.)
4. Had time in class to polish one descriptive paragraph and get comments from a classmate in preparation for the homework.
5. AM only: stand up and vote activity with cultural taboos.
If you were absent:
Complete the Conflict worksheet - pasted below. Check out the notes on internal dialogue and similes/metaphors below.
Metaphors and Similes -
Similes: Use like/as
“I howl like a dog with his tail caught in the door and gallop toward the birds.” (from “The Adventures of Mega Chicken” by Rikke Jorgensen)
Metaphors: direct comparisons
My fear, a clenched fist knotted tight in the pit of my stomach, kept me silent…for the moment. But, the next thing I knew…
Internal Dialogue:
“For God’s sake, it’s just an eighteen-inch-high chicken,” I told myself sternly.
(from “A Bird in the Hand…” by Linda Christie)
OR:
For God’s sake, it’s just an eighteen-inch-high chicken, I told myself sternly.
Writing Practice Sheet: Conflict Name ________________________
Notes Sample Conflict Paragraph
“Now after five hours’ struggle though this pungent sauna, three hungry-looking birds are eyeing me with apparent malicious purpose and I don’t know what to do. But the decision makes itself when one bird struts forward with regal composure. After a deep breath and a quick brow swipe to get the drenched hair out of my eyes, both halves of the adrenal “fight or flight” reaction kicks in. I run and yell. Making noise, I hope, will both confuse the enemy and propel my escape velocity, so I howl like a dog with his tail caught in the door and gallop toward the birds. One quickly retreats into the brush, but two hold firm on the trail, seemingly taken aback by the development of the events. Before they have a chance to kill me, I sprint between them. My arms brush against feathers and I catch a whiff of their sharp, foreign bird-smell, then I am gone, gasping toward safety.” (from “The Adventures of Mega-Chicken” by Rikke Jorgensen”)
Conflict + Consequences = Suspense
Consider the following list of conflicts:
• A punishment
• An accusation
• A lie
• Hurting someone’s feelings
• Sneaking into a theater, the circus, etc.
• Avoiding someone, something
• A scary encounter
• A theft
• An encounter with a rival
• An encounter with an authority
• A close game, match, meet, etc.
• An accident
• Getting caught in a storm
• Getting out of something
• Attempting to achieve a goal
• A fight
• Giving something up
• An embarrassing moment
• An unexpected arrival
• Having to make a difficult decision
Pick one of the examples of conflict from above that you’ve experienced in your own life. Describe the height of the conflict in a paragraph below. You don’t need to explain all the details of the conflict, just pinpoint the climax, and describe the emotions and/or actions of that moment. Describe the moment in slow motion by using sensory details!
__________________________________________________________________
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¬__________________________________________________________________
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¬__________________________________________________________________
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¬__________________________________________________________________
Travel Story Conflict: Research
Now that you’ve selected a setting for your travel story, research some potential conflicts for your travel story. Your conflict should be closely related to your setting and tell the reader something about the culture. Make a list of at least 5 possibilities below. Look into cultural rules or superstitions, common modes of travel, and/or other elements of your setting in order to come up with some realistic possibilities. Make sure that the conflict is simple enough that you will be able to describe it in your short (2 – 3 pages) story.
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
Grading:
____/10 Five conflicts
• all realistic possibilities for the setting
• all short enough for a 2-3 page story
• all reveal something about the culture where the story takes place
Travel Story Conflict: Slow Motion Point-of-no-Return Paragraph
Circle one of the possible conflicts from your brainstorm list above. Write a paragraph that could be the climax scene of your story. Make sure to describe the moment in slow motion using sensory details and active language to show what’s happening (internally and/or externally.)
Your work will be graded as follows:
___/2 Formatting: Typed, double-spaced, 12 point font, 1” margins, appropriate heading (Name, section, date, assignment name)
___/9 Effectively uses sensory details to describe the point of no return (a.k.a. climax) happening in slow motion
• Includes internal dialogue
• Includes at least one metaphor or simile
___/9 Fluency (Uses a variety of sentence structures, beginnings, patterns; uses commas appropriately – for introductory clauses and avoids comma splices)
Mon. 9/22: Character
Today we:
1. Used a free box full of objects I found over the weekend to imagine and write about a "mystery character." First we listed characteristics; then we wrote about this person, showing him/her in action (standing in line in the grocery store.)
2. We reviewed the vocabulary for the story "The Adventures of Mega Chicken" (story in your reading packet).
3. We read the story, taking notes on how the author reveals herself by dropping hints throughout the narrative. We also noticed the plot structure which starts with conflict and then backtracks to give the setting and reveal the character of the author.
Homework:
1. Research - create your character. Include details about at least these five things:
a. Physical appearance
b. Personality/mannerisms
c. Personal history
d. Hopes and aspirations
e. What does he/she sound like?
2. Paragraph - write a paragraph about your character in the setting you will use for your travel story.
3. Mega Chicken vocab. - finish
4. Mega Chicken note-taking - finish
If you were absent - note the homework (character worksheet included below). Make sure to complete the "mystery character" in-class writing activity. Use the the objects that were in the free box to imagine who this person is. The objects are:
1. a horseshoe with a picture of a horse attached; included a brown checkered ribbon so the item could be hung on a wall
2. mini umbrellas - the kind for tropical beverages
3. a pad of oil painting paper (all pages were blank)
4. a tin of tea bags from Australia
5. fake poop (made out of brown clay) in a plastic baggie
First, list things about this person (follow the instructions on the purple sheet).
Next, imagine standing behind this person in the checkout line in the grocery store. Show him/her in action.
Travel Writing: Character Name ________________________
Use the space below to write notes describing who the mystery character might be. Include a physical description, but go beyond the physical: include phrases the person would say; mannerisms; occupation; pet peeves; bad habits; hopes/aspirations; hobbies/talents; home life; pets; etc.
(Example: drives a cherry-red Volvo, scatter-brained, loves the movie Ghostbusters, etc.)
You are standing behind the person described above in the grocery store check-out line. Write a paragraph describing the mystery person. SHOW as many of the characteristics listed above as you can. Think about what the details you listed above reveal about the person. For example, you might not be able to show the red Volvo, but you can show this person acting responsibly with a sporty twist (like a red Volvo-owner might) by wearing a shirt tucked into his khakis while buying the new flavor of Gatorade.
Use as many sensory details as you can in your description.
¬¬¬¬¬¬¬¬¬¬¬¬__________________________________________________________________
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Now create your character for your travel story. Brainstorm character details using the space below.
Homework: Write a paragraph describing your character in the setting you have developed for your travel story. Decide whether you plan to write your travel story from the 1st or 3rd person point of view, and write your character paragraph using that same perspective. (Reminder: In 1st person, the main character is the “I”; in 3rd person the narrator describes the main character as “he/she.”)
Format: typed, double-spaced, 5-7 sentences. As always, do your best writing.
1. Used a free box full of objects I found over the weekend to imagine and write about a "mystery character." First we listed characteristics; then we wrote about this person, showing him/her in action (standing in line in the grocery store.)
2. We reviewed the vocabulary for the story "The Adventures of Mega Chicken" (story in your reading packet).
3. We read the story, taking notes on how the author reveals herself by dropping hints throughout the narrative. We also noticed the plot structure which starts with conflict and then backtracks to give the setting and reveal the character of the author.
Homework:
1. Research - create your character. Include details about at least these five things:
a. Physical appearance
b. Personality/mannerisms
c. Personal history
d. Hopes and aspirations
e. What does he/she sound like?
2. Paragraph - write a paragraph about your character in the setting you will use for your travel story.
3. Mega Chicken vocab. - finish
4. Mega Chicken note-taking - finish
If you were absent - note the homework (character worksheet included below). Make sure to complete the "mystery character" in-class writing activity. Use the the objects that were in the free box to imagine who this person is. The objects are:
1. a horseshoe with a picture of a horse attached; included a brown checkered ribbon so the item could be hung on a wall
2. mini umbrellas - the kind for tropical beverages
3. a pad of oil painting paper (all pages were blank)
4. a tin of tea bags from Australia
5. fake poop (made out of brown clay) in a plastic baggie
First, list things about this person (follow the instructions on the purple sheet).
Next, imagine standing behind this person in the checkout line in the grocery store. Show him/her in action.
Travel Writing: Character Name ________________________
Use the space below to write notes describing who the mystery character might be. Include a physical description, but go beyond the physical: include phrases the person would say; mannerisms; occupation; pet peeves; bad habits; hopes/aspirations; hobbies/talents; home life; pets; etc.
(Example: drives a cherry-red Volvo, scatter-brained, loves the movie Ghostbusters, etc.)
You are standing behind the person described above in the grocery store check-out line. Write a paragraph describing the mystery person. SHOW as many of the characteristics listed above as you can. Think about what the details you listed above reveal about the person. For example, you might not be able to show the red Volvo, but you can show this person acting responsibly with a sporty twist (like a red Volvo-owner might) by wearing a shirt tucked into his khakis while buying the new flavor of Gatorade.
Use as many sensory details as you can in your description.
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Now create your character for your travel story. Brainstorm character details using the space below.
Homework: Write a paragraph describing your character in the setting you have developed for your travel story. Decide whether you plan to write your travel story from the 1st or 3rd person point of view, and write your character paragraph using that same perspective. (Reminder: In 1st person, the main character is the “I”; in 3rd person the narrator describes the main character as “he/she.”)
Format: typed, double-spaced, 5-7 sentences. As always, do your best writing.
Wednesday, September 17, 2008
Wed. 9/17 Setting
Today we practice writing setting using sensory details. We watched a video about ice swimming in Russia for inspiration and described the first 5 - 10 seconds, including sight, sound, smell, touch, and taste.
Next we practiced working with sentence fluency and grammar. Here are the examples I used in class:
1. Sentence structures (Writer’s Inc. p.71)
Original: “Many houses were destroyed. Some just lost their shutters or their windows. Others lost parts of their roofs.”
Revised: “While many houses were completely destroyed, some lost only their shutters, their windows, or parts of their roofs.”
Active voice: Many houses suffered complete destruction, while some only lost shutters, windows, or parts of roofs.
2. Commas after introductory phrases (W.I. p.81)
“Because of the terrible thunderstorm, our school bus was late.
3. Comma splice (W.I. p. 81)
Incorrect: “I made the varsity baseball team, I will be a starting pitcher.”
Correct: “I made the varsity baseball team. I will be a starting pitcher.”
Correct: “I made the varsity baseball team and will be a starting pitcher.”
Correct: “I made the varsity baseball team, and I will be a starting pitcher.”
Lastly, we worked with our desk partner to edit and improve our "food postcard." We used the grading rubric that I'll be using to grade your homework, which is due on Monday.
_____ /2 Includes details about all five (5) senses
_____ /2 Uses a variety of sentence structures
_____ /2 All sentences are complete – no comma splices
_____ /2 Includes a comma after all introductory phrases
Homework:
Finish your setting worksheet.
1. Research a location from the setting that you will use for your travel story. How can I do research? Talk to someone who has been there, Go to the library: check out CDs, videos, books, magazines from your location, Get on the internet,
2. Write a descriptive paragraph about your setting.
If you were absent:
a. Choose a setting you can see to describe (your room, a spot at school, etc.) Be sure to take notes on all 5 senses. You will use these notes to write a paragraph about this setting. When you get back to class: be sure to get a setting worksheet from the binder in the back of the room or print it out (it's pasted below).
b. On a piece of paper, see how many ways you can combine and rearrange these sentences. Try to write at least three (3). You can add and remove words as necessary, but keep the basic idea the same.
Mozambique is in Southeastern Africa. It has placid white sandy beaches. There are lots of different kinds of fish at the outdoor fish markets there. I will always remember these two things about Mozambique.
(Note: Mozambique is a country in Africa.)
c. Write as many ways as you can (try at least three) to introduce this phrase: ...“Ellen had never seen a more resplendent sunset.”
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Travel Writing: Setting Name ________________________
Sample Setting Paragraph
“As I walked the Mekong River road, I passed people selling coconuts brimming with milk for the thirsty traveler, soda, fruit juice, and even unchilled beer. My God! When it’s 90 degrees in the shade and humid to boot, the thought of unchilled beer is almost as bad as no beer at all. I kept walking, until almost hidden inn the leafy folds of a giant banyan tree, and there on the river bank, I found a watering hole.
It was really little more than a wooden deck, about then by twenty feet, covered with thatch and tin, but set within the boughs of the banyan. It was a treehouse. The shady limbs of the great tree held the little house in a cool, dark embrace, giving protection from the midday sun while still affording a delicious view of the placid river.
I heard the friendly sizzle of food frying in good oil; that inviting sound that beckons travelers and laborers anywhere. And I heard the clink of ice and the pop of bottle tops. I stepped off the bank and went inside” (Sterling, “The Deep Fried Potato Bug,” p.36).
Practice. Use sensory details to describe the setting you just experienced in class.
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Mini Lesson on Fluency and Sentence Beginnings. Write your notes here:
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Research. Choose one of the settings you have brainstormed to research. Suggested sources include: people who have been there, the internet, films, books, etc. In the space below take notes on sensory details for one specific location from this setting. For example: don’t choose “New York City,” rather, choose an opera house on opening night or the subway platform in New York City. NO AIRPORTS!
Sight:
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Smell:
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Sound:
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Taste:
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Touch:
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Writing. Now write a paragraph using as many of the phrases/words you just gathered to describe this location. Focus on description and fluency: you must incorporate all five senses and use a variety of sentence beginnings to receive full credit.
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Next we practiced working with sentence fluency and grammar. Here are the examples I used in class:
1. Sentence structures (Writer’s Inc. p.71)
Original: “Many houses were destroyed. Some just lost their shutters or their windows. Others lost parts of their roofs.”
Revised: “While many houses were completely destroyed, some lost only their shutters, their windows, or parts of their roofs.”
Active voice: Many houses suffered complete destruction, while some only lost shutters, windows, or parts of roofs.
2. Commas after introductory phrases (W.I. p.81)
“Because of the terrible thunderstorm, our school bus was late.
3. Comma splice (W.I. p. 81)
Incorrect: “I made the varsity baseball team, I will be a starting pitcher.”
Correct: “I made the varsity baseball team. I will be a starting pitcher.”
Correct: “I made the varsity baseball team and will be a starting pitcher.”
Correct: “I made the varsity baseball team, and I will be a starting pitcher.”
Lastly, we worked with our desk partner to edit and improve our "food postcard." We used the grading rubric that I'll be using to grade your homework, which is due on Monday.
_____ /2 Includes details about all five (5) senses
_____ /2 Uses a variety of sentence structures
_____ /2 All sentences are complete – no comma splices
_____ /2 Includes a comma after all introductory phrases
Homework:
Finish your setting worksheet.
1. Research a location from the setting that you will use for your travel story. How can I do research? Talk to someone who has been there, Go to the library: check out CDs, videos, books, magazines from your location, Get on the internet,
2. Write a descriptive paragraph about your setting.
If you were absent:
a. Choose a setting you can see to describe (your room, a spot at school, etc.) Be sure to take notes on all 5 senses. You will use these notes to write a paragraph about this setting. When you get back to class: be sure to get a setting worksheet from the binder in the back of the room or print it out (it's pasted below).
b. On a piece of paper, see how many ways you can combine and rearrange these sentences. Try to write at least three (3). You can add and remove words as necessary, but keep the basic idea the same.
Mozambique is in Southeastern Africa. It has placid white sandy beaches. There are lots of different kinds of fish at the outdoor fish markets there. I will always remember these two things about Mozambique.
(Note: Mozambique is a country in Africa.)
c. Write as many ways as you can (try at least three) to introduce this phrase: ...“Ellen had never seen a more resplendent sunset.”
-------------------------------------------------------------------------------------
Travel Writing: Setting Name ________________________
Sample Setting Paragraph
“As I walked the Mekong River road, I passed people selling coconuts brimming with milk for the thirsty traveler, soda, fruit juice, and even unchilled beer. My God! When it’s 90 degrees in the shade and humid to boot, the thought of unchilled beer is almost as bad as no beer at all. I kept walking, until almost hidden inn the leafy folds of a giant banyan tree, and there on the river bank, I found a watering hole.
It was really little more than a wooden deck, about then by twenty feet, covered with thatch and tin, but set within the boughs of the banyan. It was a treehouse. The shady limbs of the great tree held the little house in a cool, dark embrace, giving protection from the midday sun while still affording a delicious view of the placid river.
I heard the friendly sizzle of food frying in good oil; that inviting sound that beckons travelers and laborers anywhere. And I heard the clink of ice and the pop of bottle tops. I stepped off the bank and went inside” (Sterling, “The Deep Fried Potato Bug,” p.36).
Practice. Use sensory details to describe the setting you just experienced in class.
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Mini Lesson on Fluency and Sentence Beginnings. Write your notes here:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Research. Choose one of the settings you have brainstormed to research. Suggested sources include: people who have been there, the internet, films, books, etc. In the space below take notes on sensory details for one specific location from this setting. For example: don’t choose “New York City,” rather, choose an opera house on opening night or the subway platform in New York City. NO AIRPORTS!
Sight:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Smell:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Sound:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Taste:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Touch:
__________________________________________________________________
¬__________________________________________________________________
¬__________________________________________________________________
Writing. Now write a paragraph using as many of the phrases/words you just gathered to describe this location. Focus on description and fluency: you must incorporate all five senses and use a variety of sentence beginnings to receive full credit.
__________________________________________________________________
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¬__________________________________________________________________
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Monday, September 15, 2008
Mon. 9./15 Day Four. Sensory Details
Today we dove head-first into the art of writing using sensory details!
We:
1. Had our vocabulary assignment stamped (make sure you're doing the _whole_ sheet) and reviewed answers
2. Had our note taking assignment stamped
3. Reviewed sensory details and found examples in "The Deep Fried Potato Bug."
4. Tried amazing strange food!!!!
5. Took notes on our experience using our "Sensory Details Word Bank"
5. Started writing a polished paragraph about our experience
Homework:
1. Finish finding examples of sensory details from "Deep Fried" (if needed).
2. Polish your "food postcard;" focus on conventions and descriptions.
3. Brainstorm 5 outlines for your travel story (setting + character + conflict = result).
If you were absent:
1. Get a yellow "Travel Writing Sensory Details" sheet and a "Sensory Details Word Bank" (purple) from the extras binder the next time you come to class.
2. Find 4 different foods at home to try. Maybe try something you've never tasted before.
3. Follow the directions on the sheet and turn it in at the beginning of the next class.
Als0 - make sure to get the correct answer for the vocabulary sheet. Here they are:
1. deftly
2. proffer
3. piquant
4. blanch
5. abstemious
6. audibly
7. placid
8. wanton
9. chauvinist
10. gastronomic
back
1. piquant
2. chauvinist
3. abstemious
4. wanton
5. proffered
We:
1. Had our vocabulary assignment stamped (make sure you're doing the _whole_ sheet) and reviewed answers
2. Had our note taking assignment stamped
3. Reviewed sensory details and found examples in "The Deep Fried Potato Bug."
4. Tried amazing strange food!!!!
5. Took notes on our experience using our "Sensory Details Word Bank"
5. Started writing a polished paragraph about our experience
Homework:
1. Finish finding examples of sensory details from "Deep Fried" (if needed).
2. Polish your "food postcard;" focus on conventions and descriptions.
3. Brainstorm 5 outlines for your travel story (setting + character + conflict = result).
If you were absent:
1. Get a yellow "Travel Writing Sensory Details" sheet and a "Sensory Details Word Bank" (purple) from the extras binder the next time you come to class.
2. Find 4 different foods at home to try. Maybe try something you've never tasted before.
3. Follow the directions on the sheet and turn it in at the beginning of the next class.
Als0 - make sure to get the correct answer for the vocabulary sheet. Here they are:
1. deftly
2. proffer
3. piquant
4. blanch
5. abstemious
6. audibly
7. placid
8. wanton
9. chauvinist
10. gastronomic
back
1. piquant
2. chauvinist
3. abstemious
4. wanton
5. proffered
Day 3 Thurs. 9/11
1. Handed in LOTS of assignments:
a. Signed syllabus & parent questionnaire
b. Signed basmati letter WITH printout
c. My Name writing
2. Reviewed vocabulary
3. Read "The Deep Fried Potato Bug" by Richard Sterling
a. Took notes on setting and sensory details
Homework:
Due Monday 9/15
1. "Deep Fried" vocabulary
2. Finish reading "Deep Fried" if necessary
3. "Deep Fried" note taking
a. Signed syllabus & parent questionnaire
b. Signed basmati letter WITH printout
c. My Name writing
2. Reviewed vocabulary
3. Read "The Deep Fried Potato Bug" by Richard Sterling
a. Took notes on setting and sensory details
Homework:
Due Monday 9/15
1. "Deep Fried" vocabulary
2. Finish reading "Deep Fried" if necessary
3. "Deep Fried" note taking
Friday, September 12, 2008
Day Two Tues 9/9
Today we:
1. Shared our "I Am" poems with each other and some of us chose to share them with the class.
2. Received "Travel Literature Reading Packets"
3. Reviewed expectations for note-taking assignment
4. Read and discussed "Size of the World" by Jeff Greenwald
5. Wrote a response to the following prompt and questions:
Think of a time when your perspective changed. a. What caused your perspective to change? b. How did this change in perspective change the way you view the world?
6. Discussed instructions for the "My Name" writing assignment and read the example by Sandra Cisneros
If you were absent make sure to:
1. Get the packet from me and read the story
2. Do #5 - respond to the prompt and questions
3. Get the vocabulary sheet for this story
If you come back to class on Thursday, this work is due on Monday.
Homework:
Due Thurs. 9/11
1. Signed syllabus
2. Signed Basmati letter WITH printout
3. Completed parent questionnaire
4. "My Name" writing
5. Note-taking for "Size of the World"
6. Vocabulary sheet for "Size of the World"
1. Shared our "I Am" poems with each other and some of us chose to share them with the class.
2. Received "Travel Literature Reading Packets"
3. Reviewed expectations for note-taking assignment
4. Read and discussed "Size of the World" by Jeff Greenwald
5. Wrote a response to the following prompt and questions:
Think of a time when your perspective changed. a. What caused your perspective to change? b. How did this change in perspective change the way you view the world?
6. Discussed instructions for the "My Name" writing assignment and read the example by Sandra Cisneros
If you were absent make sure to:
1. Get the packet from me and read the story
2. Do #5 - respond to the prompt and questions
3. Get the vocabulary sheet for this story
If you come back to class on Thursday, this work is due on Monday.
Homework:
Due Thurs. 9/11
1. Signed syllabus
2. Signed Basmati letter WITH printout
3. Completed parent questionnaire
4. "My Name" writing
5. Note-taking for "Size of the World"
6. Vocabulary sheet for "Size of the World"
Day One Friday 9.5.08
Welcome to Global Literature!
Today we:
1. Created name tags for our desks.
2. Created folders for ourselves
3. Reflected on middle school and who we are _now_
4. I shared a little about myself
5. We reviewed the syllabus and competed for prizes! :)
6. We interviewed and introduced our classmates
If you were absent:
I'm sorry! We missed you.
Be sure to get any materials you missed. Check the extras binder (it's on the back shelf).
Be sure to make note of the upcoming deadlines. Work is due the class after the class you return to class.
Homework:
Due Tues. 9/9:
1. Customs: Introduction
2. "I Am" poem
Due Thurs. 9/11
1. Signed syllabus
2. Signed basmati letter WITH printout
3. Completed parent questionnaire
4. "My Name" writing
Today we:
1. Created name tags for our desks.
2. Created folders for ourselves
3. Reflected on middle school and who we are _now_
4. I shared a little about myself
5. We reviewed the syllabus and competed for prizes! :)
6. We interviewed and introduced our classmates
If you were absent:
I'm sorry! We missed you.
Be sure to get any materials you missed. Check the extras binder (it's on the back shelf).
Be sure to make note of the upcoming deadlines. Work is due the class after the class you return to class.
Homework:
Due Tues. 9/9:
1. Customs: Introduction
2. "I Am" poem
Due Thurs. 9/11
1. Signed syllabus
2. Signed basmati letter WITH printout
3. Completed parent questionnaire
4. "My Name" writing
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