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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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.

Fri. 9/19 * This would have been an Alpha day, but we had an assembly! :)

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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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

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

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"

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