- "The Art of Fiction" RJ
- We took stock of where we've been, and what we've learned. I took notes, and I'll print a copy for everyone for tomorrow.
- We did a reflection about what we've done that we're proud of this term, what we are feeling challenged by (difficulties), an activity we've done that we liked and/or learned something from, and an activity we felt was not particular instructive or helpful.
- We turned in our RJs. I'll read them today and tomorrow, and return them to you on Wednesday.
We discussed the following scenes, with the following students moderating the discussion:
- Derek--page 34-5 (scene where monster comes to life, and Dr. Frankenstein is horrified)
- Andrew--page 50 (scene where Frankenstein sees the monster for the first time after he fled the house; lots of weather)
- We broke into groups for AP Exam practice. We used a copy of an old exam, and started working our way through it. We used our own brains and could work as a group, but we could not research our answers. Taking this text will tell us what we know, what we know how to do, and what we still need to learn.
- We came up with questions for Katie, who's coming tomorrow to talk about reading and writing at the college level.
- Reread Nabokov and Perrine. Highlight what each says about what a good reader does, and what a good writer does. Transfer your highlights to the handout I gave you. This is due WEDNESDAY when you walk in the door.
- Journal #2
- We got with a partner and read and discussed pages 37-8--what dialogue is, and how to edit it in your story. We filled out the Dialogue Worksheet on page 39. After fifteen minutes, we got back together as a class and quickly went through the worksheet. We then looked at the dialogue story in the book (p. 40) for ideas on how to edit dialogue, and we talked about how different dialogue can sound when you substitute another word for "said" (p. 41).
I used Shelby's WWYLN story as the guinea pig, and I talked about how to use "Track Changes" to show evidence of your revision. We revised the title and the dialogue, as a class. Then each person revised his or her own draft, and I printed them with the color changes.
I handed out the blue sheets and explained how the read-aloud groups would work tomorrow for the WWYLN pieces.
TURBO-ADVANCED CREATIVE WRITING
- Secret Post Secret Post Card
- Un-Secret Post Secret Post Card
- Childhood Memoir for Peer Conferencing
- People shared their un-secret Post Secret post card, and then put both postcards in the envelope.
Writing Good Non-Fiction (p. M5)
- We read this page allowed, and we'll use it as our basis for peer conferencing and revising this childhood memoir.
- I handed out the two-page peer conferencing sheet, and people got with a partner to trade and read the childhood memoir.
Saying "It" Without Actually Saying It (page M4)
- We listened to the Bill Wither's song, "Grandma's Hands", and we talked about the way in which Withers showed his feelings for his grandmother by showing physical details about her, by showing her in motion. He said "it", without actually coming out and really saying it.
- We thought of a person who is or has been important in our lives, and we made lists of various physical details and actions that make this person unique, that make this person so important to you.
- When we finished our lists, we shared some details with the class.
- We played Catchphrases for the last twenty minutes.
A page long (at least) list of the details that SHOW the person you're writing about for Saying "It" Without Actually Saying It