Wednesday, March 3, 2010

Wednesday, 3/3/2010


  • We talked about how the Children's Story experience went, and we journaled about the following:

  1. What am I proudest of in my own performance during this unit?
  2. What would I do differently in my own performance, if I could?
  3. What could be done structurally so that the project would flow better and/or be more meaningful?

Writing Lessons
  • Diction (p. 53)--We answered the questions about the E. B. White sentence in our notes, and then we discussed our answers.
  • Writing to Describe (p. 58, excerpt #1 from Isak Dinesen)--I read the two paragraphs aloud, and everyone circled strong diction, and underlined strong imagery.  We discussed both, and we talked about how diction and imagery create mood.  Whereas the mood in paragraph one is one of wonder and amazement and beauty, the mood in paragraph two is depressing and disappointing.
Writing Assignment--Explanation of Homework
  • I read Langston Hughes' poem, "Theme for English B" (p.46), and then we read three other models for this assignment.
  • We read some of the Autobiographical Poems aloud, and we commented on two things we learned about the author (in our notes, which we will turn in for a daily grade, once everyone has shared).
  • Theme for English B--one typed page (more, if you're on a roll)

  • Two illustrations for your children's story
Children’s Story Workshop
Wednesday, 3/3/2010

______1)         Put your two illustrations kitty-corner on the circle table.

______2)         Listen and watch as I present the illustrations from Mrs. Murphy’s class.                             
Collect your two or three pictures, and guard them with your life.
_______3)         Listen to what people had to say about stories during peer conferences yesterday, and get your rough draft back from me.

_______4)         Review the rubric again for what a “3” (superior) is in each area.  Remind yourself what you’re shooting for with your final product.

_______4)         Create a SECOND, and ALMOST-FINAL draft of your story.

12:00:  Second draft due, printed out, and in your hand

_______5)         Get another copy of the rubric from me, and trade stories with a DIFFERENT person than yesterday.  Read each other’s stories carefully, and fill out the rubric for the story, as it is now.  This will give your partner some ideas of what  he/she needs to work on tonight.

______6)         Staple the completed rubric on top of the story, and throw it in the drawer, AFTER you’ve reviewed your partner’s comments.

_______7)         Listen and discuss people’s yellow sheet reactions to the binding and layout of the stories.  TOMORROW is the only day we have to do this.  Let’s focus.  Figure out today how you want to design, layout and bind your book.

_______8)         Finish the yellow sheet from yesterday if you have not already done so (especially reading through the children’s books from first block), and put it in the drawer.

  • ·      Do what you need to do to be prepared for Friday’s trip to Stewart—illustrations, cutting out text, gathering materials.  The end is near!  Are you ready?!
  • ·      Bring back a signed permission slip for Friday.

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