Children's Story
- We took our trip to Stewart to spend forty minutes with our writing buddies today.
- When we got back to school, we talked about progress, problems and plans.
- I showed what a keepsake book looked like in iPhoto, and Abbie checked to make sure student computers do have iPhoto.
- I read last year's recommendations about writing the children's story, and we talked a little about how things are going thus far.
Due Dates
- Due tomorrow, Wednesday--"A Confusing World" poem (p. 6)--twenty lines, minimum
- Due tomorrow, Wednesay--all completed Facebook Character sketches
- Due Thursday--lesson plan for Friday
- Due Friday--completed storyboard
CREATIVE WRITING
Here's today's agenda:
Due
• Please put Journal #3 in the drawer. Thanks!
Pair-Share, Part II (continued from yesterday; same partners) 11:25-11:33
Metaphors and similes are supposed to make your writing stronger—but sometimes, despite our best efforts, our metaphors and similes go wrong.
With your same partner from yesterday, read the directions at the top of page 63.
Follow the directions as you read pages 63 and 64 together.
Class Discussion
Let’s quickly discuss your responses from Pair-Share.
Writing Lesson
Simile Creation!
• Yesterday you practiced creating similes from those two lists, and then you wrote a rough draft of your Simile Poem. You know the RIGHT way to create similes. ☺
• And after today’s discussion, you know the WRONG way to create similes. ☹
• So grab a Simile Creation sheet, and get into your own personal zone—no collaboration—and start creating similes that you feel are detailed and vivid.
• Go in any order you want, but by the start of classtime tomorrow, I will take a grade for you having all twenty thoughtfully and completely filled out.
• Workshop Time: 20 minutes (Any and all remaining is for homework tonight.)
Writing Warm-Up (Don’t ask millions of question—just start writing your list! ☺ )
• Right now, on a sheet of paper, in the five minutes (until 12:37) I will give you, write a list of specific memories (occurring in an hour or less) from between the ages of five (kindergarten) and eight (third grade).
• The memories can be happy or sad, silly or confusing—they just have to be memories of yours from when you were a kid.
• Possibilities (anything/everything you think of, plus any and all of the following)
o A holiday moment
o A time you got caught
o A time that made you laugh a lot
o A time that made other people laugh a lot
o A moment with a friend
o A time you made a discovery
Writing Assignment
• Early Memory (pages 45-6)
• What’s the perspective? Your eight year-old (or child) self!
• Whose the audience? Our eight year-old writing buddies
• Workshop Time: 20 minutes
• Saving: In your own Student Volume.
• Printing: front and back to room 212—by 1:15, unless you’re going to work on it during seminar; drop it in the drawer, please.
• Goal: one full page, typed and doublespaced, w/dialogue, in present tense, sounding like a kid!
• Sharing: We will share our rough drafts with one other person tomorrow in class.
• Once you’ve printed out your Early Memory and put it in the drawer, you can work on your SIMILE CREATION sheet, if you still need to (due tomorrow, completed).
Due
• Please put Journal #3 in the drawer. Thanks!
Pair-Share, Part II (continued from yesterday; same partners) 11:25-11:33
Metaphors and similes are supposed to make your writing stronger—but sometimes, despite our best efforts, our metaphors and similes go wrong.
With your same partner from yesterday, read the directions at the top of page 63.
Follow the directions as you read pages 63 and 64 together.
Class Discussion
Let’s quickly discuss your responses from Pair-Share.
Writing Lesson
Simile Creation!
• Yesterday you practiced creating similes from those two lists, and then you wrote a rough draft of your Simile Poem. You know the RIGHT way to create similes. ☺
• And after today’s discussion, you know the WRONG way to create similes. ☹
• So grab a Simile Creation sheet, and get into your own personal zone—no collaboration—and start creating similes that you feel are detailed and vivid.
• Go in any order you want, but by the start of classtime tomorrow, I will take a grade for you having all twenty thoughtfully and completely filled out.
• Workshop Time: 20 minutes (Any and all remaining is for homework tonight.)
Writing Warm-Up (Don’t ask millions of question—just start writing your list! ☺ )
• Right now, on a sheet of paper, in the five minutes (until 12:37) I will give you, write a list of specific memories (occurring in an hour or less) from between the ages of five (kindergarten) and eight (third grade).
• The memories can be happy or sad, silly or confusing—they just have to be memories of yours from when you were a kid.
• Possibilities (anything/everything you think of, plus any and all of the following)
o A holiday moment
o A time you got caught
o A time that made you laugh a lot
o A time that made other people laugh a lot
o A moment with a friend
o A time you made a discovery
Writing Assignment
• Early Memory (pages 45-6)
• What’s the perspective? Your eight year-old (or child) self!
• Whose the audience? Our eight year-old writing buddies
• Workshop Time: 20 minutes
• Saving: In your own Student Volume.
• Printing: front and back to room 212—by 1:15, unless you’re going to work on it during seminar; drop it in the drawer, please.
• Goal: one full page, typed and doublespaced, w/dialogue, in present tense, sounding like a kid!
• Sharing: We will share our rough drafts with one other person tomorrow in class.
• Once you’ve printed out your Early Memory and put it in the drawer, you can work on your SIMILE CREATION sheet, if you still need to (due tomorrow, completed).
MODERN PROSE
- The usual! :-)
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