CREATIVE WRITING
Monday, 12/11—Day Twenty-Eight
When You Come In
1. Sign
in, please.
2. Make
sure you have your yellow “Making Titles that are Better Than This One” in your
hand.
Writing Assignment: Free Write #2
1.
Write for a
full ten minutes on any topic of your choosing.
2.
I am the only
person who will read this.
3.
For those of
you who already have an idea, start writing!
a.
What I’m looking forward to at Christmas
b.
Who I’m going to see at Christmas
c.
Snow
d.
The weather
e.
What you did this weekend
f.
Venting—let everything out you want to let
out
g.
My portfolio
4.
For those of
you who need an idea, let’s brainstorm.
5.
Start = 9:54 End
= 10:04
Writing Lesson #1: Making
Strong Titles
1.
Why does
it matter? (page 37)
2.
Get the
worksheet back.
a.
Which
titles did you think were cliché? Why?
b.
Which
titles did you think were strong? Why?
c.
How do we APPLY this lesson?
We create a strong title for every piece of writing we do, in this
class, in another class, and in your college classes.
3.
Let’s
look at your new and improved titles on google drive.
Writing Lesson #2: Line
Breaks (Endline and Enjambment)
1. Discuss the poems you
broke with a partner last week.
a. Why did you break the
lines where you did?
b. Why did the writers
break the lines where they did?
(originals)
2. What’s the difference
between an end-stopped line, and enjambment?
(p. 36)
3. What techniques have
you been using in the poems you’ve written?
Writing Lesson Review
1. Avoid clichés.
2. Diction = Word Choice—ONE
WORD CAN MAKE A DIFFERENCE!
3. Use precise, exact,
specific words (not generic terms, or relative terms).
4. Use your red Vocabulary
Variety sheet! Let’s take a look at
several different categories, and see how one word can make a difference.
One word can put an image in your reader’s mind.
Writing
Assignment: Autobiographical Poem (pages
38-9)
1. Models: Kyle Smothers and Martha Hernandez
2. TYPE AN EXCITING,
DETAILED, AWESOME FIRST DRAFT NOW!
3. At the end of
twenty-five minutes, save and share with me only (Kerrie Willis).
Take a copy of the rubric now, but don’t fill it out! Today is only draft one! J
When You finish your poem,
do the following:
1)
Read over the rubric, and see where you are so far.
2)
Make sure you have at least one of each of the
following:
a.
COLOR.
b.
SOUND.
c.
TEXTURE.
3)
Use a more interesting word than “sibling of”.
4)
Use a more interesting word then “resident of”
5)
Look over your red sheet—Vivid Vocab—to see if
anything there sparks your writing
6)
Write me a sentence at the TOP of your poem that
says, “Ms. Willis, please comment on my (1)______________ and (2)____________.
·
Portfolio (Due Friday, January 11th—7
days after we come back from break; 16 days from today)
College-Prep
Reading
Day 27
Day 27
When you come in
1.
Please sign in.
2.
Your Dark Ages notes were due, shared with me, by classtime
today.
3.
We will have the
vocabulary quiz after lunch.
·
Big Picture Reminder:
Keep listening and looking now for resonances,
echoes, patterns.
What is Culture?
·
The word culture
has many different meanings. For
some it refers to an appreciation of good literature, music, art, and
food. For a biologist, it is likely to
be a colony of bacteria or other microorganisms growing in a nutrient medium in
a laboratory Petri dish. However, for
anthropologists and other behavioral scientists, culture is the full range of
learned human behavior patterns. The
term was first used in this way by the pioneer English Anthropologist Edward B.
Tylor in his book, Primitive Culture, published in 1871. Tylor said that culture is "that complex
whole which includes knowledge, belief, art, law, morals, custom, and any other
capabilities and habits acquired by man as a member of society." Of course, it is not limited to men. Women possess and create it as well. Since Tylor's time, the concept of culture
has become the central focus of anthropology.
·
Culture is a powerful human tool for survival, but it is
a fragile phenomenon. It is constantly
changing and easily lost because it exists only in our minds. Our written languages, governments,
buildings, and other man-made things are merely the products of culture. They are not culture in themselves. For this reason, archaeologists cannot dig up
culture directly in their excavations.
The broken pots and other artifacts of ancient people that they uncover
are only material remains that reflect cultural patterns--they are things that
were made and used through cultural knowledge and skills.
Consider the pendulum….
Historical Overview (On the White Board)—Please get out your blue
Literary Eras sheet.
1.
THE CLASSICAL PERIOD (1200 BCE - 455 CE)
2.
THE MEDIEVAL PERIOD (455 CE-1485 CE)
3.
THE RENAISSANCE AND REFORMATION (c. 1485-1660 CE)
Connect Some Dots! J
1.
What’s happening with the pendulum?
2.
Start with the Classical Period, and compare it to the
Medieval Period.
3.
What do you think we will see in the Renaissance and
Reformation Era?
Vocabulary
Take the vocabulary quiz.
Classwork(?)/Homework—The Renaissance and Reformation
Nominate one person as a “biggie” (influential human) in THREE of
the following categories, during the Renaissance and Reformation:
1. Writer
2. Musician
3. Scientist
4. Philosopher
5. Legislator
6. Artist
7. Architect
8. Scholar
9. Religious person
Enter your nominations here:
https://docs.google.com/a/washington.k12.ia.us/spreadsheet/ccc?key=0Aopq4r-bWrm_dDlNWWlWSGJjYlZScEUzak9aeHhHWVE#gid=0
Classwork/Homework (If You Do Not Finish in Class)
Classwork/Homework (If You Do Not Finish in Class)
Dark Ages Notes
1.
Let’s take a look
at a few ways to organize them.
2.
If you can see
visually your notes are meaningfully organized, move on to viewing the next
segments of The Dark Ages videos.
3.
If you (and I)
cannot see a meaningful organization in your notes, organize them now, then
re-share them with me, so I know to grade your re-organized copy, and not your
old copy.
4.
View three more
segments, and take notes.
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