Thursday, February 14, 2013

Thursday, 2/14/13--Happy Valentine's Day! :-)

Ø  Writing Lesson #1:  Avoid clichés!
Ø  Writing Lesson #2:  Using Precise Words
Ø  Writing Lesson #3:  Vocabulary Variety
Ø  Writing Lesson #4:  Connotation versus Denotation
Ø  Writing Lesson #5:  Advice for Revising and Editing Poetry
Ø  Writing Lesson #6:  Writing and Editing Dialogue
Ø  Writing Lesson #7:  Paragraphing
Ø  Writing Lesson #8:  Making Strong Titles

Welcome to Creative Writing! 
Happy Thursday, February 14th, 2013!
Happy Valentine’s Day, Sweetie-Peeties!  J

A Note About Your Conferences Yesterday
Ø  Wow—I am proud of the work you did on those conferences over the Musical Memories.  You did what I asked you to do thoughtfully and carefully, and your hard work showed on paper from the comments you made.  Thank you for your solid work. 
Ø  We will spend several days next week revising, so we will come back to your Musical Memory at that time.

Writing Experiments #12
·       Love—of course.

1.        Select ONE of the following to type on for fifteen minutes.
2.       When I call time, please print to the Media Center.
3.       I’m the only one who will read it.

Arranged Marriage
Ø  In some cultures, marriages are arranged.  The parents, sometimes with the aid of a matchmaker, choose mates for their children.  If your parents had to choose a mate for you, what kind of characteristics and qualities do you think they would look for?  How would your parents’ choices differ from your own?

Darkness and Light
Ø  “Darkness cannot drive out darkness; only light can do that.
         Hate cannot drive out hate; only love can do that.”
--Dr. Martin Luther King Jr.

Dr. King was a pacifist and believed that hatred and prejudice could be fought with love. 
Do you agree with him?
 Do you think that in all situations a peaceful response is the correct one?

Small Group Prep
1.        Expectations for Leaving the Room, and Being in Small Groups
2.       Handout:  Small Sharing Group Prep Worksheet
3.       Paper pass-back and folder log in!

Small Sharing Groups--How They Work; Why We Use Them; What I Expect
We are going to get into small sharing groups, and here’s why:
1.        It’s sometimes daunting to read your work in front of the whole class.  But reading to three or four other people can be a lot easier, more relaxed.
2.       Hearing your work out loud can change the way you view it—you hear things you aren’t aware of when you’re simply reading over it in your head.
3.       Your classmates have written some powerful pieces, some funny pieces, some thoughtful pieces.  I think it’s important that they have an audience (more than just me) for these pieces.

What to do in your small sharing group:
1.        Let the leader keep things moving.
2.       Have someone else keep track of what is shared on the handout I give you.
3.       Start with someone, anyone.
a.     That writer tells the group WHAT he/she is reading, and WHY he/she has chosen to read it.
b.    Then the writer reads!
c.     Group members listen carefully.
d.    When the author finishes, applaud, and then have each person in the group make one positive, specific comment about the work.
4.       Now the next person in the circle share a piece, and so on, until everyone has shared once.  Start the circle again with piece #2, then piece #3, then piece #4, if time allows.
5.       Have someone responsible for getting the whole group back in the room by __________ regardless of whether or not you’re finished sharing.

Questions before you get into your groups:
1.        Have you reminded yourself to treat everyone with the utmost courtesy and respect?
2.       Do you have your folder and your pink sheet?  That’s where your list and your stuff are, including WHY you’re sharing these pieces.

When the Bell Rings:
Ø Tuck your blue and pink sheets (and gold) in your folders, then hand them to me on the way out.

Ø None

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