Welcome to Creative Writing!
Ø
Wednesday,
August 28th, 2013
When You Come In
1.
Please
initial next to your name on the clipboard.
2.
Open
your textbook to page 11, please.
Vital
Information About Class
Ø
REMINDER: The Blog:
www.kdubzclasses.blogspot.com
Ø
REMINDER: Always access freerice from my link on the
blog, to remind yourself to play in our class group.
o
7,500
grains due by Tuesday, September 3rd
Ø
REMINDER: During classtime, use your computer as a
tool, not a toy.
Big
Picture: Trust
Ø
...the
cornerstone of this class (page 1).
Writing
Lesson: Clichés
Review: What is a writing
lesson? Why do we have them?
1. Clichés--page 11—what are they? Why are they bad for our writing?
2. Anti-clichés
(p. 11).
a. It has to make
sense! (be true)
b. It has to be
original.
c. It has to put a
picture in our heads!
3. Trade three
times for smileys.
a. Read your
partner’s ten anti-clichés.
b. Put a smiley and
your initials by the TWO you feel are strongest.
4. Everyone share
his/her best anti-cliché.
5. Skim and
scan pages 12-13, and do the following.
a. Put a
question mark by clichés you don’t understand,
b. Put a smiley
by ones you like (even though they’re cliché).
c. Put a
check-mark by the ones you’ve heard gazillions of times. (11:42-11:47)
7. I’ll explain any
that are still unclear.
Collaborative
Writing Assignment:
Group Cliché Story
·
Model—Begin
with the End in Mind!
o
“Damsel
in Distress”
Directions
for Cliché Trio Story Prep: (15 minutes)
1. Create a new google doc called
"Cliché List".
2. Go on a cliché hunt. In the next fifteen minutes, browse EACH of the
following sites for clichés.
3. When you find a cliché that particularly
strikes you (imagery, accuracy, humor) copy and paste it into a google doc
titled "Cliché List".
4. Number each one as you go.
5. You need fifteen at the end of fifteen
minutes.
YOU HAVE FROM NOW UNTIL
12:45.
Willis, set up trio groups at this time.
Share this doc with me now, please. Thank you!
Cliché Websites
www.newswriting.com/groaners.htm
http://www.kristisiegel.com/cliches.html
http://clicheweb.cambiaresearch.com/clicheweb/classiccliches/cliche_list.html
http://www.moviecliches.com
http://www.plainenglish.co.uk/examples/clich.html
http://www.sportscliche.com
Writing
Workshop Time: Cliché Story
1. One person in
the trio CREATE a new google doc.
2. Share it with
the two partners AND with me (“Kerrie Willis”).
3. Read each
other your list of fifteen clichés.
4. Mark any
clichés on pages 12-13 you might want to use.
5. Talk about a
possible conflict, or a character.
6. Start typing
your story!
Cliché
Trio Story Requirements/Grading
1) Yes No We used as many clichés as possible to
create a fictional story.
2) Yes No We boldfaced the clichés so they stand
out from the story.
3) Yes No We used least four sentences of dialogue
in quotation marks.
4) Yes No Type between one and one and a half
pages.
5) Yes No We doublespaced our story.
6) Yes No We used paragraphs to indicate shifting
ideas.
7) Yes
No Our story is classroom
appropriate.
KW
Chores
·
I will be creating shared folders on google for our
class.
·
I will be commenting on your stories as you are
creating them.
Homework
=
Free Rice—7,500 grains due by Tuesday, September 3rd
* * * *
AP English Peeps
Welcome, AP English
Peeps! J
·
Happy Wednesday,
August 28th, 2013
Business
Ø Sign
in, please.
The
Reading Journal (Your Notebook)
1.
Grab
a reading journal from an AP alum.
2.
Spend
a few minutes perusing it. What do you
notice?
3.
Although
it’s messy, cut and staple your entries into your notebook, so that you have a
date-organized progression.
4.
Open
to a fresh page, and date it with today’s date, then tape in today’s quote.
5.
Let’s
write.
Reminder: Don’t forget to phrase or chunk the quote
with slash marks in order to analyze its parts more effectively.
Reading Journal
(handout)
Biography: Gustave Flaubert (1821-1880), French novelist
of the realist period, is known best for his sensational Madame Bovary (1857),
a classic tale of romance and retribution. It is a portrait of the young
provincial Emma Bovary as fallen woman and her adulterous liaisons with
Rodolphe Boulanger. (It was criticised then banned for a period after its first
release).
(Source:
http://www.online-literature.com/gustave-flaubert/)
Select one of the following quotes
by Flaubert to respond to in your reading journal
today:
➢ “Do not read, as children do, to amuse yourself, or like
the ambitious, for the purpose of instruction. No, read in order to live.”
➢ “The artist must be in his work as God is in creation,
invisible and all-powerful; one must sense him everywhere but never see him.”
➢ “The most glorious moments in your life are not the
so-called days of success, but rather those days when out of dejection and
despair you feel rise in you a challenge to life, and the promise of future
accomplishments.”
Review: How can we respond to a quote?
Ø
COMMENT: Disagree (in part or in whole).
Ø
QUESTION: Ask a question.
Ø
COMMENT: Agree (in part or in whole).
Ø
LANGUAGE: Respond to both the LITERAL and the
FIGURATIVE meaning.
Ø
CONNECT: …to something in your
own life or experience.
Ø
CONNECT: …to something else
you’ve read or viewed.
Start at 2:20; end about 2:30
Journal
Entry Explanation
1.
Share
with a NEW person today. Write your
partner TWO specific comments, and aim for academic language in your writing.
a.
At
least two detailed sentences
i. Agree.
ii. Tell him/her if the journal made you
think of a new idea/or something you hadn’t considered.
iii. Add on to an idea he/she says.
iv. Compliment their vocabulary—diction!
v. Disagree, respectfully. J
b.
Signed by you
Nabokov "Good Readers, Good Writers"
- We circled up and discussed questions from pages 15-18.
- We will return to this piece again soon.
Last Ten Minutes
Free Rice Due Tuesday, 9/3 = 7,500 grains
* * * *
Howdy, College-Prep
Reading!
Happy Wednesday—August
28th, 2013
When
You Come In
Ø
Please
initial next to your name on the clipboard
Ø
Get
your List 2 card spread on your desk, please.
Vocabulary
Ø
Put
your List 2 cards in the order on the sheet—quick like bunnies--and then we’re
going to make the magic happen!
Ø
We
spent fifteen minutes pronouncing the words, then discussing their meanings and
uses.
Annotation Review
1.
Re-read
your Harvard Introduction and Harvard #2 reply.
2.
Let’s
have five people share with the whole class.
Greek Mythology
Intro
1.
A word about
note-taking
2.
Literary Eras
3.
Unit Overview
4.
Introduction
to Backbone Literature—Greek Mythology
5.
Creation Myth
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