Monday, 12/8/14--Creative Writing

Monday, December 8th

Day 32

(twelve days remaining)

When You Come In

1. Sign in, please.
2. Put your phone in the hostage center.

Focus for the Last  Days

1. Showing, Not Just Telling
2. Revision
3. Rubric Pieces
4. Sharing Work (small groups; partners)
5. Storybook Final Project

Writing Lesson:  Show, Don’t Just Tell Review--OR “HOW TO CREATE IMAGERY IN YOUR WRITING” Difference between “literal” and “figurative language” (p. 32) Least Vivid to Most Vivid (p. 32 ) Diction Sandra Cisneros (p. 32) Vocabulary Variety—reminder Imagery Emily Bronte (p. 33) Hot Chocolate Sentences (p. 34)--revise using each of the five senses.

Writing Lesson:  Similes and Metaphors Similes and metaphors are almost identical—they both compare two unlike things.   Similes, however, are less direct.  They use “like” or “as”. I’m going to give you a prompt, and you finish it. Metaphor School is a ___prison___________. (direct) School=prison Teachers=guards Classrooms=cells Homework=chaingang principal=warden cliques=gangs         Simile My brother/sister is like a                    Indirect; uses “like” or “as” mosquito combine Energizerbunny Sloth Elephant Blackhole Satan Santa Toliet Simile Notes = page 34 with the columns below Simile Similes often compare two things that don’t have much in common.  This makes the comparison more striking. For example, someone might say, “Her eyes are like stars.”  The two things being compared are eyes and stars, which are not similar, at first glance. Her eyes = stars What the writer wants to suggest, though, is the brightness of the eyes, or the magic and mystery the eyes hold—like distant stars. Directions 1.     Below are two lists of words.  Match each word on the left with a word on the right. 2.     Use the two words to write a simile. 3.     We’ll share some aloud.            COLUMN ONE         COLUMN TWO                        Hair                                        brick                        Smile                                     snow                        Puppy                                   waterfall                        Car                                          tree                        Test                                       sunshine Three or four minutes to work? Examples: The seven-page Spanish test was like a brick pounding down on my GPA. The PUPPY had a yelp as ear-shattering as a BRICK through a glass window. His SMILE was as genuine as SNOW in the Sahara. The Alg II TEST was so hard, it was like trying to climb a WATERFALL. The Spanish TEST was as hard as cutting down a TREE with a handsaw. The busy CARS in rush hour looked like a WATERFALL of lights. Put your name at the top of page 34, then turn it into the drawer, please. APPLYING WHAT YOU’VE LEARNED: As you review your Prompt Word Poem today, and you reviese your Sense Poem and Autobio Poem tomorrow, use SIMILES AND METAPHORS to create imagery!

Revision:  Prompt Word Poem You’ve received comments from me on this, AND I’ve completed the rubric for the grade I would give you as your piece stands now. Revise this piece, making at least fifteen changes. Revise this piece, so you can earn a “4” on each of the rubric items. I will grade these two ways: as a revision grade and I will upgrade your rubric score, if you improve your performance on the final draft of this piece

WORK ON THE GRAMMAR ASSIGNMENTS IF YOU FINISH BEFORE I START THE NEXT ASSIGNMENT!

Writing Assignment:  Ogden Nash Poems (p. 60) 1.      Let’s look at the poems Ogden Nash wrote.  These are our models for this assignment. 2.     Talk about why these poems would appeal to kiddos. 3.     Look at models from CW survivors, to see how they approached the assignment:   https://docs.google.com/a/washington.k12.ia.us/document/d/1IrviRBbNLld4dbKh0XYxj5ATmaqwzqz-z_8NOJOkG2E/edit 4. Create a doc in the class folder, “Ogden Nash Poems”, and call it “Your Last Name—Ogden Nash Poems”. 5.     Write three Ogden Nash Poems of your own, with these elements in each (GRADING CRITERIA): a.     Humor b.    Animals or other topics children like c.     Word-play d.    Rhyme:  www.rhymezone.com e.     Listen to the rhythm (number of syllables in each line).  Do you need to substitute any words so the flow is better? f.      Is every word a strong one?  Use your Vocab Variety and thesaurus.com for help. g.    length = two to eight lines for each poem h.    a title that adds a dimension to the poem

WORK ON THE GRAMMAR ASSIGNMENTS IF YOU FINISH BEFORE I START THE NEXT ASSIGNMENT!