Tuesday, January 13, 2015

Advanced CW--Tuesday, January 13th, 2015

3rd Block:  Advanced Creative Writing
Day Five--Tuesday, January 13th, 2014

  • Read and comment on Rainy Day poems.
  • Grade scavenger hunt.
  • Read Tiny or Immense?

11:40-11:55--Poetry Element Scavenger Hunt:  “What I Did on a Rainy Day” Poem
  1. Open up your copy of the poetry terms.
  2. Go through your poem line by line, and find examples of the elements.
  3. List them in the appropriate box.
  4. If you don’t have an element, leave the example box blank.
  5. The three people who didn’t write the poem should pinterest it up until 11:55, please.

11:55--Stretch Yourself
Hurtling Toward the Cereal, Spoon at the Ready ( p. 1)
  1. Please highlight examples of elevated or grand diction as I read the two models aloud.

Time = _____—“Dramatic Morning” Exercise
  1. You might type it first in ordinary language, then go back and translate it, using thesaurus.com.
  2. Or you might craft it in dramatic and elevated language as you go.
  3. Approximate final length = two paragraphs
  4. Remember, you have two models on page one of your textbook for help!
  5. Create a google doc INSIDE the DRAMATIC MORNING folder in our class google folder.
  6. Change the name to “Your Last Name—Dramatic Morning.”

  • Vocab Variety link (on schoology)
  • thesaurus.com

Dramatic Morning Assignment
  • Before lunch time = ten minutes
  • After lunch work time = ten minutes (12:50-1:00)
    • Hunter, Maribelle and Jacob--turn yours into paragraphs, instead of poems.
  • Share aloud in small groups at 1:05-ish
    • Listen as the reader reads aloud, but have your computer open, so you can see the written words at the same time.
    • When he/she is finished reading, tell him/her what was strong about the piece (one or two things).
    • Highlight your three favorite words on their computer doc.

Lastly, do this:
  1. Make sure your MLA format is at the top of your Dramatic Morning.
  2. Make sure it is doublespaced.
  3. Slap a working title on there, at the very least, if you haven’t already!  
  4. Bag your computers, and grab your Brain Pain notebook paper from yesterday (passed back to you yesterday).

1:20--Brain Pain
Watch Where You Put That Word!

Word order is crucial in determining the meaning of a sentence.  “James hit Charles” is very different from “Charles hit James.”

See how many alternative sentences you can build using all the words in this sentence:

Rodrigo left Clara the keys and a note.
Started:  1:22
  1. The keys and a note left Clara Rodrigo.
  2. Clara Rodrigo left the keys and a note.
  3. The keys left Rodrigo and Clara a note.
  4. The keys left Clara and Rodrigo a note.
  5. Clara left the keys, a note, and Rodrigo.
  6. Rodrigo left a note and the keys.  --Clara
  7. The note left Clara A. and Rodrigo keys.
  8. The Rodrigo keys a note and left Clara.
  9. A note?  ...and Rodrigo left Clara the keys?
  10. Rodrigo left the keys and Clara a note.
  11. Rodrigo left Clara the note and the keys.

Big Questions

  • How does the meaning of the sentence change as you shift words around?
  • Are some words easier to shift than others?

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