3rd Block: Advanced Creative Writing
Day Five--Tuesday, January 13th, 2014
Willis:
- 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
- Open up your copy of the poetry terms.
- Go through your poem line by line, and find examples of the elements.
- List them in the appropriate box.
- If you don’t have an element, leave the example box blank.
- 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)
- Please highlight examples of elevated or grand diction as I read the two models aloud.
Time = _____—“Dramatic Morning” Exercise
- You might type it first in ordinary language, then go back and translate it, using thesaurus.com.
- Or you might craft it in dramatic and elevated language as you go.
- Approximate final length = two paragraphs
- Remember, you have two models on page one of your textbook for help!
- Create a google doc INSIDE the DRAMATIC MORNING folder in our class google folder.
- Change the name to “Your Last Name—Dramatic Morning.”
Resources:
- 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:
- Make sure your MLA format is at the top of your Dramatic Morning.
- Make sure it is doublespaced.
- Slap a working title on there, at the very least, if you haven’t already!
- 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
- The keys and a note left Clara Rodrigo.
- Clara Rodrigo left the keys and a note.
- The keys left Rodrigo and Clara a note.
- The keys left Clara and Rodrigo a note.
- Clara left the keys, a note, and Rodrigo.
- Rodrigo left a note and the keys. --Clara
- The note left Clara A. and Rodrigo keys.
- The Rodrigo keys a note and left Clara.
- A note? ...and Rodrigo left Clara the keys?
- Rodrigo left the keys and Clara a note.
- 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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