Important clarification:
The rule for paragraphing dialogue--
is NOT: begin a new paragraph every time someone speaks.
it IS: begin a new paragraph every time the speaker CHANGES.
Thursday, October 27, 2011
Wednesday, October 26, 2011
Wednesday/ Thursday 26/27 October
Important clarification:
The rule for paragraphing dialogue--
is NOT: begin a new paragraph every time someone speaks.
it IS: begin a new paragraph every time the speaker CHANGES.
Writers first got the following handout on editing marks.
Then periods 4 and 5 got back their first short stories.
Mr. Zartler apologized to period 6 that he had not responded to all of their papers yet. Any writer who has problems on their Morbid Fiction that they also had on their first paper will be allowed to edit / revise the morbid fiction piece and resubmit for a higher grade once they get their first story back.
After writers had time to review their pieces and Mr. Zartler's comments about them, Mr. Zartler used examples of student writing to teach common problems, as wells as to show examples of excellent writing. In particular writers need to be aware of, and focus on, properly formatted and punctuated dialogue.
Students read an story rich in figurative language and motifs of death and dying called "In the South."
The rule for paragraphing dialogue--
is NOT: begin a new paragraph every time someone speaks.
it IS: begin a new paragraph every time the speaker CHANGES.
Writers first got the following handout on editing marks.
Mr. Zartler apologized to period 6 that he had not responded to all of their papers yet. Any writer who has problems on their Morbid Fiction that they also had on their first paper will be allowed to edit / revise the morbid fiction piece and resubmit for a higher grade once they get their first story back.
After writers had time to review their pieces and Mr. Zartler's comments about them, Mr. Zartler used examples of student writing to teach common problems, as wells as to show examples of excellent writing. In particular writers need to be aware of, and focus on, properly formatted and punctuated dialogue.
Students read an story rich in figurative language and motifs of death and dying called "In the South."
MORBID FICTION IS DUE
FRIDAY 28 OCTOBER or MONDAY 31 OCTOBER
Monday / Tuesday 24/25 October
The writing prompt for the day began as a coordinate plane. Here are two examples. After filling in examples for each quadrant writers choose one or more examples to write about. The suggestion was that they choose an example that could be part of a new scene in the Morbid Fiction piece that is due Friday/ Monday.
Next students received the following conferencing protocol. Writers must include this sheet, and their response to the prompt at the bottom of the sheet with their finished morbid story.
All writers were told to begin to bring Writing Down the Bones with them to class.
Thursday, October 20, 2011
5th Period Friday, 20 October.
Today we studied the motivations behind people doing terrible things.
For a our opening free write, writers made a list of times when they were most mad, then times when they were most frightened. Then writers choose one of those time to write about; writers focused not on the events, but on the feelings involved with the event. We then discussed the similarities between the emotions (some thought there wasn't much).
We discussed "'Fight' or 'Flight'" as a biological / physiological phenomena.
Next we read and discussed three current stories about people losing control in the Oregonian:
Then we discussed this local tragedy.
and finally another local tragedy. In this piece the first two or three comments by readers of the Oregonian proved to be very useful as prompts for discussion and writing as well.
Next we discussed various ways to use these stories as prompts through combining characters, events, motivations, etc.
Writers were reminded to keep up their daily at home writing practice, and to be working on their next short story, the Morbid Fiction that is due 28 / 31 October. SO WRITERS ARE TO BRING A ROUGH DRAFT OF THE STORY TO CLASS ON TUESDAY!
Also fifteen pages of free writing in spirals is due on Tuesday of next week.
For a our opening free write, writers made a list of times when they were most mad, then times when they were most frightened. Then writers choose one of those time to write about; writers focused not on the events, but on the feelings involved with the event. We then discussed the similarities between the emotions (some thought there wasn't much).
We discussed "'Fight' or 'Flight'" as a biological / physiological phenomena.
Next we read and discussed three current stories about people losing control in the Oregonian:
Then we discussed this local tragedy.
and finally another local tragedy. In this piece the first two or three comments by readers of the Oregonian proved to be very useful as prompts for discussion and writing as well.
Next we discussed various ways to use these stories as prompts through combining characters, events, motivations, etc.
Writers were reminded to keep up their daily at home writing practice, and to be working on their next short story, the Morbid Fiction that is due 28 / 31 October. SO WRITERS ARE TO BRING A ROUGH DRAFT OF THE STORY TO CLASS ON TUESDAY!
Also fifteen pages of free writing in spirals is due on Tuesday of next week.
Wednesday, October 19, 2011
5th Period Wednesday 19 October/ 4th Thursday and 6th Period Friday 20 October
This class began with a free write.
Mr. Zartler presented the following
A picture of the Jamestown Bridge
Then he presented this video of the Old Jamestown Bridge.
Then he presented this web page with a story about the Jamestown bridge from this week, and the class watched the video.
The final image was another view of the bridge where the video news story (above was shot).
Students were asked to use these series of images and news coverage as a prompt for their own writing.
After writing there was a chance to share what was written, and to discuss how different writers used the prompts.
Mr. Zartler concluded this portion of the class by discussing the term "absurd." We discussed what a story that seems absurd tells us about the world.
Then the class looked at this blog.
The class discussed whether this article represented something absurd or tragic or something else.
After the discussion students were reminded that they have a Four page piece of short fiction due in the next week. The story should address death in some way. STUDENTS SHOULD BRING A ROUGH DRAFT OF THIS STORY TO CLASS ON MODNAY/TUESDAY.
Also due during the first class next week is the spiral with fifteen (15) new pages of writing.
Mr. Zartler presented the following
A picture of the Jamestown Bridge
Then he presented this video of the Old Jamestown Bridge.
Then he presented this web page with a story about the Jamestown bridge from this week, and the class watched the video.
The final image was another view of the bridge where the video news story (above was shot).
Students were asked to use these series of images and news coverage as a prompt for their own writing.
After writing there was a chance to share what was written, and to discuss how different writers used the prompts.
Mr. Zartler concluded this portion of the class by discussing the term "absurd." We discussed what a story that seems absurd tells us about the world.
Then the class looked at this blog.
The class discussed whether this article represented something absurd or tragic or something else.
After the discussion students were reminded that they have a Four page piece of short fiction due in the next week. The story should address death in some way. STUDENTS SHOULD BRING A ROUGH DRAFT OF THIS STORY TO CLASS ON MODNAY/TUESDAY.
Also due during the first class next week is the spiral with fifteen (15) new pages of writing.
Tuesday, October 18, 2011
Tuesday / Wednesday 18/19 October 4th Period and 6th Period
This lesson plan applies to 4th and 6th Period on the 18th and 19th.
See the previous entry for 5th period on the 19th.
Today we studied the motivations behind people doing terrible things.
For a our opening free write, writers made a list of times when they were most mad, then times when they were most frightened. Then writers choose one of those time to write about; writers focused not on the events, but on the feelings involved with the event. We then discussed the similarities between the emotions (some thought there wasn't much).
We discussed "'Fight' or 'Flight'" as a biological / physiological phenomena.
Next we read and discussed three current stories about people losing control in the Oregonian:
http://www.oregonlive.com/hillsboro/index.ssf/2011/10/trimet_disciplines_bus_driver.html#incart_mce
http://www.oregonlive.com/forest-grove/index.ssf/2011/10/grand_jury_indicts_forest_grov.html
and
http://www.oregonlive.com/pacific-northwest-news/index.ssf/2011/10/remains_found_in_rural_skamani.html
Next we discussed various ways to use these stories as prompts through combining characters, events, motivations, etc.
Writers were reminded to keep up their daily at home writing practice, and to be working on their next short story, the Morbid Fiction that is due 28 / 31 October.
Thursday, October 13, 2011
Thursday / Monday 13 / 16 October
5th Period began work for the Morbid fiction assignment by reading and Analyzing the short story "The Tell-Tale Heart" by Edgar Allen Poe.
Students wrote a free write that focused on their first experience with death.
Discussion of "The Tell-Tale Heart".
Students were invited to write in a way that mimics the pacing of Poe in "The Tell Tale Heart" by slowing a moment way down, or by exploring one thing in very great detail.
Students wrote a free write that focused on their first experience with death.
Discussion of "The Tell-Tale Heart".
Students were invited to write in a way that mimics the pacing of Poe in "The Tell Tale Heart" by slowing a moment way down, or by exploring one thing in very great detail.
Subscribe to:
Posts (Atom)
