Wednesday, December 19, 2007

Merry Christmas!

The story we listened to today was "Stubby Pringle's Christmas" by Jack Schaefer.

from Harry Potter and the Sorcerer's Stone, page 200
"On Christmas Eve, Harry went to bed looking forward to the next day for the food and fun, but not expecting any presents at all. When he woke early in the morning, however, the first thing he saw was a small pile of packages at the foot of his bed.
"'Merry Christmas,' said Ron sleepily as Harry scrambled out of bed and pulled on his bathrobe.
"'You, too,' said Harry. 'Will you look at this? I've get some presents!'
"'What did you expect, turnips?' said Ron, . . ."

Wishing you food and fun and presents, and not necessarily turnips!

from The Dark is Rising, page 126-127
"Strands of music and the soft rumble of voices drifted up from below. In solemn ritual, Will and James looped their Christmas stockings over their bedposts: precious, unbeautiful brown stockings of a thick, soft stuff, . . . When filled, they would become top-heavy, and could no longer hand, they would be discovered instead lying magnificent across the foot of the beds. . . .
"And it was the same as it always was, as he lay curled up happily in his snug wrappings, promising himself that he would stay awake, until, until. . .
". . . until he woke, in the dim morning room with a glimmer of light creeping round the dark square of the curtained window, and saw and heard nothing for an enchanted expectant space, because all his senses were concentrated on the weighty feel, over and around his blanketed feet, of strange bumps and corners and shapes that had not been there when he fell asleep. And it was Christmas Day."
[By the way, the book is much, much better than the movie! The book carries a magic that the movie doesn't even suggest.]

Tuesday, December 18, 2007

December 19, 2007

December 19, 2007
1. Make sure you have handed in quality copies of both your Ode and your Tritina.
2. Writing Christmas Poems
3. A Christmas story

December 13, 2007

We delivered the books we'd made to the kindergarten class at Legacy Elementary.

December 11, 2007

We worked on finishing up the books for the Kindergarteners, and wrote odes.

The Odes we wrote were Nerudaesque Odes -- odes to common things. Find some odes by Pablo Neruda at http://sunsite.dcc.uchile.cl/chile/misc/odas.html

December 17, 2007

December 17, 2007
Today students wrote Tritinas, and some worked on the challenge of writing a Sestina. These are free verse poems, each with a particular format.
Tritina comes from the Latin word for three. The poet selects three words that can hold much meaning. Those most important words are placed at the ends of lines in a specified pattern.
There are three stanzas and an envoy.
Find instructions for writing a tritina at http://www.baymoon.com/~ariadne/form/tritina.htm
or
http://www.writing.com/main/view_item/item_id/1103398

Each students should have handed in an ink copy of his or her tritina.
Students should have also handed in their ink copies of their odes if they didn't last time.

Friday, December 7, 2007

December 7, 2007

December 7, 2007
Students worked on finishing up their children's books. If they took them home to finish, the books must be brought back finished to our next class.

Tuesday, December 4, 2007

December 5, 2007

December 5, 2007
The Child's book is due on this Friday, December 7.
We will be delivering and reading them to the kindergarten children on December 13.

Monday, December 3, 2007

December 3, 2007

December 3, 2007
The students worked today on their books for the kindergarteners. These are due on Friday, December 7.

Thursday, November 29, 2007

November 29, 2007

November 29, 2007
Today we had a mini-lesson on effective word choice -- choosing the best words for anything we write.

Students worked on their books for the kindergarteners. These books are to be finished and handed in by December 7.

Tuesday, November 27, 2007

November 27, 2007

November 27, 2007
Self-Starter: Students wrote one or more limericks.
Today we worked on the Children's books for the kindergarten students.
These are due December 7.
The steps are
1. Prepare a storyboard on the worksheet provided.
2. Prepare a "green book" -- a mock up or rough draft showing just what you will have on each page. This is the time to make sure you've used the best words and to check you spelling, punctuation, etc.
3. Make the copy in the blank book provided.

Thursday, November 15, 2007

November 20, 2007

November 20, 2007

Working for Hallmark -- Students will design greeting cards for Christmas, birthdays, etc. and actually make one or two. Each card will contain an original poem in one of the required formats.

Ms. Dorsey will be gone, so extra credit is available to students who are well behaved for the substitute. I'm going to New York City with the American Fork High School Marching Band.
Have a very happy Thanksgiving.

November 16, 2007

November 16, 2007
Bring children's books today. We'll look at them to get ideas for the books we'll create for the kindergarten children.

Also, today we will be in the lab to finish the stories about "A Day As a Bird."

Tuesday, November 13, 2007

November 13, 2007

November 13, 2007
Children's Book Assignment
Today is our Fieldtrip to Legacy to interview kindergartenrs. We will be creating a book for each child.

Friday, November 9, 2007

November 12, 2007

November 12, 2007
"A Day in the Life of a Bird" or "A Day as a Bird"

Self-Starter: In your notebook, quickly come up with a caption for each of the numbered bird pictures that are passed around. A caption is a few words or a sentence or so that would show what the bird is saying or thinking.
Share some of them.

1. Go to the computer lab to write your essay, "A Day in the Life of a Bird." Draft, revise, edit, make it the best you can. Aim for a 4 or more on the overall scoring.

To get into GoMyAccess in the computer writing lab:
Click on the icon for Safari (Internet Browser).
You will be on the school home page.
Go to the lower right hand corner to click on GoMyAccess.
Log in with your username (firstnameSTUDENT#) and password (999lastname).
If your name shows up on the next screen, click on "Yes, this information is correct."
Go to assignments, and click START by the assignment "My Life As a Bird."

If you need help getting started, you might want to check out the "My Prewriting Tab," and look briefly at the Narrative Wizard or the Narrative Outline.
Go back to start typing.
Type up your story.
Submit and Final Submit. Check out your scores and the suggestions for improving it.
Revise and edit. Use "My Tutor" and "My Editor."

Note: When you use "My Editor," make corrections, then click on "My Editor" again to refresh it and see if you've gotten rid of some of the errors.

Don't forget that GoMyAccess doesn't like contractions like "don't" and "doesn't."
Do not
use them.

You can also look at Writer's Models, and at Tutor and editor feedback after you have done a final submit.

Try to get your essay at least to an overall score of 4.
You do not have to print the essay. Just make sure you have done a final submit.

Wednesday, November 7, 2007

November 8, 2007

November 8, 2007
Students responded to a painting "Fire and Light Against Darkness" with a brief story or poem.
They also described a "Hot Tamale" candy.

We further discussed conflict, and students listed in their notebooks types of conflict in fiction and nonfiction both, and examples of children's stories so they could consider the types of conflict found there.
"Theme -- not to mention plot -- emerges from the what if? of a problem." -- Nancy Atwell


Students listened to a read-aloud of a book by a local author, Sam Beeson.
We also read a little more of The Old Manor by Roni DaRonche, and a student shared the ending of her scary story.

Today students received a prompt they will prepare to type on Monday in the computer writing lab -- My Day as a Bird

Monday, November 5, 2007

November 6, 2007

November 6, 2007
Did you hand in your scary story last time?
We're moving on to . . . .
Creating Characters and Providing Them with Problems!
If you didn't get them (check the blue envelope), ask for a copy of the tape-in and the yellow character sheet.

Friday, November 2, 2007

November 2, 2007

November 2, 2007
Ms. Dorsey was at an all-day training workshop for READ180 teachers. It was very helpful!

Students were given a story starter and asked to finish the story, using as much detail and description as they could, and using vivid words.
Story Starter: The Unforgettable Fog
I was in a London park with a close friend. As I walked from bench to bench I was amazed at the care that the park had received. The bandstand is unique. The fountains are beautiful. It was then, that he unforgettable fog began closing in around the city. The fog almost seemed to engulf the city and was closing quickly on the park and surroundings we were in. It was so thick and heavy that the fog felt like a burden we were packing on our backs. [Isn't that a great simile?] Then the strange voice said, "Hello."


Some typed their scary stories which were due on Halloween.
Students, did some of you read your stories aloud?

Wednesday, October 31, 2007

October 31, 2007

October 31, 2007
Happy Halloween!
Students wrote a description of the Haunted Mansion Ride, and a description of a candy corn.
We spent the rest of the period finishing typing scary stories and sharing them.

Next time: Sharing more student-written scary stories.

Monday, October 29, 2007

October 29, 2007

October 29, 2007
1. The teacher shared a short reading from Gary Soto’s A Summer Life, from the story “The Taps.” Soto’s writing provides examples of using description and imagery in a short story.
“A passenger train the color of spoons rushed by.”
“The asphalt was a soft, blackish river on which cars traveled, windows down, the passengers soaked in sweat.”
“A man the color of a sparrow walked near the tracks.”

2. Students went to the computer writing lab to type their scary stories. If you were absent, ask for the check list for your story.

Short Story Check
Is the lead the most effective it can be?
Is my main character well-enough developed?
Is there an interesting conflict?
Is the setting clear and well-described?
Did I include suspense?
Is the ending effective? (Does it feel like an ending, and does it leave the reading thinking or feeling or both?)

Have I checked for complete and effective sentences?
Have I divided my story into paragraphs?
Have I used the best words I could?
Have I used vivid action verbs?
Have I checked spelling?
Have I checked punctuation?

Coming: Wednesday we will share the stories. Students may finish up typing their stories if needed.

Thursday, October 25, 2007

October 25, 2007

October 25, 2007

The self-starter was writing a poem or brief story in response to a painting, using effective description.
Students could again hand in their short stories for Ms. DaRonche (last day).
We read more of T
he Old Manor by Roni DaRonche.

This is the last day to hand in the three poems.
Writer's workshop to work on mounting the three poems
and to work on our Halloween stories.

Tuesday, October 23, 2007

October 23, 2007

October 23, 2007
Students described thoroughly the objects they received (jelly bellys) -- sight, smell, taste, touch/texture, sound

Story share
Students turned in their stories for Ms. DaRonche.
We read part of Ms. DaRonche's book.
Ms. Dorsey read a "scary" story about our class.
Writers' Workshop: 3 poems
Scary story to type October 29

For Short Stories consider:
Is the lead effective?
Is the main character well enough developed?
Is there an interesting conflict?
Is the setting clear and described well?
(Does it include suspense?)
Is the ending effective?

Thursday, October 18, 2007

October 19, 2007

October 19, 2007
Special Guest: Roni DaRonche, author

Your story for Ms. DaRonche is due Tuesday, October 23.

Reminders:
We will be in the computer lab October 29, and your scary story is due at the end of the period.
The three typed poems are due by October 23. Make sure they are ready to mount and display.

Wednesday, October 17, 2007

October 17, 2007

October 17, 2007
Students wrote brief scary stories in response to black and white photos.

We discussed what makes it easy to write bad fiction --so we need to avoid those problems if we want to write good fiction!

We also discussed basic story structure.

We read a very short story called "Heading Home."

Students had a little time to work on their scary stories which are due by the end of the period on October 29. We will be in the computer lab that day.

Reminder -- the three typed poems are due by October 23. Make sure they are ready to mount and display.

Our special guest will be coming on Friday, October 19.

October 10, 2007

October 10, 2007
Today students went into the computer writing lab to type up their three poems.
Here are the rubrics:

1. An inspired-by poem, typed, or if a concrete poem, it may be neatly “drawn” in ink on plain (not lined) paper.
2. An “If I Were In Charge of the World” Poem, typed
3. An “I Am From” Poem, typed
These poems are due, typed, by October 23. What was not finished in the computer lab must be finished on your own.

Rubric for Typed Poem – “Inspired By” Poem
Score 5 Score 4 Score 3
Ideas/Details 5 = The poem is intriguing and/or entertaining. It has successfully expressed a new, different idea using the format of the poem that inspired it. 4= The poem is interesting and expresses a new idea. 3= The new poem expresses an idea which is the same as or too close to that of the original model, making a few changes.
Conventions 5 = The poem carefully follows the required format of this type of poem 4= There are one or two problems with following the format. 3= There are several problems with following the format.
Presentation 5= It’s ready to post for the public. 4= One problem must be fixed before posting. 3= More than one problem must be fixed before posting.

These are the poems that are inspired by and use the same format as the famous poems from Love That Dog.


Rubric for Typed Poem – “If I Were In Charge of the World” Poem
Score 5 Score 4 Score 3
Ideas/Details 5= The poem is entertaining and/or thought-provoking. The poet has used many specific details/images. 4= The poem is interesting.
There some specific details/images. 3= The poem may be somewhat interesting, but it lacks specific details/images.
Conventions 5= The poem carefully follows the required format of this type of poem 4= There are one or two problems with following the format. 3= There are several problems with following the format.
Presentation 5= It’s ready to post for the public. 4= One problem must be fixed before posting. 3= More than one problem must be fixed before posting.

Example of an "If I Were in Charge Poem":
IF I WERE IN CHARGE OF THE WORLD

If I were in charge of the world
I’d cancel oatmeal,
Monday mornings,
Allergy shots, and also
Sara Steinberg.

If I were in charge of the world
There’d be brighter night lights,
Healthier hamsters, and
Basketball baskets forty-eight inches lower.

If I were in charge of the world
You wouldn’t have lonely.
You wouldn’t have clean.
You wouldn’t have bedtimes.
Or “Don’t punch your sister.”
You wouldn’t even have sisters.

If I were in charge of the world
A chocolate sundae with whipped cream and nuts
would be a vegetable.
All 007 movies would be G.
And a person who sometimes forget to brush,
And sometimes forget to flush,
Would still be allowed to be
In charge of the world.

Format for an "If I Were In Charge of the World" poem:

IF I WERE IN CHARGE OF THE WORLD

If I were in charge of the world
I’d cancel ____________________________________,
_____________________________________________,
_____________________________________________, and also
_____________________________________________.

If I were in charge of the world
There’d be _______________________________________,
_____________________________________________, and
________________________________________________.

If I were in charge of the world
You wouldn’t have ___________________________________.
You wouldn’t have ___________________________________.
You wouldn’t have ___________________________________.
Or ________________________________________________.
You wouldn’t even have ________________________________.

If I were in charge of the world
__________________________________________________________
would be _____________________________________________.
All ___________________________ would be __________________________.
And a person who _________________________________________________,
And _____________________________________________________________,
Would still be allowed to be
In charge of the world.




Rubric for Typed Poem – “I Am From” Poem
Score 6 Score 5 Score 4
Ideas/Details 6= The poem is intriguing. It is full of memorable sensory images. 5= The poem is interesting. There are some memorable images. 4= Poem is somewhat interesting, but it lacks sensory images.
Word choice 6= The poet carefully selected the most vivid and exact words. No dead words here! 5= There are a few vivid and exact words. 4= The poet needs to spend more time looking at word choice, finding exact, vivid words.
Conventions 6= The poet has carefully followed the required format of this type of poem 5= There are one or two problems with following the format. 4= There are several problems with following the format.
Presentation 6= It’s ready to post for the public. 5= One problem must be fixed before posting. 4= More than one problem must be fixed before posting.

Example of an I Am From Poem:

I am from
Hamburger pie and whole wheat bread
Grandma's ladybug tree
Pumpkin carving contests and
The high school turkey toss.

I am from
Spiders and "The Hook" in the cellar
Dark Valley and Pleasant Creek
Gophers we trap for two bits each and
My cousin Gary who burps in my ear.

I am
Apple juice from the gas station at Schofield
Elk jerky from Springfield Meats
Buttery popcorn on rainy Saturdays and
Long dirt roads that take me home.
by Bubba Boyd

Pattern:

I am from
[four lines]

I am from
[four lines]

I am
[four lines]




Monday, October 8, 2007

October 8, 2007

October 8, 2007
Self-Starter: Students wrote a poem in response to a painting shown on the overhead. (Dream -- moon, beach, bird, mirror?)
1. Students received their graded memoirs. Please save these.
2. About Free Verse Poems.
3. Students received rubrics for the poems they will type up in the computer lab on Wednesday -- "Inspired by" poem, "If I Could Rule the World' poem, "I Am From" poem.
4. Brief introduction to the scary story assignment. Due by Halloween.
5. Writer's Workshop
(Students also each received a small free poetry book. If you didn't get want, and would like one, see me.)

Wednesday, October 3, 2007

October 4, 2007

October 4, 2007
Students received a tape-in of "My Rambling Autobiography," and wrote a rambling biography for the self-starter.

We finished reading Love That Dog. Each student should have at least one "Inspired by" poem to type and post on the 9th.
They also received assignments for "If I Ruled the World," and "I Am From" poems. These will also be typed up next time.

October 2, 2007

October 2, 2007

Students described three different types of crackers as thoroughly as they could.

We read from
Love That Dog by Sharon Creech, and imitated some of the poetry quoted there.
We'll finish reading it next time.
If you were absent, make sure you get one of the sheets of poems to imitate.

Friday, September 28, 2007

September 28, 2007

September 28

We went to the computer lab to finish the memoirs.
Some students finished up their Wonderful Words.

We talked about rubrics, and worked with a rubric for "whining." The students were superb whiners -- lots of practice, I guess. We even had one who enhanced his whining performance with a "lying-on-the-floor-and-kicking-his-legs-tantrum."

The purpose of using a rubric for whining was to show how we can improve our WRITING by using a rubric.

Some students shared their memoirs, too.

Those students whose parents were not at the parent teacher conference received progress reports to have signed by their parents and returned to Ms. Dorsey by October 5.

Thursday, September 27, 2007

September 26, 2007

September 26

We spent the first part of class in the computer lab, typing, revising, and editing our memoirs. Next time will be the last chance to finish these up.

Wonderful Words
We read a poem about picking blackberries and loving certain words.
Students decorated words they chose for a poster of words that intrigue and delight us.
Some of the words are

Saturday, September 22, 2007

September 24

September 24

Note: We will be in the computer lab again on Wednesday the 26th to finish your memoirs.
The class had a substitute today since Ms. Dorsey was at meetings at the District Offices.

Self-Starter: Write a poem or story based on the picture on the overhead (a path).
1. We read an excerpt from Alice in Wonderland -- Down the Rabbit Hole.
2. Students created their own Underland, writing fantasy. Ask for the handout if you were absent.

Thursday, September 20, 2007

September 20

September 20
Self-Starter: Write down three possible titles for your memoir.
1. Mini-lesson on titles.
2. Computer lab to type memoirs.
3. Revisions and editing.

Titles
“Much of a writer’s work is to
generate options
and make deliberate choices.”
--Atwell and Dorsey

Some Thoughts on Titles
-- Students often select titles that are
Labels – “When I Tried Out for The Wizard of Oz”
“My Dog”
or Clichés – “The Best Christmas Ever,”
“The Winning Goal”

-- Look for a word or phrase in your writing that
sums up your story or essay.
(and/or) Generate other ideas for the title.
• Discard it if it is too misleading.
• Discard it if it is cliché.
• Discard it if it is just a label.

-- Sometimes you can tweak a tired title to tantalize:
“Dorothy, the Wizard, and Me”
“My Life as a Dog” (I haven’t read the book or seen the movie, but it does have an intriguing title.)
“The Best Misery”
“The Losing Goal”

--Effective titles tend to be intriguing, memorable, distinct, deliberate.

-- Consider the theme of the piece when selecting a title.

--You may begin with a title or (more often) not select a title until the piece is otherwise finished and polished.

Monday, September 17, 2007

September 18

September 18

* We will be in the computer lab next time to revise, edit, and publish the personal narratives/memoirs.

Self-Starter: Punctuate a letter.
Do your best to correctly punctuate this letter without adding, subtracting or changing any of the words.

Dear John,
I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we are apart I can be forever happy will you let me be yours Gloria


Writer's workshop/ Peer and teacher reviews.

September 18

September 18

Thursday, September 13, 2007

September 14

September 14
Details and Description
Self-Starter: Sweet and Sour
Students created descriptions of sweet and salty things.
If you are absent, get something sweet (a candy?) and something salty. Describe each as thoroughly as you can. Use the "Wonderful Word Banks" from Ms. Dorsey. If you have internet, you can to go her website under Creative Writing to find word banks under "Units of Study." Bring this paper to tape into your notebook.

1. A couple more examples of intriguing leads.
2. Examples of descriptive writing
3. Making a movie in your mind.
4. Writer's workshop. Add or refine description for your memoir -- the one for which you worked on leads last time.

If you enjoy the Jimmy Fincher Saga, go to ttp://www.jamesdashner.blogspot.com/. The author has done a great job with his blog.

Wednesday, September 12, 2007

September 12

September 12
Self-Starter: Students wrote (in their notebooks) a lead (beginning) for a story about the picture they viewed on the overhead.
If you were absent, write a great lead for a story of your choice.

1. About Leads --
Students received two tape-in's about leads for their notebooks.

"Good writers sweat their leads." -- Nancy Atwell

The lead is critical because it: (a) sets the tone, (b) determines the content and direction of the piece, (c) establishes the voice and verb tense, (d) beguiles -- or doesn't -- the potential reader."

It's a good idea to "start your story in the story." Often you've already written a good lead, but it is buried in the story. Richard Peck (famous author for young adults and children) recommends writing your story, then cutting off about the first two pages.

Three types of narrative leads:
1. action
2. dialogue
3. reaction or thought

"Much of a writer's work is to generate options and make deliberate choices."
-- Atwell and Dorsey

"A lead you love will fuel you as a writer."

A sample GREAT lead from our class:
Ring, Ring. “Will you send Tori down to the office,” the loud speaker said. As I walk down the hall hoping they have the wrong Tori, “I didn’t do anything today,” I thought to myself. When it hit me – Paul’s MRI was today – my pace quickened along with my heartbeat. (Tori 9/07)


2. Writer's Workshop -- revising the memoir they typed in the computer writing lab. They will revise and edit, and on September 20, we will return to the computer lab to create quality (final) drafts of these memoirs. Today they should have tried out one or two different leads for their memoirs.



Monday, September 10, 2007

September 10

1. In writing on the next page of your notebook (not Writing Territories), briefly summarize the story of one episode of a TV show (not a movie, and not something like American Idol that doesn't tell a story) that you've seen.
-- Walk and Talk
2. Student examples of memoir/personal narrative:
2. Professional example of writing an episode -- "Being Mean" from Living Up the Street by Gary Soto.
3. What makes a bad memoir/personal narrative?
4. Writer's Workshop
(If you haven't handed in the essay you created in computer lab last week, please do so today.)

Thursday, September 6, 2007

September 6

Students wrote in response to a painting on the overhead projector. They could choose to write a poem, a brief story, a description or comment, etc.

We listed traits of socks.
We learned about traits of writing.
What makes a good memoir? If you were absent, ask to see the sample memoirs.

Wednesday, September 5, 2007

September 4

Students taped into their notebooks a prompt for writing about their "writing process." They told in pictures and/or drawings about the process they go through when they write.

We went to the computer lab so each student could type up a personal narrative (a story about an experience of his or her own).

Tuesday, August 28, 2007

August 30, 007
Self-Starter: In your notebook on one of your "Writing Territories" pages,
tape the following handout. Then start listing ideas of your own experiences that you could write about. Write just enough words for each experience so when you look back you'll remember what it was. (Using questions is a form of prewriting.)

What's Happened to Me That I Could Write About?
What experiences have made me feel really happy or very sad?
What experiences have been very alarming or really frightening?
What experiences have made me feel proud of myself?
What have been the most difficult tasks I have had to undertake?
What contests or games have I tried hard to win?
What experiences have made me feel ashamed of myself?
What experiences have made me realize that I truly care about someone?
What experiences have made me laugh a lot?

PREWRITING: Collecting Ideas
We are starting to collect ideas for our own "Writing Territories." Students receive another tape-in for the next page of their writing territories in their notebooks.
My writing territories are the range of things I do as a writer. They include genres I write in or would like to try, subjects I've written about or would like to, and real or potential audiences for my writing.

Decide on a story from your own life you'd like to write up, and in Writer's Workshop, get as far as you can creating a rough draft. We will be in the computer lab, if available (there may be technical difficulties), on September 4.

Friday, August 24, 2007

August 28

Self-Starter: (If you are absent, write this on a piece of paper that you can tape into your journal.) Listen to the music (if you are absent, see Ms. Dorsey to listen to the music) and write whatever comes to mind in relation to that music. What does it make you visualize and feel. You are writing a story, a description, a poem, or draw a picture and then explain it.

1. We are talking more about possible forms of PREWRITING.
PREWRITING is what you do to get ready to write (draft). We use PREWRITING to
-- Gather Ideas and Details
-- Focus (narrow) the topic
-- Decide on a tentative organization for the piece
Much of PREWRITING happens before we start to draft (actually write it down), but we often go back to PREWRITING activities when we need more ideas and details, or need more focus, or decide to modify the organization.
Today we are practicing various PREWRITING strategies.

2. Writers' Workshop
We are finishing our pieces about our own names. Each student should have a rough draft in his or her own notebook, and during Writers' Workshop create a quality/final draft on lined paper -- not paper torn from the notebook.


August 24

Self-Starter: ( Prewriting) Students picked up their notebooks from the B2 crates, and on page 9, respond to this prompt: If you could select another name, assuming you had to, what would you call yourself? Explain why.
If students had extra time, they looked through books about the origins of names.
Prewriting
We watched a video about names. and took a small quiz on the video.
We shared more examples of brief essays people have written about their names.
Drafting
Writers Workshop: Students revised (added to and improved) the pieces they are writing about their names. They drafted, revised, and edited in their notebooks, then wrote an improved draft on lined paper.
Professional Example: We read an excerpt from The House on Mango Street by Sandra Cisneros in which she wrote about a name.



Wednesday, August 22, 2007

August 22

Each student received a notebook to use for the class, and we set them up with a table of contents, an area for "writing territories," and additional numbered pages. These notebooks will usually be left in the classroom.
Students who had them handed in their disclosure document sheets.
We learned about this classroom, and about rules and procedures.
We also began talking about and writing about our names.

Tuesday, August 21, 2007

August 20 -- First Day

Welcome, Creative Writing Students!
Today students received the disclosure document, and played a getting-to-know-you game. Students went to all eight classes plus advisory today, and in each class, all seventh grades had a lesson about a particular aspect of school.
A1: Common Fears and Worries of a Seventh Grader
Class emergency and other procedures.
Advisory: Received planners and bar codes, and discussed what advisory is for.
Class emergency and other procedures.
A2: Lockers
Class emergency and other procedures.
A3: When and where to go for lunch. Students should memorize their lunch numbers.
Class emergency and other procedures.
A4: Media Center, school resources such as counseling, after-school-help, after-school groups,
tracking.
Class emergency and other procedures.
B1: Hall passes, planner, electronic devices, first aid, checking out, visitors.
Class emergency and other procedures.
B2: Student Responsibilities: see planner
B3: Study Skills, Habits for success, Review
Class emergency and other procedures.
B4: Review and Quiz on the day.
Class emergency and other procedures.
Ice Cream bars!

Monday, August 13, 2007

Welcome!

Welcome to Ms. Dorsey's Creative Writing class!