How do you revise your poems?
Right now, take out all the poems you have written and read them.
Ask yourself:
"Is my poem focused on one topic, event, or person?"
"Is there rhythm to my poem?"
"Are the lines and stanzas properly placed?"
"Did I use imagery and paint a picture using all the senses?"
"Did I use strong verbs and did I get rid of unnecessary words?"
"Did I use proper punctuation and spelling?"
When you can say yes to all those questions, your chances of having a good poem is very good.
If you are having trouble deciding what to do, ask a partner to listen to your poem and give you some suggestions. Use a thesaurus if you're stuck on words.
See me if you need any further help. To celebrate let's combine the poems into a booklet.
Monday, June 9, 2008
Wednesday, June 4, 2008
Reading and Writing Poetry
How do you use alliteration and onomatopoeia in poetry?
Right now, review the meaning of the poetic devices: alliteration and onomatopoeia.
Alliteration is the repetition of consonant sounds at the beginnings of words. Though alliteration usually occurs at the beginning of words, it can also occur within or at the end of words.
Onomatopoeia is the use of words with sounds that echo their sense. Onomatopoeia is an important element in creating the music of poetry. Buzz, rustle, boom are examples of onomatopoeia.
Read the poem " Windy Nights" by Rodney Bennett.
Rumbling in the chimneys,
Rattling at the doors,
Round the roofs and round the roads
The rude wind roars;
Raging through the darkness,
Raving through the trees,
Racing off again across
The great grey seas.
Name the consonant that is being repeated over and over again. What kind of feeling do you get when you hear that sound? Read the poem to a partner and look for the sound being repeated within the words and at the end of words.
Use forms of onomatopoeia and write another stanza to the poem. What examples of onomatopoeia are in the first stanza. Continue to use alliteration when you write your second stanza.
Choose one of the other elements of nature that follows wind, such as rain, thunder, lightening, sleet, snow and make it the topic of the second stanza. Pair up with a partner to help you compose your poem. Read your lines to each other.
After you have drafted a poem or even a few lines put it on google documents to revise.
Right now, review the meaning of the poetic devices: alliteration and onomatopoeia.
Alliteration is the repetition of consonant sounds at the beginnings of words. Though alliteration usually occurs at the beginning of words, it can also occur within or at the end of words.
Onomatopoeia is the use of words with sounds that echo their sense. Onomatopoeia is an important element in creating the music of poetry. Buzz, rustle, boom are examples of onomatopoeia.
Read the poem " Windy Nights" by Rodney Bennett.
Rumbling in the chimneys,
Rattling at the doors,
Round the roofs and round the roads
The rude wind roars;
Raging through the darkness,
Raving through the trees,
Racing off again across
The great grey seas.
Name the consonant that is being repeated over and over again. What kind of feeling do you get when you hear that sound? Read the poem to a partner and look for the sound being repeated within the words and at the end of words.
Use forms of onomatopoeia and write another stanza to the poem. What examples of onomatopoeia are in the first stanza. Continue to use alliteration when you write your second stanza.
Choose one of the other elements of nature that follows wind, such as rain, thunder, lightening, sleet, snow and make it the topic of the second stanza. Pair up with a partner to help you compose your poem. Read your lines to each other.
After you have drafted a poem or even a few lines put it on google documents to revise.
Tuesday, June 3, 2008
Reading and Writing Poetry
How can you find the rhythm of a poem and create your own?
Right now, brainstorm and write down all the ways rhythm affects your life.
Rhythm is something you have always lived with, since the time you were in your mother's womb, listening to her heartbeat. In poetry, rhythm is the beat of the poem. It is the pattern of strong and weak syllables that make up the beat. The rhythm of the poem brings out the musical quality of the words. Some words are stressed, while others are unstressed.
Read the poem "Windy Nights" by Rodney Bennett. Keep track of the beats by marking the strong or stressed syllables with a stressed mark ('). Read each line of the poem aloud and put the stress marks above the syllables.
If you're having trouble hearing the stressed syllable, sit with a partner and read the poem to each other. Decide which syllables are stressed.
Take one of your own poems and find the rhythm scheme. Read it to your partner and see if he/she agrees with the rhythm scheme.
For homework, take a favorite poem or song and find its rhythm scheme.
Right now, brainstorm and write down all the ways rhythm affects your life.
Rhythm is something you have always lived with, since the time you were in your mother's womb, listening to her heartbeat. In poetry, rhythm is the beat of the poem. It is the pattern of strong and weak syllables that make up the beat. The rhythm of the poem brings out the musical quality of the words. Some words are stressed, while others are unstressed.
Read the poem "Windy Nights" by Rodney Bennett. Keep track of the beats by marking the strong or stressed syllables with a stressed mark ('). Read each line of the poem aloud and put the stress marks above the syllables.
If you're having trouble hearing the stressed syllable, sit with a partner and read the poem to each other. Decide which syllables are stressed.
Take one of your own poems and find the rhythm scheme. Read it to your partner and see if he/she agrees with the rhythm scheme.
For homework, take a favorite poem or song and find its rhythm scheme.
Monday, June 2, 2008
Reading and Writing Poetry
How do you create a poem about childhood memories?
For now, brainstorm and write down any childhood memories that come to mind - birthday parties, major snowstorms, holidays, picnics, etc.
Use your handout to explore six aspects of a single memory using sensory details.
In the first aspect or "room" of the memory, picture it in your mind. Describe what you see - colors, shapes, objects, people.
In the second aspect or "room" of the memory, describe the light in the memory. Is the sun bright? Are there any shadows? Is it night? Do you see sparkling, twinkling stars?
In the third aspect or "room" of the memory, describe the sounds you remember. Do you hear voices, the rustling of leaves, the sound of rain, thunder, or the wind?
If it is silent in your memory, what kind of silence is it? Is the silence empty, lonely or peaceful?
In the fourth aspect or "room" of the memory, write down questions you have about the memory. What would you want to know more about the memory?
In the fifth aspect or "room" of the memory, write down your feelings about the memory. Were you excited, scared, surprised, embarrassed, etc.?
In the sixth aspect or "room" of the memory, read over what you wrote in the previous "memory rooms" and select words or phrases that feels important. Then write that thought and repeat it three times.
If you have trouble writing about any of the aspects of the memory, just imagine what something might be like, even if you can't remember the exact details.
Once you've written all aspects of the memory, you can write a poem about it. Work in small groups or with a partner. Read your poems to each other and see how they sound.
See me if you're having problems and for homework, check spelling, word meanings, and punctuation.
For now, brainstorm and write down any childhood memories that come to mind - birthday parties, major snowstorms, holidays, picnics, etc.
Use your handout to explore six aspects of a single memory using sensory details.
In the first aspect or "room" of the memory, picture it in your mind. Describe what you see - colors, shapes, objects, people.
In the second aspect or "room" of the memory, describe the light in the memory. Is the sun bright? Are there any shadows? Is it night? Do you see sparkling, twinkling stars?
In the third aspect or "room" of the memory, describe the sounds you remember. Do you hear voices, the rustling of leaves, the sound of rain, thunder, or the wind?
If it is silent in your memory, what kind of silence is it? Is the silence empty, lonely or peaceful?
In the fourth aspect or "room" of the memory, write down questions you have about the memory. What would you want to know more about the memory?
In the fifth aspect or "room" of the memory, write down your feelings about the memory. Were you excited, scared, surprised, embarrassed, etc.?
In the sixth aspect or "room" of the memory, read over what you wrote in the previous "memory rooms" and select words or phrases that feels important. Then write that thought and repeat it three times.
If you have trouble writing about any of the aspects of the memory, just imagine what something might be like, even if you can't remember the exact details.
Once you've written all aspects of the memory, you can write a poem about it. Work in small groups or with a partner. Read your poems to each other and see how they sound.
See me if you're having problems and for homework, check spelling, word meanings, and punctuation.
Friday, May 30, 2008
Reading and Writing Poetry
How do you write a haiku poem about New York City?
Right now, brainstorm three to five topics you could write about for your NYC haiku.
Remember that haiku is a three line poem with a meter of 5 syllables on line 1, 7 syllables on line 2, and 5 syllables on line 3. The lines don't have to rhyme.
Your haiku could be about what you see outside your apartment window. It could be a description of the night life and festivals that happen in the city. It could be about the sights and sounds of one of the many parades that march in the city.
Since haikus are so short you can write a few and share them with your partner. Make sure you use imagery and figurative language.
For homework check your spelling, punctuation, and syllable count.
Right now, brainstorm three to five topics you could write about for your NYC haiku.
Remember that haiku is a three line poem with a meter of 5 syllables on line 1, 7 syllables on line 2, and 5 syllables on line 3. The lines don't have to rhyme.
Your haiku could be about what you see outside your apartment window. It could be a description of the night life and festivals that happen in the city. It could be about the sights and sounds of one of the many parades that march in the city.
Since haikus are so short you can write a few and share them with your partner. Make sure you use imagery and figurative language.
For homework check your spelling, punctuation, and syllable count.
Thursday, May 29, 2008
Reading and Writing Poetry
How do you write a list poem?
Read the poem "Valentine for Ernest Mann" by Naomi Shihab Nye. It's a poem about the various places where you can find inspiration for writing poetry. Make a list poem using the worksheet. List what makes you happy, angry, or sad. Ask yourself, "Is a poem hiding here?"
Write about what you see and observe. What makes this world beautiful or mysterious? Make a list of all the things that you think are beautiful or mysterious. Ask yourself, "Is a poem hiding here?"
Write about the world around you. What do you watch or read in the news? Make a list of things you read in the news. Ask yourself, "Is a poem hiding here?"
Write about things that make you wonder. Do you have any questions about your life at school or at home? Make a list of the things you wonder about. Ask yourself, "Is a poem hiding here?"
Use your lists to make a poem. Share your lists with a partner. Make sure you use rhyme, alliteration, metaphor, and simile.
Check your stanza and line-breaks. Check spelling and punctuation for Homework.
Read the poem "Valentine for Ernest Mann" by Naomi Shihab Nye. It's a poem about the various places where you can find inspiration for writing poetry. Make a list poem using the worksheet. List what makes you happy, angry, or sad. Ask yourself, "Is a poem hiding here?"
Write about what you see and observe. What makes this world beautiful or mysterious? Make a list of all the things that you think are beautiful or mysterious. Ask yourself, "Is a poem hiding here?"
Write about the world around you. What do you watch or read in the news? Make a list of things you read in the news. Ask yourself, "Is a poem hiding here?"
Write about things that make you wonder. Do you have any questions about your life at school or at home? Make a list of the things you wonder about. Ask yourself, "Is a poem hiding here?"
Use your lists to make a poem. Share your lists with a partner. Make sure you use rhyme, alliteration, metaphor, and simile.
Check your stanza and line-breaks. Check spelling and punctuation for Homework.
Wednesday, May 28, 2008
Reading and Writing Poetry
How do you craft and revise a poem?
Review the lists of metaphors and similes you wrote yesterday.
Make sure that these metaphors and similes describe who you are and what you feel. Take a partner and reread each other's work. Ask them if they think it portrays you. Are you showing the emotions and characteristics you want to portray?
Reread a poem and check how line-breaks and stanza breaks change the pace, rhythm and meaning of the poem. Pay attention to where your voice naturally pauses. You can experiment with your line-breaks, reading new versions of your poem to yourself to hear the difference that changing the line-break makes. You can also reread to see if there are any longer pauses between ideas or thoughts. Longer pauses denote a stanza break.
If you're having trouble identifying where to put the line breaks, read your poem to your partner. Ask him/her to help identify where the first few break lines could be.
Share your poem with the class. When a poem is read, comment on how the line-breaks influenced the pace of the poem. Comment on how the line-breaks and stanza breaks helped to express the meaning of the poem.
Check your spelling, rhyme scheme, imagery, and tone of the poem for homework.
Review the lists of metaphors and similes you wrote yesterday.
Make sure that these metaphors and similes describe who you are and what you feel. Take a partner and reread each other's work. Ask them if they think it portrays you. Are you showing the emotions and characteristics you want to portray?
Reread a poem and check how line-breaks and stanza breaks change the pace, rhythm and meaning of the poem. Pay attention to where your voice naturally pauses. You can experiment with your line-breaks, reading new versions of your poem to yourself to hear the difference that changing the line-break makes. You can also reread to see if there are any longer pauses between ideas or thoughts. Longer pauses denote a stanza break.
If you're having trouble identifying where to put the line breaks, read your poem to your partner. Ask him/her to help identify where the first few break lines could be.
Share your poem with the class. When a poem is read, comment on how the line-breaks influenced the pace of the poem. Comment on how the line-breaks and stanza breaks helped to express the meaning of the poem.
Check your spelling, rhyme scheme, imagery, and tone of the poem for homework.
Tuesday, May 27, 2008
Reading and Writing Poetry
How do we turn our metaphors and similes into poems?
Review the similes and metaphors you used to describe yourself.
When you described yourself as weather, you might have written, "I'm like a sunny day." Now you can write, "I glow and bring warmth to all who meet me." Continue to change your similes into metaphors. Use descriptive words that appeal to your senses.
When you get to your list of metaphors, you might have written, " I'm a bass drum."
Now write, "I beat to the sound of roaring thunder." If you write all your similes and metaphors down, you'll see you have written poetry about yourself.
Check the rhythm and the meter. Is there any rhyme? Was there repetition? Was there any alliteration? Share it with a friend. Have them use the poetry checklist and work on your poems together.
If you're still having problems, come see me during class and I'll look at your similes and try to give you some ideas. You really are able to write very lovely and moving poems.
For homework, edit for spelling and punctuation and complete a final draft.
Review the similes and metaphors you used to describe yourself.
When you described yourself as weather, you might have written, "I'm like a sunny day." Now you can write, "I glow and bring warmth to all who meet me." Continue to change your similes into metaphors. Use descriptive words that appeal to your senses.
When you get to your list of metaphors, you might have written, " I'm a bass drum."
Now write, "I beat to the sound of roaring thunder." If you write all your similes and metaphors down, you'll see you have written poetry about yourself.
Check the rhythm and the meter. Is there any rhyme? Was there repetition? Was there any alliteration? Share it with a friend. Have them use the poetry checklist and work on your poems together.
If you're still having problems, come see me during class and I'll look at your similes and try to give you some ideas. You really are able to write very lovely and moving poems.
For homework, edit for spelling and punctuation and complete a final draft.
Wednesday, May 21, 2008
Reading and Writing Poetry
How do we draft a poem?
You need to write about things that describe you such as, " I run faster than a bullet." Use metaphors and similes to describe yourself. For example use a metaphor - "I'm a hot tomale." Or use a simile - "I'm as strong as a steel girder."
Make a list of these metaphors and similes and use them in your self -portrait poem.
If you have writer's block, refer to self-portrait poems like " Phenomenal Woman" by Maya Angelou, " I, Too, Sing America" by Langston Hughes.
Write a rough draft; read it to a friend. Find out if your friend thinks this is a good description of you. Write and rewrite.
Refer to the website http://poetry.teachingmatters.org.
You need to write about things that describe you such as, " I run faster than a bullet." Use metaphors and similes to describe yourself. For example use a metaphor - "I'm a hot tomale." Or use a simile - "I'm as strong as a steel girder."
Make a list of these metaphors and similes and use them in your self -portrait poem.
If you have writer's block, refer to self-portrait poems like " Phenomenal Woman" by Maya Angelou, " I, Too, Sing America" by Langston Hughes.
Write a rough draft; read it to a friend. Find out if your friend thinks this is a good description of you. Write and rewrite.
Refer to the website http://poetry.teachingmatters.org.
Monday, May 19, 2008
Everyone is a Poet
What are the different kinds of poetry?
Poetry takes all different sizes, shapes and forms. There's haiku, tanka, quatrain, cinquain, limericks, odes, free verse, and narrative poems to name a few.
After looking at examples of these different types of poems, pick one or two and imitate its format. Copy down the formula from the worksheets I'm handing out.
An example is as follows: Haiku is a form of unrhymed poetry that started in Japan. Each three lined poem has a special syllable pattern-
line 1 - 5 syllables - Gentle raindrops fall
line 2 - 7 syllables - Against my tiny window
line 3 - 5 syllables - Telling me it's spring.
If someone writes haiku poetry for you, you are to write a tanka poem in return. This is part of oriental tradition. Tanka form is very much like haiku, but it has two more lines.
line 1 - 5 syllables - I went on a hike
line 2 - 7 syllables - To see the heart of the woods
line 3 - 5 syllables - I met the wildlife
line 4 - 7 syllables - And called each tree by its name
line 5 - 7 syllables - One day I hope to return
These are two forms of poetry, but you can choose any form you wish. See me if you have any problems.
Poetry takes all different sizes, shapes and forms. There's haiku, tanka, quatrain, cinquain, limericks, odes, free verse, and narrative poems to name a few.
After looking at examples of these different types of poems, pick one or two and imitate its format. Copy down the formula from the worksheets I'm handing out.
An example is as follows: Haiku is a form of unrhymed poetry that started in Japan. Each three lined poem has a special syllable pattern-
line 1 - 5 syllables - Gentle raindrops fall
line 2 - 7 syllables - Against my tiny window
line 3 - 5 syllables - Telling me it's spring.
If someone writes haiku poetry for you, you are to write a tanka poem in return. This is part of oriental tradition. Tanka form is very much like haiku, but it has two more lines.
line 1 - 5 syllables - I went on a hike
line 2 - 7 syllables - To see the heart of the woods
line 3 - 5 syllables - I met the wildlife
line 4 - 7 syllables - And called each tree by its name
line 5 - 7 syllables - One day I hope to return
These are two forms of poetry, but you can choose any form you wish. See me if you have any problems.
Friday, May 16, 2008
Reading and Writing Poetry
How do we compare and contrast two poems?
Read Robert Frost's poem, "The Road Not Taken" and Nikki Giovanni's poem, "Choices." These poets are of two different cultural backgrounds and two different generations, but the theme is universal - making choices.
How are the two poems different? What imagery do the poets use? Imagery is the mental picture or sound you imagine while reading the poem. A poet chooses certain words and techniques to create imagery. What technique does each poet use?
What is the mood of each poem? Mood refers to the poet's attitude towards the subject and theme. It is how the poet sounds - angry, calm, sad.
What is the purpose of each poem? What is the reason why the poet wrote the poem? A poet may write a poem purely for enjoyment while others have a deeper purpose.
Your answers to these questions should be put on Google Docs and then blogged. See me if you need assistance.
Read Robert Frost's poem, "The Road Not Taken" and Nikki Giovanni's poem, "Choices." These poets are of two different cultural backgrounds and two different generations, but the theme is universal - making choices.
How are the two poems different? What imagery do the poets use? Imagery is the mental picture or sound you imagine while reading the poem. A poet chooses certain words and techniques to create imagery. What technique does each poet use?
What is the mood of each poem? Mood refers to the poet's attitude towards the subject and theme. It is how the poet sounds - angry, calm, sad.
What is the purpose of each poem? What is the reason why the poet wrote the poem? A poet may write a poem purely for enjoyment while others have a deeper purpose.
Your answers to these questions should be put on Google Docs and then blogged. See me if you need assistance.
Wednesday, May 14, 2008
Reading and Writing Poetry
How do you identify and explain personification?
Personification is a figure of speech in which a nonhuman thing or quality is talked about as if it were human.
In the following lines, sleep is spoken of as a human weaver.
The soft gray hands of sleep
Toiled all night long
To spin a beautiful garment
Of dreams
--Edward Silvera, from "Forgotten Dreams"
Look through the fifty top poems I sent you and pick out poems with examples of personification. The website is in your gmail. Just click on it.
Write the examples of personification on a Word Document with the heading "Personification in Poems." This is your response to literature today.
I'm looking forward to reading your personal crossticks and/or self-portraits.
Personification is a figure of speech in which a nonhuman thing or quality is talked about as if it were human.
In the following lines, sleep is spoken of as a human weaver.
The soft gray hands of sleep
Toiled all night long
To spin a beautiful garment
Of dreams
--Edward Silvera, from "Forgotten Dreams"
Look through the fifty top poems I sent you and pick out poems with examples of personification. The website is in your gmail. Just click on it.
Write the examples of personification on a Word Document with the heading "Personification in Poems." This is your response to literature today.
I'm looking forward to reading your personal crossticks and/or self-portraits.
Tuesday, May 13, 2008
Reading and Writing Poetry
How do you identify and distinguish between simile and metaphor?
To review, simile is a comparison of two unlike things using like or as and metaphor is a comparison of two unlike things in which one thing is said to be another thing.
William Wordsworth's famous comparison "I wandered lonely as a cloud" is a simile. If Wordsworth had written "I was a lonely, wandering cloud," it would have been a metaphor.
Try to find metaphors and similes in every day language and make a list of them.
Pick your favorite poet and google his/her poems on the internet. Make a list of simile or metaphors that you came across. Answer the question:"Why do poets use metaphors and similes?"
Create a "self-metaphor" that highlights one of your characteristics. Choose a poetic form in which you want to present yourself, like a crosstick, where you use the letters of your name to begin words that describe yourself.
To review, simile is a comparison of two unlike things using like or as and metaphor is a comparison of two unlike things in which one thing is said to be another thing.
William Wordsworth's famous comparison "I wandered lonely as a cloud" is a simile. If Wordsworth had written "I was a lonely, wandering cloud," it would have been a metaphor.
Try to find metaphors and similes in every day language and make a list of them.
Pick your favorite poet and google his/her poems on the internet. Make a list of simile or metaphors that you came across. Answer the question:"Why do poets use metaphors and similes?"
Create a "self-metaphor" that highlights one of your characteristics. Choose a poetic form in which you want to present yourself, like a crosstick, where you use the letters of your name to begin words that describe yourself.
Monday, May 12, 2008
Reading and Writing Poetry
How do poets use repetition in poetry?
Count how many times the poet, David McCord, repeats the line "Every time I climb a tree" in the poem "Every Time I Climb a Tree." Copies of the poem will be given out.
Write a response as to why you think the poet repeats this line over and over again. Share your response with a friend and discuss his/her response together.
What feeling do you get when you read this poem? What feeling do you think the author is trying to convey? Does this feeling come across by repeating the line over and over? Why or why not?
What kind of childhood do you think the author had and where do you think he lived? Answer this question in a complete sentence.
Try to write a poem about your childhood. Use repetition to emphasize an event or activity.
Count how many times the poet, David McCord, repeats the line "Every time I climb a tree" in the poem "Every Time I Climb a Tree." Copies of the poem will be given out.
Write a response as to why you think the poet repeats this line over and over again. Share your response with a friend and discuss his/her response together.
What feeling do you get when you read this poem? What feeling do you think the author is trying to convey? Does this feeling come across by repeating the line over and over? Why or why not?
What kind of childhood do you think the author had and where do you think he lived? Answer this question in a complete sentence.
Try to write a poem about your childhood. Use repetition to emphasize an event or activity.
Friday, May 9, 2008
Being a Poet
Why do you have to study and write poetry?
" Poetry is what in a poem makes you laugh, cry, prickle, be silent, makes your toenails twinkle, makes you know that you want to do this or that or nothing, makes you know that you are alone in the unknown world, that your bliss and suffering are forever shared and forever all your own." Dylan Thomas
Poetry is all around you. It is the language of songs that interest you and that you try to imitate. Besides it's shorter to write than an essay and you can get through a poem and have a sense of accomplishment.
In the poetry unit you will write a collection of poems through which you will express your unique thoughts. You will draft, revise, edit and publish these poems. By doing this you will acquire writing strategies that can be used across the genres.
You will read a selection of poems to find one that is a reflection of yourself. You can copy a portion of the poem you choose and write why the poem you chose is a reflection of yourself. These poems are self-portrait poems.
The suggested readings are on a worksheet that will be given out. Pick out a poem and tell why it's just like you.
" Poetry is what in a poem makes you laugh, cry, prickle, be silent, makes your toenails twinkle, makes you know that you want to do this or that or nothing, makes you know that you are alone in the unknown world, that your bliss and suffering are forever shared and forever all your own." Dylan Thomas
Poetry is all around you. It is the language of songs that interest you and that you try to imitate. Besides it's shorter to write than an essay and you can get through a poem and have a sense of accomplishment.
In the poetry unit you will write a collection of poems through which you will express your unique thoughts. You will draft, revise, edit and publish these poems. By doing this you will acquire writing strategies that can be used across the genres.
You will read a selection of poems to find one that is a reflection of yourself. You can copy a portion of the poem you choose and write why the poem you chose is a reflection of yourself. These poems are self-portrait poems.
The suggested readings are on a worksheet that will be given out. Pick out a poem and tell why it's just like you.
Thursday, May 8, 2008
Settings Goals to Improve in Reading and Writing
How do You set goals to improve your reading and writing skills?
This is the Home Stretch. Did anyone see the Kentucky Derby? Big Brown came racing from the outside in the last part of the race and won. Well, you all must be thoroughbreds because you've been coasting for the past quarter. Now you have to pour it on and come into the home stretch winning.
Go to 339Hardline.com and click on reading and writing goal strategy survey even if you've taken a survey already.
These are goals that you can write down for your portfolio. They are very good goals that you can accomplish in the next six weeks if you put your noses to the grindstone.
You will be working on the Poetry Unit as well as working on your portfolios. You've really been working on your portfolios all along. You just have to put your work in the right places. Some of you have work on blogs, some have work on Word. If you've handwritten your work, it should be typed for your portfolio.
You can win this race and be a Triple Crown Winner. If you need extra help, see me. I can get you into I-Club. It's worth a few hours after school, so you don't have to spend the entire summer in summer school.
This is the Home Stretch. Did anyone see the Kentucky Derby? Big Brown came racing from the outside in the last part of the race and won. Well, you all must be thoroughbreds because you've been coasting for the past quarter. Now you have to pour it on and come into the home stretch winning.
Go to 339Hardline.com and click on reading and writing goal strategy survey even if you've taken a survey already.
These are goals that you can write down for your portfolio. They are very good goals that you can accomplish in the next six weeks if you put your noses to the grindstone.
You will be working on the Poetry Unit as well as working on your portfolios. You've really been working on your portfolios all along. You just have to put your work in the right places. Some of you have work on blogs, some have work on Word. If you've handwritten your work, it should be typed for your portfolio.
You can win this race and be a Triple Crown Winner. If you need extra help, see me. I can get you into I-Club. It's worth a few hours after school, so you don't have to spend the entire summer in summer school.
Wednesday, May 7, 2008
Poetry for the Portfolios
When is a poem a poem?
A poem is a piece of writing that has the nature of both speech and song in it. A poem is rhythmical and metaphorical. It displays formal elements such as meter, rhyme, and stanzas. A poem arouses strong emotions because of its beauty.
Meter has to do with the number of syllables in each line of poetry. Rhyme is when the last syllables of the lines of a poem have the same sounds. Rhythm has to do with stressed and unstressed syllables.
There are many different types of poetry - rhyming, free verse, haiku, cinquain, limericks, couplets, sonnets.
You will find these types of poems on the internet. You might try writing a few of these poems yourself.
We will have a poetry slam at the end of the month of May.
A poem is a piece of writing that has the nature of both speech and song in it. A poem is rhythmical and metaphorical. It displays formal elements such as meter, rhyme, and stanzas. A poem arouses strong emotions because of its beauty.
Meter has to do with the number of syllables in each line of poetry. Rhyme is when the last syllables of the lines of a poem have the same sounds. Rhythm has to do with stressed and unstressed syllables.
There are many different types of poetry - rhyming, free verse, haiku, cinquain, limericks, couplets, sonnets.
You will find these types of poems on the internet. You might try writing a few of these poems yourself.
We will have a poetry slam at the end of the month of May.
Tuesday, May 6, 2008
More Revising of Short Stories
Did I include all the elements of a short story?
The elements of a short story include: a basic situation, conflict (internal and external), complications, a climax, and a resolution. You can't forget the characters, the setting (place, time, mood/atmosphere), theme, point of view, and tone.
I will make an outline of these elements and hand them out to you. Check your stories and see if you have all of these elements. If you leave any boxes blank, you might want to work on filling them in. All elements should be included in a good short story.
When describing the tone of a story, use words that express its tone. Is it a suspenseful story, a comical story, a sad story? Use words to express these feelings.
Use another graphic organizer to brainstorm descriptive words. Use a thesaurus to help you find synonyms and antonyms.
Reread and revise your short story. You never know. It might even be published.
The elements of a short story include: a basic situation, conflict (internal and external), complications, a climax, and a resolution. You can't forget the characters, the setting (place, time, mood/atmosphere), theme, point of view, and tone.
I will make an outline of these elements and hand them out to you. Check your stories and see if you have all of these elements. If you leave any boxes blank, you might want to work on filling them in. All elements should be included in a good short story.
When describing the tone of a story, use words that express its tone. Is it a suspenseful story, a comical story, a sad story? Use words to express these feelings.
Use another graphic organizer to brainstorm descriptive words. Use a thesaurus to help you find synonyms and antonyms.
Reread and revise your short story. You never know. It might even be published.
Friday, May 2, 2008
Working on Portfolios
What is a Portfolio and why do you have to have one?
A portfolio is a compilation of all the work you have done for the year. You should have TWELVE of your best pieces of writing. They include blogs, memoirs, editorials, responses to literature, Math essays, Social Study essays, and Science essays. ( And you thought all that work was for nothing!)
I have opted for your portfolio to be electronic. You will copy your work from the computer to a CD. The other option was to have papers in a big folder. Please don't ask me to kill any more trees. High Schools have computers and you can present your CD to your guidance counselor or any one else who needs to see it.
I have emailed you the guts of this portfolio back in October. I will email you an updated version. You will be responsible to get all the pieces needed for this portfolio within the next two weeks.
This Portfolio is going to determine your final grade and will help you if you didn't do so well on the reading test. Do not take this Portfolio lightly. It is muy importante!
See me if you need help. I have some of your essays from earlier this year. You might want to refine them.
A portfolio is a compilation of all the work you have done for the year. You should have TWELVE of your best pieces of writing. They include blogs, memoirs, editorials, responses to literature, Math essays, Social Study essays, and Science essays. ( And you thought all that work was for nothing!)
I have opted for your portfolio to be electronic. You will copy your work from the computer to a CD. The other option was to have papers in a big folder. Please don't ask me to kill any more trees. High Schools have computers and you can present your CD to your guidance counselor or any one else who needs to see it.
I have emailed you the guts of this portfolio back in October. I will email you an updated version. You will be responsible to get all the pieces needed for this portfolio within the next two weeks.
This Portfolio is going to determine your final grade and will help you if you didn't do so well on the reading test. Do not take this Portfolio lightly. It is muy importante!
See me if you need help. I have some of your essays from earlier this year. You might want to refine them.
Tuesday, April 29, 2008
Revising the Short Story?
How do you revise your short story?
Read your short story to yourself. Ask yourself if the opening of the story made you want to read on.
Make up two or three different attention grabbing lines. Substitute each one for your original opening. Reread your story and pick the best one. Ask a friend what they think if you have trouble choosing.
Read your story again and look for action words and descriptive words denoting action. Sprinkle your story with some descriptive action words, e.g. slithered, meandered, sauntered.
Check for dialogue. Do you have people talking in at least four places of your story? Make sure you use words like murmured, cried out, mumbled, whined rather than "said."
If you need help with any revisions, see me.
Read your short story to yourself. Ask yourself if the opening of the story made you want to read on.
Make up two or three different attention grabbing lines. Substitute each one for your original opening. Reread your story and pick the best one. Ask a friend what they think if you have trouble choosing.
Read your story again and look for action words and descriptive words denoting action. Sprinkle your story with some descriptive action words, e.g. slithered, meandered, sauntered.
Check for dialogue. Do you have people talking in at least four places of your story? Make sure you use words like murmured, cried out, mumbled, whined rather than "said."
If you need help with any revisions, see me.
Monday, April 28, 2008
Working on the 8th Grade Expo Model
How do you present your work on the 8th Grade Expo Model?
*I'd just like to say that if you can successfully present your work in this model, you will get an "A" for the 4th marking period.*
1st You have to highlight the name of the document to make a copy to work on. After you highlight, click on File and choose "save as a new presentation." Click CANCEL to make the copy.
2nd Rename your presentation.
3rd When you want to put your blog in the Expo, you go to your blog, press the Apple, Shift, and #4 keys at the same time. Hold down the click and drag to highlight and create a picture.The picture will be named Picture 1 and will be on your desktop.
4th Go back to the Expo Model and click on "new slide." Then click on "insert image." It will take you to browse and you will go to desktop and find Picture 1 and click.
5th You can edit anything on the model copy and put things in your own words.
See me if you have any questions.
*I'd just like to say that if you can successfully present your work in this model, you will get an "A" for the 4th marking period.*
1st You have to highlight the name of the document to make a copy to work on. After you highlight, click on File and choose "save as a new presentation." Click CANCEL to make the copy.
2nd Rename your presentation.
3rd When you want to put your blog in the Expo, you go to your blog, press the Apple, Shift, and #4 keys at the same time. Hold down the click and drag to highlight and create a picture.The picture will be named Picture 1 and will be on your desktop.
4th Go back to the Expo Model and click on "new slide." Then click on "insert image." It will take you to browse and you will go to desktop and find Picture 1 and click.
5th You can edit anything on the model copy and put things in your own words.
See me if you have any questions.
Thursday, April 17, 2008
Writing Excellent Short Stories
How do you resolve the conflict of your short story in a meaningful and believable way?
A conflict is a problem or disagreement between two or more people. Most short stories have a conflict. Solving the problem has to be done in a believable way. You can't find a million dollars in a bag on the street!
Conflict can also be within yourself. You can feel a certain way about someone or yourself and need to change that feeling.
How you change that feeling is how you resolve the conflict. It's sometimes a very good thing to write about feelings because you can actually look at them and decide whether or not these feelings are doing you any good. Sometimes feelings can eat away at you and make you sick.
I hope to see some good, logical conflict resolutions. If you have any questions, feel free to talk to me.
A conflict is a problem or disagreement between two or more people. Most short stories have a conflict. Solving the problem has to be done in a believable way. You can't find a million dollars in a bag on the street!
Conflict can also be within yourself. You can feel a certain way about someone or yourself and need to change that feeling.
How you change that feeling is how you resolve the conflict. It's sometimes a very good thing to write about feelings because you can actually look at them and decide whether or not these feelings are doing you any good. Sometimes feelings can eat away at you and make you sick.
I hope to see some good, logical conflict resolutions. If you have any questions, feel free to talk to me.
Wednesday, April 16, 2008
Writing Excellent Short Stories
How do you craft a captivating and pivotal climax to your story?
After you have developed characters, you have worked on the story line or the plot.
Something has to happen to cause a problem. Then the problem has to be solved and quickly because this is a short story.
The solution or climax of the story should be clever, with the reader being surprised by what is happening.
Students can make up a few different endings and then decide which one is the most interesting.
Read your short stories to each other and get different opinions about which ending is the best.
After you have developed characters, you have worked on the story line or the plot.
Something has to happen to cause a problem. Then the problem has to be solved and quickly because this is a short story.
The solution or climax of the story should be clever, with the reader being surprised by what is happening.
Students can make up a few different endings and then decide which one is the most interesting.
Read your short stories to each other and get different opinions about which ending is the best.
Tuesday, April 15, 2008
Writing Excellent Short Stories
How do we sketch a character in depth?
A character can either be a protagonist or an antagonist. The main character is usually the good guy, but he doesn't have to be.
You develop the character by using adjectives to describe him/her. Use descriptive words to talk about appearance, personality, culture, nationality.
You can develop a character by his/her actions. Use action words to describe how he/she interacts with others, how she/he moves, plays, or works.
Use dialogue to show how the character feels by how he talks to others.
You can complete a separate character profile and refer to it as you're developing the plot.
See me if you need any help.
A character can either be a protagonist or an antagonist. The main character is usually the good guy, but he doesn't have to be.
You develop the character by using adjectives to describe him/her. Use descriptive words to talk about appearance, personality, culture, nationality.
You can develop a character by his/her actions. Use action words to describe how he/she interacts with others, how she/he moves, plays, or works.
Use dialogue to show how the character feels by how he talks to others.
You can complete a separate character profile and refer to it as you're developing the plot.
See me if you need any help.
Monday, April 14, 2008
Writing Excellent Short Stories
How do we build suspense in the rising action of our short story?
Every story has a plot that has to be developed. The characters go through some kind of problem. The characters have to be developed so you feel some kind of sympathy for them.
The problem has to be developed, so you're worried for the character/s and then by some twist of fate, the problem is worsened or resolved.
You have to use words that make the reader want to read on to see what's going to happen next. You can let the reader see only a little bit at a time. That's the rising action. Make sure you use strong words that describe the senses. For example, sweaty palms would be indicative of nervousness.
Write and revise. A good writer has at least three drafts before he/she is satisfied with his/her piece of writing. Then it goes to an editor who looks it over and revises it again. So don't be surprised if you're asked to write and rewrite your story.You're getting a true writer's experience.
Every story has a plot that has to be developed. The characters go through some kind of problem. The characters have to be developed so you feel some kind of sympathy for them.
The problem has to be developed, so you're worried for the character/s and then by some twist of fate, the problem is worsened or resolved.
You have to use words that make the reader want to read on to see what's going to happen next. You can let the reader see only a little bit at a time. That's the rising action. Make sure you use strong words that describe the senses. For example, sweaty palms would be indicative of nervousness.
Write and revise. A good writer has at least three drafts before he/she is satisfied with his/her piece of writing. Then it goes to an editor who looks it over and revises it again. So don't be surprised if you're asked to write and rewrite your story.You're getting a true writer's experience.
Friday, April 11, 2008
An Excellent Short Story
What are the five writing elements that constitute an excellent short story?
Structure/ Plot Arc - The story follows a clear story arc including organized exposition, conflict/ rising action, climax, and resolution.
Focus/Conflict and Character - The story centers around a clear protagonist who faces a clear central conflict.
Voice/Narrator - There is a single narrator that maintains a consistent Point of View.
Elaboration/Development - The characters are well developed through physical description, actions, and dialogue.
Conventions - The story generally uses active voice, appropriate tense, and correct dialogue grammar. Punctuation and spelling are also correct.
Structure/ Plot Arc - The story follows a clear story arc including organized exposition, conflict/ rising action, climax, and resolution.
Focus/Conflict and Character - The story centers around a clear protagonist who faces a clear central conflict.
Voice/Narrator - There is a single narrator that maintains a consistent Point of View.
Elaboration/Development - The characters are well developed through physical description, actions, and dialogue.
Conventions - The story generally uses active voice, appropriate tense, and correct dialogue grammar. Punctuation and spelling are also correct.
Thursday, April 10, 2008
Writing Short Stories
How do you write a short story?
First, You have to brainstorm. Think of an event in your life or someone else's life that left a strong impression on you. Think about the circumstances, the setting, the feelings that were felt, the conflict, the resolution if any. If you felt strongly about this event, then you have the makings of a short story.
Second, Make an outline. You have to have a Setting, Characters, Dialogue, a Plot, a Conflict, a Rising Action that has Suspense, a Climax, and a Resolution. These eight parts of the short story are the skeleton of the story. They don't have to be written all at once, but you need to use them like a road map, so you know where you're going.
Third, Fill in the outline with words and phrases that you'll use to describe the different parts. Use words that paint an image. Use action words. As you work on different parts, use transition words to link the parts together.
Fourth, Relax! You tell stories all the time. I know you can make up a good one.
See me if you need help or don't understand the different parts of the story.
First, You have to brainstorm. Think of an event in your life or someone else's life that left a strong impression on you. Think about the circumstances, the setting, the feelings that were felt, the conflict, the resolution if any. If you felt strongly about this event, then you have the makings of a short story.
Second, Make an outline. You have to have a Setting, Characters, Dialogue, a Plot, a Conflict, a Rising Action that has Suspense, a Climax, and a Resolution. These eight parts of the short story are the skeleton of the story. They don't have to be written all at once, but you need to use them like a road map, so you know where you're going.
Third, Fill in the outline with words and phrases that you'll use to describe the different parts. Use words that paint an image. Use action words. As you work on different parts, use transition words to link the parts together.
Fourth, Relax! You tell stories all the time. I know you can make up a good one.
See me if you need help or don't understand the different parts of the story.
Wednesday, April 9, 2008
Comparison of Films to Books
How do you compare a film to the written book?
Review the blog entries on the book "Speak."
Go over the setting, the characters, the plot, the conflict, the resolution, and the outcome. Remember the symbolism and themes.
After watching the film "Speak" write down five similarities and any differences that you noticed.
Blog which literary form you liked better - the book or the film. Why did you prefer one over the other? I'd like at least a paragraph or two for you response.
Review the blog entries on the book "Speak."
Go over the setting, the characters, the plot, the conflict, the resolution, and the outcome. Remember the symbolism and themes.
After watching the film "Speak" write down five similarities and any differences that you noticed.
Blog which literary form you liked better - the book or the film. Why did you prefer one over the other? I'd like at least a paragraph or two for you response.
Monday, April 7, 2008
Speak pp.186 - 198
How do you identify the central conflict of the story?
Melinda has had inner conflicts and a physical conflict with one particular character. In the final pages of the book, she deals with both.
Wordsmiths: Define these words and write them in sentences. How does any of these words describe the central conflict of the story? retain, devious, dormancy, allegedly, loathsome.
Character Hunters: How does Melinda deal with the pain and memories she has experienced? See p.188. Why is Melinda happy when she hears what happened at the prom?
Historian: How does Andy's memory of that August night differ from Melinda's. Why is he so angry at her?
Deep Thinker: How does the ending fit in with how Melinda feels about herself at the end of the book?
Memorable Quote: " A small, clean part of me waits to warm and burst through the surface. That is the seed I will care for."
Melinda has had inner conflicts and a physical conflict with one particular character. In the final pages of the book, she deals with both.
Wordsmiths: Define these words and write them in sentences. How does any of these words describe the central conflict of the story? retain, devious, dormancy, allegedly, loathsome.
Character Hunters: How does Melinda deal with the pain and memories she has experienced? See p.188. Why is Melinda happy when she hears what happened at the prom?
Historian: How does Andy's memory of that August night differ from Melinda's. Why is he so angry at her?
Deep Thinker: How does the ending fit in with how Melinda feels about herself at the end of the book?
Memorable Quote: " A small, clean part of me waits to warm and burst through the surface. That is the seed I will care for."
Friday, April 4, 2008
Speak pp.172 -186
How do authors use repetition (repeating language, actions, setting)?
Wordsmiths: Define these words and use them in sentences relating to the characters. symbolism, maladjusted, indentured, pervert, detonate.
What words/language does Melinda repeat first in her head, and then on a piece of paper written to Rachel?
Character Hunters: Why does Melinda repeat the remark Ivy made about Andy Evans on p.174?
Historian: Why does Heather come over to Melinda's house even though Heather told her they couldn't be friends anymore?
Deep Thinker: Why does Ivy want to show Melinda the stall in the bathroom? How does this repetition of language corroborate (look it up) our feelings toward Andy Evans?
Memorable Quote: " I didn't call the cops to break up the party, I called them because some guy raped me. Under the trees. I didn't know what to do."
Wordsmiths: Define these words and use them in sentences relating to the characters. symbolism, maladjusted, indentured, pervert, detonate.
What words/language does Melinda repeat first in her head, and then on a piece of paper written to Rachel?
Character Hunters: Why does Melinda repeat the remark Ivy made about Andy Evans on p.174?
Historian: Why does Heather come over to Melinda's house even though Heather told her they couldn't be friends anymore?
Deep Thinker: Why does Ivy want to show Melinda the stall in the bathroom? How does this repetition of language corroborate (look it up) our feelings toward Andy Evans?
Memorable Quote: " I didn't call the cops to break up the party, I called them because some guy raped me. Under the trees. I didn't know what to do."
Thursday, April 3, 2008
Speak pp.155-172
How do authors use imagery to express themes?
An author uses imagery to help us see pictures, but images can also appeal to our senses of hearing, taste, smell, and touch. Imagery unlocks storehouses of memory and stirs our imagination. Their images will make us say "Oh yes, I see what you mean."
Wordsmiths: Define these words: incrimination, decomposing, delinquency, ambivalent, coaxes. What imagery does the author use to show fear on pp. 160 and 161?
Character Hunter: What imagery does the author use to show that Melinda is finally coming to terms with her fear and guilt? See p.166
Historian: Why is Melinda more afraid of Andy when he comes into the Art room than in any previous chapters?
Deep Thinker: What are the different images that show that Melinda is ambivalent about speaking out? Why is she still afraid to speak out?
Memorable Quote: "Flashes of lightning, children crying. Caught in an avalanche, pinned by worry, squirming under the weight of doubt, guilt. Fear"
An author uses imagery to help us see pictures, but images can also appeal to our senses of hearing, taste, smell, and touch. Imagery unlocks storehouses of memory and stirs our imagination. Their images will make us say "Oh yes, I see what you mean."
Wordsmiths: Define these words: incrimination, decomposing, delinquency, ambivalent, coaxes. What imagery does the author use to show fear on pp. 160 and 161?
Character Hunter: What imagery does the author use to show that Melinda is finally coming to terms with her fear and guilt? See p.166
Historian: Why is Melinda more afraid of Andy when he comes into the Art room than in any previous chapters?
Deep Thinker: What are the different images that show that Melinda is ambivalent about speaking out? Why is she still afraid to speak out?
Memorable Quote: "Flashes of lightning, children crying. Caught in an avalanche, pinned by worry, squirming under the weight of doubt, guilt. Fear"
Wednesday, April 2, 2008
Speak pp.141 -155
How do authors use symbols to express themes?
A theme is the main idea of the story, the discovery about life that we take away from it. Sometimes what a character has learned can be stated as the theme.
Wordsmiths: Define these words and see if they can be used to describe or be used as symbols: exterminators, tenacious, dominant, suffragettes, blight.
Character Hunters: Why is Ivy being nicer to Melinda? Why does Melinda feel she needs to follow Rachel around?
Historians: Melinda talks to herself about the phases she went through - name them and describe them. How is she changing?
DeepThinker: What could be a symbol in these chapters? How do they express a theme?
Memorable Quote: "Before the suffragettes came along, women were treated like dogs."
A theme is the main idea of the story, the discovery about life that we take away from it. Sometimes what a character has learned can be stated as the theme.
Wordsmiths: Define these words and see if they can be used to describe or be used as symbols: exterminators, tenacious, dominant, suffragettes, blight.
Character Hunters: Why is Ivy being nicer to Melinda? Why does Melinda feel she needs to follow Rachel around?
Historians: Melinda talks to herself about the phases she went through - name them and describe them. How is she changing?
DeepThinker: What could be a symbol in these chapters? How do they express a theme?
Memorable Quote: "Before the suffragettes came along, women were treated like dogs."
Tuesday, April 1, 2008
Speak pp.125 - 137
How do we track the plot of a story?
Wordsmiths: Define these words: germination, aggressive, asphyxiated, wistful, deranged. Use these words in sentences that explain what happened to Melinda that night in August.
Character Hunters: How does Melinda describe Andy Evans when she first meets him in August? How is this description different from how she describes him now?
Now that you know what happened to Melinda in August, how does this change your perception of her?
Historians: Where was the party in August held and by whom was it given? What did Melinda say about the cheerleaders earlier in the book?
Deep Thinker: Why didn't Melinda say anything to the police that August night?
Memorable Quote: "I thought that was a little rude, but my tongue was thick with beer and I couldn't figure out how to tell him to slowdown."
Wordsmiths: Define these words: germination, aggressive, asphyxiated, wistful, deranged. Use these words in sentences that explain what happened to Melinda that night in August.
Character Hunters: How does Melinda describe Andy Evans when she first meets him in August? How is this description different from how she describes him now?
Now that you know what happened to Melinda in August, how does this change your perception of her?
Historians: Where was the party in August held and by whom was it given? What did Melinda say about the cheerleaders earlier in the book?
Deep Thinker: Why didn't Melinda say anything to the police that August night?
Memorable Quote: "I thought that was a little rude, but my tongue was thick with beer and I couldn't figure out how to tell him to slowdown."
Monday, March 31, 2008
Speak pp. 110 -125
How do we compare motives of characters?
Wordsmiths: Define these words: obnoxious, mute, dynamics, misdemeanor, cubism. Why doesn't Melinda want to talk during the meeting with her parents, the principal, and the guidance counselor?
Character Hunters: Why does Melinda cut school after the meeting with her parents, the principal, and the guidance counselor? What has the guidance counselor given Melinda as a result of the meeting?
Historian: Melinda meets someone in MISS; who is it? How does she feel towards him and what does he do to make her want to kill him? Have her feelings toward him changed since the last encounter and why is he in MISS?
Deep Thinker: What is the symbolism of the Picasso chapter and how does Melinda get it? How is Mr. Freeman trying to motivate her to express her feelings?
Memorable Quote: "When people don't express themselves, they die one piece at a time."
Wordsmiths: Define these words: obnoxious, mute, dynamics, misdemeanor, cubism. Why doesn't Melinda want to talk during the meeting with her parents, the principal, and the guidance counselor?
Character Hunters: Why does Melinda cut school after the meeting with her parents, the principal, and the guidance counselor? What has the guidance counselor given Melinda as a result of the meeting?
Historian: Melinda meets someone in MISS; who is it? How does she feel towards him and what does he do to make her want to kill him? Have her feelings toward him changed since the last encounter and why is he in MISS?
Deep Thinker: What is the symbolism of the Picasso chapter and how does Melinda get it? How is Mr. Freeman trying to motivate her to express her feelings?
Memorable Quote: "When people don't express themselves, they die one piece at a time."
Friday, March 28, 2008
Speak pp.95-110
How do we make, confirm, and revise predictions?
Wordsmiths: Define these words: conundrum, symbolism, humiliation, vespiary, conjugate. After reading "Code Breaking" what words have you read so far that describe Melinda's feelings? How is color used to describe her feelings?
Character Hunters: Make a prediction of who sent the Valentine to Melinda? Was your prediction correct? How does Heather describe Melinda during their lunch chat? Why does Melinda run into the janitor's closet on Valentine's Day?
Historian: What clues do we get that Melinda really can't stand Andy Evans? Give evidence. Make a prediction why she doesn't like him.
Deep Thinker: Just as Hawthorne left clues, Ms.Anderson has left clues about Melinda and what she's going through. Give at least 3 examples of these clues and her use of symbolism.
Memorable Quote: " Every word chosen by Nathaniel, every comma, every paragraph break - these were all done on purpose."
Wordsmiths: Define these words: conundrum, symbolism, humiliation, vespiary, conjugate. After reading "Code Breaking" what words have you read so far that describe Melinda's feelings? How is color used to describe her feelings?
Character Hunters: Make a prediction of who sent the Valentine to Melinda? Was your prediction correct? How does Heather describe Melinda during their lunch chat? Why does Melinda run into the janitor's closet on Valentine's Day?
Historian: What clues do we get that Melinda really can't stand Andy Evans? Give evidence. Make a prediction why she doesn't like him.
Deep Thinker: Just as Hawthorne left clues, Ms.Anderson has left clues about Melinda and what she's going through. Give at least 3 examples of these clues and her use of symbolism.
Memorable Quote: " Every word chosen by Nathaniel, every comma, every paragraph break - these were all done on purpose."
Thursday, March 27, 2008
Speak pp. 80 -92
How do you interpret characters, plot, setting, theme, and dialogue using evidence from the text?
Wordsmiths: Look up and define: retention, tubercular, demented, fringe, abysmal
Melinda is having fainting episodes. Why do you think she gets sick when she sees David spreading and pinning the female frog's legs?
Character Hunter: IT has been given a name. What is his name? Describe him as Emily described him on page 90. What does Melinda do after her encounter with him? What did he call her when he met her in the hall?
Historian: How have Melinda's marks changed since the last marking period?
Deep Thinker: How has Melinda been sending silent messages that she's in a great deal of pain and why do you think she feels this way? Give evidence.
Memorable Quote: "It feels like the Prince of Darkness has swept his cloak over the table."
Wordsmiths: Look up and define: retention, tubercular, demented, fringe, abysmal
Melinda is having fainting episodes. Why do you think she gets sick when she sees David spreading and pinning the female frog's legs?
Character Hunter: IT has been given a name. What is his name? Describe him as Emily described him on page 90. What does Melinda do after her encounter with him? What did he call her when he met her in the hall?
Historian: How have Melinda's marks changed since the last marking period?
Deep Thinker: How has Melinda been sending silent messages that she's in a great deal of pain and why do you think she feels this way? Give evidence.
Memorable Quote: "It feels like the Prince of Darkness has swept his cloak over the table."
Wednesday, March 26, 2008
Speak pp.66-80
How do we make connections between the fiction in books and the reality in our own lives?
Wordsmiths: incompetence, multicultural, wombat, demure, vermilion. Look up these words, put them in sentences and answer the question: Why does David Petrakis set up a videocamera in Social Studies?
Character Hunters: Why does Melinda become the center of attention in gym class? How does this affect her grades?
Historian: Melinda talks about Christmases past. How are they different from the Christmas she just spent with her family? Why does she get so angry at her dad?
Deep Thinker: Looking at the chapters you have just read, are there any similarities in the story to your own life? What are they? If there aren't any similarities, what's different?
Memorable Quote: "Democracy is a wonderful institution." p.70
Wordsmiths: incompetence, multicultural, wombat, demure, vermilion. Look up these words, put them in sentences and answer the question: Why does David Petrakis set up a videocamera in Social Studies?
Character Hunters: Why does Melinda become the center of attention in gym class? How does this affect her grades?
Historian: Melinda talks about Christmases past. How are they different from the Christmas she just spent with her family? Why does she get so angry at her dad?
Deep Thinker: Looking at the chapters you have just read, are there any similarities in the story to your own life? What are they? If there aren't any similarities, what's different?
Memorable Quote: "Democracy is a wonderful institution." p.70
Monday, March 24, 2008
Speak pp.53-66
Aim: How do I compare and contrast characters?
Wordsmiths: xenophobic, harried, commercialism, sensibilities, trigger. Define each word and put it into a sentence.
Character Hunters: We find out more about the following characters: Mr. Neck, Mr.Freeman, Ms. Keen who are teachers; Mr. and Mrs. Sordino, Melinda's parents; Ivy and David Petrakis, fellow students. Pick one group of characters and compare and contrast them.
Historians: Using the First Amendment chapter, find out how long Melinda has lived in the school district and whether she considers herself an immigrant or not and why?
Deep Thinker: Melinda has been working on her art project. How does she show pain in her newest creation and why is Ivy afraid to look at it for too long a time?
Memorable Quote: "The Constitution does not recognize different classes of citizenship based on time spent living in the country."
Wordsmiths: xenophobic, harried, commercialism, sensibilities, trigger. Define each word and put it into a sentence.
Character Hunters: We find out more about the following characters: Mr. Neck, Mr.Freeman, Ms. Keen who are teachers; Mr. and Mrs. Sordino, Melinda's parents; Ivy and David Petrakis, fellow students. Pick one group of characters and compare and contrast them.
Historians: Using the First Amendment chapter, find out how long Melinda has lived in the school district and whether she considers herself an immigrant or not and why?
Deep Thinker: Melinda has been working on her art project. How does she show pain in her newest creation and why is Ivy afraid to look at it for too long a time?
Memorable Quote: "The Constitution does not recognize different classes of citizenship based on time spent living in the country."
Thursday, March 20, 2008
Speak pp.39 -52
Aim: How do we draw conclusions?
Wordsmiths: These are your challenge words: abducted, probation, irony, forum, refurbished. These words are found in story. Use them in a sentence that will help you draw conclusions about the story so far.
Character Hunters: Heather is really the featured character in these chapters. How is her character developing? What clan has she joined and why? How does this affect Melinda?
Historian: Why does the name of the high school mascot keep changing? Why does Heather stay friends with Melinda?
Deep Thinker: There's a chapter called "Nightmare" and IT is mentioned. Who do you think IT is? Why is this one of the shortest chapters?
Memorable Quote: "weareheretogetagoodfoundationsowecangotocollegeliveup toourpotentialgetagoodjoblivehappilyeverafterandgo toDisneyWorld."
Wordsmiths: These are your challenge words: abducted, probation, irony, forum, refurbished. These words are found in story. Use them in a sentence that will help you draw conclusions about the story so far.
Character Hunters: Heather is really the featured character in these chapters. How is her character developing? What clan has she joined and why? How does this affect Melinda?
Historian: Why does the name of the high school mascot keep changing? Why does Heather stay friends with Melinda?
Deep Thinker: There's a chapter called "Nightmare" and IT is mentioned. Who do you think IT is? Why is this one of the shortest chapters?
Memorable Quote: "weareheretogetagoodfoundationsowecangotocollegeliveup toourpotentialgetagoodjoblivehappilyeverafterandgo toDisneyWorld."
Wednesday, March 19, 2008
Speak pp.26 - 39
Wordsmiths - Words for today: blathers, mayhem, simultaneously,interrogation, interim. Look them up in your word dictionary and put them in sentences.
Character Hunters - Answer these questions: What do we find out about Melinda from her watercolors of trees? Why does Melinda consider herself a good actress?
Historian: Answer this question: What kind of a student was Melinda last year? How do you know?
DeepThinker: What clues do you have that tell what happened to Melinda during the summer party? Give examples.
Character Hunters - Answer these questions: What do we find out about Melinda from her watercolors of trees? Why does Melinda consider herself a good actress?
Historian: Answer this question: What kind of a student was Melinda last year? How do you know?
DeepThinker: What clues do you have that tell what happened to Melinda during the summer party? Give examples.
Tuesday, March 18, 2008
Speak pp.13-26
Wordsmiths- These are the words you are to look up: demented, potential, dryad, errant, intimidated
Find their meanings and put them in sentences. What do these words describe? They are used as adjectives in the book.
Character Hunters- We meet Heather. What do we know about Heather besides the fact that she comes from Ohio? Answer in complete sentences. We find out more about Rachelle. Why is she hanging out with the foreign exchange students?
Historians- We know that something has happened to Melinda and she has changed in the past two months? What was she like before the incident two months ago?
Deep Thinkers- Taking all the information from the members of your team, come up with the reason why Melinda feels better now that she's found the abandoned janitor's closet. Use the challenge words in your answer.
Find their meanings and put them in sentences. What do these words describe? They are used as adjectives in the book.
Character Hunters- We meet Heather. What do we know about Heather besides the fact that she comes from Ohio? Answer in complete sentences. We find out more about Rachelle. Why is she hanging out with the foreign exchange students?
Historians- We know that something has happened to Melinda and she has changed in the past two months? What was she like before the incident two months ago?
Deep Thinkers- Taking all the information from the members of your team, come up with the reason why Melinda feels better now that she's found the abandoned janitor's closet. Use the challenge words in your answer.
Friday, March 14, 2008
Developing Our Book Club Teams
1. Each team should be made up of at least four members. They are to pick their roles and they are to realize that their roles are interdependent. (Wordsmith look up that word if you don't know what it means.)
2. The members of the team don't have to strictly adhere to their roles, but they are responsible for typing their part into the log template.
3. The choice of the first book is going to be mine. I'm going to model what I expect to see on this log and if I see success, you may pick subsequent books.
4. Blogging is to be done every Thursday and I will go into more detail about that on next Wednesday.
2. The members of the team don't have to strictly adhere to their roles, but they are responsible for typing their part into the log template.
3. The choice of the first book is going to be mine. I'm going to model what I expect to see on this log and if I see success, you may pick subsequent books.
4. Blogging is to be done every Thursday and I will go into more detail about that on next Wednesday.
Thursday, March 13, 2008
Book Club Strategies
WHAT ARE BOOK CLUB STRATEGIES AND HOW DO WE USE THEM?
1. Readers stop after a chapter or section of text and tell the important parts of the last chapter while the writer records them so they aren't forgotten. They could post some of the difficult words they have encountered. (Wordsmiths)
2. Readers stop after each chapter or section and tell how that part fits in with what they've already read. Is there anything that implies a theme? What is it?(Historians)
3.Readers keep track of the characters in the text by naming each character, telling their relationship to the other characters in the story?(Character Hunters)
4. Readers stop after a big event in the text and explain what pressures the character is facing from other characters or from society. Try to form a theory about how these pressures are influencing their actions, thoughts and words. (Deep Thinkers)
1. Readers stop after a chapter or section of text and tell the important parts of the last chapter while the writer records them so they aren't forgotten. They could post some of the difficult words they have encountered. (Wordsmiths)
2. Readers stop after each chapter or section and tell how that part fits in with what they've already read. Is there anything that implies a theme? What is it?(Historians)
3.Readers keep track of the characters in the text by naming each character, telling their relationship to the other characters in the story?(Character Hunters)
4. Readers stop after a big event in the text and explain what pressures the character is facing from other characters or from society. Try to form a theory about how these pressures are influencing their actions, thoughts and words. (Deep Thinkers)
Wednesday, March 12, 2008
It's A Toss-Up
Would you like to read your editorials aloud or fine tune them?
1. Some students are really proud of their editorials and would like to get up and share them with the class. They will get 10 coupons for Friday's drawing if they do.
2. Some students feel their editorials need a little more work and they need this time to work on them. If I see a finished product before Friday, they will get 5 coupons for the drawing on Friday.
3. Some students don't feel they are ready to finish their editorials. They will see me during AIS and during my preps until they are finished.
4. All students will save their editorials in their portfolios.
1. Some students are really proud of their editorials and would like to get up and share them with the class. They will get 10 coupons for Friday's drawing if they do.
2. Some students feel their editorials need a little more work and they need this time to work on them. If I see a finished product before Friday, they will get 5 coupons for the drawing on Friday.
3. Some students don't feel they are ready to finish their editorials. They will see me during AIS and during my preps until they are finished.
4. All students will save their editorials in their portfolios.
Tuesday, March 11, 2008
What are Book Clubs?
What are book clubs and how do we pick a book to discuss?
1. Book clubs are reading groups that discuss a book that the group has picked out and enjoys reading.
2. This unit is Realistic Fiction. It's nice to read about young people your own age who have similar problems to yourselves. It's enjoyable to find out how they solved their problems and whether or not you agree with their solutions.
3. There is a reading record in google docs where you can give each person in your group a job and track your reading progress and make comments. It's a current reading journal worked on by the group, so your mark depends on the entire group.
4. This will give you an opportunity to voice your opinion daily with the help of the other students in your group. It's a lesson in cooperation as well as reading and writing. Good Luck and Have Fun!
1. Book clubs are reading groups that discuss a book that the group has picked out and enjoys reading.
2. This unit is Realistic Fiction. It's nice to read about young people your own age who have similar problems to yourselves. It's enjoyable to find out how they solved their problems and whether or not you agree with their solutions.
3. There is a reading record in google docs where you can give each person in your group a job and track your reading progress and make comments. It's a current reading journal worked on by the group, so your mark depends on the entire group.
4. This will give you an opportunity to voice your opinion daily with the help of the other students in your group. It's a lesson in cooperation as well as reading and writing. Good Luck and Have Fun!
Monday, March 10, 2008
Today's a Test Day
1. All students need to take a deep breath and relax.
2. All students need to know that this test is to show what they learned this year and that some of the questions can be worked out any way they know how. There isn't just one right way.
3. Don't panic. If a problem or example seems too hard, go to the next one but don't lose your place. Sometimes there are clues to how to solve examples or problems in other examples/problems.
4. Go over the test and try to do the easy problems first. They aren't always in the beginning. Make sure to keep your place if you skip around.
5. Don't give up if a problem looks hard. Read it over again two or three times and use your common sense. You can do it!
2. All students need to know that this test is to show what they learned this year and that some of the questions can be worked out any way they know how. There isn't just one right way.
3. Don't panic. If a problem or example seems too hard, go to the next one but don't lose your place. Sometimes there are clues to how to solve examples or problems in other examples/problems.
4. Go over the test and try to do the easy problems first. They aren't always in the beginning. Make sure to keep your place if you skip around.
5. Don't give up if a problem looks hard. Read it over again two or three times and use your common sense. You can do it!
Friday, March 7, 2008
Revising, Revising, and Reading
How do you revise and fine tune your editorial for reading it out loud?
1. Look at your paragraphs. Are all the capital letters there? How about the periods and commas. They're there so when you read, you know where to take a breath. You pause briefly at periods.
2. Reread your editorial. Are you happy with it? Are you excited to read it to someone else? If not, why? Did you prove your point? Did the real you come through?
3. If you can't answer yes to any of these questions, you still have time to revise!
4. Go over the previous blogs, see if they can help you. You can always see me during class or during AIS.
1. Look at your paragraphs. Are all the capital letters there? How about the periods and commas. They're there so when you read, you know where to take a breath. You pause briefly at periods.
2. Reread your editorial. Are you happy with it? Are you excited to read it to someone else? If not, why? Did you prove your point? Did the real you come through?
3. If you can't answer yes to any of these questions, you still have time to revise!
4. Go over the previous blogs, see if they can help you. You can always see me during class or during AIS.
Thursday, March 6, 2008
Tightening Up the Editorial
How do you tighten up your writing?
1. Read your paragraphs. Does one seem longer than the others?
2. Look for unnecessary information. Did you write too much to support a detail? Does the information really pertain to the topic?
3. Sometimes you copy and paste a little too much. You have to read very carefully to make sure you are on target.
4. Make the necessary cuts and explain to me why you made the cuts.
5. Reread the editorial again. You want it just right.
1. Read your paragraphs. Does one seem longer than the others?
2. Look for unnecessary information. Did you write too much to support a detail? Does the information really pertain to the topic?
3. Sometimes you copy and paste a little too much. You have to read very carefully to make sure you are on target.
4. Make the necessary cuts and explain to me why you made the cuts.
5. Reread the editorial again. You want it just right.
Wednesday, March 5, 2008
Using Articles to Back-Up the Editorial
How do you use non-fiction articles to back up your editorial?
1. If you feel strongly about something, you want to find articles that support your argument. Read the article carefully before you use it as a quote.
2. If you can't find articles to support your position, maybe you should think about your argument or approach it from a different point of view.
3. An opinion is like a hypothesis that you're trying to prove. Finding articles is like doing an experiment and trying different solutions. You keep trying until you find the right article that will prove your point.
4. You can always cut, paste,insert, and erase. See me if you have any problems.
1. If you feel strongly about something, you want to find articles that support your argument. Read the article carefully before you use it as a quote.
2. If you can't find articles to support your position, maybe you should think about your argument or approach it from a different point of view.
3. An opinion is like a hypothesis that you're trying to prove. Finding articles is like doing an experiment and trying different solutions. You keep trying until you find the right article that will prove your point.
4. You can always cut, paste,insert, and erase. See me if you have any problems.
Tuesday, March 4, 2008
Adding Quotations and Supporting Information
How do you add quotations and supporting information to my editorial to back-up your argument?
1. Look at your opening paragraph. This is what you want people to agree with when they finish reading your editorial. Do you have enough direct quotes from articles to back it up?
2. Make sure you have at least a direct quote in the introduction. Use indirect quotes, which are other people's words that are paraphrased, in each of the other paragraphs.
3. Read it out loud and listen to the rhythm of it. Does it flow from one sentence to the next? Is it jumping all over the place? Make any corrections and if you have a question or need help, see me.
4. Read your editorial to a fellow student. Did they find it interesting? Ask their opinion. Help each other to make strong arguments.
1. Look at your opening paragraph. This is what you want people to agree with when they finish reading your editorial. Do you have enough direct quotes from articles to back it up?
2. Make sure you have at least a direct quote in the introduction. Use indirect quotes, which are other people's words that are paraphrased, in each of the other paragraphs.
3. Read it out loud and listen to the rhythm of it. Does it flow from one sentence to the next? Is it jumping all over the place? Make any corrections and if you have a question or need help, see me.
4. Read your editorial to a fellow student. Did they find it interesting? Ask their opinion. Help each other to make strong arguments.
Monday, March 3, 2008
Revising the Voice/Tone of the Editorial
How do you revise the voice or tone of your editorial?
1.Read your editorial to yourself. Is it engaging you in a conversational tone? Do you hear your personality coming through the words and sentences?
2. Reread your editorial. Is the writing too academic? Is it boring? Maybe it's too informal and you have to put in a few direct quotes and a linked article or two.
3. Add, cut, or modify to make your editorial more convincing and audience friendly.
4. Check with me if you have any questions and we'll go over it together.
1.Read your editorial to yourself. Is it engaging you in a conversational tone? Do you hear your personality coming through the words and sentences?
2. Reread your editorial. Is the writing too academic? Is it boring? Maybe it's too informal and you have to put in a few direct quotes and a linked article or two.
3. Add, cut, or modify to make your editorial more convincing and audience friendly.
4. Check with me if you have any questions and we'll go over it together.
Thursday, February 28, 2008
Adding Persuasive Transitional Words to an Editorial
What are persuasive transitional words and how can you add them to an editorial?
PART 1: INTRODUCTION
Transition words (also called “connecting” words) are important words that signal the relationship between one word, phrase, or sentence and the next word, phrase, or sentence. There are several main classes of transition words:
Chronological (words about the order of things)
First, second, third
Next, then
After
Following
Cause-Effect (words about things which make other things happen)
So, thus
Therefore, hence
Consequently
Due to
Example (words to show what a thing is)
One such, another
For instance, for example
Addition (words that add more information)
Similarly, additionally
Another
Also
Moreover
Opposition (words that signal a conflict or problem)
But, though, however
On the other hand
Conversely
Yet
Nonetheless, nevertheless
2. Come to me with your works in progress and I will help you put these transitional words in the right places to make them flow more smoothly.
PART 1: INTRODUCTION
Transition words (also called “connecting” words) are important words that signal the relationship between one word, phrase, or sentence and the next word, phrase, or sentence. There are several main classes of transition words:
Chronological (words about the order of things)
First, second, third
Next, then
After
Following
Cause-Effect (words about things which make other things happen)
So, thus
Therefore, hence
Consequently
Due to
Example (words to show what a thing is)
One such, another
For instance, for example
Addition (words that add more information)
Similarly, additionally
Another
Also
Moreover
Opposition (words that signal a conflict or problem)
But, though, however
On the other hand
Conversely
Yet
Nonetheless, nevertheless
2. Come to me with your works in progress and I will help you put these transitional words in the right places to make them flow more smoothly.
Wednesday, February 27, 2008
Outlining My Editorial
How do you outline an Editorial?
1. An editorial has five paragraphs just like a comparative essay.
a. Introduction
b. Subtopic I and Supporting Details
c. Subtopic II and Supporting Details
d. Subtopic III and Supporting Details
e. Conclusion and Supporting Arguments
2. Yesterday, you wrote your purpose and summarizing statements. Break these statements into subtopics and put them into outline form.
3. Look for articles online to back up your statements and then post a link to them. Make sure you put quotation marks around direct quotes and give the author credit by using his/her name.
4. Make sure you put your rough drafts and outlines on Google Docs.
1. An editorial has five paragraphs just like a comparative essay.
a. Introduction
b. Subtopic I and Supporting Details
c. Subtopic II and Supporting Details
d. Subtopic III and Supporting Details
e. Conclusion and Supporting Arguments
2. Yesterday, you wrote your purpose and summarizing statements. Break these statements into subtopics and put them into outline form.
3. Look for articles online to back up your statements and then post a link to them. Make sure you put quotation marks around direct quotes and give the author credit by using his/her name.
4. Make sure you put your rough drafts and outlines on Google Docs.
Tuesday, February 26, 2008
Writing a Statement of Purpose for an Editorial
How do you write a statement of purpose for an editorial?
1. By now you should have decided what you want to write about, why you want to write about it, and how you want your readers to feel after they finish reading it.
2. If you haven't thought about these questions now is the time - the assignment of writing a five-paragragh editorial is due this Friday.
3. Compose a statement of why you are writing about this particular subject and summarize your argument in one or two sentences.
4. These sentences are the beginning of your introduction. You then go into the who, what, when, how, and why of your argument. This is your road map of how you're going to get people to think the way you do.
1. By now you should have decided what you want to write about, why you want to write about it, and how you want your readers to feel after they finish reading it.
2. If you haven't thought about these questions now is the time - the assignment of writing a five-paragragh editorial is due this Friday.
3. Compose a statement of why you are writing about this particular subject and summarize your argument in one or two sentences.
4. These sentences are the beginning of your introduction. You then go into the who, what, when, how, and why of your argument. This is your road map of how you're going to get people to think the way you do.
Thursday, February 14, 2008
Questioning the Writers
How do you question a writer's assumptions, beliefs, intentions, and biases?
1. Use your thesaurus to look up the words: assumptions, intentions, biases, controversial.
2. Pick an article on a controversial topic like the primaries/ the war/ the economy.
3. Try to see the slant the writer is taking on the subject, e.g. Is he/she in favor of Obama or Clinton? Are they for the war or against it? How can you tell? What are their views on the economy?
4. Writers from different papers have different views. Why would a writer for the NY Times have a different slant than someone writing for the Daily News or the Village Voice?
5. Answer these questions in your blog entry today.
1. Use your thesaurus to look up the words: assumptions, intentions, biases, controversial.
2. Pick an article on a controversial topic like the primaries/ the war/ the economy.
3. Try to see the slant the writer is taking on the subject, e.g. Is he/she in favor of Obama or Clinton? Are they for the war or against it? How can you tell? What are their views on the economy?
4. Writers from different papers have different views. Why would a writer for the NY Times have a different slant than someone writing for the Daily News or the Village Voice?
5. Answer these questions in your blog entry today.
Wednesday, February 13, 2008
Questioning the Media?
Why is it important to question the media?
1. Think about a time you heard a commercial about this wonderful new drug that will make the pounds roll off your body without dieting. Did you really believe the commercial? Why or why not?
2. Why is the slogan "Buyer Beware" such good advice?
3. What sells newspapers and magazines? What kind of stories do people want to read?
4. Write a blog entry about why you have to double check everything you read.
1. Think about a time you heard a commercial about this wonderful new drug that will make the pounds roll off your body without dieting. Did you really believe the commercial? Why or why not?
2. Why is the slogan "Buyer Beware" such good advice?
3. What sells newspapers and magazines? What kind of stories do people want to read?
4. Write a blog entry about why you have to double check everything you read.
Tuesday, February 12, 2008
Recognizing Jargon, Colloquialisms, and Culture Specific Terminology
How do you recognize the different types of informal language ( jargon, colloquialisms, idiomatic expressions,etc.)?
1. All aspects of the media have specific vocabulary- sports writers, fashion editors, and even authors like Walter Dean Meyers use vocabulary that's specific to their subject.
2. Look up the words: jargon, colloquialism, idiom, and ebonics in the thesaurus. Write them down and compare them.
3.Make a chart with the above words, give their definition and then give an example of each word.
4.Take an article in sports, fashion, local news, etc. and write down any examples of informal language and write in your blog entry whether or not this language helped you to better understand the article.
1. All aspects of the media have specific vocabulary- sports writers, fashion editors, and even authors like Walter Dean Meyers use vocabulary that's specific to their subject.
2. Look up the words: jargon, colloquialism, idiom, and ebonics in the thesaurus. Write them down and compare them.
3.Make a chart with the above words, give their definition and then give an example of each word.
4.Take an article in sports, fashion, local news, etc. and write down any examples of informal language and write in your blog entry whether or not this language helped you to better understand the article.
Monday, February 11, 2008
Reflecting on the Context of a Media Source
How does CONTEXT affect the way you understand and appreciate a text?
Context is defined as the circumstance that forms the setting for an event, statement or idea, and in terms of which it can be fully understood and assessed.
When you take ideas or statements out of context, they can be understood in a totally different way. You have to know what was said before the statement and what was said after the statement.
Think of a time someone overheard what you said, but didn't get the whole story and misunderstood you. There was misinformation.
Write a blog entry about how important it is to know the context that something is said or written in.
Context is defined as the circumstance that forms the setting for an event, statement or idea, and in terms of which it can be fully understood and assessed.
When you take ideas or statements out of context, they can be understood in a totally different way. You have to know what was said before the statement and what was said after the statement.
Think of a time someone overheard what you said, but didn't get the whole story and misunderstood you. There was misinformation.
Write a blog entry about how important it is to know the context that something is said or written in.
Friday, February 8, 2008
Author's Use of Language
How do you recognize how author's language creates images or feelings?
1. Read an article that you find interesting.
2. Write down any feeling that you felt as you read the article: Anger, fear, excitement, sorrow, etc.
3. Share the article with a friend and see what he/she feels about it.
4. Chat online and then post your chat on your blogs.
1. Read an article that you find interesting.
2. Write down any feeling that you felt as you read the article: Anger, fear, excitement, sorrow, etc.
3. Share the article with a friend and see what he/she feels about it.
4. Chat online and then post your chat on your blogs.
Thursday, February 7, 2008
Making Inferences about Online Media
How do you infer information from online media?
Read an article online and ask the question why was it written to yourself and see if you can read between the lines.
Answer your question in your blog.
Read an article online and ask the question why was it written to yourself and see if you can read between the lines.
Answer your question in your blog.
Wednesday, February 6, 2008
Links to Excellent Student Blogs
Jomar A
Anthony B
CamilleC
Daquawntc164339.blogspot.com
JaiquanB
SamanthaG
KarynaG
Myles M
Sylvester P
Kalima P
Rita R
Jonathan R
Jose V
Drew W
Collaboration with Ms. Averbach's Classes: 165 and 262
Michael A.
Ariel C.
Luigi F.
Rebeca G.
Jimmy M.
Robert N.
Chris O.
Ralph P.
Dailin P.
Rey R.
Carlos S.
Jonathan S.
Celina T.
Maria V.
Jarolis G.
Jasmine A.
Matthew M.
Giovanni M.
Jonathan N.
Chris P.
Katrina P.
Oliver P.
Yamilka R.
Tylisha R.
Fernando R.
Javar W.
Miguel B.
Tony B
Ivette B
Dominick G
Isaac F
Tamika H
Latrell N
Katerine O
Asixadet V
Anthony B
CamilleC
Daquawntc164339.blogspot.com
JaiquanB
SamanthaG
KarynaG
Myles M
Sylvester P
Kalima P
Rita R
Jonathan R
Jose V
Drew W
Collaboration with Ms. Averbach's Classes: 165 and 262
Michael A.
Ariel C.
Luigi F.
Rebeca G.
Jimmy M.
Robert N.
Chris O.
Ralph P.
Dailin P.
Rey R.
Carlos S.
Jonathan S.
Celina T.
Maria V.
Jarolis G.
Jasmine A.
Matthew M.
Giovanni M.
Jonathan N.
Chris P.
Katrina P.
Oliver P.
Yamilka R.
Tylisha R.
Fernando R.
Javar W.
Miguel B.
Tony B
Ivette B
Dominick G
Isaac F
Tamika H
Latrell N
Katerine O
Asixadet V
Comparing and Contrasting Information
How do you compare and contrast information from a variety of different online media sources?
1.Use two or more online media sources about a subject you feel passionate about.
2.Make a chart with the the sources' names on top.
3.Write the details and main ideas under each source.
Note the differences and the details that are the same. Try to use direct quotes"" when possible.
4.Enter your findings on your blog.
1.Use two or more online media sources about a subject you feel passionate about.
2.Make a chart with the the sources' names on top.
3.Write the details and main ideas under each source.
Note the differences and the details that are the same. Try to use direct quotes"" when possible.
4.Enter your findings on your blog.
Monday, February 4, 2008
Online Media Unit
How do I ask predictive questions about an online media article?
Compose predictive questions about a media source and then answer them after reading them in the form of a blog entry.
Compose predictive questions about a media source and then answer them after reading them in the form of a blog entry.
Friday, February 1, 2008
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