Thursday, December 20, 2012

Food For Thought Workshop

Agenda--
-Review Adverb Clause Homework
-Handout of the full list of adverb clauses
-Writing Workshop

  • Answer the questions in the previous post.  Describe your chosen food using the literary devices required.  Then, describe a food from your character's perspective.
  • Work on character sketch and I-Remembers if finished early
-Homework
  • Complete two additional "I Remember" Responses for when you return from break
  • Any work that you have missing should be handed in (preferably before you leave for break)

Food for Thought


Name:
Composition
Ms. Hoffmann
Date:
Food For Thought
Part I—Your Food Choice: Complete the exercises from your point of view. 

1.       Write a simile (a comparison using “like” or “as”) to describe how your chosen food tastes (or how you feel when eating it). 
______________________________________________________________________________________________________________________________________________________________________________________________________


2.      Write a metaphor describing how your chosen food looks.  You could describe its shape, color, layers, etc.  (You should not use “like” or “as” to draw your comparison—e.g. “Juliet is the sun” (Shakespeare)). 
______________________________________________________________________________________________________________________________________________________________________________________________________


  1. 3.      Write an alliterative line to emphasize a certain property of your food.  (Alliteration is the use of the same consonant sound at the beginning of multiple words close to each other in a text.  Example—My doughnut’s fabulous, fudge-flavored frosting tickled my taste buds.)

______________________________________________________________________________________________________________________________________________________________________________________________________


  1. 4.       Write a hyperbole (an exaggerated statement not meant to be taken seriously) explaining how much you want to eat your food.   Example—I was so hungry I could have eaten a horse.  Or if you do not want to eat your chosen food you could write an example of litotes (understatement).  Instead of saying, “I hate x food.  If I have to eat it, I will die,” you would say something like, “I would prefer not to eat x.” 

______________________________________________________________________________________________________________________________________________________________________________________________________

  1. 5.      Write a paragraph-long apostrophe to your chosen food.  An apostrophe is a statement to an inanimate object or a non-present person.  Example—Oh, wonderful doughnut.  I long for my hand to be one with your circular embrace and to melt into your sugary coating.  Be creative with this one!


Part II—Your character’s food choice.  Choose a food that your character would eat (or you could write about one that you know that they hate), and answer the following questions from their point of view. 

1.       Write a simile (a comparison using “like” or “as”) to describe how your chosen food tastes (or how you feel when eating it). 
______________________________________________________________________________________________________________________________________________________________________________________________________


2.      Write a metaphor describing how your chosen food looks.  You could describe its shape, color, layers, etc.  (You should not use “like” or “as” to draw your comparison—e.g. “Juliet is the sun” (Shakespeare)). 
______________________________________________________________________________________________________________________________________________________________________________________________________


  1. 3.      Write an alliterative line to emphasize a certain property of your food.  (Alliteration is the use of the same consonant sound at the beginning of multiple words close to each other in a text.  Example—My doughnut’s fabulous, fudge-flavored frosting tickled my taste buds.)

______________________________________________________________________________________________________________________________________________________________________________________________________


  1. 4.       Write a hyperbole (an exaggerated statement not meant to be taken seriously) explaining how much you want to eat your food.   Example—I was so hungry I could have eaten a horse.  Or if you do not want to eat your chosen food you could write an example of litotes (understatement).  Instead of saying, “I hate x food.  If I have to eat it, I will die,” you would say something like, “I would prefer not to eat x.” 

______________________________________________________________________________________________________________________________________________________________________________________________________

  1. 5.      Write a paragraph-long apostrophe to your chosen food.  An apostrophe is a statement to an inanimate object or a non-present person.  Example—Oh, wonderful doughnut.  I long for my hand to be one with your circular embrace and to melt into your sugary coating.  Be creative with this one! 


Wednesday, December 19, 2012

Adverb Clause

Agenda:
-Adverb Clause Notes
-In-Class Practice

Homework:
-Adverb Clause Worksheet
-Finish your character sketches and the "I-Remember" exercises if you have not handed them in

Monday, December 17, 2012

I-Remember Exercises

Agenda:
-Quiz Review
-I-Remembers (see previous post)

Homework:
-Finish your character sketches (Remember this was supposed to be finished for today.  If you do not have it ready for the next class that we work on it, you will lose class participation points because you will not be able to work on the next exercise).
-Finish at least one I-Remember paragraph using your character sketches
-Quiz Corrections (I will only take this until the end of this week)

Sunday, December 16, 2012

Character I-Remembers


Name:
Composition
Ms. Hoffmann
Date:
Literary Adaptation and Memoir

            For this class we are going to return to some memoir writing.  You will be following the same types of memoir conventions that we reviewed in our first unit, but this time you will be writing from the point of view of the literary character you have chosen.  In order to successfully complete these, you should refer to the character sketch that you completed last class.  (If you have not completed the character sketch, you should do this first and complete this assignment for homework).  Write with this information in mind.  Refer to the story from which your character originates, and write phrases that use the same type of tone, sentence structure, and vocabulary as your character as you respond to at least two of the I-Remember prompts listed below. 
           
Grading Criteria:
*Answer at least two of the questions
*Answer in a manner that is thorough enough to illustrate that you have been on task. 
*Illustrate a sincere attempt to take up and maintain the voice of your chosen character (not your voice).
 *Spellcheck and proofread your work. 

I-Remember Prompts
(Choose at least three to write about.  Remember that you are writing in the voice of your chosen character).

1.      “Give me a memory of your mother, aunt, or grandmother.  If it’s an aunt, say her name; for example, ‘I remember my aunt Gladys…”  Be detailed.” (6). 

2.      “Tell me some details about an uncle or a grandfather.  Make sure to name the uncle: ‘I remember Uncle Phil…’” (38). 

3.      “Tell me something.  It doesn’t have to be the traditional subjects.  How about how to tie a shoe, be a good mother, how to clean the refrigerator, make pudding, change a tire?  Something that is deep in your bones—driving in rush hour on the I-94 to work each day” (38).

4.      “Give me a picture of a teacher you had” (7). 

5.      Write about something that seems ordinary to you (123).

Prompts adapted from: Goldberg, Natalie.  Old Friend from Far Away: The Practice of Writing Memoir.  New York: Free Press, 2007.

Friday, December 14, 2012

Workshop Day/Research Paper Reminders

Agenda--
Quiz Review (postponed until everyone makes up the quiz)
Workshop Time

  • You should have enough time to finish your character sketches in class
  • If you finish early, you can work on your research paper if you have not handed that in
  • If you do not finish, this assignment will be homework
Homework--
-Bring your books on Monday
-Character sketches

Thursday, December 13, 2012

Adjective Clause Quiz

Agenda:
-Study
-Adjective Clause Quiz
-Continue your character sketches with the time remaining

Homework:
-You should have enough of your character sketch finished for tomorrow that you can hand in an initial version of it by the end of class
-If you do not have your research paper handed in (including a works cited page), you need to get working on it.

Wednesday, December 12, 2012

Characterization

Agenda:
-Review of Adjective Clauses
-Notes on Characterization
-Characterization Workshop (see previous post for details)

Homework:
-Study Adjective Clauses
-Continue Reading your books so that you can add more to your character sketch tomorrow

Character Sketch Directions


Name:
Composition
Ms. Hoffmann
Date:
An Introduction to this Unit

            Your project for this unit will require you to create your own adaptation of a literary figure.  You will be asked to focus your re-appropriation on a single character—though you may choose to include occasional allusions and/or direct references to others at your own discretion.  As you craft your adaptation, you will have to write from you character’s point of view.  At times, you writing probably will seem like the memoir unit writing that you completed earlier in the year.  A couple of the writing prompts may even be the same.  However, instead of writing in order to create a short narrative you will be asked to create a blog  in which you write various posts in the voice of this character. 


Character Sketch Directions

            As a first step towards this, you will need to choose a character whose identity you wish to assume through a blog.  For the purposes of this activity, this needs to be a fictional, literary figure.  This could be a character from a novel, novella, or lengthy short story.  Keep in mind that if the character is from a shorter work, it may be difficult to complete this task. 

Once you complete some initial research to figure out which character you would like to use, you will need to let me know which character you have chosen.  (If you have a lot of trouble, you may want to use a character from one of the novels that you have read for a previous English class).  Then, you can go ahead and start working on the following questions.  You should perform some online research about these characters in order to provide informed answers. 

This will count as one of the grades for the second marking period.  In order to receive full credit, you will need to do the following:

1.                            Answer each question as thoroughly as possible in the time allotted.  You should have enough writing to illustrate that you have been on task.  (i.e. not talking, texting, or randomly surfing the internet). 

2.                            Reference the sites that you used to find out information about your character.  There is a space for this at the end of the questions.   You can just copy over the URLs.  However, if you want to include quotes from these sites, you need to put them in quotation marks and include a link to the site right after the quote. 

3.                            Note that you will NOT receive full credit if your entire paper is made up of quotes or if you have copied text without attributing it to the site on which you found it.  It is expected that you will mostly perform research through your text and on a few various sites and then type up your synthesis of your findings for this activity. 

4.                            Spellcheck and proofread

Please copy and paste the following questions into your own word document.  Answer as many questions as thoroughly as possible. 



Name:
Class:
Date:

Character Sketch

1.  Character Name:

2.  Name of the literary work from which the character originates:

3.  Name of the author of this work:

4.  Genre of this work:

5. Original publication date of this work:

6.  The setting (both time and place) of this work:

7.  What does your character look like?  Write a rich, adjective-filled explanation.  Include textual references to the character’s appearance. (Do what you can to find examples using Google Books, Project Gutenberg, and other online libraries.  You will need to obtain some kind of a copy of the text for reference for the rest of this unit by Monday, November 21st.)

8.  What is your character like?  Is the character a hero, a villain, or neutral?  What is your character’s occupation?  What are your character’s habits?  What are your character’s passions?  What are your character’s dreams?  Write a vibrant description that accurately captures your character’s personality.  Describe him/her as you would to someone who has never read about him/her.

9.  What does your character do?  What/How does your character think?

10.  Describe your character’s relationships with other characters that are from the same text.  What do these others say about your character?

11.  Is your character’s childhood depicted in the piece that you chose?  Write about some significant events from his/her childhood.

12.  Write about other significant events that happen to your character.

13.  Write some important quotes that your character says.  If you character never speaks, include some important quotes about your character.


14.  Include the links from which you obtained your information. (You should have sites listed other than Wikipedia and those like SparkNotes.  Do some real research; you need to get inside of this character’s head):


If you are having trouble:

1. Refer to one of the following resources:
-A reference to the importance of character traits and examples of them: http://character-in-action.com/character-traits-make-a-whopping-difference/

-More character traits:

2.  A resource describing the basics of analyzing a literary character:

3.  Think in terms of something that you know and work from there.  For instance, assuming that this character has access to a Facebook page, think about the sort of things that they would post or include in their profile.  You could include these sorts of things in your answers to the questions above. 


4. Ask!

Monday, December 10, 2012

Sample Blog Review

Agenda:
-Adjective Clauses Review
-Examine 3 sample blogs (see previous post)


Homework:
-Write down which book and back up book that you use for this unit
-Study for Thursday for your Adjective Clause Quiz

Sunday, December 9, 2012

Blogging Perspectives

Directions:

1.  Read through three of the following blogs  (listed at the end of this post) to get an idea of what you are going to be asked to do for this assignment.  (Note: While all of these are exemplars from the last time I taught this unit, each blog has things that it could improve upon.  Additionally, some of the students also took some parts of their blogs done as they used their GMail accounts for other things throughout the year.  We will talk more about specific requirements for this class as you start this unit.)

  • You will need to be able to pick apart the character's characterization in order to:
    • Write from this character's point of view
    • Create a profile for the character--as they would create it, not necessarily as others would view him or her (whichever blogsite you choose will need to have this functionality, or you will need to create a profile post)
    • Incorporate other pieces media that relate to this character


2.  Think about whether you think that you will be able to complete this task for the character that you have chosen.  Today would be a good day for you to switch books if you believe it will be necessary.

3.  Think about which site you want to use for your blog.  Most of my past students chose to use blogspot, which you can see from the examples has limited functionality for design.  Wordpress has some greater functionality, but sometimes, can be a bit more difficult to use.



Sample Blogs to View:
-Jonathan from Richard Bach's Jonathan Livingston Seagull--http://livingstonjonathan.blogspot.com/
-Pamela from John Buchan's The 39 Steps http://pamelaedwards-hannay.blogspot.com/
-Mrs. Twit from Roald Dahl's The Twits  http://ihatesmallfurryanimals.blogspot.com/
-Allie from Nicholas Spark's The Notebook http://talkmethroughthis.blogspot.com/
-Misty from Kristopher Reisz's Unleashed  http://misty-sandlin.blogspot.com/
-Mashiro from Tsugumi Ohba and Takeshi Obata's Bakuman http://mutoashirogi.wordpress.com/
-The Cat in the Hat from Dr. Seuss' The Cat in the Hat http://hatwearingcat.wordpress.com

Friday, December 7, 2012

Library Day

Agenda:
-Ms. Smyth's presentation on the Destiny Library System
-Book selection using the Destiny System
-Choose a back-up book!


Homework:
-You will need both a book and a back-up book for Wednesday
-Research paper is due on Monday!!

Thursday, December 6, 2012

Workshop Day

Agenda:
-Bell Work: Correct Homework/Questions about Adjective Clauses
-Workshop for Drafts and Revisions
-Progress Report Grades Check-in


Homework:
-Work on your papers!!! Due Mon.!!!!
-Library Day tomorrow to start next unit!



Wednesday, December 5, 2012

Adjective Clauses

Agenda:
-Quiz Review (you can do corrections.  You should do all of the corrections if you choose to do this because it will be averaged with your original grade).
-Adjective Clause Notes
-Practice Identifying

Homework:
-Paper due Mon.!
-Adjective Clause Sheet
-Corrections

Monday, December 3, 2012

Peer Review Day Take II

Agenda--
-Find a partner to exchange your work with and log onto the blog site
-Peer Review Steps

  1. Trade Drafts
  2. Answer the questions on the blog about the draft
  3. Trade back drafts
  4. Create an action plan for your draft based on your feedback/ask for clarification where need
  5. Hand in what your partner wrote (you should have enough details in your action plan that you do not need it anymore)
  6. Workshop when you are finished
Homework
-Keep working on your papers (due next Monday)
-Bring your purple books Wednesday

Peer Review Day Take 2

Although this is just a draft, make sure to give your reviewee useful feedback that can help him/her before he/she goes on to write the final version of his/her paper.  At this point, it would be most useful to make sure that the paper has a thesis and follows the grading criteria (see earlier post if you lost yours).  These questions are designed to touch on most of them.  



Name:
Composition
Ms. Hoffmann
Date:

Peer Review

Name of Reviewee:

Does the piece have an effective title?

Does the piece use first-person pronouns (I, me, my)?

Does the piece have a logical form of organization?

Does the piece have a thesis?  What is it?

What is one thing that you like about the paper?

What is one thing that you find confusing/think needs editing before the final draft?

Friday, November 30, 2012

Preposition Quiz

Agenda--
-Study if you get here early
-Preposition Quiz
-Workshop time if you finish early

**Please remember that if you misuse your computer during class time, your computer access will be taken away.  This will make doing the next project difficult for you, so please act responsibly.  I will not give any more warnings than those I gave in class today and here now.**

Homework--
-Monday is our new day for peer review.  Please have two pages of your draft ready by then.
-At the end of next week, we will start our 21st-century writing unit.

Thursday, November 29, 2012

Drafting Workshop II

Agenda--
-Due to the number of people absent and where everyone seems to be on their papers, we devoted more work time to putting together our drafts.
-Peer Review (if finished.  We will have some more time for this at the beginning of next week).


Homework--
-Study for tomorrow's quiz on prepositions
-Continue to work on your paper.  We will peer review on Monday

Peer Review Questions

Although this is just a draft, make sure to give your reviewee useful feedback that can help him/her before he/she goes on to write the final version of his/her paper.  At this point, it would be most useful to make sure that the paper has a thesis and follows the grading criteria (see earlier post if you lost yours).  These questions are designed to touch on most of them.  



Name:
Composition
Ms. Hoffmann
Date:

Peer Review

Name of Reviewee:

Does the piece have an effective title?

Does the piece use first-person pronouns (I, me, my)?

Does the piece have a logical form of organization?

Does the piece have a thesis?  What is it?

What is one thing that you like about the paper?

What is one thing that you find confusing/think needs editing before the final draft?

Wednesday, November 28, 2012

Drafting Workshop

Agenda--
-Prepositional Phrase Review

-Outlines (Ticket to work on your draft)
-Drafting Workshop 


Homework--

Remember to pace yourselves through this unit.  Even though the paper is not due until December 10th, you should make sure that you do not wait until the last minute to work on your paper.  A lot of us seem to be behind on some of the steps despite the amount of time devoted to workshopping in class.  It is okay that we are not all at the same point, but keep in mind that we will be starting a new unit by the end of next week and will not have the luxury of the classwork time at that point.  Tomorrow, you should have a draft to share with a partner.  Ideally, this draft will be 2 pages in length (so it is not a draft of your entire paper), but something to share is better than nothing.  If you have any concerns or are stuck at any point in your writing, please see me so that  I can help you and so that we can get you back on track.

Study for Friday!  (This may include some of the previous types of phrases on which we have worked).

Helpful Links as You Finish Your Paper...


Sources (you should be finished with these...but if you find you need a better source you might want to try these)



Harvard Outline:




MLA Format:

Monday, November 26, 2012

Drafting Tips

Agenda--
-Practice #1 (pp. 37-38, #1-6)
-Notes:  What do we do with our note cards?  How do we work with our outlines?
-Final Paper Guidelines (see previous post if you lost yours)


Homework--
-Finish through your outline for Wednesday
-Your outline will be your ticket to start your draft

Research Paper Unit Assignment


Name:
Composition
Ms. Hoffmann
Date:
Research Paper Unit Assignment

Goals:
-Write arguments to support claims using valid reasoning and relevant and sufficient evidence
-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
-Draw evidence from literary or informational texts to support analysis, reflection, and research.

Instructions:
-Using the steps that we have taken in class to help you, complete your research paper (4-6pp.)
-Use the grading criteria as a checklist to make sure that you hand in everything

Grading Criteria:
-Research Paper is
·        Between 4 and 6 pages in length (15 pts)
·         Accompanied by at least 60 note cards (15 pts)
o   If you did not hand these in before, you need to hand them in now
§  Some points will be deducted from your preparedness score
o   If you already handed them in, hand them in again
·        Accompanied by an outline, which it follows (10 pts)
o   Some changes in order are okay
o   It should be obvious that you used the research paper in some way
·         Accompanied by a draft that is clearly marked with edits (10 pts)
·         In MLA Format (20 pts)
·         Works Cited page follows MLA format (This does not count towards the page count!!)
·         In-text citations are used properly
·         You do not need to hand in your MLA cards!
o   You should have copied what you wrote in the works cited page
·         In line with academic conventions (20 pts)
o   There is no use of “I”
o   The paper has a thesis
o   The paper flows from point to point and is focused on this thesis
o   Paragraph divisions are logical
o   Paper is developed enough to make sense and to make a convincing argument
-Writing is clear and polished.  It follows the conventions of Standard English (15 pts)

Total:  _______/  105 pts
Due Date: Monday, December 10th

Monday, November 19, 2012

Workshop Day

Agenda--
-Bell Work: Practice Prepositions
-Workshop Day!  Finish your missing work.  Continue to work on your papers.  Let me know if you find anything confusing.

Homework--
-You should have all of your notecards as well as your outline finished by the time we get back on Monday

Have a nice break!

Friday, November 16, 2012

Prepositional Phrases

Agenda--
-Review Past Quizzes
-Introduction to Prepositional Phrases Notes
-Workshop--Finding the Preposition
-Memory Device Song Writing


Homework--
-Quiz Corrections
-These will be put in as a quiz grade...which will bring your grade up if you did not do so well

Thursday, November 15, 2012

From Note Cards to Outlines

Agenda--
-Practice the three types of sentences
-Note Cards to Outlines Overview
-Workshop

Timeline for Completing the Paper
Mon--all 60 note cards
Before Thanksgiving Break--Outline
Nov. 29th--Draft of your paper (At least 3/5 pages)

Homework--
-Bring your purple books for tomorrow
-Continue to work on your research paper with this timeline in mind

Group Outlines Con't

Agenda:
-Hand in missing work
-Group Outlines Continued
-Presentation and Discussion of Outlines

Homework:
-Practice outline on first page of an article (either the one we attempted before or a news article)

Friday, November 9, 2012

Absolute Phrase Quiz and Outlines Revisted

Agenda:
-Bell Work: Study!
-Absolute Phrase Quiz
-Harvard Outline Review & new practice

Homework:
-Missing work?  Get it in!  Especially your note cards!
-Sample Outline will be due Thurs!

Thursday, November 8, 2012

Absolute Phrase Review & Note Card Workshop

Agenda:
-Bell Work--Absolute Phrase Practice
-Note Card Workshop & Conferences about pacing


Homework:
-40 Note Cards (total) by Friday
-Quiz tomorrow (study!)
-1 extra day for the outline (we will review outlines tomorrow)

Wednesday, November 7, 2012

Absolute Phrases

Agenda:
-Bell Work: Thoughts and feelings about the research paper
                    Action Plans for Missing Work
-Absolute Phrases: Notes
-Finding the Absolute Phrase
-Practice #1

Homework:
-Finish practice #1 in the Absolute Phrase section
-Study for a quiz on Friday on Absolute Phrases
-Another 20 index cards by Friday
(You should have 40 in total at this point.  On Thursday, you will have workshop time to complete more of your cards/catch up on other work).


Monday, November 5, 2012

Harvard Outline

Agenda--
-Bell Work: Write down slugs used on index cards
-Outline Notes
-Sample Outline
-Workshop: Create an Outline using the Video Game Article

Homework:
-Finish the outline
-Another 20 cards by Fri.
-Hand in your first 20 on Wed. if you did not today

Friday, November 2, 2012

Appositive and Participle Quiz

Agenda:
-Quiz
-Finish Note Cards when you finish

Homework:
-By Monday, you should have finished 20 of your 60 note cards (these do not include MLA cards)
-Bring your purple books for Monday

Thursday, November 1, 2012

Pre-Test Review & Note Card Workshop

Agenda:
-Bell Work: Appositive and Participle Review
-Note Card Workshop
-Late Work Discussion!!!

Homework:
-Study for tomorrow
-Continue creating note cards (you will have at least 60 by the end of the unit)
-You should have ten sources (handed in!!) by now

Wednesday, October 31, 2012

Organizing Notes

Agenda-
-Hand in MLA Cards
-How to create note cards for information from texts
-Read sample article
-Create MLA Card and note cards for it


Homework-
-Finish making note cards for the sample article

Happy Halloween!

Agenda:
-Housekeeping (missed days, what to expect from the rest of the week)
-Hand in homework-->note cards from the practice article
-Journal: "Code Switching"  What kind of language do we use with different people?
-"The Raven"  Vincent Price Reading
http://www.youtube.com/watch?v=T7zR3IDEHrM

-What language does Poe use to create a spooky atmosphere?
-Rewrite a stanza to change the poem's mood

Homework:
-Finish your stanza
-Five more sources for tomorrow
-Get Index Cards!

Thursday, October 25, 2012

MLA Workshop

Agenda:
-Powerpoint overview of MLA Format
-5 sources put into MLA format on index cards
Please use http://owl.english.purdue.edu/owl/resource/747/01/
-Continue finding sources

Homework:
-Original 5 Sources in MLA format on index cards (due tomorrow)
-5 more sources (10 in total by Monday)
-Make-up Work (if you have any)

Yesterday's Class: Participial Phrase Review

Agenda:
-Participial Phrase Worksheet
-Participial Phrase Worksheet Overview
-Beginning of MLA overview

Homework:
-Make-up work if you have any

Monday, October 22, 2012

Participial Phrases

Agenda--
*Participial Introduction
*Powerpoint Questions (due at the end of class)
*Start working on Practice 1 (we will finish in class on Wednesday)


Homework--
*Participial Part 4, "Putting Participles to Work," pp. 22-24 (due Wednesday)
*5 Sources with Explanations (regarding credibility)

Thursday, October 18, 2012

Informed Research Workshop

Agenda:
-Bell Work: Practice Creative Appositives
-Finish source analysis sheet from yesterday
-Five sources on your topic with 2-3 sentences explaining why they are credible

Homework:
-Finish finding your sources if you have not already

Wednesday, October 17, 2012

How to Find Credible Sources

Agenda:
-Write 3 sentences that contain appositive phrases.  Make sure to place the appositive phrase in a different position in at least one of the sentences.
-Powerpoint on Research and 5 tips on how to check to make sure that a site is credible
-Practice links to check the credibility of a site

**Turn in your topics**

Homework:
-For Monday, you will need to have 5 sources on your research topic of which you have checked the credibility
-Tomorrow, be prepared to finish your packets and to start looking for these sources

Monday, October 15, 2012

Appositive Review Day 2

Agenda:
-Review a couple of other sheets on appositives
-Review the Grammar Girl Podcast on Appositives: http://grammar.quickanddirtytips.com/appositives.aspx
-Appositive Practice Sheet


Homework:
-Bring in your topics for Wednesday (if you already did this, great!)
-Make sure that this is at least a sentence and no more than a paragraph long

Friday, October 12, 2012

Appositive Phrases

Agenda:
-What are appositive phrases?
-Practicing finding the appositive

Homework:
-Purple book:  Practice 3 #1-3 and Practice 4 Part 1 and "Putting Appositives to Work"

Thursday, October 11, 2012

Topic Sites

Agenda--
-Introduction to choosing a topic
-Workshop on choosing a topic



Homework--
-For Monday, write down 1-3 potential topics.
-Make sure that this includes your initial stance on the topic
-Make sure that this is between one sentence and a paragraph in length

  • For this initial topic, you may find it easier to write a paragraph than to distill your idea into a one-sentence, thesis statement.  

Wednesday, October 10, 2012

Found Poetry

Agenda:
-Found Poetry using a newspaper article

Homework:
-For extra credit, create an additional found poem and illustrate it
-If you want some topic inspiration check out the following website: http://www.creative-writing-now.com/found-poetry.html

Monday, October 8, 2012

Argumentative Essay Introduction

Agenda:
-Bell Work: Our experiences with research paper writing
-Notes: What is an argumentative Essay?  What are its components?
-Analysis: Looking at an argumentative essay example.

Homework:
-Search for another example of an argumentative essay

  • You may have to use key words like "freshman composition sample essay" or "sample argumentative essay"
  • Make sure that it is from a credible source like a college writing center site or a .edu site
  • Once you find a sample, label the component parts that we talked about in class

Friday, October 5, 2012

College Essay Day 3

Agenda:
-Sharing our critiques
-Workshop (answer one of the essay prompts from this year's pool of Common Application Questions)

Homework:
-Finish your sample college essay
-Memoirs (extended) due Monday

Thursday, October 4, 2012

College Essay Day 2

Agenda:
-Read the Tips Packet

  • Discussion of where good tips come from
  • 3, 2, 1 Activity
  • Questions/Comments
-Evaluating Sample Essays

Homework:
-Finish your memoir (new due date: Monday, October 8th)
-Please refer to your memoir sheet (also included in this blog) as a checklist to make sure that you hand in everything that you need to complete

Wednesday, October 3, 2012

College Essays

Agenda (We got cut short today, we will pick up tomorrow)
-Bell Work: Write what you know about the college application process
-Writing a good college essay:
http://www.youtube.com/watch?v=FXI6ELP-aXQ&feature=related
http://www.youtube.com/watch?v=o8x21ouZT8Y
http://www.youtube.com/watch?v=a8r_ORJaGFE&feature=relmfu

Homework
-Continue to work on your memoir

Monday, October 1, 2012

Memoir Work Days

Friday--Workshop Day

Monday--Peer Review Day

Homework--Work on your memoir-->Due Friday!

Thursday, September 27, 2012

Memoir in the Digital Age and Workshop

Agenda:
-Six Word Memoir Clips
-Link to PostSecret
-"Cyberspace when you're dead" reading
-Memoir Questions and Workshop Time

Homework:
-Finish "Cyberspace when you're dead"
-Work on your memoirs (Due: Oct. 5th)

Wednesday, September 26, 2012

6-Word Memoirs

Agenda:
-Bell Work: Add sensory imagery to your setting paragraph (or another paragraph if you still need to complete this one).
-Modern Memoirs:

  • NPR Broadcast "Six-Word Memoirs"
  • "For sale, baby shoes, never worn." --Ernest Hemingway
  • YouTube Video compilation from Smith Magazine
  • Discussion of our findings
-Creating your own Six-Word Memoir
  1. Choose one of your paragraphs from your memoir
  2. Boil it down to six words (you can slowly narrow it down if you need to)
  3. Write the memoir on a poster with the illustrations like those in the YouTube Video
Homework:
-Finish your six-word memoir
-Complete the Greenberg reading and the questions that originally were due today

Memoir Unit Final Assignment


Name:
Composition
Ms. Hoffmann
Date:
Memoir Unit Assignment

Goals:
-To practice using the writing process (brainstorming through editing)
-To continue to practice writing memoir that contains appropriate memoir elements (like the examples that we read in class)

Instructions:
-Write a complete memoir for your chosen life chapter (3-5pp.)
-Use your plot diagram as a guide to make sure that you have an appropriate story arc (you may need to modify some parts of your diagram)
-Weave in the pieces that you wrote during our class workshops (name segment is optional)
-Check to be sure that you include elements of memoir
-Make sure to edit and polish your piece

Grading Criteria:
-Memoir is between 3 and 5 pages in length (15 pts)
-Memoir is accompanied by a draft (10 pts)
-Memoir contains a setting piece (10 pts)
-Memoir contains a snapshot piece (10 pts)
-Memoir contains a name piece (this can be a separate, polished paragraph from the memoir) (10 pts)
-Memoir follows your plot diagram (10 pts)
-Final piece follows the conventions of memoir and utilizes creative elements that we discussed in class (10 pts)
-Writing is clear and polished (there is evidence of editing from previous drafts) (10 pts)

Total:  _______/ 85 pts
Due Date: Friday, October 5th

Memoir Review & Progress Reports

Agenda:
-Review aspects of memoir
-Share our mini memoirs and how they turned out
(If you did not turn yours in, you need to as soon as possible)
-Progress Reports

Homework:
-Read Greenberg and write a page of notes that answers:
1. How her piece fits the memoir genre
2. One example of a setting scene and how it functions
3. One example of a snapshot and how it functions

Friday, September 21, 2012

Sensory Images of Food

Agenda:
-"13 Ways of Looking at a Blackbird" Discussion
-Looking at food in multiple ways
      2-3 sentences about sight
      3-4 sentences about smell
      4-5 sentences about touch
      5-6 sentences about taste
      5-6 sentences about sound

Remember you want to describe the food to someone who has never encountered it before

Homework:
-Mini Memoir is due Mon.
-Start your final memoir  (you will need a draft for Wed.)

Thursday, September 20, 2012

Name Pieces

Agenda:
-Sharing name stories
-Name piece excerpts (Reading & Discussion)
-Short Break
-Workshop paragraphs

Homework:
-Continue to work on your mini memoir (due Mon.)
-Read "13 Ways of Looking at a Blackbird"


Wednesday, September 19, 2012

Mini Memoir Prep & Wrap-up of Perspective Packet

Agenda:
-Review parts of a memoir
-Write interview questions to get these parts for the mini memoir piece
-Finish True Life clip and analysis packet

Homework:
-Work on mini memoir (due Mon.)
-Research the meaning of your name.  If you already know why you were named something, do more research online about its meaning.

Monday, September 17, 2012

Layers of Narrative & Mini Memoir Assignment

Agenda:
-Complete a portrait of Treadwell
-Discussion of the reality beneath the representations
-->Keep this in mind when reading and crafting your own memoir
-Screening of True Life--watch for narrative layers

Homework:
-Start writing your mini memoir
-Fill in any gaps that exist in your packet

Friday, September 14, 2012

Layers of Narrative

Agenda:
-"The More you Know Clip" & Discussion about Personal Truth
-Grizzly Man

  • Discussion of the Treadwell's self-portrayal 
  • Discussion of how others portray him
**Remember to think about what this tells us about the subjective nature of truth and what implications this has for the memoirs that we are reading.

-Homework: None for tonight unless you are missing work.  Do not forget to bring your packet back to class on Monday.

Thursday, September 13, 2012

Writing a Snapshot

Agenda:
-Reading snapshot excerpts
-Workshopping our own snapshots/
-Questions about plotting our memoir

Homework:
-Finish your setting paragraph and snapshot paragraph for your memoir portfolio piece.  I will be collecting these tomorrow!

Wednesday, September 12, 2012

Plotting our Memoirs

Goal:
-To understand how authors use plot
-To understand a variety of plot structures
-To practice using our own cohesive plot structure, as our sample authors do, in the midst of a memoir full of flashbacks and digressions

Agenda:
-Share some narratives that establish setting
-Review plot as a literary element
-Practice plotting out Lamott's memoir

Homework:
-Using the chapter of life that you chose to write about, create your own plot map that includes the topices that you intend to go over.
-If you did not complete the five bullet points about Lammot's plot, go back and do that.

Monday, September 10, 2012

Workshopping Setting

Agenda
-Review Map Pieces
-Finish Workshop Writing of Setting
-Peer Review


Homework
-Finish your setting paragraph
-Read Lammot's memoir excerpt and write five points about the plot--including events and structure

Friday, September 7, 2012

Memoir: Developing a Setting

Agenda:
-Work on our "chapters of our lives" timeline

  • Partner up with someone 
  • Develop more details about these
  • Choose a chapter to write further about this quarter
-Discussion of A Heartbreaking Work of Incredible Genius
  • What settings does Eggers set up?
  • How does he set them up?  What literary devices does he use?
  • How does this contribute to the picture of his life that he presents?
-Map Pieces Discussion
  • Look at your map handout examples
  • Which fits best with your chosen chapter?  Circle it.  (You could also use Eggers' work)
  • What literary elements does it use?  Label some of them.


Homework:
*Read Lammott's memoir excerpt
*Take five notes about how the plot structure works
*Write a paragraph developing the setting for the chapter of your life that you chose.  Use at least two of the literary devices that you saw in the sample memoir that you picked.

Thursday, September 6, 2012

One-Pager for The Woman Warrior

Agenda:
-Chapters of my life pictorial brainstorming
-One-pager for The Woman Warrior
  • Include a summary and how this fits the memoir genre as well as a description of the main character
  • Include a quote that is representative of the text
  • Include a picture of the narrator that you get from the portion of the memoir that you read
-Sharing what we came up with
-Thinking about how to write about our own life chapters/what kind of character we want to portray to others

HW: Reading from a memoir--Dave Eggers' A Heartbreaking Work of Staggering Genius
Write a paragraph explaining how the narrator establishes a sense of place throughout the chapter

Wednesday, September 5, 2012

An Introduction to Memoir

Agenda:
-Safe Place Free Write (emphasis on imagery)
-What makes the memoir genre unique and distinct from autobiography?
-Looking at sample memoir
-HW: Read your excerpt from Woman Warrior
Write five bullet points explaining how it fits/does not fit the memoir genre
Highlight some important pieces of text to discuss in class tomorrow

Thursday, August 30, 2012

Autobiography Web Quest

Good Morning,

Today, we are going to continue to practice some brainstorming exercises.  While we do this, we are going to start to look at the autobiography genre of writing.  As we will throughout the course, we are going to look at models of autobiographies.  These autobiographies will serve as models that we can keep in mind as we progress to the writing of our own autobiographies, memoirs, and (possibly) college-admissions essays, all of which make up our current unit on personal narratives.

Agenda:
--Bell Work-->Self-Interview Brainstorming
--What is an autobiography?
--Autobiography Web Quest:
Answer the following questions about the autobiography assigned to your group.  Write them on a separate sheet of paper to hand in.

  1. What kind of information does this tell you about this person?  The time period?  Pick a couple of facts to share.
  2. Can we sense anything about his personality?
  3. What does his unifying theme seem to be?
  4. Who do you think his audience is?  (For all of the pieces of writing that you complete, this is something that you should consider).



Some words to think about as you go on to create your autobiography:
http://www.youtube.com/watch?feature=fvwp&v=-YfIKCRjpxQ&NR=1

Homework:
*Don't forget to finish answering your group's questions.

*Over the long weekend, you will be writing your diagnostic essay (It will be due Wednesday).  The diagnostic essay is a way for me to see where you are in your writing.  I will count it if it helps your grade at the end of the quarter.  If it does not, you will still get credit for completing it.

Diagnostic Essay Directions
This will be your first attempt at completing a personal narrative.  In keeping with our focus on our experiences with writing, your unifying theme will be your journey as a communicator.  Some questions that may help you to write on this theme include:

  • When did you first start writing letters?  Sentences?  Stories? Papers? Research papers?
  • When did you start learning grammar?  
  • What is a writing goal that you are working towards in the future?
You do not have to answer all of these.  You should write about your journey as a writer.

If you get stuck, think about the models that we looked at in class.  Although they wrote about other experiences, think about the style of their writing and how they organized their thoughts.

Length--2pp., typed, double spaced
Make sure to include an introduction and conclusion.
Although we mentioned in passing that creative writing does not always require proper grammar, please follow the conventions of Standard English so that I can see what your writing is like.

You will be graded on:
-Following the above-mentioned directions
-Grammar, spelling, organization (which will likely be chronological for this paper)
-A well-written introduction and conclusion
-How well you touched on the required theme
     --> clarity
     --> some solid details, examples
     -->how true you are to the genre (Do you talk about the theme over a span of time?  Do you convey  
          some of your personality/who you are as a writer?  Is the paper written in the first-person?)