Tuesday, November 18, 2008

Obama's Education Policy


If anyone finds any credible counterpoints to the sources below let me know.

Story Map & Summarizing A Story



These two graphic organizers were used in class to help students learn about how the elements of a plot work together to form a story. Below are two organizers I've done based on the story "The Pact," written by "Janet", a teenager from Florida. Click on the images to make them larger.

11/13 Revision: Editing & Proofreading Symbols



PLOT MAP


SUMMARIZING THE PLOT
Introduction/Exposition: Beginning of the story, the reader is introduced to the character, the setting
Conflict: When the reader discovers the plot or the main problem the main character(s) must face.
Rising Action: Events that logically build to the climax.
Climax: The height of the action in the story.
Falling Action: The action winds down.
Resolution/Denouement: The ending of the story.

11/12 Structure of a Narrative: Parts of a Good Story

PLOT
  • Events
  • Actions/Sequence of events/storyline
  • Conflict or Problem
  • Problem Solved
  • Strong beginning and ending

SETTING
  • Time
  • Place/Geographic location
  • Details convey mood
  • Historical Period
  • Culture
  • Where the conflict happens
  • helps to set the mood

CHARACTERS
  • Dynamic (major/primary) and static (minor/secondary) characters
  • Strong Traits
  • Strong dialogue
  • Described w/ and show great detail
  • helps to set the mood
  • personality/strong emotions, help drive action

THEME
  • Meaning of the story
  • Moral, lesson, message the author wants to convey to the reader
  • Can help to convey the overall mood of the piece
  • lesson, moral or message the author wants the reader to know

11/12 Structure of A Narrative

OBJECTIVE
Students will learn the structure of a good story in order to continue practicing new strategies to revise and edit their writing.

THE TEN-SENTENCE STORY

  1. Create a new notebook entry in your Writers Notebook called: The Ten-Sentence Story.
  2. Choose one of the topics:
    The scary room
    My first go-go
    The lost and found
    Escape from captivity
    The break up
    The make up
  3. OK, so now you’ve selected one of the topics. Now, tell a story in 10 sentences or less.
  4. You can combine ideas, but the story CAN ONLY BE TEN SENTENCES LONG.
  5. Though you are collaborating on the story, you must record the story in your own notebook.

SELF-CHECK
During and after your writing, ask yourself these questions:

  • Are the stories complete with a beginning, middle and end?
  • Do they have characters and settings?
  • Is there a plot? Does the story have a conflict/resolution or problem/solution?

Homework Update: 11/12-18

11/12 Structure of a Good Story
You have now written an autobiographical or fictional narrative (story) in first or third person. Now you’ll need to Revise and edit your piece so that it reflects a good plot, setting, characters, conflict, resolution and theme.
• Use the editing & proofreading guide given in class, revise and edit your work.
• Pay close attention to:
1.Words, phrases, ideas that don’t make sense or could be said better another way.
2.Spelling, grammar and punctuation errors.

11/13
1. Complete the Summarizing A Plot & Story Map worksheet.
2. Complete ONE box in the Revision & Editing/Proofing Checklist. Your peers will complete the other two boxes.
3. Re-edit your homework from last night based on what you checked and didn’t check on your checklist.
4. The quiz has been moved to next Wednesday in order for you to be fully prepared for the assessment.

11/14
1. Read for 30 minutes/day.
2. Make up any work you missed or did not do during the week so that you're able to type your story on the computer Monday.

11/17
No homework other than to review for the quiz and/or write your narrative.

11/18
Study for tomorrow's quiz.

Monday 11/17

All mods were in the computer lab typing second drafts of their narratives. When the students return from Thanksgiving Holiday, ask your child to show you their work. I've taken a look at many of them and they're turning out some incredible writing.

This week they're wrapping a lesson on theme, main idea, writing a good lead and peer reviews.

Wednesday, November 12, 2008

11/10 Pre-Writing Stage

I chose my topic by pulling a line from a writing entry in my Writers Notebook, "My History As A Writer." This was my first entry in the Writers Notebook. Students can pull their lines from any other entry they want. In this entry, I discussed how my mother taught me how to read and write and encouraged my writing.

The line I took was, "It was gray and covered in small, pink flowers." This was the description of my first journal, but this sentence is a telling sentence. A telling sentence just means that I'm telling you what's happening instead of showing you what's happening.

My first draft is below. As soon as I can get to a scanner, I'll post my process on the website. For now, though I'll show you my writing in the compose stage and the publish stage. I only have the publish stage with me at home so i'll post the compose stage tomorrow.

PUBLISHING
STAGE
It was gray and covered in small, pink flowers.

Unlike what my mother says, my favorite dress is not gray and covered in small, pink flowers. Ripped at the hem line running across the bottom of the dress and decorated with cherry-red Kool-Aid stains, that dress is boring and ugly. My favorite dress is a gown my father bought me for college graduation.

I felt very alone in graduate school. My roommate, a close friend I’ve known since the age of 3, was my closest friend in Boston. It was the first time I’d been away from Georgia to live on my own and I was homesick. I missed my favorite Thai restaurant. I missed running around with my brother and sister on the weekends. I missed shopping at my favorite thrift store, Value Village, with my grandmother. I missed the heat and humidity, hot against my skin. The people in Boston were different from the folks at home. In Georgia, people take the time to say “Hello” “Please” and “Thank You.” You smile at someone and they smile back. In Boston, people were startled when I said hello.

School was another matter. Though I respected my professors, and they me, the people in my program were, well, crazy. One had accused me of plagiarism and another said that my good grades came not from my own intellectual capacity but from the color of my skin. While it didn’t faze me, it certainly wore on my soul. My professors knew what I was capable of. Plus, why would I copy off someone who had two letter grades lower than me.

So, when graduation rolled around, after the baseless accusations, after the introverted New England ways, after a winter that beat me like a slave, I knew my family would be there. They’d seen me through all the other academic milestones in my life: The D I made in advanced geometry; my below-average freshman quarter in college when I almost lost my scholarship; standing up to an ignorant professor and a racist roommate; my undergraduate graduation.

My mom and brother came to Boston, but my dad wasn’t there. He made some excuse about taking care of my sister, who was completing her last semester of middle school, but graduation was on a weekend! Lame excuse. Since September 11, my dad doesn’t like planes and has made that clear. He sternly said one day, “I don’t like planes.” Another day, he told me that my decision to move to Boston. The choice was mine to make and mine to deal with. The dress? Maybe he felt guilty for what he said or maybe he was apologetic for not being able to travel. I sympathize. September 11 is a difficult moment for us all to grapple with in our personal histories.

I wanted a new dress for graduation. It was a designer dress from Barney’s, worth the cost of two roundtrip tickets from Atlanta to Boston made of chiffon and silk and perfect for the spring. The gown’s cream lines danced across the red background like cherry blossoms on a warm day and the gold braid around the waist give it a soft Grecian look. I never asked for it, but my mom told him how much I loved the dress. It was too cold to wear for graduation—the torrential rain, freezing weather and flooded stadium took care of that dream. As I looked at the dress hanging in my closet that day as I put on wellies, jeans and a warm sweater (or was it a turtleneck), I thought, “I’d rather have my dad here, than a frock.”

I love that dress because of what it means to me. That dress is a reflection of my time in Boston. It means strength and courage in the face of the impossible. It means calm in the place of crazy. It means the willingness to be an individual and not walk toward a crowd. It means my dad’s love is all sustaining, whether he has the courage to take a flight and see me take my first steps into womanhood or know that he’s raised a daughter who can do anything she wants. That means more than any degree.
OBJECTIVE
Students will learn the structure of a narrative in order to continue practicing new strategies to revise and edit their writing.

The Ten-Sentence Story Step 1
Create a new notebook entry in your Writers Notebook called: "The Ten-Sentence Story"

The Ten-Sentence Story Step 2
Choose a topic from the list below:
The scary room
My first go-go
The lost and found
Escape from captivity
The break up
The make up

The Ten-Sentence Story Step 3
  1. OK, so now you’ve selected one of the topics. Now, tell a story in 10 sentences or less.
  2. You can combine ideas, but the story CAN ONLY BE TEN SENTENCES LONG.
  3. Though you are collaborating on the story, you must record the story in your own notebook.
Share Out!
While your peers are sharing their answers, ask yourself and them:
  1. Are the stories complete with a beginning, middle and end?
  2. Do they have characters and settings?
  3. Is there a plot? Does the story have a conflict/resolution or problem/solution?

11/10 Stage One & Two of the Writing Process


OBJECTIVE
Students will review writing strategies introduced in the first 11 lessons in order to practice new strategies to revise and edit their writing.

What To Do When You Think You're Done
  1. Re-read your work and add more details.
  2. Re-read your work and zoom in on a moment.
  3. Re-read your work and find a telling sentence that could use more showing.
  4. Re-read your work and add a simile to a description.
  5. Add a setting to one of your notebook entries.
  6. Rewrite a notebook entry in the third person.
  7. Read your independent reading book to “borrow” ideas for writing.
  8. Think of a creative, innovative, brand spankin' new idea/topic for writing.
  9. Mimic an author’s writing technique:
    • Mimic a sentence pattern
    • Mimic a paragraph pattern
Instructions for beginning the Writing Process
  1. Return to your Writer’s Notebook. Look through your Table of Contents, Writing Explorations and Sentence Explorations sections.
  2. Highlight/mark the selection you would like to revise.
  3. Highlight/underline a “telling sentence” in your selection. A telling sentence is a sentence that tells, but does not show.
  • EXAMPLES Telling Example: He is smart. Showing Example: “When James made an A on his test, he shrugged it off. ‘I just study all the time,’ he said.” Telling Example: “He is a leader.” Showing Example: “When James walked away from the fight, his 20 friends followed close behind. When his best friend asked him why he didn’t fight, James calmly replied, ‘It’s just not worth it. Plus, I’ll be in trouble with my dad.’ ”
  1. Write your “telling sentence” on a separate sheet of paper.
  2. Begin writing a story based on that sentence. Don’t forget to “show, not tell” to convey mood, setting, character traits and the theme.
  3. Be sure to look at the example I’ve given you in the packet.
Be sure to look at the packet of examples I gave at the beginning of the work period in order to complete your homework.

11/7 Quiz & Intro to the Writing Process

On Friday, Nov. 7, students took their first quiz of the quarter on the lessons covered in the first week of school:
  • Dynamic Characters: main characters in a story; experiences changes throughout the story.
  • Static Characters: minor or background characters; they don't experience a lot of changes throughout the story.
  • Mood: feeling or emotions a reader gets from the story. The mood can be conveyed by the setting as well.
  • Setting: time, culture, historical period, and place in which the events of a story, poem or play take place
  • Theme: meaning, moral, message or overarching main idea of a story
  • Characterization: process of developing characters in your writing
  • Character Traits: attributes or distinguishing characteristics that define a character in a story.
  • Inference: judgment or conclusion made from evidence presented and prior knowledge
  • Metaphors: One thing that representing another; a symbol. Examples of metaphors: Love is a bee. | Their opinions will eventually collide. | Rug rat | Couch Potato | That joke is old.
  • Simile: Two essentially unlike things are compared, often in a phrase introduced by like or as Examples of similes: "Float like a butterfly, sting like a bee."
We then started our lesson on the writing process (from a great website called http://www.sasked.gov.sk.ca/docs/ela/writing01.html)
Step One: Prewrite
  • Learning the Prewriting Stage
  • Getting ready stage (Tompkins, 2000). This is the time for students to decide on a topic, and to gather and organize their ideas. Donald Murray (1982) suggests that 70% or more of the time for writing should be spent in pre-writing activities. For young writers, this phase is often centred upon a picture that students draw before they write. Older and more experienced writers consider and use a variety of prompts and frameworks to generate and organize their ideas. Some students may wish to explore their ideas through drafting, particularly those who are comfortable with writing as an exploratory process.
Step Two: Compose
  • Students and refine their ideas in a composition. Students are "encouraged to get their words and ideas on paper and attempt to spell whatever words they want to use" (Stice, Bertrand, & Bertrand, 1995, p. 216). Students often write on every other line of their papers and conventions such as sentence structure, punctuation, capitalization, and spelling are not stressed during this phase.
Step Three: Evaluate, Revise, Edit
  • Gives students an opportunity to take a second look. It is important that teachers understand the wide range of writing activity that falls within the general topic of revising. In some cases, revising might mean beginning a whole new draft, especially if writing the first draft has led the student in a new direction or given the student a new idea. In other cases, revising can mean refining the content, the organization (cut and paste), word choice, and sentence structure. It is important to teach students how to revise. They also can share their work with others and invite classmates to ask questions about the parts they want to know more about (e.g., What kind of cat was it?).
  • You may need to go through this step several times before moving to Step 4, the Publishing stage.
Step Four: Publish
  • Writing is presented in the final format.
  • Focus, content, organization, style, and conventions have been addressed somewhere in the previous four stages, and in the final copy. All of the characteristics should be evident in the final copy. This final copy should be clean and correct. Few errors, if any, should appear excerpted from this website.

Homework 11/7 11/10 11/12

11/7 Show Not Tell: Setting, Mood, Character Traits & Making Inferences
  • Take a line from a story you put on the board and write a story that uses setting, mood and character traits to tell the story.
  • Find or draw a photo or image to accompany your story and turn it in with the story.
11/10 Plot, Setting, Character, Theme
Write an autobiographical or fictional narrative (story) in first or third person.
  • This should not be a couple sentences long. This is a story you will be using to create your final project to end the Narrative Unit.
  • Be sure your plot, setting, characters and theme are developed.
  • Use descriptive writing.
11/12 Structure of a Good Story
  • You have now written an autobiographical or fictional narrative (story) in first or third person. Now you’ll need to Revise and edit your piece so that it reflects a good plot, setting, characters, conflict, resolution and theme.
  • Use the editing & proofreading guide given in class, revise and edit your work.
  • Pay close attention to:
  • Words, phrases, ideas that don’t make sense or could be said better another way.
  • Spelling, grammar and punctuation errors.

Thursday, November 6, 2008

OBJECTIVE
Students will analyze details that provide information about the setting and mood in order to demonstrate their ability to make inferences about specific character traits, culture, time, historical period and location.

Finish Reading "A Mother In Mannville" pg. 60 & complete the "Visualizing" worksheet
  1. What kind of place is this? does the author show, not tell?
  2. What kind of animals are in the story?
  3. How are people dressed and what might this tell you
  4. How about the historical period?
  5. What are some songs you might hear?
  6. What kind of transportation is there?
  7. Food?
Independent Writing (10 minutes)
Describe where you were, how you felt, what you heard and what you saw when you discovered Barack Obama was the new president of the United States.

What was the mood around you before and after you discovered that Obama won?

Characterization & Character Traits

Using the strategies practiced in class, complete the graphic organizer below.













Portion of the TextCharacter

Who is the character in the story?
Characterization

What does the character say, do, think?
Trait

What trait best describes the character? Why?
pg. 242 Paragraph 4: “I threw it on my brother’s bed and looked at it for a long time before I slipped it on and went out into the backyard, smiling a thank you to my mom as I passed her in the kitchen.”Gary Soto

  • tries on the jacket

  • sits on the bed, combs hair, attempts to look “normal” in the jacket

  • thinks the jacket is ugly

  • courteous to mother: “…smiles thank you to my mom as I passed her in the kitchen.”


Gary Soto is respectful. Although he did not receive the jacket he wanted, he still tried on the jacket and attempted to make it look decent on him. Instead of disrespecting his mother for not buying him the jacket he wanted, Gary “smiles thank you” to her and appears grateful for her purchase.


Other possible traits are:

  • thankful

  • tolerant

  • polite

  • dutiful


Setting & Mood

OBJECTIVES
  • Students will write descriptive stories that show and not tell in order to demonstrate their ability to make inferences.
  • Students will be able to analyze details in order to provide information about the setting and the mood created by the setting.
SETTING
(VIBE Magazine)Posted up in a service area just outside the ballroom, Lil’ Wayne stands off in a corner, by himself, leaning on a wall next to a rack of ice and soda machines. Through a set of double doors, 15 yards away, Wayne’s surrogate father and boss, Cash Money Records co-CEO Bryan “Baby” Williams, commands the crowd. As Baby prowls the stage, Wayne fires ad libs into a wireless mic from his perch in the hall then bounds up five metal stairs and into the spotlight—mic in hand, flashing his blinding grin.

CONFLICT
(By Edwidge Danticat)
I met a young woman who under questioning by a military officer was slapped until she became deaf in one ear, was forced to chew and swallow a campaign poster, and was kicked so hard in the stomach by booted feet that she kept slipping in and out of consciousness in a pool of her own urine and blood. Another woman had an arm chopped off and her tongue sliced in two before she was dumped in a mass grave, miles from her home.

CHARACTER DEVELOPMENT
(By Edwidge Danticat)
When I met these women, some time had passed since their ordeals. But they could still feel the hammering of the blows and hear the menacing voices, threatening to drown them, dismember them and set them on fire. The younger woman, Marie Carmel, remembers thinking about her mother. Manman will surely die if I'm killed, she thought. I have to stay alive for her. Alerte, whose arm and tongue were severed, kept thinking about her children as she climbed out of the corpse-filled pit and crawled to the side of the road where she found help. Both had no idea how much pain they could endure until then. They wanted to live, they remembered, to defy their torturers, to tell their stories.

In-Class Assignment
Use one of the telling sentences below to complete the writing assignment.
  • My room was a mess. (setting)
  • The atmosphere grew tense. (conflict)
  • He or She is athletic. (Character development)
Turn the telling sentence into a showing paragraph with examples and details.
Students must write a minimum of one paragraph, but NO MORE than two.
DO NOT use the telling sentence in the body of the paragraph.
USE the telling sentence as the heading.

GLOSSARY OF LITERARY TERMS
Setting: The main backdrop of the story where the story takes place. Elements of setting include time of day, location, historical period, culture, and geography.

Mood: the feeling you think about or feel when you listen to, watch, or read the story. The author’s choice of setting, objects, details, images, and words all contribute toward creating a specific mood. A vivid description of the setting can help you discern the mood of a story.

In Class Assignment
Language of Literature: A Mother In Mannville pg. 60

Active Reading & Visualizing

As you read the story, jot down details that help you visualize the setting of the story in the three seasons below.











Details About WinterDetails About SpringDetails About Autumn
“Sometimes in winter the snowdrifts are so deep that the institution is cut off from the village below, from all the world.”