Daily+Updates

December 16, 2011

 * Storyboard presentations in groups!
 * Ms. Davis' farewell, stickers (with personal email address memdavis@gmail.com for you to say hello, ask for a letter of recommendation, ask for English help, etc.), and feedback request
 * Several students asked about the presentation I was going to give yesterday, until we ran out of time. It involves a personal mission of mine to create awareness about the dangers of distracted driving. I converted the Keynote/Powerpoint into a YouTube video for easier viewing: http://www.youtube.com/watch?v=X0A39lvFCxM&feature=youtu.be

December 15, 2011

 * Work time in class to finish storyboards and email them to Ms. Davis (michelle_davis@rdale.org) or save to a flash drive (in case the network goes down tomorrow.) If you email Ms. Davis, please include your username and password.
 * HW: Prepare for presentation! Read the daily updates below and assignment posted here to make sure you have all components.

December 14, 2011

 * Lab 350 work time on storyboards

December 13, 2011

 * Announcement: If you want to use Animoto, I was able to get our class a free six month subscription for unlimited length videos. When logged in, go to "My Account," then "Account Overview," then paste in this promo code at the bottom of the screen: a4edavi62880b
 * Discussed elements that should be present in storyboard: characters, important plot points, themes, symbols, setting, etc.
 * Discussed back cover: It can be dialogue with a short summary (a few sentences) that is either the last page of your storyboard or a separate typed page you hand in to us.
 * Group work time
 * Joey shared the following link: www.sumopaint.com

December 12, 2011
> []
 * Two more readers for 55 word short stories. Want to submit your stories to the annual contest? See:
 * Recall storyboard assignment; go over questions, expectations, etc.
 * Lab time (350) to brainstorm ideas and play with technology to be used for storyboard assignment
 * HW: Come with main ideas (of how you will present your story) to share with a partner

December 9, 2011

 * Reading day:
 * Choose one 55 word short story to share with the class
 * Turn in both stories (typed) and draft 100 word story workshopped in class on Tuesday
 * Introduced storyboard assignment (next week's project)[[file:Storyboard Assignment.docx]][[file:storyboard examples.docx]]
 * HW: Check grades

December 8, 2011

 * Workshop, two parts
 * Second 55wSS: Make sure your group members follow the rules, have a title, and at the bottom, define the setting, character, conflict, and resolution. HW: Type both 55wSS created this week and bring first 100 word story that was workshopped on Tuesday.
 * Four pages of the Big Short Story: Use the brevity lessons learned this week to provide and gather feedback. Guiding questions: What should be cut to create suspense? What details or sentences are irrelevant? What would be revised for clarity?

December 7, 2011

 * Turn in revised POV papers (if chosen to take the extra days and revise the second perspective)
 * ERC lab tasks:
 * Type a second 55 word short story
 * Type a revised 55 word short story (from workshop yesterday)
 * HW: Bring second 55 word short story and four pages of your Big Short Story

December 6, 2011

 * Review rules for 55wSS
 * Workshop: 100 word story to 55 words
 * First, read and count words
 * Second, agree as a group on the following: Setting, characters, conflict, resolution
 * Write these down on the paper
 * Third, decide what you can cut: Whole sentences? Adjectives? Adverbs?
 * Fourth, brainstorm how you can re-write with less words
 * HW: If you didn't turn in POV papers yesterday, they are due tomorrow.
 * Make sure you have four pages of your Big Short Story for Thursday!

December 5, 2011

 * Workshop/share second POV
 * Turned in first POV (draft and revision), as well as second POV if students desired. Otherwise, a revised second POV is accepted through Wednesday.
 * Started week's activity: 55 word short stories
 * [[file:55 Word SS Instructions.pdf]][[file:55 Word Short Story Examples.docx]]
 * HW: Bring a new, 100 word story to workshop with tomorrow

December 2, 2011

 * Passed back graded dialogue
 * Workshop for 15 minutes with the following goals: (1) show don't tell and (2) brainstorm what character should now re-tell the same story.
 * Started second POV assignment (one-page) in lab 350: Re-tell the exact same story you brought today for workshop through a different character's perspective.
 * HW: Finish second POV for workshop on Monday. Turn in your first POV assignment (which received my initials today) along with a revision based on the comments you received.

December 1, 2011

 * POV assignment: Write a new page in your story or create a random one-page story from the perspective of one character.
 * Type (start in ERC in class) and finish this story for tomorrow's workshop

November 30, 2011

 * Turned in revised (and original, signed) dialogue
 * Discussion of possible perspectives:
 * First person (limited or shifting): one person tells the story from their perspectives
 * Third person (limited, shifting, or omniscient): He/She = one person's thoughts (omniscient is usually God)
 * In class pre-writing for POV
 * Pick a TV show or movie and retell a piece of the story through a different (not main) character. Example: The Dark Knight if from Batman's perspective (largely); what would it be like from the Joker's perspective?

November 29, 2011

 * 10 more minutes of workshop on dialogue paper ( revised due tomorrow )
 * "Strawberry spring" short story as introduction to Point-of-View week
 * Discussion: What are possibilities for your paper? Limited third person? Omniscient? First person narration?

November 28, 2011

 * Maas talked about The Cipher (you will select at least one, not more than three, poems to upload into this published piece of literature for the school)
 * Discussed grades (no late work accepted); given half sheet of paper with all due dates for the next two weeks (they will also be posted here)
 * Continued watching movie clips and discussing how in the dialogue the author "shows not tells."
 * Workshop: Is dialogue real? Necessary? Showing? Revised copy due Wednesday.

November 23, 2011

 * Turned in packet: (1) character description, (2) setting description, (3) rough draft of first two pages of story, (4) revised two pages of story
 * Unpacked King, Chapter 7 (dialogue)
 * Highlight: Be authentic, not cliched
 * Shared examples of dialogue that students captured yesterday afternoon in the halls, on the phone, or at home
 * Watched three movie clips illustrated good and bad dialogue (from //Get Shorty//, //Star Wars//, //The Dark Knight//)
 * HW: One page of dialogue (within your story's theme) due Monday.

November 22, 2011
The writer should create a scene comprised primarily of dialogue between two or three characters. The writer can describe the setting and characters, but about 80% of the piece should be the discussion between the characters. The writer should contemplate whether there is conflict or something which will remain unspoken between the characters.
 * Read //Hills Like White Elephants// ([]), discussed topic, how dialogue shows rather than tells, what is necessary to understand the unstated topic, meaning of "white elephant," etc.
 * HW:Today/tonight: Capture some real dialogue that you hear in the halls or at home. Bring a couple conversations (not typed) tomorrow to discuss. Also be ready to talk about King, Chapter 7, and turn in revised (typed) two pages of story that we work-shopped on Monday.
 * Writers also need to turn in one-page character and setting descriptions.
 * Spent 25 minutes in MC, writing at least one page of dialogue. Due Monday

November 21, 2011

 * Workshop
 * Goals: Is character developed? Can we be transported into their world or are we just being told their stories?
 * Re-write, typed copies due Wednesday (with all rough drafts so far)
 * Closure: volunteers read excertps of their stories
 * HW: Read King, Chapter 7

November 18, 2011

 * Read opening chapter of //The House on Mango Street// as example of character in a setting.
 * Lab time: Write approximately 2 pages, typed, double spaced. Create a scene in which your character is acting within the setting. Some type of conflict should be apparent or incipient within the scene. The scene does not necessarily require a resolution to the conflict. Draft d ue Monday!

November 17, 2011

 * Read opening page of //The Catcher in the Rye// to illustrate and talk about character development
 * Free-write in class: Approximtely one page. The writer should create and describe a character of his or her own design. Description of physical features, mood, personality, personal history, and physiognomy are all encouraged.
 * HW: Page on character development due tomorrow

November 16, 2011

 * Debrief: Take-aways from guest speaker
 * Reminder that workshop days are still just as important and will count for 10 points as you turn in parts of your short story. So, be prepared with your drafts!
 * Silently read chapter five of King's //On Writing//.
 * Discussion on character description and development
 * Tomorrow's class will be used as lab to develop a character: The writer should create and describe a character of his or her own design. Description of physical features, mood, personality, personal history, and physiognomy are all encouraged. One page, double spaced, due Friday.
 * On Friday we will use lab time to place the character in your setting and make something happen!

November 15, 2011

 * Guest speaker on real world writing: Shaz Khan

November 14, 2011

 * Revisited high points of King, chapter 6 on setting
 * What examples were effective? What didn't work about the examples that he cited as "bad"?
 * Reviewed expectations for guest speaker tomorrow, previewed week
 * Workshop: Eliminate unncessary or cliche details from paper on setting. Focus on what is necessary and what works.

November 11, 2011

 * Mr. Maas discussed theme of short story assignments leading to your 10 page "Big Short Story" due in late December.
 * Brainstormed "What if?" questions as basis for short stories
 * Discussed King, chapter 6.
 * Lab time to begin homework: One page description of setting, with all the details you can think of

November 9-10, 2011

 * Reading day: final poem!
 * HW for 10/10: Read excerpt (chapter 6) from Stephen King's memoir: //On writing.//

November 8, 2011

 * Workshop day for final poems
 * Reading day tomorrow! Bring two final copies plus rough draft.

November 7, 2011

 * Reviewed final poem choices
 * Continued working on first draft of final poem
 * Draft of final poem due tomorrow for workshop day!

November 4, 2011

 * Finished free verse reading.
 * Brainstormed list of poems completed this past quarter: sonnets, autobio, voice, image, haiku, and free verse.
 * For the final poem assignment, you can choose to create any type of poem from the list above or try a new challenge: [[file:Sestina and Villanelle.docx]]
 * Draft of final poem due Tuesday for workshop!

November 2-3, 2011

 * Reading day: Free verse!

November 1, 2011

 * Final haiku reading
 * Review workshop goals
 * Randomized groups for peer feedback
 * HW: Two final copies for reading day tomorrow!

October 31, 2011

 * Writing day in ERC
 * Need at least 40 lines in your rough draft due tomorrow for workshop day!

October 28, 2011

 * Ghost stories with Mr. Maas!

October 27, 2011

 * Finished reading Haiku poems
 * Introduced next poem: Free Verse[[file:Free Verse Poetry.docx]]
 * Examples: Whitman's "Song of Myself", Ginsberg's "A Supermarket in California", Moore's "Marriage"

October 26, 2011

 * Reading day: Haiku!

October 25, 2011

 * Reviewed goals for workshop
 * Workshop time
 * Proceeded to ERC for lab time
 * HW: Two copies of your five Haiku poems for reading day tomorrow!

October 24, 2011

 * Second intro to haiku poetry and its master: Matsuo Basho [[file:Haiku .ppt]]
 * Thirteen examples to unpack in large and small groups

October 18, 2011

 * Finished reading image poems
 * Discussed haiku poem (17 syllables: five in first line, seven in second line, five in third line)
 * Need five total poems: Three about nature, two are your choice
 * Need to bring three on Monday for workshop day

October 17, 2011

 * Reading day: Image poem
 * Passed back voice poem

October 14, 2011

 * Workshop time for image poem in classroom
 * Re-write time in ERC
 * HW: Two copies of final draft for Monday

October 13, 2011

 * Started writing image poems in ERC
 * HW: Draft due tomorrow

October 12, 2011

 * Image pre-write activity: Describe a picture, then exchange with someone else who re-creates the picture by reading your words
 * Introduce new poem: Image poem: Choose an image, write 12-15 lines minimum, fill with sensory descriptions.

October 11, 2011

 * Finished reading voice poems
 * HW: Revised voice poems are due tomorrow!

October 10, 2011

 * Continuation of reading from Friday (see below)

October 7, 2011

 * Circle reading of each other's poems
 * Who is speaking?
 * What is effective for this voice poem?
 * What could be improved?
 * Who authored the poem from our class?

October 6, 2011

 * Continued work on our voice poems with laptops in the classroom
 * HW: Bring full draft of your poem tomorrow with an explanation of the character's voice you're writing on the back.

October 5, 2011

 * Read Robert Browning's poem "Porphyria's Lover" as example of voice poem
 * Started writing poem in computer lab

October 4, 2011

 * Finished reading autobiographical poems
 * Introduced voice poem [[file:VOICE POEM.docx]]
 * Music comparison chart

October 3, 2011

 * Reading day: Autobiographical poem

September 30, 201

 * Workshop day for autobio poems
 * HW: Bring two copies of finished poem on Monday (reading day!)

September 29, 2011

 * Worked in English Resource Center on computers
 * Started with free-writes about your future: "Five years ago, what did want to do with your future?" and "When you envision your future today, what does it look like?"
 * Second half of class students spent writing their autobiographical poem
 * HW: Bring draft (24 lines is minimum) tomorrow and be ready to work-shop with peers

September 28, 2011

 * Briefly reviewed autobiographical poems ("Where I'm From" by Lyons; "The Negro Speaks of Rivers" by Hughes; "Dulce et decorum est" by Owen)
 * Shared artifacts in small groups
 * Free-writes in class: Your artifact's significance/story; your most significant moment from the last year; how you define yourself now
 * HW: Bring eight lines tomorrow of your autobio poem

September 27, 2011

 * Finished reading day
 * Introduced next unit: [[file:Autobio poem.docx]]
 * Free-write in class: Your earliest memory
 * HW: Bring an artifact from your childhood

September 26, 2011

 * Sonnet reading day

September 23, 2011

 * For Monday: Bring 2 final copies of 2 sonnets (English and Petrachan)
 * Peer-edited in the classroom or worked on 2nd sonnet in computer lab

September 22, 2011

 * Free-writing in class
 * Work on 2nd sonnet

September 21, 2011

 * Class broke into small groups and peer-edited everyone's sonnets.
 * HW: Complete draft of a second sonnet for Friday (if you did English/Shakespearen, your second one needs to be Italian/Petrachan)

September 20, 2011

 * Class was split: half worked with Mr. Maas on editing sonnets, while other half continued writing in computer lab
 * HW: Complete draft of sonnet due on Wednesday

September 19, 2011

 * Mr. Maas modeled workshop
 * Format?
 * Content?
 * Conventions?
 * Students broke into small groups and gave feedback to peers on the first eight lines
 * HW: Complete draft of sonnet due on Wednesday

September 16, 2011

 * Talked about three class rules for writing sonnets: Emjamb your lines, use language (show don't tell), and write with metaphors.
 * Lab day.
 * HW: Eight lines (or more) of your first sonnet

September 15, 2011

 * Discussed structure of sonnets and read through five examples from yesterday.
 * English sonnet structure: abab cdcd efef gg
 * Italian sonnet structure: abba abba cdecde (but you are change the rhyming structure of the sestet - last six lines)
 * HW: Come with five topics you could write sonnets about

September 14, 2011

 * Took poetry terms test
 * Looked at five sonnet examples
 * HW: think about topics for your sonnets (2 assigned)

September 13, 2011

 * Finished poetry terms presentations
 * Mr. Maas reviewed all terms at the end
 * Homework: Study for poetry terms test tomorrow

September 12, 2011

 * Poetry terms student presentations

September 9, 2011

 * Sample lesson: Foot, Meter, Verse
 * Foot: smallest pattern of unstressed and stressed syllables in a line
 * Meter: Repetition of foot throughout piece
 * Verse: Poem is written in established meter
 * Example: Shakespeare's famous Sonnet 21: "Shall I compare thee to a summer's day?"
 * Iambic (unstressed then stressed syllable) pentameter (five feet per line)
 * Activity: Decide which poem (on handout) was written in iambic pentameter
 * Owen's "Dolce et Decorum"
 * Hughes' "The Negro Speaks of Rivers"
 * Homework: Finish your poetic term presentation for Monday!

September 8, 2011

 * Introduced wiki and passed out stickers with link
 * Went to lab for poetry terms research and creation of presentations

September 7, 2011

 * Finished getting to know you activity
 * Introduced poetic terms as a universal language of writers
 * Twelve groups of students chose a term or group of like terms to present the next Monday for the class:
 * Definition of term(s)
 * Example
 * Activity

September 6, 2011

 * Getting to know you activities
 * Two truths and a lie/wish

Home Page