Wednesday, Sept 9th - First day Full Day! Creative Writing Lesson.
about_me_sheet_-_comm_11-12.doc | |
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Today we worked on creative problem solving as a way to introduce the power of creativity.
Indeed, Einstein offered insight into creativity when he stated that: ""We cannot solve our problems with the same thinking we used when we created them" Accordingly, we are going to start today by thinking creatively so that when it comes time to create a composition, we are in the mindset of creative problem-solvers. Lesson: 1. Today we will visit 5 activity stations in small groups of four. Each station has a problem that needs to be solved in a creative manner! As a group, come up with solutions. This same type of thinking it what we will transfer into our creative writing to ensure that we write the best compositions possible! There is a sheet to fill in with this activity (see below). *Station 1: Tarp: group stands on tarp, must turn over the tarp without stepping off the tarp. Record on sheet how you did it. *Station 2: Explain how the experiment is possible: 2 cans of pop are in a tub of water, one floats, one doesn’t. Why? You are allowed to touch the cans. *Station 3: Spider web: Whole team must cross through spider web and get to other side without touching the rope. Each team member must go through a different route. *Station 4: Long board: Using rope, a stick and long board, must cross from marker to marker (masking tape on the floor on either side of the room) without touching the ground. Must try a different way each time *Station 5: Video clips: Must watch Piano stairs and Burn Notice clips and explain what they have in common. Burn notice spy tips: A. http://www.youtube.com/watch?v=JfQbJ_riGg4 - A spy tip from Michael Weston B. http://www.youtube.com/watch?v=MaJbyl5K3H8 Crack a safe by Michael Weston C. Piano Stairs: https://www.youtube.com/watch?v=2lXh2n0aPyw |
creative_writing_intro_handout_copy.docx | |
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2. Below are video clips of some of the creative responses from students in 2013 and 2015 who completed this task! We can choose to watch it if we would like!
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3. As a class, we will now do a reflection on how the activities relate to creative writing,
English and Life. Share with a partner and then the class.
4. One of the places in English that will require outside of the box thinking is the original composition, since creative writing and writing well are important to our personal and vocational lives, we will be spending the next couple of weeks learning about effective creative writing. What we are learning is based on a list I made from marking provincial exams of what makes a good original composition. Moreover, these are good tips for writing in general!
5. What we will focus on: (Mr. Fitton will put on side board and keep up for the entire unit.)
a. Engaging beginnings
b. Powerful Description
c. Editing effectively
d. Using Dialogue
e. Sentence Variety
f. Sophisticated Language
g. Use of poetic devices (metaphors, similes, imagery)
4. One of the places in English that will require outside of the box thinking is the original composition, since creative writing and writing well are important to our personal and vocational lives, we will be spending the next couple of weeks learning about effective creative writing. What we are learning is based on a list I made from marking provincial exams of what makes a good original composition. Moreover, these are good tips for writing in general!
5. What we will focus on: (Mr. Fitton will put on side board and keep up for the entire unit.)
a. Engaging beginnings
b. Powerful Description
c. Editing effectively
d. Using Dialogue
e. Sentence Variety
f. Sophisticated Language
g. Use of poetic devices (metaphors, similes, imagery)
Thursday-Monday Sept 10th-14th - Good Beginnings "The Killer Hook!"
Today we accomplished a great deal on our way towards writing a great original composition!
1. We looked at some good Original Compositions and a couple that are on their way to improvement! What makes the good one good? Students will annotate with 5 comments about what makes it a good piece of writing and 5 comments about what could be improved - they can highlight good passages, underline, comment - they are now the teachers! Mr. Fitton has placed the compositions on a giant 11 1/2 X 17 inch piece of paper so we can scribble on it.
1. We looked at some good Original Compositions and a couple that are on their way to improvement! What makes the good one good? Students will annotate with 5 comments about what makes it a good piece of writing and 5 comments about what could be improved - they can highlight good passages, underline, comment - they are now the teachers! Mr. Fitton has placed the compositions on a giant 11 1/2 X 17 inch piece of paper so we can scribble on it.
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2. As a class we agreed that the most important things you need to think about when writing a creative story are:
The beginning, description, sentence variety and dialogue. We will be reviewing each of those topics over the next few weeks and we will experiment with them in your writing.
3. BEGINNINGS: One of the most important parts of a piece of creative writing is the beginning. It is an important first impression that can make your reader continue, or put your story down.
4. We looked at the beginning of Three films and generated a list of reasons why they were good intros....
http://www.youtube.com/watch?v=G3lSvJ5RXKA (Scream opening)
http://www.youtube.com/watch?v=WIdcJ0MClQ0 Breakfast Club Opening scene.
http://www.youtube.com/watch?v=UX_rPkWzlqs (Ferris Bueller’s Day Off)
https://www.youtube.com/watch?v=xqFXPYrMr3U (End of Watch)
The beginning, description, sentence variety and dialogue. We will be reviewing each of those topics over the next few weeks and we will experiment with them in your writing.
3. BEGINNINGS: One of the most important parts of a piece of creative writing is the beginning. It is an important first impression that can make your reader continue, or put your story down.
4. We looked at the beginning of Three films and generated a list of reasons why they were good intros....
http://www.youtube.com/watch?v=G3lSvJ5RXKA (Scream opening)
http://www.youtube.com/watch?v=WIdcJ0MClQ0 Breakfast Club Opening scene.
http://www.youtube.com/watch?v=UX_rPkWzlqs (Ferris Bueller’s Day Off)
https://www.youtube.com/watch?v=xqFXPYrMr3U (End of Watch)
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5. We built a list of good ways to start writing: - I've added a couple more as well .
-begin in the middle of the action, not at the literal beginning of the story, you can fill in details as you go along
-Don’t tell the reader everything at the beginning; you can fill in details as you go along
-withhold important details to make your reader want to read on
-ask a question -say something unusual -make the reader want to figure out what will happen next
-start with a metaphor or simile or analogy -start with a striking or controversial statement
-The ending should usually some how tie back to the beginning
6. We looked The best Novel Openings in literature for inspiration.
Best Novel Openings in Literature - and some Bad openings | |
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good_student_openers_-_comm_2015.docx | |
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Andy Warhol Sleep 1963 from screen_tests on Vimeo. |
7. We compared good openings with terrible ones - such as Andy Warhol’s experimental movie called "Sleep." http://www.youtube.com/watch?v=pkQMJBlO0v8 8. We looked at some sample Provincial Exam sample beginnings. (Mr. Fitton distributed them in Class). 9. We looked at some photographs on a Powerpoint. Then the assignment came. Students picked one and had to write an effective beginning. -Then showed them my sample paragraph. (It is in the slideshow)
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10. Below is a copy of some great student openers from our class - Communications 11/12 in 2015-2016. We will start next class by reviewing some of our killer hooks!
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Tuesday, Sept 15th - Creative Vocabulary
Today our focus was on the importance of using enhanced vocabulary in order to write a more imagery-laden and descriptive paragraph.
1. We read student beginnings from last class.
2. Watch “Captive Bolt Stunner”
http://www.youtube.com/watch?v=3oeQGtu6cRs
-We say how this was a very scientific explanation. Does not have much description. Not very creative.
3. Read excerpt from “Most Dangerous Job”
1. We read student beginnings from last class.
2. Watch “Captive Bolt Stunner”
http://www.youtube.com/watch?v=3oeQGtu6cRs
-We say how this was a very scientific explanation. Does not have much description. Not very creative.
3. Read excerpt from “Most Dangerous Job”
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4. Show how creative that is in comparison to Captive Bolt Stunner. Even though both of them deal with the exact same material. . What makes this good writing? We agreed it was good imagery resulting from good vocabulary and detailed descriptions.
5.. Stations. Because sophisticated vocab comes up, we will be looking at ways to improve our vocabulary or to think of the best words to use.
-I Distributed a handout called - “Sensory Stations.” - this was to be completed while going to each station. It helped make a good 5 sense poem.
Write down a minimum of 5 words that are sophisticated for that station.
-Station 1: Touch – objects in a bag.
-Station 2: Smell – Scented oils
-Station 3: Taste – Snap Peas; plums
-Station 4: Sound – Imovie – play sounds (or get some instruments out)
-Station 5: Sight – Show some pictures on a ppt on my desktop
6. Write a 5 sense poem on a big sheet in groups of 4/5. The format is below. Please use sophisticated vocabulary, metaphors, similes and creative writing to describe an object in class. I recommend the plum or the peas (food is easiest to make a five sense poem about. I wouldn't want you trying to describe the taste of the floor or your desk or your shoes.)
TITLE:
Feels Like ___________
Smells Like __________
Taste’s Like _________
Sound’s Like ________
Sight Like _________
5.. Stations. Because sophisticated vocab comes up, we will be looking at ways to improve our vocabulary or to think of the best words to use.
-I Distributed a handout called - “Sensory Stations.” - this was to be completed while going to each station. It helped make a good 5 sense poem.
Write down a minimum of 5 words that are sophisticated for that station.
-Station 1: Touch – objects in a bag.
-Station 2: Smell – Scented oils
-Station 3: Taste – Snap Peas; plums
-Station 4: Sound – Imovie – play sounds (or get some instruments out)
-Station 5: Sight – Show some pictures on a ppt on my desktop
6. Write a 5 sense poem on a big sheet in groups of 4/5. The format is below. Please use sophisticated vocabulary, metaphors, similes and creative writing to describe an object in class. I recommend the plum or the peas (food is easiest to make a five sense poem about. I wouldn't want you trying to describe the taste of the floor or your desk or your shoes.)
TITLE:
Feels Like ___________
Smells Like __________
Taste’s Like _________
Sound’s Like ________
Sight Like _________
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Wednesday- Thursday Sept 16th and 17th
1. Review the 5 sense poem we wrote yesterday. Write some of the best words or sentences on the board. Refer to the items that we as a class specifically indicated are parts of good writing (refer to first day lesson.)
2. Remember that effective imagery uses all of the senses.
3. Handout assignment called “Sundae Assignment” – go over (See document below)
4. Share exemplars on the rear of the sheet.
5. Build an ice cream Sundae.
6. Taste and take notes and fill out sheet (assignment). MUST HAVE OUTLINE DONE.
7. Write paragraph. (Today and tomorrow) MAKE SURE TO DOUBLE SPACE TO LEAVE ROOM FOR EDITING.
2. Remember that effective imagery uses all of the senses.
3. Handout assignment called “Sundae Assignment” – go over (See document below)
4. Share exemplars on the rear of the sheet.
5. Build an ice cream Sundae.
6. Taste and take notes and fill out sheet (assignment). MUST HAVE OUTLINE DONE.
7. Write paragraph. (Today and tomorrow) MAKE SURE TO DOUBLE SPACE TO LEAVE ROOM FOR EDITING.
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Friday, Sept 18th
Today we are going to finish our ice cream paragraphs and start the editing process. The sheet you will use to edit is below. Take your time and do the best job you can. We also started reading a novel in class. It is called "A Child Called It."
1. Mr. Fitton put up a quote by David Pelzer, the author of the novel we are going to read:
“The truth of the matter is everyone has problems […], relationships divorce, love
ones pass away, someone who didn’t work as hard or diligently as you got that
promotion. But I have learned one thing: nothing can conqueror or dominate the
human spirit, period.” -David Pelzer
2. We then watched youtube clips about famous people who have overcome troubles and adversity.
http://www.youtube.com/watch?v=pPoGb8ZQtVg Overcome advesity
http://www.youtube.com/watch?v=r47UqYMDN2k Famous Failures.
3. We then discussed as a class, other examples of people who have overcome adversity and become “Better instead of bitter”
4. Free-write on their own experience overcoming adversity (either their own experience, or the experience of someone they know). On the same overhead as the David Pelzer Quote above. (DOCUMENT ATTACHED BELOW)
5. Begin reading A Child Called It aloud
1. Mr. Fitton put up a quote by David Pelzer, the author of the novel we are going to read:
“The truth of the matter is everyone has problems […], relationships divorce, love
ones pass away, someone who didn’t work as hard or diligently as you got that
promotion. But I have learned one thing: nothing can conqueror or dominate the
human spirit, period.” -David Pelzer
2. We then watched youtube clips about famous people who have overcome troubles and adversity.
http://www.youtube.com/watch?v=pPoGb8ZQtVg Overcome advesity
http://www.youtube.com/watch?v=r47UqYMDN2k Famous Failures.
3. We then discussed as a class, other examples of people who have overcome adversity and become “Better instead of bitter”
4. Free-write on their own experience overcoming adversity (either their own experience, or the experience of someone they know). On the same overhead as the David Pelzer Quote above. (DOCUMENT ATTACHED BELOW)
5. Begin reading A Child Called It aloud
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child_called_it_opening_free-write.docx | |
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Friday, Sept 18th
1.Today we started class by reading Chapter two of a "A Child Called It." Throughout the reading, we had conversations and Mr. Fitton asked a variety of questions.
2. Then we went over how to properly use dialogue by reading a worksheet that Mr. Fitton created. See document below.
3. We did a fun activity: Break into groups of 4, have them brainstorm:
2 characters, a problem, a place and a time.
Have them write it on chunk of cut up paper (30 cm X 10 cm) paper and put in the containers at the front.
-Each group then comes up and picks 2 out of Character jar, one out of
problem jar and one out of place and time jar.
- We then had to write a 150 WORD ish script/scene (use 5 examples of dialogue) using what they picked and must include dialogue.
-We wrote it in groups (one per group) on the back of the dialogue sheet.
-We will share them tomorrow.
2. Then we went over how to properly use dialogue by reading a worksheet that Mr. Fitton created. See document below.
3. We did a fun activity: Break into groups of 4, have them brainstorm:
2 characters, a problem, a place and a time.
Have them write it on chunk of cut up paper (30 cm X 10 cm) paper and put in the containers at the front.
-Each group then comes up and picks 2 out of Character jar, one out of
problem jar and one out of place and time jar.
- We then had to write a 150 WORD ish script/scene (use 5 examples of dialogue) using what they picked and must include dialogue.
-We wrote it in groups (one per group) on the back of the dialogue sheet.
-We will share them tomorrow.
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Monday September 22nd
Today we continued to read "A Child Called It."
Then, we went over expectations for our Field Trip to the mall on / downtown . The sheet is located below and is called "Walk a Paragraph in Another's Shoes" if you want to go over the assignment in advance.
Finally, the class split into groups of 3-4 and each read an article on Child Abuse (the topic of the book we are reading." Each group had to come up with ten key facts (reading comprehension) from the articles. Then, as a class we shared out.
Tomorrow: Short Stories!
Then, we went over expectations for our Field Trip to the mall on / downtown . The sheet is located below and is called "Walk a Paragraph in Another's Shoes" if you want to go over the assignment in advance.
Finally, the class split into groups of 3-4 and each read an article on Child Abuse (the topic of the book we are reading." Each group had to come up with ten key facts (reading comprehension) from the articles. Then, as a class we shared out.
Tomorrow: Short Stories!
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Tuesday, Sept 23rd
Today in class we covered the following:
1. We read a substantial part of "A Child Called It." For a summary, ask a friend if you were away. Or, better yet - make sure to come and you won't miss out on the action and excitement!
2. We looked at the field trip assignment and an example a student wrote in the past. (To help prepare us for tomorrow.) See example below.
3. We began an introduction to our new Unit - short stories. Please see the Short Stories tab above for info.
1. We read a substantial part of "A Child Called It." For a summary, ask a friend if you were away. Or, better yet - make sure to come and you won't miss out on the action and excitement!
2. We looked at the field trip assignment and an example a student wrote in the past. (To help prepare us for tomorrow.) See example below.
3. We began an introduction to our new Unit - short stories. Please see the Short Stories tab above for info.
walk_a_paragraph_examples.doc | |
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Wednesday, Sept 24th
Today, the class went to the mall as part of our "Walk a Paragraph Assignment." Students were instructed to observe individuals in the mall and write a story from that individual's perspective. This is the culminating task of our short story unit and should include all of the elements we have focused on:
-A Good Beginning
-Sophisticated Vocabulary
-Use of Imagery
-Use of all of the items on the editing checklist (adverbs, adjectives, poetic devices, descriptive language, etc)
-Dialogue (proper use)
-Voice/Tone and sense of audience and purpose
-An effective conclusion.
-A Good Beginning
-Sophisticated Vocabulary
-Use of Imagery
-Use of all of the items on the editing checklist (adverbs, adjectives, poetic devices, descriptive language, etc)
-Dialogue (proper use)
-Voice/Tone and sense of audience and purpose
-An effective conclusion.
Thursday, Sept 25th
Today we read more from the novel "A Child Called It."
Students then had to write 1/2 a page of their "Day in the Life" composition. We will finish the draft and work on the good copy tomorrow.
If you were away, please start the writing process.
Students then had to write 1/2 a page of their "Day in the Life" composition. We will finish the draft and work on the good copy tomorrow.
If you were away, please start the writing process.