elements_of_the_short_story_gr12.docx | |
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First Lesson - Let's Get Creative!
Today we worked on creative problem solving. We did 5 activity stations. Each had a problem to solve. Once completed, we did a reflection on how the creative process worked and how creativity is what we aim to use in our writing for the final exam.
The following two videos are ones we watched and had to indicate how they relate to creativity.
Burn notice spy tips:
1. http://www.youtube.com/watch?v=JfQbJ_riGg4 - A spy tip from Michael Weston
2. http://www.youtube.com/watch?v=MaJbyl5K3H8 Crack a safe by Michael Weston
Below is a video of some of the activities we engaged in to make us start to think creatively.
The following two videos are ones we watched and had to indicate how they relate to creativity.
Burn notice spy tips:
1. http://www.youtube.com/watch?v=JfQbJ_riGg4 - A spy tip from Michael Weston
2. http://www.youtube.com/watch?v=MaJbyl5K3H8 Crack a safe by Michael Weston
Below is a video of some of the activities we engaged in to make us start to think creatively.
Thursday Sept, 5th - Good Beginnings Lesson.
Today we accomplished a great deal on our way towards writing a great original composition on your final exam.
1. We looked at some good and bad O/Cs . What makes the good one good?
2. As a class we agreed that the most important things you need to think about when writing a creative story is:
The beginning, description, sentence variety and dialogue. We will be reviewing each of those topics over the next few weeks and I will expect you to 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 Casino Royale and made a list of what makes this effective. Casino Royale Parcour scene: http://www.youtube.com/watch?v=jJubOZLpp4A
5. We built a list of good ways to start writing:
-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.
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.
9. We looked at some photographs on a Powerpoint. Then the assignment came. Students picked one and had to write an effective beginning.
-Then show them my sample paragraph. (It is in the slideshow)
1. We looked at some good and bad O/Cs . What makes the good one good?
2. As a class we agreed that the most important things you need to think about when writing a creative story is:
The beginning, description, sentence variety and dialogue. We will be reviewing each of those topics over the next few weeks and I will expect you to 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 Casino Royale and made a list of what makes this effective. Casino Royale Parcour scene: http://www.youtube.com/watch?v=jJubOZLpp4A
5. We built a list of good ways to start writing:
-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.
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.
9. We looked at some photographs on a Powerpoint. Then the assignment came. Students picked one and had to write an effective beginning.
-Then show them my sample paragraph. (It is in the slideshow)
Student Original Composition Articles.docx | |
File Size: | 174 kb |
File Type: | docx |
photos_for_story_beginnings.pptx | |
File Size: | 995 kb |
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Best Novel Openings + Weak Exam openings | |
File Size: | 14 kb |
File Type: | docx |
Friday, September 6th - Writing Assignment
Today we started class by reading 3 examples of student essays written on "Grade 12." (Examples in a PDF below) The topic that the class was about to write about. The topic is purposefully open-ended so that students can write creatively about anything they want.
Mr. Fitton also shared some of the great "Beginnings" written yesterday by the class to help inspire you to create a great opening hook.
Students wrote for about 50 minutes on the topic of "Grade 12." The intent was to include many of the traits of good writing identified yesterday in class and placed on the board (see last lesson above).
At the conclusion of the class, Mr. Fitton distributed handouts to help with the editing process. This will make up what we do in class on Monday. Edit, edit, edit!
Below is a handout to assist in the editing process. The one in class is slightly different and requires you to take note of a couple of additional items to edit.
Mr. Fitton also shared some of the great "Beginnings" written yesterday by the class to help inspire you to create a great opening hook.
Students wrote for about 50 minutes on the topic of "Grade 12." The intent was to include many of the traits of good writing identified yesterday in class and placed on the board (see last lesson above).
At the conclusion of the class, Mr. Fitton distributed handouts to help with the editing process. This will make up what we do in class on Monday. Edit, edit, edit!
Below is a handout to assist in the editing process. The one in class is slightly different and requires you to take note of a couple of additional items to edit.
stylistic_techniques_for_writing_-_items_to_make_writing_better.doc | |
File Size: | 24 kb |
File Type: | doc |
Monday, September 9th
Today we finished writing and editing our Grade 12 paragraph assignment. We used the file "stylistic techniques for writing" (see above document) to edit the paragraph. We also shared some Hooks and creative lines.
Tuesday, Sept 10th
Today our Focus was on improving sentence variety in our writing.
1. Discuss sentence variety by reading an excerpt from Dr. Seuss’s Hop on Pop (a book I hated even as a child, I must have been born an
English teacher…). Why is that book so annoying? It lacks sentence variety because they are all simple sentences. This may be an over the top example, but
it happens on the exam all the time.
http://www.youtube.com/watch?v=STHHR_32ow8 (Here is a link to the book on youtube if you can’t find the book.)
2. Read an excerpt from a provincial exam with no sentence variety topic sentence is exactly same amount of words, all sentences very similar in number.
3. Have students come up and rearrange the words that I give them into three separate sentences. This is one way to create sentence variety.
(The quick brown fox jumped over the lazy dog) (Write out on pieces of paper and have students come up and attach words to their stomachs. Have to line
up as the sentence.)
4. Show the overhead about sentence variety.
5. Show some Most Interesting Man commercials, discuss how they use sentence variety.
http://www.youtube.com/watch?v=IxgiTeXKOOc (3 mins)
http://www.youtube.com/watch?v=vOAMdO5fbJw (14 mins)
http://www.youtube.com/watch?v=dLhspswZLKk (An interview with the actor behind the most interesting man.)
6. Read College Application. Have them underline three short, medium and long sentences. The other way to create sentence variety is to use a mixture
of short and long sentences.
7. ASSIGNMENT: Write a most interesting man commercial and share. (The point is to show me that you can do sentence variety).
1. Discuss sentence variety by reading an excerpt from Dr. Seuss’s Hop on Pop (a book I hated even as a child, I must have been born an
English teacher…). Why is that book so annoying? It lacks sentence variety because they are all simple sentences. This may be an over the top example, but
it happens on the exam all the time.
http://www.youtube.com/watch?v=STHHR_32ow8 (Here is a link to the book on youtube if you can’t find the book.)
2. Read an excerpt from a provincial exam with no sentence variety topic sentence is exactly same amount of words, all sentences very similar in number.
3. Have students come up and rearrange the words that I give them into three separate sentences. This is one way to create sentence variety.
(The quick brown fox jumped over the lazy dog) (Write out on pieces of paper and have students come up and attach words to their stomachs. Have to line
up as the sentence.)
4. Show the overhead about sentence variety.
5. Show some Most Interesting Man commercials, discuss how they use sentence variety.
http://www.youtube.com/watch?v=IxgiTeXKOOc (3 mins)
http://www.youtube.com/watch?v=vOAMdO5fbJw (14 mins)
http://www.youtube.com/watch?v=dLhspswZLKk (An interview with the actor behind the most interesting man.)
6. Read College Application. Have them underline three short, medium and long sentences. The other way to create sentence variety is to use a mixture
of short and long sentences.
7. ASSIGNMENT: Write a most interesting man commercial and share. (The point is to show me that you can do sentence variety).
college_application.docx | |
File Size: | 122 kb |
File Type: | docx |
sentence_variety_tips.docx | |
File Size: | 135 kb |
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sentence_varitey_example.docx | |
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Wednesday - Sept 11th
Taste of Language!
-Today as a class we engaged in a lesson called "The Taste of Language."
1. First, we read an article on how ridiculous wine speak has become. It detailed how the sophisticated snobbery of wine critics has resulted in a falsified and over the top esoteric language.
Materials needed: 4-6 types of beverages, cups and water. (coke, cream soda, lemon juice, Tabasco, chocolate milk, clamato)
2. Introduce taste of language assignment. Goal is to act like sophisticated connoisseurs
3. We examined a modern wine description – attached. Then show them the actual wine wheel that is used by many experts. Look at how funny it is. (“Wet dog” )
4. Distribute assignments. Explain what is required of students. Need to brainstorm and follow instructions.
5. Provide samples of drinks (pop, juice etc) Students get to pick their drinks. Max of three each. Must show their descriptions of each one in order to get another one.
6. Begin to write paragraph from material filled out on the assignment brainstorm sheet. (ATTACHED)
-Use similes, metaphors, adjectives etc.
Need to have notes on three samples to start.
-Today as a class we engaged in a lesson called "The Taste of Language."
1. First, we read an article on how ridiculous wine speak has become. It detailed how the sophisticated snobbery of wine critics has resulted in a falsified and over the top esoteric language.
Materials needed: 4-6 types of beverages, cups and water. (coke, cream soda, lemon juice, Tabasco, chocolate milk, clamato)
2. Introduce taste of language assignment. Goal is to act like sophisticated connoisseurs
3. We examined a modern wine description – attached. Then show them the actual wine wheel that is used by many experts. Look at how funny it is. (“Wet dog” )
4. Distribute assignments. Explain what is required of students. Need to brainstorm and follow instructions.
5. Provide samples of drinks (pop, juice etc) Students get to pick their drinks. Max of three each. Must show their descriptions of each one in order to get another one.
6. Begin to write paragraph from material filled out on the assignment brainstorm sheet. (ATTACHED)
-Use similes, metaphors, adjectives etc.
Need to have notes on three samples to start.
taste_of_language_wine_label_and_wine_wheel.doc | |
File Size: | 786 kb |
File Type: | doc |
a_taste_of_language_paragraph_assignment.doc | |
File Size: | 763 kb |
File Type: | doc |
Thursday, Sept 12th - Writing!
Today we worked on drafts of the "Taste of Language" assignment and the "Grade 12 paragraph."
-Students were told to choose one assignment to hand in with all of the editing from the "stylistic techniques in writing" edit sheet. This should not be written in good copy. Students will receive marks for how they followed the editing procedure.
NOTE: Be very clear to write on your paper "I have an engaging beginning"; "I have gotten rid of all banned words" (at this point, you could point to some crossed out words.). If the instruction is to find all verbs and replace them with better ones, I would like to see evidence that verbs are circled, crossed out and new/improved ones are in their place.
Since it was school photo day, not much else was accomplished. Both assignments are due on Monday, Sept 16th.
-Students were told to choose one assignment to hand in with all of the editing from the "stylistic techniques in writing" edit sheet. This should not be written in good copy. Students will receive marks for how they followed the editing procedure.
NOTE: Be very clear to write on your paper "I have an engaging beginning"; "I have gotten rid of all banned words" (at this point, you could point to some crossed out words.). If the instruction is to find all verbs and replace them with better ones, I would like to see evidence that verbs are circled, crossed out and new/improved ones are in their place.
Since it was school photo day, not much else was accomplished. Both assignments are due on Monday, Sept 16th.
Friday, Sept 13th
1. Today, the class worked silently for 45 minutes on editing one of their compositions and on creating a good copy of the other (Either the grade 12 paragraph or the "Taste of Language" assignment. A few students completed the assignment and left free of homework for the weekend. Others decided they wanted to take it home to continuing the polishing practice.
2. Second, to prepare students for their upcoming field trip on Wednesday, we began to review the basics of "dialogue." Including dialogue is a hallmark of effective creative writing. Accordingly, we will also be including dialogue in our final composition after the field trip. Below is a document that reveals the rules of dialogue and includes 5 sentences wherein students must place dialogue appropriately.
3. A fire drill interrupted the lesson. As a result, we did not complete an activity involving dialogue, which we will do on Monday.
2. Second, to prepare students for their upcoming field trip on Wednesday, we began to review the basics of "dialogue." Including dialogue is a hallmark of effective creative writing. Accordingly, we will also be including dialogue in our final composition after the field trip. Below is a document that reveals the rules of dialogue and includes 5 sentences wherein students must place dialogue appropriately.
3. A fire drill interrupted the lesson. As a result, we did not complete an activity involving dialogue, which we will do on Monday.
rules_for_dialogue.docx | |
File Size: | 1461 kb |
File Type: | docx |
Monday, Sept 15th - Dialogue Continued
Today, we started by concluding out activity on Sentence variety. We watched a couple of "Most Interesting Man in the World" commercials and then in groups of two had to write 5-7 sentence paragraphs in the same style, with emphasis on sentence variety (length of sentences and not starting with the same word twice). Students had delightful compositions - the Most Ugly, Richest, Cruelest, Fattest, Hungriest Man in the world prose. Well done! Humourous, indicative of sentence variety and overall well done. If you can write them off of the top of your head, you can do it on the exam with the original comp too!
After sharing those, we began work on our dialogue activity.
Break into groups of 4, 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.
Write a 150 WORD ish script/scene (use 5 examples of dialogue) using what they picked and must include dialogue. Will continue tomorrow.
After sharing those, we began work on our dialogue activity.
Break into groups of 4, 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.
Write a 150 WORD ish script/scene (use 5 examples of dialogue) using what they picked and must include dialogue. Will continue tomorrow.
Tuesday, Sept 17th!
Wednesday is field trip day - the assignment is below and is entitled, "Walk a Paragraph in Another's Shoes." If you want a sneak peak, check it out below. Just please note that the rubric on the back is not the one that will be used. The rubric we will use as a class is the grade 12 exam ministry of education 6 point scale rubric.
Today we went over the following:
1. Read over the Walk a Paragraph Assignment. Remember to be on time to class tomorrow for the field trip.
2. We read a student example of a project from last year.
3. We started a novel study assignment. Mr. Fitton offered some novels and then students went to the library to pick a novel to read for the next three weeks in class. Students also got their independent novel study assignment. See attached below. There is the actual assignment and how it will be evaluated.
4. Students read in class for the last 10 mins.
Today we went over the following:
1. Read over the Walk a Paragraph Assignment. Remember to be on time to class tomorrow for the field trip.
2. We read a student example of a project from last year.
3. We started a novel study assignment. Mr. Fitton offered some novels and then students went to the library to pick a novel to read for the next three weeks in class. Students also got their independent novel study assignment. See attached below. There is the actual assignment and how it will be evaluated.
4. Students read in class for the last 10 mins.
post_it_note_novel_study_evaluation.doc | |
File Size: | 67 kb |
File Type: | doc |
post_it_novel_study.doc | |
File Size: | 68 kb |
File Type: | doc |
walk_a_paragraph_in_anothers_shoes.doc | |
File Size: | 353 kb |
File Type: | doc |
walk_a_paragraph_examples.doc | |
File Size: | 26 kb |
File Type: | doc |
Wednesday, Sept 18th
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.
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.
Thursday and Friday, Sept 19th / 20th
Today, we began by reading individual novels for study.
Then, students then had to write a page of their "Day in the Life" composition. We will finish the draft and work on the good copy tomorrow. Keep in mind, the editing checklist.
-If you were away, please start the writing process.
-On Friday, we went to the computer lab and wrote the final copy of the assignment. Due Monday. If you are away on Monday, you can always e-mail it to me.
Then, students then had to write a page of their "Day in the Life" composition. We will finish the draft and work on the good copy tomorrow. Keep in mind, the editing checklist.
-If you were away, please start the writing process.
-On Friday, we went to the computer lab and wrote the final copy of the assignment. Due Monday. If you are away on Monday, you can always e-mail it to me.
Monday, Sept 23rd
1. Introduce book + assignment (Students read their novels and learn about what the assignment will be - see "Post It Note assignment below")
2. Explain the difference between Literal, Inferential and Critical
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines
Almost everything we do I will ask you to look at inferential or critical
3. Watch “Day and Night” What is each layer?
http://www.youtube.com/watch?v=5Z8SXjEu7fg Disney’s Pixar – Day and Night.
4. Review short story terms: See handout on short story terms.
2. Explain the difference between Literal, Inferential and Critical
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines
Almost everything we do I will ask you to look at inferential or critical
3. Watch “Day and Night” What is each layer?
http://www.youtube.com/watch?v=5Z8SXjEu7fg Disney’s Pixar – Day and Night.
4. Review short story terms: See handout on short story terms.
post_it_novel_study.doc | |
File Size: | 68 kb |
File Type: | doc |
post_it_note_novel_study_evaluation.doc | |
File Size: | 67 kb |
File Type: | doc |