Welcome to Communications 11 and 12!
In this section, you will find information about the daily schedule for the creative writing unit!
Lesson: Introduction to Creative Writing and the Course
First - let's have a discussion on cellphones. As a class, we need to design a policy that works for students and teachers. First, let's watch a film that aptly captures the epidemic of cellphone use in society. Remember, cellphone overuse and multitasking have been linked to increases in anxiety, depression and insomnia. Is tweeting really worth the risks to your health and education?
- Later this week when we settle into the course, students will have an opportunity to create the rules of the course. We will also do a small demonstration of why students need to attend (Mr. Fitton will require 4 volunteers to sit on chairs - they need to have some good core strength).
-Also, a reminder of how we need to solve problems this year and stop getting stuck in one mindset. Remember to see yourself as a proficient English Student.
- Later this week when we settle into the course, students will have an opportunity to create the rules of the course. We will also do a small demonstration of why students need to attend (Mr. Fitton will require 4 volunteers to sit on chairs - they need to have some good core strength).
-Also, a reminder of how we need to solve problems this year and stop getting stuck in one mindset. Remember to see yourself as a proficient English Student.
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1. Introductions: We will go over the course outline, what are the expectations, etc.
2. We will read an article on English and how it is frustrating. Read the English article. Explain that English can be frustrating, but it is also the most valuable course you can take.
Biology will help you understand the components of the heart that makes you live, but English will expose you to stories that show how it feels when that heart breaks.
Physics will show you how to calculate the velocity of a truck hitting a tree, but English will make you understand how that exact event makes a family feel who just lost a family member.
3. Below is a video that goes over the importance of grammar - from Weird Al.
-https://www.youtube.com/watch?v=8Gv0H-vPoDc&list=RD8Gv0H-vPoDc (this is the link to the official video to watch; however, VEVO won't allow me to display it on my website, so if you look down to the right, there is a video of the song with lyrics created by a fan.) I would recomment copying and pasting the link into your browser to see the official music video). OR https://youtu.be/8Gv0H-vPoDc?list=RD8Gv0H-vPoDc
2. We will read an article on English and how it is frustrating. Read the English article. Explain that English can be frustrating, but it is also the most valuable course you can take.
Biology will help you understand the components of the heart that makes you live, but English will expose you to stories that show how it feels when that heart breaks.
Physics will show you how to calculate the velocity of a truck hitting a tree, but English will make you understand how that exact event makes a family feel who just lost a family member.
3. Below is a video that goes over the importance of grammar - from Weird Al.
-https://www.youtube.com/watch?v=8Gv0H-vPoDc&list=RD8Gv0H-vPoDc (this is the link to the official video to watch; however, VEVO won't allow me to display it on my website, so if you look down to the right, there is a video of the song with lyrics created by a fan.) I would recomment copying and pasting the link into your browser to see the official music video). OR https://youtu.be/8Gv0H-vPoDc?list=RD8Gv0H-vPoDc
the_english_lesson_copy.pdf | |
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lets_face_it_-_english_is_a_crazy_language_1.pdf | |
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lets_face_it_english_is_a_crazy_language_2_copy.pdf | |
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4. We will watch: “Knick Knack.” It is a Pixar clip to show how stories make us feel and experience emotion. https://www.youtube.com/watch?v=9uhM_SUhdaw
5. Survey - Students will complete a survey that tells me a little bit about them. This is so that I can change the course to meet the needs and interests of my students. For instance, last year we did a mini unit on stress relief and graffiti since those were the interests of my students.
6. Do 2 Truths and a lie cards. Students will be given a piece of paper. They have to write down two truths and a lie about themselves. We will then read these out to the class and we will have to guess which is the lie. Try to be interesting!
7. Course outline. We will go over the course outline.
6. Do 2 Truths and a lie cards. Students will be given a piece of paper. They have to write down two truths and a lie about themselves. We will then read these out to the class and we will have to guess which is the lie. Try to be interesting!
7. Course outline. We will go over the course outline.
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8. Sense of Community - as a class, we will do two small activities to illustrate the importance of building a sense of community.
A. We will sit next to many different people throughout the course and get to know them. B. We will do a small activity where we draw stereotypes - Please take out a piece of paper. We will draw the following characters: - A Doctor, Superhero, CEO, Gang Member
-We will discuss the drawings students made above (Any women? Minorities? Why did we choose who we drew?) - This course will be about making sure to tear down the walls between us and create an inclusive community.
C. We will complete the "Oreo Cookie Test." Students will be provided with an Oreo cookie to eat in any way they want. Mr. Fitton will then display a chart which analyzes their personality according to the way they eat their Oreo -Discussion: How did they feel being stereotyped
D. Free Write: Students will complete and submit a free write on the following topic: "Discuss a time when you were judged or stereotyped and how did you feel?"
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Lesson: Why study creativity? Why write Creatively - a lesson in thinking outside the box!
version_2_-_creative_writing_intro_handout_copy_2.docx | |
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Goal: Introduce creativity and creative writing by discussing/thinking about the value of creativity.
1. Share 5 2 truths and a lie
2. Explain that they are going to go through a series of stations and they are going to make a link to our first unit, creative writing.
3. Explain the problems and distribute handout.
Problem one: I am going to give you a tacks and a candle. I want you to attach the candle to the wall and light it so the wax does not drop on the floor or desk. I will light the candle or if you need any fire power call me over. If you know the solution, don’t tell anyone because it is a contest for which group can do it first.
Problem Two:
a. Make 30 paper balls out of recycled paper.
b. Explain the problem:
I am going to give you pieces of paper, a recycling box and a piece of string. Make a circle on the field and put the recycling bin in the middle of the circle
Using only the objects that I give you (string, stick, paper, elastic band), you must get as many paper balls in the box as you can in a 5 minute period. You may only use the same method 5 times (total - not "per person"). You may not step over the string.
Groups of 6, one person is the scorekeeper/judge
Prize for most creative method and most paper in the box.
c. After 5 minutes, see who has the most and then ask each group to decide on their most creative way, show to class and vote.
d. Discuss what strategies made for success; discuss how those same strategies can lead to success in life.
1. Share 5 2 truths and a lie
2. Explain that they are going to go through a series of stations and they are going to make a link to our first unit, creative writing.
3. Explain the problems and distribute handout.
Problem one: I am going to give you a tacks and a candle. I want you to attach the candle to the wall and light it so the wax does not drop on the floor or desk. I will light the candle or if you need any fire power call me over. If you know the solution, don’t tell anyone because it is a contest for which group can do it first.
Problem Two:
a. Make 30 paper balls out of recycled paper.
b. Explain the problem:
I am going to give you pieces of paper, a recycling box and a piece of string. Make a circle on the field and put the recycling bin in the middle of the circle
Using only the objects that I give you (string, stick, paper, elastic band), you must get as many paper balls in the box as you can in a 5 minute period. You may only use the same method 5 times (total - not "per person"). You may not step over the string.
Groups of 6, one person is the scorekeeper/judge
Prize for most creative method and most paper in the box.
c. After 5 minutes, see who has the most and then ask each group to decide on their most creative way, show to class and vote.
d. Discuss what strategies made for success; discuss how those same strategies can lead to success in life.
4. Now I am going to show you 2 video clips afterwards I am going to ask you to connect the clips to the activities, so try to think of a connection while you are watching them.
Show The Following clips:
http://www.youtube.com/watch?v=2lXh2n0aPyw (Piano Stairs, The Fun Theory)
http://www.youtube.com/watch?v=C2YZnTL596Q&feature=related Apollo 13
Or: (or 121:30-122:36 and 128:50-135:00) From the actual movie.
https://www.youtube.com/watch?v=rNDuGuerpf8 (Another longer version)
Show The Following clips:
http://www.youtube.com/watch?v=2lXh2n0aPyw (Piano Stairs, The Fun Theory)
http://www.youtube.com/watch?v=C2YZnTL596Q&feature=related Apollo 13
Or: (or 121:30-122:36 and 128:50-135:00) From the actual movie.
https://www.youtube.com/watch?v=rNDuGuerpf8 (Another longer version)
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5. Free-write: Make a connection between the problems and the clips. Why do the activities and watch the clips, what point do you think I am trying to illustrate?
6. Explain the definition of functional fixedness (mental block against using an object in a new way that is required to solve a problem.), 80% of people, if isolated in a room cannot figure out the solution to the candle problem. Under age of 5 not a problem, see all objects as equal, but beyond 7 object treated in way they were originally intended to be used.
7. Write the Einstein quote on the board “Problems cannot be solved on the same level they were created.”
To solve problems we must think outside of the box, never been more important than now to learn how to solve problems in a creative way because most of you will have jobs that have not even been created yet. Content isn’t the only thing that matters, skills are important too.
8. Show the quote about how education prepares students for the real world.
“A quick thought about the disconnect between how we prepare kids for work and how work actually operates: In school, problems almost always are clearly defined, confined to a single discipline, and have one right answer. But in the workplace, they’re practically the opposite. Problems are usually poorly defined, multi-disciplinary, and have several possible answers, none of them perfect.” -Daniel Pink
9. Class discussion: How relevant is the education system? How important is creativity in your class? How important is creativity in your life? Can you think/share an example of a time you had to think creatively.
- Video that shows how you can be creative to solve issues.
1. MacGyver - a famous tv show where the character, MacGyver uses everyday items to solve problems.
2. Michael Weston is a spy from the show "Burn Notice." He often uses everyday items to help him with his spying.
6. Explain the definition of functional fixedness (mental block against using an object in a new way that is required to solve a problem.), 80% of people, if isolated in a room cannot figure out the solution to the candle problem. Under age of 5 not a problem, see all objects as equal, but beyond 7 object treated in way they were originally intended to be used.
7. Write the Einstein quote on the board “Problems cannot be solved on the same level they were created.”
To solve problems we must think outside of the box, never been more important than now to learn how to solve problems in a creative way because most of you will have jobs that have not even been created yet. Content isn’t the only thing that matters, skills are important too.
8. Show the quote about how education prepares students for the real world.
“A quick thought about the disconnect between how we prepare kids for work and how work actually operates: In school, problems almost always are clearly defined, confined to a single discipline, and have one right answer. But in the workplace, they’re practically the opposite. Problems are usually poorly defined, multi-disciplinary, and have several possible answers, none of them perfect.” -Daniel Pink
9. Class discussion: How relevant is the education system? How important is creativity in your class? How important is creativity in your life? Can you think/share an example of a time you had to think creatively.
- Video that shows how you can be creative to solve issues.
1. MacGyver - a famous tv show where the character, MacGyver uses everyday items to solve problems.
2. Michael Weston is a spy from the show "Burn Notice." He often uses everyday items to help him with his spying.
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9. Free-write: Make a connection between 1 problem/1 clip and yourself. Free writes are excellent ways to practice writing without worrying about spelling and grammar. The more you write, the better you get!
10. Show the Sand Art clip.
http://www.youtube.com/watch?v=HOMgDbcA84A
Society tends to think of talents being one thing (art, dance, music), but what you need to do this year, particularly on the O/C part of the exam, is approach it in an entirely different way. This year we will be learning how to think, critically and creatively. We want to go for the non-obvious solutions, just like in the candle problem. Think outside of the box, don’t go for the first thing you think of.
10. Show the Sand Art clip.
http://www.youtube.com/watch?v=HOMgDbcA84A
Society tends to think of talents being one thing (art, dance, music), but what you need to do this year, particularly on the O/C part of the exam, is approach it in an entirely different way. This year we will be learning how to think, critically and creatively. We want to go for the non-obvious solutions, just like in the candle problem. Think outside of the box, don’t go for the first thing you think of.
11. Students will do a reflection on how the activities relate to creative writing, English and Life. Share with a partner and then the class.
12. Let's look at the skills employers are looking for - this class is meant to be relevant, meaningful and useful. See the list below:
12. Let's look at the skills employers are looking for - this class is meant to be relevant, meaningful and useful. See the list below:
13. One of the places in English that will require outside of the box thinking is the original composition, since it is such a large part of your mark, 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.
The following is a list of what we will focus on during the unit. We will spend a day or half a day on each. By the end of the unit, we will be spectacular at all of them!
1. Engaging beginnings
2. Powerful Description
3. Editing effectively
4. Using Dialogue
5. Sentence Variety
6. Sophisticated Language
7. Use of poetic devices (metaphors/similes)
13. Students will examine a good Original Composition and a weak one. What makes the good one good? What advice can we offer to the weak one.
The following is a list of what we will focus on during the unit. We will spend a day or half a day on each. By the end of the unit, we will be spectacular at all of them!
1. Engaging beginnings
2. Powerful Description
3. Editing effectively
4. Using Dialogue
5. Sentence Variety
6. Sophisticated Language
7. Use of poetic devices (metaphors/similes)
13. Students will examine a good Original Composition and a weak one. What makes the good one good? What advice can we offer to the weak one.
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Lesson: Start of our Novel "The Art of Racing in the Rain"
1. Finish yesterday’s lesson
2. Free-write: Describe your relationship with a pet, are there times when you think that they can understand what you are thinking?
3. Begin reading The Art of Racing in the Rain - it is a heartwarming novel.
Here is the description from Amazon. com:
Enzo knows he is different from other dogs: a philosopher with a nearly human soul (and an obsession with opposable thumbs), he has educated himself by watching television and listening carefully to the words of his master, Denny Swift, an up-and-coming race car driver. Now in his twilight years, Enzo finds himself thinking back on his life with the Swift family, reflecting on all he has learned about the human condition and how life, like racing, is about so much more than simply going fast.
2. Free-write: Describe your relationship with a pet, are there times when you think that they can understand what you are thinking?
3. Begin reading The Art of Racing in the Rain - it is a heartwarming novel.
Here is the description from Amazon. com:
Enzo knows he is different from other dogs: a philosopher with a nearly human soul (and an obsession with opposable thumbs), he has educated himself by watching television and listening carefully to the words of his master, Denny Swift, an up-and-coming race car driver. Now in his twilight years, Enzo finds himself thinking back on his life with the Swift family, reflecting on all he has learned about the human condition and how life, like racing, is about so much more than simply going fast.
Lesson: How to write a great introduction to a story!
Goal: Learn how write an effective beginning to a story
1. Read for 20 minutes - The Art of Racing in the Rain.
THE LESSON:
2. 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.
-Some good beginnings include: Indiana Jones and the Raiders of the Lost Ark or Casino Royal and What’s Eating Gilbert Grape.
As a class, lets make a list of what makes these effective beginnings. We will write these down in notes and try to incorporate some of these factors into our own writing.
Other good beginnings: Jaws, Trainspotting, Reservoir Dogs, Jurassic Park, Juno, The Dark Knight, Kill Bill, scream, Last Crusade
1. Read for 20 minutes - The Art of Racing in the Rain.
THE LESSON:
2. 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.
-Some good beginnings include: Indiana Jones and the Raiders of the Lost Ark or Casino Royal and What’s Eating Gilbert Grape.
As a class, lets make a list of what makes these effective beginnings. We will write these down in notes and try to incorporate some of these factors into our own writing.
Other good beginnings: Jaws, Trainspotting, Reservoir Dogs, Jurassic Park, Juno, The Dark Knight, Kill Bill, scream, Last Crusade
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http://www.youtube.com/watch?NR=1&v=9FHWdz54m-Q (Scream opening)
http://www.youtube.com/watch?v=m0f-I6WI3QQ&feature=related Breakfast Club Opening scene)
http://www.youtube.com/watch?v=T30CLKoaaAE&feature=related (Ferris Bueller’s Day Off)
https://www.youtube.com/watch?v=VxNiEEtYe4Q (The Matrix)
https://www.youtube.com/watch?v=t9inKtShHcI (Up - Married Life)
Discussion: What are some of your favourite beginnings in movies? What made/makes them effective.
3. Traits of a good opening to a story (let's make a list as a class first and see if we can add to the one below.)
-Show, don’t tell
-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
Lesson: Looking at Good Beginnings and Practicing our own writing!
Goal: Write an effective beginning to a story
1. 20 minutes of reading
2. Show the overhead with tips for beginning a short story. Show some of the best beginnings in Literature (also an overhead)
3. Compare with Andy Warhol’s Sleep - perhaps the most boring film ever. Please avoid this type of writing.
SLEEP has been removed - so here is Andy Warhol eating a cheeseburger. https://www.youtube.com/watch?v=eChaxl-9pvg
1. 20 minutes of reading
2. Show the overhead with tips for beginning a short story. Show some of the best beginnings in Literature (also an overhead)
3. Compare with Andy Warhol’s Sleep - perhaps the most boring film ever. Please avoid this type of writing.
SLEEP has been removed - so here is Andy Warhol eating a cheeseburger. https://www.youtube.com/watch?v=eChaxl-9pvg
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4. Provincial Exam sample beginnings:
a. Positive connections with older generations allows people to enrich their lives in ways nothing else can. Positive connections can allow people to avoid
certain hardships as well as make better decisions. Elderly people can offer advice and insight that is more useful than that found anywhere else.
b. It was a long walk up the hill to where my Great Grandmother had just moved. I was reluctant walking up that hill because I wasn’t sure as to whether I would like what I saw when I got to the top of it.
What is wrong with these?
ASSIGNMENT:
5. I will show students pictures from an Internet Photo Essay entitled: "Where Children Sleep". Students will be asked to select one of them and they will be asked to write an effective beginning. At least 5 sentences, but don’t worry about writing the whole story. This is a practice to show how each of you can make an effective introduction!
6. We will read some other samples from the past.
7. Students will write and submit their beginnings. Mr. Fitton will examine them and return next day with some feedback.
good_beginnings_-_notes_and_room_to_write_with_photoessay_on_rear.docx | |
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where_children_sleep.pptx | |
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LESSON: Examining Good Writing + Reading the Class novel!
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Goal: Brainstorm descriptive word. Create a piece of writing for "goal setting"
1. Read for 20 minutes: Art of Racing in the Rain 2. Mr. Fitton will hand back your "Beginnings" assignment. Let's share a few! 3. We will read through "Divorce" examples and pick out good writing techniques. See document below. 4. We will read an excerpt from The Mangler; what makes it an effective piece of writing? Think about the list we generate of what makes effective writing: Powerful Description is what we came up with (after engaging beginnings, so let's focus on that.) |
divorce_paragraphs_copy.doc | |
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mangler_description_copy.rtf | |
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5. Explain Sensory stations Activity. As a class, we will visit several different stations with several items. Students will then use a sheet of paper to come up with powerful descriptive words for each.
Sight: Powerpoint with Northern lights, puppy and water with blood (could make water with food colouring)
Sound: Imovie sound effects, nature: Thunder storm, concrete jungle, rain (on three computers)
Smell: Oils: Cookie dough, cranberry, orange
Taste: lemon Juice, popcorn, candy
Feel: Corn starch and water, soft blanket, pineapple.
Have them go to each station and record 5 descriptive words for 2, then, they must come up with a descriptive sentence for one of them.
Sight: Powerpoint with Northern lights, puppy and water with blood (could make water with food colouring)
Sound: Imovie sound effects, nature: Thunder storm, concrete jungle, rain (on three computers)
Smell: Oils: Cookie dough, cranberry, orange
Taste: lemon Juice, popcorn, candy
Feel: Corn starch and water, soft blanket, pineapple.
Have them go to each station and record 5 descriptive words for 2, then, they must come up with a descriptive sentence for one of them.
sensory_stations.docx | |
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Lesson: Baking a Paragraph! Pizza, Paragraph Party.
Goal: Use descriptive words and engaging beginnings to create a good descriptive paragraph on a drink
1. Read for 20 minutes
2. The other day we worked on creating a list of descriptive word using pictures, sound and touch. Today we are going to use taste and smell
3. Hand out assignment and explain
4. Choose a piece of pizza
5. Taste and take notes
6. Fill out outline for pizza paragraph
Goal: Use descriptive words and engaging beginnings to create a good descriptive paragraph on a Pizza
1. Read for 20 minutes
2. Write paragraph
1. Read for 20 minutes
2. The other day we worked on creating a list of descriptive word using pictures, sound and touch. Today we are going to use taste and smell
3. Hand out assignment and explain
4. Choose a piece of pizza
5. Taste and take notes
6. Fill out outline for pizza paragraph
Goal: Use descriptive words and engaging beginnings to create a good descriptive paragraph on a Pizza
1. Read for 20 minutes
2. Write paragraph
pizza_descriptive_writing.docx | |
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Lesson: Editing Our Writing
Goal: Learn how to edit writing. Today we are going to learn that writing is actually a lifelong process.
Oscar Wilde once said: “I was working on the proof of one of my poems all the morning, and took out a comma. In the afternoon I put it back again.”
Editing is an important process that takes place over time. No single author has ever written perfection on the first try. We are going to engage in the editing process now, using a guideline found below.
1. Read for 20 minutes
2. Students will complete some editing of their Pizza paragraphs using a sheet to assist them.
3. Explain mall assignment: sneak preview of what's coming up.
4. Allow them to type or write a good copy and hand in
Oscar Wilde once said: “I was working on the proof of one of my poems all the morning, and took out a comma. In the afternoon I put it back again.”
Editing is an important process that takes place over time. No single author has ever written perfection on the first try. We are going to engage in the editing process now, using a guideline found below.
1. Read for 20 minutes
2. Students will complete some editing of their Pizza paragraphs using a sheet to assist them.
3. Explain mall assignment: sneak preview of what's coming up.
4. Allow them to type or write a good copy and hand in
editing_your_writing.docx | |
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Lesson: Dialogue - adding flair to your writing!
Goal: Learn how to incorporate dialogue into their writing
1. Read
2. Go over Dialogue Sheet
3. Complete dialogue assignment.
Break into groups of 4, students then brainstorm:
2 characters, 1problem, 1 place and 1 time.
We will write it on chunk of cut up paper (30 cm X 10 cm) paper and put in the containers at the front of the room.
-Each group then comes up and picks two out of character jar, one out of problem jar and one out of place and time jar.
-Each group will write a 150 WORD ish script/scene (use 5 examples of dialogue) using what they picked and must include dialogue. Examples below.
1. Read
2. Go over Dialogue Sheet
3. Complete dialogue assignment.
Break into groups of 4, students then brainstorm:
2 characters, 1problem, 1 place and 1 time.
We will write it on chunk of cut up paper (30 cm X 10 cm) paper and put in the containers at the front of the room.
-Each group then comes up and picks two out of character jar, one out of problem jar and one out of place and time jar.
-Each group will write a 150 WORD ish script/scene (use 5 examples of dialogue) using what they picked and must include dialogue. Examples below.
rules_for_dialogue_copy_2017.docx | |
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dialogue_examples.docx | |
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Goal: Learn how to write dialogue properly.
1. Read for 15 minutes 2. Show them the Sit in at the Woolworth counter, have them Brainstorm different approaches they could take if ask to write about the picture 3. Share with the class. What were some different ways people approached the assignment? -writing in I voice as the person -writing as a bystander (not you) -writing in third person with yourself as the narrator -write as another object 4. Give them 10 minutes to record all the details they notice in the picture (give categories off of the walk a paragraph assignment) 5. Introduce the person watching writing assignment. A chance to show off all of the skills we have learned in creative writing so far. Remind them not to be late for class as we will leave right away. 6. Show examples from previous years to help inspire us. |
Creative Writing Assignment: Downtown Coffee Shops or the Mall!
First - check out this small video on how to be creative. We will take some of the ideas from the video which is based on psychology and implement it into our course.
Goal: Experience empathy. Use all the skills we learned in the creative writing unit.
1. Go to mall (or coffee shops downtown as a class), must meet at entrance at the specified time with notes and some writing complete.
2. Will continue writing tomorrow.
Goal: Experience empathy. Use all the skills we learned in the creative writing unit. Learn how to use dialogue properly in their writing
1. Students will write walk a day paragraph or a paragraph on their most vivid memory.
Goal: Experience empathy. Use all the skills we learned in the creative writing unit.
1. Students will complete a draft and then edit the draft. Students will then complete a final copy of their paragraphs.
Remember, we started the unit by looking at what makes good writing. See if your paragraph contains the following:
1. Engaging beginnings
2. Powerful Description
3. Editing effectively
4. Using Dialogue
5. Sentence Variety
6. Sophisticated Language
7. Use of poetic devices (metaphors/similes)
1. Go to mall (or coffee shops downtown as a class), must meet at entrance at the specified time with notes and some writing complete.
2. Will continue writing tomorrow.
Goal: Experience empathy. Use all the skills we learned in the creative writing unit. Learn how to use dialogue properly in their writing
1. Students will write walk a day paragraph or a paragraph on their most vivid memory.
Goal: Experience empathy. Use all the skills we learned in the creative writing unit.
1. Students will complete a draft and then edit the draft. Students will then complete a final copy of their paragraphs.
Remember, we started the unit by looking at what makes good writing. See if your paragraph contains the following:
1. Engaging beginnings
2. Powerful Description
3. Editing effectively
4. Using Dialogue
5. Sentence Variety
6. Sophisticated Language
7. Use of poetic devices (metaphors/similes)
walk_a_paragraph_in_anothers_shoes_with_rubric_attached.doc | |
File Size: | 353 kb |
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