Agenda, December 19

Due Now: Packet 1. Two copies. One stapled in this order: Green sheet, final draft, rough draft Due Now: Freewrites 9-15
         
Today's Learning Targets:      
I can use a major American author to inspire my own independent writing.

1. "The Way It Is," by William Stafford

Agenda, December 18

Late: Teacher Conference and Peer Review. If you still need a peer review, work find someone who can help you. Teacher conferences are rare and as available.  
Due Thursday: Freewrites 1-15
       
Today's Learning Targets:    
I can use technology to produce a final draft.

1. Type to your heart's content. When you're done, let your classmates work in a quiet environment.

Agenda, December 17

Late:  Rough draft of two pages of poetry or two pages of fiction. This must be a document separate from your freewrites/pre-writes.   
Due Now: Pre-writes 1-13. You may use your phones to check the blog to see what those exercises are.  
Due before the beginning of class Wednesday: Teacher Conference and Peer Review
Due Thursday: Freewrites 1-15
     
Today's Learning Targets:   I can use a freewrite to generate ideas.     I can develop ideas thoroughly.   I can develop ideas into a rough draft.

1. un-Freewrite #15: Tell me about the state of your writing at this moment. Are you writing well? How do you know? What are you struggling with? What can I do to help?
2. Text Analysis: "From a Country Overlooked"
3. Work Time

Agenda, December 16

Due Now:  Rough draft of two pages of poetry or two pages of fiction. This must be a document separate from your freewrites/pre-writes. 
Due Tomorrow: Pre-writes 1-13. You may use your phones to check the blog to see what those exercises are.
Due before the beginning of class Wednesday: Teacher Conference and Peer Review
   
Today's Learning Targets:  
I can use a freewrite to generate ideas.    
I can develop ideas thoroughly.  
I can develop ideas into a rough draft.

1. Freewrite #14: "I want you to know ..." OR "The taste of blue ..."
2. Pre-Write #13: Exploding the Moment
3. Work Time

Agenda, December 13

Due Monday:  Rough draft of two pages of poetry or two pages of fiction. This must be a document separate from your freewrites/pre-writes. 
Today's Learning Targets:
I can use a freewrite to generate ideas.  
I can tighten up clumsy language. I can develop ideas into a rough draft.

1. Freewrite #13: "Luckily for him ..." OR "While the wind howled ..."
2. Pre-Write #11: Dead Words
3. Pre-Write #12: Vivid Verbs, Take 2
4. Work Time

Agenda, December 12

Late: FLP 1-5
Due Monday:  Rough draft of two pages of poetry or two pages of fiction. This must be a document separate from your freewrites/pre-writes.
  Today's Learning Targets:     I can use a freewrite to generate ideas. I can identify the connection between word choice, figurative language, and mood.
I can craft short, precise, powerful images 

1. Freewrite #12: "I can't decide ..." OR "In a glass coach ..."
2. Pre-Write #8: Four good words: pretty, funny, scary, happy
3. Pre-Write #9: "Thirteen Ways ..."
4. Pre-Write #10: "Thirteen Ways ..." Part 2
5. Work Time

Agenda, December 11

Due Today: FLP 1-5
   
Today's Learning Targets:     
I can generate my own freewrite prompt.
I can use a freewrite to generate ideas.
I can create original examples of personification.   
I can identify the connection between word choice, figurative language, and mood. 

1. Freewrite #11: What if?
2. FLP #5: Personification
3. Pre-Write #7: "Thunderstorm in Dorset"
4. Pre-Write #8: Four good words: pretty, funny, scary, happy

Agenda, December 10

Due Tomorrow: FLP 1-5
 
Today's Learning Targets:     I can use a freewrite to generate ideas.
I can create original examples of personification.  
I can choose specific sensory details to capture a mood.
I can identify the connection between word choice, figurative language, and mood. 

1. Freewrite #10: “It's broken …” or “On the kitchen table ...”
2. Pre-Write #6: Setting and Mood
3. Pre-Write #7: "Thunderstorm in Dorset"
4. FLP #5: Personification

Agenda, December 9

Late: FW 4-8  
Coming Today: Sharing in small groups 
Today's Learning Targets:    
I can use a freewrite to generate ideas.
I can share my work with my classmates.
I can use positive feedback to improve a peer's writing.
I can use onomatopoeia within a sentence.
I can rethink tired images. I can choose specific sensory details to capture a mood. 

1. Freewrite #9: “Up in the attic …” or “The fog lifted ...”
2. Small group sharing
3. FLP #4: Onomatopoeia
4. Pre-Write #5: Cliche Busting
5. Pre-Write #6: Setting and Mood

Agenda, December 6

Late: Finished book  
Due Now: FW 4-8
Coming Monday: Sharing in small groups 

Today's Learning Targets:    I can use a freewrite to generate ideas.
I can use hyperbole to create a variety of moods.
I can identify the connection between word choice, figurative language, setting, and mood.  
I can use sensory details to capture a mood. 

1. Freewrite #8: “After the storm …” or “The crack in the mirror ...”
2. FLP #3: Hyperbole, both funny and serious
3. A quick revisit of "The Curse," by Josh Ritter
4. Pre-Write #4: The Dominant Sense
5. Pre-Write #5: Cliche Busting

Agenda, December 5

Due Now: Finished book
Due Tomorrow: FW 4-8
 
Today's Learning Targets:   
I can use a freewrite to generate ideas.
I can identify the connection between word choice, figurative language, setting, and mood.
I can use sensory details to capture a mood. 

1. Freewrite #7: “As she touches his arm …” or “Are you cursed?”
2. Pre-Write #2: Good words
3. Pre-Write #3: "The Curse," by Josh Ritter
4. Pre-Write #4: The Dominant Sense
5. Pre-Write #5: Cliche Busting

Agenda, December 4

Due at the end of class today: Finished book
Today's Learning Targets:   I can use a freewrite to generate ideas. 
I can write the content for a book that includes six literary devices.

1. Freewrite #6: “If I/he/she were braver …” or “The roads were slick …”
2. Bookmaking, Part 2:
   Your book must be exactly 8 (small) pages long. One page may be the title page.
   You must use six different literary devices from The Writer’s Toolbox handout.
   You must include a combination of words and images.
   You must use color.

Agenda, December 3

Today's Learning Targets:  
I can use a freewrite to generate ideas.
I can use figurative language to create a mood. I can write the content for a book that includes six literary devices.

1. Vivid Verbs Handout
2. Freewrite #5: Write a poem or story that incorporates all five of your vivid verbs
3. Figurative Language Practice #2: Metaphors and Mood
4. Bookmaking, Part 1:
   Your book must be exactly 8 (small) pages long. One page may be the title page.
   You must use six different literary devices from The Writer’s Toolbox handout.
   You must include a combination of words and images.
   You must use color.

Agenda, December 2

Due Last Friday: Freewrites 1-3.

Due Now: Any stray posters?

Today's Learning Targets:

I can use a freewrite to generate ideas.
I can use figurative language to create a mood.
I can use brainstorming to generate ideas for a story or poem. 

1. Freewrite #4: “Before the sun rose …” OR “His / her laugh sounded like…”
2. Figurative Language Practice #1: Similes and Mood
3. Pre-write #1: The End of the World
4. Writing Time

Agenda, November 27

Due Now: Freewrites 1-3.

Today's Learning Targets:

I can use a freewrite to generate ideas.
I can participate in small group discussions. I can use art to explore literary devices.

1. Freewrite #3: "At this table ..." or "Thankfully ..."
2. 16 Examples
3. Poetry Term Posters

Agenda, November 26

Due Wednesday: Freewrites 1-3. Don't lose them.

Today's Learning Targets:

I can use a freewrite to generate ideas.
I can participate in small group discussions.
I can work with a group to review familiar definitions.
I can express my thoughts about a story or poem clearly and thoroughly, using evidence from the text to support my opinion.

1. Freewrite #2: "That's four times now ..." or "When you've been away ..."
2. Text Analysis: "Crusoe" or "Sisterly Love"
3. The Writer's Toolbox
4. Group Poems

Agenda, November 25

Today's Learning Targets:

I can use a freewrite to generate ideas.
I can participate in small group discussions.
I can recognize writing that is fresh, imaginative, and powerful.
I can work with my classmates to review familiar definitions.

1. Freewrite #1: "At the water's edge ..." or "When she opened the door ..."
2. Small group guidelines
3. Group sharing
4. Class rules
5. The Writer's Toolbox
6. Group Poems

Agenda, November 19

Unit 5: The Final
Today's Learning Targets:
I can properly punctuate 5 different types of sentences. I can recognize what makes a piece of writing effective. I can write an imaginative story that meets state standards.

1. 5 sentences
2. Why is this story good?
3. Writing time. Music is okay so long as you are the only one who can hear it. Set your ipod on shuffle and let it roll; don't touch your ipod during writing time.

Agenda, November 18

Unit 5: The Final
Today's Learning Targets:
I can define "good writing."
I can recognize what makes a piece of writing effective.
I can write an imaginative story that meets state standards.

1. FW #44: What have you learned (or been reminded) about writing this trimester? OR What makes good writing?
2. Why is this story good?
3. Writing time. Music is okay so long as you are the only one who can hear it. Set your ipod on shuffle and let it roll; don't touch your ipod during writing time.

Agenda, November 15

Due Friday: Bring all old freewrites and pre-writes.

Due Now: Freewrites 35 - 42 and Pre-writes 39-55

Coming today: Sharing time from any freewrite or pre-write. 

Unit 4: Dialogue
Today's Learning Targets:
I can make something new out of an old freewrite.
I can identify the strengths of my own writing.  I can help Mr. Kline interpret a confusing song.
I can share my work with my classmates.
I can use small group discussion to help my classmates develop their ideas. I can evaluate my own work.  

1. PW #55: Text Analysis: "The Curse," by Josh Ritter
2. Find a freewrite.
3. Sharing time
4. Find another freewrite.
5. Distillation
6. Sharing time

Agenda, November 14

Due Friday: Bring all old freewrites and pre-writes.

Due Friday: Freewrites 35 - 43 and Pre-writes 39-?

Coming Friday: Sharing time from any freewrite or pre-write. 

Unit 4: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas. 
I can define the elements of good writing.
I can help Mr. Kline interpret a confusing song.
I can evaluate my own work. 

1)   Freewrite #42: "In the rearview mirror..." OR "Around the next corner..."

2)   What does that look like?

3)  Text Analysis: "The Curse," by Josh Ritter

Agenda, November 13

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Friday: Freewrites 35 - 43 and Pre-writes 39-?

Coming Friday: Sharing time from any freewrite or pre-write. 

Unit 4: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas. 
I can define subtext. I can create subtext. I can write dialogue following the rules of script format. 

1)   Freewrite #41: Act it out, write it out

2)   Pre-write #53: Writing Subtext

3)   Pre-write #54: Script Format

Agenda, November 12

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Unit 4: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas.   
I can create dialogue in poetry.
I can describe effective dialogue.
I can use character and setting clues to craft effective dialogue.  

1)   Freewrite #40: Act it out, write it out

2)   Pre-write #51: “Boy and Mom at the Nutcracker Ballet”

3)   Naomi Shihab Nye Video

4)   Review Pre-write #42: Dialogue Notes

5)   Pre-write #52: Fill in the Bubble Dialogue

Agenda, November 7

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Unit 4: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas.    
I can explain how poets use dialogue. 

1. Freewrite #39: Act it out; write it out
2. Pre-write #49: Dialogue in poetry
3. Pre-Write #50: Dialogue in songs
4. Pre-write #48: How would he say "Hi"? (cont.)

Agenda, November 6

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Unit 4: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas.    
I can use a variety of tag lines.  
I can help my classmates punctuate dialogue correctly. I can use vivid word choices to express character. 

1. Freewrite #38: "Seventeen years from now ..." OR Write about a conflict between two (or more) siblings.
2. Pre-write #47: Types of Tags
3. Pre-write #48: How would he say "Hi"?

Agenda, November 5

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Unit 4: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas.    I can punctuate dialogue correctly. I can help my classmates punctuate dialogue correctly.
I can use vivid word choices to express character. 

1. Model Text Analyses
2. Freewrite #37: "On the other side of ..." OR Write about a conflict between a father and a child.
3. Pre-write #44: Dialogue Rules!
4. Pre-write #45: A classroom discussion. Be prepared to share with a classmate.
5. Pre-Write #46: Word Choice and Character

Agenda, November 4

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Yesterday: Freewrites 24-34 and Pre-writes 32-38 

Unit 4: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas.   
I can infer the rules of dialogue from an example.
I can use dialogue to show.

1. New seating chart
2. Freewrite #36: "With an extra 60 minutes ..." OR Write about a conflict between a mother and a child.
3. Pre-write #41: "Taking the Plunge"
4. Pre-write #42: Dialogue Notes
5. Pre-Write #43: Showing with Dialogue

Agenda, November 1

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Yesterday: Syntax Practice 1-5  
Due Now: Freewrites 24-34 and Pre-writes 32-38 

Unit 3: Dialogue
Today's Learning Targets:
I can use a freewrite to generate ideas.  I can invent actions that would make a good poem. I can define objectives, obstacles, and tactics.
I can use a variety of tactics to pursue an objective.

1. Freewrite #35: "Is this seat taken?" OR "You want me to do what?"
2. Pre-write #39: 20 Actions
3. Pre-Write #40: Objectives, Obstacles, and Tactics

Agenda, October 31

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Yesterday: Final draft of two poems or two pages of fiction.  
Due Today: Syntax Practice 1-5
Due at the beginning of class tomorrow: Freewrites 24-34 and Pre-writes 32-38 

Unit 3: Character  
Today's Learning Targets:
I can use a freewrite to generate ideas. 
I can track the development of a character in a poem and support my interpretations with quotations.
I can combine various forms of punctuation to create a fluid sentence.
I can assess my audience and make writing decisions based on character.

1. un-Freewrite #34: Evaluate the current state of your writing. What do you want to accomplish in the last few weeks of the trimester?
2. Text Analysis: "Bus Boy"
3. Syntax Practice #5: The longest sentence
4. Snake Oil

Agenda, October 30

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due by the end of class today: You must complete a peer review for one of your classmates. Be sure to put your name on the back of the purple paper.
Due at the end of class today: Final draft of two poems or two pages of fiction.
Due tomorrow: Syntax Practice 1-5 (we haven't done #5 yet) 

Unit 3: Character  
Today's Learning Targets:
I can work with a peer to improve my writing.
I can use technology to improve my writing.

1. Typing Time. Use it wisely.

Agenda, October 29

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Yesterday: Rough draft of two poems or two pages of fiction.

Due before the beginning of class on Wednesday: Teacher conference about your two week packet.
Due by the end of class on Wednesday: You must complete a peer review for one of your classmates. Be sure to put your name on the back of the purple paper.
Coming Wednesday: The laptops are coming! The laptops are coming! 

Unit 3: Character  
Today's Learning Targets:
I can work with a peer to improve my writing.
I can recognize and correct sentences with errors.
I can make decisions about the effect of punctuation.

1. PW #37: Show, don't tell (finally!)
2. Syntax Practice #4: Parentheses 
3. Dashes vs. Commas vs. Parentheses
4. PW #38: Varying syntax style
5. Peer Review / Conference / Revision Time

Agenda, October 28

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Monday: Rough draft of two poems or two pages of fiction that include strong figurative language, killer first lines, lots of showing, clear, believable characters. Your rough draft needs to be a document that is separate from your freewrites and pre-writes.

Due before the beginning of class on Wednesday: Teacher conference about your two week packet.
Coming Wednesday: The laptops are coming! The laptops are coming! 

Unit 3: Character  
Today's Learning Targets:
I can develop rough ideas into a complete draft.
 I can write an interesting, correctly punctuated sentence with parentheses.  
I can recognize and correct sentences with errors.
I can compare two poems about the same character. 

1. FW #33: "You seem like ..." OR "I don't know why I ..."
2. Syntax Practice #3: Dashes
3. Syntax Practice #4: Parentheses
4. PW #36: "Richard Cory"
5. PW #37: Show, Don't Tell
6. Peer Review Time

Agenda, October 25

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Monday: Rough draft of two poems or two pages of fiction that include strong figurative language, killer first lines, lots of showing, clear, believable characters. Your rough draft needs to be a document that is separate from your freewrites and pre-writes.

Due before the beginning of class on Wednesday: Teacher conference about your two week packet.
Coming Wednesday: The laptops are coming! The laptops are coming! 

Unit 3: Character  
Today's Learning Targets:
I can develop rough ideas into a complete draft.
 I can write an interesting, correctly punctuated sentence with a dash.  
I can recognize and correct sentences with errors.
I can compare two poems about the same character. 

1. FW #32: "If we only had time ..." OR "Hearing screaming ..."
2. Sharing Time 
3. Drafting time (up to 30 minutes)
4. Syntax Practice #3: Dashes
5. PW #36: "Richard Cory"
6. PW #37: Show, Don't Tell

Agenda, October 24

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Monday: Rough draft of two poems or two pages of fiction that include strong figurative language, killer first lines, lots of showing, clear, believable characters. Your rough draft needs to be a document that is separate from your freewrites and pre-writes.

Coming Friday: Sharing Time

Coming Wednesday: The laptops are coming! The laptops are coming! 

 

Unit 3: Character  

Today's Learning Targets:
I can develop rough ideas into a complete draft.
I can write an interesting, correctly punctuated sentence with a semi-colon.
I can recognize and correct sentences with errors.

1. Drafting time (up to 30 minutes, if you use it)
2. Syntax Practice #2: Semi-colons
3. PW #36: "Richard Cory"
4. PW #37: Show, Don't Tell

Agenda, October 23

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Monday: Rough draft of two poems or two pages of fiction that include strong figurative language, killer first lines, lots of showing, clear, believable characters. Your rough draft needs to a document that is separate from your freewrites and pre-writes.

Coming Friday: Sharing Time

Coming Wednesday: The laptops are coming! The laptops are coming! 

 

Unit 3: Character  

Today's Learning Targets:
I can use a freewrite to generate ideas.
I can write an interesting, correctly punctuated compound sentence. I can use precise word choice to capture a character in exactly six words.

1. FW #31: "Have you heard ...?" OR "(S)He's the one who ..."
2. Syntax Practice #1: Compound sentences
3. PW #35: Six Word Memoirs
4. Drafting Time

Agenda, October 22

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

 

Unit 3: Character  

Today's Learning Targets: 
I can use a freewrite to generate ideas.I can look at a character from three different perspectives.
I can build a conflict around a character.

1. FW #30: What if? 
2. PW #33: Character First Story Starter
3. PW #34: Me, Myself, and I

Agenda, October 21

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Last Friday: FLP 6-10
Due Last Friday: PW 24 - 31

   
Unit 3: Character  

Today's Learning Targets:  
I can use a freewrite to generate ideas.

I can read between the lines and interpret symbols.

I can cite evidence to support my opinion.

I can look at a character from three different perspectives.

1. FW #29: "I didn't mean to ..." OR "Deep in the heart of ..."
2. PW #32: "She Didn't Mean to Do It"
3. PW #33: Me, Myself, and I
4. PW #34: Character First Story Starter

Agenda, October 18

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Due Now: FLP 6-10
Due at the end of class: PW 24 - 31

   
Unit 3: Character  

Today's Learning Targets:  
I can use a freewrite to generate ideas.
I can actively participate in a small group discussion

I can read between the lines and interpret symbols.

I can cite evidence to support my opinion.

I can use physical details to develop a character.

1. FW #28: "In my pocket ..." OR "I am most myself when ..."
2. Sharing Time
3. Do not confuse your grade with your ability to write.
4. PW #30: Discussion Notes and Reflection
5. PW #31: What's in the bag?
6. PW #32: "She Didn't Mean to Do It"

PW #28: Obituary for an Object

Obituary for an object:

1) What is an obituary?

A formal announcement of the death of a person (or, in this case, an object)

2) What is included in an obituary?

Description – of the deceased’s character, but also physical

Achievements

Cause of death

Surviving family members

3) Steps:

Brainstorm objects.

Pick one. Brainstorm the 4 parts of the content.

Write for 10 minutes (pick one mode):

- a “newsy” obituary

- a poem

- a story about how the object died.

Agenda, October 17

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

Coming Friday: Sharing day!

Due Friday: FLP 6-10

Due Friday: PW 24 - 30

   
Unit 3: Character  

Today's Learning Targets:  

I can use a freewrite to generate ideas.

I can cite evidence to support my opinion.

I can use physical details to develop a character.

1. FW #27: "It was the last time he ..." OR "We snuck out of the ..."
2. Character Development in "Eleven"
3. PW #29: Animal Behavior
4. PW #30: What's in the bag?

Agenda, October 16

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

 
Unit 3: Character  

Today's Learning Targets:  

I can use an object to create a character. 

1. Pre-write #28: Obituary for an object

Agenda, October 15

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

 Due Last Week: Final Draft of Packet 2, stapled in this order: Yellow sheet, final, rough.
 
Unit 3: Character Today's Learning Targets:  

I can use a freewrite to generate ideas.

I can identify the effect of literary devices, structure, and character development in a short story.

I can show character instead of tell.   

1. Freewrite #26: "S/he always wore ..." OR "They had a reputation for ..."
2. FLP #10: Show, Don't Tell
3. Text Analysis: "Eleven," by Sandra Cisneros
4. Pre-write #28: Obituary for an object

Agenda, October 14

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.

 Due Last Week: Final Draft of Packet 2, stapled in this order: Yellow sheet, final, rough.
 
Unit 3: Character
Today's Learning Targets:  I can use a freewrite to generate ideas.

I can explain how authors develop characters.

I can identify the effect of literary devices, structure, and character development in a short story.

I can show character instead of tell.   

1. Well, this is kind of embarrassing ...
2. Pre-write #26: _____ is the kind of person who ...
3. Freewrite #25: _____ is the kind of person who ...
4. Pre-write #27: How do authors develop character?
5. Text Analysis: "Eleven," by Sandra Cisneros
6. FLP #10: Show, Don't Tell

Agenda, October 9

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.
Due Yesterday: Freewrites 13-23 and Pre-writes 8-23 
Due Yesterday: Rough draft of two poems or two pages of fiction.    
Due BEFORE the beginning of class on today: You must come to me for a teacher conference (during work time, lunch, or after school)    
Due today at the end of class: Final Draft of Packet 2, stapled in this order: Yellow sheet, final, rough.
 
Unit 2: Structure
Today's Learning Targets: 
I can use technology to publish a final draft.   
I can write a killer first line.  
I can write using active verbs.
I can employ an innovative structure in my writing.   

1. Let the typing commence!
2. When you are done, please create a calm, peaceful, quiet work environment.

Agenda, October 8

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.
Due Now: Freewrites 13-23 and Pre-writes 8-23
Due Now: Rough draft of two poems or two pages of fiction.   Due BEFORE the beginning of class on Wednesday: You must come to me for a teacher conference (during work time, lunch, or after school)   Due Wednesday at the end of class: Final Draft of Packet 2
 
Unit 2: Structure
Today's Learning Targets: I can use a freewrite to generate ideas.    I can work with my peers to develop ideas to a final draft.   I can write a killer first line. I can write using active verbs.
I can analyze the structure of a poem by an important American poet.
I can employ an innovative structure in my writing.

1. Freewrite #24: "I started listening when ..." OR "His/her face reminds me of ..."
2. Pre-write #24: Five different words for ...
3. Pre-write #25: Who was Dorothy Parker?
4. Drafting Time / Peer Review Time. You need to both GET and GIVE a good peer review.

Agenda, October 7

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.
Due Monday Tuesday: Freewrites 13-23 and Pre-writes 8-23
Due Monday Tuesday: Rough draft of two poems or two pages of fiction.  
Due BEFORE the beginning of class on Wednesday: You must come to me for a teacher conference (during work time, lunch, or after school)  
Due Wednesday at the end of class: Final Draft of Packet 2
 
Unit 2: Structure
Today's Learning Targets:
I can use a freewrite to generate ideas.   
I can work with my peers to develop ideas to a final draft.  
I can write a killer first line. I can write using active verbs.
I can employ an innovative structure in my writing.

1. Un-Freewrite #23: Reflect on the current state of your writing. Are you writing well or are you struggling? How do you know? What have you learned about structure in the last few weeks?
2. Figurative Language Practice #9: Write one example of metaphor, simile, hyperbole, personification, and onomatopoeia. Your subject: a person who has a cold.
3. Pre-write #23: Read and highlight the "Killer First Lines" handout.
4. Drafting Time / Peer Review Time. You need to both GET and GIVE a good peer review.

Agenda, October 4

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.
Due Monday: All freewrites and pre-writes
Due Monday: Rough draft of two poems or two pages of fiction. Due BEFORE the beginning of class on Wednesday: You must come to me for a teacher conference (during work time, lunch, or after school) Due Wednesday: Final Draft of Packet 2
 
Unit 2: Structure

Today's Learning Targets:

I can use a freewrite to generate ideas.  I can develop ideas to a final draft. I can write a killer first line.
I can write using active verbs.
I can employ an innovative structure in my writing.

1. Freewrite #22: Open your personal reading book to a random page. Copy the first complete sentence. Use that sentence as your prompt.
2. Figurative Language Practice #8: Not to be. Revise the following sentences so that they don't include any forms of the verb "to be."
3. Pre-write #22: Lining Poems.
4. Drafting Time. It needs to be quieter than yesterday.

Agenda, October 3

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.
Due Monday: All freewrites and pre-writes
Due Monday: Rough draft of two poems or two pages of fiction.
Due BEFORE the beginning of class on Wednesday: You must come to me for a teacher conference (during work time, lunch, or after school)
Due Wednesday: Final Draft of Packet 2
 
Unit 2: Structure

Today's Learning Targets:

I can use a freewrite to generate ideas. 
I can develop ideas to a final draft.
I can write a killer first line.
I can employ an innovative structure in my writing.

1. Robyn's C-
2. Freewrite #21: "In the rearview mirror ..." OR "I hope ..."
3. Pre-write #21: What happened next? (again)
4. Model Text Analysis
5. Drafting Time (If you haven't finished the pink poem, today is your last chance)

Agenda, October 2

Reminder: Keep all your work, including graded  freewrites,  pre-writes, and published drafts. We'll need them to revise.
Due Monday: All freewrites and pre-writes
Due Monday: Rough draft of packet 2
 
Unit 2: Structure

Today's Learning Targets:

I can use a freewrite to generate ideas. 
I can identify the techniques necessary to craft foreshadowing.
I can analyze a piece of foundational American Literature.
I can employ an innovative structure in my writing.

1. Freewrite #20: "By the time it was all over ..." OR "Don't worry about me ..."
2. "An Occurence at Owl Creek Bridge" by Ambrose Bierce
3. Pre-write #20: What happened next?
4. Drafting Time (If you haven't finished the pink poem, today is your last chance)