6/6/24: Activity 1F: Complete Final Poem Project: 2 poems X 3 Layouts = 6 Poems Total. Reminder: Overdue Revised Poems Must Be Completed During Exam Week: 1) Finish them now and don’t come in during exam week! (25 Minutes) Email the six revisions (2 poems X 3 layouts) to jpowers2 [at] fairfieldschools [dot] org and jpowers2 [at] fairfieldschools [dot] net. Handouts: (Kinds-of-LinebreaksDownload) and Stanza-Breaks-1Download.) Activity 1A: If Poem Project Complete (AB, AC, YS & ES): Write a poem: Write a “Where I’m From” (WhereImFromDownload) poem or a Birdbath or Dream poem (Dream-BirdbathDownload).
6/5/24: Activity 1a Memorable Character: 1) Write for seven minutes describing an interesting or eccentric character you know. The character might be an aunt or uncle, a boss or friend of a friend or someone you’ve seen in a store or by the side of the road. 2) Describe the person’s age, size, hair etc. nd show them talking an moving. Is there a particular thing they like to say? Reminder: Overdue Revised Poems Must Be Completed During Exam Week. Activity 2: Flash Fiction Stories that Start with a Character:1) Read “Thank You, Ma’am” and note how Mrs. Luella Bates Washington Jones is described as she’s appearing on a stage. 2) Look at other form ideas or techniques you might borrow from the story. 3) Read “Passing Time With the Master” (PssngTmewMstrDownload) note how Boo Boo is introduced through a mix of description, action, dialogue and interior monologue. Activity 4: Write a New Story That Starts with an Interesting Character or Rewrite a Draft Emphasizing an Interesting or Eccentric Character: Start by introducing your character either as if in a spotlight or by using a DADI mix. If your story starts to have a mind of its own, follow it and ignore the instructions.
6/4/24: Activity 1a Memorable Character: 1) Write for seven minutes describing an interesting or eccentric character you know. The character might be an aunt or uncle, a boss or friend of a friend or someone you’ve seen in a store or by the side of the road. 2) Describe the person’s age, size, hair etc. nd show them talking an moving. Is there a particular thing they like to say? Reminder: Overdue Revised Poems Must Be Completed During Exam Week. Activity 2: Flash Fiction Stories that Start with a Character:1) Read “Thank You, Ma’am” and note how Mrs. Luella Bates Washington Jones is described as she’s appearing on a stage. 2) Look at other form ideas or techniques you might borrow from the story. 3) Read “Passing Time With the Master” (PssngTmewMstrDownload) note how Boo Boo is introduced through a mix of description, action, dialogue and interior monologue. Activity 4: Write a New Story That Starts with an Interesting Character or Rewrite a Draft Emphasizing an Interesting or Eccentric Character: Start by introducing your character either as if in a spotlight or by using a DADI mix. If your story starts to have a mind of its own, follow it and ignore the instructions.
6/3/24: (Blocks 1 & 2): Activity 1a: Memorable setting. Write for seven minutes describing a place you know well or find interesting. It could be a room, an office, a classroom, a work space, a favorite vacation site, a fort behind your house, etc. Be sure to include sensory details: smell, touch, sound, taste and sight (colors, sizes, shapes, etc.) Activity 1c: Reminder: Overdue Revised Poems 1) If you haven’t shared two poems with three layouts each, share now to jpowers2 [at] fairfieldschools [dot] org and jpowers2 [at] fairfieldschools [dot] net. 2) Layout Options here: (Kinds-of-LinebreaksDownload) and Stanza-BreaksDownload. 3) Once you’ve finished email me or re-share so I know to update the grade. 4) Grading is based on completeness and worth 10 daily grades. Activity 2: Write a Flash Fiction Story Using “In The Current” as a Model: 1) Read “In Current” (In-the-CurrentDownload) noting how the story follows the instructions in the left-hand column. 2) Think about a character with a problem you could set in the place you described above. 3) Read “Passing Time” (Passing-TimeDownload) to see how a completely different story could have the same shape as “In the Current.” 4) Write down other reusable story ideas, form ideas and techniques. Activity 4: Write a New Story or Rewrite a Draft in this Form: 1) Write your own “In the Current” story. 2) If your story starts to have a mind of its own, follow it and ignore the instructions.
5/31/24: (Blocks 1 & 2): Activity 1a: Memorable setting. Write for seven minutes describing a place you know well or find interesting. It could be a room, an office, a classroom, a work space, a favorite vacation site, a fort behind your house, etc. Be sure to include sensory details: smell, touch, sound, taste and sight (colors, sizes, shapes, etc.) Activity 1c: Reminder: Overdue Revised Poems 1) If you haven’t shared two poems with three layouts each, share now to jpowers2 [at] fairfieldschools [dot] org and jpowers2 [at] fairfieldschools [dot] net. 2) Layout Options here: (Kinds-of-LinebreaksDownload) and Stanza-BreaksDownload. 3) Once you’ve finished email me or re-share so I know to update the grade. 4) Grading is based on completeness and worth 10 daily grades. Activity 2: Write a Flash Fiction Story Using “In The Current” as a Model: 1) Read “In Current” (In-the-CurrentDownload) noting how the story follows the instructions in the left-hand column. 2) Think about a character with a problem you could set in the place you described above. 3) Read “Passing Time” (Passing-TimeDownload) to see how a completely different story could have the same shape as “In the Current.” 4) Write down other reusable story ideas, form ideas and techniques. Activity 4: Write a New Story or Rewrite a Draft in this Form: 1) Write your own “In the Current” story. 2) If your story starts to have a mind of its own, follow it and ignore the instructions.
5/30/24: Activity 1a: Memorable Dialogue: 1) Write down a memorable conversation you had or overheard–as best you can recollect it. (Or re-create it.) Or write a dialogue between two of the characters of your story start that reveals the story problem or a failed attempt to solve it. (Don’t add description, action or inner monologue.) 2) Share your dialogue or one good line. Activity 1c: Reminder: Overdue Revised Poems: 1) If you haven’t shared two poems with three layouts each, share now to jpowers2 [at] fairfieldschools [dot] org and jpowers2 [at] fairfieldschools [dot] net. 2) Layout Options here: (Kinds-of-LinebreaksDownload) and Stanza-BreaksDownload. 3) Once you’ve finished email me or re-share so I know to update the grade. 4) Grading is based on completeness and worth 10 daily grades. Activity 2: The DADI Mix and Building a Story With Dialogue 1) Look at how story is a weave of description, action, dialogue and interior monologue (DADI). DADI-Mix-ColorDownload. 2) Look at how to build a story from recollected dialogue: “Jackie’s Not Home.” Starting-With-DialogueDownload. 3) What If? What problem, setting, or character could pump up the tension? 4) Remember to change the names and write toward surprise. 5) Read “Mikey’s Not Home” and look for reusable story ideas, form ideas and techniques. Activity 4: Continue or Begin a New Short Story Draft: 1) Continue working on your Story Draft by using dialogue to reveal the problem or plot points. 2) Or start a new story that starts with dialogue. 3) Look for a place to add an authentic detail to sell the reader on the story.
5/29/24: Activity 1a: Memorable Dialogue: 1) Write down a memorable conversation you had or overheard–as best you can recollect it. (Or re-create it.) Or write a dialogue between two of the characters of your story start that reveals the story problem or a failed attempt to solve it. (Don’t add description, action or inner monologue.) 2) Share your dialogue or one good line. Activity 1c: Reminder: Overdue Revised Poems: 1) If you haven’t shared two poems with three layouts each, share now to jpowers2 [at] fairfieldschools [dot] org and jpowers2 [at] fairfieldschools [dot] net. 2) Layout Options here: (Kinds-of-LinebreaksDownload) and Stanza-BreaksDownload. 3) Once you’ve finished email me or re-share so I know to update the grade. 4) Grading is based on completeness and worth 10 daily grades. Activity 2: The DADI Mix and Building a Story With Dialogue 1) Look at how story is a weave of description, action, dialogue and interior monologue (DADI). DADI-Mix-ColorDownload. 2) Look at how to build a story from recollected dialogue: “Jackie’s Not Home.” Starting-With-DialogueDownload. 3) What If? What problem, setting, or character could pump up the tension? 4) Remember to change the names and write toward surprise. 5) Read “Mikey’s Not Home” and look for reusable story ideas, form ideas and techniques. Activity 4: Continue or Begin a New Short Story Draft: 1) Continue working on your Story Draft by using dialogue to reveal the problem or plot points. 2) Or start a new story that starts with dialogue. 3) Look for a place to add an authentic detail to sell the reader on the story.
5/28/24: Reminder: Make sure you have shared two revised poems with three different layouts each. Activity 1: Plot Lines and Elements of Short Stories. 1) Look at the elements of a story and the structure of a problem story (LineofStoryElmntsDownload). 2) Read a Simple Example: Sam’s Cookie. 3) Sketch out a quick children’s story. 4) Think of a character (a child, a dog, an iguana, a tree) with a problem. 5) Introduce the character and problem to the reader. 6) Have the character attempt to solve the problem and fail. 7) And then make a second attempt to solve it. 8) Have the character either succeed or make peace with the problem. 9) Show the character satisfied or happy (resolution). 10) Share your story, a favorite line or some other detail. Activity 2: Read Model Short Stories and Generate Reusable Ideas. 2) Read “Reunion”: Generate a list of reusable story ideas, form ideas and techniques after reading “Reunion” by John Cheever. (REUNIONDownload). 3) Read “Settled”: Read “Settled to see how the reusable idea can be used to create an original story. (SettledDownload) 4) Brainstorm Idea: Write down a few restaurant ideas for the setting, a few parent/child or grandparent/child relation ideas (You may use people you know as a starting point, but change the names and some details.) and a line or two from “Reunion” that you might use in your own story. Activity 3: Write a Short Story Draft. 1) After reading “Reunion,” write a story that uses three of the following: A) It begins and ends in the same place and/or the same line. B) Two of the characters are a parent and a child. C) At least one scene takes place in a restaurant. D) Uses a variation of “I want to get a rise out of this chap” or “I hoped that someone would see us together.” 2) Share what your story, a favorite line or some detail.
5/24/24: Reminder: Make sure you have shared two revised poems with three different layouts each. Activity 1: Plot Lines and Elements of Short Stories. 1) Look at the elements of a story and the structure of a problem story (LineofStoryElmntsDownload). 2) Read a Simple Example: Sam’s Cookie. 3) Sketch out a quick children’s story. 4) Think of a character (a child, a dog, an iguana, a tree) with a problem. 5) Introduce the character and problem to the reader. 6) Have the character attempt to solve the problem and fail. 7)And then make a second attempt to solve it. 8) Have the character either succeed or make peace with the problem. 9) Show the character satisfied or happy (resolution). 10) Share your story, a favorite line or some other detail. Activity 2: Read Model Short Stories and Generate Reusable Ideas. 2) Read “Reunion”: Generate a list of reusable story ideas, form ideas and techniques after reading “Reunion” by John Cheever. (REUNIONDownload). 3) Read “Settled”: Read “Settled to see how the reusable idea can be used to create an original story. (SettledDownload) 4) Brainstorm Idea: Write down a few restaurant ideas for the setting, a few parent/child or grandparent/child relation ideas (You may use people you know as a starting point, but change the names and some details.) and a line or two from “Reunion” that you might use in your own story. Activity 3: Write a Short Story Draft. 1) After reading “Reunion,” write a story that uses three of the following: A) It begins and ends in the same place and/or the same line. B) Two of the characters are a parent and a child. C) At least one scene takes place in a restaurant. D) Uses a variation of “I want to get a rise out of this chap” or “I hoped that someone would see us together.” 2) Share what your story, a favorite line or some detail.
5/23/24: Activity 1: Check Revised Poems are Shared: I have emailed everyone who shared poems. If you didn’t get an email, please share the poems now to jpowers2 [at] fairfieldschools [dot] org. Check to see that you have shared two poems. Check that each poem has revised to show two additional line-break/stanza layouts. If your shared documents were incomplete, finish them and re-share so I know to update the grade. (Grading is based on completeness and worth 10 daily grades.)
5/22/24: Activity 1: Finish Revising Two Poems: 1) Share your two typed poems with me at jpowers2 [at] fairfieldschools [dot] org 2) Emotional Impulse: Remember what drove you to write the poem and revise to highlight that emotional impulse. (It can change during the poem as you have a new insight.) 3) Line Breaks: Line breaks and stanza breaks control the pace and tempo of how a poem is read. Review “Kinds of Line Breaks” (Kinds-of-LinebreaksDownload) and create three new layouts for your poem. Choose one (or a combination of two or more) for the revised version of your poem. 4) Stanza Breaks: Look at “Stanza Breaks” (Stanza-BreaksDownload) and circle the best version of “The Committee Weighs In.” Write two or three sentences explaining why you made that choice. Revise your own poem adding stanza breaks where appropriate. Activity 2a: Poetry Unit Reaction: Write for five minutes about what surprised you about our poetry unit. Activity 2b: What’s Next? Do you want to write more poems, write some personal essays or write some short stories? Activity 3: Types of Metaphor: Read “Rite of Passage” and “Thesaurus” (Writing-MetaphorsDownload) and note three types of metaphors: specific metaphors (“freckles like specks of nutmeg”), the extended metaphors (a synonyms in a thesaurus are like people in different ways) and the central metaphors (the boys are little men). Repeat with “Facing It” and “You and I are Disappearing.” Write a ten-minute poem, story or journal entry that uses at least two of the three types of metaphor. (Bonus points for all three.) Have fun. See how wacky your metaphor can be and/or how far you can push it. Share what you wrote, a favorite line or a favorite metaphor.
5/21/24: Activity 1: Finish Revising Two Poems: 1) Share your two typed poems with me at jpowers2 [at] fairfieldschools [dot] org 2) Emotional Impulse: Remember what drove you to write the poem and revise to highlight that emotional impulse. (It can change during the poem as you have a new insight.) 3) Line Breaks: Line breaks and stanza breaks control the pace and tempo of how a poem is read. Review “Kinds of Line Breaks” (Kinds-of-LinebreaksDownload) and create three new layouts for your poem. Choose one (or a combination of two or more) for the revised version of your poem. 4) Stanza Breaks: Look at “Stanza Breaks” (Stanza-BreaksDownload) and circle the best version of “The Committee Weighs In.” Write two or three sentences explaining why you made that choice. Revise your own poem adding stanza breaks where appropriate. Activity 2a: Poetry Unit Reaction: Write for five minutes about what surprised you about our poetry unit. Activity 2b: What’s Next? Do you want to write more poems, write some personal essays or write some short stories? Activity 3: Types of Metaphor: Read “Rite of Passage” and “Thesaurus” (Writing-MetaphorsDownload) and note three types of metaphors: specific metaphors (“freckles like specks of nutmeg”), the extended metaphors (a synonyms in a thesaurus are like people in different ways) and the central metaphors (the boys are little men). Repeat with “Facing It” and “You and I are Disappearing.” Write a ten-minute poem, story or journal entry that uses at least two of the three types of metaphor. (Bonus points for all three.) Have fun. See how wacky your metaphor can be and/or how far you can push it. Share what you wrote, a favorite line or a favorite metaphor.
5/20/24: Activity 1: Write a Curse Poem. Write-a-CurseDownload Read “Curse Two: The Naming” and “I Love You Not” and generate a list of reusable poem ideas. Repeat with “Curse One: The Wraith” and “Curse of the Boyfriend Scorned.” Write a curse poem using ideas from each poem. Change the names and do not write about anyone in the building. The poem must be fifteen ten-to-twelve syllable lines that do not use swear words or any previously-known insults or curses. Share your poem or a favorite line. Activity 2: Type up and Revise Two Poems: Pick two poem drafts that you’re willing to revise. Type them up. 1) Look at the Emotional Impulse: Read through each poem and try to decide what drove you to write it. All revision should be done honoring this emotional impulse. (It can change during the poem as you have a new insight.) 2) Word Choice: Extra Credit: Complete the word-level revisions suggested below and email me before and after drafts for extra credit. 2a) Vivid nouns: replace generic nouns with specific ones: for example, replace “car” with “Camry” or “tree” with “elm.” 2b) Powerful verbs: replace “to be” verbs (were, was, is, etc.) and blah verbs with more vivid verbs. 2c) Cut all adverbs (they usually end with “ly” and prop up weak verbs: ex. replace “ran quickly” with “raced” or “flew.”) 2d) Cut double adjectives (for example, “fat, old man”). Pick one. 2e) Cut two “the”s, two “and”s, every “really” and all waffle words (sort of, kind of like). 3) Line Breaks: Line breaks and stanza breaks control the pace and tempo of how a poem is read. Review “Kinds of Line Breaks” (Kinds-of-LinebreaksDownload) and create three new layouts for your poem. Choose one (or a combination of two or more) for the revised version of your poem. 4) Stanza Breaks: Look at “Stanza Breaks” (Stanza-BreaksDownload) and circle the best version of “The Committee Weighs In.” Write two or three sentences explaining why you made that choice. Revise your own poem adding stanza breaks where appropriate. 5) Revised Poem: Email the revised draft of your two poems to jpowers2 [at] fairfieldschools [dot] org.
5/17/24: Activity 1: Write a Curse Poem. Write-a-CurseDownload Read “Curse Two: The Naming” and “I Love You Not” and generate a list of reusable poem ideas. Repeat with “Curse One: The Wraith” and “Curse of the Boyfriend Scorned.” Write a curse poem using ideas from each poem. Change the names and do not write about anyone in the building. The poem must be fifteen ten-to-twelve syllable lines that do not use swear words or any previously-known insults or curses. Share your poem or a favorite line. Activity 2: Type up and Revise Two Poems: Pick two poem drafts that you’re willing to revise. Type them up. 1) Look at the Emotional Impulse: Read through each poem and try to decide what drove you to write it. All revision should be done honoring this emotional impulse. (It can change during the poem as you have a new insight.) 2) Word Choice: 2a Vivid nouns: replace generic nouns with specific ones: for example, replace “car” with “Camry” or “tree” with “elm” ; 2b Powerful verbs: replace “to be” verbs (were, was, is, etc.) and blah verbs with more vivid verbs. 2c Cut all adverbs (they usually end with “ly” and prop up weak verbs: ex. replace “ran quickly” with “raced” or “flew.”); 2d Cut double adjectives (for example, “fat, old man”). Pick one. 2e Cut two “the”s, two “and”s, every “really” and all waffle words (sort of, kind of like).
5/16/24: Activity 1: An Obsession or a Pet Peeve: Write a seven-minute rant about something you can’t get enough of or about a little thing that really bothers you. Provide details, a story, or something else that can help a reader see how wonderful or annoying the thing is. Share your rant, a favorite sentence or the topic of your rant. Future Assignment: Choose two of the poems you’ve written to type up and practice revision strategies. Activity 2: Writing from Models: Instruction Poems. Read “Crying.” Note some of characteristics of an Instruction poem. Repeat with “Fold Yourself.” Write a poem of directions (how to drive,
5/15/24: Activity 1: An Obsession or a Pet Peeve: Write a seven-minute rant about something you can’t get enough of or about a little thing that really bothers you. Provide details, a story, or something else that can help a reader see how wonderful or annoying the thing is. Share your rant, a favorite sentence or the topic of your rant. Future Assignment: Choose two of the poems you’ve written to type up and practice revision strategies. Activity 2: Writing from Models: Instruction Poems. Read “Crying.” Note some of characteristics of an Instruction poem. Repeat with “Fold Yourself.” Write a poem of directions (how to drive,
5/14/24: Activity 1: Writing from Models: The Greater Romantic Lyric and Nature Poems (25-30 minutes) Today we will be going outside to write poems. But let’s first look at a Reusable Form called the “Greater Romantic Lyric” (Naturepoems-GRL 2Download) described in Wikipedia by M. H. Abrams: “The speaker begins with a description of the landscape; an aspect or change… in the landscape evokes a [response] varied by… process of memory, thought, anticipation, and feeling which remains closely intervolved with the outer scene. In the course of this meditation the lyric speaker achieves an insight, faces up to a tragic loss, comes to a moral decision, or resolves an emotional problem. Often the poem rounds itself to end where it began, at the outer scene, but with an altered mood and deepened understanding… the result of the intervening meditation.” Read “The Round” to see how the form works and note other reusable ideas: Poem Ideas, Form Ideas and Techniques. Repeat with “Lying in a Hammock at William Duffy’s Farm in Pine Island, Minnesota,” Moths, and one or two other poems on the back of the handout. Jot done a couple of reusable ideas to use when we go out to write. Activity 2: Writing Poems Outside (25-30 minutes) Your task is to write poems based on your observations out in nature. A Greater Romantic Lyric is optional. Find a spot in the woods where you at least 50 feet from a classmate and looking in a direction away from any other people. Chose something close by or in the distance and describe it clearly. Write a poem of at least thirteen lines long, use one techniques from the model poems. If the landscape evokes a response, an insight include that in the poem. Meet back at the trail head at the appointed time.
5/13/24: Activity 1: Writing from Models: The Greater Romantic Lyric and Nature Poems (25-30 minutes) Today we will be going outside to write poems. But let’s first look at a Reusable Form called the “Greater Romantic Lyric” (Naturepoems-GRL 2Download) described in Wikipedia by M. H. Abrams: “The speaker begins with a description of the landscape; an aspect or change… in the landscape evokes a [response] varied by… process of memory, thought, anticipation, and feeling which remains closely intervolved with the outer scene. In the course of this meditation the lyric speaker achieves an insight, faces up to a tragic loss, comes to a moral decision, or resolves an emotional problem. Often the poem rounds itself to end where it began, at the outer scene, but with an altered mood and deepened understanding… the result of the intervening meditation.” Read “The Round” to see how the form works and note other reusable ideas: Poem Ideas, Form Ideas and Techniques. Repeat with “Lying in a Hammock at William Duffy’s Farm in Pine Island, Minnesota,” Moths, and one or two other poems on the back of the handout. Jot done a couple of reusable ideas to use when we go out to write. Activity 2: Writing Poems Outside (25-30 minutes) Your task is to write poems based on your observations out in nature. A Greater Romantic Lyric is optional. Find a spot in the woods where you at least 50 feet from a classmate and looking in a direction away from any other people. Chose something close by or in the distance and describe it clearly. Write a poem of at least thirteen lines long, use one techniques from the model poems. If the landscape evokes a response, an insight include that in the poem. Meet back at the trail head at the appointed time.
5/8/24: Activity 1: Writing Sensory Descriptions: Read the example paragraphs and note the attention to detail. (Sensory DescDownload) Write five descriptions starting with “I see…” or “I saw….”. You may use one other sense but do not use metaphor or interpretation. The purpose of this exercise is to develop your ability to observe and articulate your observations clearly. Some of the examples below drop the “I see…” part, but note how careful, focused and detailed the observations are. Share one description, a favorite sentence or an object described Activity 2: Look at Sentence Order, Sentence Variety and Sentence Complexity: Complete the sentence exercises and share your sentences. (SentenceExercisesDownload) Look at the sentence variations and sophistication. Think about how to add variety to your sentences to add cadence and seduce your readers. Activity 3a: Two-Week Report Card: You: How do you think you are doing? Give yourself a grade, briefly explain your reasoning (engagement, improvement, attendance, productivity, contributions, etc,) and hand or email me your response. (jpowers2 [at] fairfieldschools [dot] org). Activity 3b: View Presentation or Review Presentation Plans. Activity 4: Writing from Models: One-Sentence Poems: Read the one-sentence poems and make a list of reusable poem ideas, form ideas and techniques. (One-SentencePoemsDownload) Write a one-sentence poem of at least 14 lines. Use the grammatical tricks (lists with commas; extending or connecting words: and, or, when, but, which, until, however; punctuation: commas, dashes, semicolons, colons parentheses.; compound and complex sentences) used in the examples. Remember to borrow ideas from the models. Write a sentence that brings a different food from the wild or garden all the way to your kitchen table. Or write a poem called “Old.” Share your poem, read a favorite line or the topic of your poem and one idea you stole from the models.
5/7/24: Activity 1: Writing Sensory Descriptions: Read the example paragraphs and note the attention to detail. (Sensory DescDownload) Write five descriptions starting with “I see…” or “I saw….”. You may use one other sense but do not use metaphor or interpretation. The purpose of this exercise is to develop your ability to observe and articulate your observations clearly. Some of the examples below drop the “I see…” part, but note how careful, focused and detailed the observations are. Share one description, a favorite sentence or an object described Activity 2: Look at Sentence Order, Sentence Variety and Sentence Complexity: Complete the sentence exercises and share your sentences. (SentenceExercisesDownload) Look at the sentence variations and sophistication. Think about how to add variety to your sentences to add cadence and seduce your readers. Activity 3a: Two-Week Report Card: You: How do you think you are doing? Give yourself a grade, briefly explain your reasoning (engagement, improvement, attendance, productivity, contributions, etc,) and hand or email me your response. (jpowers2 [at] fairfieldschools [dot] org). Activity 3b: View Presentation or Review Presentation Plans. Activity 4: Writing from Models: One-Sentence Poems: Read the one-sentence poems and make a list of reusable poem ideas, form ideas and techniques. (One-SentencePoemsDownload) Write a one-sentence poem of at least 14 lines. Use the grammatical tricks (lists with commas; extending or connecting words: and, or, when, but, which, until, however; punctuation: commas, dashes, semicolons, colons parentheses.; compound and complex sentences) used in the examples. Remember to borrow ideas from the models. Write a sentence that brings a different food from the wild or garden all the way to your kitchen table. Or write a poem called “Old.” Share your poem, read a favorite line or the topic of your poem and one idea you stole from the models.
5/6/24: Activity 1: Opening Journal Entry: Start with an Object. Make a list of ten objects that belong to someone you know (grandfather’s car, father’s pipe, brother’s drums, mother’s purse or necklace, friend’s room, etc.) Pick one object and describe it carefully using sensory descriptions (sight (colors, size, shape, etc), feel, sound, smell, taste) and/or metaphors/similes.Put it in a typical setting for the object and describe the immediate setting (the driveway, the ashtray, the basement etc.) Describe the owner using or wearing the object. Share what you wrote, a favorite line or the object. Activity 2: Two-Week Report Cards: It’s been two weeks. How’s it going? How am I doing? What’s working well? What don’t you like? What could we do better? What else can we do? Questions or comments about the website? The grading system? The class activities? Any suggestions? How do you think you are doing? Give yourself a grade, briefly explain your reasoning and hand or email me your response. Activity 3: View Presentation or Review Presentation Plans. Activity 4: Writing from Models: Litanies: Read the two litanies on the first page and make a list of the characteristics of a litany. (LitaniesDownload) Then read the two on the back and generate other characteristics. Write a litany of at least 14 lines. Remember to borrow ideas from the models. Vary the list with serious and lighter subjects, and shorter and longer lines. If you’re stuck, begin with “I promise…” or “I remember…” or “I don’t care about…” or “She said…” Share your poem, read a favorite line or the subject of your poem.
5/3/24: Activity 1: Opening Journal Entry: Start with an Object. Make a list of ten objects that belong to someone you know (grandfather’s car, father’s pipe, brother’s drums, mother’s purse or necklace, friend’s room, etc.) Pick one object and describe it carefully using sensory descriptions (sight (colors, size, shape, etc), feel, sound, smell, taste) and/or metaphors/similes.Put it in a typical setting for the object and describe the immediate setting (the driveway, the ashtray, the basement etc.) Describe the owner using or wearing the object. Share what you wrote, a favorite line or the object. Activity 2: Writing from Models: Litanies: Read the two litanies on the first page and make a list of the characteristics of a litany. (LitaniesDownload) Then read the two on the back and generate other characteristics. Write a litany of at least 14 lines. Remember to borrow ideas from the models. Vary the list with serious and lighter subjects, and shorter and longer lines. If you’re stuck, begin with “I promise…” or “I remember…” or “I don’t care about…” or “She said…” Share your poem, read a favorite line or the subject of your poem. Activity 3: Two-Week Report Card (And check presentation plans) It’s been two weeks. How’s it going? How am I doing? What’s working well? What don’t you like? What could we do better? What else can we do? Questions or comments about the website? The grading system? The class activities? Any suggestions?
5/2/24: Activity 1: Write for seven-minutes about someone you admire. You might describe them or write about what it is you admire about them and how they have influenced you or you might show them in action being admirable. (Stories are always good.) Share your entry, one sentence, who you admire or what you admire about the person. Activity 2: Read the for odes (a poems of praise) and look for reusable poem ideas, form ideas and techniques. (OdeAssignment2Download) Visualize the object of your ode. (Don’t be afraid to be silly.) Write an ode to a person, animal, place or object that no one’s every written an ode about. Write a short freewrite about where do you want to be in five years. Ten years? Share and talk about what we might do now to help you get there.
5/1/24: Activity 1: Write for seven-minutes about someone you admire. You might describe them or write about what it is you admire about them and how they have influenced you or you might show them in action being admirable. (Stories are always good.) Share your entry, one sentence, who you admire or what you admire about the person. Activity 2: Read the for odes (a poems of praise) and look for reusable poem ideas, form ideas and techniques. (OdeAssignment2Download) Visualize the object of your ode. (Don’t be afraid to be silly.) Write an ode to a person, animal, place or object that no one’s every written an ode about. Write a short freewrite about where do you want to be in five years. Ten years? Share and talk about what we might do now to help you get there.
4/30/24: Activity 1: Write a seven-minute freewrite reflecting on either of these phrases: “Life is short. Stop wasting it.” or “Memento mori” (Latin for “Remember your death.” a reminder to intentionally think about your own death every day, as a means of appreciate the present and focus on the future). Activity 2: Read the Haikus and choose one to read aloud. (Haikus Assorted Haikus) Talk about the “rules” for haikus and low-kus. Write three short poems and share one. Shares? Write a short freewrite about where do you want to be in five years. Ten years? Share and talk about what we might do now to help you get there.
4/29/24: Activity 1: Write a seven-minute freewrite reflecting on either of these phrases: “Life is short. Stop wasting it.” or “Memento mori” (Latin for “Remember your death.” a reminder to intentionally think about your own death every day, as a means of appreciate the present and focus on the future). Activity 2: Read the Haikus and choose one to read aloud. (Haikus Assorted Haikus) Talk about the “rules” for haikus and low-kus. Write three short poems and share one. Shares? Write a short freewrite about where do you want to be in five years. Ten years? Share and talk about what we might do now to help you get there.
4/26/24: Activity 1: Write (a web, a list, a freewrite, etc.) for seven minutes about a favorite food. (Possible Questions: What is it? Where/when was the first time you ate it? Where do you eat it? Who prepares it? What does it look like? How does it make you feel? What does it taste like? Have you ever turned anyone on to it? What did they think?) Share your name and the name of the food you wrote about. Activity 2: Read and reread “My Physics Teacher” and This is Just to Say” (My PT-This is-MyTrigDownload) and generate a list of reusable poetry ideas, form ideas and techniques. Write a poems draft using at least one idea from each column. Share one line from your poem. Write a short freewrite about where do you want to be in five years. Ten years? Share and talk about what we might do now to help you get there.
4/25/24: Activity 1: Write (a web, a list, a freewrite, etc.) for seven minutes about a favorite food. (Possible Questions: What is it? Where/when was the first time you ate it? Where do you eat it? Who prepares it? What does it look like? How does it make you feel? What does it taste like? Have you ever turned anyone on to it? What did they think?) Share your name and the name of the food you wrote about. Activity 2: Read and reread “My Physics Teacher” and This is Just to Say” (My PT-This is-MyTrigDownload) and generate a list of reusable poetry ideas, form ideas and techniques. Write a poems draft using at least one idea from each column. Share one line from your poem. Write a short freewrite about where do you want to be in five years. Ten years? Share and talk about what we might do now to help you get there
4/24/24: Activity 1: Share one thing you like to do outside of school. Review the class procedures and expectations. Activity 2: Read “Homestead Park” (HomesteadPrkPoems), look for reusable poem ideas, form ideas and techniques and write your own poem using some of them. Write down where you’d like to be after your graduate and what you hope to be doing. Activity 3: Write down where you’d like to be after your graduate and what you hope to be doing.
4/23/24: Activity 1: Share one thing you like to do outside of school. Review the class procedures and expectations. Activity 2: Read “Homestead Park” (HomesteadPrkPoems), look for reusable poem ideas, form ideas and techniques and write your own poem using some of them. Write down where you’d like to be after your graduate and what you hope to be doing. Activity 3: Write down where you’d like to be after your graduate and what you hope to be doing.
Write a “Where I’m From” Poem:
- Read “Where I’m From” and “Genealogy” and generate a list of reusable poem ideas, form ideas and techniques.
- Repeat with “It Took a Lifetime to Write This.”
- Share your poem or a favorite line.