Daily+Lessons

Here is the digital portfolio template in MS Publisher. You can save it to your computer or your Sharepoint account and start creating your own portfolios. You will be able to post your portfolios in MS Publisher on your wiki pages. [|DigitalPortfolioTemplate] Here is the same digital portfolio as a webpage. Unfortunately, you cannot see the pictures since all the additional files cannot be uploaded to the wikispace. Therefore, in order for your webpage to work you need to keep all the files you want to use in a separate folder and keep it close to the webpage (same storage device or server account).

[|DigitalPortfolioWebpage]

**__Daily Lessons__ ** GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 01/27/08 Lesson #1 __Objective__: The students will introduce themselves via writing biopoems. The students will review and discuss how visual elements enhance modern texts. The students will review the online publishing space for the class – www.wikispaces.com. Ex.#1 The students will discuss their creative writing experience and rationale. Ex.#2. The students will write a biopoem using a template. Ex. #3. The students will view a PowerPoint presentation on how visual components enhance modern texts. The students will discuss how they might use visual and other media to enhance their writing. Ex. #4 The students will write a biopoem using a template and share thier poems with the class. Homework: review selections on creative reality in personal writing “Truth or Lies,” p.7-9 in //Crossroads.//
 * Daily Lessons **

GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 01/31/08 Lesson#2 __Objective__: SWBAT discuss and differentiate between voice and style as well as identify tone and elements in prose and poetry that create all. Students will also examine ways to graphically present their creative writing as well as preview the element of point of view. __Ex. #1__: Review Homework selections on creative reality in personal writing “Truth or Lies” __Ex. #2__: Using Graphics to Enhance Writing __Ex. #3__: Discussion on a writer’s voice, tone, and style. Please read pages 11-15. Discussion to follow. __Ex. #4__: Please begin work on “Suggestions for Writing” #1 on page 14 __Homework__: Please read “Perspective and Point-of-View” on pages 16-22. Please complete “SFW” exercise #1 on page 22.  GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 02/04/08 Lesson#3 Objective: SWAT identify seven perspectives or points-of-view from which to write and practice using various voices in a group round table writing.

Class Bell Ringer - Homework review (oral) “Connections with Family” Ex.#1 Know Your Points of View! In writing, authors may choose a variety of points-of-view (PoV) from which to develop their topics. Here are seven PoVs to choose from when you write: Ex.#2 Walk a Mile in Another Perspective – In our workshop round table, each student will receive a different pair of shoes. Examine your shoes, and write from the perspective of the person who might have worn these shoes (e.g. boots – construction worker, stilettos – diva, etc.) At the completion of your short descriptive passage, we will shift to the right and add to our neighbor’s PoV.
 * 1st Person** – The author choose a character to tell his/her story. “Call __me__ Ishmael” __Moby Dick.__
 * 2nd person** - With 2nd person, the author invites the reader to pretend that he/she is a narrator. “You see, if George Bailey had never been around to save Bedford Falls, Peter would have taken it all.” __It’s a Wonderful Life__
 * 1st person Plural** – Used in a similar way to that of 2nd person. “We are not Amused.” Queen Victoria
 * 3rd person Complete Objectivity** – The completely objective PoV places the narrator, and the reader, outside of the events described.
 * 3rd person** **Limited Objectivity** - seeing the story through the eyes of one of the characters but placing the narrator just outside this character.
 * 3rd person Limited Omniscience** – choosing a point of view that that allows the narrator(who remains detached from all the characters) to reveal what of each of the characters knows and thinks.
 * 3rd person Complete Omniscience** – this PoV gives complete freedom to the writer. The narrator can reveal, at any point in the story, anything that has happened or will happen, and any thoughts and feelings the characters have had or will have.

Ex. #3 Oral reading and discussion of “The Curator” by Mitchell Williams on p.37 with specific focus on the writer’s perspective.

Homework: Please complete exercise #1 under “Suggestions For Writing” on p.20.  GSWLA Creative Writing Unit I-Elements of Craft Ms. Plummer/Ms. Kaysanik Lesson #4 - Detail, Image, Symbol, and Setting 02/06/08


 * __Lesson Objective__**: SWBAT- use the writing center in order to receive a brief introduction to the Edublog site for their creative writing class discussions and postings. Afterwards, students will discuss the use of details, images, and symbols using readings from //Crossroads// as well as exercises to practice skills in creating all three. Finally, students will look at the ways details, images, and sometimes symbols are important to the creation of a setting in a work of fiction or poetry.

__Exercise #1__: Writing Center introduction to Edublog with Ms. K. __Exercise #2__: Discussion of the use of details in writing with an oral reading of Elizabeth Bishop’s “One Art” (DP) on page 291 and Anton Chekhov’s “Misery”(TK) on page 211. Students should pay particular attention to the use of detail in both works. Please make lists for both works, as we read, of details that seem particularly vivid and important. Students will conclude with an oral reading of April Lindner’s “Spice” on page 304. __Exercise #3__: Observation-The Key to Engaging Your Reader. In this exercise, students will work in pairs to create a piece that reflects and describes an emotion (exercise #4 on page 25 of //Crossroads//). Please follow the directions of the exercise. Consult your fellow writer and collaborate to create the four sets of images, actions, and details that are set up in steps a-d. Your collaborative piece should not use descriptors or details that are too obvious. __Exercise #4__: Using All of Your Senses-“All good creative writing is based on sensory experience. We often think of images as being visual, but they can be auditory, tactile, olfactory, and gustatory as well. Good imagery reveals something with new eyes and ears and hands and turns it around for examination….” (25) Please read Ezra Pound’s two-line poem, “In a Station of the Metro” and note the images he isolates. He referred to the poem as “haiku-like.” Now, please write down a list of at least five very clear and specific images and create a series of haiku-like poems of your own in order to practice the art of image isolation and specificity.


 * __Homework__**: Please read about **symbols** on pages 28-29 of **//Crossroads//** and complete **exercise #1** on page 29. Then, students should read about **setting** on page 43 and the short piece “A Woman on the Roof” by Doris Lessing on page 243. AS you read the Lessing work, please keep in mind the following question: How do elements of the setting, the heat, the rooftops, the distance between the roofs, etc affect the action, tone, and tension of the story? Jot down details as you read to help you determine what aspects of the setting are essential to the story’s development and outcome.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik Lesson #5 02/08/08 __Objective__: SWBAT work on their wikispaces to add, revise, and contribute to the ongoing discussion of peer generated work mounted on the gswla Creative Writing workspace. __Ex. #1__: Students will use the writing center to access the GSWLA Creative Writing wikispace and begin to post all previous class and portfolio work for review by their classmates and ongoing revision for their digital portfolio. Students may also continue to work on the graphics and visual elements of their personal pages. __Ex. #2__: Searching and Defining Literary Terms- Students should use their online search engines to define the following fifteen terms: apostrophe, personification, synesthesia, hyperbole, understatement, litotes, metonymy, paradox, oxymoron, allusion, metaphor, simile, implied metaphor, analogy.
 * __Ex.#3__**: Creating a Poetry Resource Book- Students will contribute at least three to five examples of litotes, metonymy, and synethesia to the discussion page of their GSWLA wikispace.

__Homework:__ complete poetry resource book – use the discussion page of Home Page on the class space at wikispaces.com

 GSLWA Creative Writing Ms. P/Ms. K 02/12/08 Lesson#6 __Objective__: SWBAT practice the skill of observation in determining and using details in their writing by viewing selected works of art and describing what they see. Next, students will try their hands at taking other parts of speech, like adjectives, to create new verbs (e.g. he lazied that day away). __Ex. #1__: Envisioning Art to Life Using as many vivid verbs, descriptive adjectives, and concrete nouns as possible, please describe in short narrative (or) poetic passages the selected art pieces presented. __Ex. #2__: “Uniquaing” Language In this exercise, students will take other parts of speech and try creating new verbs with them. (Ex. #3 on pg. 38 of __Crossroads__). __Ex. #3__: To the Writing Lab, Batman!! __Homework__: Finding Different Dictions—Over the next day or so, play ease-dropper and listen to and record in your journals at least 5-10 snippets of conversations you hear. Please try to get different voices with as many different dictions, accents, and syntactical patterns as you can come by. Hint: Do not stay in your age group or in one limited location.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik Lesson #7 02/14/08 __Objective__: SWBAT discuss and review the use of character and speaker as well as the way in which dialogue is used with both and informs meaning in works of poetry and prose. __Ex. #1__: Students will begin by reading the opening paragraphs of chapter 10 on page 60 of **//Crossroads//**. Please read aloud. Then, students should read “My Last Duchess” on page 292. After the reading, discuss how the voice of the duke paints his character and the details which Browning has him provide the listener are the clues to not only who is (a psychopath) but what crime he has committed as well. __Ex. #2__: Students should next read the opening paragraphs of chapter 11 on page 65. Read through the short excerpt from Joyce’s //Portrait of the Artist as a Young Man. Next, choose a student to orally read Jamaica Kincaid’s “Girl” on page 237. // __Ex. #3__: Using their homework, the collection of conversation snippits they were asked to gather, students should begin the “Suggestions for Writing” exercise 1 on page 66 that asks them to write a short dialogue in which they reveal a character through dialogue with another character. __Homework__: Complete your dialogue exercise and work to revise your piece then mount it on the wikispace. Also, please read in its entirety the excerpt from James Joyce’s //A Portrait of the Artist as a Young Man// on page 230 with these questions in mind:


 * What language and diction is being used that let’s you know the conversations in this piece are among children at points? (write down specific words or phrases that signal the speakers’ ages)
 * How is repetition being used, and what is your opinion of the general effect it creates?
 * Make a list of any images that stand out to you. Joyce is the singular **king** of the image as symbol and signal of deeper meaning.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 02/19/08 Lesson #8 __Objective__: SWBAT review the upcoming creative writing/arts project before beginning their discussion of revision, reflection, and pop-up design. __Ex. #1__: Students will review the creative writing/arts project they will create in a PowerPoint due on February 27, 2008. __Ex. #2__: Students should next review the James Joyce piece on page 230 of Crossroads paying particular attention to his use of imagery, repetition, symbols, and use of point-of-view. __Ex. #3__: Using Pop-up revision and Addition: After reviewing the poem “Mourning Pablo Neruda” by Robert Bly, students will use the underlined words of the poem to practice the strategy of “pop-up” review/reflection/revision. First, students will write words that they associate with the underlined words of the poem in the margins. Each student will pass the same poem around adding to the “pop-ups” on the poem page. __Ex. #4__: After practicing this technique on the Bly poem, students will then practice “pop-up” review on each others’ works. Students should choose a piece of their work that they would like to begin revision on to use for this exercise. At the end, everyone in the class should have added at least two or three visual/concrete associations (pop-ups) to the margins of their peers’ works. __Homework__: Please read about revision techniques on pages 75-79 of //Crossroads//. Now, try two things:  GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 02/21/08 Lesson #9 __Objective__: SWBAT continue reviewing revision techniques and recasting of original works currently in progress. __Ex. #1__: Using your creative piece that you began your pop-up exercise with, now go back and see how it has changed after recasting. We will share these works “in the round.” __Ex. #2__: Review revision techniques on pages 80-81. __Homework__: Please read “Workshop: Thirteen Ways of Looking for Revision” on pages 82-83. Take __one__ piece of your writing and __answer__ all thirteen questions and their various parts. Read Workshop #1 __Drafts__ and provide feedback.
 * Complete exercise #1 “Suggestions for Writing” on page 78 of //Crossroads//
 * Try including at least five of the “pop-up” images/suggestions provided by your peers in the previous exercise in your revision of your piece.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 02/25/08 Lesson # 10 __Objective:__ SWAT use the writer’s workshop to present and discuss their works in progress. Ex.#1 __Writer’s Workshop__- the students will read their new original pieces aloud. Workshop student writers will then contribute praise and constructive suggestions for revision. Please be specific when making both praise and constructive suggestions. Take lots of notes on not only your piece but your colleagues’ works.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 02/27/08 Lesson# 11

Objective: The students will share multimedia presentations with the class. Ex. # 1 The students will share the multimedia presentations of their works with the class. The students will discuss their rationale behind the music and the images that they have chosen to accompany their pieces. __ Project Procedures __ : For this first project, students will choose one of their own works that they have already mounted on the GSWLA wikispace to revise and augment. This is a multimedia project in which you will combine your __literary work__ with __art__ and __music__ you select as backdrops.
 * Project 1 Description:**

The art and music should be selected and combined to showcase your literary effort. All three components should be constructed in a PowerPoint that students will present in class and that will ultimately be mounted to our class wikispace. Please limit your creative literary arts presentation to three to five minutes in length. Also, be conscious of the appropriateness of your subject matter as your project will be transparent to all visitors to our site. __ Assessed Components __ : Your work will be assessed based on the following criteria: · Completeness of work · Clearly defined tone and at least an emerging voice and style · Vividness of imagery in the literary piece and the art supporting it. · Strength and concreteness of word choice and diction · Inclusion of dialogue or dialect if needed and appropriate · Inclusion of one or more of the exercise techniques used so far in class · Use and appropriateness of the choice of music and art to reinforce the literary work · Obvious use of revision and proofreading techniques in one or more drafts created for the project · Accuracy of grammatical and mechanical elements of the literary work · Technical craft in creating a seamless combining of the three mediums · Overall artistic merit of the final project product presentation before the class

Students are encouraged to visit a variety of online sites and ezines to retrieve ideas for their projects with the understanding that the final project must be unique and original to each student. Good luck and have a great time creating your masterpiece!!  GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 02/29/08 Lesson #12 __Objective__: SWBAT share their creative arts project and begin the nonfiction unit writing. __Ex. #1__: Student Power Point presentations. __Ex. #2__: Revision question review page 82. __Ex. #3__: Read “The Face of Gaia” and complete “Suggestion for Writing” exercise #1 page 91. __Homework__: Please work on your personal essay for our next workshop. Read pages 90-91.  GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 03/04/08 Lesson #13 __Objective__: SWBAT review and discuss the elements of pre and post revision writing as well as begin their study of the elements of the personal essay. __Ex. #1__: Review and discussion of the 13 question revision checklist on page 82 of __Crossroads__. __Ex. #2__: Discussion of the structure of the personal essay: __Ex. #3__: Students will use the Writing Center to begin collecting notes, thoughts, images, and brainstorming for their personal essays. Throw __everything__ and __anything__ on paper to get started. __Do__ __not__ self edit at this point—__just__ write!
 * Central Theme—provide a single focus
 * Descriptive Details—be specific, concrete, and vivid
 * The Narrative Element—provide an underlying sequence of events, ideas, or actions
 * The Narrator and Characters—use a clear point of view with contributing “voices”
 * Commentary—generate personal passion, observations, understandings on your focus

__Homework__: complete a rough draft to share in the next writer’s circle.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 03/06/08 Lesson #14 __Objective:__ SWAT use the writer’s workshop to present and discuss nonfiction works in progress.

Ex.#1 __Writer’s Workshop__- the students will read their new original nonfiction pieces aloud. Workshop student writers will then contribute praise and constructive suggestions for revision. Please be specific when making both praise and constructive suggestions. Take lots of notes on not only your piece but your colleagues’ works. As you work on your personal essay, please keep in mind these essays and work on incorporating the elements as organically and seamlessly as possible.
 * Pop-ups are often helpful when reducing longer pieces.


 * The Personal Essay Characteristics**

Structuring the Essay- Most personal essays are structured around five elements:


 * **__Central Theme__**-The central them is the main idea that the writer develops in the essay. The theme should relate personally to the writer’s life.
 * **__Descriptive Details__**- Descriptive details help make the subject of a personal essay seem real and vivid. Instead of simply stating details, the writer uses specific details to make those ideas clear to the reader.
 * **__The Narrative Element__**- Personal essays often contain narrative passages that relate incidents or experiences in chronological order. You will often find narrative passages mixed in with descriptive passages or commentary in a personal essay.
 * **__The Narrator and Characters__**- In fiction the narrator can be the writer or one or more of the characters in the story; in personal essays the narrator is always assumed to be the writer. There are many different methods for presenting and describing characters. One method is to tell about the characters chiefly through physical details. Writers may also talk directly about the personalities of their characters.
 * **__Commentary__**- The commentary a writer makes in a personal essay includes direct comments, as well as reflections and observations about the central theme. The purpose of the commentary is to communicate directly with the reader about the theme of the essay. The commentary has a single focus, just as the essay has a single, central theme.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 03/10/08 Lesson #15 __Objective:__ SWAT use the writer’s workshop to present and discuss nonfiction works in progress.

Ex.#1 __Writer’s Workshop__- the students will read their new original nonfiction pieces aloud. Workshop student writers will then contribute praise and constructive suggestions for revision. Please be specific when making both praise and constructive suggestions. Take lots of notes on not only your piece but your colleagues’ works.
 * Pop-ups are often helpful when reducing longer pieces.

 GSWLA Creative Writing Ms. Plummer/Ms. Kasyanik 03/12/08 Lesson #16 __Objective:__ SWAT use the writer’s workshop to present and discuss nonfiction works in progress.

Ex.#1 __Writer’s Workshop__- the students will read their new original nonfiction pieces aloud. Workshop student writers will then contribute praise and constructive suggestions for revision. Please be specific when making both praise and constructive suggestions. Take lots of notes on not only your piece but your colleagues’ works.
 * Pop-ups are often helpful when reducing longer pieces.

Ex.#2 __Creating Characters__- You next assignment will be a nonfiction biographical piece an a member of your family. Before we begin, however, we need to practice creating and developing characters. Please read your handout, “Character Development,” and complete the “Answering Questions” exercise that follows. Please be ready to start next class.

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Ex.#1 __Writer’s Workshop__- the students will read their new original nonfiction pieces aloud. Workshop student writers will then contribute praise and constructive suggestions for revision. Please be specific when making both praise and constructive suggestions. Take lots of notes on not only your piece but your colleagues’ works.
 * Pop-ups are often helpful when reducing longer pieces.

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__Ex. #1__: Complete Writer’s Workshop __Ex. #2__: Students will use the TWC to work on their multimedia family memoir piece.

__Homework__: Keep working on the memoir PowerPoint/presentation. Please read “Finding the Emotional Truth” page 97 and “Revision: Beyond the Frame” pages. 98-99. Please read “suggestions for Rewriting” on page 99 and choose one of the exercises to complete.

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Objective: Students will use the Tallwood Writing Center to continue to produce their multimedia presentations using the nonfiction mode of the memoir. Students should consult the rubric for this assignment constantly as they prepare their presentations.

Spring Break Assignments:

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 * Please read “Memoir? Fiction? Where’s the Line?” p. 187
 * Please complete your multimedia presentation using the nonfiction memoir mode and the assigned rubric
 * Please write down any notes, outline/timeline, character list, and sequence of events for your first fictional short story.
 * Please read about fiction on pages 100-122.

GSWLA Creative Writing Ms. P. - Ms. K. 03/31/08 Lesson #20 __Objective__: SWBAT begin their multimedia presentations of their nonfiction writing in memoirs. __Ex. #1__: Individual Memoir Presentations. __Homework__: Please read “How I Met My Husband” by Alice Munro page 248.

GSWLA Creative Writing Ms. P.-Ms. K. 04/04/08

__Objective__: SWBAT complete their multimedia presentations on memoir nonfiction and begin their fiction unit.

__Ex. #1__: Last Presentations __Ex. #2__: Class Reading (“Landscape, History, and the Pueblo Imagination” page 192) __Ex. #3__: Individual Writing in TWC

__Homework__: Please complete the in-class reading as well as the assembled class packet for workshop.

GSWLA Creative Writing 04/04/08

__Objective__: SWBAT complete their multimedia presentations on memoir nonfiction and begin their fiction unit.

__Ex. #1__: Last Presentations __Ex. #2__: Class Reading (“Landscape, History, and the Pueblo Imagination” page 192) __Ex. #3__: Individual Writing in TWC

__Homework__: Please complete the in-class reading as well as the assembled class packet for workshop.

GSWLA Creative Writing Ms.P/Ms. K 4/21/08 Lesson Objective: SWBAT complete Workshop # 3 before moving on to the unit on poetry.

Ex. #1 Complete Workshop #3 on Fiction (short stories).

Ex. #2 Improv # 3. Stories inspired by a specific scene. In a short freewrite, please use as many vivid images and descriptive details as possible to describe a scene from your recent past or childhood that evokes strong emotions. Make sure to incorporate as much detail as possible in this piece.

Ex. #3 Reading about Sound and Sense – What is Poetry?

GSWLA Creative Writing Ms.P/Ms. K 4/23/08 Lesson Objective: SWBAT begin the unit on poetry by discussing the nature of language and the ways in which words may be arranged to create new and resonating meaning.

__Ex. #1__: Please read pages 113-114 as a class and discuss the exercise on compound words. As a class, create a compound word list then reverse the order of the words in the list. __Ex. #2__: Improv #4—please take the following words and create a short poem of at least ten lines.

Dream Flee Glide Velvet Shade Dance Dash Climb Silk Rose Fly Bound Sing Cotton Satin

__Ex. #3__: Please read Elizabeth Bishop’s “Man-Moth” and “The Jabberwocky” page 294. __Ex. #4__: What is Poetry? Archibald MacLeish and John Ashberry. __ Compound Words __ daybirth dropsrain forestrain flowerwild tonbar burglarcat sauceapple wearunder tenderbell fallnight scrapersky nightforte wichsand shinesun houndblood wormbook nailtoe rocketsky buglady flydragon fishstar beanjelly carrace shoresea gastedflabber beanbutter chipchocolate hattermad stormthunder horsesea flowersun shellsea Creative Writing 042508 Ms. P/Ms. K

__Objective__: SWBAT identify basic elements of rhythm and meter in poetry.

__Ex. #1__: Improv #5: Please choose one of your former prose pieces and try restaging it in poetry. Improv #6: Dreaming—using the concept of a dream, please create a poem of at least ten lines. __Ex. #2__: Meter and Rhythm—using the handouts, students will take notes and analyze components of rhythm and meter including: feet, meter (definition), iambs, trochees, anapests, dactyls, spondees, monometer, dimeter, trimeter, tetrameter, pentameter, heptameter, and hexameter.

__Classwork/Homework__: Please read pages 76 and 117-120 of __Crossroads__. Please complete suggested exercise #1 on page 118. Ms. P.

Objective: SWBAT identify specific elements of poetry like rhyme and meter then use at least one form of units of meter and rhythm to complete a poem of at least fourteen lines. Please define the following terms:

monometer dimeter trimeter tetrameter pentameter heptameter hexameter iambs trochees dactyls anapests spondees virgule caesura breve

Students will use the writing center to begin their poems in iambic dimeter, iambic pentameter, trochaic hexamter, etc. Please have your poems ready for next class to reproduce for workshop.

GSWLA Creative Writing Ms. Plummer 050108 Objective: SWBAT use the outside readings of selected poems in Crossroads to begin their study of both free verse and the villainelle. Readings in free verse and villanelles: "My Grandmother's Love Letters," by Hart Crane, "One Art," by Elizabeth Bishop, and "Lonely hearts," by Wendy Cope.

Improvisation Exercise- Please write a poem using an animal to represent yourself and your various physical and personal characteristics. The poem should be at least 14 lines and should be printed and then posted on your wikispace.

GSWLA Creative Writing Ms. Plummer 050708

__Objective__: SWBAT conclude their first poetry workshop and begin work on their next poetic form, the villanelle.

__Ex. #1__: Conclusion of Poetry workshop #1 __Ex. #2__: Oral reading of (2) sestinas “Do Not Go Gentle into that Good Night” and “Parsley”

__Review Villanelle Form and Format__: A villanelle consists, in its modern form, of six stanzas, 5 stanzas of three lines, and a sixth stanza of four lines. The first and third lines of the first stanza alternate throughout the remaining 5 stanzas. Line (1) of the first stanza appears as the last line in stanzas 2 and 4 and as the next to last line in the last stanza. Line (3) of the first stanza appears as the last line of stanzas 3, 5, and 6.

__Ex. #3__: Writing Center Practice and Wikispace work on individual villanelles __Homework__: Create the rough draft of your sestina. Suggested subjects: -Shopping at the mall -Women dancing at a concert -Running on the beach -Men at a bar trying to pick women up -Leaning in for a first kiss -Children at the playground -Airplane travel -Fighting with a sibling GSWLA Creative Writing Ms. Plummer 050908 Objective: SWBAT finalize their drafts of the villanelle and begin work on a powerpoint multimedia presentation of three, one of which must be a villanelle or sonnet.

Ex. #1: The Sonet- Please review the poetry terms packet reviewed in class and choose the sonnet format that you will use for the sonnet assignment: Elizabethan, Spenserian, or Italian.

Ex. #2: Writing Center-Please complete your final draft of the villanelle and print and post it on your wikispace.

Homework: Please read and comment on all poems in the poetry #2 workshop packet. Please begin work on your poetry multimedia powerpoint presentation.

051308 GSWLA Lesson Plan

5-13-08

__Objective__: SWBAT begin the 2nd poetry workshop __Ex#1__: Group Sonnet on the individual villanelles as well as work on improvisation-each member creating original sonnets and finalizing their of the class will write on ten multimedia PowerPoint presentations word line(or alternate response) on a piece of paper __Ex#2__: Poetry Workshop #2 __Ex#3__: Writing Center Wikispace Conferences

__Homework__: Please complete your sonnet and continue to watch the nines 5-15-08

Objective: SWBAT complete the poetry readings of the villanelles in workshop.

Ex. #1: Workshop readings of individual villanelles

Ex. #2/Homework: Writing center/wikispace work-Please continue to work on the multimedia projects for the three poems you will present in class. Remember, one must be either the villanelle or the sonnet. All sonnets are due next class.

GSWLA Creative Writing Ms. Plummer 05/23/08

__Objective__: SWBAT complete the readings and suggestions for the writer’s workshop on sonnets. Then, students will begin their study of the last unit on drama.

__Ex. #1__: Writer’s Workshop on the Sonnet __Ex. #2/Homework__: Please read pages 155-166 on “Drama” in __Crossroads__

__Homework__: Please complete your multimedia PowerPoint presentations and your reading on drama.

GSWLA Creative Writing Ms. Plummer In this final week of school GSWLA students should be finalizing their portfolios and multimedia presentations. The requirements for the portfolio are found on the wikispace and have been handed out in class. Please look for the final portfolio requirements on a separate link page of the wikispace. The multimedia presentations will begin on Thursday, June 5th. Please make sure that any works-in-progress that you intend to include as final pieces in the portfolio have been completed and staged as you wish them to appear as a final product.
 * Week of June 2-June 6 **

GSWLA Creative Writing Ms. Plummer 060308 __ Drama Exercise __ Write a synopsis for an original play in which you provide the outline of the situations and conflict, characters, setting, and resolution to the conflict. Then, write the opening scene making sure to provide dialog for your characters. Make sure there is __at__ __least__ limited action in the scene as drama is meant to be seen and experienced. __ Story Ideas for a Dramatic Scene __ A speakeasy Carnival

A manor house

Medieval Time __ Death of a stranger Boyfriend and Girlfriend Mother and Daughter Enchanted Lagoon __Characters__- You must have at least two characters. Husband and Wife Brothers Sisters __

Problems __ Temptation Conspiracy Disbelief Infidelity Violence Affair Separation because of war and political alignments Injustice Segration Magic __ Make sure that your scenes include dialog! __