Dail… · Web view(In this passage the word alone is alone.) Or . ... (Bible, Quotes from Mao Tse-Tung, Harry Potter, Lord of the Rings, The Alchemist, The Da Vinci Code, Twilight

EWC4U – Daily Lesson Plans

DATE LESSON DESCRIPTION EXPECTATIONS REFLECTION

UNIT 1: INTRODUCTION TO WRITING

Thursday, July 17

Welcome and Class introductionCourse Overview and Expectations via PPT

Ice Breaker activity – Literary Scattegories

Students are divided into small groups and will be given an answer sheet to record their answers. Same rules as the game Scattegories applies, but categories are literary in nature.

To introduce the course, gauge student vocabulary as well as build rapport.

Great game for ice breaker, students visibly enjoyed it.

Did not get to go over course outline due to faulty projector connection. I will present tomorrow

Friday, July 18 Lesson: Free Writing

Watch About.com video on Free writing. Students will complete 15 minutes of free writing using the tips from the video.

After writing, students should stop and look at what they have written. Underline ideas or phrases you find interesting. If nothing is interesting, it’s ok, at least you cleared some clutter from your head. What have you learned about yourself?

Diagnostic: Literary Devices

PW1.01 – write frequently to develop and practise writing skills, including incorporating vivid words and phrases, expressing ideas precisely,

Monday, July 21

Hook: Ethical Art Painting Analysis

Reviewing the Diagnostic:

The Definitions/Examples of all Literary Devices will be placed around the classroom. Students are to circulate and correct their diagnostic test.

Next: students will select a “Sixth Sense” card and create a literary device to describe it.

PW1.01 – write frequently to develop and practice writing skills, including incorporating vivid words and phrases, expressing ideas precisely,

Students practiced with alliteration, simile, personification, metaphor, hyperbole, oxymoron.

Some students really excelled at this activity, while others struggled (due to limited vocabulary)

Tuesday, July 22

“Words” video and discussion = DICTION & TONE

Denotations and Connotations definitions and examples.

PW1.02 – write frequently for various purposes, including


FOCUS ON TONE using Connotations of wordsConnotations vs. Denotations worksheet.

Today students will put into practice their connotations by viewing images on the projector and describing them using positive and negative connotations. I will do an example with them to begin, and then they will work independently to create their own. Purpose: To create a tone or mood through word choice.

Check homework on connotations vs. denotations and have students share their answers with the class.

exploring ideas, feelings, and experiences; responding to the writing of others; and making inferences about the craft of writing

PW1.08 – select appropriate techniques, diction, voice, and style and use them effectively to communicate ideas and experiences

Wednesday, July 23

SHORTENED PERIOD

To begin, students will share their descriptive pieces with the class

I will handout and explain the first assignment in detail.

FOCUS: SENSUOUS IMAGERY

I will show a video called “Better than Sinatra” from Australia’s Tropfest and ask the students how would I begin to describe the Raymond, the elderly man that is portrayed. Ideas should range from (Zooming in on details, describing colours and textures using adjectives, conveying the actions using verbs, describing verbs using adverbs (words that end in –ly –not to be overused, making direct and indirect comparisons via simile and metaphor and other literary devices from the previous lesson.

When generating ideas for descriptive words, I stress the importance on creating a simple brainstorm with all obvious words that come to mind. For example: old. Describing something as old is vague, so the next step is to find synonyms that are more specific, followed by making comparisons to how old through the use of simile and metaphor.

PW1.03 – write on both assigned topics and topics of their choice, with and without time constraints, for various purposes and a PW1.08 – select appropriate techniques, diction, voice, and style and use them effectively to communicate ideas and experiences

Students appear to have a limited vocabulary, as the words they chose to describe the images were sometimes vague and unrelated. Much prompting was needed for them to explore the use of similes, metaphors and personification when describing

Thursday, July Hook: Ethical Art IW1.01 – analyse a This lesson went


24 Creative Writing Sharing: Descriptive writing for “Raymond”

Lesson: Show, Don’t Tell Analysis

Students will read the handout aloud about the power of diction and showing vs telling from the textbook “get it Written, Get it Right”. Next they will read an excerpt from Jane Finch’s “White Oleander” and highlight all the descriptive language and identify which literary device is being used, and discuss the effectiveness of the word choice, the connotations, the imagery etc..

Students must work on their descriptive writing tasks over the Hari Raya Holiday.

variety of forms of writing, including poems, personal essays, narratives, stories, plays, and specialized informational texts, to evaluate their effectiveness;

very well, students were able to easily identify all descriptive language. This provided a good example of fresh descriptive writing; tips they will use for their assignment

Friday, July 25 Hook: Ethical Painting

Show vs. Tell ActivityIn pairs (using cards) students will select an abstract emotion or state of being from a hat, and must describe a person feeling that way without ever using the word. They will write their Showing on a colored A4 paper so that it can be used as a poster for class.Example from the notes: The child is impatient

Emotions to recreate:1) Anger2) Fear3) Drunkenness4) Nervous5) Confused6) In love7) Amazed8) In shock

Video: Active Vs. Passive VoiceStudents will follow the video and practice using the active voice.

Students will review their short descriptive writing tasks and change sentences from the passive voice to the active voice.

Work Period for the assignment and teacher consultation. Students to choose their person and place.

IW1.02 – describe the distinctive elements and conventions of a range of forms within specific genres

July 28 – August 1

Hari Raya Puasa – NO CLASS

Monday, August 4

Hook: Ethical Painting – Facebook Self-made prisonFreewriting – 10 minutes

Punctuation: what is it good for?

IWV.01 · analyse and assess how techniques, diction, voice, and


Students will list brainstorm all of the punctuation they know and explain its function in a sentence.

The Power of Punctuation Students will learn about all punctuation and their function via handout1)colon2)semi-colon3)dash4)commas5)parenthesis

Independent Work: Add punctuation variety to your descriptive writing assignment to add sentence variety. I will circulate to read students work.

I will read the critiques of Roy’s novel “The God of Small Things” and share her opening paragraphs with the class. Students will be asked to close their eyes and visualize the setting.

style are used in a range of forms of writing to communicate effectively;

Tuesday, August 5

Hook: 29 ways to stay creative video

Students will have an opportunity to work on their descriptive writing in class. I will circulate and sit with each student briefly to read and provide feedback on a section of their writing.

For homework, students must upload their writing to Facebook for the next day’s peer edit session.

PW2.02 – assess the content, organization, style, and impact of drafts and final versions of informational and literary written work produced by peers, providing objective and constructivePW2.04 – use group skills effectively during the assessment of written work

Wednesday, August 6 To begin the class, I will show the students a video of a peer edit

circle discussion from the film “Creative NonFiction” by Lena Dunham (real life script writer, actor and director of the hit tv show “Girls”)Students will then be divided into smaller groups (that I will assign) to model the discussion from the video using their own work. Students will be numbered 1-3. Student 1 will be first to have their work peer reviewed. Each student will have 20 minutes of

PW2.01 – assess the creative choices made in producing their written work (e.g., the choice of content, form, techniques, diction, voice, and

It is very important for students to reflect on who they are as a person, what they value etc, in order to truly


feedback.

For homework, students will complete the Post=Editing Self-reflection Sheet.

style in relation to the purpose and audience);

PW1.05 – use information and ideas generated by research, discussion, reflection, reading, viewing, and exploratory writing to develop the content of written work

have a clear purpose and guide for writing. This is a good segue for the poetry unit, where they must select topics and ideas that appeal to them, and expand on them.

Thursday, August 7

UNIT 2: Poetry

Free writing for 10 minutesIt’s all about you!Who are you as a writer? Students will complete a variety of writing activities to determine what they like and what their interests are, starting with top 10 lists. Then you will ask yourself, why is this at the top of the list? Continue asking why, why why….to delve deep inside of yourself via Think-Pair-Share strategy.

Top 10:1) Most influential people2) Favourite countries (visited or not)3) Songs4) Sport (watch or play)5) Movies or TV shows

Read Ellie’s poem about herself

Create an "about me" poem

Use the sequence of line beginnings and complete each line to make an autobiographical poem. For example:I seem to be as prickly as a cactus spikeBut really I am as soft as the juicy flesh inside...

Note: Each set of lines can be repeated any number of times.Suggested beginnings:•I'm good at.../ I'm not good at... •I used to be.../ But now I'm...•I am.../ I am not...•If you.../ Then I'll...•I like.:./ But I don't like...•I know a lot about... / I know nothing about... •I admire.../ I don't

IW1.01 – analyse a variety of forms of writing, including poems


IW1.03 – assess the relationships among the ideas in a passage, its purpose and audience, and the writer’s choices of techniques, diction, voice, and style


respect...•I believe in... / I don't believe in...

Friday, August 8UNIT 2: POETRY BEGINS

First Blended Learning Day

Shmoops video: What is poetry? (5 minutes)

Intro to Lyric poetry: focus on emotionsStudents will read and analyze the examples. Students will then practice in the style selected an emotion to convey

Monday, August 11

Assignment #1: Descriptive Writing DueJournal Writing: “What makes you laugh?

“Light Verse” - together we will analyze the form and function of this style in connection with the examples provided, with a particular focus on the limerick.

Student s will then get to write their own limerick.

Homework: write another light verse poem using your observations about human follies and foibles

PW1.03 – write on both assigned topics and topics of their choice, with and without time constraints, for various purposes and audiences

Tuesday, August 12

The Italian (Petrarchan) sonnet and the English sonnet (Shakespearean) PPT – format (rhythm and rhyme) and meaning, history, examples. (10 -15minutes)

Group writing: The sonnet (60 minutes)Students, in groups of 4 will work within these structural guidelines to create their own love poems. They will have the period to complete and sharing will occur via FB group.

PW1.03 – write on both assigned topics and topics of their choice, with and without time constraints, for various purposes and audiences

PWV.02 · assess the effectiveness of their own and others’ written work.

IW1.01 – analyse a


variety of forms of writing, including poems, personal essays, narratives, stories, plays, and specialized informational texts, to evaluate their effectiveness

Wednesday, August 13

INTRO TO POETRY PORTFOLIO ASSIGNMENTTo begin, I will ask students the following questions for discussion:How can structure and meaning mutually reinforce one another in the sonnet?Examples:I sit in my roomAloneNobody cares or knows

(In this passage the word alone is alone.)

Or

Every idea is a seed, when nurtured it will gROW.

What is the most challenging aspect of this activity and why?Do you think poems with structure are better than poems without structure and why?

FocusReflective Poetry Notes/Examples

Weekend homework: to continue working on poems for their portfolio.

Thursday, August 14

Today, we will look at descriptive poetry. In groups, students will read 6 descriptive poems and rank their favourite from 1 to 6. I will then bring their thoughts to a discussion on what they chose and why. Students will practice their descriptive poetry by selecting a topic card (ex: traffic jam, baby, rainbow etc). They must describe it by using literary devices etc. Next period, students will read their poems and the others will guess what is being described.

IW1.01 – analyse a variety of forms of writing, including poems


Jigsaw worked well – all students were discussing, even the weaker ones, as they had to be experts in their new group.



Friday, August 15

Blended Learning: Focus on HaikuStudents will read the notes on haiku and practice writing 3-5 of their own. They must submit haikus by 4pm for attendance.

PWV.02 • assess the effectiveness of their own and others’ written work

PW2.02 – assess the content, organization, style, and impact of drafts and final versions of informational and literary written work produced by peers, providing objective and constructive

This is a very fun and beneficial activity for students. I also participate in the editing, and was able to guide student work by making comments and suggestions.

Monday, August 18

Share descriptive poems

Brainstorm pet peevesDIDACTIC vs. SATIREAnalysis via JigsawIn groups of 4, students will analyze 1 poem and answer the following questions:

1) Identify what issue is being ridiculed/discussed2) How is the poet using literary devices and structure to

share their message?3) Is the poem effective at inspiring change?

Mini- presentations:Students will read their poem to the class and share their answers. The other students are encouraged to ask questions and make


comments when necessary.

Tuesday,August 19

Review marking key terms-vague-redundant-too wordy, be concise-cliché or trite-repetitive-basic

Continue Didactic and Satirical poetryPoetry Practice: students can choose a topic from the “Pet Peeve” list or their top 5 most important world issues and write 1 satire on the topic, and 1 didactic on the same topic.

Students were having difficulty with the writing process (I asked them) and so we created a class poem with the topic: Fandom. To begin we brainstormed all ideas (literal ones) about the topic. Next student s were challenged to transform the literal meaning into a figurative one by relying on the Writer’s toolbox of literary devices.

Wednesday, August 20

Next, students will learn the difference between sentimental and authentic poems. Students will read examples of both and determine which is fresh vs. which is trite. Notes on Rhyme and Metre will also be shared.Poetry Portfolio Work Period

During the last 20 minutes of class, students will read their poem out loud and determine if the rhythm and rhyme has flow.

Thursday, August 21

Poetry Peer Edit Circle

Friday, August 22

Poetry Self Reflection/ Intro to Genres

Monday, August 25UNIT 3: GENRES

Poetry Portfolio DueINTRO to GENRES UNITIntro to Genres presentation – subgenre pairing and topic selection – due next Wednesday/Thursday. 5 groups on each day. 1 week to prepare.

Activity: Classify your novel into a genre and subgenre and explain to the class why it goes there. 5 Genre stations will be set up for student s to walk around and determine their genre and subgenre.

Provide sub-genre assignment details and explain.

This was an activity for kinesthetic learners that need to move around to be engaged.


Tuesday August, 26 to Friday, August 29

Research period/Work periods: Students will have a chance to plan their presentation with their group> Planning will include researching the genre’s history, famous authors, and characteristics. They must also select a short story within that genre to read, analyze and make clear connections to the sub-genre. Students must also plan an activity for the class to engage somehow in the genre. Finally students will put everything into a presentation.

They will be given notes on the various genres to supplement their research



Monday, September 1

HOLIDAY – NO CLASS

Tuesday, September 2nd to Thursday, September 4th

Return marked Poetry Portfolios

In class presentations – 2 per day at 30 minutes each

IW1.02 – describe the distinctive elements and conventions of a range of forms within specific genresPW1.07 – organize information and ideas effectively to suit the form, purpose for writing, and intended audience;

PW1.12 – use group skills effectively during the production of written work


Friday, September 5th

PD DAYBlended LearningReview elements of a story via class brainstorm: Character, Plot, Setting/Atmosphere, Conflict

Monday, September 8

UNIT 4: SHORT STORIES

Shortest Short Stories Intro (handout) – students to read aloud the first one and identify the elements as a class. Next they will work in pairs to identify the elements of the rest and then share with the class.

Students create their own shortest short story using the elements discussed.

I will share my shortest short from last semester with them titled “Project 9” and invite students to share theirs.


PW1.05 – use information and ideas generated by research, discussion, reflection, reading, viewing, and exploratory writing to develop the content of written work;

The students shared some very clever short stories, all with cool plot twists at the end.

Tuesday, September 9

Final pair to present their sub-genre EPIC FANTASY (30 minutes)

Distribute Short Story Assignment details and rubricShort Story powerpoint with 6 steps

Step 1: Choose a genre and brainstorm unique story ideas. Step 2: Create a character with wants, needs and

contradictions. Step 3: Develop a vivid setting the protagonist will be

immersed in. Research specific details if necessary. Step 4: Outline the plot for maximize effect on your reader

(strong hook, tense climax, shocking resolution) Step 5: Start writing the story using the proper mode (see

notes) Step 6: Revise first draft by removing unnecessary frills and

adding effective literary devices and imagery (maybe even some foreshadowing) through self and peer-editing.

Step 7: Publish final story.

I will share my short story plan “Garlog Zirk” with the students.

I will distribute the short story info package that includes notes on how to build a character, modes of writing and story structures.

Students will begin to brainstorm creative story topics.

PW1.06 – use an inquiry process to elaborate and refine the content of written workPW1.01 – write frequently to develop and practice writing skills

Wednesday, FOCUS: Character + Goal IW1.03 – assess


Sept. 10 Read short story “Lamb to the Slaughter” by Roald Dahl out loud -15 minutes. I will pause throughout to ask questions regarding setting, character, conflict, plot and resolution. How does Dahl create tension and suspense? Imagery? A character to root for? A shocking resolution?

Students are to continue their brainstorm and start to develop the main character. I will call up students one by one to conference with them and help them in their writing process (and to ensure they are not biting off more than they can chew, which is often the case)

the relationships among the ideas in a passage, its purpose and audience, and the writer’s choices of techniques, diction, voice, and style

Thursday, Sept. 11

Video: Where good ideas come from (why I want to meet with you)DiscussContinue Conferencing with students

Start with a BANG!Example Introduction using the following short stories:

1) Stephen King’s “The Cat from Hell”2) Tunku Halim’s Biggest Baddest Bomoh3) Neil Gaiman’s “Feeders and Eaters”, “Closing Time” and

“October in the Chair”I will create 5 stations – one for each story. In groups, students will circulate around the classroom, read the intro of the selected short story and discuss the various elements:

PW1.12 – use group skills effectively during the production of written work (e.g., participate in collaborative writing projects; share responses to works in progress).

Friday, Sept. 12 Video for writing dialogue: http://ed.ted.com/lessons/three-anti-social-skills-to-improve-your-writing-nadia-kalman

Short Story Brainstorm and Outline due.

Dear Writers,Your Blended Learning activity for Friday, September 12 is to create a brainstorm and outline of your creative short story. Things that you will want to include are:1) character profile and desires/wants(name, age, likes, dislikes etc - see attached notes)2) setting (when and where your story takes place)3) the plot structure and outline of exposition, inciting force, rising action, climax, resolution, denouement.

PW1.07 – organize information and ideas effectively to suit the form, purpose for writing, and intended audience;

Monday, September 15

Students are ready to begin writingIdentify 5 Modes of writing in Dahl’s Lamb to the Slaughter

1) Description (telling)2) Action (showing)3) Summary Narration (telling)

IW1.01 – analyse a variety of forms of writing, including poems, personal essays,

I will also use Tuesday to draft my short story “Garlog Zirk”

http://ed.ted.com/lessons/three-anti-social-skills-to-improve-your-writing-nadia-kalman

http://ed.ted.com/lessons/three-anti-social-skills-to-improve-your-writing-nadia-kalman


4) Dialogue (showing)5) Dramatized Scenes (showing)

We will then analyze the effectiveness of Dahl’s writing, by considering how all sentences work to move the story forward, or reveal character.

Students will decide how they are going to write their own short story and begin writing. I will circulate to check all students outlines.

Homework (for holiday Tuesday), write a rough first draft of your short story

narratives, stories, plays, and specialized informational texts, to evaluate their effectiveness;PW1.08 – select appropriate techniques, diction, voice, and style and use them effectively to communicate ideas and experiences (

Tuesday, Sept. 16

MALAYSIA DAY – NO CLASS

Wednesday, Sept. 17

Revising short stories. Editing grammar, being concise and using powerful diction, including literary devices and stylistic elements.

MAYBE AS INTRO ACTIVITY?Students will participate in a creative fiction writing circle. Each student will be given a blank lined sheet of paper and must create the intro to a short story (setting and character) After about 5 minutes, they will pass their story to the right, and then each study will read the new story and add to it while staying consistent with what has already been written –NO BLOCKING.

At the end of the period, we will read the stories aloud

Reminder: Students to print their stories double spaced for the next class.


Thursday, Sept. 18

Short Story Peer Editing. Students will be grouped thematically. Students will read each others stories and provide valuable feedback using the short story peer edit worksheet.

Today, I shared the first draft of my short story Garlog Zirk with my students and asked for their feedback.

PW2.04 – use group skills effectively during the assessment of written work (e.g., make critical and constructive suggestions for revision; use feedback to improve their own and peers’ writing).

I have extended the short story deadline from Monday, to next Friday so that students (and myself) can work on embellishing certain and eliminating other parts that are redundant.

Friday, Sept.19 OSSLT Mock testStudents are to work on finalizing their short stories

PW1.09 – revise drafts to produce effective written work by refining


content, form, technique, diction, voice, and style;PW1.10 – edit and proofread written work

Monday, September 22Unit 6: The Script

Introduction to Scripts: Brainstorm what distinguishes the scripts from the short story as well as similarities in groups via chart. Discuss.

Premise (point out similarities to short story) & Plot Structure.

Look at the plot line- 3 part structure (3 acts) VIDEOShow the midpoint of the movies – The Dark Knight Rises, Brave and Pan’s LabyrinthStudents are given notes about the premise and 3 act structure as well. Students will apply this knowledge the next day.

Students are asked to bring their lap tops to class to view a short film the next day.



Review premise and Plot structure from previous day.In groups, students will apply their understanding of plot structure and premise by viewing the short film: Cargo.

I will show in class and post on Facebook, and share on USB for personal viewing.

Student s will fill out worksheets in groups and then share their answers with the class.

Post-activity questions: How does this 3 act structure work to maintain the viewer’s interest?

Next, I will show the video “How to Pitch your screenplay to Hollywood” to highlight the key ideas behind writing the premise and pitch for your story.

Homework: Students begin to brainstorm ideas for their script and the class stage performance during drama festival.


PW1.05 – use information and ideas generated by discussion, reflection, viewing, and to develop the content of written work;

PW1.07 – organize information and ideas effectively to suit the form, purpose for writing, and intended audience;

Wednesday, September 24

Distribute Script Assignment and Rubric and Discuss

SCRIPT FORMAT video and notes

PWV.01 • produce writing for a range of purposes and


In pairs, students will practice script writing using the 3 act structure for a 2 minute short film. Students must follow the 3 Act structure and script formatting rules.

audiences with an emphasis on well-developed content and the effective use of appropriate forms, techniques

PW1.07 – organize information and ideas effectively

Thursday, September 25

Today students will be reshuffled into new groups to dramatize the created scripts in front of the class (I will photocopy the scripts so that each actor may have one). This will test out how clear their script is for an actor?


Friday, September 26

SHORT STORIES ARE DUE

VIDEO: Using dramatic irony Link to Tropfest Australia, Asia, North America?Students will select their script writing groups and brainstorm their ideas for character and conflict.


Monday, September 29

Creative RoundtableToday we will plan for the Drama Festival on Friday, November 14th. I will ask students to comment on which performance they enjoyed the most from last Thursday and why. Based on this students will decide what the focus of our class performance should be and begin working on the script


This was awesome! The students love the date scenes form last Thursday, and so a theme of “Series of Dates gone Wrong” became our working title.


Work period for Drama Festival skits

Students are divided into 3 groups, 1 for each “date gone wrong”Date 1: A dominant man takes control of the dateDate 2: A Taxidermist doesn’t like staying in the “Friendzone”Date 3: A online couple meet for the first time

PW1.05PW1.07

I have extended the deadline for the screenplay assignment to next Friday to accommodate for Drama Fest work periods.

Wednesday, October 1

Work period to map out script using 3 act chart and premise sheet.

I will meet with students for one-on-one conferencing to check that


they are adhering to the 3 Act structure.

PW1.05 – use information and ideas generated by research, discussion, reflection, reading, viewing, and exploratory writing to develop the content of written work;PW1.07 – organize information and ideas effectively to suit the form, purpose for writing, and intended audiencePW1.12 – use group skills effectively during the production of written work (e.g., participate in collaborative writing projects; share responses to works in progress).

Thursday, October 2

Work Period Continued for Screenplay- typing out the scriptI will continue my one-on-one conferences

PW1.05 – use information and ideas generated by research, discussion, reflection, reading, viewing, and exploratory writing to develop the content of written work;PW1.07 – organize information and ideas effectively to suit the form, purpose for writing, and intended audiencePW1.12 – use group skills effectively during the production of written work (e.g., participate in collaborative writing projects; share responses to works in progress).

Friday, October 3

BLENDED LEARNING – Students are to complete their 3 act structure and premise and submit for feedback.

Monday, October 6

HOLIDAY NO CLASS

Tuesday, October 7

UNIT 6: NON-FICTION

Brainstorm NON-FICTION formsEssays, Speeches, The Personal Essay, The formal essay, Anecdotes, Newspaper articles (Interviews, Hard news, Features) Magazines (webzines, ezines, personal profiles, service articles, participatory pieces, art-of- living, how-to, reviews, Memoirs, Food writing , travel writing (journey and destination), round-up and special interest.Video: Shmoops “Ethos, Logos, Pathos”and handout and “Shamwow” infomercial.

In class activity: students will create a short speech using the game Pitch it! They must write a speech that targets a specific audience with the specific purpose of selling a product. Ex: Mp3 player to cat lovers.

PWV.01 · produce writing for a range of purposes and audiences with an emphasis on well-developed content and the effective use of appropriate forms, techniquesPW1.08 – select appropriate techniques, diction, voice, and style and use them effectively to communicate ideas and experiences

Students loved this game, and exceeded expectations. They demonstrated an understanding of how to appeal to logic and emotions , and also use play on words, and humour to persuade.


Students will perform their persuasive pitch to sell their product and invest their fake money in the best sales pitch!

6 word memoir examples and activity-On love and Heartbreak

PW1.08 – select appropriate techniques, diction, voice, and style and use them

My work:

I finally met him in China


-On Education-On Humility-On DrivingIntroduce Assignment details and rubric

effectively to communicate ideas and experiences

Proposed at family dinner; mouthful “yes”

Thursday, October 9

Modes of Essay writing jigsaw.In groups of 3 students will float around the class and read the notes and examples on one of 6 possible Essay formats:1)Narration2)Process3) Comparison & Contrast4) Classification and Diversification5) Cause and Effect6) Persuasive

Students explore the style for 10 minutes and then move on.

IW1.02 – describe the distinctive elements and conventions of a range of forms within specificIW1.01 – analyse a variety of forms of writing, including poems, personal essays, narratives, stories, plays, and specialized informational texts, to evaluate their effectiveness;

Friday, October 10

Collect ScreenplaysBLENDED LEARNINGFocus: Practice writing a personal essay

PW1.11 – produce thoughtful, effective publications and prepare them for distribution to wider audiencesPW1.12 – use group skills effectively during the production of written work (e.g., participate in collaborative writing projects; share responses to works in progress).

Monday, October 13

iPad App Practice: Adobe VoiceStudents will use Adobe Voice to create a short film that explores one of the topics they brainstormed on Friday.Students will share their work with the class.

Tuesday, October 14

Discuss Non-Fiction Assignment & Rubric

Evaluating Student Non-Fiction Writing


Students will be given 4 former student non-fiction written works: 1 persuasive essay, 1 movie review, 1 speech and 1 opinion piece.

Students will use the rubric to give a grade to all 4 written works, and will share their marking rationale with the class via discussion.


FOCUS: THE DOCUMENTARY (research essay)

Brief discussion on the elements of a documentary

Show the Academy Award winning documentary “Searching for Sugarman” to understand

-the power of words, figurative language in music-the artist’s influences-the pros and cons of the music industry-Music as a means for political change (Rodriguez and Apartheid in South Africa)-The sharing and spread of ideas through music, media, and the internet

PW1.05 – use information and ideas generated by discussion, reflection, reading, viewing, and exploratory writing to develop the content of written work;PW1.08 – select appropriate techniques, diction, voice, and style and use them effectively to communicate ideas and experiencesPW1.07 – organize information and ideas effectively to suit the form, purpose for writing, and intended audience;

Thursday, October 16

Finish Watching “Searching for Sugarman” (25 minutes)Post-viewing questions and discussion (25 minutes)

QUESTIONS FOR ANALYSIS1) According to the documentary Searching for Sugarman, what is Rodriguez’s goal/motivation when he writes song lyrics (you can refer to his interview answers)?

2) Analyze the song lyrics above and assess whether or not Rodriguez is successful in achieving the goal you mention above. Please refer to specific lyrics and their effect on the listener/reader (his use of figurative language, repetition, imagery, themes).



Friday, October 17

Students will work on their non-fiction writing and attend the career talks

Monday, October 20

Writing CirclesToday students will be grouped based on their non-fiction writing style- Persuasive and Personal Narrative.

Students will take this opportunity to discuss their ideas with others as well as reflect on the following questions:

1) What non-fiction style have you selected?2) What topic will you explore?3) Why have you chosen this topic?4) Who is your target audience and why?5) How will you hook your audience from the beginning?6) What tone or mood do you wish to convey through your

writing?7) What tools, rhetorical devices, and writing strategies will

you use to achieve your desired tone?8) What is the purpose of your writing (persuade, inform,

entertain etc.)9) What tools, rhetorical devices, and writing strategies will

you use to achieve your desired purpose?10) What are some writing strategies you will use to generate

ideas? (brainstorm, free write, search the internet, talk to friends).

Tuesday, October 21

Group Circle Writing ActivityStudents will sit in a circle and be given a sheet of lined paper. Each student will be assigned a writing task:

1) Movie Review of The Fault in Our Stars2) A horror story3) Tech Talk: New gadget4) Food review5) Travel Blog6) Home Décor article7) Celebrity gossip8) Fashion Article9) A Presidential speech10) My dream partner11) Opinions on education12) Abstract poem13) Children’s fairy tale14) How to find your soul mate15) Teacher profile: Ms. minor

Students will write for 3 minutes and then pass it to the left, 3 more minutes, to the left until an article is written.Students will read at the end of class.

Wednesday, DEEPAVALI HOLIDAY – NO CLASS


October 22 to 25Monday, October 27

UNIT 7: The novel

To hook the class, I will show a poster of the top 10 best- selling books of the last 50 years and analyze why. (Bible, Quotes from Mao Tse-Tung, Harry Potter, Lord of the Rings, The Alchemist, The Da Vinci Code, Twilight Saga, Gone with the Wind, think and grow richer, The Diary of Anne FranK.We will analyze why these books are so popular, and hopefully students will notice some common archetypes in these works that have universal appeal.

What makes Harry Potter so alluring for young adults? What ideas stick out in your mind – Brainstorm.

Novel talk- Using Nainowrimo’s PDF worksheet.

Show Elizabeth Gilbert’s Tedtalk on writing

IW2.01 – analyse interviews with and articles by a variety of writers about the craft and practice of writing to increase knowledge of the techniques, skills, and processes of writing;

Students were engaged by the poster and analyzed the reasons for success very effectively – this shows me that they understand how and why archetypes have mass appeal

Tuesday, October 28

Continue last few minutes of Gilbert’s Tedtalk and discuss the main ideas and how they can be applied to the writing process.

Introduce and discuss novel assignment(instructions, rubrics and deadlines) (20 minutes)

Students are to brainstorm a list of 10 cool ideas for a novel and share with the class. Students will be encouraged to go online and search the news and various websites for inspiration. I will also create a list and share it with them.


The students were engaged and provided some great ideas for novels.


Focus: How to weave a motif through a work

I will start by showing a short video that outlines the difference between theme and motif.

Next I will show them the intro to the film The Devils Backbone by Guillermo Del Toro (Pan’s Labyrinth and Pacific Rim)until 8:05minutes and discuss how theme is revealed through narration at the beginning. A ppt will be used to further explore how images, colours, symbols and setting are weaved throughout the film to emphasize the theme and opening lines.

Next students will view a clip from the film “the Host” and ask students what they know about it (based on Stephanie Meyers novel)

I told them the basic plot – aliens have landed on earth and have

PW1.05 – use information and ideas generated by research, discussion, reflection, reading, viewing, and exploratory writing to develop the content of written work;PW1.06 – use an inquiry process to elaborate and refine the content of written work by reviewing what is already known,

Students really enjoyed learning about how motif can be woven throughout a work of fiction. I provided example from 2 films, but students wanted even more, so I will work on finding more examples of motif in film and literature.


used humans as host bodies, a small pocket of humans survive and fight to ensure their survival. Survival is then a major theme.I will show them a clip of a scene when the humans, living in an abandoned volcano in the desert, grow wheat through the use of mirrors in an open shaft of the cave. When the sound of a helicopter is heard (the aliens are coming) the humans frantically work to move the mirror position t so that the light will not reflect outside (and reveal their hideout). In the very next scene, a motif is weaved as 2 characters visit a glowworm cave (very beautiful) , in the larger cave. They must be quiet because noise (the boy’s clap) will cause the glow worms to stop glowing. This is meant to emphasize the images from the previous scene, thus reinforcing the survival instinct in all creatures (even the aliens)

Practice and Play:In pairs, students will be given lecture notes and theme cards. For each popular theme they must brainstorm how they would use symbols, setting, colours, characters archetypes, nature etc… to emphasize the theme.

What are archetypes? (a object, symbol, situation, character that represents universally accepted ideas, Carl Jung’s collective unconscious – common human experiences/understandings)

Writers are aware of these archetypes when choosing details regarding setting, clothing, description etc.

Reading of appointment in Samarra and discussion of archetypes (Objects, settings, Colours, Characters, Numbers)

I will provide my poster archetypes based on the reading (desert, black clothing etc)

Activity: Students will select an archetype at random and create a PicCollage poster that includes the following:

1) A title and image the identifies the archetype2) A description of what the archetype universally represents3) An example in film or literature where this archetype has

been used to convey meaning.

posing inquiry questions, analysing information, making inferences, thinking divergently, and testing hypotheses

Students had not watched the Host –student were actually noticeably shocked and surprised when I made the connection between both the humans and the glow worm scene

Thursday, October 30

Novel AnalysisUsing worksheets, in pairs, students will read the synopsis and first chapter of a selected novel and answer questions about point of view, character, conflict, theme, symbolism and style. (30 minutes)


For the second half of class, students will present their novel to the class. (30 minutes)

Friday, October 31

For Blended Learning, students will submit character and setting BS.

Monday, November 3

Big Think interviews with authors on writingIsabel Allende – Importance of ResearchSalman Rushdie – Writing believable fictionJason Englander- Write what you know

Work period to establish conflictTuesday, November 4

Drama Rehearsal/Filming

Wednesday, November 5

Drama Rehearsal/Filming

Thursday, November 6

Drama Final Rehearsal/Filming and Editing IW2.01 – analyse interviews with and articles by a variety of writers about the craft and practice of writing to increase knowledge of the techniques, skills, and processes of writing;

Friday, November 7- to Friday November 14th

Drama Rehearsal

Monday, November 17

Introduce Portfolio marking scheme, expectations, student exemplars, due dates.

Practicing with literary devices

Students will be given a handout of literary device definitions and examples. I will select one literary device and one topic card and students must create a line the uses the device to describe the topic.

For example:

Alliteration for Arranged Marriage =

PW1.01 – write frequently to develop and practise writing skills, including incorporating vivid words and phrases, expressing ideas precisely, and experimenting with diction, syntax, sentence

Some students were really engaged by this activity and came up with some very brilliant lines, while other still struggled to apply a literary device to a topic and create something


My mean mother made me marry Marilyn MansonThe involuntary incarcerations into an evil institution

Personification for Blood DonationThe menacing needle threatened my vulnerable veins

Assonance for reality T.V:The Dirty Whores of Jersey Shore

patterns, imagery, voice, and style, and maintain a portfolio containing their writing experiments throughout the course;

original. This tells me that I need to do more activities like this, but more time needs to be given, so perhaps a homework assignment.

Tuesday, November 18

Interview with authors: Viewing and DiscussionMalcolm Gladwell – The messy creative mindJohn Irving – More difficult to get published todayTom Perotta – Joy of creating, self-doubt of artists

IW2.01 – analyse interviews by a variety of writers about the craft and practice of writing to increase knowledge of the techniques, skills, and processes of writing;


We will watch an interview of JK Rowling, author of the Harry Potter series a focus on the female characters (10 minutes per video x2 =20 minutes) As we watch, students must write down interesting points to bring up for a post- viewing discussion ( How did Rowling’s life influence her themes and characters?, How does Emma Watson use her writing journal and why?)

Discussion 20 minutes

After viewing, students will list 3 things they learned from the famous writer.

IW2.01IW2.03 – conduct research to learn about a variety of careers in writing and communications and the skills needed to pursue them


Margaret Atwood – Keep a notebook and pen, have something to say, Don’t be afraid of challenging ideasYann Martel – Read more, Read outside your comfort zoneJohn Irving – More difficult to get published today

IW2.01 PW2.03 – demonstrate an understanding of the writing skills and knowledge required for success in various university programs and careers (e.g., use interviews,


Friday, November 21

NOVEL CHAPTER AND PACKAGE DUE PW1.06 – use an inquiry process to elaborate and refine the content of written work by reviewing what is already known, posing inquiry questions, analysing information, making inferences, thinking divergently, and testing hypotheses;

Monday, November 24

Portfolio Work Period

Tuesday, November 25

Analysing the lyrics of Billboard’s Top 5 songs and discuss the use of literary devices to enhance meaning. Must songs have deep meaning to be popular?

Resources: lyrics sheets, videos with lyrics and music, PPT prompts

Taylor Swift – Blank SpaceMeghan Trainor – All about that BassMaroon 5 – AnimalsHozier – Take me to church

IW2.03 – conduct research to learn about a variety of careers in writing (Songwriter)

This


Work period for Portfolio PW1.11 – produce thoughtful, effective publications and prepare them for distribution to wider audiences


Work Period for Portfolio PW1.11 – produce thoughtful, effective publications and prepare them for distribution to wider audiences

Friday, Writing and your future PW2.03 – I think it’s


November 28 Today students will research job opportunities in fields of writing as well as relate how having developed writing skills will help them during their post-secondary studies.

Students are to complete a worksheet and submit at the end of class.

Students will be reminded to bring hard copies of the work they want edited the next day

Personal Statements and Publishing

demonstrate an understanding of the writing skills and knowledge required for success in various university programs andcareersIW2.03 – conduct research to learn about a variety of careers in writing and communications and the skills needed to pursue them

important for students to think about the distant future (career) and be aware of the work experience and education required to get an interview, as they can prepare their CV accordingly.

Monday, December 1st to 3rd

PORTFOLIO WORK PERIODS-free writing and other writing strategies-self -editing -effective visual organization-creating new works -peer editing-one-on-one conferencing with students

PW1.09 – revise drafts to produce effective written work by refining content, form, technique, diction, voice, and style;

Thursday, December 4th

FINAL PORTFOLIOS ARE DUE -30% of final mark

December 5 - 14

FINAL EXAMS

December 18 GRADUATION

CLASS NOVEL PRACTICE

The 5 C’s: Character, Conflict, Complications, Climax, and Conclusion. (The 5 C’s chart for students – double sided; 1 for analysis of a film they know, 2 for their own creation.

To begin, we will choose a film everyone knows to determine the 5 C’sNext, we will create an original story as a class following the same format:1) Provide an anecdote and then add to it – something happens to a character (realism)2) What does the character want? –Action taken to achieve this?3) Character dominant trait, a few flaws, and a quality or attribute

PW1.09 – revise drafts to produce effective written work by refining content, form, technique, diction, voice, and style;IW1.03IW1.02PW1.05

I like doing class brainstorm to come up with a class story because it walks every student through the steps and questions a writers must ask him/herself about what to include in a story. Our class story was quite good!


that gives students a reason to be sympathetic.4) Action becomes complicated to increase length. What are the wants of the other characters in the story and what actions do they take in the coming months or years?5) Climax – does the main character get what he or she wants?6) What is the final outcome?

Students to begin planning

Documents

Dail… · Web view(In this passage the word alone is alone.) Or . ... (Bible, Quotes from Mao Tse-Tung, Harry Potter, Lord of the Rings, The Alchemist, The Da Vinci Code, Twilight