Weekly Agenda: January 4-8, 2010

Monday, January 4
Volunteers share their nonfiction narratives
What was easiest about this project? Most challenging?
Writing about yourself: The Personal Essay
Read “What Really Scares Us” (handout)
Journal: Write a 2 page journal entry discussing one of your greatest fears – a phobia. Explain instances when it has reared its ugly head. Then, take a step back and consider, on paper, why it scares you so much. Be as introspective as possible.
HW: None, unless you need to finish your journal.

Wednesday, January 6
Trade journal with a partner. After reading, volunteers will read the work of their (anonymous) partner.
Read and discuss “The Stereotype Trap” (handout)
- What about the essay do you agree or disagree with?
- What do you find persuasive or unpersuasive?
- What, if anything, did you find educational or surprising?
Journal: This entry has two parts. First, write about the stereotypes that you feel other have applied to you, in the past or the present. Give specific examples of moments or events when these stereotypes have been to obvious to ignore, or when they affected you negatively or positively. Second, address each stereotype (if there is more than one) and explain how you fit it, how you don’t fit it, and what you’ve done to avoid it or encourage it. This should end up at 2 pages or so.
HW: None, unless you need to finish your journal

Friday, January 8
Trade journal with a partner. After reading, volunteers will read their work aloud
Writing a process piece
- Point: To explain or teach how
- Components:
o A beginning, middle and end
o Something the writer knows about/has expertise in
o Includes all essential information, details, or steps
o Focused, but (ideally) not boring
o Considers the audience
- Examples:
o “How to Become a Writer” (excerpt read aloud) - discuss
o “The American Way of Death” (handout) - discuss
HW Journal: Write a 1-2 page process essay on the topic of your choice.
Brainstorm first, then think of your audience and tone. Be specific and focused, serious or funny or whatever you feel like.

Weekly Agenda: January 4-8, 2010

Monday, January 4
Reading quiz
New Vocabulary
Discuss homework reading
- Section summary
- What did you find confusing or surprising about this part of the book?
- Discuss reading guide responses
- Turn in section 2 reading guide responses (and section 1, if not in yet)
In-class reading, pp.45- (as time permits)
HW: Read to the top of p.54; Answer questions #1-3

Wednesday, January 6
Discuss homework reading and responses
Questions or points of confusion?
Symbolism: “Night” in the novel
- What does it come to represent?
- Cite examples
Other symbols: Read and discuss “Refugee Blues” (handout)
Finish reading section 3 (pp. 54-62)
HW: Complete section 3 reading guide responses; due Friday
Review for vocabulary quiz

Friday, January 8
Vocabulary Quiz
Discuss homework reading
Turn in section 3 responses
Read “A Commandant’s View” and discuss (handout)
Read and discuss “Choiceless Choices” (handout)
Begin reading section 4 (pp. 63-)
HW: Read to p.72; respond to RG questions #1-7

Weekly Agenda: December 14-17

Monday, December 14
In-class:
Vocabulary Quiz
Discuss “The Bear That Wasn’t” and homework responses
PowerPoint on Novel Background
Check out Night
Begin reading with Reading Guide
- pp 3-15 (as time permits)
HW: Read Night to p. 15; respond to questions #1-8

Wednesday, December 16
LATE START
In-class:
Discuss homework reading and questions
Read Night, pp.15-22; respond to questions #9-13
Make reading response journals
Journal Prompt #1: What in the first section did you find surprising or difficult to understand?
HW: Read the second section of Night (23-46) and answer the corresponding post-reading questions. Due the first day back from the break.

Have a safe and relaxing Winter Break!

Weekly Agenda: 14-17

Monday, December 14
In-class:
Share examples of homework journal entries
Read excerpt from The Harvey Pekar Story
Brainstorm short topics for a brief autobiographical assignment
- strange moments?
- habits or quirks?
- pet peeves?
- unsusual or little-known facts about self?
- unusual hobby, talent, interest, etc.?
In-class time to outline, draft and begin work on graphic narrative project
HW: Complete graphic narrative project for Wednesday

Wednesday, December 16
LATE START
In-class:
Graphic narrative DUE
- partners trade
- volunteers share
Read “Conversations With My Father” (handout)
- respond and discuss
Journal #3: Auto/Biographical Narrative assignment
- brainstorm interview subject
- generate possible interview questions
HW: Interview a family member or family friend (an adult) about a real event from their life. Then write a nonfiction narrative that documents their experience OR that documents your conversation with them about that experience.
Part One: Write up the interview questions and responses.
Part Two: Write the 1½ - 2 page account.

Have a safe and relaxing Winter Break!

Weekly Agenda: December 7-11

Tuesday, December 8
In-class:
Final Draft DUE
Literary Memoir: Nonfiction with fiction elements
Read aloud: “Snapshot of a Dog” (handout)
- What elements of fiction are found here? How are they used?
In-class Journal Prompt #1:
- Part One: In ½ page or more, explain what this short example of literary memoir reveals about the dog, and what it reveals about the writer. Why do you believe James Thurber chose to write this essay? (Discuss)
- Part Two: We have all likely lost someone or something (whether a pet, family member, friend, etc.). Write your own brief (1-2page) creative nonfiction piece based on Thurber’s title, completing it with your own subject: “Snapshot of a….” (Be prepared to share with others)
HW: None (complete your in-class journal if necessary)

Thursday, December 10
In-class:
Read “The Chase” (handout)
For discussion:
- Which details convince you this really happened?
- What makes her happy with getting in trouble, and the chaser heroic?
- Whom do you think she is writing for?
- What message do you think Dillard is trying to convey?
In-class Journal Prompt #2:
This essay covers the classic conflict that arises because of the acts of children and the response of an adult. Brainstorm a few times in your own life that fit this description. Select one to write about in a 1-2 page narrative. Be prepared to share with the class.
HW: Complete today’s journal entry if necessary

Weekly Agenda: December7-11

Tuesday, December 8
In-class:
Essay #2 FINAL DRAFT DUE
Introduction to Night
- Complete and discuss a “pre-opinionairre”
- New vocabulary
- Background information packet
HW: Complete the background information packet and questions if necessary

Thursday, December 10
In-class:
Theme Discussion: Race & Identity
- Read “the bear that wasn’t”
- Respond to and discuss post-reading questions
- “I Am…” activity à discuss and compare
- “Race and Science” reading and discussion questions
HW: None!

Weekly Agenda: November 30-December 3

Tuesday, December 1
In-class:
Writing Biographical Narratives from Interviews: Examples
Group Work: Share interview results and ideas for how to present them
In-class drafting time: Narrative Essay #2
HW: Complete first drafts for Thursday

Thursday, December 3
In-class:
Peer Workshop: Narrative Essay #2
Revision and Optional Teacher Conferencing time
HW: Complete a typed Final Draft for Tuesday, 12/8

Weekly Agenda: November 30-December 3

Tuesday, December 1
In-class:
First Drafts DUE
Genre Fiction Workshop
Revision time and optional teacher conferencing
HW: Complete typed final drafts for Thursday

Thursday, December 3
In-class:
Final Draft DUE
Introduction to Creative Nonfiction (slide show w/ slide notes)
- forms
- purposes & possibilities
- examples
Read “The Zero-Moment Point” (excerpt from The Perfect Storm – handout)
- discuss purpose, strengths, and weaknesses of the form
HW: Read “Snapshot of a Dog” (handout); in ½ page or more, explain what this short example of literary memoir reveals about the dog, and what it reveals about the writer. Why do you believe James Thurber chose to write this essay?

Weekly Agenda: November 23-25, 2009

Monday, November 23
In-class:
Trade character and setting sketches
Discuss story rubric
In-class work time: Synopsis
HW: none, unless you need to finish the synopsis

Wednesday, November 25
In-class:
Peer review of synopsis by genre
- look for fiction elements
- look for genre conventions (are 3-4 represented well)
- feedback for drafting
In-class writing time: first draft
HW: Complete first draft for next week’s Writing Workshop

Have a safe, relaxing Thanksgiving Break!

Weekly Agenda: November 23-25, 2009

Monday, November 23
In-class:
Personal Narrative First Drafts DUE
Peer Review Workshop
In-class revision time/ teacher conferencing
HW: Complete typed final drafts for Wednesday

Wednesday, November 25
In-class:
Personal Narrative Essay #1 DUE
Mini-lesson: Choosing details that count, cutting details that don’t
Introduction to Narrative Essay #2: Biography
- choose a person to interview
- write out general interview questions to get information
- planning specific interview questions to focus on a subject
Biography practice: Student interviews
HW: Collect on needed information for writing a biographical narrative; be ready to write first draft on

Have a safe, relaxing Thanksgiving Break!

Weekly Agenda: November 16-20, 2009

Tuesday, November 17
Trade journals with partner, share feedback (based on conventions of fantasy)
Volunteers share their writing
Collect journals
Introduction to Mystery Writing Conventions – Focus: Cozy mysteries
Read “The Adventure of the Crooked Man” (handout)
- Discuss conventions
HW: Finish reading & writing about “Crooked Man” if you did not finish in class

Thursday, November 19
Discuss homework reading
Plotting a mystery: Planning the end and planting the evidence
- outline evidence in “The Adventure of the Crooked Man”
Journal prompt: Creating an amateur detective: Person & Place
Introduction to Story Assignment #2
Genre Sign-up
Review conventions of your chosen genre
In-class writing time: Setting, atmosphere and character development
HW: Be sure to have your setting and protagonist outlined and ready to go for next week. We will have a peer review of synopses by genre on 11/23.

Weekly Agenda: November 16-20, 2009

Tuesday, November 17
Vocabulary Quiz
Trade personal narrative scenes, offer feedback (thinking about scene elements)
Mini-lesson: Punctuating dialogue
- lesson
- examples
- handout → turn in
In-class writing time
HW: Work on first draft of personal narrative essay #1

Thursday, November 19
Mini-lesson: Choosing strong verbs, adverbs and adjectives
In-class writing time
HW: Complete first draft of essay #1 for peer workshop on 11/23

Weekly Agenda: November 9-13, 2009

Monday, November 9
Introduction to Conventions of Fantasy & Speculative Fiction
Partner Work:
Read and discuss excerpts from Italo Calvino’s Invisible Cities (handout)
- determine purpose and message for each vignette
- highlight use of conventions for each
- summarize setting & locate vivid and/or sensory description
Share/discuss
HW: Read “The Dome” (handout). Write a ½ page discussing fantasy conventions used, whether obvious or subtle. What in this story seems fantastic (in other words, stretches or defies believability, and asks us to suspend our disbelief)? What moral or message does the writer seem to be getting at through the spin on our world that he creates?

Thursday, November 12
Discuss homework reading and story conventions
Read and discuss prologue from “Sabriel” (handout)
- plot, characters and setting – how does the writer hint at bigger things?
- fantasy conventions?
- emerging themes or ideas?
Journal Prompt: As we have seen, fantasy hinges on creating settings (or entire worlds) that are different than our own or that include elements that could not possibly exist in our own reality. These worlds can defy our laws and scientific explanations through the use of magic and mysticism. The worlds can be whimsical, serious, or downright dark. Using the conventions we’ve discussed, build a fantasy setting that you might want to use for the unit fiction project. Remember to include vivid and specific details, and choose those details wisely so that, like Nix, you are able to hint at a deeper world through a relatively short description.
HW: Complete journal assignment for Tuesday, 11/17

Weekly Agenda: November 9-13, 2009

Monday, November 9
New Vocabulary
Read excerpt of “I Know Why the Caged Bird Sings” (pp. 481-487) aloud
Respond to post-reading questions #2-4 → turn in today
Read Angelou’s poem “I Know Why the Caged Bird Sings” (p.488-489)
- on the same sheet as your post-reading questions, answer post-reading question #6
HW: none, unless you still need to complete any of today’s work

Thursday, November 12
Introduction to writing scenes (showing vs. telling)
- scene-building elements
- scenes in “I Know Why the Caged Bird Sings”
- turning scenes into descriptions
- creating scenes out of descriptions (demonstrated using student essay #2)
- practice prompts: turning a narrative into a scene

• write
• trade
• share

HW: Due 11/17: Select an event or memory from your brainstormed list. Instead of summing it up (telling), turn it into a scene (showing). Use the methods for scene-building that we’ve discussed today. Your scene should be 1 page long (no shorter or longer). Be prepared to share it next week.

Also: The vocabulary quiz is Tuesday, 11/17. Remember to review your words!

Weekly Agenda: November 2–6, 2009

Tuesday, November 3
Vocabulary Quiz
Review purposes of personal narrative
Read excerpt from Black Boy (pp.655-659)
Discuss the social background, purpose, and intended audience
“Where I’m From” Poem
- brainstorm, draft, share
HW: Respond to post-reading questions #1, 3, & 4


Thursday, November 5
Introduce Six Traits Writing Rubric
- explain, discuss
- model scoring on part of a student narrative
- students practice scoring an anonymous student narrative
- self-evaluate journal entry (from 10/30) or “Where I’m From” poem
HW: None

Weekly Agenda: November 2–6, 2009

Tuesday, November 3
Introduction to Conventions of Science Fiction
Read and discuss “By the Waters of Babylon”
- purpose and message?
- use of conventions?
- setting & vivid, sensory description
HW: Read “There Will Be Soft Rains” and write a half page explaining how and
where this story employs science fiction conventions

Thursday, November 5
Discuss homework reading and story conventions
Read and discuss “The Nine Billion Names of God”
- plot, characters and setting?
- science fiction conventions?
- purpose, theme or message?
Journal Prompt: In all the examples of science fiction we have read, the course of human (and sometimes the universe’s) history is shifted because people have somehow tampered with science or technology. Brainstorm types of technology or forms of science that strike you as potentially destructive if abused. Then select one from your list and cluster out some ideas until you have a rough idea of a plot. Finally, write a 1 or 2 page scene (NOT whole story) that depicts the moment a) right before something goes terribly and irrevocably wrong; b) the moment when the characters or human race realize something has just gone disastrously wrong; or c) long after the turning point in human history, from the point of view of whoever or whatever remains.
HW: Complete journal assignment for Monday, 11/9

Weekly Agenda: October 26 – 30, 2009

Monday, October 26
In-class:
Unit One Exam
Brief introduction to next unit (Personal Narrative & the Writing Workshop)
- autobiography, memoir, and message
- the writing workshop process
HW: None!

Wednesday, October 28
In-class:
New vocabulary
Read “from Angela’s Ashes”
- read/discuss “Build Background” (p.243)
- Read story (pp.245-254)
- Answer post-reading questions #1 – 4 (independent work)
HW: None, unless you did not complete today’s class work, in which case it’s HW

Friday, October 30
In-class:
Debrief Unit One Exam
Discuss Angela’s Ashes excerpt
- the story of a boy
- audience, purpose and message
Brainstorming:

1. List any and all events that come to mind as narrative worthy (i.e. they not only are compelling in themselves, but also provide rich opportunities for making some kind of argument, comment, or observation about larger issues)
2. Circle two events that strike you as most interesting or insightful
3. Using clustering, generate ideas and associations for each idea, taking at least 5 minutes on each
4. Journal: Choose one o your clustered events and write one page outlining a synopsis. Include your thoughts on how this event might serve as a starting place for a commentary, either explicitly or implicitly

HW: None!

Weekly Agenda: October 26 – 30, 2009

Monday, October 26
In-class:
Short Story #1 DUE TODAY (assemble and turn in all parts, stapled)
Discuss “The Fall of the House of Usher” (handout) and homework responses
- outline plot and characters; identify key gothic horror conventions
Small group rotation story (use the conventions of gothic horror!)
HW: none

Wednesday, October 28
In-class:
Read “The Monkey’s Paw”
- identify gothic horror conventions at work
- answer post-reading questions
In-class Journal prompt:

1. Read aloud the excerpt from “Colour Out of Space” (handout)
2. Many horror stories are told by supposed witnesses of the story’s events who have themselves lived to tell the tale (like in “The Fall of the House of Usher” and the excerpt from Lovecraft’s “The Colour Out of Space”). For the rest of this period, write the tale you imagine Ammi to have told the narrator, explaining the devastated heath near Arkham and the eerie atmosphere that remains. Remember, whatever tale he told convinces the narrator that he must never return to that part of the world.
3. Think about characters, setting, plot, and sensory details while writing

HW: None, unless you still need to finish today’s in-class writing

Friday, October 30
In-class:
Share results of Wednesday’s in-class prompt
- trade with a partner
- volunteers share with the class
Writing dialogue
- lesson
- practice
- Journal prompt: A group of five friends have gathered with a medium to perform a séance. At least one of these friends has recently lost someone close to them. Unbeknownst to everyone, another friend is responsible for that person’s death. Write 2 pages of dialogue that provide characterization, advance the plot, and allow for description of setting and atmosphere.

HW: None, unless you need to complete the in-class writing

Weekly Agenda: October 19-22, 2009

Monday, October 19
Writing Workshop Day
- Introduce process
- Group workshop
- Independent revision time
HW: Work on short story revision (final draft due Monday, 10/26)

Wednesday, October 21
In-class:
Introduction to genre fiction
Overviews of:
- gothic/horror
- science fiction
- fantasy
- mystery
Elements of gothic/horror writing
Read “The Fall of the House of Usher” (handout)
-complete post-reading questions (handout) → discuss
HW: Complete revised short story (DUE Monday, 10/26)

Weekly Agenda: October 19-22

Monday, October 19
In-class:
Vocabulary quiz
Discuss “Two Kinds” and homework questions (#3, 4 & 6)
- What is the “American Dream”? Does it exist?
Unit One test review
- Jeopardy
- Trivia Bowl
HW: Review for Unit Exam (Monday, 10/26)

Wednesday, October 21
In-class:
Unit Review (grammar)
Battle of the Books presentation (40 minutes)
HW: Review for Unit Exam on Monday, 10/26

Weekly Agenda: October 12-16, 2009

Tuesday, October 13
In-class fiction writing time
HW: Finish first draft and bring 3 copies to class on 10/15

Thursday, October 15
In-class:
Trade fiction stories with peer reviewers
Begin peer review of each story received
HW: Complete the review of all peer stories; offer constructive feedback, praise, and criticism. Be prepared to discuss them thoroughly on Monday.

Weekly Agenda: October 12-16, 2009

Tuesday, October 13
In-class:
Discuss “Where Have You Gone, Charming Billy?”
- plot
- characters
- questions
New Vocabulary
Grammar Lesson: Helping Verbs (WC pp.583-587)
- lesson
- group practice (overhead)
- partner practice (identifying linking, action and helping verbs)
- independent practice (Exercise A, p.587)
HW: none

Thursday, October 15
In-class:
Grammar Review: Types of Verbs (Exercise B, p. 587-588)
Read “Two Kinds”
- plot, setting, & character
- maintain Reader’s Notebook
- small groups answer post-reading questions # 2,3 & 6
- Discussion: Impressions of America (think-pair-share)
HW: Review vocabulary for quiz on Monday

New Weekly Vocabulary
prodigy
indignity
reproach
lament
ream
reverie
devastate
fiasco
betrayal
discordant

Weekly Agenda: October 5-8, 2009

Tuesday, October 6
Story setting DUE
Read aloud and discuss “Videotape”

• selective use of description
• plot structure
• Answer post-reading questions to turn in (handout)

Review guidelines for developing plot:

• Keep length in mind (1-page synopsis, 4-page story)
• Depth over breadth
• Dynamic character development over complex plot development

In-class work time: Begin plot synopsis for unit story
HW: Complete plot synopsis for unit story (due Thursday, 10/8)

Thursday, October 8
Introduce the mini-writing workshop (procedure, forms, etc.)
Peer Feedback:
- Trade unit story plot synopsis with two partners of your choice
- Complete synopsis feedback forms, then discuss
In-class revision time & optional teacher conferencing (for additional feedback
and assistance with plot development)
HW: Fine-tune synopsis and begin work on first draft of unit story

Weekly Agenda: October 5-8, 2009

Tuesday, October 6
Homework debrief

• Partners share
• Volunteers share with class
• Turn in to basket

Introduce class portfolios – fill out portfolio sheet
Lecture (take notes): Types of Characters

• flat vs. round
• static vs. dynamic

Begin reading “Marigolds” (pp.75-84) aloud
- Focus:

• Setting – where and when?
• Setting details and imagery - locate
• How the setting affects the plot and character development

HW: Finish reading “Marigolds”; answer “Think Critically” questions #2-5

Thursday, October 8
Discuss homework questions
Grammar Work: Types of Verbs (WC, pp. 583-585)
• Verb Types:

• Action Verbs
• Linking Verbs

• Group practice
• Independent practice, p. 584-585, Exercise A
Begin reading, “Where Have You Gone, Charming Billy?” (pp.63-70)
o Build Background (p.62)
o Focus: Types of characters
o Characterization Analysis: Paul Berlin
HW: Finish reading “Where Have You Gone, Charming Billy?”; answer “Think
Critically” questions #4-6

Weekly Agenda: Sept. 28 – Oct. 2, 2009

Monday, September 28
Discuss plot
- basic plot structure
- 11 roles of plot according to Passion for Narrative reading
Group story time: Complete character sketch stories and turn in at end of period
Volunteers share
HW: Read PFN pp. 138-144 (Middles, Types of Plot, Questions to ask about plot)

Wednesday, September 30 - LATE START
Discuss homework reading
- types of plot
- questions to ask about plot
Introduction to setting (and imagery)
- What is setting and why is it important?
- Writing for the senses
- Creative Activity: Writing to sound effects
HW: Read PFN pp.79-89 (Roles of Setting, Time, Questions to ask about setting)

Friday, October 2
Discuss homework reading:
- possible roles of setting in your story
- incorporating the senses
- time and its passage
Analyze setting passages (PFN pp. 90-92)
In-class Journal assignment: Write in response to PFN prompt #2, p. 93
HW:
1) Journal: Read the brief, real article on pp. 24-25 of PFN. Write a
description of the scenery/setting through one character’s eyes as they drive in, and then a second description from that same character as he/she looks through the car window a week later. Be sure to appeal to the senses, and project the narrator’s emotions on his/her description of the setting.
2) Begin to design the setting for your own major story

Weekly Agenda: Sept. 28 – Oct. 2, 2009

Monday, September 28
New Vocabulary
Grammar lesson: Kinds of Sentences (pp.499); complete Exercise A
Introduction to setting
-place
-time
- selection of details
Begin reading “The Osage Orange Tree” (pp. 104-110)
HW: Finish reading “The Osage Orange Tree”, paying attention to the setting(s)

Wednesday, September 30 - LATE START
Discuss setting (and review plot and characterization) in “The Osage Orange Tree”
- fill out a character trait sheet for Evangeline
- find and write 5 details describing a) the setting; b) Evangeline’s house
- discuss the role of setting in the story
Grammar review: Kinds of Sentences – complete Checkpoint #1-10, p.501
HW: none

Friday, October 2
Vocabulary Quiz
Introduction to imagery: writing for the senses
Creative Activity #1:
Describe setting and use imagery based on sound effects. Volunteers share.
Creative Activity #2:
a) Pick an emotion (love, hate, fear, excitement, etc.) and title your paper “The City of _______” (inserting your emotion).
b) Design a city around this emotion – What would it look like? What are its geographic features or surroundings? What kinds of places and people would it contain? What sounds and smells? Popular foods or traditions? What kinds of buildings would they build? What would the typical house look like? How do people get around? Entertain themselves? Brainstorm by clustering, listing, or free-writing.
c) Then, when you think you have enough ideas and a basic concept of your city, write a detailed description of it that includes at least one detail for each sense.
d) Underline each example of imagery and label which sense it appeals to (taste, touch, sound, sight, smell).
Ideally, your description will be so detailed that we could guess the emotion used.
HW: Complete your city description for next week. Be prepared to share it.

Weekly Agenda: September 21-25, 2009

Tuesday, September 22
Distribute fiction packets
Read “Miss Brill”
- discuss protagonist’s character traits
- identify direct and indirect characterization that build those traits
Demonstrations: Creating a character
Traits → Character background information
Background information → Character traits
Volunteers share homework dialogues
- Class analyzes the traits of each character
- Volunteers share their “dossier” on chosen characters
- Discuss how traits and dossiers inform one another
HW: Further develop your character as you wish, or, if you want, create a second new character that interests you more (but make sure he/she is fully fleshed out)

Thursday, September 24
Lecture: Conflict in Literature
- types
- examples
Read “The Use of Force” (in packet). Discuss:
- characterization
- conflict
- symbolism/message/meaning
Partner Work: Using your characters from the weekend, write an extended conflict between those two characters, incorporating narration, description, and dialogue. Using whatever point of view you choose. Stay true to your respective characters; have them act as they would based on who you’ve developed them to be. This should be two pages. Turn in at the end of the period.
HW: Read Passion for Narrative pp. 125-138. Takes notes on the 11 Roles of Plot

Weekly Agenda: September 21-25, 2009

Tuesday, September 22
(ORF testing throughout class period)
Grammar lesson: Complete vs. fragment sentences
- Writer’s Craft pp. 497-498, 524-526
- Complete exercise A on p.497 together
- Complete exercise A on p. 526 independently and turn in
Review characterization
Begin reading “The Necklace” (pp.27-34) – look for characterization techniques
HW: Finish reading “The Necklace” and complete questions #2,3, and 8


Thursday, September 24
Vocabulary Quiz
District Reading Comprehension Assessment (20-30 minutes)
Discuss characterization in “The Necklace” (Think-Pair-Share)
- direct characterization
- indirect characterization
- positive and negative personality traits in the protagonist
Elements Review: Plot structure in “The Necklace”
Grammar Review: Fragments and Run-ons, WC pp.531, Exercise A; turn in
HW: No homework today.

Weekly Agenda: September 14-18

Monday, September 14
Pick up textbook
Set up Writer’s Journal
Discovering what you need to write
Identifying sources for ideas / journaling
"I Am..." creative activity
HW: Read Passion For Narrative, pp. 23-35; Journal: List sources for ideas and
write half a page on what you feel you need in order to write

Wednesday, September 16
Introduction to Story #1 Assignment: Fictional Narrative; discuss
Talk about sources for ideas
Idea generation and development
- freewriting → practice
- clustering → practice
Handbook talk (45 minutes)
HW: Read PFN, pp. 99-107; Journal: Use characterization methods b, c, & d to elaborate upon the following direct characterization: “Eliza was perhaps the unluckiest person in the world.”

Friday, September 18
Discuss homework reading (characterization methods and their benefits
and drawbacks)
Generate characterization methods within categories c and d
Read pp. 108-113
Group Activity: Read and analyze 7 characterization examples, pp. 113-117
Character brainstorm
Generate a character of your own
Use all 4 methods to characterize him/her
HW: Complete PFN Exercises #1 & 2A., p. 117 (be prepared to use it next class)

Weekly Agenda: September 14-18

Monday, September 14
Grammar pre-assessment
Textbook pick-up
Organize binders and portfolios, set up assignment sheet
Introduction to the elements of fiction (and note-taking)
- Plot & Structure
Pre-Reading Activity: Survival Skills
Begin reading “The Most Dangerous Game” (p.38)

Wednesday, September 16
Review plot structure
Discuss conflict (internal, external, types)
Finish reading “The Most Dangerous Game”
Note card summaries
Discuss plot structure and conflict
HW: Answer post-reading questions: #3, 5, 6, and 8

Friday, September 18
New Vocabulary Exercise (context clues, parts of speech, dictionaries)
Introduction to character & characterization
Example: Rainsford vs. Zaroff
- Venn comparing characteristics
- Identify instances of characterization (direct & indirect)
Writing activity: Character on trial (defense and prosecution for Rainsford)
Write and present an argument
Draw upon character traits

Chapter One:

Hello, and welcome to Creative Writing! I'm Mrs. Case, and as an avid reader and writer, I am excited and honored to be teaching this class this year. This is going to be a busy year, full of writing, but also reading. We will cover just about everything, from fiction and poetry to creative nonfiction and drama. During each unit, we will be creating our own work, but also taking a tip or two from the pros -- in other words, in addition to reading and discussing our own writing, we will read work from well-known and talented authors, poets, and dramatists. I am confident that whether you are new to creative writing or an aspiring Nobel laureate, you will gain valuable techniques, skills, and feedback this year.

Over the course of the year, I hope that this blog serves as a useful resource by allowing you to:

• keep updated on daily assignments and important upcoming class deadlines
• link to extra, interesting articles, stories, and images related to the units we study
• post comments, ask questions, or share your thoughts
• get in touch with me (in addition to email, phone, or drop-in communication)
• easily link to the school Home Access Center (i.e. student grades and more)

As you may have noticed, comments to this page will be moderated (by me) to keep things (reasonably) friendly and civilized, but unless you say something that is highly insensitive or inexcusably offensive, you can feel pretty confident that your comments will be posted. I will not edit comments that have been approved; whatever is posted can and very well may be read by everyone with access to this blog (which, really, is literally everyone with internet access).

That said, please take a moment to comment to this post by briefly summarizing what you hope to get out of this class this year (personally, academically, technically, creatively, intellectually, etc.). Thanks, and I look forward to hearing your thoughts!

Get Ready, Set, Go!

Hello, and welcome to all of my English 9 students and their parents! I am Mrs. Case, and I am very excited about this year together, and I hope that over the following months this blog proves to be a useful tool for you to:

• access class resources
• keep updated on class assignments, vocabulary lists, and important deadlines
• link to school pages and up-to-date grades
• post comments to get in touch with me, share opinions, or ask questions
• find interesting supplementary texts, articles, or art that go with our units

Though I know this is also discussed in the syllabus and parent letter, I want to reiterate that I welcome comments or questions anytime they arise. While my school email is best (I check it constantly), I also invite you to give me a call during the school day (ext. 4193) or schedule a time to drop by (Room #36) before or after school or during Personal Assistance Time (PAT, 3rd hour).

Freshman year can be a challenging one -- more classes, more buildings, a new daily schedule, less one-on-one time with teachers, so many new people to meet, and much more. I promise that I will do everything I can to help each of my students be successful -- however, the best way for me to know that you need additional help is for you to tell me as soon as the confusion arises. :)

Best wishes for a challenging, fun, and successful freshman year!