Think of an “idea” for writing. The bigger and broader and the less firsthand experience you have with this idea the better. For example, write about life, love, death, homelessness, illness or an idea related to the theme “dark twist” in general terms. Write fast. Ramble. Think, don’t try to see any one thing in particular. Put lots of your feelings and ideas. Avoid images and specifics. Think out loud on the page. Don’t focus your mind’s eye on anything.
Chris is going to lead a reading/discussion of parts of Howard Zinn’s A People History of the United States. (Amazon, Free Online). This workshop is aimed at upper middle school through high school. This workshop is related to Global Citizenship competencies in Inquiry; History; and Civics, Government, and Society as well as English competencies in Literature; Research; and Speaking and Listening.
If you would like to participate please read the first chapter Columbus, The Indians, and Human Progress by next Wednesday.
Comprehend, interpret, analyze, and evaluate a wide range and level of complex literary and informational texts.
Read literature with sensitivity and understanding, paying close attention to language, imagery, argument, and idea.
Students should be able to make connections between literature, their lives, and their learning in other contexts.
Produce clear and coherent writing for a range of tasks, purposes, and audiences. Writing will include (but not limited to): Personal responses, journal entries, short stories and extended fiction, non-fiction, poetry, plays, essays, literary analysis, dialogues, graphic novel and film.
Conduct short and sustained research projects based on focused questions, demonstrating an understanding of the subject under investigation.
|4. SPEAKING AND LISTENING
Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.
|5. SPEAKING AND LISTENING
Present information, findings and supporting evidence conveying a clear and distinct perspective.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Group A: Are cats right pawed, left pawed or ambidextrous? We will develop an experiment using the scientific method to help us find out.
These are some books that sound interesting and have received good reviews. We need to decide on the next group book. I welcome any of your suggestions as well. Once we pick a theme for September (on Thursday) the process of picking the next book may be easier.
The practice of creative writing helps to train our mind and enrich our soul. By practicing you become more able to concentrate, to sort and understand emotions and information, to read people more clearly, to take a broader view, to make finer distinctions.
“Okay, so why is that? I thought creative writing was fiction, crazy made up stuff….”
Agree or disagree with me, but I think the practice (and study) of creative writing is:
- Learning to pay closer attention to the world and human experience;
- practice rendering, with words, those experiences, in a way that makes them alive in the reader’s mind;
- using writing and words–both yours and others–to expand and extend who you are and what you can know.
Can you or I become a creative writer? What if I don’t have anything to say? What if I am boring? What if I’m not inspired? What if someone criticizes my work, and I don’t want to write at all?
We are starting with creative writing because for some it is the hardest type of writing; all these questions and concerns are valid. You as a writer are vulnerable, there aren’t rules. We will learn together – no judgments in this class, only willingness to help one another.
Let’s start with the advice you read yesterday from “famous” writers and go from there.
Choose a species of cat, big or small, from this collection for further study. Another good website to use: http://bigcatswildcats.com/small-wild-cats-list/
Be sure to include the following in your presentation:
- Species or breed and the scientific name
- Conservation status – are they endangered, extinct, vulnerable, doing fine?
- Diet – what is their prey? do they have predators?
- Habitat – what type of ecosystem do they live in?
- Geographic location – on which continent and in which country are they found?
- Cool facts
Group A: Majority read to Chapter 5 in The Giver for discussion on Wednesday.
Group B & C: Finish Part-Time Indian for discussion on Friday.
|Graduation Proficiencies Global Citizenship|
|HISTORY||Students use historical inquiry, including the use of primary and secondary sources, to gather information about the past that will help them make sense of the present and decisions about the future.|
|GEOGRAPHY||Students propose solutions to local and world issues by using geographic tools to analyze data and examine cultural information.|
|CIVICS, GOVERNMENT & SOCIETY||Students act as citizens by understanding how governments function and by exercising their rights and responsibilities within their current societal structure(s).|
|ECONOMICS||Students make economic decisions through their understanding of the interaction between humans, the environment, government, and the economy.|