Some Highlights from Sixth Period

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Our writing from the week of February 10 has been entertaining and informative.  Enjoy this small sampling of student work, and visit the links in the blog roll at the left to read more of what our Wildcats have to say.  Comments welcome!

Dahlia shares her D’Var Torah.

Emma paints with the color blue.

Alena expresses her thoughts on the Olympic sport of curling.

George explores the qualities of effective leadership.

Grant shares the pressures of being a baseball pitcher.

Lucca explains his love of lacrosse.

Joseph shows why football is awesome.

Emma Bernice evaluates her iPad ownership.

 

 

Elements of Plot

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We are about to begin an exploration of another story, this one told through music. Even though Phantom of the Opera is mostly delivered through song, all of the elements of plot that we find in fiction books are there:

  • exposition
  • setting
  • characterization
  • rising action
  • conflict
  • climax
  • resolution

Enjoy this video as a review of those elements.

Exploring Your Life for Expository Essay Topics

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Need an idea for your next expository writing assignment?

Let’s think about this together.  We know that expository writing can explain:  it can explain why you think something or how something is done.  Perhaps you’ve been reading some articles this week about the Olympics, explaining the history of how certain sports have developed over time or explaining an opinion as to why Russia should or should not have been awarded the games.

You can think about aspects of your own life and explain the how or why of topics you know well:

  • Think about family vacations.
    Explain why _______ is a great place to visit.
    Explain why your family will never again vacation at ______.
    Explain how to make the best of a rainy day stuck in _______.
    Explain why air travel is _______.
    Explain how to survive a long flight (or a long airport delay).
    Explain why family road trips are _______.
    Explain how to irritate your siblings on a family road trip.
    Explain why Disney World never gets old, no matter how many times you’ve been before.
    Explain why _______ is the best ride at _______.
  • Think about your school life.
    Explain why _______ is your favorite subject.
    Explain how to make ________ grades in class.
    Explain why school dances are _______.
    Explain how the school day could be better organized.
    Explain why the school’s technology policy is ________.
    Explain why grades are ________.
    Explain your ideas for improving the appearance of your campus.
    Explain why homework is _________.
  • Think about your social and extracurricular life.
    Explain why being the new kid (or a cheerleader, or a “nerd”) is  ________.
    Explain how to crash a friendship in three easy steps.
    Explain why participation in sports is ________.
    Explain what participation in ___________ has taught you.
    Explain how __(insert social media)__ can ________relationships.
    Explain how your parents’ rules for you should change.
    Explain how you are different now than you were in sixth grade.
    Explain why students need more down time during the week.
  • Think about your hobbies and passions.
    Explain why ________ is a favorite activity.

    Explain how to play a better game of ________.

    Explain why you love ________.

    Explain how your love of _________ enriches your life.
    Explain why the haters are wrong about your passion/fandom/celebrity crush.
    Explain what your most important possession is and why.
  • Think about the people in your life (those whom you know or have read about).
    Explain why you admire _________.
    Explain why ___________ is  an example for others to follow.
    Explain how ___________ achieved success or overcame adversity.
    Explain how ___________ has taught you ___________.
    Explain why you are grateful to __________.
  • Think about what you have learned recently.
    If you like history, explain how a key event happened or why it is significant.

    If you like science, explain why an experiment was successful or how a process happens. Explain how discoveries in __________ will change the future.

    If you like health and PE, explain how __________ affects the body or why people should stop/start ______________.
    If you like math, explain how you solve a type of problem.

    If you like English, explain how a certain character ________ or why a certain character ________.  Explain why you ________ reading or why a favorite book has been important to you.
    If you like your independent studies, explain how ________ is done or why _________ is something you want to learn more about.
  • Think about the wider world around you and life’s bigger questions.
    Explain why it is important to help others.
    Explain how one person can make a difference in the world.
    Explain why it is important to speak up for what is right.
    Explain how technology is making life more _______.

Once you’ve found your topic, remember to organize your thoughts into paragraphs:  an introduction to establish your controlling idea (don’t give your reasons or make your points yet); body paragraph(s) to develop that idea with your reasons, supporting them with specific support/elaboration/commentary; and a conclusion to echo the controlling idea and leave your reader with something more to think about.     

My Favorite Mistake: Spotlight on 7th Period

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After reading several Newsweek “Favorite Mistake” columns, we wrote about some favorite mistakes of our own:

“There was nothing positive about this. My head lowered. My stomach sank. What had I done?  Julius recalls an incident involving the family pet and auto repair.

“I can’t remember what happened next, only my father coming in with a bowl of water, him yelling, and the unbearable stench of smoke.” Microwave mishaps befall  Mara and Yasmine.

“As if things can’t get any worse…they do.”  Read Vayda’s account of signing up for P.E.

“My hands were shaking and my heart was pounding so hard that I could hear it.”  Rachel shares a story of anxiety.

“There I was lying flat on the ground— eyes widened as if the world had just flashed before them—and for me, it had.”  Learn why Vivian was so upset.

“The whole thing seemed like it was in slow motion.”  Caitlyn narrowly avoids disaster.

Note that the Newsweek columns are based on interviews, written in first person but by a third party who had talked with the man or woman who had actually had the experience.

In class, we discussed how our favorite mistakes would be different:  ours would be personal narratives, written in first person by the student who had had the experience. For this assignment, our goal would be to show the event in more detail than the news magazine columns had, in a way that the reader could feel what the writer had felt.

Leave us your comments and let us know how we did!

Voice Through Punctuation

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In our study of mentor texts (most recently, the prologue to Michael Crichton’s Jurassic Park, the thirty-fourth chapter of J.K. Rowling’s Harry Potter and the Deathly Hallows, and James Ramsey Ullman’s “A Boy and a Man” from our Prentice-Hall literature textbook), we’ve paid attention to how the authors have used punctuation to bring out the emotion of what is happening on the page.  Hyphenated adjectives can add voice, dashes can add a sense of immediacy and urgency, colons can add dramatic emphasis, and ellipses can show hesitation or doubt.  Of course, these aren’t the only uses for these punctuation marks.  We’ve been playing with them in our writing over the past few weeks to see what more they can do for us.

Here are examples from student work that I collected in my classroom about six or seven years ago. These sentences were all taken from personal narratives written in response to the prompt “write about a moment you’ll always remember.”

Hyphenated Adjective

We weren’t just scared.  We were scared-out-of-our-wits scared. Shelby

We didn’t call our full-court, man-to-man, get-the-ball defense “Duracell” for nothing.  In our last game alone, we had created fifteen turnovers.Ryan

Dash

I was having the time of my life.  Something was bound to happen—something bad. –Jesse

Confused, I glanced at the clock.  It was only—wait—that couldn’t be!  Nine o’clock?!! –Annie

There were no birds singing, no plants swaying, no clouds moving—another breathless day. –Carly

Every minute—every second—was precious to me, because every instant we weren’t there was a moment he might die.  I don’t remember whether or not I cried.  It wasn’t important.  What was important was how much I needed him—how much I would miss him—how much I loved him. –Hetty

I was trapped. The towering oak which had once captured my imagination now held me prisoner in my own treehouse.  I yelled for my mom, for my dog—for anyone!  –Jaci

Colon

It was World War III:  older brother vs. younger sister.  There were pillows, books, even food being thrown.  Soon we were throwing ourselves at each other!  — Myles

I knew something then:  this dog needed me, and I needed him too. –Emmi

It was only later that I realized what I had accomplished:  not only had I broken my own record, but I had broken the all-time record! — Katy

Victory was mine:  I had decimated his army and captured his king in the most strategic and graceful game of chess I’d ever played.  — Clifton

Ellipsis

I felt strange…not good, not bad.  Only one thing was certain:  I had to make the best out of a sad situation—new house, new room, new things. –Mary

“Ummm…sure…I’ll do it,” I finally answered.  Oh my God, I thought…What did I just do?Jessie

“Hi, I…I’m Je…Jessica.”  My lips were paralyzed and my heart was pounding furiously.  Three hundred pairs of eyes were staring up at me, watching my every move. –Jessica

Students, use the comments to post examples of punctuation craft from your recent essays or blog posts.

Author’s Craft

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Show, don’t tell.

Use vivid verbs.

Paragraph for effect.

Create images that the reader can see, hear, and feel.

Open your writer’s toolbox: dialog, metaphor, simile, personification, ellipsis, dash, colon, sentence variety, repetition, inner thoughts, leads…

And more.

All good advice, but none of it as effective as it could be without models–mentor texts–to serve as guides for imitation and inspiration.

So in recent weeks, we’ve been reading Michael Crichton, James Herriott, J. K. Rowling, and more published authors to enjoy their work and the way their words made us feel, and to ask how they did it.  What choices did those writers make that were particularly effective, and could we do apply the same “brushstrokes” (thank you, Harry Noden) to our writing to achieve the effect we wanted?  Students were also encouraged to pay attention to the crafting in the books, articles, and posts they read outside of school and to ask the same questions:  What do I like about this?  How did the author do it?

I’m excited to see our attention to author’s craft showing up in student blog posts.   Read the following Flipboard magazines spotlighting our student writers…what craft lessons can you recognize in their work?

Word Play:  Fiction–Setting, Mood, and  Character

Word Play:  Expository and Personal Narrative

 

 

 

 

 

free glitter text and family website at FamilyLobby.com

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Some students have asked about how to add some special text effects to their blogs. Enjoy playing with the possibilities below! You can search the web for more options. If you find more cool bling for blogs, leave your recommendations in the comments!


Glitter Text @ Glitterfy.com

 

Get this text and many more glowing fonts here .  After you create your message, choose “get web code” and paste it into your post.  Remember to use the “text” option when pasting in codes.

Capture

Do you like Minecraft? Check out this site for generating text. When you finish designing your message or header, there is no html code to copy. Just download your text for use in your blog, or use a tool like the snipping tool to cut out and save the image for upload as you would any photo. That’s what I did for “Purple Power.”

Published!

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We have enjoyed getting to know our iEARN project partners this fall and exchanging our writing with them.  Our poetry and expository compositions have now been published:  we created Weebly websites for our poetry projects, Ms. Gorelova’s class created a blog for their friendship project, and Ms. Mitrofanova’s class created a newspaper for their teen life project.  Click on the links below to read our work!

Friendship by Ms. Gorelova’s Class
The Footprints of a Generation by Ms. Mitrofanova’s Class
Mrs. Kriese’s 4th Period Poetry Project
Mrs. Kriese’s 6th Period Poetry Project
Mrs. Kriese’s 7th Period Poetry Project
Mrs. Schoch’s 5th Period Poetry Project
Mrs. Schoch’s 2nd Period Poetry Project