Hook, Housekeeping & Homework Monday

1. Hook, Housekeeping & Homework Monday Have out your novel (fictional text) to read  Quietly read for approx. 5 minutes Remember… • no electronics out/on during reading time • you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read “Salvation” or “The Chase” (on the front table) If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

2. Past, Present, Future Monday • Summative creative non-fiction • Topics and ideas from mentor texts • Summative creative non-fiction • General guidelines • Introductory paragraph • Summative creative non-fiction • Writing & conference time

3. Creative Non-FictionMonday Standard(s) 2. Reading for All Purposes: 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to identify common characteristics of the introductions of creative non-fiction mentor texts in order to write your own. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) • How do our experiences shape us? • What can I learn from this writer’s craft? • What topics are best for developing and planning a work of creative nonfiction? What genres are most appropriate? • If you were invited to write a short story about an event in your life or that of another person, what would you write about and why? • How does structure affect clarity?

4. Summative, In Brief 500-1000 word creative non-fiction story • Content: What is this about? What happened? • True life, personal, past experience that helped shaped the writer • Single, focused event • Personal lesson learned/life lesson, a realization • Tone: How does the narrator feel? • Theme: What realizations/lessons does the narrator have? Why are these ideas important? • Organization • Beginning, hooks – Middle – End, realization • Transitions • Craft Tools: What stylistic tools does the writer use? Does the writer imitate the stylistic devices of the mentor text? • Conventions/Presentation • Spelling, Usage, Grammar, Mechanics • Typed, double spaced, 12 point, Time New Roman font • Original title • Properly headed

5. Instruction: Obtain We Do Monday Purpose: to identify similarities and differences among mentor texts openings in order to write your own Tasks: • What do you notice? • What doe each writer to start their story? • What do they include? • What strategies do they use? • How are the similar? • How are the different? Outcome: Ideas on how to start your own creative non-fiction text

6. Activities: Develop & ApplyYou Do Monday Purpose: to write your own opening based on mentor text ideas Tasks: • Write! • If you are not writing, you are reading from you choice novel Outcome: Have Ms. Durland give you feedback on your opening Continue writing

7. Creative Non-FictionMonday • Standard • Objective • Relevance • Inquiry Question(s) • Demonstration of Learning (DOL) • Homework • Extension Activity

8. Hook, Housekeeping & Homework Tuesday Have out your novel (fictional text) to read  Quietly read for approx. 5 minutes Remember… • no electronics out/on during reading time • you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read “Salvation” or “The Chase” (on the front table) If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

9. Past, Present, Future Tuesday • Summative creative non-fiction • General guidelines • Introductory paragraph • Summative creative non-fiction • Assignment sheet • Reminders about opening/beginning paragraphs • Organizational Strategies • Writing & conference time • Summative creative non-fiction • Descriptive Writing • Writing & conference time

10. Creative Non-Fiction Tuesday Standard(s) 2. Reading for All Purposes: 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: • You will be able to identify common characteristics of the introductions of creative non-fiction mentor texts in order to write your own. • You will be able to review the organizational tool of transitions in order to begin writing the middle part of your story. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) • How does structure affect clarity? • How do different genres, formats, styles, and craft techniques help readers understand author’s purpose? • How do our experiences shape us? • What can I learn from this writer’s craft?

11. Instruction: Obtain I Do Tuesday Purpose: to identify assignment requirements Tasks: • read through assignment sheet • questions? 500-1000 word creative non-fiction story • Meaning & Originality/Content: What is this about? What happened? • Theme: What realizations/lessons does the narrator have? Why are these ideas important? • Emotional Content/Tone: How does the narrator feel? • Organization • Style/Techniques/Craft Tools: What stylistic tools does the writer use? Does the writer imitate the stylistic devices of the mentor text? • Grammar/Conventions/Presentation

12. Instruction: Obtain I Do Tuesday Purpose: to identify organizational techniques for paragraphing Tasks: What do you notice? Outcome: Add transitions of time, place, idea to your own writing Text #1 • On one weekday morning after Christmas, six inches of new snow had just fallen. • I was seven; the boys were eight, nine, and ten. • It was cloudy but cold. • I started making an iceball—a perfect iceball, from perfectly white snow… • I had just embarked on the iceball project when we heard tire chains come clanking from afar. • A soft snowball hit the driver’s windshield… • Often, of course, we hit our target, but this time, … • Wordless, we split up. … Text #2 • Finally all the young people had gone to the altar and were saved, but one boy and me.  • Then I was left all alone on the mourners' bench. • Now it was really getting late.  • Suddenly the whole room broke into a sea of shouting, as they saw me rise.  • When things quieted down, in a hushed silence… • That night, for the first time in my life… Text #3 • When I found out that my parents had invited the minister's family over… • On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. • And then they arrived – • Dinner threw me deeper into despair • At the end of the meal my father… • After everyone had gone, my mother said to me… • And even though I didn't agree with her then…

13. Activities: Develop & ApplyWe Do - You Do Tuesday • Commitment: evidence in work of writer having read through the assignment and is approaching work with larger goal in mind • Integrating Reading: evidence that writer’s work is being informed by mentor texts • Perceived Effort: evidence of minimum length requirements and breadth of content • Format & Mechanics: evidence that writer worked to proofread and edit and is set up according to guidelines • 4 - Excellent, high, perceptive, extensive • 3 - Good, thoughtful, sufficient • 2 - Average to weak, some • 1 - Weak, limited, minimal, few to none

14. Activities: Develop & ApplyYou Do Tuesday Purpose: to write your own opening based on mentor text ideas and continue into body paragraphs Tasks: • Write! • If you are not writing, you are reading from you choice novel • Opening Paragraph = 1st period POV, setting (time and place), description & imagery, tone/feelings&emotion • Body Paragraphs – use transition words and phrases to indicate time, place, and idea changes Outcome: Have Ms. Durland give you feedback on your opening Continue writing

15. Creative Non-Fiction Tuesday Standard(s) 2. Reading for All Purposes: 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: • You will be able to identify common characteristics of the introductions of creative non-fiction mentor texts in order to write your own. • You will be able to review the organizational tool of transitions in order to begin writing the middle part of your story. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) • How does structure affect clarity? • How do different genres, formats, styles, and craft techniques help readers understand author’s purpose? • How do our experiences shape us? • What can I learn from this writer’s craft?

16. Hook, Housekeeping & Homework Wednesday Have out your novel (fictional text) to read  Quietly read for approx. 15 minutes Remember… • no electronics out/on during reading time • you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read “Salvation” or “The Chase” (on the front table) If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Work on the body/middle paragraphs of your story Spend 10 – 30 minutes reading from your choice, independent novel tonight!

17. Past, Present, Future Wednesday • Summative creative non-fiction • Assignment sheet • Reminders about opening/beginning paragraphs • Organizational Strategies • Writing & conference time • Summative creative non-fiction • Writing & conference time • Summative creative non-fiction • Descriptive Writing • Writing & conference time

18. Creative Non-Fiction Wednesday Standard(s) 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: • You will be able to review the organizational tool of transitions in order to begin writing the middle part of your story. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) • How does structure affect clarity? • How do different genres, formats, styles, and craft techniques help readers understand author’s purpose? • How do our experiences shape us? • What can I learn from this writer’s craft?

19. Body Paragraphs = the middleuse transition words and phrases to indicate time, place, and event/idea changes • On one weekday morning after Christmas, six inches of new snow had just fallen(time) • I was seven; the boys were eight, nine, and ten. (time) • It was cloudy but cold. (place) • I started making an iceball—a perfect iceball, from perfectly white snow… (event) • I had just embarked on the iceball project when we heard tire chains come clanking from afar. (event) • A soft snowball hit the driver’s windshield… (event) • Often, of course, we hit our target, but this time, … (event) • Wordless, we split…

20. Activities: Develop & ApplyYou Do Wednesday Purpose: to write your own the body paragraphsusing transitions Tasks: • Write! • If you are not writing, you are reading from you choice novel • Opening Paragraph – Introduce the event • 1st period POV • setting (time and place) • description & imagery • tone = feelings & emotion • Body Paragraphs – use transition words and phrases to indicate time, place, and event/idea changes • When I found out … (time) • On Christmas Eve … (time) • And then they arrived … (time) • Dinner threw me deeper into despair… (event/idea) • At the end of the meal my father… (time) • After everyone had gone… (time) • And even though… (idea) Outcome: Have Ms. Durland give you feedback on (your opening and) body transitions

21. Creative Non-Fiction Wednesday Standard(s) 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: • You will be able to review the organizational tool of transitions in order to begin writing the middle part of your story. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) • How does structure affect clarity? • How do different genres, formats, styles, and craft techniques help readers understand author’s purpose? • How do our experiences shape us? • What can I learn from this writer’s craft? Homework: Work on the body/middle paragraphs of your story

22. Hook, Housekeeping & Homework Thursday Have out your novel (fictional text) to read  Quietly read for approx. 10 minutes Remember… • no electronics out/on during reading time • you are receiving credit for being on time, • ready to read with your choice, independent reading novel, • and actively reading during the given time. • If you do not have your book with you, must read “Salvation” or “The Chase” (front table) • If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Creative Non-fiction Summative = • finish the body/middle paragraphs of your story • add characterization, description, imagery, figurative language • bring a typed, printed draft! Spend 10 – 30 minutes reading from your choice, independent novel over the three day weekend! Assembly Schedule Per. 3 9:19 – 10:02 (progress reports) Per. 6 12:25 – 1:08 Per. 7 1:13 – 1:56

23. Past, Present, Future Thursday • Summative creative non-fiction • Writing & conference time • Summative creative non-fiction • Descriptive Writing • Writing & conference time • Summative creative non-fiction • Conclusions • Writing & conference time

24. Creative Non-Fiction Thursday Standard(s) 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: You will be able to identify and explain the purpose of characterization, description, imagery, and figurative languagein the excerpts from the mentor texts and then incorporate these into your creative non-fiction piece. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) • How does structure affect clarity? • How do different genres, formats, styles, and craft techniques help readers understand author’s purpose? • How do our experiences shape us? • What can I learn from this writer’s craft? Homework: Creative Non-fiction Summative = • finish the body/middle paragraphs of your story • add characterization, description, imagery, figurative language • bring a typed, printed draft!

25. Review, Reminder • Body Paragraphs – use transition words and phrases to indicate time, place, and event/idea changes • When I found out … (time) • On Christmas Eve … (time) • And then they arrived … (time) • Dinner threw me deeper into despair… (event/idea) • At the end of the meal my father… (time) • After everyone had gone… (time) • And even though… (idea)

26. Instruction: Obtain I Do - We Do Thursday Purpose: to identify and explain purpose & effect of craft moves within mentor texts Tasks: • Partner with a classmate and borrow a mentor text sheet from the front. These are all paragraphs taken from our mentor texts. Read your assigned excerpts (odd or even). Select one to analyze more thoroughly. • What do you notice? What craft tools are used? Where are they used? • Characterization (what a character looks like, says, does, thinks) • Descriptive, individual, vivid word choices • Imagery (see, hear, smell, taste, touch) • Figurative language (metaphor, simile, personification, hyperbole) • Select one of these craft moves from one of your excerpts and discuss in detail • So what? Why is this description (etc.) in this piece? In other words… • What is the purpose of this description etc.? • What is the effect on the reader? Outcome: be prepared to share the best example from one and explain in detail!

27. Instruction: I Do I was seven; the boys were eight, nine, and ten. The oldest two Fahey boys were there—Mikey and Peter—polite blond boys who lived near me on Lloyd Street, and who already had four brothers and sisters. My parents approved Mikey and Peter Fahey. Chickie McBride was there, a tough kid, and Billy Paul and Mackie Kean too, from across Reynolds, where the boys grew up dark and furious, grew up skinny, knowing, and skilled. We had all drifted from our houses that morning looking for action, and had found it here on Reynolds Street. Details about characters = characterization • First person narrator, age 7 • young, elementaryage – implies certain innocence and naiveté • Characters, similar age • Parents approved • Parental involvement • Last names • Well-known to them, more formal • Polite blond boys • Tough kid • contrast to other kids, a mixed group – will one cause trouble for another? • “dark and furious, grew up skinny, knowing and skilled” • literally dark and skinny – what does this imply? Knowing and skilled about what, they are 8-10?! Details about setting • Loyd Street – Reynolds Street – some kids from “across Reynolds” • morning Details about actions • “drifted from your houses” • drifted = to be carried slowly, by a current – implies they are drawn away from adults, supervision, approval to possibly childhood mischief – the “dark side” • Purpose of Detail? Effect?

28. Activities: Develop & ApplyWe Do – You Do Thursday Purpose: to imitate the craft tools used in the body/middle of the mentor texts Task: to actively engage in the writing process by intentionally incorporating the first 3 craft moves and an additional 1 of the last 4 into your narrative • Characters and Characterization (looks like, says, does, interacts & re-acts) • Imagery, vivid word choice, descriptive language (that supports tone) • Figurative Language (simile, metaphor, personification, hyperbole = exaggeration) • Dialogue • Rhetorical questions or questions that build intensity • Irony • Comparison/contrast of events, people Outcome: a well-crafted story

29. Creative Non-fictionThursday Standard(s) 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: You will be able to identify and explain the purpose of characterization, description, imagery, and figurative language in the excerpts from the mentor texts and then incorporate these into your creative non-fiction piece. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) • How does structure affect clarity? • How do different genres, formats, styles, and craft techniques help readers understand author’s purpose? • How do our experiences shape us? • What can I learn from this writer’s craft? Homework: Creative Non-fiction Summative = • finish the body/middle paragraphs of your story • add characterization, description, imagery, figurative language • bring a typed, printed draft!

30. Hook, Housekeeping & Homework Friday No School for Students Professional Work Day for Teachers