READ-in / WRITE-out

In a Comment to this post, write at least two serious suggestions about how student book talks can be made interesting, informative, and positive.  What should a good book talk sound like?  look like? How long should it be?  How can you keep the student audience engaged?  Each of your ideas needs to be fully explained.  Tell WHY yours is a good idea.

You will be doing a book talk for 7th graders on your current independent reading book.  We will begin this project before the holiday break.

Note:  This post will be graded 1-3.  The following will be considered:

___  Contains at least two well-expressed and well-explained ideas

___  Contains NO errors from Mr. Mason’s list

___  Is completed in the 10 minutes allowed for the activity

From the point of view of an abiotic object, describe either:

• yourself
• your room

The object should be talking – this is in the 1st person.  Limit what the narrator sees and hears, depending on what it is.  Do not name the object!

The grade rubric will be the same as the It assignment, except that the 1st category will not exist.

We are working on the 1-1-1-1 formula for reading and writing.  This comes down to:

• 1 character who has 1 strong emotion
• in 1 setting
• having 1 thought
• and doing 1 action as a result of the emotion, thought and setting (they work together).

You have written a 1st short piece that began with “It ______________(verb of choice)”.   Click on the Comment link under this post to add your final piece (copy/paste from NoteShare) into this blog string.

Mrs. Mac’s 5 model posts are below.  You are encouraged to reread these samples before you submit you final piece. The rubric is also posted below the models.

Add your poem to this post in a Comment.

The single thing that most sets us apart from other living things is the ability to make conscious choices for ourselves.

In a well-organized essay, explore the idea of “making choices.”  In your essay, make at least 2 strong points, each one supported with well-explained discussion (example, story, argument).  You must discuss at least ONE character from your group reading novel.

You might consider:  the positive and negative consequences of choices, what situations create choices.

4 – 5 paragraphs.  You must include a grabber/introduction, 2 body paragraphs, and a conclusion that considers what would happen if you were denied the ability to make your own choices.

You must hand in a hand-written organizer or writing plan (chart, web, list, outline).

We have all just read novels about young people who must find the courage to make it on their own.  Some, like Slake (Slakes’s Limbo), struggle at first.  Some, like Adam (I Am the Cheese) are terribly manipulated. Some get help (Haroun), others get none.

What does it take to find the courage to make it on your own?  Write an on-demand essay in response to this question.  Give your reader at least 2 well-explained and fully discussed  points to chew on (support with examples, story, logic).  You must discuss at least one character from the group novel you have read.

In your conclusion, talk about the value of finding this courage.

4-5 paragraphs: grabber/introduction, 2-3 body paragraphs, conclusion

You must hand in a hand-written organizer (web, outline, list, chart)

It came towards him.

1. Change the word “came” to an active verb that indicates what type of being or object “it” is – how does “it” move?

2. Then build suspense by writing the beginning (sounds, smells, etc. that indicate that something will happen) and the almost-end of the narrative

3. Don’t tell us what “it” is

4. Leave us with a cliff-hanger – SUSPENSE!

This is the “looming over the shoulder” or “video camera on the head” point of view. There is a narrator NOT in the story, but that narrator only knows what one character sees, feels, does, etc.

Practice writing from this point of view by writing a l-o-0-n-g narrative that includes the sentence:  He/she sighed. You may create any details, situation, setting, or mood that you wish. But you must keep the focus only on one character’s feelings, thoughts, and actions.

3rd person, past tense is recommended.

Sample (not as long as I expect from you):

She was confused–her visions had startled her. What was she to do? She felt sure that they were all true. Was this to herald a new time for her?  She turned back and looked at the crystal suspiciously. She poked it tentatively as if it were a sleeping snake. It did not move.  She sighed.

(from The Dark Portal).

Point of view has a huge effect on a story. Explore the 1st person point of view by taking on this challenge:

Write a l-o-o-o-n-g descriptive or “thoughts” paragraph, or a journal entry, that begins:  Hmm…an old boot.

Take one of the below points of view, or invent your own.  Who you are, where you are, and what is on your mind should be very clear to the reader.  You must revise and edit this piece. Listen to it before posting! Write in the 1st person (I) only.

Choices:

1. a worm, ant or other tiny animal
2. a stone
3. an old person
4. a child
5. an explorer or other adult
6. a dog or other larger animal (goat, cow…)
7. a spirit or other otherworldly creature

Below is the model for a short piece called “You Don’t Know Me.”  This is a personal narrative based upon the memories associated with a specific place and time. It is the way of developing character used in “Fish Cheeks.”  Note that the pattern of the piece is to repeat the opening of the sentences (there are only two sentences, each beginning with If you don’t know a tall house on a short street in a small college town in Wisconsin, you don’t know…), and then to expand that opening with a list of very well described incidents, people, and objects. The sentences are built with short elements connected by and and or. Sometimes commas are included, sometimes they are left out. The punctuation determines the flow and fluency of the piece.  Add your own piece in a Comment. This is an assignment that requires you to also make an .mp3 recording in NoteShare.  Use this recording to check your punctuation and use of language.  Make it sound extraordinary.