Objective: Students will compare movie reviews to find common elements.
Do-Now: Think about the most recent movie you have seen. What was the movie about? (Describe the plot.) What did you like about the movie? What did you dislike? Would you recommend the movie to a friend?
Agenda: 1) Movie Reviews: We will read reviews for THREE recent movies and look for common elements the reviews share.
2) We will make a list of elements which must be included in a professional movie review.
3) Movie: "Winter's Bone": We will begin watching a movie which you are going to be writing your own review for. As you watch, make sure to keep notes on the movie's plot as well as what you like/dislike about the movie. These notes will later be used to help you write your review.
Monday, February 28, 2011
Friday, February 25, 2011
Monday, February 28
Objective: Students will type the second story for their memoirs and type submissions for the class Writers' Wall.
Do-Now: Get out the rough draft of the newest chapter for your memoir. Show it to Ms. W so she can check you off for completing it.
Agenda: Today, you will be typing up your second story for your memoirs and savings it to your GoogleDocs. You should type this story inside the same document you typed your first story into in order to start building your collection. Once you are finished, you may type submissions for the class Writers' Wall including any stories, poems, or other writings. E-mail these submissions to TeacherWinberg@gmail.com and Ms. W will print them out and hang them on the wall. You do not have to e-mail your memoir, just save it to your GoogleDocs.
Do-Now: Get out the rough draft of the newest chapter for your memoir. Show it to Ms. W so she can check you off for completing it.
Agenda: Today, you will be typing up your second story for your memoirs and savings it to your GoogleDocs. You should type this story inside the same document you typed your first story into in order to start building your collection. Once you are finished, you may type submissions for the class Writers' Wall including any stories, poems, or other writings. E-mail these submissions to TeacherWinberg@gmail.com and Ms. W will print them out and hang them on the wall. You do not have to e-mail your memoir, just save it to your GoogleDocs.
Thursday, February 24, 2011
Friday, February 25
Objective: Students will compose another story to add to their memoirs.
Do-Now: Class Mad-Libs -----> CLICK HERE
Agenda: 1) Create your own Mad-Lib. Using two separate sheets of paper, write your own Mad-Lib and set of directions for filling in the blanks. Once you are finished, exchange your Mad-Lib with someone else, being careful not to let them view the story before they are finished filling out the list of words.
2) Memoirs: Choose another topic from your "Memoir-Worthy Experience" List and compose a second story for your memoirs. On Monday, you will be typing this story and adding it to your collection of memoirs.
Homework: Finish your memoir for Monday.
Do-Now: Class Mad-Libs -----> CLICK HERE
Agenda: 1) Create your own Mad-Lib. Using two separate sheets of paper, write your own Mad-Lib and set of directions for filling in the blanks. Once you are finished, exchange your Mad-Lib with someone else, being careful not to let them view the story before they are finished filling out the list of words.
2) Memoirs: Choose another topic from your "Memoir-Worthy Experience" List and compose a second story for your memoirs. On Monday, you will be typing this story and adding it to your collection of memoirs.
Homework: Finish your memoir for Monday.
Wednesday, February 23, 2011
Thursday February 24
Objective: Students will re-write popular fairytales from different points-of-view.
Do-Now: Summarize the plot of your favorite childhood fairytale.
Agenda: Today you will be writing your own version of a popular fairytale. In your version, you will tell the story from the perspective of a different character (other than the main character). To prepare for this assignment, we will read "The True Story of the 3 Little Pigs" and discuss how the story is different when told from the wolf's point of view. We will then make a list of possible fairytales you could use for your story and discuss different points-of-view to consider for each story. Finally, you will begin writing your own take on a famous fairytale.
Homework: Finish your fairytale.
Do-Now: Summarize the plot of your favorite childhood fairytale.
Agenda: Today you will be writing your own version of a popular fairytale. In your version, you will tell the story from the perspective of a different character (other than the main character). To prepare for this assignment, we will read "The True Story of the 3 Little Pigs" and discuss how the story is different when told from the wolf's point of view. We will then make a list of possible fairytales you could use for your story and discuss different points-of-view to consider for each story. Finally, you will begin writing your own take on a famous fairytale.
Homework: Finish your fairytale.
Monday, February 21, 2011
Wednesday, February 23
Objective: Students will write eulogies for themselves.
Do-Now: Compose a "Persona Poem" about yourself:
Line 1 : your first name or nickname
Line 2 : 4 adjective that describe you
Line 3 : your relationship to an important person
Line 4 : 3 things you love
Line 5 : 3 things that scare you
Line 6 : 3 things you want to see
Line 7 : "resident of"...a place, time, or concept
Line 8 : your last name
Agenda: Today you will be imagining that you have died and, at your funeral, a eulogy will be read in your honor. How will people remember you? How will they describe who you were? What memories will your friends/family have of you? All of these things will be included in your eulogy. First, we will look at an example of a eulogy and discuss what made the eulogy effective. Then, you will compose a eulogy for yourself to be read at your imaginary funeral.
Homework: Finish your eulogy.
Do-Now: Compose a "Persona Poem" about yourself:
Line 1 : your first name or nickname
Line 2 : 4 adjective that describe you
Line 3 : your relationship to an important person
Line 4 : 3 things you love
Line 5 : 3 things that scare you
Line 6 : 3 things you want to see
Line 7 : "resident of"...a place, time, or concept
Line 8 : your last name
Agenda: Today you will be imagining that you have died and, at your funeral, a eulogy will be read in your honor. How will people remember you? How will they describe who you were? What memories will your friends/family have of you? All of these things will be included in your eulogy. First, we will look at an example of a eulogy and discuss what made the eulogy effective. Then, you will compose a eulogy for yourself to be read at your imaginary funeral.
Homework: Finish your eulogy.
Thursday, February 17, 2011
Friday, February 17
Objective: Students will finish typing the first chapter of their memoirs and type submissions for the Writers' Wall.
Do-Now: Compose a Friday haiku. Remember: Haikus are THREE lines long. The FIRST and THIRD line have five syllables each. The SECOND line has seven syllables.
Agenda: 1) Finish typing the first chapter of your memoirs and save it onto your GoogleDocs account.
2) Writers' Wall: The class will begin creating a Writers' Wall in the back corner of the room. If you like, you may choose one or more of the pieces you have written in class to go up on the wall. To include a piece on the wall you must type it and send it to TeacherWinberg@gmail.com. Ms. Winberg will then print it out and post it on the wall.
3) Online Poetry Activities:
Click HERE to play with Magnetic Poetry Online
ACTIVITY#2 : Poetry Contest: Compose your own short poem to submit to the website. This poem will be approximately 10 lines long and can be on a topic of your choosing. You may NOT use the same poem you wrote with the magnetic poetry. Write a copy of your poem on your paper BEFORE typing it onto the website. If you win the poetry contest, you could also win MONEY!
Click HERE to enter the poetry contest
ACTIVITY#3 : Poetry 180: Choose FIVE different poems from the website to read. For each poem, write down the poem's title/author and answer each of the following questions: What is the poem about? Why do you feel the author wrote the poem? Who do you think the poem was written for? How can you relate the poem to your own life?
Click HERE to visit the Poetry 180 Website
Do-Now: Compose a Friday haiku. Remember: Haikus are THREE lines long. The FIRST and THIRD line have five syllables each. The SECOND line has seven syllables.
Agenda: 1) Finish typing the first chapter of your memoirs and save it onto your GoogleDocs account.
2) Writers' Wall: The class will begin creating a Writers' Wall in the back corner of the room. If you like, you may choose one or more of the pieces you have written in class to go up on the wall. To include a piece on the wall you must type it and send it to TeacherWinberg@gmail.com. Ms. Winberg will then print it out and post it on the wall.
3) Online Poetry Activities:
ACTIVITY#1 : Magnetic Poetry : Create your own poem using the word tiles provided to you on the Magnetic Poetry website. Your poem should be about 10 lines long when finished. Write down a copy of your poem on your paper once all of your tiles are assembled. You may also submit your poem electronically to the website, but make sure to have a written copy to hand in to me.
Click HERE to play with Magnetic Poetry Online
ACTIVITY#2 : Poetry Contest: Compose your own short poem to submit to the website. This poem will be approximately 10 lines long and can be on a topic of your choosing. You may NOT use the same poem you wrote with the magnetic poetry. Write a copy of your poem on your paper BEFORE typing it onto the website. If you win the poetry contest, you could also win MONEY!
Click HERE to enter the poetry contest
ACTIVITY#3 : Poetry 180: Choose FIVE different poems from the website to read. For each poem, write down the poem's title/author and answer each of the following questions: What is the poem about? Why do you feel the author wrote the poem? Who do you think the poem was written for? How can you relate the poem to your own life?
Click HERE to visit the Poetry 180 Website
Wednesday, February 16, 2011
Thursday, February 17
Objective: Students will be able to describe an object from several different perspectives.
Do-Now: How many different uses can you think of for a rubber band? List as many as you possibly can.
Agenda: 1) Optical Illusions: We will be looking at several pictures that appear to be of one thing, but, when looked at from a different perspective, appear to be of something else.
Here is the link to the Optical Illusions
2) We will read the poem "Thirteen Ways of Looking at a Blackbird" and discuss the many perspectives the author has on blackbirds. We will then read a similar poem "Eleven Ways of Looking at Paper" and discuss how the author emulates the multiple perspectives from the "Blackbird" poem.
3) Writing Your Own: You will compose a poem in which you look at an object in TEN different ways. You may emulate the style of the "Blackbird" poem or create a style all of your own. HINT: Think of all the different uses for the object. Think of all the places you might find the object. Think of what the object might mean to different people.
Homework: Finish your poem. Make sure to bring the rough copy of the first story for your memoirs tomorrow.
Do-Now: How many different uses can you think of for a rubber band? List as many as you possibly can.
Agenda: 1) Optical Illusions: We will be looking at several pictures that appear to be of one thing, but, when looked at from a different perspective, appear to be of something else.
Here is the link to the Optical Illusions
2) We will read the poem "Thirteen Ways of Looking at a Blackbird" and discuss the many perspectives the author has on blackbirds. We will then read a similar poem "Eleven Ways of Looking at Paper" and discuss how the author emulates the multiple perspectives from the "Blackbird" poem.
3) Writing Your Own: You will compose a poem in which you look at an object in TEN different ways. You may emulate the style of the "Blackbird" poem or create a style all of your own. HINT: Think of all the different uses for the object. Think of all the places you might find the object. Think of what the object might mean to different people.
Homework: Finish your poem. Make sure to bring the rough copy of the first story for your memoirs tomorrow.
Tuesday, February 15, 2011
Wednesday, February 16
Objective: Students will compose an ODE to their favorite food.
Do-Now: What is your favorite food? Describe it: What does it look like? (Describe the shapes and colors). Smell like? (What other foods/things does it smell like besides itself?) Taste like? (Use adjectives such as "juicy," "spicy," "sweet," etc.) Feel like? (Describe the texture/temperature of the food). Sound like? (What sounds are made when the food is cooking or being eaten?)
Agenda: An ODE is a poem written in praise of something/someone. Today, you will be writing an ODE in praise of your favorite food. FIRST, we will read examples of two ODES written about different foods: "Ode to Subway" and "Ode to the Apple." After discussing these examples, you will compose your own ODE about your favorite food using SENSORY DETAILS (details which describe taste, sound, touch, smell, and sight.) You will describe your food as well as describe what it's like to eat your food. You will, ultimately, show everyone why your food is the best and why it is worthy of praise.
Homework: Finish your ODE.
Do-Now: What is your favorite food? Describe it: What does it look like? (Describe the shapes and colors). Smell like? (What other foods/things does it smell like besides itself?) Taste like? (Use adjectives such as "juicy," "spicy," "sweet," etc.) Feel like? (Describe the texture/temperature of the food). Sound like? (What sounds are made when the food is cooking or being eaten?)
Agenda: An ODE is a poem written in praise of something/someone. Today, you will be writing an ODE in praise of your favorite food. FIRST, we will read examples of two ODES written about different foods: "Ode to Subway" and "Ode to the Apple." After discussing these examples, you will compose your own ODE about your favorite food using SENSORY DETAILS (details which describe taste, sound, touch, smell, and sight.) You will describe your food as well as describe what it's like to eat your food. You will, ultimately, show everyone why your food is the best and why it is worthy of praise.
Homework: Finish your ODE.
Monday, February 14, 2011
TUESDAY, February 15
Objective: Students will compose poems about lost friendships/relationships.
Do-Now: Think about all the friendships/relationships in your life that have ended. Which one affected you the most? Who was it with? Why did it end? What was your friendship/relationship like before it ended? Why did it affect you so much once it was over? What is your friendship/relationship like now that it has ended? What would you like to tell that person if you could speak with them today?
Agenda: Today we will read two poems entitled "Practically Triplets" and "Call Me." Both poems are about friendships that have ended and how the author views that person now. You will be composing your own poem about the friendship/relationship you wrote about in your Do-Now. Focus your poem on what the friendship/relationship was like in the past, compared to what it is like today.
Homework: Finish your poem.
Do-Now: Think about all the friendships/relationships in your life that have ended. Which one affected you the most? Who was it with? Why did it end? What was your friendship/relationship like before it ended? Why did it affect you so much once it was over? What is your friendship/relationship like now that it has ended? What would you like to tell that person if you could speak with them today?
Agenda: Today we will read two poems entitled "Practically Triplets" and "Call Me." Both poems are about friendships that have ended and how the author views that person now. You will be composing your own poem about the friendship/relationship you wrote about in your Do-Now. Focus your poem on what the friendship/relationship was like in the past, compared to what it is like today.
Homework: Finish your poem.
Sunday, February 13, 2011
Monday, February 14
Objective: Students will type the first chapter of their memoirs.
Do-Now: Valentine's Day Card: You will create your own Valentine's Day card which may include either a poem, special message or both on the inside. You may make this card for whomever you want and can decorate it using markers/colored pencils. Try to be creative and make your card unique.
Agenda: Today you will be typing the first chapter of your memoirs. You will be typing this chapter into GoogleDocs. If you don't have a Google account, you will need to sign up for one. Once you are done typing your chapter, have Ms. Winberg come check it. Then you will save it to your account for later in the semester. Remember, you will be writing about nine more chapters to add to this one (for a total of ten chapters).
Homework: Bring in an interesting or unusual picture. This picture could be of anything (person, place, or thing) and should be unique. ***Make sure your picture is appropriate for school***
Do-Now: Valentine's Day Card: You will create your own Valentine's Day card which may include either a poem, special message or both on the inside. You may make this card for whomever you want and can decorate it using markers/colored pencils. Try to be creative and make your card unique.
Agenda: Today you will be typing the first chapter of your memoirs. You will be typing this chapter into GoogleDocs. If you don't have a Google account, you will need to sign up for one. Once you are done typing your chapter, have Ms. Winberg come check it. Then you will save it to your account for later in the semester. Remember, you will be writing about nine more chapters to add to this one (for a total of ten chapters).
Homework: Bring in an interesting or unusual picture. This picture could be of anything (person, place, or thing) and should be unique. ***Make sure your picture is appropriate for school***
Thursday, February 10, 2011
Friday, February 11
Objective: Students will compose the first chapter of their memoirs.
Do-Now: Take out your list of 20 "Memoir-Worthy Experiences" you finished for homework. Choose one of those experiences to write about today. Make a list of important details: Where did this experience happen? Who was involved? What were the main events of this experience? (List them in chronological order). What did you learn from this experience? Why was this experience important to you? Also, try to remember any other details which could add interest to the story. (Example: What you were wearing, what the air smelled like, what sounds you could hear in the background, etc.)
Agenda: Today you will compose the first chapter of your memoirs using one of the ideas from your "Memoir-Worthy Experience" list. Your chapter should be at least two pages hand-written (filling up both sides of one sheet of paper). If your handwriting is big, you will probably write more than two pages. However, instead of focusing on the chapter's length, focus on the completeness of your story. On Monday, you will be typing your story and saving it. Throughout the semester, you will add and save other stories for your memoirs and, eventually, you will have a collection.
Homework: Finish the first chapter of your memoirs.
Do-Now: Take out your list of 20 "Memoir-Worthy Experiences" you finished for homework. Choose one of those experiences to write about today. Make a list of important details: Where did this experience happen? Who was involved? What were the main events of this experience? (List them in chronological order). What did you learn from this experience? Why was this experience important to you? Also, try to remember any other details which could add interest to the story. (Example: What you were wearing, what the air smelled like, what sounds you could hear in the background, etc.)
Agenda: Today you will compose the first chapter of your memoirs using one of the ideas from your "Memoir-Worthy Experience" list. Your chapter should be at least two pages hand-written (filling up both sides of one sheet of paper). If your handwriting is big, you will probably write more than two pages. However, instead of focusing on the chapter's length, focus on the completeness of your story. On Monday, you will be typing your story and saving it. Throughout the semester, you will add and save other stories for your memoirs and, eventually, you will have a collection.
Homework: Finish the first chapter of your memoirs.
Wednesday, February 9, 2011
Thursday, February 10
OBJECTIVE: Students will begin brainstorming ideas for their memoirs.
Do-Now: In your notebook, begin answering the "Questions for Memoirists." Make sure to THINK about every question thoroughly before you answer it. Make sure your answers are meaningful and introspective.
AGENDA: You will be using your answers from your "Questions for Memoirists" to compile a list of Memoir-Worthy Experiences from your life. We will go over the example list and discuss what types of events/memories would be considered memoir-worthy. You will then begin creating your list. Aim for at least TWENTY experiences. Tomorrow, you will be choosing one of these experiences to write a short story on.
HOMEWORK: Finish your Memoir-Worthy Experiences list.
Do-Now: In your notebook, begin answering the "Questions for Memoirists." Make sure to THINK about every question thoroughly before you answer it. Make sure your answers are meaningful and introspective.
AGENDA: You will be using your answers from your "Questions for Memoirists" to compile a list of Memoir-Worthy Experiences from your life. We will go over the example list and discuss what types of events/memories would be considered memoir-worthy. You will then begin creating your list. Aim for at least TWENTY experiences. Tomorrow, you will be choosing one of these experiences to write a short story on.
HOMEWORK: Finish your Memoir-Worthy Experiences list.
Tuesday, February 8, 2011
WEDNESDAY, February 9
Objective: Students will practice introspective writing.
Do-Now: Free Your Mind: Inside of the "Open Mind," write down everything that's on your mind today. For example: What are you worrying/stressing about? What are you afraid of? What are you looking forward to? Who are you thinking about? Who/what are you concerned about right now? Feel free to write down anything and everything you have on your mind.
1) Share-Out: Share all or part of your "Open Mind" with the class. (Remember: Participation is part of your grade in this class!)
2) "Declaration of Self-Esteem." As a class, we will read and discuss the example of "My Declaration of Self-Esteem." You will then write your own "Declaration of Self-Esteem" proclaiming exactly who you are and why you are okay with it.
3) Share-Out: Share all or part of your "Declaration of Self-Esteem" with the class.
Homework: Finish your "Declaration of Self-Esteem" if you did not finish it in class.
Do-Now: Free Your Mind: Inside of the "Open Mind," write down everything that's on your mind today. For example: What are you worrying/stressing about? What are you afraid of? What are you looking forward to? Who are you thinking about? Who/what are you concerned about right now? Feel free to write down anything and everything you have on your mind.
1) Share-Out: Share all or part of your "Open Mind" with the class. (Remember: Participation is part of your grade in this class!)
2) "Declaration of Self-Esteem." As a class, we will read and discuss the example of "My Declaration of Self-Esteem." You will then write your own "Declaration of Self-Esteem" proclaiming exactly who you are and why you are okay with it.
3) Share-Out: Share all or part of your "Declaration of Self-Esteem" with the class.
Homework: Finish your "Declaration of Self-Esteem" if you did not finish it in class.
Monday, February 7, 2011
TUESDAY, February 8
OBJECTIVE: Students will use their writing to offer their "life advice."
Do-Now: Take out your special object from your childhood that you brought in for homework. Write a FULL page on the object. On this page, describe what the object looks like, where you got it and why it is so special to you. If there is an interesting story behind the object, tell it. You may also mention what childhood memories the object reminds you of or why you chose to keep the object all these years. You can also choose to mention where you keep the object and why you keep it there (ex. You keep the object on the table next to your bed so you can look at it every night before going to sleep).
AGENDA: 1) Share-Out: If you want, you may share part of your Do-Now with the class. You can show the class your object and explain why it is important to you.
2) "The Rules for Being Human" : Class will read and discuss "The Rules for Being Human." You will then create your own list of TEN rules. You may choose to title this list "The Rules for Being Human" or may come up with your own title/theme such as "The Rules for Being a Teenager" or "The Rules for Being a Girl" or "The Rules for Being a Boy," etc. Make sure you offer realistic/helpful advice to your reader.
3) "Letter to a Grandchild" : Compose a ONE-page letter to your future grandchild to be presented to him/her on his/her 16th birthday. In this letter, provide a description of yourself and who you are. (This may include both a physical description of you as well as a description of your personality). You should also include a description of the world you are living in, your personal goals and any advice you have to offer your grandchild.
HOMEWORK: Finish "Letter to a Grandchild"
Do-Now: Take out your special object from your childhood that you brought in for homework. Write a FULL page on the object. On this page, describe what the object looks like, where you got it and why it is so special to you. If there is an interesting story behind the object, tell it. You may also mention what childhood memories the object reminds you of or why you chose to keep the object all these years. You can also choose to mention where you keep the object and why you keep it there (ex. You keep the object on the table next to your bed so you can look at it every night before going to sleep).
AGENDA: 1) Share-Out: If you want, you may share part of your Do-Now with the class. You can show the class your object and explain why it is important to you.
2) "The Rules for Being Human" : Class will read and discuss "The Rules for Being Human." You will then create your own list of TEN rules. You may choose to title this list "The Rules for Being Human" or may come up with your own title/theme such as "The Rules for Being a Teenager" or "The Rules for Being a Girl" or "The Rules for Being a Boy," etc. Make sure you offer realistic/helpful advice to your reader.
3) "Letter to a Grandchild" : Compose a ONE-page letter to your future grandchild to be presented to him/her on his/her 16th birthday. In this letter, provide a description of yourself and who you are. (This may include both a physical description of you as well as a description of your personality). You should also include a description of the world you are living in, your personal goals and any advice you have to offer your grandchild.
HOMEWORK: Finish "Letter to a Grandchild"
Sunday, February 6, 2011
MONDAY, February 7th
OBJECTIVE: Students will practice being "instantly creative" through a series of writing activities.
Do-Now: There are seven newspaper pictures hung around the room. Number your paper 1-7 and, for each newspaper picture, create your own picture caption or newspaper heading. Your captions/headings can be serious or humorous, but must NOT be inappropriate. You may use the example captions/headings for inspiration, but may not copy them.
AGENDA: 1) Do-Now Share Out: Class will share their captions/headings for the newspaper pictures.
2) Pass-it-Around Story Writing: You will be given three minutes to begin your own story starting with the first line "It was a dark and stormy night." Once the three minutes are up, you will pass your story to the person behind you who will then have a little more than three minutes to read your story and add on to it. The story will continue to be passed from person to person until time is up.
3) Story Share-Out: Pass-it-Around stories will be shared with the class.
HOMEWORK: For tomorrow's class, bring in an object from your childhood which was special to you.
Do-Now: There are seven newspaper pictures hung around the room. Number your paper 1-7 and, for each newspaper picture, create your own picture caption or newspaper heading. Your captions/headings can be serious or humorous, but must NOT be inappropriate. You may use the example captions/headings for inspiration, but may not copy them.
AGENDA: 1) Do-Now Share Out: Class will share their captions/headings for the newspaper pictures.
2) Pass-it-Around Story Writing: You will be given three minutes to begin your own story starting with the first line "It was a dark and stormy night." Once the three minutes are up, you will pass your story to the person behind you who will then have a little more than three minutes to read your story and add on to it. The story will continue to be passed from person to person until time is up.
3) Story Share-Out: Pass-it-Around stories will be shared with the class.
HOMEWORK: For tomorrow's class, bring in an object from your childhood which was special to you.
Thursday, February 3, 2011
FRIDAY, February 4
OBJECTIVE: Students will compose poems describing their rooms using simile and metaphor.
Do-Now: Describe your bedroom using your FIVE senses. What does it look like? Smell like? Taste like? Sound like? Feel like?
AGENDA:
1) My Room: Class will read and discuss two poems written about the authors' rooms. You will then compose your own poem about your room using the style of one of the other room poems or your own new style.
2) Poetry Share: Students will share their heart maps and room poems with the class.
HOMEWORK: Bring in a notebook by MONDAY!
Do-Now: Describe your bedroom using your FIVE senses. What does it look like? Smell like? Taste like? Sound like? Feel like?
AGENDA:
1) My Room: Class will read and discuss two poems written about the authors' rooms. You will then compose your own poem about your room using the style of one of the other room poems or your own new style.
2) Poetry Share: Students will share their heart maps and room poems with the class.
HOMEWORK: Bring in a notebook by MONDAY!
Wednesday, February 2, 2011
THURSDAY February 3
OBJECTIVE: Students will finish their heart maps from yesterday.
AGENDA:
1) Finish working on heart maps from yesterday.
HOMEWORK: Bring in a notebook by MONDAY!
AGENDA:
1) Finish working on heart maps from yesterday.
HOMEWORK: Bring in a notebook by MONDAY!
Tuesday, February 1, 2011
WEDNESDAY February 2
OBJECTIVE: Students will be introduced to the classroom expectations for Creative Writing.
AGENDA: 1) Go over syllabus for Creative Writing
2) Creating a Heart Map: Draw a heart on a blank sheet of paper. Inside the heart, write down words/phrases to represent what matters to you. The most important things should be placed at the center of the heart and the least important things should be placed around the edges. You may include: people you care about, places you have been to, things you own, hobbies you have, your obsessions, your favorites memories, personality traits...anything you feel is an important part of you and who you are.
HOMEWORK: Bring in a notebook by MONDAY.
Randolph High School
AGENDA: 1) Go over syllabus for Creative Writing
2) Creating a Heart Map: Draw a heart on a blank sheet of paper. Inside the heart, write down words/phrases to represent what matters to you. The most important things should be placed at the center of the heart and the least important things should be placed around the edges. You may include: people you care about, places you have been to, things you own, hobbies you have, your obsessions, your favorites memories, personality traits...anything you feel is an important part of you and who you are.
HOMEWORK: Bring in a notebook by MONDAY.
SYLLABUS: CREATIVE WRITING
Ms. Winberg
Spring Semester 2011
Course Objective: Learn to express yourself through writing and think “outside the box.”
What to Expect:
Reading, writing and critiquing poetry, fiction, non-fiction, plays, screenplays, newspaper/magazine articles, reviews and much more!
Supplies:
Notebook (70 sheets or more)
Your imagination
Classroom Procedures:
Every day when you enter class you are expected to take out your journal (to be kept with you at all times) and begin the Do-Now assignment on the Smartboard. You will be given approximately ten minutes to complete the Do-Now (depending on the assignment). Ms. Winberg will come around every day to check that you are working on your Do-Now and give you credit. After all Do-Nows are checked, class will begin. Before you leave, you are expected to return the room to the condition it was in when you entered class (return desks to their original places, put away work, clean up trash, etc.) Make sure all your work is turned in before you leave class. Always hand your work directly to Ms. Winberg (unless asked to do otherwise) in order to ensure it is received and graded. Once your work is graded, it will be placed in your class “OUT” bin on Ms. Winberg’s desk and you may take it.
Do-Now Grade:
You will receive 10 pts. per day for each completed Do-Now assignment (approximately 50 pts. per week).
Participation Grade:
You will receive 40 pts. per day for participation (approximately 200 pts. per week). Your participation grade will be based on both your active participation in class and your behavior. Every day you are expected to participate in class discussions and activities. Failure to do so will result in a loss of some/all of your participation points. If you are disruptive/disrespectful during class, you will receive a warning for your first offense. Every offense after your warning will result in 5 pts. off your daily participation grade. If you lose more than 40 pts. in one day, points will be subtracted from the next day and, if needed, the next week.
Assignment Grade:
All of your classwork/homework assignments will be worth 20 pts. (unless otherwise noted). Major assignments/projects may be worth as much as 200 pts. Any work not completed in class should be finished at home and turned in the next day.
Make-Up Work/Late Work:
If you are absent from class it is YOUR responsibility to come to Ms. Winberg to get your make-up work. You will have exactly one week from the day of your absence to complete make-up work. Any late work (excluding work missed due to an absence) will be assessed –5 pts. for each day late.
Hallpasses:
Hallpasses may be issued on a case-by-case basis. Do not ask for a hall pass unless you really need one. Each student will be allowed ONE pass per week (use it wisely!) If you do not use a hallpass for an entire week, you will be awarded 5 pts. Extra Credit.
After-School Help:
If you need extra help with the work we are completing in class or have an issue you want to discuss with Ms. Winberg, let her know which afternoon you would like to come after school to speak with her. If you are not here by 2:45 pm, Ms. Winberg might not be here, either.
Engrade:
Your grades will be available for you to view on Engrade.com. Ms. Winberg will give you a code which will allow you to sign up for an account and view your grades online. You will be given this code ONCE. DO NOT LOSE IT!
Teacher Contact:
e-mail: TeacherWinberg@gmail.com
website: http://winbergcreativewriting.blogspot.com
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