Ekphrasis (poetry)

Assignment:

Taken directly from Poets.org:

“Write a poem in three stanzas that is based on an image or work of art. In the first stanza, focus solely on description. In the following stanzas, take your own approach: you can continue to describe, impose a narrative on the scene, or reveal something about yourself or the artist. In revision, pay careful attention represent all of the senses in your description.”

Resources:

Examples (art pieces referenced in articles in links above)

Pieter Bruegel “Landscape with the Fall of Icarus” Taken from: http://community.tncc.edu/faculty/dollieslager/images/icarus2.jpg

 

“Once the ambition of producing a complete and accurate description is put aside, a poem can provide new aspects for a work of visual art.”

– Alfred Corn

Quote taken from Poets.org

 

A picture of a shield made on the Achille’s shield concept. Taken from: https://themodernistexperiment.files.wordpress.com/2013/11/shield-of-achilles.jpg Read the full post on the link above. It gives great insight into the ekphrasis using this shield as a subject.

 

 

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Haiku (poetry)

Assignment: 

  • Write five haiku
    • One haiku must deal with nature to play with the classic theme since the original form used nature as its subject.
    • The other four can your choice. You can choose to connect them or make them independent.

Resources:

It is more than likely you already know what a haiku is–purely based on Internet memes regarding refrigerators…

Though these are cute at first sight–I want you to go past cliche and aim for depth. I’m not against humor, but I’ve had tons of haiku poems about the process of writing haiku. If you do this, I will have you go back and write another.

My face when I get poems like this…

Now I’m going to contradict myself a bit. Hear me out. Once you learn the rules, you can learn how to break them creatively. Here is an example from Rick Riordan’s Titan’s Curse where a character displays his cheeky charm by reciting sarcastic haiku:

“He cleared his throat and held up one hand dramatically.
“Green grass breaks through snow.
Artemis pleads for my help.
I am so cool.”

He grinned at us, waiting for applause.
“That last line was four syllables.” Artemis said.
Apollo frowned. “Was it?”
“Yes. What about I am so big headed?”
“No, no, that’s six syllable, hhhm.” He started muttering to himself.
Zoe Nightshade turned to us. “Lord Apollo has been going through this haiku phase ever since he visited Japan. Tis not as bad as the time he visited Limerick. If I’d had to hear one more poem that started with, There once was a goddess from Sparta-“
“I’ve got it!” Apollo announced. “I am so awesome. That’s five syllables!” He bowed, looking very pleased with himself.”
Rick Riordan, The Titan’s Curse

Book excerpt taken from Goodreads.com.

I like how Riordan uses shallow haiku to reinforce Apollo’s happy-go-lucky personality and to add to the character’s banter. You can choose to incorporate this tone of haiku in a small, writing piece if you are able to showcase characterization.

Here is an example from a ‘Riot writer which gives excellent depth, and I love how her haiku act together to relate a story.

Read Haley Petersen’s set of haikus: “Now You Can’t Sleep Without Her” on page 61 of Perception.

Music reviews and instructional articles/videos (how-to)

Writing music reviews resources

Writing instructional articles resources

Instructional videos

News writing (introduction)

Terms from videos

  • headline
  • subheadline
  • lead
  • 5 w (who, what, why, where, when and how?)
  • Feature lead

How to write a lead (part 1)

How to write a lead (part 2)

How to write a lead (part 3)

How to write a lead (part 4)

Terms from articles and handout

  • Hook
  • Nut graf
  • Delayed or immediate identification
  • Multiple element lede/lead
  • Feature stories
  • Running head
  • Subhead
  • Pull quote
  • Byline
  • Credits
  • Folio

Resources

Critiques (literary magazine)

Video explanation

Critique etiquette

  • Show the author you are listening by not being distracted by cellphones, technology, someone sitting next to you, etc.
  • Give specific feedback. Tell the author what you liked about his or her story by referencing part of their work, but make sure to include improvements. However, word improvements kindly and always offer solutions.
  • Look out for/use specific criteria and literary terms when making notes or presenting feedback. For example, how was figurative language used to enhance the story? Was the characterization developed or shallow?

Assessment

Resources

  • Know your content (quick reference bookmarks)
    • This resource is to help students critically think about what they want to share in their writing and to think about/question the artistic value of what they include in their work.
    • Example 1: A character is killed in a story for shock value.
      • What is the purpose of the character’s death to the story and why are the details of the event relevant to the plot?
    • Example 2: A story is written from the author’s personal experience. The author has to examine why they chose to write what they did and who the story can affect after they decide to share their personal experience with an audience.
      • What is the purpose of the story and the artistic value?
      • Is it purely therapeutic writing–like a diary–or is it something honed and prepped to publish?
      • Do you want to share your diary with the world, and would they want to read it?
      • How will the people featured in your story be affected?

Common Core

*Standard descriptions are summarized and modified to include assignment rationale/purpose in parentheses

“English Language Arts Standards” by Common Core State Standards Initiative

  • W: 3a (Write stories to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.)
  • W:4 (Students can write clearly and accurately. Students can create appropriate, organized writing with task, purpose and audience in mind)
  • SL: 1-4
    • ([P]articipate effectively in a range of collaborative discussions […] with diverse partners […] building on others’ ideas and expressing their own clearly)
    • (Present information […] concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task)
  • L. 9-10.5
    • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
      • (Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text).
      • (Analyze nuances in the meaning of words with similar denotations).

“The Bass, The River, and Sheila Mant”

story title

Grade: English 10

Discuss (SL:1)

  • What kinds of silly things to people do for love?
  • Have you ever acted like someone–other than yourself–around a person you were trying to impress?

Accessing prior knowledge

What are definitions/examples of the following terms?

  • Point of view
  • Flashback
  • Internal conflict
  • External conflict
  • Theme
  • Allusion

Watch and discuss (SL:1)

  • What is the conflict?
  • What does the narrator ultimately choose and what consequence does this choice have?
  • What would you choose?

Short story reading

Read  “The River, the Bass, and Sheila Mant.” The story starts on page 31 of the large, blue textbooks.

Answer the following

  1. What is the theme or central idea in the story? (RL. 2)
  2. How is flashback used in the story? (RL. 5)
  3. What point of view is the story told from? (RL. 6)
  4. What is specific textual evidence of what the main character learned from his experience? (RL. 1)

Vocabulary/allusions (RL. 4)

How can you understand what the word means in context of the story?

  1. Denizens
  2. Pensive
  3. Dubious
  4. Luminous
  5. Sculling

Resources

Common Core

*Standard descriptions are summarized and modified to include assignment rationale/purpose in parentheses

“English Language Arts Standards” by Common Core State Standards Initiative

  • SL:1 (Varying group discussions–partner, group and class. Students can express themselves clearly and listen to others).
  • RL: 2 (Determine theme and central idea and its development over the story)
  • RL: 3 (Analyze complex characters and plot development)
  • RL 4 (Determine meaning of vocabulary from story)
  • RL 5 (Understand structure of the story, specifically flashback)
  • RL 6 (Analyze point of view)

Writing a staff bio.

Video explaining lesson…

Discussion – accessing prior knowledge

*SL: 1 (Varying group discussions–partner, group and class. Students can express themselves clearly and listen to others).

In groups of 3-4, answer the following and then discuss with the class.

  1. What kind of information should be included in staff bios?
  2. What tones are appropriate in staff bios?
  3. What audience are you writing for?
  4. What is the look and mood wanted for our publications’ staff page?
  5. What are some common sense Internet safety tips?

Read the following how-to articles in your groups. Take brief notes so you can summarize the information and report back to the class.

*RI: 1-2 (After reading, use specific parts of reading to understand main message. Students can summarize text).

Kenna Griffin encourages the reader to include their contact information. This advice is geared toward working professionals who can include a work email or a phone number.

As a student, you will not be including your personal information or social media information. If necessary, you can include your publication’s email/social media info. and the school’s phone number so your adviser (me) can be reached. Use Internet safety regarding your personal info.

However, it is fine to include your name on the publications’ website since you are a student writer working on staff for your publication and using this monitored social media platform.

Internet safety is important.

StaySafeOnline.org urges students to use caution when posting and to not share personal information:

It is essential that students understand and commit to not sharing personal information with people they view as “friends” online. This includes their real name, address, phone number, financial information, school name, passwords, or other private information. [Read the full article.]

When using technology, make sure to adhere to the district’s technology policy. (Review policy).

What are others doing?

*RI: 6 (Can understand author’s point of view, purpose and use of rhetoric).

Read through the bios. below and think about…

  1. How does tone affects professionalism?
  2. Are tones and point of views consistent of all staff bios. featured?
  3. How do you think the authors considered audience?
  4. What kind of information is provided?

Example staff bios.

Write your own staff bio.

  • *W:2 (Students can write a informative text–staff bio.–clearly and accurately).
  • *L:1-2 (Can use conventions/grammar appropriately when writing or speaking).
  • *W:4 (Create appropriate, organized writing with task, purpose and audience in mind).
  • *W:5 (Planning, drafting, critiquing/work shopping and revising writing with analyzing purpose and audience).
  • *SL: 1 (Varying group discussions–partner, group and class. Students can express themselves clearly and listen to others).
  • *W:6 (Use Google Drive to share writing and publications’ website to publish staff bios).

Writing requirements

  • When you are writing and have style questions, refer to the style guide under “resources” on this blog post.
  • Point of view – third person
  • Use at least one quote – from yourself (third person)
  • Length – at least as long as adviser bio.
  • Rough draft – hand write to workshop and critique in groups
  • Final draft
    • Create a Google Drive folder and name it “newspaper”. Share the contents of the folder with the publication’s email.
    • Create a Google Doc labeled “staff bio” and type your final draft here. It will automatically be shared with the newspaper Google Drive if you shared the entire folder.
    • Confused? Watch the how-to video below…

Resources

*L:3 (Understand how language is used in style. Use a manual or style guide when writing or editing).

Assessment

Common Core

*Standard descriptions are summarized and modified to include assignment rationale/purpose in parentheses

“English Language Arts Standards” by Common Core State Standards Initiative

  • RI:1-2 (After reading, use specific parts of reading to understand main message. Students can summarize text).
  • RI:6 (Can understand author’s point of view, purpose and use of rhetoric).
  • SL:1 (Varying group discussions–partner, group and class. Students can express themselves clearly and listen to others).
  • W:2 (Students can write a informative text–staff bio–clearly and accurately).
  • L:1-2 (Can use conventions/grammar appropriately when writing or speaking).
  • L:3 (Understand how language is used in style. Use a manual or style guide when writing or editing).
  • W:4 (Create appropriate, organized writing with task, purpose and audience in mind).
  • W:5 (Planning, drafting, critiquing/work shopping and revising writing with analyzing purpose and audience).
  • W:6 (Use Google Drive to share writing and publications’ website to publish staff bios).

Writers Tips #101: 17 Tips from Writing the Blockbuster Novel

Great advice for writers!

WordDreams...

When you read your story, does it sound off, maybe you can’t quite put your finger on it, but you know you’ve done something wrong? Sometimes–maybe even lots of times–there are simple fixes. These writer’s tips will come at you once a week, giving you plenty of time to go through your story and make the adjustments.

When Albert Zuckerman wrote his acclaimed book, Writing the Blockbuster Novel (Writers House Press 1994), he made no apologies for directing this how-to-write book at those who want to pen the big story, the one that vaults a writer to the fore of his art, the script that makes movie makers drool. All novelists aspire to that (in the way all children aspire to be President), but few will achieve it. Nevertheless, the tips he shares serve every story well, even the niche novel that only appeals (though rabidly) to a cult of…

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