October 30/November 2, 2009

October 30/November 2, 2009
Reading/Writing time


Everyday Editing -- How Did They Do That?


How'd They Do It?

Mentor Sentence (Copy it into your composition book with today's date.): 
The phone rang, but Mack did not get up to answer it.    -- Roland Smith, Jack's Run (2007)

Look at each of these altered sentences.  Find the difference between it and the mentor sentence, and figure out why the change is a problem.   If you are absent, write down what the changes were and why the original sentence is better. 

The phone rang, but Mack don't get up to answer it.

The phone ranged, but Mack did not get up to answer it.

The phone rang, Mack did not get up to answer it.

The phone rang, but mack did not get up to answer it.

The phone rang, for Mack did not get up to answer it.

Share scary stories
 Ms. Dorsey's scary story and how to plot a plot
(introduction, exposition, rising action which introduces and develops a conflict, climax, resolution)

Students shared theirs in small groups and selected the best to be shared with the whole class.

More about writing your letters about literature
We talked about corresponding instead of just complimenting.  Most students received the prompt we will be following in My Access -- which they could begin on MyAccess, or they could just begin preparing ideas and hopefully a rough draft.

Introduce Book Groups
Students found out which book they were reading for in-class book groups and recorded their titles on a worksheet they'll use next time.

I hope you have or had a fun, safe, trouble-free, happy Halloween!  

October 26/27, 2009

October 26/27, 2009
Plan on a new seating chart by the end of the week.
You'll receive your 1st term grades on Friday.
Have your books (for Book-of-the-Month) read by Friday, October 30.
A draft of your letter will be due November 3//4.  Find information about the contest at http://www.lettersaboutliterature.org/

Our Book-of-the-Month Club books for November/December will be historical fiction.

Today:
Sign up for a new class job today -- first come, first serve.
Pick up your composition book.

1.  The Outsiders
(Finish the video, if needed.)
Themes, Lessons, Responses


2.  Using "Strong Language" -- nouns, verbs, adjectives, and sometimes adverbs to create images in the reader's mind.    SHOW, NOT TELL.
      Mood -- An author can create mood in a story or scene.
      Purpose for your writing today:  Be frightening (and maybe funny, too).
       Audience: your teacher and classmates, and perhaps other people you'd like to share with.
      Collect strong words that help to create images in the reader's mind.
       We discussed words that would be better than just "scary."


 
       We read a passage from the short story "Three Skeleton Key" and looked for words and passages that could be recycled -- used in a story you might write.

        We collected strong words in small groups --  from "Three Skeleton Key," from a list compiled by Miss Wilkinson, and from our own background knowledge (and for some of the classes, from "scary" books).   We wrote them on the page(s) in the composition book (under writing) just after the chart comparing The Outsiders book and video.  Don't forget to date this entry.

 

Your assignment:  
Collect at least 50 words that would add power, detail, description ot a frightening story.  
Then write a frightening scene, at least a page long,  creating a mood and images in the reader's mind.  This is in your composition book. Don't forget to date this entry.

  

3.  About Book-of-the-Month letters -- What does it mean to "respond" and "reflect"?
 Your assignment:  Divide a  page into two columns.  Title one column "Thoughts," and the other "Feelings."  List thoughts and feelings you've had and are experiencing as you read your October Book-of-the-Month.