Creative Writing: Choice Week

Since this is our last week of regular class (and yes, you will have a final exam), I will let you choose what you would like to work on.  That's right, you can choose to write in poetry or in prose form.  You can write a poem, a story, a letter, a play, a "how to" essay, a description, an article... the possibilities are endless.  There are two stipulations that you must follow for full credit:

1. You must show me three drafts of your work.  Remember, drafts can involve any or all of these steps (and steps can be repeated): pre-writing/brainstorming (outlines, webs, etc.), revising, editing, and publishing. Check with me if you would like a revising or editing conference with me during the week!  
2. Your word count on your final draft of this should be at least 300 words.

Review Jigsaw Activity: 1970s to Today

Pick a topic or event that we learned about in our studies of the 1970s, 1980s, 1990s, or 2000s about which to learn and teach the class.

Acceptable topics/events include:

·        Nixon’s visit to China

·        Watergate

·        The EPA & the “green” movement

·        OPEC

·        NAFTA

·        U.S.’s boycott of the Moscow Olympics

·        Iran Hostage Crisis

·        History of NASA from 1970-today

·        First Gulf War

·        War on Drugs

·        Columbine & school violence

·        Oklahoma City Bombing & homegrown terrorism

·        Berlin Wall’s demise & the reunion of Germany

·        Collapse of the Soviet Union

·        Whitewater & Monica Lewinsky

·        The history of the World Wide Web

·        HIV-AIDS

·        Gay marriage & rights of GLBT people

·        Affirmative Action

·        The Tea Party

·        9/11

·        The gun debate

·        Global warming

·        Health Care Reform

·        The wars in Iraq and Afghanistan

For your topic:

·        Give us the who, what, when, where, how, & why

·        Give us the background knowledge we need to understand the history of this topic & its impact today

·        Include pictures, charts, videos, or other visuals to appeal to all types of learners

·        Keep track of all sources (URL only is acceptable) in a bibliography

The Sounds of Poetry

 

Task 1:  Watch the video about Poetry Out Loud.  As you watch, write down at least five notes about the video.  Then, answer the following questions:  Do you think this program will encourage more people to become interested in poetry?  Why (not)?  Would you ever consider competing in a Poetry Out Loud competition?  Why (not)?  (1 point)

Task 2: Watch at least two of the Poetry Out Loud recitations.  Write a reaction to these two videos in which you comment on the poem itself (the meaning and/or literary devices) as well as the reader's delivery of the poem.  (2 points)

Task 3:  Read and/or listen to "Those Winter Sundays" by Robert Hayden.  Then, read and annotate this analysis of the poem.  What is the purpose of Hayden's sound devices (alliteration and consonance) in the poem?  (2 points)

Task 4:  Create your own poem inspired by Hayden and by a memory, figure, or experience in your own life. You don't need to fill out the whole sheet, but use imagery of at least three senses at and least three sound devices (alliteration, onomatopoeia, rhyme) in a poem that is at least 10 lines long. (5 points)

A RAISIN IN THE SUN by Lorraine Hansberry: Follow-up Activity Options

• Option A: Write a children’s book with illustrations about the life of the author, Lorraine Hansberry.  This should be in your own words and written at the reading level of an elementary school student.  Be sure to discuss how her life influenced the plot, characters, and/or themes of A Raisin in the Sun.  Copy and paste ALL sources used into a bibliography (the website address is fine).  With a cover/title page and the bibliography, your story should be at least 7 pages long (but, each page does not need to have a lot of writing!).
• Option B:  Write the sequel or ending to the play.  You may write this in play form, as a series of letters/journal entries written by the characters, or as a traditional 1st or 3rd person narrative.  Think about and answer the following with clear justification about how and why these things happen: What happens to the Youngers in Clybourne Park? Does Beneatha go to Africa and/or become a doctor? Does Ruth have the baby? What kind of a man is Walter now? What about Mama and Travis? Think about cause and effect and motivation and societal influences when answering these questions.
• Option C: Write (at least) a five paragraph literary analysis essay about the plant as a symbol in the play.  You must include quotations (correctly cited) and analyze them from at least three different scenes that discuss the plant or gardening or something to do with the plant.  See quotes below for help:
• Mama: “Lord, if this little old plant don’t get more sun than it’s been getting it ain’t never going to see spring again.” (40)
• Mama: "Lord, child, you should know all the dreams I had 'bout buying that house and fixing it up and making me a little garden in the back.... And didn't none of it happen." (45)
• Mama: “They spirited all right, my children. Got to admit they got spirit—Bennie and Walter. Like this little old plant that ain’t never had enough sunshine or nothing—and look at it… " (52)
• Mama: “Well, I always wanted me a garden like I used to see sometimes at the back of the houses down home. This plant is close as I ever got to having one.” (53)
• Ruth: "Is there--is there a whole lot of sunlight?" Mama: "Yes, child, there's a whole lot of sunlight." (94)
• Mama: "Oh, Big Walter, is this the harvest of our days?" (106)
• Beneatha: “Mama, what are you doing?” Mama: “Fixing my plant so it won’t get hurt none on the way…” Beneatha: Mama, you going to take that to the new house?” Mama: “Un-huh—“ Beneatha: “That raggedy-looking old thing?” Mama: It expresses ME!” (121)
• Mama: "Now I don't have to use my knives and forks no more..." (123)
• Travis: "It's a gardening hat! Like the ladies always have on in the magazines when they work in their gardens." (124)
• Mama: "You what supposed to be my beginning again. You--what supposed to be my harvest." (144)
• Mama grabs her plant and exits the apartment for the last time. (151)

Fahrenheit 451 by Ray Bradbury: Culminating Writing Activity

Choose one of the topics below.

• The importance of asking “why.”
• Censorship and the suppression of ideas.
• The power and value of ideas.
• The power of interpersonal relationships.
• Montag as a dynamic character.
• The power of conflicting ideas in developing a concept of truth, and the risk to the uneducated or ignorant of falling prey to propaganda.
• The deadening power of technology when it suppresses or replaces true human interaction or experience.
• The value and meaning of a free society. (While there are some risks to a free society, the threat of a society that suppresses freedom is the very possibility of being truly human.)

Once you have chosen a topic, develop it into a thesis statement. Remember that you are formulating a “theory” about the novel that you will have to “prove” with reasons and examples in your body paragraphs.  You should incorporate at least two direct quotations (that are correctly introduced and have page numbers) in your body paragraphs as well.

Example Thesis Statements:

• In Bradbury’s Fahrenheit 451 and in real life, censorship causes a loss of societal growth and individual thought and personal happiness.  (Note, that in this thesis, at least one of your body paragraphs would focus on real life.)
• In Bradbury’s Fahrenheit 451, the society loses its power and purpose because individuals lose their ability to live a full life involving relationships, meaningful activities, and rich ideas.

You may use this planning outline below to help you:

Paragraph 1:  Intro & thesis

          Thesis: __________________________________________________________ ______________________________________________________________________

______________________________________________________________________

Paragraph 2: Support Paragraph

          Topic Sentence: ___________________________________________________ ______________________________________________________________________

______________________________________________________________________

Support from novel (quotation w/ page #): _______________________________ ______________________________________________________________________

______________________________________________________________________

Paragraph 3: Support Paragraph

          Topic Sentence: ___________________________________________________ ______________________________________________________________________

______________________________________________________________________

          Support from novel (quotation w/ page #): _______________________________ ______________________________________________________________________

______________________________________________________________________

Paragraph 4: Support Paragraph

          Topic Sentence: ___________________________________________________ ______________________________________________________________________

______________________________________________________________________

          Support from novel or real life: ________________________________________ ______________________________________________________________________

______________________________________________________________________

Paragraph 5: Conclusion (restate the thesis and main ideas and provide a sense of conclusion and purpose to your essay). 

OR:  Choose this Creative Option: 

Re-write the ending to Fahrenheit 451 or write a new chapter.  Many readers are disappointed that Clarisse does not reappear at the end, or that we never know exactly what happens to Faber, or Montag, for that matter.  While writing, you must consider how the characters would actually act and what they would actually say and do based on our knowledge of them.  For some ideas (Bradbury himself has questioned the ending and has been tempted to change it) see the Afterword (starting on page 167).  Your piece should clearly reflect your understanding of the themes and characters in the novel (in other words, don’t go completely off track and imagine Montag ending up in an ice crystal on Mars) as well as incorporate stylistic elements that Bradbury utilizes.

Cast Your Vote

Practice getting informed to be a responsible voter by playing Cast Your Vote.  Remember to print out your certificate for points.

Figurative Language & Symbols in Poetry

1. Review some major forms of figurative language by completing 20 examples on the worksheet: http://www.ereadingworksheets.com/figurative-language-worksheets/Identifying_Figurative_Language_3.pdf
2. Colors can give your poems some symbolic significance through the different connotations that we associate with colors.  Examine the following chart that outlines some color symbolism.  Read some poems that make use of color symbolism.  Respond to two of the poems.  Identify the title and author and describe briefly what effect the poet’s use of color had on the poem.
3. Write at least ten lines of poetry (this can be one or more poems, but there must be at least ten lines of poetry total) that use at least two colors to convey symbolic meaning and tone.  Please note, you can also play with different words for the same color (for example: red, scarlet, vermilion, crimson, rusty, cherry, burgundy and ruby may all carry different connotations).  Your ten lines of poetry should also incorporate at least two examples of figurative language (similes, metaphors, personification, and/or hyperboles.)  

Color Symbolism Chart
	Excitement, energy, passion, love, desire, speed, strength, power, heat, aggression, danger, fire, blood, war, violence, all things intense and passionate.
	Pink symbolizes love and romance, caring, tenderness, acceptance and calm.
	Beige and ivory symbolize unification. Ivory symbolizes quiet and pleasantness. Beige symbolizes calm and simplicity.
	Joy, happiness, betrayal, optimism, idealism, imagination, hope, sunshine, summer, gold, philosophy, dishonesty, cowardice, jealousy, covetousness, deceit, illness, hazard and friendship.
	Peace, tranquility, cold, calm, stability, harmony, unity, trust, truth, confidence, conservatism, security, cleanliness, order, loyalty, sky, water, technology, depression, appetite suppressant.
	Turquoise symbolizes calm. Teal symbolizes sophistication. Aquamarine symbolizes water. Lighter turquoise has a feminine appeal.
	Royalty, nobility, spirituality, ceremony, mysterious, transformation, wisdom, enlightenment, cruelty, arrogance, mourning.
	Lavender symbolizes femininity, grace and elegance.
	Energy, balance, enthusiasm, warmth, vibrant, expansive, flamboyant, demanding of attention.
	Nature, environment, healthy, good luck, renewal, youth, spring, generosity, fertility, jealousy, inexperience, envy, misfortune, vigor.
	Earth, stability, hearth, home, outdoors, reliability, comfort, endurance, simplicity, and comfort.
	Security, reliability, intelligence, staid, modesty, dignity, maturity, solid, conservative, practical, old age, sadness, boring. Silver symbolizes calm.
	Reverence, purity, birth, simplicity, cleanliness, peace, humility, precision, innocence, youth, winter, snow, good, sterility, marriage (Western cultures), death (Eastern cultures), cold, clinical.
	Power, sexuality, sophistication, formality, elegance, wealth, mystery, fear, evil, unhappiness, depth, style, evil, sadness, remorse, anger, anonymity, underground, good technical color, mourning, death (Western cultures).

Branches of Government

Now that you've studied all three of the branches of U.S. Government (legislative, executive, & judicial), you can play the Branches of Power game from iCivics.org.  Remember to print out your certificate for credit!

Judicial Branch Games

1. After you have finished reading and completing notes about 8.3: The Supreme Court, you are ready to play Court Quest which tests your knowledge about the different types of courts in the United States.  Good luck navigating the judicial branch!
2. After reading and completing 8.4: The Supreme Court at work, you are ready to play Argument Wars in which you argue a real Supreme Court Case!

**Remember to print out your certificates.  You must win your case in Argument Wars AND get a good score (at least 70%) in Court Quest to get full credit.

*For 2 bonus points, you may also play Supreme Decision OR Executive Command.

Discrimination

Watch PBS's Frontline's "A Class Divided": http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html

Introduction to Poetry

Task 1:  Complete this worksheet about major poetic devices.  (4 points)

Task 2: Complete the poetry analysis worksheet to learn how poets use some of these devices. (3 points)

Task 3: (1 point)  Alliteration Tongue Twisters:  Write an original alliteration tongue twister that incorporates at least seven alliterations with the same initial sound and (at least somewhat) makes sense.

• Remember, alliteration is when two or more words share the same initial sound
• Ex. “Down and Dirty”
• When you string a bunch of alliteration together, you get a tongue twister.
• Peter Piper picked a peck of pickled peppers.

Task 4: (2 points)  Write a limerick, a five line poem that follows the rhyme scheme A A B B A, in which the “A” lines are eight or nine syllables and the “B” lines are six syllables.  See three different examples below:  

There once was a gray poodle named Spark.       (A= "ark," 9 syllables long)

 Quite talkative, he so liked to bark.                     (A= "ark," 9 syllables long)

 Sometimes running he found                             (B= "ound," 6 syllables long)  

 His feet all off the ground                                 (B= "ound," 6 syllables long)

 Especially on "walks" in the park.                      (A= "ark," 9 syllables long)

There once was a girl who loved rhyme;   (8 syllables)

 She felt her writing was sublime.             (8 syllables) 

 Indeed quite a poet,                                 (6 syllables)

 Though some didn't know it,                    (6 syllables)

 She'd be rich if each paid a dime.              (8 syllables)

There was a mean clown in the circus.

 For fun he would push us and jerk us.

 He would hit us with pies

 That left cream in our eyes.

 His act never once failed to irk us.

Gender Inequality & Language

Use the National Council of Teachers of English (NCTE)’s “Guidelines for Gender-Fair Use of Language” at http://www.ncte.org/positions/statements/genderfairuseoflang to review how to avoid perpetuating stereotypes, assumptions, and inequalities in your writing.

Creative Writing: Revising, Editing, & More Root Words

1. Revise your story according to the notes your teacher gave you.  Make sure to type it up (double-spaced).
2. Edit your story with your teacher.
3. Complete the activity More Root Words.