Wednesday, December 18, 2013

Workshop Day

-Bell Work
-Conferences regarding plot diagrams
-Workshop for drafts of Prose Piece 1

-Continue writing Prose Piece 1

Monday, December 16, 2013

Stream of Consciousness Review + Prose Assignment I

-Bell Work (with some catching up)
-Review of SOC
-Discussion of SOC in light of Woolf's "A Haunted House"
-Review of story 1 guidelines

-Finish steps 1 & 2 of plot diagram

Friday, December 13, 2013

Stream of Consciousness

-Bell Work
-Vocab Quiz
-Narrative Points of View Notes
-Stream of Consciousness and Indirect Discourse Example

-Read Woolf short story and label with how it fits stream of consciousness
-Finish your sample SOC piece

  • .75-1 page
  • double spaced
  • use soc structure (loose, not all full sentences)
  • have some sort of motif to get at your meaning
  • it should be focused on your character's thoughts whether you use SOC or Indirect Discourse

Wednesday, December 11, 2013

Cliche Plot Lines

-Bell Work
-Mapping out the most cliche story ever
-Choosing a central conflict for our stories

-Finish the Creating Conflict Worksheet for your chosen character.  Note: You are choosing either a physical or an abstract antagonist.

Tuesday, December 10, 2013

Plot: The Basics and a Basic Example

-Bell Work
-Review of a basic plot diagram and how you can make it more complex
-A walk-through of a very basic example of plot
-Critique of the sample

-Read "How I Met My Husband" (Munro)
-Completed selected reading questions and plot diagram

Friday, December 6, 2013

Poetic Structure Test

-Poetic Structure Test

-None unless you are missing assignments

Characterization Peer Review + Overview of Poetic Structures

-Peer Review of characterization paragraphs + revisions due Thursday

-Poetic Structure Review Sheet

Tuesday, December 3, 2013

Getting to the other 7/8


  • Agenda
    • Bell Work
    • Finish presentations
    • Reading questions for "Hills Like White Elephants"
  • Homework
    • Reading Questions
    • Quiz Friday on poetic structures and weekly vocab

  • Agenda:
    • Discussion of "Hills Like White Elephants"
    • Iceberg Principle
    • Sample passages we would be likely to write
  • Homework:
    • Complete the 10-12 sentence passage using the character you created while adhering to the iceberg principle

Wednesday, November 20, 2013

Applying the Iceberg Principle

-Characterization check-in
-Review of the iceberg principle
-Character sketches--46 questions

-Finish character sketch questions
-Do not forget to bring your three questions to class (they should have been done for today!)
-Poetic Structure drafts due Friday!!  Presentations begin on Monday

Tuesday, November 19, 2013

Characterization: Hemingway's Iceberg Principle

-Bell Work
-Rubric for poetic structure project
-Reading on Hemingway's Iceberg Principle

  • Define it in your own words
  • How do six-word stories build off of the principle?
  • In what ways does Wood suggest that the principle applies to characterization?
  • How might we infer it further applies to characterization based on what Wood writes as well as what we already know about that literary device?
-Poetic Structure project drafts due Fri
-Tomorrow: Bring in 3 creative questions that you might ask someone that you just met.

Friday, November 15, 2013

Characterization Intro Con't

-Bell Work (boondoggle)
-Vocab Quiz
-Characterization Handout
-"A Rose for Emily" Identity Elements Mark-up

-Work on poetic form worksheet
-Finish up marking "A Rose for Emily"

Thursday, November 14, 2013

Fiction: Characterization

-Bell Work
-Characterization Review
-Characterization as a River
-Reading with an eye for character traits in "A Rose for Emily"

-Continue to work on Poetic Structure Projects
-Bring "A Rose for Emily" to class tomorrow
-Vocab Quiz tomorrow

Tuesday, November 12, 2013

PPT Aesthetics and Workshop

-Bell Work
-Review of presentation dos and don'ts
-Peer Review of Powerpoints (for those who have completed)

-Finish Powerpoints
-Be prepared to con't for tomorrow-->Do not fall prey to senioritis

Friday, November 8, 2013

Documents to Presentations

-Bell Work
-Vocab Quiz
-Analyzing aspects of a good presentation
-Workshop: Your presentation

-Finish your presentation

Thursday, November 7, 2013

Shortened Day: Poetic Form Worksheet

-Circle story share-out
-Finish up your worksheet on your chosen form

-Finish the worksheet for tomorrow's class

Wednesday, November 6, 2013

Writers' Circle

Changes of plans due to Internet issue.  Please continue to work on your project packets at home!

Tuesday, November 5, 2013

Poetry Unit Project: Poetic Forms, Day I

-Hand in HW
-Bell Work
-Q1 Grades
-Description of project
-Workshop time for part 1

-Continue working on your research
-Please have at least half of your worksheet questions answered for tomorrow

Ms. Hoffmann
Creative Writing

Poetic Structures Project
*To practice researching and presenting new information related to our course of study.
*To practice analyzing a new poetic form using what we have learned throughout the unit about poetry.
*To practice utilizing what we have learned in order to create our own, original pieces.  

Now that we have spent quarter one learning about poetry, it is time for you to show off what you know about poetic analysis and to teach something to your peers in the process.  You will be selecting a specific poetic form and teaching your classmates about it.  Beyond the basics of what the form is, you will walk the class through an analysis of a sample, professional poem written in that structure, and you will present your own, creative piece.  

Part 1--Background Knowledge

Before you can write in a certain poetic form--or even present its characteristics, for that matter--you need to know what it is.  

  1. Read the packet that I provide you on the poetic form of your choice.  (You need to stick with the one that you select as each person needs to do a different form.  Swaps only will be considered under extenuating circumstances.)  

  1. Find two additional sites that provides you with information on your chosen form.  Make sure that these are credible sources.  The information should mesh with and build upon what I provide you in my short handout.  
    1. Take notes on what this source tells you.  You will need them later!!!!  I will be looking for them!!!
    2. Jot down the citation information for your source.  This does not have to be in MLA format yet.  

  1. Answer the following questions about your chosen form:

  • Source #1:  

  • Source #2:

  • Any other sources you needed to consult:

  • What is the name of your form?

  • What would you say is the dictionary definition describing this poetic form?

  • When did it originate?

  • Where did it originate?

  • From your sources, can you tell if it is a commonly used structure?  Now?  Sometime in the past?

  • Is there someone credited with its invention?  Give some information on said person.

  • Is there a set meter for your poetic structure?

  • Is there a set rhyme scheme?

  • What other requirements does your poetic structure have?

  • Create a visual representation of what your poetic structure looks like.  For example, if I was to map a Haiku, my representation might look like this:
7 syllables presenting a 1st idea or image
5 syllables presenting a cutting word that separates and/or shows how the 1st and 3rd lines are related.
7 syllables presenting a second idea or image.  

  • Why might an author use this poetic structure?  What is unique about it?  How might it help to convey meaning?  (Consider the devices that the poem uses.  Does it force repetition?  Does it force rhyme?  Is there another key component? How could these aspects meet with meaning?

  • Fun facts about your poetic structure?

Poe Discussion Wrap-Up

-Bell Work
-Homework check
-Partner check-in: what stayed the same?  What changed among the two works?
-A review of denotation and connotation
-Changing word choices to vary mood

-Continue to adapt your one page adding in new words to suit the mood that you chose.  Make sure that you note which mood you chose somewhere on your paper.

Friday, November 1, 2013

Adaptation of Written Tone (Thurs and Fri)

-Bell Work
-Vocab Quiz
-Viewing: The Black Cat (Masters of Horror Edition)--
-How does the producer relay the mood of the original?

-Go back through "The Black Cat" and find where the movie director created changes
-Think about the question posed in class for Monday's discussion

Tuesday, October 29, 2013

Using a Thesaurus to Improve our Work

-Bell Work
-Pre-progress reports
-Discussion of poem submissions
-Thesaurus charts

  • Original Word
  • Definition of Original Word
  • Synonym Changing it to
  • Definition of Synonym
  • Rational for the change (why you chose this one instead of another synonym)
-Finish up synonym chart

Monday, October 28, 2013

Thesaurus Wrap-up

-Bell Work (pragmatic)
-Thesaurus Reviews
-Overwriting share-outs

-Be prepared to use a thesaurus properly tomorrow with one of your previous poems

Friday, October 25, 2013

Thesaurus Practice + Overwriting

-Bell Work
-Vocab Quiz
-Overwriting exercise-->rewrite the sample passage
It was snowing and the world was quiet and white. The trees were covered in ice that looked pretty in the sunshine. I walked down the path to our neighbor’s house and felt cold air on my face. When she opened the door, I smelled warm things cooking. It felt cozy inside. I went in and sat down on the couch next to the dog. He smelled funny. I looked out the window and thought “this is nice”. I forgot all about the stuff I was worried about and enjoyed being stuck at my neighbor’s in the snow.

-Finish overwriting for Monday's contest
-Be prepared to discuss your Thesaurus resource on Monday

Thursday, October 24, 2013

Words and Shades of Meaning

-Bell Work (abstruse)
-Gatsby passages continued

  • Which passage flows better?
  • What makes the other passage awkward?  Are there any words in particular?
  • What is Fitzgerald expressing in the first passage?
  • How do the synonyms selected for passage 2 affect meaning?  (Look up the original and replacement if you are uncertain.)
    • What exactly is a synonym?
    • Do "wonder" and "perturbation" mean the same thing?  "Thrilled" and "enchanted"?
  • "The difference between the almost right word and the right word really is a large matter--it's the difference between the lightning bug and lightning" (Twain).    Explain this!
-Sharing of Thesaurus reviews


Wednesday, October 23, 2013

A Closer Look at Diction and an Intro to Thesaurus Use

-Bell Work
-"Next Day" and "Sonnet 19" examined in more detail
-A warning about thesaurus use:
-A look at some less dramatic rewritings.  Look for the shades of meaning!

-Research your chosen thesaurus resource and answer the following questions:

  1. How user-friendly is your choice?
  2. Does it offer a variety of synonyms?  How useful are these?
  3. What is most useful about your choice?
  4. Would you recommend your choice?  Why?
-Be prepared to discuss these tomorrow

  1. Sage thesaurus app
  2. Print thesaurus
  5.'s thesaurus app

Tuesday, October 22, 2013

Diction and Syntax

-Bell Work
-"Next Day" vs. "Sonnet 19"

-Finish notes on "Next Day"
-Read and annotate "Sonnet 19"
-Be prepared to discuss tomorrow

Monday, October 21, 2013

District Assessment

-Bell Work (sagacity)
-District Assessment

-None if you turned in the poem due today

Monday, October 14, 2013

Spicing up the News

Ms. Hoffmann
Creative Writing
Figurative Language in the News

Step 1--Look through some of the news sites listed below.  Choose an article--this could be an article that is on a topic that you find interesting or an article that you believe is well-written (though, not necessarily from a creative perspective).  Note: You should choose something that actually is written like an article rather than a top-ten list, a blog post, or a parody.  Another note: It should NOT take you the whole or even half the period to choose an article.  

Some sites to consider:

Step 2--Answer the following questions after reading your chosen article.  

  1. What is the title of your article?  Who is the author?  Provide a URL.

  1. What is your article’s original topic?  What seems to be its purpose in discussing this topic?

  1. Would this article work for an audience looking to read a creative piece?  Why or why not?

  1. Are any literary or poetic devices currently in use?  Where?

Step 3--Now it is your turn to re-write this article as though it were a creative piece written to entertain its audience.  Choose five different literary devices from your figurative language grid to incorporate into this revision. (Figurative language and style do not count; yes, you need to choose five different devices.)  This piece does not need to be composed as a poem.  

Figurative Language in Our Writing

-Bell Work
-Figurative Language Charades

-Know your figurative langauge for tomorrow's activity
-Be prepared for a Thursday Vocab Quiz

Figurative Language Review

-Bell Work
-Vocab Quiz
-Review of figurative language chart and homework worksheet


Thursday, October 10, 2013

Intro to Figurative Language Day II

-Bell Work
-Continue Working on chart
-Add your specialty row to the Google Doc

-Complete anything that you did not finish in class

Wednesday, October 9, 2013

Introduction to Figurative Language


Determining which passages work better for creative writing.

Passage 1
Passage 2
What’s the difference?
She’s beautiful.
Her hair was the orange of maple leaves in autumn; her eyes were as blue as the night sky in a painting by van Gogh.

Your eyes are as blue as the sky.
Your beauty cannot fade.
Your hair is soft as silk.
With you, I’m never afraid.
Your eyes are blue as a bolt of lightning
That imprints itself on the sky
Your hair, like a cashmere sweater,
Warm reassurance provides.  

A train is leaving to New York.
It has many coaches.
Steam can be seen floating around it.  
The ten o-clock train to New York
coaches like loaves of bread powdered
with snow.
Steam wheezes between the couplings.

I remember you waving goodbye to me.
I can picture you and your surprises.
It is hard to believe you are passed on,
Leaving my heart so blue.  
I remember you running beside the train
waving good-bye.
I can produce a facsimile of you standing
behind a column of polished oak to
surprise me
Am I going toward you or away from
you on this train?

The sea had a green tint to it.  It was tumultuous that evening and left the onlookers filled with fear.   
The green sea swept into the shallows and seethed there like slaking quicklime.  It surged over the rocks, tossing up spangles of water like a juggler catching them deftly again behind.  It raced knee deep through the clefts and crevices, twisted and tortured in a thousand ways, til it swept nuzzling and sucking into the holes at the base of the cliff.

-Poems due Wednesday

Wednesday Agenda:
-Bell Work (suppliant)
-Continue working on the chart
-Figurative Language Webquest (be sure to think of which definitions make sense for creative writing and which sources are likely the most credible)

Example 1
Example 2
Figurative Language

Expressing ideas indirectly; language used in a special way to create a special effect made up of words and phrases which don’t mean what they first appear to mean.










-This chart should be finished by Friday

Tuesday, October 1, 2013

Music of Poetry Review and Free Write

-Bell Work (gangle)
-Homework Review
-Free Write (from lab book): Write a story about a person who finds seven adult teeth in the medicine cabinet of his or her bathroom.

-Finish your free write
-You have your topic (the person with the teeth).  Now decide what message you want to convey to your audience.

Monday, September 30, 2013

Adding Musicality to Our Writing

-Bell Work (capricious)
-Song presentations
-Rhyme/musicality worksheet

-Finish worksheet

Ms. Hoffmann
Creative Writing
Adding Musicality to Our Writing

Follow the directions for each number to practice crafting poetic lines that contain the more melodious devices we have been studying in class.  Feel free to use the other works and songs that we have been looking to as a guide; however, be sure that all work submitted here is your own.

1. Write at least two lines of poetry that contain an end rhyme.
Example--I do not wish to go,
for I surely will meet my foe.

2. Write at least two lines of poetry that contain perfect rhymes at the end of each line.  You may already have written one example of such for number 1.  If this is the case, you need to write another example here.  (Sorry, white space does not count!)
Example--Although the affair was likely to be stuffy,
I made certain to wear a gown most fluffly.

3. Write two lines of poetry that end with slant rhymes rather than perfect rhymes.  Remember that in the case of slant rhymes, vowel sounds may be similar or even significantly dissimilar.  Additionally, consonant sounds would be similar rather than identical.
Example--Though I read the letter times upward of eleven,
My mind yearned for even more repetition.

4. Write two lines of poetry that end with a sight rhyme.  Remember that sight rhymes are neither perfect rhymes nor slant rhymes.  Sight rhymes only look as though they should rhyme.
Example--With slow motions it did move
As though with the careful patience of a dove.

5. Now that you have written a number of sample lines containing various types of end rhyme, it is time for you to shift the placement of the rhyme a little.  Write two consecutive lines of verse that contain internal rhyme but no end rhyme.
Example--To town I went with the goal
In mind of a gown to purchase.

6.  Let’s step away from rhyme for a minute and think about the other ways we can add musicality to a piece of writing.  First, let’s consider consonance, the recurrence of consonant sounds, particularly at the end of stressed syllables. (Do not use alliteration yet.)
Example--Little will could not fill the pail.  (Look at all of those l sounds repeated!)

7. Now, let’s try that specific type of consonance, alliteration, the repetition of consonant sounds at the beginning of words in close proximity.
Example--Peter piper picked a peck of pickled peppers.

8. Assonance, the repetition of vowel sounds within words in close proximity, is the last poetic device we are going to try.  Once again, write a couple of lines that contain an example of this device.
Example-- “Coaches like loaves of breaded powdered with snow”--White