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Day 25: Final work day on memoirs September 29, 2010

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Today we returned to the computer lab to finish making changes to our GoogleDoc.

1. Additions: Students should have added their two new beginnings and two new endings.

2. Edits: Students should have added the edits we made in class on Tuesday.

3. Final touches: Students need to make sure formatting is perfect (TNR 12 pt. font, double-spaced, perfect dialogue punctuation). Then, double check for fluff removal. Finally, you can always add, add, add more imagery and description.

HW: Final memoir (at least 5 pages) due Friday, printed off and in GoogleDocs. Bring all rough drafts as well. If you would like to turn in your paper on some other day than Friday, you must request an extension by classtime tomorrow, or I will grade your work as is from the GoogleDoc.

Tomorrow Ms. Middleton will be speaking to students about scheduling requirements for high school.

A note: Please feel free to share your GoogleDoc with your friends who might be able to help you edit. It has a chat feature so you can all look at your work and get feedback at the same time.


Day 24: Group Editing September 28, 2010

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Today, we worked on further perfecting our memoirs in class.

1. We reviewed requirements of great memoir writing here: What to Change 1.

2. Students added changes to their own pieces, including fixing dialogue punctuation, removing !!! and ??? and ……… and BLAH BLAH BLAHs.

3. Some students read their work to their writing groups using this critique form: What to Change 2.

HW: Make changes to your GoogleDoc based on the handout you received today. Final draft of memoir due Friday! We will meet in the computer lab tomorrow (either Media Center or T-221).

Day 23: Beginnings and Endings September 28, 2010

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Today students wrote new beginnings and endings for each chapter. You can pick up W5 from me or download it here by tomorrow (not yet posted).

HW: Revise two beginnings of chapters and two endings of chapters using the techniques we learned in class.

Day 22: More typing and making chapter breaks September 24, 2010

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Today we continued working in the computer lab, typing our rough drafts, writing new pieces, and revising.

For some ideas on how to revise and divide your piece, check this out: Revision Ideas.

HW: On Monday, all students need to have finished a complete rough draft of their memoir, both on GoogleDocs and printed out on paper. (We’ve got to kill some trees. Sorry.) This draft should be divided into chapters.

Email me with questions. alexa.garvoille@dpsnc.net

A final congratulations for all your hard, focused work today. I have seen classes in computer labs work, and you were all, by far, the most focused I have seen. Especially 2nd period and 7th period. Y’all are the best.

Day 21: Typing in GoogleDocs September 23, 2010

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We met in the computer lab to begin typing our pieces.

1. Students created a GoogleDocs account using these directions: GoogleDoc Setup. GoogleDocs allow you to access a Word document from anywhere with internet. Students are welcome to bring their laptops to school on Friday if they have wireless access. All students must share their document with me!

2. Students typed their rough drafts in the order they appear in their plot diagrams. We will be discussing how to approach chapter breaks and transitions tomorrow.

HW: Continue typing your rough drafts into your GoogleDoc. We will meet in the computer lab tomorrow to continue working.

1st and 2nd period: T221

4th period: Same small lab in Media Center

6th and 7th period: Large lab in Media Center

Day 20: Metaphors and Similes September 22, 2010

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1. Notes on L12. Students took notes in their packet on metaphors and similes, available to pick up from me (sorry, this is another non-downloadable packet). We also learned a song about metaphors and similes. You sing it to the tune of Old MacDonald:

Similes use like, as, than!

Metaphors do not!

Simple, but catchy!

2. Identifying the Tenor, Grounds, and Vehicle. Students located the three parts of similes in numerous challenging examples.

3. Build your own metaphors and begin writing. Students began their own simile and metaphors, using the packet to guide them.

HW: Write one more piece from your Plot Diagram. Include 3 similes/metaphors (if Regular English) or 6 similes/metaphors (if Honors). Tomorrow, make sure to bring all of your rough drafts to school. You also need to bring electronic copies the two pieces you typed (place/name and syntax/inciting/other). Either bring a flash drive or email them to yourself.

Tomorrow, if you are in 1st, 2nd, or 4th period we meet in T-221, upstairs in the new building. If you are in 6th or 7th, we meet in the media center. We will type!

Day 19: Characterization September 21, 2010

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1. Describing Faces. On L4, students described one of the 4 faces below, using diction to communicate a certain mood.

2. Notes on Characterization. Students received L11 (not available online, since it has an amazing drawing on it — if you need it, get a copy from me). We took notes on three ways to use indirect characterization (DAD):

Dialogue: What they say (their vocabulary, their dialect)

Action: What they do. Actions speak louder than words. I told students about my older brother based on an action…

Description: What they look like, walk like, sound like, talk like

Think of indirect characterization in literature like people-watching at SouthPoint (or wherever you go to watch the crowds). You can tell a lot about a person by just observing them. It’s fun to try to pinpoint what someone’s personality is like based on how they walk. Likewise, in literature, we read about characters and enjoy trying to figure them out.

3. Examples of Indirect Characterization. We looked at one example of indirect characterization together, underlining the loaded words that communicated more about the character than just his looks. We then figured out what the author was secretly trying to tell us about the character. Then, in pairs, students read another example of indirect characterization, also figuring out the secret the author was communicating.

4. Character Piece Prewriting. Students chose a person who appears in one of the parts of their plot diagram (hopefully a part they have not yet written). They wrote down that person’s name. Then, they wrote down how they feel about the person. Finally, students wrote down physical descriptions of the person’s face that could hint at the secret they want to communicate to the reader.

HW: Write character piece. This should be at least one page long. It can either be a story that includes a description or a description to add into a different part of your memoir. Due tomorrow.

Day 18: Review and copyediting marks September 20, 2010

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Some classes did a little more, some did a little less of this today, but all will be caught up by tomorrow. Here’s what most of us did:

1. Pick up Weekly Syllabus.

2. Read “My Days as a Warped Fan” for literary devices. Students took five minutes to identify as many literary devices as possible in a chapter from a memoir written by a music fan last year. After five minutes, we bounced around the room, naming as many examples as we could from the short passage. This helped students review how to use literary terms.

3. Read your own revision for literary devices. Students located literary devices in their revisions, underlining and labeling the most important ones. This will give students an opportunity to show off, to point out to Ms. Garvoille how class has influenced their writing.

4. Quiz returns. Some classes got back their literary terms quiz from last week. We reviewed some of the most common wrong answers.

5. Notes on copyediting marks. Students received W3, a guide to copyediting marks, which they took notes on.

6. Copyediting practice. Students read part of a memoir about meeting a best friend. They focused on deleting fluff (meaningless sentences), fixing dialogue punctuation, and spotting typos.

7. Gameplan. Students looked at their My Plot Diagram chart and checked off the events they had already written about. Then, they chose one more event to write this afternoon. In that piece, students must focus on using one literary technique. They should write which literary technique they use at the top of the page.

HW: Write one more part of your memoir (rising action, climax, resolution–whatever it is, make sure you write at least a page). Focus on improving your use of one literary technique that you write at the top of your piece. Due tomorrow.

Day 17: Writer’s Workshop 2 September 17, 2010

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Today we did our second all-out writer’s workshop, in which students read, critiqued, and revised their memoirs thus far.

1. Pre-Workshop Questions. All students filled out the Writer’s Workshop #2 sheet. They answered questions 1-3 before we began.

2. Review of Workshop Rules as stated on W1, Memoir Workshop Guidelines.

3. Workshop away! This time, as students listened to their partners read, they took notes on what they liked, didn’t understand, and thought could be added.

HW: Revise the piece you workshopped in class, following the guidelines for revision on W1. Come in with a typed, printed revision Monday morning.

Questions? Need more feedback? Unsure? Email your teacher! Yes, on the weekend! It’s alexa.garvoille@dpsnc.net

Day 16: Lit Terms Quiz September 16, 2010

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1. Cram! At the beginning of class I gave students a few minutes to look over their notes one last time.

2. Literary Terms Quiz #1. Students took a multiple-choice quiz on reading comprehension and the literary terms we studied so far this year. If you were absent, you need to make up the quiz at lunch (bring your lunch to my room and eat as you take the quiz; A and C lunch are both fine).

3. Write! First, students looked for description in their inciting incident pieces. If they found a section that lacked description, they added a few sentences of description in the margin. When that was done, they began writing another even from their plot diagram.

HW: Finish the piece you started in class today. Bring all three/four rough drafts tomorrow (name/place piece, syntax piece, inciting incident, new piece from class today). Tomorrow is workshop day, so be ready to read!