Friday, September 28, 2007

9-28/10-1 Dialogue


Lesson:
We turned in our descriptions of food and flying phones.
We had our story planning sheet stamped for credit.
If absent, be sure these things get done.
Talked about dialogue in stories.
Dialogue rules
Dialogue is not conversation. Real conversation is dead boring to read. Create the illusion of real conversation.
Intersperse descriptive narration with your dialogue to give it detail and context.
In other words: show, don’t tell
Don’t overuse “he said” or “she said”
Don’t overuse the alternatives (for example “he shrieked”)
Don’t overuse dialogue tags
“Say, Joe, what is that you’re doing”
“Well, Sam, I’m fixing my car.”
“I didn’t know it was broken, Joe.”
“You know my car is always breaking down, Sam”

Here is a piece of dialogue that needs work:
“Hey, where are you going in such a hurry?” Jamie asked.
“Yeah, What’s up?” Samantha asked.
“I can’t believe it. I’m going to be the lead in the musical,” Jessica said.
“That’s great,” Jamie said.
“How in the world are you going to work that into your schedule?” Samantha asked.
“I’ll manage,” Jessica said. “Just don’t worry.”
Here is a way to fix it using the dialogue rules:
Jessica came bounding down the stairs with a smile on her face. She was going so fast that she practically ran in to Jamie and Samantha.
“Hey, where are you going in such a hurry?” Jamie asked, puzzled.
Samantha was just as confused as Jamie was. “Yeah. What’s up?” she asked impatiently.
Jessica’s heart leapt as she shared the news. “Oh! I just got the best news. I’m going to be the lead in the musical.”
“That’s great.” said Jamie, trying to summon up some enthusiasm. Deep down, she felt a stab of jealousy. She had wanted the part so badly, and now her best friend had gotten it. She tried to imagine what Jessica would look like on stage in the lead role, singing the songs she was supposed to have sung.
Samantha tapped on Jessica’s books impatiently. “How in the world are you going to work that into your schedule?” she asked. Samantha knew from experience that Jessica had trouble managing her time. She canceled their plans to study together twice in one week.
Jessica took a long look at her friends. Then she mentally reviewed her list of activities.
“I’ll manage,” she said, with a casual nod. “Just don’t worry.”

Can you see a big difference?
If you are absent, create a one page dialogue for the picture above. Look up correct punctuation on-line. Turn it in next clas for credit.

HMWK: One page of dialogue (if you were in class, it should be about Australia using Aussie slang. If you weren't in class, use the above picture.
Rough draft of the travel story is due next class (about three pages, typed, 12 point font, double spaced)

Projects:
Becoming your Author
Click on the Lit assignments link on the left side to get this.

Thursday, September 27, 2007

9-26/27 Details, details, details!!


Lesson:
Today was a day all about sensory details.
We had a number of sensory experiences in class.
If you were absent, pick up the short story, "Deep Fried Potato Bug", we read when you return.
In addition, we wrote about our experiences in class using three descriptions. If you were absent I would like you to try three new things. They could be food, music, activities, etc and write a short paragraph for each describing your experience. Use showing details. Don't say "the pepper was waxy looking and spicy". Say: "The pepper, like a sculpted piece of wax scorched my vocal chords as it skidded down my throat".
Do something cool. Go to an ethnic grocery store and try something you've never heard of. Go to CD World and listen to some world music from a place you do not know (or find some music on-line, but don't steal).

HMWK: Vivid descriptions of things (see above if absent)
Story Research sheet (Due next class)
Rough Draft of Travel Story due Tuesday for Alpha classes/ Wednesday for Omega classes

Projects: Read your book!!

Tuesday, September 25, 2007

9-24/9-25 Characters


Lesson:
Vocab test
Assigned "Description" for projects class. See assignments page
Went over characterization.
Went over travel story assignment (on assignments page)
Fill out story planning sheet (on assignments page).

HMWK: Planning sheet: due Wednesday for Sheldon/ due Thursday for Churchill
Rough Draft of story due Oct2 (Sheldon)/ Oct 3 (Churchill)


Projects: Description

Monday, September 17, 2007

9-17/9-18 Begin with the beginning


Lesson:
Collected "Grand Tour" and "Writing History"
Beginnings-
Looked at examples of beginnings in class

Beginning #1
Start in the middle of the action and/or dialogue
Example:
Lola gripped Adam’s hand during another one of Adam’s midnight back spasms.
“Oh man,” he said, squeezing his fingers, pumping his legs under the covers.
Lola thought of Mary, giving birth in a manger. Her own baby was due any minute.
“Oh Lord,” said Adam. He turned from her and slammed his free hand down on the bed. “Bloody Hell.”

Beginning #2
Start with a description

Because my father fixed everything with a soldering iron, the inside of our house looked like a dental nightmare. The fillings were numberless, blobs of silver applied to the toaster, to the washing machine--lines of stuff binding cracks in mother’s white walls. All of it stood for decay, for the cruel games of bacteria.

Beginnings #3
Start with a statement

Trevor never could find happiness, though he looked for it around every corner. His eyes had a shifty little bend to them, as if he were always checking for the next thing coming along. Maybe if he had paid attention to the passing moments themselves, he would not have missed the happiness tripping by almost daily, as she did on her way to work.

If absent, look at what these beginnings accomplish.

We then imagined a character going to a world festival. We wrote a beginning using that festival as a jumping off point.

Then, practice using the "Taking the Leap" assignment on the homework page.

HMWK:
Write a beginning for a character at a world festival
"Taking the Leap"
Vocab Review
Basmati signed form

Projects: Need travel book in class for next time.

Thursday, September 13, 2007

Travel stories begin: Brainstorming!!


Lesson:
Went over vocab
Talked about homework quality
Showed student example for Grand Tour
Today is all about brainstorming to begin our own travel story.......How do you start?
Personal memories, pictures in magazines, objects, funny incidents, taboos
Historical Angle: Went over the history of travel.
If absent, I have a reading you can use to find out what you missed. See me before class next time.
Philosophical approach. you could ask these questions to start your story:
1. What is the difference between traveling and tourism?
2. What are the positive/ negative aspects of tourism?
3. List three ways travel has affected our world’s history?
4. Overall, do you believe that traveling is a positive or negative force in our society?

Showed Globe Trekker clips to spark ideas
Shared interesting customs and festivals from around the world to spark ideas
Do you have anything you could use for a travel story???

HMWK:
Vocab Day 3 and 4
Brainstorming sheet (at least 10 ideas for a travel story)

Projects: Continue Grand Tour. Due Next class
Travel book due in class 9-19/9-20

Tuesday, September 11, 2007

9-11/9-12 Travel Unit Begins!!!


Lesson:
Shared "My Name" writing
Projects overview
Connections between Global Literature and Projects explained
Passed out Projects due dates
Passed out travel book options sheet
Read "The Size of the World" excerpt by Jeff Greenwald
Vocab Day one and two assigned
The Grand Tour assigned (Need to create your own map if absent. I handed out blank ones in class)

HMWK: Vocab Day one and two due next class
Parent Questionnaire due next class (if not already turned in)
Signed syllabus due next class (if not already turned in)
Projects: The Grand Tour due 17/18
Travel book in class due 19/20

Wednesday, September 5, 2007

Yarrrr! Ye found the blog!!! 9-7/9-10


Introduction to Literature class
Class Rules
About Mr.K
Discussed the difference between Projects and Global Literature class
Discussed names and read "My Name" by Sandra Cisneros
You need to click on the link to "Grades" to get to basmati. Click on the South Eugene link and type in your student ID and the code you received in class.

HMWK:
(Copies of all can be found on the assignments page)
Signed Syllabus
Signed Parent Questionnaire
Signed Basmati form and attached printout
Student Questionnaire
"My Name" assignment

Projects Homework:
I am poem (directions can be found on the assignments page)