Where we are at with our mini-unit and some advice for your projects

Hello 9s,

We have been reviewing poetic/literary devices because these are some of the tools we will be using in our final creative projects. (See below and your handouts)

So far, we have reviewed terms and last class we worked on creating examples of our own of some of these devices. Because this is self- paced, some are finished and others are not; I'll return work after all assignments have been submitted.

Research study participants will be given added time and/or modified assignments so not to worry about missing out.

Today we were beginning to think more concretely about your choice of final creative writing whether it be poetry or narrative. Students had questions about length especially regarding the poetry. Please review the assignment rubrics/criteria to see what the requirements are, but we will work together in class to refine things.

With regard to how to limit the length of a narrative, we discussed:

• Narrowing the scope and focussing for example, one can begin in the middle and leave the ending indeterminate. We may just get a short window into the lives of your characters. = "Start late, leave early."
• Decide whether it is plot, character, theme/idea, or setting you most want us to note. Focus on that. 
• We will be looking at examples, but here are a few links with advice and examples of short/micro-fiction
• How to write-micro-fiction-200-word-short-story/
• One Foot In The Grave - Postcard story
• Eleanor The Armless Wonder - postcard story

With regard to writing your poems, we discussed:

• "Poetry is the language of intensity." C.D Wright 
•  What this may mean for us, is that we write poetry about that which we feel intensely (anger, fear, elation, love). 
• It may also mean that we pay intense attention and give an intensive focus to things that we typically don't. In this way, a description/portrayal of the time spent waiting for a bus, or our cat's behaviour may become ripe fodder for a poem. 
• Enjoy this video of a poem written and recited by Harry Baker called: Paper People.  Notice how many poetic devices he uses. Note how it begins quite absurdly/humorously and then moves to deeper themes.

We will look more closely at poetic forms in the classes to come.

Stay tuned for updates on the calendar/due dates.

I am enjoying reading A Wrinkle in Time by Madeleine L'Engle to you. <3

Begin working on your ideas for your final project please.

Thanks,

Ms. S

What is next? See the plan below! Glad to be back working with you.

Hello 9s,

Congratulations on all of the excellent work you and Ms.Harvey have been doing. Well done all!

Below, you will see what we will be working on over the next 5 classes or so. It is designed to allow for a little bit of flexibility and individual choice/creativity. A number of you have asked to write your own poems and or stories. Well, here is a chance!

I look forward to reading your work. : )

Creative Writing with Poetic Devices

Mini- Unit

Over the next 5 classes, you will be taking part in a guided independent study mini-unit.

Each day will include:

·      Story time! The sharing of stories is good for the heart and the mind. I am excited to have the chance to read to you from a favourite novel. 

·      You will read, review, and test your recall and understanding of poetic devices.

·      You’ll choose a poem, read, analyze and respond to it (2).

·      Finally, you will create an original creative work using a minimum of 5 of the poetic devices you have been studying. Your creative work might be any of the following:

o   Poetry

o   A song

o   A graphic novella (Remember it must be language rich.)

o   A creative narrative essay

o   A novella (Not more than 15 typed pages please.)

Yes, you can, for this purpose, adapt work you are already creating at home. Just remember, the work must be your own original work and it must employ the use of a minimum of 5 poetic devices.

In addition to this mini-unit, some among you will have the opportunity to be working closely with some UBC language researchers. Their work with you will be invaluable to future students and teachers. Thank you and your parents for agreeing to contribute to this study. You need not fear ‘lost time’ as I will ensure that you have ample time to complete all facets of your mini unit.

Daily outline

Day 1 April 24:

o   Story time

o   Terminology preview Self-assessment (answer key provided)

o   Terminology review and practice (due at the end of the block)

o   Do one or all of, read/ do a word puzzle/begin to consider your original work.

Day 2 April 26: (Research team) Block G (whole block): Shruti, Prakrit, Emma, Julie

                                                                                Block H (whole block): Jingyi, Chau

o   Story time

o   Choose 1 of two poems on offer. Read and respond to the questions given. (Hand in at end of the block.)

o   Do one or all of, read/ do a word puzzle/begin to consider your original work.

o   Possibly working with researchers (if so, accommodation re: time will be made next day).

Day 3 April 30: (Research team)

 Block G (whole block or less): Jenny, Michelle, Kai, David, Howard, Julie,   Shruti,      Prakrit, Emma  9  

                                     Block H (whole block or less): Niki, Jingyi, Chau (3 students)

o   Story time

o   Choose 1 of two poems on offer. Read and respond to the questions given. (Hand in at end of the block.)

o   Do one or all of, read/ do a word puzzle/begin to consider your original work.

Days 4 May 2^nd and 5 May 4^th :

o   Story time

o   Finish up any work remaining from previous days.

o   Work on your own creative works. (Working due date is May 8^th)

Looking so forward to reading together and I am very excited to see what you create!

                        Creative Writing Rubric: Criteria for Grading Creative Writing

                          

                           4                          3                       2                        1

Meaning/Content: the extent to which the assignment exhibits sound understanding/interpretation/analysis
Story Structure	Establishes strong plot/setting/character/pt. of view	Establishes plot/setting/character/pt. of view	Some elements of story structure; little blending of dialogue and narration	Few/no story structure elements present
Character-ization	Develops complex characters through dialogue, narration and action	Develops characters through dialogue, narration and action	Some character development	Characters are not developed

Development: the extent to which ideas are elaborated, using specific and relevant evidence
Ideas	Develops ideas clearly and fully; uses a wide range of relevant details	Develops ideas clearly; uses relevant details	Develops ideas briefly; uses some detail	Uses incomplete or undeveloped details

Organization: the extent to which the assignment exhibits direction, shape, and coherence
Designing Organ-ization	Maintains a clear focus; exhibits a logical, coherent structure through appropriate transitions	Maintains a clear focus; exhibits a logical sequence of ideas through appropriate transitions	Establishes but does not always maintain an appropriate focus; some inconsistencies in sequence of ideas	Lacks an appropriate focus, but suggests some organization
Specific Assignment Directions	Exceeds all requirements specified for this assignment	Meets all requirements specified for this assignment	Meets some of the requirements specified for this assignment	Meets few/no requirements specified for this assignment

Language Use: the extent to which the assignment reveals an awareness of audience and purpose
Poetic Devices	Creative, concrete language; uses literary devices (5 min.) and rich sensory detail	Assignment uses concrete language. literary devices (3 min.) and sensory detail	Some use of concrete language, literary devices, and sensory detail in assignment, but may struggle to use effectively	Little use of concrete language, literary devices or sensory detail in assignment
Word Choice	Uses sophisticated precise vocabulary	Effective word choices	Some effective word choices	Few effective word choices
Sentence Variety	Well-varied sentence structure throughout	Good sentence structure and variety	Occasional use of sentence variety	Little sentence variety
Voice/Sense of Audience	Unique voice; strong sense of audience	Evident awareness of voice and audience	Some awareness of voice and audience	Mechanical/unsuitable voice; unaware of aud.

Conventions: the extent to which the assignments exhibits conventional grammar/spelling/word usage
Grammar/ Punctuation	Smooth, fluid error-free punct./grammar	Mostly correct grammar; errors do not interfere with communication	Errors occasionally inter-fere with communication; verb tense errors	Grammatical errors are awkward and interfere with communication
Spelling and Word Usage	Correct spelling; error-free word usage	Mostly correct spelling and word usage	Errors in spelling and word usage	Misspelled and misused words throughout
Overall assignment presentation	Unique title; professional presentation	Appropriate title; neat presentation	Average title/presentation	No title; little or no attention to presentation

Teacher Comments:                                                                  Score_____   Grade________

  Poem/Song Rubric

Writing and illustrating a poem.                                               Name:

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Form	Little or no attention to form.	May use an appropriate poetic form. Fewer than four stanzas of four lines each.	Effectively uses an appropriate  form. Complete with a minimum of four stanzas of four lines each.	Creatively uses an appropriate  form. Complete with more than four stanzas with four lines each.
Word Usage	Student’s use of vocabulary is very basic.	Student’s use of vocabulary is more telling than showing.	Student’s use of vocabulary is beginning to use vivid and effective imagery, adjectives,adverbs, verbs,nouns.	Student’s use of vocabulary is precise, vivid, and paints a strong clear and complete picture in the reader’s mind.
Poetic Techniques (elements)	Uses few poetic devices effectively.	Uses some poetic devices though they may not be entirely effective in         reinforcing the theme.	Uses at least 3 poetic devices to reinforce the theme/main idea.	Effectively uses 5 or more poetic devices to reinforce the theme/main idea.
Language Conventions (spelling, grammar, punctuation)	May contain frequent and numerous errors in spelling, grammar, and punctuation that interferes with the reader’s understanding.	May contain many errors in spelling, grammar, and/or punctuation that seldom interfere with the reader’s understanding.	Has mainly grade level appropriate spelling, grammar, and punctuation; contains some errors that do not interfere with the reader’s understanding.	Has grade-level appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the reader’s understanding.
Effort	Student’s work lacks understanding of the assignment. Student may have failed to make adequate use of time and help available.	Student’s work demonstrates some understanding of the assignment. Usually worked effectively.	Student’s work demonstrates an understanding of the assignment. Used time wisely. Sought feedback.	Student’s work demonstrates a complete understanding of the assignment and is outstanding.
Adding Personality	The ideas and the way they are expressed seem to “belong” to someone else. There seems to be little effort shown and/or it is presented in pencil.	The writing does not “belong” to the writer. It is flat, or seems rushed.	The writer is developing a sense of personal ‘voice’. The reader is engaged.	The writer seems to be writing from experience. There is a solid sense of voice. The reader is impressed!

Score_____   Grade________Teacher Comments: