It was great to be back after a long break. We will be picking up the pace this second semester, since the students are ready for more challenging writing.
Lesson:
We embarked on our study of literary analysis this week.
First, we discussed basic dramatic structure:
Exposition - intro to setting, main characters, situation (Older works often devote a chapter or more to this, though modern writers usually shorten this or skip it altogether to begin the story in medias res, in the middle of things.)
Complication - the inciting moment that sets up the conflict
Rising action - the unfolding of the conflict leading up to a crisis
Crisis - moment of decision when protagonist commits to a course of action
Climax - peak point of conflict; turning point
Falling action - unraveling/aftermath of conflict
Resolution - also called denouement; conclusion
Moral - sometimes clearly stated in older works; seldom included in modern works
Though not every story has all these elements fully developed, nearly every work will have rising action, climax, and resolution, at least.
In a short story, the dramatic structure is efficiently condensed, with nearly every word or detail packed with significance, which makes short stories an excellent genre for literary analysis.
Next, we defined and discussed essential literary terms and devices, such as:
setting
character (especially protagonist and antagonist)
theme
conflict (of various types, man vs. man, man vs. nature, etc.)
point of view
and more.
I explained the general structure of a five-paragraph literary analysis essay, with intro and concluding paragraphs framing the three body paragraphs devoted to setting,character, and theme.
Assignment:
Students are to analyze a short story from those provided. I suggested that students read their selections three to five times. The first reading is for the story itself; the subsequent readings are to ferret out the various literary elements, especially as they relate to setting, character, and theme. Students will make notes, highlight passages, etc., in preparation for writing an essay next time.
Friday, January 9, 2009
Monday, January 5, 2009
4th - 6th Writing, December 12
Lesson:
Since it was the last class before Christmas vacation, I chose not to teach significant new material. Instead, we practiced a quick technique called Brainwarmers. Brainwarmer activities are meant to be a fast and fun way to write creatively and quickly. We will be doing more of this from now on, so I will explain it more later.
Assignment:
I did not give any assignment for this class.
Students may, at their option, write for extra credit. They may rewrite any previous assignment for a higher grade, or they may write anything they please, including poetry, fiction, longer essays, etc. However, that is completely at their discretion, not required.
Since it was the last class before Christmas vacation, I chose not to teach significant new material. Instead, we practiced a quick technique called Brainwarmers. Brainwarmer activities are meant to be a fast and fun way to write creatively and quickly. We will be doing more of this from now on, so I will explain it more later.
Assignment:
I did not give any assignment for this class.
Students may, at their option, write for extra credit. They may rewrite any previous assignment for a higher grade, or they may write anything they please, including poetry, fiction, longer essays, etc. However, that is completely at their discretion, not required.
7th - 8th Writing, December 12
Lesson:
As planned, students spent the class period writing timed definition or compare/contrast essays. This was the quietest class session of the year for these students, but also, by far, the most intense.
Assignment:
I did not assign homework.
Students may rewrite any previous paper for a higher grade, if they choose, but that is entirely optional.
As planned, students spent the class period writing timed definition or compare/contrast essays. This was the quietest class session of the year for these students, but also, by far, the most intense.
Assignment:
I did not assign homework.
Students may rewrite any previous paper for a higher grade, if they choose, but that is entirely optional.
9th - 12th Writing, December 12
Lesson:
Common wisdom posits that the best way to learn is to teach. Another axiom tells us that it is easier to spot our faults in others than in ourselves. Perhaps both of these statements come into play during class read-arounds. Evaluating their classmates' writing and making suggestions for improvement helps students to turn a more objective eye on their own efforts.
I had expected to collect the students' most recent persuasive essays and issue a new assignment. However, the students all said that the previous read-around session had helped them tremendously, which I could see for myself when I quickly scanned their newest essays. The class also said that, though they felt more capable and confident with persuasive writing, they still needed more practice. Looking over their work, I concurred.
So, we spent a brief portion of this class period reviewing a few tips, such as organizing one's points for greatest impact, and choosing terms which would advance one's case without offending one's reader.
After that, we spent the remainder of the period in class read-arounds of their most recent persuasive essays.
Assignment:
Students were to take home and revise their latest persuasive essays.
Common wisdom posits that the best way to learn is to teach. Another axiom tells us that it is easier to spot our faults in others than in ourselves. Perhaps both of these statements come into play during class read-arounds. Evaluating their classmates' writing and making suggestions for improvement helps students to turn a more objective eye on their own efforts.
I had expected to collect the students' most recent persuasive essays and issue a new assignment. However, the students all said that the previous read-around session had helped them tremendously, which I could see for myself when I quickly scanned their newest essays. The class also said that, though they felt more capable and confident with persuasive writing, they still needed more practice. Looking over their work, I concurred.
So, we spent a brief portion of this class period reviewing a few tips, such as organizing one's points for greatest impact, and choosing terms which would advance one's case without offending one's reader.
After that, we spent the remainder of the period in class read-arounds of their most recent persuasive essays.
Assignment:
Students were to take home and revise their latest persuasive essays.
AP Writing, December 11
Lesson: As is typical for an AP class, we discussed the selected literary readings. Our main focus for this class was the author's craft --- why he or she might choose a particular point of view or setting or pacing, etc. I encouraged them to look past whether they like the story, past the overall theme or impact, into whether or how the author's choices work effectively. Our aim was to evaluate the stories not as readers but as writers.
By way of example, when I listen to music, I enjoy it (or not) based simply on whether it appeals to me. If I think about it more, I might say it depends on the overall sound, especially the melody and lyric, and perhaps the mood. I usually don't hear more than that unless I make a deliberate effort. However, my husband and children who can work a soundboard and play various instruments (among them, guitar, bass, drums, piano, clarinet, mandolin, harmonica) easily hear much more than that. With their musical sensibilities more attuned, my family cannot help but hear each instrument, how it contributes to the overall sound, and how the production values affect the mix. They can appreciate the skill (or notice the lack thereof) in a musical piece, whether the style suits them or not.
Likewise, literary analysis is not about how we like a story, but, rather, how the author weaves the various literary elements into a finished composition. It is linguistic 'backwards engineering.'
Assignment:
Students were to submit their literary analysis papers for their selected short story.
By way of example, when I listen to music, I enjoy it (or not) based simply on whether it appeals to me. If I think about it more, I might say it depends on the overall sound, especially the melody and lyric, and perhaps the mood. I usually don't hear more than that unless I make a deliberate effort. However, my husband and children who can work a soundboard and play various instruments (among them, guitar, bass, drums, piano, clarinet, mandolin, harmonica) easily hear much more than that. With their musical sensibilities more attuned, my family cannot help but hear each instrument, how it contributes to the overall sound, and how the production values affect the mix. They can appreciate the skill (or notice the lack thereof) in a musical piece, whether the style suits them or not.
Likewise, literary analysis is not about how we like a story, but, rather, how the author weaves the various literary elements into a finished composition. It is linguistic 'backwards engineering.'
Assignment:
Students were to submit their literary analysis papers for their selected short story.
Happy New Year!
I hope everyone had a wonderful Christmas. I thoroughly enjoyed all the festivities with family and friends as we took a break from our routines to celebrate the birth of Christ. Though this past year has had its share of challenges, the Lord has been most kind, and life here is good.
One way in which God has been gracious to me is through you all. I am so thankful for our writing classes! The process of teaching is deeply satisfying to me, and even more so because these students are so delightful. I appreciate their diligence and their positive attitudes.
Now the new year has begun, and with it a new semester of writing classes. Though Christmas vacation was a welcome holiday, I am ready to get back to business. I hope you all feel the same, since classes resume this week.
The students have made tremendous progress in their writing so far. Building on that foundation, we will be picking up the pace in the second semester. I am confident that these young writers will more than meet the challenge.
One way in which God has been gracious to me is through you all. I am so thankful for our writing classes! The process of teaching is deeply satisfying to me, and even more so because these students are so delightful. I appreciate their diligence and their positive attitudes.
Now the new year has begun, and with it a new semester of writing classes. Though Christmas vacation was a welcome holiday, I am ready to get back to business. I hope you all feel the same, since classes resume this week.
The students have made tremendous progress in their writing so far. Building on that foundation, we will be picking up the pace in the second semester. I am confident that these young writers will more than meet the challenge.
Wednesday, December 10, 2008
4th - 6th Writing, December 5
Lesson:
We began with a brief review of the things we are looking for in our paragraphs, especially action verbs and a variety of sentence openers. We discussed the difference between revision (re-seeing) and mere editing. I encouraged the students to read over their first drafts several times during the revision process, checking each time for specific things like verbs and openers. I also recommended that the students read their papers aloud at least once during the revision, because their ears will sometimes notice things their eyes might miss. Once they are satisfied that they have done their best revision, then the students should edit for grammar, spelling, and punctuation before typing or writing their final copy.
We spent most of the class time reading aloud and critiquing the students' "how-to" process papers. Some of the students had even brought examples, which were a hit with their classmates --- especially the food items!
We decided to make a booklet of all the students how-to paragraphs as our class Christmas project. I asked the students to email me their work so I can compile it for the class.
Assignment:
In honor of the season, students are to write an expository paragraph with a Christmas theme. They may choose their own Christmas topics, but their paragraphs need to be informative, not personally narrative.
Examples might include:
the meaning of Christmas
the history of Christmas
the traditions of Christmas
Christmas celebrations around the world
Christmas carols (e.g., how Silent Night was written, etc.)
Christmas stories or movies
the best part of Christmas
Christmas at the White House
the origin of Christmas stockings
the origin of Christmas trees
giving to others at Christmas time
etc.
or, another process paper, explaining how to:
make an ornament
choose or wrap a gift
prepare a Christmas treat
etc.
(Reminder: Please email me a copy of your child's how-to paragraph from last week. Thanks!)
We began with a brief review of the things we are looking for in our paragraphs, especially action verbs and a variety of sentence openers. We discussed the difference between revision (re-seeing) and mere editing. I encouraged the students to read over their first drafts several times during the revision process, checking each time for specific things like verbs and openers. I also recommended that the students read their papers aloud at least once during the revision, because their ears will sometimes notice things their eyes might miss. Once they are satisfied that they have done their best revision, then the students should edit for grammar, spelling, and punctuation before typing or writing their final copy.
We spent most of the class time reading aloud and critiquing the students' "how-to" process papers. Some of the students had even brought examples, which were a hit with their classmates --- especially the food items!
We decided to make a booklet of all the students how-to paragraphs as our class Christmas project. I asked the students to email me their work so I can compile it for the class.
Assignment:
In honor of the season, students are to write an expository paragraph with a Christmas theme. They may choose their own Christmas topics, but their paragraphs need to be informative, not personally narrative.
Examples might include:
the meaning of Christmas
the history of Christmas
the traditions of Christmas
Christmas celebrations around the world
Christmas carols (e.g., how Silent Night was written, etc.)
Christmas stories or movies
the best part of Christmas
Christmas at the White House
the origin of Christmas stockings
the origin of Christmas trees
giving to others at Christmas time
etc.
or, another process paper, explaining how to:
make an ornament
choose or wrap a gift
prepare a Christmas treat
etc.
(Reminder: Please email me a copy of your child's how-to paragraph from last week. Thanks!)
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