VIEWS: 43 PAGES: 36 POSTED ON: 8/7/2012
Sparkling Voice Facilitated by Dawn Pruszynski Ext.5719 Unquestionably individual Confident The Trait of Voice is all About… • Voice is the heart and soul, the magic, the wit, along with the • “Voice allows the feeling and conviction of the reader to hear an individual writer coming out through the words.. individual human • We have a sense that a real being speak from the person is speaking to us & cares about the message. page.” • It’s the individual something- different from the mark of all • - Donald M. Murray other writers Questions to Ask Yourself • Does this writing sound like me? • Did I say what I think and feel? • Does it have energy and passion? • Is it appropriate for my audience and purpose? Voice Song If you’re happy and you know it, that’s your voice. If you’re thoughtful and you know it, that’s your voice. If you’re spunky and you know it, Then your words will surely show it. If you’re happy and you know it, that’s your voice. - Sung to tune of “If You’re Happy and You Know It”) Activities for Voice Tips for students: •Make your writing sound like you/ •Show that you really care about your idea. •Write with energy and enthusiasm. •Write with your reader in mind. •Take risks; make your writing memorable. What are you looking for? • Feelings through the use of words and phrases, sparkle • Enthusiasm for writing, passion, individuality • Individuality in choice of ideas, content • Taking a chance & trying something new • Recognizing that writing is for both self & audience Begin with Primary Students • Read! Read! Read! – Think: picture books, newspapers, magazines, food labels, brochures, junk mail… – Use both strong & weak: ask “Did you like the writing? Would you like to hear more? Why? Why not? • Look for individuality – Point it out in student work – both pictures and print • Play the “voice” game – Sit in circle with eyes closed. As you touch a student, they say, “Hello out there.” Students guess who – Talk about how they recognize voice • What is the writer like? – Ask, “What kind of person is the writer? What do you picture? What would s/he be like at lunch? • Share two very different pieces of writing – Read pieces by 2 different authors. Talk about voice. Share 3rd piece by one of the authors (with same sound). Students identify writer & why? • Who wrote this… – Have all students share thoughts about a topic (The BEST thing about school is…) – Share later to see if classmates can recognize • Help the pros revise – Revise greeting cards to add voice (Happy Birthday, Thanks…) • Be on the lookout – Search for posters, postcards, greeting cards… that convey voice (original, unusual perspective, color, sensitivity, humor…) – Ask students what they see. What they like. Is it good? Why? Why? Why? • Write notes and • Use metaphors letters – Which FOODS have – Real audience the most voice? – Write with students to – Which COLORS have create piece with voice the most voice/ – Talk about reason – What if you dressed in behind note clothes with voice, what would you look like? To recognize diversity… • Read • Discuss – What students wear, eat, where they live… – What makes them special to live in America. – Hobbies? Sports… • Create “I Am” statement using example from categories • i.e. “I am the cook who makes dinner for my family.” – Create drawing for book Create a puppet show using text • The Web Files • Voice of the moment • Bullfrog Pops: NA – Create list of possible mood voices. • Walter the Farting – Have students draw Dog: NA cards and talk in that voice about a given topic. Books for Voice • What you Know First by Patricia MacLachlan – Hear voice: Teller does not want to move. How do you know? – What might you take with you if you were going to move? (i.e. From gr K to gr 1) – Bring in photos for memory collection – Retell “good old days” stories – stories from older relatives or their own – Also: Wilfred Gordon McDonald Partridge by Mem Fox Where I’m From: Student Writing • Writing to celebrate students’ lives – Read, analyze models – Use graphic organizer for brainstorming • Specific words – Use the “voice” of your family – Write draft – “share around” • Sit in circle, share poems, provide feedback • Revise, borrowing skills/strategies from peers Byrd Baylor – Guess Who My Favorite Person Is. • Read with focus also on details – Specific and important – Vocabulary helps you pictures it – Not everybody likes same colors, sounds, smells, etc. – Layout is great Often just a word or two Like Book not in This Penfield School Running Libraries Down the page. Wilma Unlimited by Kathleen Krull • Great use of font (presentation, voice of font) • Ask students if they’ve ever tried something hard, talk about training for Olympics • Stage “Olympics” of your own. Make posters, journals of student’s own journey Frog and Toad Treasury by Arnold Lobel • Read, enjoy, laugh, sigh, cry & then… – Draw pictures to show “voice” in their adventures – Write: • Postcard Toad might like to receive when he’s feeling lonely • A diary entry Frog might make • A birthday “wish list” one or the other might write • A note from Toad to Frog on any subject Isla by Arthur Dorros • Great if you have Hispanic students • Text includes 40 Spanish names and expressions – Create class bilingual poem, story, etc. • Analyze pictures for voice – Have students create own pictures with voice http://penfieldstudentwriting.wikispaces.co m/ • How could you use a writing wiki? 1. Have students join wiki 2. Create a page for each student/they click on their page 3. Click edit on page 4. Type in writing piece 5. Visit writing pages for other writers 6. Add specific comments at the top of their entry with your name and date. 7. Guidelines found on wiki… Emotions List… • Proud • Annoyed • Determined • Excited • Unsure • Lonely • Worried • Frustrated • Tired • Concerned When Sophie Gets Angry… • Discuss when students felt anger & jot down how they handled anger • Analyze book, including pictures This is a – What have you learned about Sophie? Writingfix lesson – How does author help you understand Sophie’s feelings/ • Add to strategies list & share with peers • Share “character faces” and discuss Students create their own story • Share student models • Students fill out graphic organizers – Need to write 3 different leads on back – Peer conference for feedback • Draft – Revise using IDEAS rubric and Voice rubric Match voice to purpose Type of letter Audience Voice Thank you note Person who gave gift Note in class Excuse Teacher Believable Application letter Complaint letter Invitation Compliment letter Local restaurant Kind, appreciative Fan letter Use music… • Use a piece that tells a story – Peter and the Wolf – Carnival of the Animals – Grand Canyon Suite • Students draw what they hear • Discuss different voices • Little Help from My Friends – Beatles – Joe Cocker Use Art • Gather 4 or 5 pieces of art that depict same subject but different styles • Compare/contrast Voice • Discuss voice of art pieces • Have students illustrate the trait And… • Collect your favorite passages with voice for models • Use voice pictures (character faces) and have them use list (add to it) to get a picture of writers • “Rewrite” fairy tales from a different perspective – have students compare/contrast different versions • New voices/new choices – Have students write the first sentence of a letter to 5 different audiences Greeting cards with voice • Gather greeting cards – categorize them • Small groups describe voice of each card and write descriptions on sticky notes on back – switch cards • Debrief – what words did you use to describe voice • Have students group similar words (synonyms) • Have students take individual card and match to descriptors • Have students create their own cards with a different voice Revealing the person behind the words • Students write a letter to someone who interest them, has accomplished something, they admire… – Draft, peer conference for feedback on voice • Name something that piqued your interest • Is there anything you’d like to know more about? • Name 3 places in letter you think had strong voice/where more voice could be added – Revise letter A few last thoughts… • Have students read aloud – Read aloud published work with passion/voice, then read own work with passion/voice? • Do a quick-write on voice – Create one-liner definitions of voice • “Voice is hearing the exclamation point even when it’s not there. • It’s the passion that makes the words dance. • Lighting a fire. • The writer reaching out to the reader.” • Write letters – letters elicit voice – Write to somebody to explain a concept – Write to authentic audience, favorite author… • “Talk story” (Hawaiian saying “Let’s talk story”) – Communicate heart-to-heart – Put anecdotes in writing • Create “voice collage” by role playing – Read a piece of literature – Assume role/voice of a character – Write a journal entry in the voice – Share with other members of lit group And finally… • Take the voice OUT! – Take a piece of strong writing and have groups of students take voice out – Debrief as class – Class discovers “secret” of voice • Can be done with any trait Books… • The Dot by Peter H. Reynolds • Scarecrow by Cynthia Rylant • Matilda by Roald Dahl • Koala Lou by Mem Fox • The True Story of the 3 Little Pigs by Jon Scieszka • Where the Wild Things Are by Maurice Sendak • Piggie Pie Margie Palatini • Diary of a Worm by Doreen Cronin • I Wanna an Iguana by Karen Kaufman Orloff • Love That Dog by Sharon Creech • Once Upon a Cool Motorcycle Dude by Kevin O’Malley • Ted by • The Wolf Who Cried Boy by Bob Hartman • Dear Mrs. La Rue: Letters From Obedience School by Mark Teague • Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst • I am the Dog. I am the Cat by Donald Hall • Pedro's Journal by Pam Conrad • Ben and Me by Robert Lawson • No, David! by David Shannon • Caves by Stephen Kramer • Fancy Nancy by Jane O'Connor. • Click, Clack, Moo...Cows That Type by Doreen Cronin • My Brother Dan’s Delicious by Stephen L. Layne • The House on Mango Street by Sandra Cisneros • The Secret Knowledge of Grown-ups by David Wisniewski • Grandad Bill’s Song by Jane Yolen • I Wanna New Room by Karen Kaufman Orloff • Voices in the Park by Anthony Brown • Duck! Rabbit! By Amy Krouse Rosenthal & Tom Lichtenheld • Yesterday I had the Blues by Jeron Ashford Frame • Hey World, Here I Am by Jean Little • What Are YOU so Grumpy ABOUT? By tom Lichtenheld • The Day I Swapped my DAD for TWO goldfish by Neil Gaiman Thank you for all YOU do for Penfield Students!!
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