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					Creative Writing

 Week 6: March 5
                      Monday
1. Entry Task –
  From memory, write down the definitions of Alliteration,
      Assonance, Consonance, Anaphora, and Internal
      Rhyme. What do they have in common?
2. Review of Concepts –
  –     Examine Afterglow for echoic device. (develop
        better recognition skills)
  –     Examine Power – First with an upsidedown T-
        graph.
  –     Using a Sound Device Chart, record what you find
        in Power. (Change Onomatopoeia to “Rhyme”)
3. Homework - Using a sound device chart, show
      what you know with Robert Frost’s On Stopping by the
      Woods on a Snowy Evening.
What do you know?           What do you think you
                             know?




What do you want to know?
                       Power - Corrine Hales
1.    No one we knew had ever stopped a train       1.    My brother jabbed at me,
     before.                                        2.    pointed down the tracks. A man
2.   Hardly daring to breathe, I waited             3.    had climbed out of the engine, was running
3.   belly-down with my brother                     4.    in our direction, waving his arms,
4.   in the dry ditch.                              5.    screaming that he would kill us--
                                                    6.    whoever we were.
1.   Watching through the green thickness           7.    Then, very close to the spot
2.   of grass and willows.                          8.    where we hid, he stomped and cursed
3.   Stuffed with crumpled newspapers,              9.    at the rags and papers scattered
4.   the shirt and pants looked real enough         10.   over the gravel from our joke.
5.   stretched across the rails. I felt my heart
6.   beating against the cool ground                1.    I tried to remember which of us
7.   and the terrible long screech of the train's   2.    that red shirt had belonged to,
8.   braking began. We had done it.                 3.    but morning seemed too long ago, and the man
                                                    4.    was falling, sobbing, to his knees.
1.   Then it was in front of us--                   5.    I couldn't stop watching.
2.   a hundred iron wheels tearing like time        6.    My brother lay next to me,
3.   into red flannel and denim, shredding the      7.    his hands covering his ears,
     child                                          8.    his face pressed tight to the ground.
4.   we had made--until it finally stopped.
                         Tuesday
1.       Entry Task – Review your findings with
         Power with the other people at your group.
         We’ll discuss as a class.
2.       Device Study
     –     Examine a poetry collection, find examples of
           Echoic Devices and complete the Common Echoic
           Devices Chart. (Alliteration, Assonance, Consonance,
           Rhyme, Anaphora and Repetition)
     –     Share your findings with the group.
     –     Create an example poster for an assigned device
           or one that contains an example of all common
           echoic devices.
3.       Homework – Using an upside down T and , a
         Device Chart analyze “On Stopping by…”
                        Power - Corrine Hales
1.     No one we knew had ever stopped a train       17.   My brother jabbed at me,
      before.                                        18.   pointed down the tracks. A man
2.    Hardly daring to breathe, I waited             19.   had climbed out of the engine, was running
3.    belly-down with my brother                     20.   in our direction, waving his arms,
4.    in the dry ditch.                              21.   screaming that he would kill us--
                                                     22.   whoever we were.
5.    Watching through the green thickness           23.   Then, very close to the spot
6.    of grass and willows.                          24.   where we hid, he stomped and cursed
7.    Stuffed with crumpled newspapers,              25.   at the rags and papers scattered
8.    the shirt and pants looked real enough         26.   over the gravel from our joke.
9.    stretched across the rails. I felt my heart
10.   beating against the cool ground                27.   I tried to remember which of us
11.   and the terrible long screech of the train's   28.   that red shirt had belonged to,
12.   braking began. We had done it.                 29.   but morning seemed too long ago, and the man
                                                     30.   was falling, sobbing, to his knees.
13. Then it was in front of us--                     31.   I couldn't stop watching.
14. a hundred iron wheels tearing like time          32.   My brother lay next to me,
15. into red flannel and denim, shredding the        33.   his hands covering his ears,
    child                                            34.   his face pressed tight to the ground.
16. we had made--until it finally stopped.
                        Power - Corrine Hales
1.     No one we knew had ever stopped a train       17.   My brother jabbed at me,
      before.                                        18.   pointed down the tracks. A man
2.    Hardly daring to breathe, I waited             19.   had climbed out of the engine, was running
3.    belly-down with my brother                     20.   in our direction, waving his arms,
4.    in the dry ditch.                              21.   screaming that he would kill us--
                                                     22.   whoever we were.
5.    Watching through the green thickness           23.   Then, very close to the spot
6.    of grass and willows.                          24.   where we hid, he stomped and cursed
7.    Stuffed with crumpled newspapers,              25.   at the rags and papers scattered
8.    the shirt and pants looked real enough         26.   over the gravel from our joke.
9.    stretched across the rails. I felt my heart
10.   beating against the cool ground                27.   I tried to remember which of us
11.   and the terrible long screech of the train's   28.   that red shirt had belonged to,
12.   braking began. We had done it.                 29.   but morning seemed too long ago, and the man
                                                     30.   was falling, sobbing, to his knees.
13. Then it was in front of us--                     31.   I couldn't stop watching.
14. a hundred iron wheels tearing like time          32.   My brother lay next to me,
15. into red flannel and denim, shredding the        33.   his hands covering his ears,
    child                                            34.   his face pressed tight to the ground.
16. we had made--until it finally stopped.
                        Wednesday
1.       Hand-in – Analysis of On Stopping…
2.       Entry Task – Take out the charts you were working with
         yesterday, pick up a couple of Poetry Collections and complete
         the chart. Work independently
3.       Group Work
     –      Share your findings with the group.
     –      Create an example poster that contains definition and
            examples of common echoic devices. (Echoic Device,
            Alliteration, assonance, consonance, repetition, anaphora
            and internal rhyme.)
4.       Class Act - Look at On Stopping…
5.       Homework – Writer’s Choice for weekly piece. Bring in a
         good draft of a poem for revision tomorrow. You are going to
         significantly improve the use of sensory imagery and ECHOIC
         DEVICE. This can be based on a prewriting we did in class, or it
         can be something that you’ve written on your own… but my
         general guidelines will still apply.
             Thursday
1. Hand-in your weekly piece
2. Move to the groups that you were in
   yesterday and grab your poster for a
   quick presentation.
3. South Lab – Word process your
   Weekly piece 3/09
4. Homework – complete the extra
   requirement for your weekly piece.
            Weekly Piece 3-9
• Purposefully incorporate Echoic Device:
  Alliteration, Assonance, Consonance, Anaphora,
  Repetition and Rhyme.
• I should see devices used in almost every line!
• Work at developing mood, tone, theme or
  structure.
• Follow the General Guidelines.
• Number your lines
Extra Requirement – At the bottom, typed or
  handwritten, pinpoint and explain the purposeful Echoic
  choices you incorporated into your piece. ANSWER –
  what were you trying to accomplish as a Writer.
1.    Warm-up –
     – What is Personification
     – Instant Nature Personification Poem

				
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posted:8/11/2012
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