28 Jan 2012

Edublog Blog

Author: jjkanach | Filed under: Uncategorized

We will be doing a lot of our writing assignments on blogs this year. You will have to set up a blog. The following videos show you how to get started with your own blog.

If you happen to come to my web page before January 31 , you can set up your blog before the school year begins! I will be very impressed!

Edublogs tutorial

My video on how to get started.
Please note our school web site has changed so scroll down to academics and than go to my site which has also changed but the edublog links still work.

27 Jan 2012

Welcome to Creative Writing

Author: jjkanach | Filed under: Uncategorized

Paper I – The Personal Essay

Your journey towards a goal

Assignment: To compose a 500-750 word (2-3 pages) typewritten essay in the narrative mode that reveals your journey .

Sherman Alexie’s essay “The Joy of Reading and Writing: Superman and Me” explores the power of literacy. By narrating how he learned to read and write, Alexie not only shares his own personal story, but also reveals important insight into his culture and the broader society. Each of us in this class, too, has a vested interest in a goal. Where did your journey begin? What have been the most important texts and people in your personal journey ? Relying on the narration skills gained through studying the essays in this unit, narrate the story of your journey , past and present. As you construct your narrative, consider broader questions .   While your experience is unique and your story should be your own, use the assigned essays as models. Like the model essays, the successful student essay will include both personal details and cultural significance.

This paper is meant to be one that relies on your own experiences, observations, and understandings.

Narrative Essay

When you write a narrative essay, you are telling a story. Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. The verbs are vivid and precise. The narrative essay makes a point and that point is often defined in the opening sentence, but can also be found as the last sentence in the opening paragraph.

Since a narrative relies on personal experiences, it often is in the form of a story. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. It is usually filled with details that are carefully selected to explain, support, or embellish the story. All of the details relate to the main point the writer is attempting to make.

3 Jan 2012

Imagery

Author: jjkanach | Filed under: Uncategorized

Write about a real or imagined day in your life in which you use color imagery to describe the setting and the events that happen, as the author did in the Prologue.

Imagery involves one or more of your five senses (hearing, taste, touch, smell, sight). An author uses a word or phrase to stimulate your memory of those senses. These memories can be positive or negative which will contribute to the mood.

15 Dec 2011

Rap, Poem, Prose , or Video 2011

Author: jjkanach | Filed under: Uncategorized

Student Contest | Celebrate 2011 by Writing Raps About the Year’s News

By KATHERINE SCHULTEN

The Year in Rap: 2010 from Flocabulary.

Updated | Dec. 9, 2011

Each December, we take a look back at the year’s big news with quizzes, teaching ideas and a roundup of links to interesting retrospectives around the Web. And since we’re big fans, every year we link to Flocabulary’s Year in Rap.

Flocabulary is an online learning platform that features educational songs, videos and resources for Grades K-12. For the last two years, Flocabulary has created a “Year in Rap” as a supplement to its popular “Week in Rap,” which is produced in partnership with Channel One News.

This year we thought it would be fun to formally collaborate with them and offer a contest in which students are invited to write lyrics for their own mini “Year in Rap.” Since Flocabulary is in the business of using rap for teaching and learning, they were enthusiastic — and even offered to provide a lesson plan to guide teachers or students new to composing in rhyme.

Below, you’ll find the contest rules, the lesson plan and a rubric to show what we’ll be looking for in the lyrics your students post. The contest deadline is Jan. 6.

Meanwhile, Flocabulary will release its 2011 edition of the “Year in Rap” on Dec. 16 and we’ll feature it right here on The Learning Network. So remember to tune in!

 


The Contest: Write Your Own Mini Year in Rap

We can’t wait to read what you send in. Just follow our rules and post your rap lyrics in the comments section. If you have questions about the contest, please feel free to post them in the comments section as well, and we’ll answer you there.

Contest Rules

    1. The rap should be 12 to 16 lines long.
    2. Students should choose at least four important New York Times stories from one of the news categories listed below. It’s fine to focus on a smaller topic found within a section in The Times. For example, you can write a rap that focuses on the tsunami and nuclear crisis in Japan rather than on a range of world news this year; you can also rap about 2011 movies rather than about all the important news from thearts section. But you should also feel free to include as many, and as wide a range, of news stories from a particular section as you like. (More about narrowing your choices can be found in this section of the lesson plan.)

Here are the sections from which you can choose:

  1. The rap should be original and must follow Learning Network commenting standards, which means no profanity or vulgar language.
  2. One submission per student, please.
  3. Submissions must be from students between 13 and 25 years old. No last names please, but an initial is fine, as is a school or class code of some type. (For example, “Ethan G. CHS112.”)
  4. Raps must be submitted as comments on this post by 5 p.m. Eastern time on Jan. 6.
  5. Update | Dec. 9 Thanks to a reader’s question, we’ve decided to allow submissions from partners and teams as well as from individuals — just remember to submit all of your names when you post your rhyme. We’ll then judge the entries in two categories: individual submissions and group submissions. Thanks for asking, Jordan!
  6. The top five raps, as judged by The Times and Flocabulary staff using this rubric, will be featured on both The Learning Network and Flocabulary.com.
  7. Because of privacy rules that apply to students under 18, we are asking foronly your lyrics. While we love YouTube videos of young rappers as much as anyone, please don’t post links to them here.

The Lesson Plan: Rapping About the News

 

Overview | In this lesson, students reflect on the top news stories from 2011 and create original lyrics for a rap around the category of news that interests them the most. They determine factors that make a news item a top story for the day, week or year, and analyze the top choices of Flocabulary and The Times. Students then choose at least four significant news stories, and write a short rap reviewing the key points of those stories.


Warm-Up |

  • What makes one news story more “important” than another?
  • What are the characteristics of a news story that might make it important for more than one day?
  • What would be on your list of the top 15 to 25 news stories of 2011? Why?

Questions | For discussion and critical thinking.

  1. Which story on today’s front page of The Times did the editors consider the day’s most important news? How do you know? Are there stories on the page that you feel might not be “front-page worthy”? Why? What news item, if any, would you include that isn’t there? (Note: the article published in the upper right-hand column of the print paper each day is that day’s top story.)
  2. What differences do you see between the news chosen for Flocabulary’s Week in Rap versus its 2010 Year in Rap? What stories included in either or both surprise you? Why?
  3. How do you think The Times’s editors decide on the front page balance each day? How do you think the Flocabulary and Channel One staff decide on its Week in Rap and Year in Rap selections? In what ways might the decision-making process be similar for The Times’s editors and Flocabulary staff? How might it be different?

The Research

    1. Go to the NYTimes.com homepage and review the different categories of news, listed on the left-hand side of the Web page with students (World, U.S., Sports, Movies, Science, etc.)

 Choose one news category to focus on using the list in the contest rules above. You can choose subcategories from larger categories, so that they might, for instance, create a rap from the World section, but just on the events of the 2011 Arab Spring; a rap featuring 2011 news from the U.S. section, but focused on the presidential race; a rap about the Sports section, but detailing 2011 news about professional basketball; or a rap using the Science section, but focused on stories about space exploration from 2011.

  • Next, review the Week in Raps from 2011. Because the Week in Rap covers news in all categories, look through theWeek in Rap archives with your news category in mind.
  •  Narrow your choices to four or five top stories and record them on your 2011 Year in Rap “Brainstorm the Top Stories” activity sheet. Once you have selected your stories, you should be able to explain what qualities make it a top news story. Students should then search The Times’s archives from the past year to learn more about their chosen stories.

 

Writing the Rap

The goal of your rap is to select top news stories from 2011 in one category, then share the important parts of that news story with your classmates through a rap.

  1. List the first news story.
  2. Rewrite the line so that the most important part to remember is at the end of it. This will help you and your audience remember it better.
  3. List words that rhyme with the final word or words. Students can also list slant rhymes, or words that almost rhyme.
  4.  Write a rhyme for the line from step 2 that gives more information about the news story. It is important to make sure that the tone of the rhyme matches the weight of the story. For example, a humorous tone would likely be inappropriate if you are talking about a tragedy like the tsunami in Japan or the scandal at Penn State.
  5. You should repeat this process to give more information about the news story.

 

Going Further |Flocabulary’s guide to Elevating Rhymes with Figurative Language. Additionally, Flocabulary covers one literary term per week on their blog with fun pop culture examples.

.

Standards |

College and Career Readiness Anchor Standards for Reading
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
6. Assess how a point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

College and Career Readiness Anchor Standards for Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7. Conduct short and more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection and research.

College and Career Readiness Anchor Standards for Language
5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

6 Dec 2011

Finding your Favorite Novel

Author: jjkanach | Filed under: Uncategorized

You have just finished watching the film “Finding Forrester” . In the film , Jamal writes a story using the first paragraph of William Forrester’s short story. Your assignment is to use the first line or first paragraph from your favorite short story or novel and make it your own, just like Jamal.

Here is a website to help.

100 Most famous first lines of novels

22 Nov 2011

Ballads

Author: jjkanach | Filed under: Uncategorized

Ballads are poems that tell a story. They are considered to be a form of narrative poetry. They are often used in songs and have a very musical quality to them.
The basic form for ballads is iambic heptameter (seven sets of unstressed, stressed sylables per line), in sets of four, with the second and fourth lines rhyming.(

Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.
Amazing Grace, how sweet the sound
That saved a wretch like me
I one was lost but now am found,
Was blind, but now I see

This is the standard, but I do not require you to follow it rigidly in the poetry you submit to me, especially since very few people use or even know the standard! Feel free to experiment, but remember, it should have a smooth, song-like sound when you speak it aloud.
The Ballad

Ballads – Poems

Song Ballads

15 Nov 2011

Who Would You Invite?

Author: jjkanach | Filed under: Uncategorized

Thanksgiving is upon us and all of your relatives are going elsewhere for the holiday. You are allowed to invite ANY five figures you want to Thanksgiving dinner, but would they be a good mix?

Assignment:

1)   Decide on which five people you will invite to dinner and in a well-written paragraph explain why they will make the perfect Thanksgiving guest. Each guest must meet one of the following criteria:

  1. A famous historic figure (dead)
  2. A favorite author (living or dead)
  3. An influential figure today (living)
  4. A character from a favorite book
  5. A good friend

2)   After justifying your guest list write a dialogue for the evening. You can just start with the dialogue; you do not need to set the story up.

3)   Explain if these guests would get along well or not. Would they end up throwing turkey at each other?

12 Nov 2011

Time to Rhyme

Author: jjkanach | Filed under: Uncategorized

Assorted Rhyming Poems

Rhyme Dictionary

22 Oct 2011

Haiku and Tanka

Author: jjkanach | Filed under: Uncategorized

Haiku is a poetic form and a type of poetry from the Japanese culture. Haiku combines form, content, and language in a meaningful, yet compact form. Haiku poets, which you will soon be, write about everyday things. Many themes include nature, feelings, or experiences. Usually they use simple words and grammar. The most common form for Haiku is three short lines. The first line usually contains five (5) syllables, the second line seven (7) syllables, and the third line contains five (5) syllables. Haiku doesn’t rhyme. A Haiku must “paint” a mental image in the reader’s mind. This is the challenge of Haiku – to put the poem’s meaning and imagery in the reader’s mind in ONLY 17 syllables over just three (3) lines of poetry!
The falling flower
I saw drift back to the branch
was a butterfly.

Haiku Site
Tanka is the name of an ancient form of Japanese poetry.Tanka are 31-syllable poems that have been the most popular form of poetry in Japan for at least 1300 years. As a form of poetry, tanka is older than haiku, and tanka poems evoke a moment or mark an occasion with concision and musicality.
During Japan’s Heian period (794-1185 A.D.) it was considered essential for a woman or man of culture to be able to both compose beautiful poetry and to choose the most aesthetically pleasing and appropriate paper, ink, and symbolic attachment—such as a branch, a flower—to go with it.
Tanka were often composed as a kind of finale to every sort of occasion; no experience was quite complete until a tanka had been written about it.
Tanka have changed and evolved over the centuries, but the form of five syllabic units containing 31 syllables has remained the same.Topics have expanded from the traditional expressions of passion and heartache, and styles have changed to include modern language and even colloquialisms.
In Japanese, tanka is often written in one straight line, but in English and other languages, we usually divide the lines into the five syllabic units: 5-7-5-7-7.
Usually, each line consists of one image or idea; unlike English poetry, one does not seek to “wrap” lines in tanka, though in the best tanka the five lines often flow seamlessly into one thought.
English is very different from Japanese, and the first-time writer of English-language tanka may find that his or her tanka are more cumbersome and contain more images than we find in translated Japanese tanka. With practice, though, you will find the form strangely suitable to our relatively nonsyllabic language.
Many writers of English-language tanka use less than 31 syllables to achieve the form in English. American Tanka publishes tanka of five lines that are concise and evocative, are true to the purpose and spirit of tanka, and echo the original Japanese rhythm and structure.

Sample Tanka Poems

20 Oct 2011

Haiku Contest

Author: jjkanach | Filed under: Uncategorized

Scholastic is having a Haiku contest where you can win Dell Computers.

Check it out here.