Poetry Writing Month Kick-off

April is almost here, and with it comes National Poetry Month. 

By the end of the month students will have read, viewed, analyzed and responded to dozens of poems and ultimately will create a chapbook of at least 10 original poems inspired by in-class prompts and out-of-class inspiration.

Poetry is about observing the world around us. During this month we will heighten our skills of observation, listening, and writing to persuade, interpret, reflect, and inspire.

Here is early inspiration for our month-long pursuit of the question: 
Why does poetry matter?

http://tothisdayproject.com/

Updates: Inquiry Projects, Educational Autobiographies, Theme Essays, and "Witham University"

Period 1 & 2:

Inquiry Projects:

Please see updated information under the period 1 & 2 tab.

Final projects are due Wednesday, April 9th

Thanks to all who have already turned in their Educational Autobiography Essays~several of you have been accepted to "Witham University" (see below) on the basis of your stellar work. Those of you who have been "wait listed," please revise to be considered for admission.

Witham University: An idyllic campus set in _______(your ideal location) _______, devoted to nurturing scholars in _______ (your courses of study) _______, while encouraging your passion for _______ (other artistic /athletic /creative /social justice pursuits) _______. We offer numerous scholarships, and proudly support students with opportunities for study abroad, activism, internships, and small learning environments where scholars will thrive. We look forward to your enrollment!

Period 3 & 5:

Education Autobiographies due typed, using MLA format, by Friday, March 28

**ALL Literature Circle work (Illustrated Annotations and Theme partner essays MUST be turned in Friday, March 28 for credit. Please return the Literature Circle book ASAP, and get it checked off by Ms. Witham

Period 6:

Theme Essay final drafts are due Tuesday, with extra credit offered for turning them in on Friday. Your final draft should be typed, using MLA format. Ms. Witham's computers are available at lunch and during class. 

The Key to Success in Life? GRIT

Students will soon embark on an examination of their scholastic history by learning about two key ideas: Grit and Growth Mindset.

Watch this Ted Talk by Angela Lee Duckworth on what separates successful students from those who don’t succeed. It’s not what you might think…

http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit

How Gritty are You?

Inquiry Progress and The Art of Revision

For the week of March 11-15

The Art of Revision: Writer’s Workshop

Ninth grade students will be revisiting their Of Mice and Men essays next week in an effort to evaluate and assess their strengths and weaknesses. Students will go through a revision process with peer review to revise their introduction and one body paragraph. Students will aim to make their essays “sing.” See “The Art of Revision” below for the process we will use.

Inquiry Projects continue…

By now all students should have turned in and received back their inquiry proposals and first weekly report. Students should be FINISHED with one book source by MONDAY, March 10^th.  Students should have their SECOND book source by next week.

Students should complete the “One-Pager,” aka “Illustrated Annotation” by TUESDAY, March 11^th, with the following requirements:

1 Central Image (must capture the theme of what was read)

4 Brainstorms (Each three words or less, capturing big ideas/topics from book)

3 Citations, aka quotes (at least 2 sentences, with page numbers)

2 Questions (Must be open-ended, ideas the book wrestles with)

2 Answers (Cannot be “yes” or “no”)

1 Universal connection (thematic, no judgments)

Remember:

Do a rough plan/draft to make your final the best it can be.

Write neatly or type

Use a lot of color to illustrate your thoughts and ideas clearly.

Write the title and author’s name clearly on the page

Your central image can be digital, hand-drawn, or collaged from magazines. Should illustrate an important metaphor or visual from the reading.

Brainstorms should be important or repeated words/phrases/or concepts,

Citations should support your central image. Use different colors and/or writing styles to individualize them.

Questions and andswers should reflect your Guiding Question(s). Be thoughtful and creative.

The universal connection should reflect the importance of the book and what it meant to you.

DON’T: settle for the bare minimum, use lined paper, leave blank spaces, use pencil

The Art of Revision

“I am telling you what I know—words have music and if you are a musician you will write to hear them.”

― E.L. Doctorow, novelist

“Writing and rewriting are a constant search for what it is one is saying.” — John Updike, novelist

“Until students are able to assess and evaluate the quality of their own work, their writing will not improve.”—Carol Jago, writing-teacher guru

Bravo, you’ve written your first draft. Now, time to make your essay sing…

1. Reread your essay.

2. Start with the “music”: Highlight lines in warm colors (pink/orange) words/phrases/sentences/paragraphs that are “luminous.” These should shine with clarity, ring with musicality, sparkle with specific words, or sound a strong idea/example/interpretation.

3. On the second read, notice what does not “sing” or flow, notice where something is not fully explained for someone who hasn’t read the book, notice where an idea is underdeveloped, notice what sentences/ideas are muddy or awkward, notice where word choice is less than stellar.

4. Highlight in cool colors (blue/green) words/phrases/sentences/paragraphs that are not flowing/singing/[insert your favorite metaphor for strong writing], and that you think you can strengthen, either by yourself or with support.

On your Revision Plan in your Writer’s Notebook:

5. Write down one to five strengths your essay has, using language from the prompt checklist.

6. Write down at least three things you think you can do to strengthen your essay, using language from the prompt checklist.

7. Write down what you would like feedback on from someone else. How can someone else’s feedback help you to improve your work? (ex. “I need help strengthening my vocabulary,” “I need help with organization—what order should my sentences/paragraphs go in?” “I need help summarizing/introducing a quote,” “I need help with grammar and editing.”)

Again, use the language of the prompt checklist.

8. Find someone you believe can give you feedback that will strengthen your essay. Take notes on what they say, ask questions, and then switch roles.

9. Pick two paragraphs to revise. One should be the introduction, one should be a body paragraph. You will need a copy of the book. Consider some ideas for revision:

a. put aside your own first draft entirely and begin again, with new understanding of your ideas, your purpose, and what you want to make luminous;

b. work with your first draft to use existing structure but add more “music,” more “flow”;

c. try a whole new approach to the point you are making, focusing on a new section from the novel to analyze, with fresh quotes;

d. find a fresh approach to the organization—have a “conversation” with the text, where you weave in more than just one quote to really make your ideas shine.