CW Daily Activities

Week of 6/12

6/19: Read and write poems about food (Food Poems).
6/13: Complete your final self-evaluation (CWFinal) in E102. Share the self-eval, the example papers and your journal (Journal#6) before the end of the period.
6/12: Complete senior final self-evaluation (CWFinal). Review early exams. Review returned short stories rubrics. Read “Where I’m From” (*WhereI’mFrom) and write a Where-I’m-From poem. Group hug.

Week of 6/5

6/8: Share early exams. If weather permits, go outside to the cross country trail and write poems (NatureWriting).  If you are tardy, go to Commons and write a poem (NatureWritingTardies). If the weather does not permit, read “Where I’m From” (*WhereI’mFrom) and write a Where-I’m-From poem.
6/7: Short stories shared? Review final exam assignment (CWFinal), due dates and criteria. Review the Greater Romantic Lyric (Naturepoems), traditional (5JapanesePoems) and untraditional haikus (Assorted Haikus)  Write romantic lyrics, haikus, low-kus or extended haikus (Haikus).  CWHaikuActivity.
6/6: Review Short Story Proofreading Ideas (SSProofreadingIdeas) and share in proofreading groups of five or six people who not the same people you shared with yesterday. Start with different papers so everyone receives a few thorough readings.
6/5: Revise your short story by improving the mix of Description, Action, Dialogue and Interior Monologue mix where appropriate, incorporating the feedback from Friday’s revision groups and using my suggestions on Print five copies for tomorrow’s proofreading groups.

Week of 5/29

6/2: Review Short Story Revision Ideas (SSRevision Ideas).  Share short stories in groups of three or four.  Look at three areas identified by the author in addition to the beginning, the MDQ, the complications and rising action, the climax, the resolution and the emotional arc.  Look at the DADI mix.
6/1: Review the Short Story Rubric (CW SS Rubric), the line of the story (LIneof Story), MDQ and DADI (ElemntsofStry). Workshop RD & ED’s short stories.
5/31: Look at “Just Desserts” (Just Desserts2) to see how complications and rising action (LIneof Story) make a story more complete and satisfying.  (ElemntsofStry). Read “Just a Man” and look at how the main character changes from beginning to end (the narrative arc and the emotional arc) and how the author shows that change. Read “Pools of Green” as an example of convincing details and a subtle change or realization. Revise stories on laptops. Remember to submit your stories to
5/30: Review Final Self-Evaluation Assignment and due dates (CWFinal). Review returned journals. Review the line of the story (LIneof Story), MDQ and DADI (ElemntsofStry) and write your short story in on Chromebooks (or in the Writing Center) as if you were the first reader. Two workshop volunteers for Thursday?

Week of 5/22

5/26: Read “Orientation,” and “How Could a Mother?“.  (“Like Totally” (LikeTotally) and The Visit.doc  and “Adams” are other examples.)  Looked at characteristics of a story told in second person story and/or a story beginning with a distinctive voice.  Began a second person story.
5/25: Read “Passing Time with the Master” (PssngTmewMstr) and look at the effect of third person and first person.  Read the “Biscuit has Been Buttered” (BiscuitHsBnButtered) and look at Boo Boo stories and stories that begin from a character.  Also collect form ideas and techniques.  Other Boo Boo story: The Windshield is Melting; The Sun is a Rose (The windshield is melting2).
5/24: Look at how dialogue is used to convey setting, character and conflict in “A Perfect Day for Bananafish.”  Look at how a real conversation can be launched into a story by asking, “What if?” in “Mikey’s Not Home.” (Mikey’s Not Home).  Collect conversations for story starts.  Make a list of 10 story ideas, pick one and begin a draft.
5/23: Read “In the Current” (In the Current) & “Passing Time” (Passing Time).  Write a story in that form.
5/22: Review the returned feature article rubrics (RvwdwFA). After reading “Reunion” and “Settled,” write a story that includes at least three of the following: a parent and child as two of the characters; at least one scene in a restaurant; a variation on either, “I wished that we could be photographed” or “I want to get a rise out of this chap;” a circular shape.  Another “Reunion” story: (Raising a Little Chap.)

Week of 5/15

5/18 All feature articles shared?  Look at the story guidelines; limit to two hours, one scene, one POV and two or three characters (ShapingTheShortStory).  Read “Thank You_ Ma_am” and “Nice Pants” (Nice Pants).  Look at guidelines, story ideas (and What if?), form ideas and techniques. Begin a list of story ideas.
5/16: Review journal comments and feature article comments. Review the Feature Article Rubric (FARubric) and proofread feature article in groups of six.  Generate a list of story elements.  Review short story assignment (SSAssignment2). Write a story from a postcard (Postcard Story).  Read “Von Trapped” (Von Trapped). Share drafts.

Week of 5/8

5/12: Write group poems (Exquisite Corpse.doc) that rely on the “mystique of accident” to reveal the “unconscious reality in the personality of the group.”
5/11: Go to A102, review the Feature Article Rubric (FARubric), revise your feature article (SharingFADrafts) and workshop your feature articles in groups of three or four (FAWorkshopGuidelines).
5/10: Share typed feature articles drafts. Review workshop guidelines (FAWorkshopGuidelines) and the Feature Article Rubric (FARubric).  Workshop JN & TP’s feature articles.
5/8: Draft and revise feature articles in A102. Mix descriptions and actions into the dialogue to create a multi-sensory experience (checklist-for-interview-descriptions). Hand in journals!

Week of 5/1

5/5: Review the Feature Article Rubric (FARubric) apply it to “The Innate Transition” (The Innate Transition) and “Feeling Like April” (Feeling Like April). Look at tone, quote/summary ratio, as well as form ideas and techniques. Watch another sample interview and write descriptions(checklist-for-interview-descriptions). Hand in journals.
5/4: Write poems from a variety of prompts (borrowedTextBirdbath+) and models (Abecedarium, Pantoums).
5/3: Talk about planning an interview, brainstorming questions (Questions for April) and bringing a tape recorder.  Watch a sample interview, write descriptions and talk about the characteristics of an effective interview.   Look at pieces of an interview transcribed and the final feature article, “You Have to Love It” (No Heroes – JP).
5/2: Read “Neither New Nor Improved,” and “What’s 50, Curvy and Full of Air?” and looked at quote/summary ratio, tone (Tone Continuum) and differences in style between the New York Times and Sports Illustrated. (And The Wall Street Journal.) Write a paragraph description of a classmate. Read “Life as a Blockhead” and look at form ideas and techniques including when the writer should appear in the article and when they should not.
5/1: Review returned poems (PoetryRvsnIdeas). Share three experiences, interests or accomplishments you might be interviewed about. Read “Sometimes You Just Have to Suck It Up” and “Ecce Magistra” and look at quote/summary ratio.  Also look for article ideas, form ideas and techniques.

Week of 4/24

4/27: Share Feature article ideas. Read “Fifteen” and “The Believers.” Generate a list of reusable content ideas, form ideas and techniques.
4/25: Read “Silk Chute Wedding” (SilkChuteWddng), “The Running Artist” (RunningArtist) and “Is Graffiti Art?” (GrafittiArt) in groups of three and identify the characteristics of the feature article genre by generating a list of reusable content ideas, form ideas and techniques (FAIntrosinSmllGrps).  Review the Feature Article Assignment (FAAssignment).
4/24: Finish workshopping poems in groups of four using the Bosselaar Cards (Bosselaar Terms). Share overall observations: patterns, strengths and challenges. Plan revisions to make tonight.

Week of 4/17

4/21: Workshop AL & GC’s poems using the Bosselaar Cards (Bosselaar Terms).
4/20: Show the typed poem drafts.  Look at lineation (Lineation) and the different ways to break the lines and vary the layout in your poems. Workshop NR’s poem using the Bosselaar Cards (Bosselaar Terms).
4/19: Attend the Poetry Day in the Learning Commons. Read a poem?
4/17: Read, write and share odes (OdeAssignment2) or “I’ve never seen…” poems (buttercow2). Two (Or four?) volunteers to workshop poems?

Week of 4/3

4/6: Review the returned Quarter 1 Self-Evaluations and Suggestions (MdtrmFdbk-Sggstns). Assemble the lines in a “Sensory Details Poem” and read other poems using rich sensory detail (SensoryDetailPoems).  Write one of your own.
4/5: Review Tom Lux’s ideas about the music of poetry.  Read “It’s algebra,” (Sound Poems Exercise).  Write and share poems that make “sound” sense without necessarily making idea sense.  Read sound poems (The Radio Animals) and poems that use silence (ThePause).
4/4: Type up, organize and share your first quarter self-assessment in E202.  Follow the scoring guidelines (CWMidterm). Complete self-assessments with example papers and journals due by midnight tonight.
4/3: Review Self-Evaluation requirements for the journal assessment and Overall assessment (CWMidterm). Review returned position paper rubrics and feedback (RevwdPP). Look at Status Markers and Code Switching (CodeSwtchng_StsMrkrs). Read “Homestead Park” (HomesteadPrkPoems), look for reusable poem ideas, form ideas and techniques. Write your own poem using some of them.

Week of 3/27

3/30: Review Self-Evaluation requirements for the Course Evaluation (CWMidterm). Review the three poem shapes: circular (RbtWnnr:Round), incremental (LvesofGrss, Blue Cardigan, 1969) and dialectical poems  (MissAnything, TacoBell, KING OF THE RIVER A C or a K)  Write dialectical poems. Share circular, incremental and dialectical poems.
3/29: Share position paper googledocs by 2:07 today. Review the Quarter 1 self-evaluation (CWMidterm) looking at the goals’ assessment. Look at poem shapes (PoemShapes).  Read circular (RbtWnnr:Round), incremental (LvesofGrss) and dialectical poems  (MissAnything, TacoBell)  Write and share circular, incremental and dialectical poems.
3/28: Look at revision and editing ideas in “Pondering the Plain Positives” (PositiveCitations).  Proofread position papers in groups of four. Pay closer attention to sentences.
3/27: Review the Quarter 1 self-evaluation (CWMidterm) looking at the goals’ assessment. Review the format for in-text citations (Naming Sources in the Text) and the Works Cited as in the Writing Tools (Barlow Writing Tools) or Revise papers in E102 incorporating feedback from the workshop, your revision group and my Grademark comments.

Week of 3/20

3/24: Share your position paper with a classmate and ask for feedback on these areas as well as feedback on your research base (What expert(s) could I find or consult to improve the weight of my argument? What statistics or testimony could improve the depth or breadth of my support?).
3/23: Review the Quarter 1 self-evaluation (CWMidterm). Show position paper drafts. Show position paper drafts. Review the Workshop Guidelines (PPWorkshopGuidelines). Workshop CD and LO’s position papers.
3/21: Show NL’s journal comments & AL’s self-assignments. Discuss audience and ownership. Two volunteers for workshopping PPs on Thursday? Return to (WtgInsideOut) and look at introductions and conclusions. Think about the purpose and audience of your position paper. What kind of introduction (How do I pull my reader in?) and conclusion (What do I want my reader to do after reading?) will achieve that purpose for my audience? Think about the purpose and audience of “All Work and No Play” (all-work-no-play) and note how the research informs and fleshes out the argument. Read “What Do the Scary Clowns Want?” (what-do-the-scary-clowns-want) and note how the (well-researched) historical context informs and fleshes out the essay.

Week of 3/13

3/17:  Read “Bosnia Tune,” “The Colonel,” “Belly Button Patrol” (PPPoems), and “The End and the Beginning” (EndandtheBeginning). Write position paper poems. Look at templates for organizing position papers (WtgInsideOut) and see how they apply to TheProofisintheSnuggie and to your position paper arguments and drafts
3/16: Review returned journals. Share strategies for organizing an electronic journal, including evidence of revision, including comments and creating extra entries. Check position paper draft progress. Review Purpose, Audience, Form and Voice and see how they apply to position papers (File Sharing – JMDitchInternet, ) looking at audience, purpose and research. Share your tentative position paper topic and audience. Look to fine tune the audience.
3/13: Share ideas from instant drafts. Look at “Good Riddance to Halloween” and write a position paper draft in E102. Hand in journals. 

Week of 3/6

3/9: Read the change-of-perspective position papers in groups of three or four (ChangePPsinSmllGrps):”I Am Not a Camera,” (NotaCamera), and “Give Thanks for Meat” (Give Thanks for Meat) and”The Blueberry Story”(BluebrryStry). Look at form and techniques.  Note how carefully the author analyzed the issue (cameras in the courtroom, the ethics of eating meat, how to improve schools) by showing his conversion.  Use that as a model for examining your own issue.  Treat your issue as important enough to require this degree of self-reflection and important enough to be right to the best of your ability. Make a list of change-of-perspective position paper ideas.   Pick one and begin writing a draft.  Class Notes: 
3/8: Review the Position Paper  (PsitnPprAssign). Read and write curse poems (Write a Curse).
3/7: Review returned personal essays (PESkills). Look at our intuitive knowledge of grammar through adjective order and sentence construction activities (SentenceExercises). Revise your personal essay at the sentence level and for concision. See if you can cut your essay by 15-20% by revising sentences and cutting repetitions or extra words.
3/6: Read “The Road to Creaseless Glory” (Popped) & “What Can a Flawed Test Tell Us, Anyway?” (FlawedTest) and note the range of position papers.   Look for reusable position paper ideas, form ideas and techniques.  Read “Don’t Fear the Digital,” (Don’tFearDigital) and look at the use of analogy and a cost/benefits analysis.

Week of 2/27

3/3: Generate a list of the differences between a position paper and a personal essay (PPsinSmllGrpsa) and identify the criteria of a position paper by reading “Spring Ahead: Fall Apart”  (SpringAhead2), “Jay Gatsby, Dreamer, Criminal, Jazz Age Rogue, Is a Man for Our Times”  & “AClowns: Please, Oh Dear God, Leave Me Alone” (Clowns).  Look at mix of research and analysis and at reusable position paper ideas, form ideas and techniques.  Brainstorm a list of position paper ideas.  Eliminate the tired topics.
3/2: Share your personal essay. Look at different types of metaphor.  Read “Rite of Passage,” and “Thesaurus.”  Write poems or descriptions using different types of metaphor.  Read “Facing It” and “You and I are disappearing” and look at stacked metaphors (Types of Metaphor).
3/1: Look at “A Brief History of Punctuation” (BriefHistryofPncttn) and “Punctuation Usage and Examples” (Punctuation_Definitions) as an introduction to editing our personal essays.  Look briefly at “Rules and Guidelines for Clear and Accurate Writing” (R&GforWrtng), in particular at LIES as a pneumatic device for remembering comma rules.  Proofread personal essays in groups of four.
2/27: Pick you own revision group of three people. Share essays following the guidelines of Thursday’s workshop (EarlyConfrnce). Personal Essay Final Draft Due: Wednesday, 3/2.

Week of 2/22

2/24: Reminder about mid-quarter self-assessments. Revise personal essays for beginning, middle and end, paragraphs, sentences and word choice (RevisionWorkshop). Revise your personal essay in E102 incorporating the GradeMark feedback, the lateral and linear revision ideas and any ideas from Monday’s workshop.
2/23: Review mid-quarter self-assessment example (CWMidQSEvalEx). Review the Workshop Guidelines (PEWorkshopGuidelines). Workshop AL & GC’s personal essays.
2/22: Two volunteers for workshopping personal essays? Review Grademark comments. Continue revising using lateral revision strategies: self-conference, moment/scene or dialogue and change of form (RevisionWorkshop. Begin linear revision by looking at beginning, middle and end.

Week of 2/13

2/17: Review returned journals (RvwdwJrnl). Show typed personal essay drafts. Review the writing process and begin revising using lateral revision strategies: self conference, moment/scene or dialogue and change of form (RevisionWorkshopClass Notes: 
2/15: Type up a new personal essay draft in E102. You have three choices: 1) write about an idea of your own; 2) Use the significant object prompt introduced yesterday (begin with a description of an object associated with an influential person, move to the person and finally to a scene that includes the narrator and shows the influence (grannys-radio)’ or 3) read “Salvation,” look at the use of litany, one-sentences paragraphs and the sensory details, and write about a time you lost or found faith.
2/14: Look at tone/attitude, (Tone Continuum) in particular tones along the continuum from earnest to sincere to ironic to sarcastic to cynical.  Read “The Ruin of Me” (The Ruin of Me) and “Stupid and Stupider” (Stupid and Stupider).  Choose one of your personal essay starts and begin a draft with a different tone.
2/13: Review journal dues date (Journal#1), Personal Essay Assignment (peassign) and goals. Look for clarity and variety (skill, product, process, mechanical or attitude goals). Look at Nicholson Baker Descriptions (ExcrptsBxofMatches-NBaker) and rituals (rituals).  Read and write our own rituals or process descriptions.

Week of 2/6

2/10: Type up a new personal essay draft in E202. You have three choices: 1) write about an idea of your own; 2) Use the significant object prompt introduced yesterday (begin with a description of an object associated with an influential person, move to the person and finally to a scene that includes the narrator and shows the influence (grannys-radio)’ or 3) read “Salvation,” look at the use of litany, one-sentences paragraphs and the sensory details, and write about a time you lost or found faith.
2/8: Read, write and share litanies (Litanies).  If time allows read, write and share one-sentence poems (One-SentencePoems).
2/6: Review returned writing samples (WSSkills). Share the most important lines from “That Crucial First Draft” (ThatCrucialFirstDraft). Read “Greatest Challenge” (FindingWaldo) looking for reusable ideas that avoid the cliché topic or cliché perspective, form ideas or techniques. Read “Granny’s Radio” (grannys-radio) as an example of an essay that begins with a description of an object associated with an influential person, moves to the person and finally to a scene that includes the narrator and shows the influence.

Week of 1/30

2/3: Read “A New Perspective” (A New Perspective) and write an essay about an issue now seen from a different perspective.  Also borrow form ideas (90% in old perspective) and techniques (repetition, sensory details. etc.). Another change of perspective essay: “Off the Road” (Off the Road).
2/2: Read “The Crane” (The Crane) and “Life at Home and Abroad” (Life Abroad). Look for reusable ideas, form ideas or techniques. Add five ideas to your personal essay idea list.
2/1: Review time management and writing process strategies for timed writes. Read “The Philosopher”  and “Chasing the Night”  (ChasingTheNight) and look for reusable ideas, form ideas or techniques.  Begin a personal essay draft using ideas from each column.
1/31: Work on your writing sample (TmdWrtgPEChoices).
1/30: Look at a few sensory descriptions. Read  “My Physics Teacher” and “This is just to say“ (My PT-This is-MyTrig). Look at poem ideas, form ideas and techniques.  Write a poem using one or more of those ideas and techniques

Week of 1/24

1/26: Finish Journal Introduction. Look at the qualities of good writing and the JBHS Writing Rubric (Diagnostic).  Review the writing process (The Writing Process) and make a list of ten ideas for a personal essay.
1/25:  Share names, reasons for being here, and goals for course.  Overview of the course (CW OverviewClassProcedures).  Review the expectations for the Journal (Journal).