Model--Unscramble--Imitate

Model:

Then she swung the switch five more times and, discovering Little Man had no intention of crying, ordered him up. ~Mildred Taylor, Roll of Thunder, Hear My Cry

Unscramble:

a.  one more time and

b.  walked away

c.  then he checked the crime scene

d.  finding the suspect had been telling the truth

Imitate:

Student Example—

Then he casted out one more time and, figuring out the fish were not biting, jumped off the dock.

Then she checked the homework for the last time and,  discovering it wasn't her name on the paper, ____________.

Writing a Diamante Poem

This poem is easy-breezy, just like Cover Girl. Yep. It's true. It's so easy, there is an App for it! I am totally joking. But I am not joking about it being easy, it is easy.

It has seven lines. There are a specific number of words in each line. The word count goes like this:
1-2-3-4-3-2-1
Yep. For reals.

Step One: Decide if you want to write about topics that are synonyms or topics that are antonyms.

Step Two: Pick two topics.

Step Three: Follow this outline.

Line One: Noun

Line Two: Adjective, Adjective

Line Three: Verb, Verb, Verb

Line Four: Noun, Noun, Noun, Noun

Line Five: Verb, Verb, Verb

Line Six: Adjective, Adjective

Line Seven: Noun

An example, brought to you by yours truly:

school

straight, quiet

sitting, working, walking

desk, smart board, couch, television screen

playing, eating, sleeping

laid-back, loud

home

~TW

What did I tell you? Easy. Breezy. Indeed.

The following link is also quite helpful:
http://www.poetry4kids.com/blog/lessons/how-to-write-a-diamante-poem/

Be creative. Be original. Be YOU.

Bio Poem

http://www.readwritethink.org/files/resources/lesson_images/lesson398/biopoem.pdf

Journal Entry#1: Give students the format, allow them enough time to write their first drafts.
As a class discuss the meaning of each line.  Address line 2, students have been asked to find four adjectives that will describe themselves to their readers. Discourage the use of words like "nice", "sweet", "smart" "good" or "bad" because these are words that "tell", but they do not "show" the reader who the students really are. Start a list of tired, over used adjectives and discourage their use.

Explain the importance of multiple drafts and not just settling for the first draft because they may feel that they can whip out a master piece without much thought.

Students will need to keep up with the outline for all types of poems used in this unit because they will use the outlines again in future units when writing about characters in fictional text or real people in informative text.

Must Haves:
Journal
Binder
Pencil
AR Book

This Is Just to Say by William Carlos Williams

This Is Just to Say by William Carlos Williams

http://www.poets.org/viewmedia.php/prmMID/15535

Who is the poet writing to?
Why did he write this poem?
Does it look more like a poem or a note on a post it?
What kind of note is it?
It is an apology, but what is he sorry for?

Discuss the history/fame of the poem.

Something written so simply, a note, an apology, but not really an apology.

Using this text as a mentor text, write your own note, an apology for something you've done, but you're not really sorry that you did it, but kind of you are, sort of...

Eleven by Sandra Cisneros

by Sandra Cisneros

Journal Entry #4: Write about your most memorable birthday.

First Read:
http://mcgrawlibrary.weebly.com/uploads/1/7/8/4/17841249/eleven_-_sandra_cisneros_-_narrative_example.pdf
Allow students to share journal entries regarding memorable birthdays. I will read "Eleven" by Sandra Cisneros to my students. Brief discussion.

Second Read:
Students will read the text individually. Highlighting any unfamiliar vocabulary, phrases, or figurative language.  Class discussion of unfamiliar terms. Analyze main character's actions. Analyze the teacher's actions. Discuss theme. Discuss figurative language. Highlight writer's use of similes. How does the writer's word choice affect the reader's reaction to the text? Cite textual evidence to how the main character feels about turning eleven.

Third Read:
Partner read the text. Partner A read first paragraph, Partner B responds to text with "I believe this paragraph shows..." Partner B reads the second paragraph, Partner A responds to the text with "I believe this paragraph shows..." continue taking turns until text is read completely.

Assessment: Students will complete multiple choice questions, short answer questions, and a writing assignment based on this text.
http://sandbox.bpe.org/files/MN3Eleven.pdf

Character Evolution Timeline for Rachael

Quote #1: Emotion- Curious
What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you don’t. You open your eyes and everything’s just like yesterday, only it’s today. And you don’t feel eleven at all. You feel like you’re still ten. And you are—underneath the year that
makes you eleven.
Quote #1 Description and Notes





Quote #2: Emotion--Surprised and Confused
“That’s not, I don’t, you’re not . . . Not mine,” I finally say in a little voice that was maybe me when I was four.
Quote #2: Description and Notes






Quote #3: Emotion--Horrified
But when the sick feeling goes away and I open my eyes, the red sweater’s still sitting there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as possible. I even move my chair a little to the right. Not mine, not mine, not mine.
Quote#3: Description and Notes






Quote #4:Emotion-- Hurt
This is when I wish I wasn’t eleven, because all the years inside of me—ten, nine, eight, seven, six, five, four, three, two, and one—are pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like
cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that aren’t even mine.
Quote #4: Description and Notes






Quote#5: Emotion-- Miserable
I put my head down on the desk and bury my face in my stupid clown-sweater arms. My face all hot and spit coming out of my mouth because I can’t stop the little animal noises from coming out of me, until there aren’t any more tears left in my eyes, and it’s just my body shaking like when you have the hiccups and my whole head hurts like when you drink milk too fast.
Quote #5: Description and Notes






Quote #6: Emotion-- Withdrawn
I’m eleven today. I’m eleven, ten, nine, eight, seven, six, five, four, three, two, and one, but I wish I was one hundred and two. I wish I was anything but eleven, because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tiny-tiny you have to close your eyes to see it.
Quote #6: Description and Notes



Creating Imagery:

If Rachael were an object she would be a ________________ because                ________________________________________________________________________________.


If Rachel were a song she would be_________________________ because__________________________________________________________________________.


If Rachael were an emotion she would be_________________because_______________________________________________________.


If Rachael were an animal she would be a/an ___________________ because ________________________________________________________________________________.

The Important Book Lesson

I will read The Important Book to my students. We will discuss the repetitive style of the passages in the book. We will examine the way each topic is discussed in the book. We will do "Spoon" together.
Topic: Spoon
Main Idea/Topic Sentence: The important thing about a spoon is that you eat with it.
Supporting Detail: It's like a little shovel,
Supporting Detail: You hold it in your hand,
Supporting Detail: You can put it in your mouth,
Supporting Detail: It isn't flat,
Supporting Detail: It's hollow,
Supporting Detail: And it spoons things up.
Concluding Statement: But the important thing about a spoon is that you eat with it.

Discuss how the writer uses descriptive, vivid details.

Ask for student volunteers to read different passages.
Have students identify the main idea and supporting details in each passage.

As a whole class the students will brainstorm important qualities of a good teacher.
The students will decide on the main idea or most important quality, then come up with the supporting details, and restating the main idea in the concluding statement.

The students will then conduct interviews with partners, and then write an important book passage for their partner on The Important Book sentence frame.

Name #: _______________________________________ Date: __________ 

“The Important Thing” Sentence Frames

Directions: Use these sentence frames to create you “Important Thing” passage about a classmate. Be sure to include details about your partner to really sell the point of your  partner being important. 

The Important Thing About ____________________ 

By: _______________________________________ 

The important thing about _______________________ is ___________________.

It is true that _____________________________ and _________________________ and ___________________________________________.

It _______________________, ________________________, and ______________. The ____________ also _________________________________________________. It ______________________ and ____________________.

But the important thing about _____________________ is __________________. 

Here is a teacher example:

The Important Thing About Ms. Willis by Tracei Willis

The important thing about Ms. Willis is that she is someone different to everyone she meets.

She is a mother who provides for her family.

She goes on trips with daughters, she laughs and cries with them as well...

She is a daughter who goes home to check on her parents.

She sits and listens to her mama, and she cleans up her daddy's room.

She worries about her parents and prays for their safety and well being.

She talks to her sister at 6:00pm M-F and listens to her silly nephew chatter away on the phone.

She misses her brother every day and in every way...

She thinks, worries, and dreams about her students--

the ones from the past, the present, and the future.

She wants nothing but the best for them and hopes they will walk away from her class with a renewed view on reading and writing.

But the important thing about Ms. Willis is that she is someone different to everyone she meets.

 

Next, students will write an important book passage about themselves in their journals, which will be journal entry #3.

I Am the One Poem

Journal Entry #2: "I am the one..."                                                 

In your journal, describe yourself starting with the phrase, "I am the one..."

For example:

I am the one who sets the table for dinner. 

or

 I am the one who makes everyone laugh.

or

I am the one who remembers every one's birthday.

Continue to describe your importance in your family, school, church, community, sports team, etc. in this manner. Initially, this may feel as if you are just writing random things that you do, but in the end this piece of writing should show your reader that you are a well rounded, much needed member of your world. Fill at least one full page in your journal with things that you do. It may help to start off by thinking of the things you do for your family members. What would go undone in your household if you were abducted by aliens from outer space...(they just want to chat and visit with you for a day), would the dishes get washed? Would the dog get walked? Would your baby brother get teased? Think: What would go undone if I wasn't around? Then write it down. This is a list poem, end your list by telling the reader your name.

I am the one who says, "Good Morning, dear one."

I am the one who thinks you are a reader, a writer, a critical thinker.

I am the one who lifts you up when you are down.

I am the one who makes you ask nicely.

I am the one who says, "Hold on to your britches!"

I am the one who gets excited about science fiction books.

I am the one who loves Doctor Who.

I am the one who wants to show you that language really is cool.

I am the one who says, "Just write...don't worry about the rules...for now the only thing that matters is that you get your thoughts on the paper."

I am the one who reads your journal.

I am the one who knows your writing will get better, draft after draft...

I am your language teacher.

I am Ms. Willis

Your turn!

"Hairs" by Sandra Cisneros

"Hairs" by Sandra Cisneros

This passage is an excerpt from The House on Mango Street by Sandra Cisneros.
We will use "Hairs" as a mentor text for this assignment.
 A mentor text is a published piece of writing a teacher uses during a writing to either a.) teach a writing skill or to b.) motivate the students to want to write something similar.
Essential Questions:How does a writer's style and craft contribute to the development of the theme?
How can your own real experiences help you to develop a narrative text?

"Hairs" by Sandra Cisneros

        Everybody in our family has different hair. My Papa's hair is like a broom, all up in the air. And me, my hair is lazy. It never obeys barrettes or bands. Carlos' hair is thick and straight. He doesn't need to comb it. Nenny's hair is slippery--slides out of your hand. And Kiki, who is the youngest, has hair like fur.
       But my mother's hair, my mother's hair, like little rosettes, like little candy circles all curly and pretty because she pinned it in pincurls all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and Papa snoring. The snoring, the rain, and Mama's hair that smells like bread.



1st Reading- Teacher reads. Examine tone and purpose. How does the author feel about the hair of her family members? What evidence does the text give to support your claim about how the author feels?

2nd Reading-Partners read. Examine the author's craft. What kind of sentences? What kind of figurative language? How does the sentence structure and figurative language affect you as a reader? How might changing the sentence structure, wording, etc. make a difference in the way the passage is read?

3rd Reading- Individual reads. Using this passage as a mentor text, in your journal describe the hair of your family members. Focus on the hair of one family member in particular and highlight that family member in your second paragraph.

“Hairs” by Sandra Cisneros

Text Analysis Questions: Read to Write

Directions: Answer the text analysis questions on your copy of the mentor text.

• What type of figurative language does Cisneros use to explain her father's hair?
• What type of figurative language does she use to explain her hair in lines 3 and 4?
• Examine the parts of speech found in line five and line seven. What kinds of verbs does she use?
• Examine the text for descriptive words. How do those words affect the text?
• How does Cisneros's sentences differ from other sentences you may have seen in a textbook or in the novel you are currently reading?
• Pick a sentence from the text, one that you enjoyed reading—what did you like best about it?
• Take the sentence that you picked and take away everything that you enjoyed about it. Turn it into a factory sentence. Place the subject first, then the predicate—strip it of all of its goodness. Compare the stripped sentence to the original. Insert it back into the text. Does it make a difference to the meaning of the text? Positive or negative difference?
• How many sentences are in the second paragraph?
• How many words are in the first sentence?
• Who is the second paragraph about?
• Why do you think so much emphasis is placed on her mother in the second paragraph?
• Examine the words she using to describe her mother's hair. Thinking about your five senses, how many are stimulated in the second paragraph?
  
  

Highlighter code for text:

Similes=Pink

Metaphors=Green

Personification=Blue

Linking Verbs/Subject Complements=Yellow

Homework:

Re-read "Hair" by Sandra Cisneros. Think about the hair of your family members. How would you use figurative language to describe their hair? You may use photographs of family members that are far away. You may talk to them about what their hair looked like in their younger days before it was grey. Use at least four family members: grandparents, aunts, uncles, cousins, brothers, sisters, parents, and step-parents--all are fine to use. Think of "Hair" as your mentor text, think about the way Sandra Cisneros makes every one's hair come to life in her text. You do not have to use your family's hair, if you are ready to take a risk and step out in your writing--then use a different family feature, like your family's feet, elbows, or eyes. It is your piece, you are just using "Hair" as a model or mentor text--use your imagination and be creative!   

1st Drafts: After writing your first draft, look closely at Sandra Cisneros's original text. Does your draft mirror her style and craft? Do you have two paragraphs? Did you make use of a similes, personification, and predicate adjectives? Does your second paragraph place emphasis on one particular family member? Read your piece aloud to a friend, make note of any questions your listener asked, was your piece clear and understandable? Make revisions based on the feedback you received and give yourself time to think about your writing and make changes toward writing your second draft.

    "Not-so Natural Hair" by Tracei Willis (First Draft)

    Not everyone in my family has natural hair. My mama's hair is auburn, not like the tiger, but like the box. (Clairol.) Meme's hair has OCD, it always seeks perfection in every way. My daddy's hair is like a fancy chef's accident...a massive spill of salt and pepper. My hair is short and curly and more like Daddy's year after year. And Alexys, who is the fanciest, has hair like a movie star. It's not exactly hers, but she paid for it.
     But Maya's hair, y'all, Maya's hair, like metal springs that go booiiinnng, booiinnng...like Tigger's tail, tight little twisted curly-q's, pointing in every directions, with splashes of acrylic paint from when she rubs her hand through her hair when she's painting, Maya's hair that is flattened on one side from watching a Glee marathon, Maya's hair with white floured hand prints from making pizza dough, Maya's hair that smells like sun, sweat, and grass from being out on the band field afterschool...My Maya's hair, all over and everywhere, will be all over and everywhere, except here when she goes off to college next year.

"Not-So Natural Hair" by Tracei Willis

      Not everyone in my family has natural hair. My Mama's hair is Auburn, not like UA, all orange and blue, more like Clairol, all flaming red, like a head of fire. Meme's hair has OCD, always seeking perfection, never a strand out of place. Alexys's hair is fancy like a movie star-- bought and paid for, blown out and sewn in.  Bob's hair is big and fluffy like a pillow pet, until it is braided into straight rows like the parallel lines in Walmart's parking lot. My Daddy's hair is like the salt and pepper shaker behind the counter at Subway, sprinkles of black and white and grey. My hair has been long and straight like Meme's, a flaming ball of fire like Mama's, big and fluffy like Bob's, dreaded like Mr. Marley's, but now it's just short, curly, black and grey, and mostly like Daddy's.

     But Maya's hair--y'all Maya's hair, is all over and everywhere, like metal springs coiled up and ready to pounce, hair that goes boiiinnng, boiinnng like Tigger's tail--tight, twisted curly-q's pointing in every conceivable direction, hair with splashes of acrylic paint when the canvas calls her name, hair with floured hand prints from rolling out dough,  hair flattened on one side from watching marathons of Doctor Who, SuperNatural and Glee, hair that smells like sun, sweat, and adrenaline throughout marching season. My Maya's hair--all over and everywhere, will be all over and everywhere, except here, when she goes off to college next year.

Exit Question:

What are the benefits of imitating the style and craft of accomplished writers?

Childhood Memories

"The Book of Memory" ~Paul Auster

 

"The Book of Memory" is an excerpt from Paul Auster's book The Invention of Solitude. In this passage, Auster revisits moments from his early childhood. We will read this passage three times, each time for a set purpose.

Reading #1: I will read the passage aloud. What feelings does the passage evoke? What tone is used throughout the passage? Does the tone change at points throughout? What is the author's purpose?

Reading #2: Read passage to self. Highlight words and phrase that are unclear or unfamiliar. Discuss possible meanings for words and phrases with a partner, then in small groups, then as a whole class. Clear up misconceptions.

Reading #3: Read with partner. Partner 1 reads a paragraph, Partner 2 makes an "I think..." statement about what was read. Switch back and forth until passage is complete.

Mini-lesson on pronouns.

Discuss possible reasons why the writer chose to write about himself in 3rd person.

Writing Assignment: Journal Entry- What stands out as prominent memories from your childhood? Write a full page on the topic. Using "The Book of Memories" as a mentor text, compose your memories in the way that Auster composed his memories.

  "Memories and Such" by Tracei Willis 

I remember thinking Marsha, Greg, Bobby, and Cindy all watched a TV show about my life.

I remember searching my Papa's sport coat for hidden Slim Jim's.

I remember riding on the back of my Uncle Paul's motorcycle.

I remember the red, blistered marks on my thigh from leaning against the exhaust pipe of his motorcycle.

I remember sticky, sweet Cream of Wheat topped with creamy butter, sweet milk, brown sugar, and crunchy wheat germ, it was more like dessert than breakfast...