Per. 5/6 Final Exam Study Guide

1. Literary Terms (know defintions--see last post)

2. Essay terms (hook, intro, thesis, body, conclusion, topic sentence)

3. You will be reading and responding to one story and one essay.

The Art of Writing Final Study Guide

1. Know the structure and terms for the hero's journey.

2. Know the literary terms to apply to a story!

3. Know the screenwriting style terms (V.O, O.S., etc).

For Final Exam

Literary Terms—Exam Prep

Read the definitions carefully and find examples in the story of each term.

1) The SETTING is the time and place of a story. What is the time and place of the story?

2) A THEME is the general meaning or message in a piece of writing. Themes can be things like forbidden love, family relationships, growing up/coming of age, finding one’s identity, etc. What do you think the themes are in this story?

3) PLOT is the story line in a piece of writing. What is the general story line or plot of the story? Write a summary of the plot. Use the plot line chart to describe the general story line.

4) SYMBOLS are when one thing (like a heart) stands for something greater or more abstract (like love). Other examples are books symbolizing knowledge or doves symbolizing peace. What are some symbols in this story?

5) The PROTAGONIST is the hero or heroine in the story and the ANTAGONIST is the enemy or the villain. Who is the protagonist? Who is the antagonist in this story?

6) The TONE of the story is the attitude on the part of a character, narrator or author, usually via word choice and acts as the “voice” of the story. Is the attitude formal, informal, businesslike, explanatory, descriptive, demanding, conversational, sarcastic, witty, or something else?

7) MOOD is the feeling or atmosphere in a story. Is the mood romantic, dark, scary, serious, joyful, light-hearted, mysterious, humorous, or something else?

8) FORESHADOWING is a hint or clue to something that comes later in the story. Usually it is something suspenseful or challenging. Give one example of foreshadowing in the story.

9) DICTION is the style of language or words in the story. Is it formal English or everyday English? Is there slang or use of another language? Is it easy to understand or full of difficult words?

10) The CLIMAX of the story is the highest point of action before the action begins to dip down. What is the climax of the story?

11) The RESOLUTION is the final point of the story where the conflict is resolved or the story is concluded (ended). What happens at the end of the story? Are any problems solved? Does it end happily?

Example of a Literary Response Paper Per. 5/6

Here's an example of a literary response essay!

http://www.greatsource.com/iwrite/pdf/259_260.pdf

For the body of your essay talk about Art's relationship with his mother or father.

One paragraph could be about his relationship with mom/dad when he was young.

Then the next paragraph could be about his relationship with mom/dad when he was older and how this changed him or caused his to grow or to learn more about life.

Include quotes in your paragraphs and explain your quotes. Make sure you have the page number in paratheses after the quote!

"My mother was the most important person in my life..." (5). Art thinks this because....

Journal--Art's Family Relationships 5/26 Per. 5/6

Journal—Art’s family relationships

Write about Art’s relationship with his mother. What do you think about this relationship?
Write about Art’s relationship with his father. What do you think about this relationship?
How does Art’s relationship change with his father by the end of the book!

Literary Response Essay 5/26 Per. 5/6

Literary Response Essay
Procedures and Reminders

A Literary Response is very similar to a persuasive essay. You will be demonstrating your understanding of a major theme in the novel and have accurate interpretations and clear ideas about this theme.

Prompt: In this essay, you will discuss one of the novel’s themes that “family relationships are important in our lives” by choosing to write about one of the following; Art’s relationship with his mom or with his dad and what lessons he learns from this relationship.

Format Guidelines:
I. Intro:
A. Hook: Start with an interesting opening that “hooks” your audience in (anecdotes, quotes, profound statements, and thought provoking questions work well).
B. Quick Review: This should be a one to two sentence introduction of the book including the title (see the example below), author, and the theme or Art’s relationship with his mom or dad.

Sample Intro: In S.E. Hinton’s novel The Outsiders, the main character Ponyboy, involved in his friend group called the Greasers, struggles to get along with the Socs.

C. Thesis: This is your answer (opinion statement) to the prompt with your reasons why- these reasons will then become your topic sentences for your body paragraphs.

Sample Thesis: While there are many themes that Hinton addresses in the novel, the most apparent one is that gang violence is futile because the main conflict surrounds this theme, tragedy occurs as a result, and the characters learn important lessons.

II. Body paragraphs:
A. Topic Sentence: This is your 1st, 2nd, or 3rd reason stated in your thesis.

Sample Topic Sentence for the Body Paragraphs: First of all, the basic situation and conflict introduce this important theme of gangs and violence.

(Note- notice the transition to start the paragraph!)

B. Two-Three Paragraphs: This is made up of two parts.
1. Concrete Details (CD)/Quotation from the book: This is your evidence that should be either paraphrased or directly quoted from the story you are analyzing.

For example, after Ponyboy runs away from his brother Darry and scurries out of the house, he calls out to Johnny, “Come on. We have to leave now” (34).

(Note- the punctuation should go after the last parenthesis just like this example!)
2. Commentary (COMM): This explains how your concrete details or quotes support your topic sentence. You should have at least double the amount of commentary as concrete detail. One sentence of Concrete Detail should have two sentences of commentary or more.
COMM Tip: Some helpful sentence starters you can use for your commentary include but are not limited to:
-This event in the novel shows/proves/explains…
-Because of this…
-One can see from this…
-This is interesting/fascinating/disturbing because…
-The author includes this in the story to show…

For example, after Ponyboy runs away from his brother Darry and scurries out of the house, he calls out to Johnny, “Come on. We have to leave now” (34). This shows that Ponyboy is worried….


C. Concluding Sentence: This should wrap-up your body paragraph by re-wording the topic of the paragraph in a fresh way.
Conclusion:
A. Thesis re-worded in a fresh way.
B. Closing thoughts: (at least 2 sentences!) Make interesting points to leave the audience with a strong final feeling about your topic (anecdotes, quotes, profound statements, and thought provoking questions work well here.

Literature Response Tips for Success:

· Use this outline carefully to make sure your essay has everything it needs to be a success!

· Don’t use first person personal pronouns like I, we, you, or me or second person pronouns like you, yours, and your. The focus should be on the literature, not on yourself or the reader.

· Avoid filler phrases like “Well…” or “I think that….” or “I believe…”; just get straight to the point of what you are saying. We know you think what you write because you are the author!

· Use present tense verbs because fiction happens as we read it, not in the past.

· Use active verbs, not “to be” verbs like is and are.
Poor example: He is running away.
Corrected example: He runs away.

· Use formal language (no clichés or slang like “it was sweet”) .

· Vary the vocabulary (a thesaurus can help!) trying not to repeat words or use low impact, generic words like good, bad, happy, sad.

· Make sure to read your essay out loud to catch simple mistakes.

Script for Screenwriting Style Questions

http://www.dailyscript.com/scripts/Interview_Vampire.pdf

This is the script Interview with a Vampire that goes with the screenwriting style questions!

Response to Movie Scripts 4/30

Response to FIVE Scripts

What’s the Point? To introduce you to the style and settings of different screenplays. You should choose scripts that interest you to use as models.

You will be analyzing the beginning pages of 5 different scripts and answering these following questions for each one. YOU DON’T HAVE TO READ THE WHOLE SCRIPT!!

1.Write down the title of the script.
2.What are the opening lines of the script (write down both the descriptive first scene of the first lines of dialogue)? Explain if they grab or do not grab your attention.
3. What is the setting (time and place)?
4. What is the mood (feeling of the script)?
5. Make a guess at what the theme (general message or meaning) might be.
6. What have you learned about the characters? Describe them the best you can.
7. What is the conflict?

CLICK HERE for the data base of MOVIE SCRIPTS!!!

Make sure you click on movie scripts at the bottom of the page!

Screenplay Outline due by end of period!!

Screenplay Outline (based on a short story, play or a new direction!!!)

Names:_______________________________________

Topic___________________________________Genre_________________
Theme_______________________________________________________
Working Title__________________________________________________

Screenplay Outline (Subject to change as you begin writing the play.)

Setting (time and place)





2 Characters & Descriptions

1.
2.
3.
4.
5.
6.
7.
What is happening (general plot idea) in this screenplay?








What is the major struggle, conflict, or problem?


What will be the climax or turning point of this screenplay?







How might this screenplay end?

5+ Page Play Due Monday April 27th!!

Writing a Stage Play
(5-10 pages)
Due April 27th, Monday

Assignment

} You will write a One Act 5+ page stage play with a partner. This will be due Monday, April 27th.
} This will be written for high school students to possibly perform at school. Keep it appropriate or no credit.
} Five pages=Five minutes because of the way the play is formatted. Use Celtx—a free download to help you format your stage play and screenplay. See my blog for download information.

Elements of Your Play/Rubric (60 pts)

} ___(10 pt.) Well-written, revised & edited. Professional quality. Appropriate for high school performance.
} ___(10 pt.) Written for the stage/live performance—no special effects or complicated movie effects. Includes props and stage direction. Setting is clear and fits the play.
} ___(5 pt.) Hook—Gets right into the action. Grabs your audience’s attention.
} ___(10 pt.) Believable characters with authentic dialogue that flows well.
} ___(10 pt.) One dilemma/conflict that is climatic.
} ___(5 pt.) Has resolution or satisfactory ending.
} ___(10 pts) In play format. Use Celtx.
} The character list is not included in the 5 pages!

Sample Structure of the One Act Play

Act 1
} Setting
} Scene 1—hook the audience, establish mood, characters and conflict, rising action (beginning)
} Scene 2—climax and maybe falling action (middle)
} Scene 3—falling action and resolution (end)

You will have anywhere from 1-3 scenes for a 5+ page play. Don’t make the scenes too short because it is difficult to get actors on and off the stage quickly.

Play Format

Act 1

Setting:
Time and place. Mood. All written in present tense!

Scene 1
(description of scene in present tense)

Character 1 (laughs): Hello!

(action in present tense)

Character 2: Are you ready to go?

Etc.

Scene 2

Setting info in present tense.

Monday Progress Report on Play--April 20th

Progress Report of Monday’s Work—TURN THIS IN TODAY SO I CAN READ IT!
Due Monday, April 20th

1. Write about your strongest character in the play. Why is this character working? How is the dialogue?
2. Describe your conflict(s).
3. Double check to make sure this works on a stage with a live audience. No movie magic for this play! Save that for your screenplay. Will everything work on the stage? Explain.
4. What is really working?
5. What obstacles or challenges are you facing?
6. What did you get done today?
7. The play is due Monday, April 27th. What are your next steps?
8. Write down any of your screenplay ideas!

Play Outline--Due 4/9

Names:_______________________________________


Topic___________________________________Genre_________________
Theme_______________________________________________________
Working Title__________________________________________________


Play Outline (Subject to change as you begin writing the play.)

Setting (time and place)





2 Characters & Descriptions
(Limit your number of characters!)
1.
2.
3.
4.
What is happening (general plot idea) in this play? All action should be written with the stage and live performance in mind.









What is the major struggle, conflict, or problem?




What will be the climax or turning point of this play?







How might this play end?










Scene Ideas
Act 1

Scene 1












Scene 2











Scene 3

Celtx--Download this tool to help format your stage play

Down Formatting Tool for Stage Plays (also for your screenplay later)

http://celtx.com/download.html

Directions:
· Download English version of Celtx.
· Open it up.
· On Project Templates list open Theater.
· Act 1 Scene 1 will be on the screen.
· Place the cursor after Scene 1 and then…
· From the menu that says Act pull down and click on Stage Direction to type what will be happening on stage. Use present tense!
· From the menu pull down and click on Dialog to type in character dialog.
· This will help you format the play and will be easier for you later.
· Don’t forget to SAVE it!

Journal--Renew/Review Your Idea Bank--Turn in

Journal—Renew/Review Your Idea Bank (about a page)--Turn in!!

} Write down your interests or passions.
} Write down your favorite genres (sci-fi, adventure, romance, comedy, drama, mystery, etc.)
} Write down social issues that concern you.
} Write down political issues that concern you.
} Write down issues with friends (including boyfriends or girlfriends) or family.
} Write down moments, times or experiences in history that interest you.
} Write about stories you wrote that could be turned into a short play.

Your Play Discussion & Presentation

Your Play Discussion/Presentation
Due April 9th!

(Answer these questions with your partner (or individually) and then share these with the class.)

1. What things have worked in this play? Some highlights of your writing process and experience so far.
2. What theme do you hope to get across in your play.
3. What challenges are you facing. Problems, obstacles, rocky patches.
(Audience members can offer helpful suggestions.)

Due 4/9--1.5-2 pages of play typed in Celtx play format

Part of Play due for Peer Edit

1 1/2- 2 pages of your play is due on Thurs 4/9

Make sure it is typed in the Celtx play format--http://celtx.com/download.html.

Per. 5/6 ESSAY REVIEW--Literary Response Essay

Student Essay Info:

This student essay was written about the book called The Joy Luck Club by Amy Tan which explores the relationships between four Chinese American daughters and their often-misunderstood, more traditional Chinese mothers. By sharing quotations from the book, Dawn, the student author of this literary analysis, intends to show how, as they grew up, the daughters came to understand, respect, and appreciate their mothers more.

The paragraph labels in red were added by the teacher and are not part of the original essay.

Read the essay and then answer the questions below. Print out only the answers and give to the teacher.

My Interpretation ofThe Joy Luck Club
By Dawn J.

Children, as they become adults, become more appreciative of their parents. In The Joy Luck Club, the attitudes of four daughters toward their mothers change as the girls mature and come to realize that their mothers aren’t so different after all. (Paragraph 1)

As children, the daughters in this book are ashamed of their mothers and don’t take them very seriously, dismissing them as quirky and odd. “I could never tell my father . . . How could I tell him my mother was crazy?” (p. 117). They don’t try to comprehend their culture, which is a big part of understanding their traditional Chinese mothers. On page 6, one of the daughters states, “I can never remember things I don’t understand in the first place,” referring to Chinese expressions her mother used. When their mothers show pride in them, the girls only show their embarrassment. One daughter shows her shame when she says to her mother, “I wish you wouldn’t do that, telling everyone I’m your daughter” (p. 101). The girls cannot relate to their mothers because they were raised in a different world. No matter how much the mothers care for them or how much they sacrifice to make their girls’ lives better, the daughters are blind to their mothers’ pain and feelings. (Paragraph 2)

All four of the Joy Luck mothers need their daughters to understand them, pass on their spirit after they are gone, and understand what they have gone through for their girls. One mother dreams of doing this on her trip to a new life: “In America I will have a daughter just like me . . . over there nobody will look down on her . . . and she will always be too full to swallow any sorrow! She will know my meaning because I will give her this swan . . . it carries with it all my good intentions” (pp. 3-4). Another mother plans how she will give her daughter this perception:
She [my daughter] has no chi . . . How can I leave the world without leaving her my spirit? So this is what I will do. I will gather together my past and . . . see a thing that has already happened. The pain that cut my spirit loose. I will hold that pain in my hand until it becomes hard and shiny, more clear. And then my fierceness can come back . . . I will use this sharp pain to penetrate my daughter’s tough skin and cut her tiger spirit loose. She will fight me, because this is the nature of two tigers. But I will win and give her my spirit because this is why a mother loves a daughter. (p. 286) (Paragraph 3)

Things don’t exactly turn out the way the mothers hope, though. Their hopes and dreams are shattered when they realize their daughters’ misconceptions of them. On page 282, a mother laments, “When my daughter looks at me, she sees a small, old lady. If she had chuming [inside knowledge of things] she would see a tiger lady.” One daughter sees the fear of the remaining mothers after she tells them that she doesn’t know anything about her dead mother that she can pass on:
They are frightened. In me, they see their own daughters, just as ignorant, just as unmindful of all the truths and hopes they have brought to America. They see daughters who grow impatient when their mothers talk in Chinese, who think they are stupid when they explain things in fractured English . . . They see daughters who will bear grandchildren born without any connecting hope passed from generation to generation. (p. 31) (Paragraph 4)

This fear does not persist, however. As the daughters mature, the two generations discover that they aren’t so different after all. One mother says, “She puts her face next to mine, side by side, and we look at each other in the mirror . . . these two faces, I think, so much the same! The same happiness, the same sadness, the same good fortune, the same faults” (p. 292). One daughter, after her mother’s death, sits down to play the piano that she had refused to touch before to defy her mother. Amy Tan uses the metaphor of two piano pieces to compare the mother to this daughter: “The piece I had played for the recital . . . was on the left-hand side of the page . . . and for the first time . . . I noticed the piece on the right-hand side . . . It had a lighter melody but the same flowing rhythm [as the recital piece and] . . . was longer but faster. And after I played them both . . . I realized they were two halves of the same song” (p. 155). (Paragraph 5)

The daughters, as they grow to be adults, become more appreciative of their mothers. Their attitudes change over time to create an understanding and respect that hadn’t been there before:
I saw what I had been fighting for. It was for me, a scared child, who had run away a long time ago to what I had imagined was a safer place. And hiding in this place, behind my invisible barriers, I knew what lay on the other side: her side attacks. Her secret weapons. Her uncanny ability to find my weakest spots. But in the brief instant that I had peered over the barriers I could finally see what was really there: an old woman, a wok for her armor, a knitting needle for her sword, getting a little crabby as she waited patiently for her daughter to invite her in. (pp. 203-204) (Paragraph 6)

In conclusion, as children, the daughters didn’t understand their mothers or their culture. The daughters were being raised in a different world. Their perceptions of their mothers changed, though, as they grew up and realized that they weren’t so different from them after all. They finally understood and respected their traditional Chinese mothers. (Paragraph 7)

QUESTIONS—ESSAY FORMAT REVIEW:

1. Most essays are four or more paragraphs and do not have to be only five paragraphs as often is taught in school. How many paragraphs does this essay have?

PARAGRAPH 1
2. What do you call the first paragraph of an essay?
3. Write down the HOOK. What kind of Hook is it? Question, Quote, Story, Description/Background information or Surprising Info?
4. Write down the THESIS of this essay (the opinion or statement about the topic—the topic that is being discussed in the essay).

PARAGRAPH 2
5. What do you call the middle paragraphs of an essay?
6. Write down the topic sentence (the sentence that tells you what the paragraph is about) for paragraph 2.
7. The student uses a quote from the book to support the topic sentence. Write down the quote including the page #. (Remember: In a literary response essay, you use quotes from the book/writing with your explanations of those quotes as supporting details for each paragraph.)

PARAGRAPH 3-6
8. Write down the topic sentence for each of these paragraphs. It is not always the first sentence! It’s the sentence that tells you what the paragraph is mainly about.

PARAGRAPH 7
9. What do you call the last paragraph in an essay?
10. Write down the sentence that is similar to the THESIS in the first paragraph.

Screenplay Project--Due Friday, May 29th

The Screenplay Project—Due on Friday, May 29th
(100 points)

Important Note: The finished, typed screenplay must be ready to turn in when class starts on Friday or you lose 20 points off the top!
One day late (or more) is ½ credit.

1) Work individually or with a partner.

2) The final script will be 20 pages typed. Don’t panic! There is a lot of white space in a script. Your script must follow the screenplay style and format as seen in other screenplays and from screenwriting assignments: Single spaced with double spacing between character speaking parts. Use the downloadable CELTX screenwriting program to help guide you.

3) The final screenplay must be original writing—you may extend your play or adapt one of your short stories.

4) Do not plagiarize from another movie or TV show. Please keep your screenplays appropriate. No racism, sexism, homophobia, illegal drug references, extreme violence or explicit sexual scenes.

5) Your screenplay should have a beginning, middle, and end. You must have authentic sounding dialogue, strong, believable characters, a good storyline, conflict, and a resolution or some type of ending for the script.

6) Some class time will be dedicated to the screenplay writing and outlining, but plan on writing the bulk of the screenplay on your own time.

7) When planning your screenplay, make sure you consider a setting, characters, plot and resolution that are different or alternative to the usual Hollywood movies.

8) A 20 page screenplay is about a 20 minute movie since each page roughly equals one minute of movie time.

9) You may also write an original TV show episode or a musical screenplay.

Stage Play--5-10 pages--Due April 27th

Writing a Stage Play
(5-10 pages)

Due April 27th

Journal—Renew/Review Your Idea Bank (about a page)

} Write down your interests or passions.
} Write down your favorite genres (sci-fi, adventure, romance, comedy, drama, mystery, etc.)
} Write down social issues that concern you.
} Write down political issues that concern you.
} Write down issues with friends (including boyfriends or girlfriends) or family.
} Write down moments, times or experiences in history that interest you.
} Write about stories you wrote that could be turned into a short play.

Stage Play Assignment

} You will write a One Act 5+ page stage play with a partner. This will be due Monday, April 27th.
} This will be written for high school students to possibly perform at school. Keep it appropriate or no credit.
} Five pages=Five minutes because of the way the play is formatted. Use Celtx—a free download to help you format your stage play and screenplay. See my blog for download information.

Elements of Your Play/Rubric (60 pts)

} ___(10 pt.) Well-written, revised & edited. Professional quality. Appropriate for high school performance.
} ___(10 pt.) Written for the stage/live performance—no special effects or complicated movie effects. Includes props and stage direction. Setting is clear and fits the play.
} ___(5 pt.) Hook—Gets right into the action. Grabs your audience’s attention.
} ___(10 pt.) Believable characters with authentic dialogue that flows well.
} ___(10 pt.) One dilemma/conflict that is climatic.
} ___(5 pt.) Has resolution or satisfactory ending.
} ___(10 pts) In play format. Use Celtx.

The character list is not included in the 5 pages!

Sample Structure of the One Act Play

Act 1
} Setting
} Scene 1—hook the audience, establish mood, characters and conflict, rising action (beginning)
} Scene 2—climax and maybe falling action (middle)
} Scene 3—falling action and resolution (end)

You will have anywhere from 1-3 scenes for a 5+ page play. Don’t make the scenes too short because it is difficult to get actors on and off the stage quickly.

Fri 3/27--Author Talk/Presentation

Homework Due This Friday 3/27:

Author Talk/Presentation (about 1 page—typed and double spaced)

Assignment: You, the author of your stories, will be reflecting on your insights into your writing. Be prepared to share these with the class on Friday 3/27. Bring the questions as well.

1. What inspired you to write these stories? What were some of your influences (books, other writers, things in life)? Refresh us first on what your stories were about.
2. Most writing has a theme (overall message or meaning). Themes are not just one word like “violence” but a statement like “violence begets violence” or “all is fair in love and war”. What were some of your themes in your stories?
3. What have you learned about your writing process during this short story project?
4. What is your revision/editing process?
5. What part of the creative process came easy for you? What was hard?
6. What do you feel confident about in your writing? (Find at least one thing and explain it!)

Tue 3/24--Per. 5 & 6 Forgotten Memories Chapter 2

Forgotten Memories--Chapter 2 Questions

1. How does the relationship between father and son make you feel?
2. How does their relationship between the father and mother make you feel?
3. Is the father’s anger justified or fair? Why or why not.
4. Do you think the son’s decision to put layers of clothes is fair? Why or why not.

Journal—Write about a time when you got in trouble and had to wait for your punishment. Describe the situation and how you felt.

Wed 3/25--Per. 5 & 6 Forgotten Memories Chapter 3

Forgotten Memories—Chapter 3

Part I—Reflection

What did you like about the chapter?
What did you not understand?
What do you think is going to happen in the next chapter?

Part II--Write five important facts/events from Chapter 3

1.
2.
3.
4.
5.

Part III--Write a One Paragraph Summary of Chapter 3

Do not rewrite the original piece.
Keep your summary short.
Use your own wording.
Refer to the central and main ideas of the original piece.
Read with who, what, when, where, why and how questions in mind.
Do not put in your opinion of the issue or topic discussed in the original piece.

Per. 5 & 6 Forgotten Memories Chapter 1

Forgotten Memories Chapter 1 Questions

Intro
1. Describe the cover of the book.
2. Who is this book dedicated to or written for?
3. Why did Art Rodriguez write this book?

Chapter 1
4. Whose Point of View is this story told from?
5. What is Art’s relationship with his mother?
6. What is a flashback? Where does the story have a flashback?
7. Describe Art’s parent’s relationship with each other.
8. What is the father like?
9. What does Art want to do (his motivation)?
10. What is Art’s relationship with his father?

Journal (1/2 page)—Describe your own relationship with your mother and your father.

Tue 3/24--Reading Plays

Reading Stage Plays

(Don't forget Author Talk homework...from last post)

Part I—Journal

Journal—Write down 10 Things that really interest you (ie: listening to your ipod). Then write down how each interest could be turned into a conflict or dilemma for a stage play (not a movie!). Make sure you do this for each interest no matter how challenging.

Part II-Reading Stage Plays

Read 3 Ten Minute Plays—You may choose from any of the websites below. Try to find plays that interest you as models for your own writing.

http://www.hitplays.com/default.aspx?pg=sl&stc=TMP&cl=Ten+Minute+Plays (the Previews show the entire script)

http://theatrehistory.com/plays/10minute.html

http://www.10-minute-plays.com/

http://www.geocities.com/pocolocoplayers/free.html

For each play you read write down the answers to these questions. You will have 3 sets of answers.
1. What is the setting?
2. What is the theme?
3. What is the mood?
4. Describe an important character.
5. What is the plot?
6. What is the major conflict?
7. How does it end or resolve?

Note: You will need to download Celtx onto your home computer soon—a free, good program to help you format your stageplay and screenplay.
http://www.celtx.com/

***Check out this list of plays/musicals made into movies:

http://en.wikipedia.org/wiki/List_of_films_based_on_stage_plays_or_musicals

Write down three you might want to watch and why.

Mon 3/22--Playwriting 101 Online Assignment

Quarter 4—Plays & Screenplays (Per. 3 & 4)

For the Play Unit, you and a partner will be writing a short dilemma play that would be appropriate for other students (maybe drama students) to act out. Hopefully some of these will be acted out in class or on stage at AHS. For today, start looking at the basics of playwriting.

We will continue sharing your short stories when I get well & return!

Part I—Playwriting 101

On a Word Document, answer the following questions about plays using this link: http://www.playwriting101.com/

Chapter 1
1. Write down the most common types of plays (4).

Chapter 4
2. Take notes on the Top Ten List for Story Development (just write down the essence of each tip).

Chapter 10
3. Look at how to write a setting and then try writing a setting in that format.

Chapter 12
4. Try writing a some play dialogue using the format shown.

Click here: Dialogue Pages Format
5. Write about 1 page of a “pretend” play using this format.

After you write a play, you will be writing a screenplay.
Read this article about Five Reasons why writing plays helps you become a better screenwriter.
6. Write down the Five Reasons why writing plays helps you become a better screenwriter.

7. Go to this link and pick another article that interests you about playwriting.
Write down five things that you learned.

Homework Due This Thurs 3/26:

Author Talk (about 1 page—typed and double spaced)—Per. 3 ONLY

Assignment: You, the author of your stories, will be reflecting on your insights into your writing. Be prepared to share these with the class on Thurs block 3/26.

1. What inspired you to write these stories? What were some of your influences (books, other writers, things in life)? Refresh us first on what your stories were about.

2. Most writing has a theme (overall message or meaning). Themes are not just one word like “violence” but a statement like “violence begets violence” or “all is fair in love and war”. What were some of your themes in your stories?

3. What have you learned about your writing process during this short story project?

4. What is your revision/editing process?

5. What part of the creative process came easy for you? What was hard?

6. What do you feel confident about in your writing? (Find at least one thing and explain it!)

Book Talk on Monday 3/16

Book Talk on Monday 3/16

1. Brief overview of your self-selected book.
2. Talk about an interesting character.
3. Talk about an interesting scene or conflict.
4. Tell us whether you recommend the book or not.

Friday Packet 3/20

Friday Packet--all typed, double spaced

• Dialogue/Conversations from Others
• Dialogue/Conversations from You
• Online Dialogue Questions from Tuesday
• Life List (from Tuesday)

NEW DATE! Short Story Project due March 19th--Thurs

Short Story Project

5+ Written Pages-typed and double spaced

REVISED DUE DATE!
Due & Presented on

Thursday March 19th

(1/2 credit if late)

(Written part should be typed, 12 pt. font, double spaced & publication quality. Any artwork should be professional and good quality--see me if you want to do artistic lettering for any stories.)

You will be presenting these to class--you must have the entire project but you will only present a selection of it (you may also turn your project into a PowerPoint).

Project Ideas:

• Graphic Novel/Story (5+ written double spaced pages total & graphics--will be quite a bit longer with illustrations)

• Comic Book (5+ written double space pages total & graphics--will be longer with illustrations)

• 1-3 Short Stories (5+ written double spaced pages). You may also add art/photos/illustrations as extras.

• Children’s Book/Story (5+ written double spaced pages total & illustrations)

• Memoirs –fiction or non-fiction (5+ written double spaced pages). Illustrations/photos are extras.

• Fictional Diary or Journal (5+ written double spaced pages)

• Portfolio Pieces--a mix of genres: stories, graphic comic, memoir, etc. (5+written double spaced pages)--you may use any of the stories written in class: fractured fairytales, comics, memoir writings, flash fiction, etc.)

• 4 Chapters of a Novel –typed & double spaced--more than 5 pages

See me if you have another idea (stories linked to photographs/art, stories linked with music, digital stories, etc.)!

The Six +1 Traits of Effective Writing

1. Ideas
Powerful use of details, examples and experiences to develop and enrich ideas and themes.

2. Organization
Organization gives the writing direction and helps the reader move through the ideas in a purposeful and engaging way.

3. Voice
The voice is the feeling and conviction of the individual writer coming through the words. The voice should be authentic and truthful.

4. Word Choice
Word choice is the use of rich, precise language including sensory details, figurative language and strong imagery that moves and enlightens the reader.

5. Sentence Fluency
Sentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just the eye. You should always read your work out loud to hear the sentence fluency.

6. Conventions
Conventions are the mechanical correctness of the piece—spelling, grammar and usage, paragraphing, use of capitals, and punctuation.

+1 Presentation
The form and layout of the text should fit the assignment and be professional. All writing is typed and artwork is professional and good quality.

TAOW--Tues Online Dialogue Assignment 2/10

Part I--Google Book Search—Writing Dialogue by Tom Chiarella
Read Chapter 1 of this book (starts on page 3)—Listening, Jotting and Crowding

For each of the sections write a brief response/reflection about what you learned:
· Jabber
· Scribbling in the Notebook
· Listening: Tuning in and Tuning out
· Jotting
· Crowding
· Stealing from Home

Homework: Do Exercise #1 on page 16—Writing What You Say—about 1 page typed

(**For fun try a little Guerrilla Dialogue by asking or saying unusual things and recording people’s reactions--keep it appropriate!)

Part II—Life List--20+ things
Look at John Goddard’s Life List and write your own list. Feel free to use his categories or make up your own (Explore, Visit, Accomplish, etc.)

Friday Packet 3/13 (three items) due (ALL TYPED!):

· Homework Exercise #1--Writing What You Say

· Dialogue from Five Places--Writing What Others Say from Five Different Places (can include home and school)—about 1 page (from last week)

· Life List of 20+ items

5th & 6th Period English

Online Essay Practice

Type your answers on a Microsoft Word document.

Part I—Review Supporting Details--Go to the link: Supporting Details and write down the answers to the questions. Try to Listen to the Audio.

Part II—Take notes on how to write a conclusion. Click here.
· Write down 3 things conclusions should have.
· Write down the 5 ways to achieve this.

Part III—Complete Sentences, Fragments, Run-ons/Comma Splices
Writing complete sentences (not fragments) and not writing run-ons is VERY important in your writing.
· What 3 things does a sentence have to have in order to be complete? Click here.
· When is a sentence a fragment? Click Here. Can you have a sentence that has a subject and verb and still is a fragment? Give an example.
· Give examples of a run-on sentence. Give examples of a comma splice. Click Here.

Part IV—Take the Quiz by hitting the button Play the Game (for fragments and run-ons) AND write the correct answer down on your Microsoft Word doc!

Are you finished with Hooks? Cause and Effect Research? Final Draft of Luis Valdez letter?
See my school webpage for Hooks/Cause and Effect Research

HS Poetry Contest--due March 13th

The Santa Cruz County High School Poetry Contest: An opportunity to be published, honored and win cash prizes!

Also you could receive extra credit for class.

Due March 13th or March 12th if you want me to mail the poems.

2+ pages of a story/memoir-typed--due March 5th--Thurs Block

Homework:

Due Thurs Block March 5th

(½ credit if late)

2+ written pages of a story—typed, double-spaced
Ready for another Writing Workshop: Peer Response

It can be memoir (non-fiction), memoir-like fiction or fiction

Include:
Hook at the beginning—grab the reader’s interest
Conflict, drama or dramatic event
Sensory Details

2 Pages of School Stories due Thur 2/26

Due this Thursday Block 2/26 (Per. 3 only) 2 pages of your “school stories” written as non-fiction or fiction—typed and double spaced. Ready for Peer Edit Workshop.

Friday Packet 2/27

2/27--Friday Packet (4 items):
· Memoir Online Work from Monday (typed)
· Memoir Online Work from Tuesday (typed)
· Show Not Tell (typed)
· Smoke Signals Reading Log/Movie Questions (not typed)

If you turned some of these things in already, we will add them to your packet on Friday.

Memoir Writing Cont. Tues 2/24

Part I—Tips for Improving Your Memoir Writing

Read this article and answer the questions:

1. What does framing your memoir mean?
2. What does it mean to keep it relevant?
3. How are details important?
4. Why is dialogue important?
5. What can you do with the order? What do you have to be careful not to do?

Part II--Your Life Inventory for Story Ideas

(1 1/2- 2 pages—This is a BIG writing assignment—take your time and write as detailed as possible.)

Setting (time and place) & Mood

1. Describe a few settings that were important parts of your life (ex: childhood homes, school, vacation spots) or make a list.
2. Write down a memory where setting (time or place) was important.
3. Describe either a setting that has a strong positive feeling (mood) or a negative feeling (mood).

Plot

4. Try to summarize the “story” of your life from birth to now.
5. Identify what motivates you (ex: staying healthy, getting into a good college, finding a good job, enjoying life etc.) or tell a story of when you were searching/looking for something.

Conflict

6. Describe some of your conflicts (human vs. human, human vs. nature, human vs. self, etc.) or write a story about one or more conflicts in your life.

Theme

7. Describe a time when there was a possible message or meaning behind an experience that you had.

Characters

8. Describe or write a story about a protagonist (main character/hero) in your life? (Could be you.)
9. Describe or tell a story about an antagonist (enemy) in your life.
10. Describe some very interesting characters from your life.
11. Write about yourself from someone else’s eyes.

Tone

12. Write about your life using at least two different tones: angry, happy, bored, scared, demanding, sarcastic, cruel, etc.

Resolution

13. Write about a time when something was resolved or had a distinct conclusion (ex: like winning a game, finding new love after a long search, etc.)

Part III-Reflection (1/2 page)

Sherman Alexie used his own life experiences to tell his fictional stories. Reflect on your own life and the story potential.

1. Are your own life stories interesting to you? Explain.
2. Are you interested in writing real stories about yourself and the people you know or do you prefer fictionalizing your stories? Explain.
3. Do you feel you’ve had enough life experiences to use for stories? Explain.
4. Did you discover or rediscover any stories about yourself today? Explain.

EXTRA CREDIT

Interesting Personality Test (free and pretty quick to do—links to detailed personality type, career matches, etc.)—Click here for Personality Test Link.

For credit, write down your type and a brief summary of the type.

**Homework: Due on Thursday Block (Per. 3 only) 2 pages of your “school stories” written as non-fiction or fiction—typed and double spaced. Ready for Peer Edit Workshop.

Memoir Lesson Online Monday 2/23

This will be collected/graded! Turn in at end of period--Ms. Crutchfield be out for district meetings today and tomorrow! Use your time wisely & please respect the computer lab.

Part I—What is a Memoir?

Read the article on memoirs and answer the questions:


1. What is the origin of the word memoir?
2. Write down the definition of memoir (the 2nd definition according to the site InkSpell).
3. How are memoirs focused?
4. How are memoirs similar to fiction?
5. Describe the relationship between truth and memoir.

Part II—Read two interesting memoir excerpts or previews and for each memoir answer the questions that can be found below the memoir list:

List of online memoirs from Google Books (search Google Book Search if the links are broken!):

Angela’s Ashes or Teacher Man by Frank McCourt
Running with Scissors or Dry by Augusten Burroughs
Night Studio by Philip Guston (about an artist)
Falling Through the Earth by Danielle Trussoni
Not a Happy Camper by Mindy Schneider
Wasted: A Memoir of Anorexia and Bulimia by Marya Hornbacher
Without You: A Memoir of Loss, Love and the Musical Rent by Anthony Rapp
Committed: A Rabble-rouser’s memoir by Dan Matthews
Public Bookshelf Memoirs

Questions for each memoir (read at least 2):

1. Does the memoir hook you into the story? Why or why not?
2. Describe the voice and tone (attitude) of the narrator in the memoir.
3. How is the setting introduced in the memoir? Is it important to the story?
4. Are there any conflicts or complications revealed? Explain.
5. Is there any dialogue? What does it reveal?
6. What do you think the theme (overall meaning or message) might be in this writing?
7. Is this writing meaningful? Explain why or why not.
8. Does this sound true? Explain.
9. What elements did you find interesting about this memoir? Was there anything you could use for your own writing? Explain.

Part III—Write down a six word memoir (see link below for examples) and then try submitting it for possible publication:

Six word memoir submissions
Warning: Some inappropriate language on the website.

**Homework: Due on Thursday Block (Per. 3 only)
2 pages of your “school stories” written as non-fiction or fiction—typed and double spaced. Ready for Peer Edit Workshop.

Per. 5 & 6-ONLY- Zoot Suit Lesson Online

Online Zoot Suit Lesson for Per. 5 & 6 English Class Only (Put answers on binder paper or Microsoft Word Document and turn in!)

On your own, finish reading the play from Scene 7-9!

If you forgot your book, use this online link.

Part I--Questions for Act 2 Scene 9—Return to the Barrio

1.What has happened to Henry at the beginning of this scene?
2. Who else has come home?
3. What does El Pachuco say about happy endings?
4. What decision does Henry have to make concerning Alice and Della?
5. What terrible experience did Rudy have?
6. In your opinion, why does Henry’s life have so many different endings?
7. Write a different ending for Henry’s life.

Part II--Facts about Latinos and the Prison System

Click here to read the facts about Latinos in prison and answer the questions.

1. In 2000, Latinos made up 13% of the U.S. population. What was the percentage of Latinos in prison?
2. What does it mean when it says that Latinos have a 1 out of 6 chance of being put into prison?
3. What are many of the Latinos in prison for?
4. Which group has the most 5 years sentences? Which group has the least amount of 5 year sentences?
5. What does this information tell you about Latinos and the prison system? How does this relate to Henry and the boy’s experience?

Part III--Letter to Luis Valdez

Start writing a letter to Luis Valdez. Perhaps we could give him some of these letters when he comes to AHS on March 5th.

Dear Mr. Valdez,

Include the following in your letter (don’t forget paragraphs and indenting):
· A little information about you and why you read Zoot Suit.

· What you learned about the Sleepy Lagoon Murder and Henry & The Zoot Suit Riots.

· How you felt about the play and reading the play, the characters, the story and the message.

· Any questions you might have for him or just thanking him for writing this play.

Sincerely,

How to Show Not Tell-Due Tuesday 2/17

How to Show not Tell

When we write, we want to Show what is happening through the use of details, description, rich language and dialogue instead of just simply Telling the story. Showing is exciting and gets us into the action while Telling is flat and uninteresting. Below is an example of how to Show not Tell in your writing.

Telling
My Mother
My mother was a caring person, but she was also a person who had many problems, so she didn’t pay as much attention to me as I wanted her to. She stare in front of her a lot of worrying about things I was too young to understand, but it made me feel sad and even a little bit rejected. I guess every kid needs to believe she is the center of her mother’s universe.

Showing
My Mother
“Mama, listen, Mama, listen to me, I want to tell you something…” I stood right in front of my mother pulling at her hand, but she only sat there, staring straight ahead at the wall. I wanted her to turn her head and look at me, so I would know without a doubt that she was listening to me alone, not to some other voice inside, a voice louder than mine, more insistent than mine. I put my hand underneath her chin to turn her head to me. I remember the soft, warm skin, and I remember the pull of her chin away from me, until she finally turned her head. I remembered my joy as I felt her turn---and I remember panic as her eyes, unfocused, looked past me. “What is it, child?” she asked sounding tired, but I could not remember what it was I wanted to tell her.

Assignment

1. Write a brief paragraph about an experience in your life and just tell the story without details(ex: My sister was lying on the couch and wouldn’t let me have the remote control…)
2. Then write the paragraph over with dialogue & concrete and sensory details like the story above. (ex: It was Sunday morning, when I found my sister Julie curled up in a blanket on the couch like a caterpillar in a cocoon. I said, “Give me the remote!” And she scrunched up her face and spat, “No way, Bozo…”)

Friday Packet due Friday 2/13

HW: Friday Packet due Friday 2/13



Friday Packet
· Short Story Unit Notes (this isn't working so go back to my school webpage to see the PowerPoint)
· Character Development exercises (Also not working so go back to my school webpage to see the PowerPoint) & Character Profile (See below)
· Graphic Novel Online Notes + include a comic strip you created online or by hand (See Friday 2/6 Blog)

Character Profile (Human or Non-Human)

Name: ____________Height: _______ Age: _________
Birthplace:
Physical description:
Style of dress:
Speech (include voice, accent, style of speech, slang, signature phrases or words):
Race/nationality:
Family:
Relationship with parents:
Memories about childhood:
Religion: _____________________ Marital status: _____________
Overall health:
Educational background: (street smart? Formal? Does he/she read?):
Occupation:
Where does the character live now? Describe home (emotional atmosphere as well as physical)
Interests/Hobbies/Activities:___________________Pets:______________
Enemies:
Basic nature:
Personality traits (shy, outgoing, domineering, doormat, honest, kind, sense of humor):
Strengths:
Weaknesses:
Fears:
Proud of:
Ashamed of:
Outlook on life (optimistic, pessimistic, cynic, idealist):
Ambitions:
Politics:
Sees himself/herself as:
Seen by others as:
Will be remembered for:

Thursday 2/12--Shakespeare San Francisco

We will be seeing Shakespeare San Francisco's Romeo and Juliet in the AHS PAC on Thursday during Per. 3. Here's a link to their website.

You will be creating a small play in about four weeks, so keep this in mind while you are watching the performance.

Friday 2/6--Graphic Novels & Comics

Graphic Novels & Comics

Part I-- Read this article and answer the questions.

· What is a graphic novel?
· How is a graphic novel different from a comic strip?
· What age levels do graphic novels appeal to?
· What is manga? How do manga characters generally look?


Part II-- Read 2 Graphic Novel/Comics online and answer the questions for each one.
For each graphic novel answer these questions:

— 1) Describe the setting (time and place).
— 2) Describe the main characters.
— 3) What is the general storyline or plot?
— 4) What are some of the main conflicts?
— 5) How does it end/resolution? (YOU MAY NOT BE ABLE TO GET TO THE END!)
— 6) What is the general message or meaning (theme) of this story? (This should be written as a statement like “love conquers all”.)
— 7) What interesting elements do you notice in this story--ie: narration and speech bubbles, comic-like grahics, modernized story, hand lettering, use of color or black and white, etc.

List of Online Graphic Novels/Comics:

1. Salamander Dream is the whimsical story of a girl and her salamander spirit friend. The print version of the novel was named one of the best comics released in 2005 by Publisher’s Weekly. A beautiful little tale! (School Only: Teacher must log you on!)

2. 1984 in graphic form.

3. NYC2123 is a graphic novel designed for the Sony Playstation Portable, though it can easily be viewed as an image slideshow on any PC. It’s a B&W cyberpunk story, set on a post-apocalyptic earth. There are currently 6 issues available for download.

4. Crossing Midnight Vol. 1: Cut Here is a fantasy meets Asian horror story of two twins born under strange circumstances. It’s set in present day Nagasaki, Japan, and is bound to please fans of J-Horror. (School Only: Teacher must log you on!)

5. Indefensible Positions is a modern day story where magic and myths are real. (School Only: Teacher must log you on!)

Part III—Try some of the comic generators below and create at least 2 comic strips. It’s worth checking each one out first! Send one of your comic strips to the teacher!

http://www.bitstrips.com/ (School only: Teacher needs to log on for you )
http://pixton.com/ (sign in for free)
http://www.toondoo.com/ (School only: Teacher needs to log on for you )
http://makebeliefscomix.com/

You can also make your own comic strips by hand creating a template like this:

Or getting a comic template from here PDF handout.

When finished with all three parts--go back and read some graphic novels you passed up or grab a graphic novel from the library offerings to read until the end of class. You could also start planning your short story project due on March 12th--see previous post on log.

NO GAMING or other off-task behavior.

Friday 1/30

We shared Fractured Fairytales.
Homework: Type up a 1/2 page about a reading/book experience you had as a child. Due Monday 2/2.

Fractured Fairytales--Thurs Block 1/29

We went over the Fractured Fairytales PowerPoint and students took notes. Then students wrote a 1+ page fractured fairytale with a partner. These were shared on Friday (typed or neatly written).