Poetry Theft link

Here's the document. Add to it and use it for your poetry theft. Write your poetry theft on a separate document. (Use copy/paste.) Poetry Theft

Scholastic Art and Writing Awards

Here's a link to the Scholastic Art and Writing Awards if you'd like to enter. Scholastic Art and Writing

Found Poetry Assignment

For the found poetry assignments, we'll be taking several different approaches. Found poetry is, essentially, a collection of bits and pieces of other things put together for a poem.

The first found poem is due Monday, December 4. For our first found poem, you'll take samples from anything you've written for school. You can choose from multiple sources. Here's an example of a found poem put together from various lines of different blog posts I did for a class about teaching To Kill a Mockingbird:

Heart’s Race

Student discomfort, student defensiveness,

and my own worries about language and perspective-

I think of how it's a white man's story about race.

We've reintroduced "separate but equal."

I’ve enjoyed my students of color so much.

Somehow a barrier sprang up

that by adulthood, we would be separated from that option of mixing.

The bigotry was all supposed to be on the down low,

nuanced,

not spelled out in big capital letters

by a man, with the mouth of a megaphone
in order to keep and wield power.

For our second found poem, we'll be stealing lines from other students for a mash-up.

Imagist Poem Link

Here's the link to the guidelines for the Imagist poem. Imagist Poem

Arisia Sci-fi/Fantasy Short Story Contest

Here's a link to the contest. It's free to enter! Entries are due by December 1 and must be between 1000-3000 words. There are cash prizes available.
Arisia Contest

While You are Away at Hayride...

We wrote 300-500 words on setting (with voice). If you'd like to do them separately, you may write 300-500 on setting and 300-500 with voice.

MC link

MC link

Day of Poetry and Poetry Contest

Student Day of Poetry is coming up! This will be a fun event where you'll get to meet students from other schools, listen to poetry from professional writers, engage in workshops and watch/do open-mic for student poetry. I'll take the first 14 students (white-bus capacity) who pay their $10 and give me a completed permission slip.

The schedule:

8:00 - 8:30 poet and teacher check in
8:30 - 8:50 opening poetry performance

9:00 - 10:10 workshop 1 

10:20 - 11:30 workshop 2 

11:40 - 12:00 lunch 

12:00 - 12:30 performance 

12:30 - 1:00 student open mic

Here's link to Student Day of Poetry on December 7. Student Day of Poetry

Here's a link to the permission slip for the trip. I have printed copies available at school, also. Day of Poetry Permission Slip

Here's a link to the contest. Turn your entry in to me by 10/18. Poetry Contest Link

Emotion Paragraph

Choose an emotion, and write a few sentences that convey that emotion. You may not use the emotion word or synonyms for the word within your text. You should not use abstract terms, either. Use only concrete detail. Remember: make your verbs and nouns do the work. :)

Do not title the paragraph with the emotion word since we're going to guess in class.

Not-So-Silent Movie

Here's the link to the assignment. Have fun! Not-So-Silent Movie Assignment

Story Components Prezi

Story Component Prezi

Classroom Management Plan

Creative Writing      2017-2018

Course Number: 1425 Instructor: Barbara Desai

Location: Avery Hall RM 5110 Email:  bdesai@norfolkaggie.org Website: barbaradesai.blogspot.com

(click the “Creative Writing” link for calendars, handouts, prezis, etc.)

Course Description

(1425) Creative Writing (Grade 12)

In this course we’ll focus on becoming more confident and willing to take risks with your writing. You’ll take part in a supportive environment for offering and receiving feedback to fellow writers. You’ll develop better diction and syntax and a richer vocabulary, while honing skills in creative thinking through repeated use. You will become a better all-around writer and critical thinker.

About Creative Writing

We’ll write poems, short stories and flash fiction and have fun with creative exercises. We’ll create a bond with fellow writers and enjoy each other’s work, giving feedback and encouragement. We’ll work on your college essay and improve overall writing ability. We’ll make an online literary magazine as well. A midterm and final project are required in this course.

Class Rules

• Arrive on time.
• Treat others with respect.

Class Expectations

• Give your best effort.
• Do not plagiarize.
• Ask for help if you need (and ask before the last minute).
• Come to me with concerns when I’ll have time to listen and think and give you the attention you deserve (before/after class or school, on my prep, X block).

Attendance and Tardiness

Attendance will be taken at the beginning of every class. If you’ll be late, bring a pass. Continual tardiness will result in an automatic write up and a call home to discuss strategies for getting here on time. Please refer to the NCAHS policy as outlined in the Student Handbook.

Extra Credit

Once in awhile, I offer extra credit assignments to the class, but I do not offer it to individuals. (Which is to say, if you desperately want to raise your grade at the end of term, please do not ask me if you can write a book report, etc. Do your best on your work and turn it in on time; it’s the best way to earn a good grade.)

Late Work

Large assignments (essays/projects) can be turned in late for a grade reduction of 10 percent off each day late, up to three days. This counts weekends and vacation days. (Most work can be turned in electronically, so I look at the time stamp.)

Homework, generally, is not something that you may turn in late because it’s often something that you needed to do to prepare for class the following day (reading or preparing for discussion, for example). Doing these sorts of assignments late does not contribute to your ability to participate in class.

If you have an emergency or something else unforeseen, please let me know, and I will work with you on a case-by-case basis.

Absences

If you are absent, it is your responsibility to find out what you missed and pick up any materials that you need (books, worksheets, notes from friends). Often, items are posted online, so check the webpage. If you need to ask me what you missed, please ask when I can give you my full attention. (The beginning of class does not constitute such a time.)

You will have one day for each day absent to make up the work. Please make arrangements for making up with with me if you are absent for more than three days.

If an assignment was assigned while you were present and was due while you were absent, I’ll expect to see if when you return (unless you’ve had some really catastrophic illness).

Resources

The class webpage (Creative Writing link off the main page - barbaradesai.blogspot.com) is a great resource for the assignment calendar, worksheets, etc. You can subscribe to email for updates.

Class Requirements

• Keep pace with assignments.
• Maintain a binder for organizing your materials. Hang on to graded work. (If you want to, store it at home.)
• Keep a notebook (or looseleaf section of your binder) for your writing journal and notes.
• Come to class with writing utensils. I prefer you to write in ink, but pencil is OK if you really must. Ink color does not matter to me so long as it’s easily visible. (Yellow, for instance: hard to read. Purple:  hooray!)
• Be brave! Take risks.

Contacting Me

You can reach me at bdesai@norfolkaggie.org.

My planning periods are M-F periods 3 and 4.

Plagiarism Policy

Plagiarism is not acceptable. As described in the student handbook:

Students are expected to be honest in all of their academic and vocational work. Plagiarism is defined as stealing or use without acknowledgement of the ideas, words, formulas, textual materials, online services, computer programs, etc. of another person, or in any way presenting the work of another person as one’s own.

Please refer to the handbook for a detailed description. Students found guilty of plagiarism will receive a zero for the assignment. This includes work copied from others. Do not let other people copy your work, or you, too, may be subject to consequences.

You must sign and return the Academic Integrity and Plagiarism Policy page from your handbook. Read the policy. Your signature indicates understanding.

Cell Phone Policy

Sometimes cell phones are a great tool to use in class. When that time comes, I’ll let you know. Otherwise, keep it out of site (bag or pocket, not on your desk or lap) and don’t use it. If you’re using it without permission, I’ll hang on it to for the duration of class. It’s nothing personal; it’s what I need to do as your teacher.

If you think up a good use for a phone while we’re in class, raise your hand and ask to use it for the assignment/discussion, etc. There’s a pretty good chance I’ll say yes.  

If we are using phones in class for a purpose, stick to that purpose - I understand the smartphone’s temptations calling with their siren song, but be like Odysseus, and tie yourself to the mast.

Supplies

One binder

One 1-subject notebook or loose-leaf paper for your binder.

Highlighter

Pens or pencils

Access to a computer/internet. Please let me know on your information card if this is not reliably available.

Grading Policy

I grade on total points, and those points break down along these lines:

25% Homework (reading checks, reading questions, written responses)

50% Essays and tests

15% Quizzes

10% Class Participation (preparedness, group/pair work, class discussions)

TOTAL 100% Term Grade

Homework -- DUE: Friday, 9/8/17

Directions: Read the management plan found at barbaradesai.blogspot.com (click the link on the right for your class) with your parent or guardian. Afterwards, sign your names below, and bring this page in by Friday.

I, ___________________________________ the parent/guardian of

____________________________, have read and acknowledge the classroom policy and discipline expectations explained above.

Student Signature____________________________________

Parent Signature__________________________________

Parents/Guardians: In the space below, please tell me at least one thing you would like your student to get out of this class (and any other information you’d like to tell me).

Photo/Video Release:

During the school year there may be times when I take photographs/videos of student work, performances, or discussions. These images and videos will be used within the Aggie community (to serve as samples to other students, evidence of learning for teacher evaluation, etc.

) and may be posted in a public space to the class web page and/or youtube.

Please check here _______ if you do NOT wish to have your child photographed or videotaped.

Thanks!

Barbara Desai

Creative Writing      2017-2018

Course Number: 1425 Instructor: Barbara Desai

Location: Avery Hall RM 5110 Email:  bdesai@norfolkaggie.org Website: barbaradesai.blogspot.com

(click the “Creative Writing” link for calendars, handouts, prezis, etc.)

Course Description

(1425) Creative Writing (Grade 12)

In this course we’ll focus on becoming more confident and willing to take risks with your writing. You’ll take part in a supportive environment for offering and receiving feedback to fellow writers. You’ll develop better diction and syntax and a richer vocabulary, while honing skills in creative thinking through repeated use. You will become a better all-around writer and critical thinker.

Primary Course Materials: (subject to change)

Various short stories

Sudden Fiction-Robert Shapard

The Art of Fiction-John Gardner

Course Objectives:

• Students will become more confident and willing to take risks with their work.
• Students will take part in a supportive environment for offering feedback to fellow writers.
• They will develop better diction and syntax and a richer vocabulary.
• They will develop skills in creative thinking through repeated use.
• They will become better all-around writers and critical thinkers.
• Students will produce an online literary magazine (Possibly CWII/second semester only)

Course Outline

Note: All work will be workshopped as we go. Students will produce a literary magazine online throughout the semester

Weeks 1-2: Summer reading/narrative writing/college essay

Summer reading assessment, learning about methods to improve narrative writing, and writing your college essay. Working toward creativity and community building

Diction and syntax practice, college essay, creativity exercises, wordplay

Weeks 3-6 Workshop format and open short-form writing

Student-created class norms for critiques, poetry, character sketches, imitation pieces (copy the master)

Weeks 7-11 Longer form works and technique refining

Short stories and flash fiction, dialog practice (nuance, subtlety), working with symbols, refining tone, mood, character, examining “purple prose.”

Weeks 12-18 Form/s of choice and project proposals

Choice of form(s) and project proposal, deepening and perfecting the project, continued work on projects with seminar review and revision cycles.

Second Semester

Week 1: Delving deeper into dialog

Example works, imitation dialog, circumspect dialog

Week 2-3: How to create more realistic characters and settings

Verbal “props,” visuals, using the senses, images as catalysts

Weeks 4-5: Improving conflict dynamics

Readings: Knight and Gardner on conflict, the imperfect protagonist, unreliable narrators, competing character desires

Weeks 6-11: Exploring non-realistic genres

Fantasy, sci-fi, romance, and comedy techniques, stylistic elements

Weeks 12-18: Capstone project

Choice of form(s) and project proposal, deepening and perfecting the project, continued work on projects with seminar review and revision cycles.

Assessments (both formative and summative) would include:

• several completed short stories
• Several flash fiction stories
• multiple poems, imitations, and “drabbles” (100-word stories)
• A capstone project of choice, with a proposal and student goal-setting

Common core standards:

• W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
• a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
• b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
• c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
• d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
• e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

• W3A. Demonstrate understanding of the concept of theme by writing short narratives, poems, essays, speeches, or reflections that respond to universal themes (e.g., challenges, the individual and society, moral dilemmas, the dynamics of tradition and change).
• W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• W6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
• W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.