Letter to Self Your assignment today is to

Letter to Self • Your assignment today is to write a letter to yourself. Dear Johnny, Right now I am in Ms. Rizzi’s Writing class. We were told to write a letter to our self. • Technology, (Iphone, Ipads, What kind of phone do you have etc). The style during the year, what you are wearing now, what’s popular. Friends, who you are friends with this year, your closest friends. What is your favorite food. What music you are currently in to. What are you looking forward to. • I will NOT read your letter. You can write WHATEVER you want, but it MUST be appropriate. NO CURSING! • You will receive this letter In June!!

Immersion Day 1 -Why Do Writers Write?

Day 1: Objective • There are many reasons why writers write. Students will listen to excerpts from some of the mentor texts, think about the reasons the authors wrote them, and then draw evidence from the texts to support and reflect on the reasons for their writing.

Before We Read • What is a mentor text? o These mentor texts are ones we will read and revisit often because they will help us to understand how writers work, their process, struggles, inspirations, and craft. o A mentor is a coach, a teacher, or a supporter. These authors will show us what it means to be a writer and how to write with power and purpose. -------------------------------------(DO NOT WRITE THIS IN NOTEBOOK) • What do you think these writers may teach us? What might we learn from these books?

During the Read • Questions to consider during the reading of each text: In your Writers Notebook, I want you to record the answer to these questions after reading each excerpt. o Why do you think the author has decided to write the piece? o What do you think these writers may teach us? What might we learn from these books? o Example: The author wrote this to inform his readers of his feeling about the topic of. . .

Chicken Soup for the Soul Inspiration for Writers • “It’s a Product, Prudy” o. To give advice and to thank someone, to encourage • “And I Get Paid for This” o. To give advice

From Walking on the Boundaries of Change: Poems of Transition • “Major Differences” o To persuade someone, express feeling about how different/similar people are. • “Acting Spooky” o For self-reflection o A cry for help

From Jackie’s Nine: Jackie Robinson’s Value to Live By • “A Grand Tribute” o To pay tribute to her fathers legacy o Make aware of the times, first African American Baseball player • “Oprah Winfrey” o To inspire others

Writing Down the Bones • A List of Topics for Writing Practice o Teach new topics to writers o Give advice as to what to write about if you are stuck • Composting o Comparing writing to a compost pile. Where many thoughts and ideas can then become a bigger piece of writing. o Writer wrote this to inspire and inform people to keep writing and inspiration will come out of what you write. o To keep practicing!

After the Read • Understanding and exploring why writers write, and reflecting on what would motivate you to write, is the first step to becoming a writer. Now we are going to give it a try. • Independent Writing & Small Group Work (20 -30 min) o Your Writer’s Notebook is a place where you will write for many different reasons. o In your Writer’s Notebook brainstorm a list of reasons to write. Be as specific as you can. Instead of saying, “to keep a memory alive” say “to keep the memory of my grandmother alive” or instead of saying “to give advice” say “to give advice on doing well in school or being a good friend. ”

Inspire • The words “inspire” and “inspiration” are key words for the entire unit. • “Inspire” is the French cognate (related to, originated from) and “inspirar” is the Spanish cognate. Synonyms for Inspire Antonyms Encourage Stimulate Discourage Dissuade Hearten Impress Stop Influence Inform Instill Motivate Spark Touch Urge

Classwork/Homework • Create a chart to list the kind of language each form of writing dedicates to support students as they identify reasons for writing. Use the mentor texts for language examples.

Day 2 Keeping a Writer’s Notebook and Filling It With Possibilities

Objective • Writers use their notebooks to gather and record ideas or “seeds” to consider developing into a published piece of writing. • Students will discover the purpose of keeping a Writer’s Notebook and begin using it for quick writes to record ideas in a short amount of time.

Before the Read • Introducing the idea of “seed planting” o What do you think I mean by “seed planting? ” (Has nothing to do with plants) • Filling up a notebook with different ideas that may turn into writing pieces. • Freewriting

During the Read • As I am reading, listen for where Lois may have gotten ideas from other story seeds in her notebook. Also, find the point in the story where she uses the “shirt story. ”

After the Read • Turn and talk to the person next to you. o Talk about the “seed” ideas you noticed in the book and where the “shirt story” was used. • Think about how a tiny “seed” of a tale was used as the motivation for this story, emphasizing salient points. o Lois took that small idea of a present from her father and created an entire story around it. • What other stories might be waiting to be told from this book?

Independent Work (Writers Notebook) “Quotes on Writing and Being a Writer” • Your task is to read the page of quotes, then choose one (1) of the quotes that interests you and write about that quote. o Paragraph 1: What does the quote mean. Explain it. • First, restate the quote and the write/author. o “Fill your paper with the breathings of your heart, ” by William Wordsworth means… • Describe what you feel the quote means. • Discuss whether or not you agree or disagree with the quote. • Relate the quote yourself. o Paragraph 2: Relate the quote to someone or something. • Tell a brief story, connect it to a book, a movie, a TV Show, a musical artist, a celebrity, a historical figure.

Day 3 -Discovering Many Forms of Writing • Students will make a list of as many forms of writing they can think of. Students will also listen to different genre/forms of writing from a few of the mentor texts, draw evidence from them to identify how they are different, and also explore how form, features and purpose are all connected.

Genre/Form • Genres or forms of writing are categories or types of literature that share the same characteristics such as poems, essays, articles, biographies and speeches. • Some pieces of writing can also contain multiple forms of writing within a single genre, such as a poem picture book.

Writing Forms 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Poems Journals Sci-fi Comics Scripts Fantasy Drama Romance Mystery Bio Auto-Bio Magazine Articles Comedy Speeches Historical Fiction Realistic Fiction Texting letters emails Newspapers Narrative Persuasive Argumentative Horror Picture Book Non Fiction Obituary Action Memoir Essay Gothic Novel Documentary Greeting Cards Reports Advice Col. Resume Quotes Speculative Writing Advertisements Lyrics Application Cover Letter

DO NOT COPY THIS-WE DID NOT DO IT Writing as Inspiration-Looking at Author’s Message • Students will listen to inspirational stories and think about the author’s messages, as well as draw evidence from the text to support their thoughts and ideas. They will also reflect on values they think are important and explore how best to relate those values in their own writing.

Theme/Author’s Message • The subject of a piece of writing, a person's thoughts, or an exhibition; a topic.

Jackie’s Nine Values • • • Courage Determination Teamwork Persistence (constant, continue) Integrity (sincere, honest, goodness) Citizenship Justice Commitment Excellence

• In your Writers Notebook, write down the nine values, THEN • Think about the nine values and how they may play into your own everyday life experiences. o For example, teamwork is essential if you are on a sports team. • For each value, or theme, think of an everyday experience where it would apply.

• One of the ways authors come up with ideas for stories is by reflecting on their values and beliefs. Many times an inspirational quote or the author’s message in a book will spark something in a writers mind. • For each of the time values in Sharon’s book, we can find a quote that relates to the value.

Small Group Work • Choose two quotes that speak to you & your partner (each choose 1) and write about them in your Writer’s Notebook. • First, write both quotes down at the top of a page in your notebook and then for each quote: • Restate the quote and the author • Describe what you feel the quote means. • Discuss whether or not you agree with the quote • Write about a situation that would relate to this quote. THIS SHOULD BE WRITTEN IN PARAGRAPH FORM

Example “It’s not whether you get knocked down, it’s whether you get up, ” said by Vincent Lombardi, is a perfect example of commitment towards yourself and others. I believe this quote means that you need to be committed in what you do and never feel defeated. Everyone gets knocked down, but it’s important to get back up and try again. Overcoming something is important…

Day 4: Finding Your Everyday Voice • Poets find inspiration from everyday experiences and emotions. • Students will discover how poets use emotive language as well as poetic devices in their writing. They will also learn how to find and use their own voice in their writing.

“Disappointment” • What is the poem about? • SKIP 2 LINES (DON’T WRITE THIS) • What is the everyday language that Sara uses to help make the poem sound authentic? (genuine, real, original) • USE EVIDENCE FROM THE POEM TO ANSWER THESE QUESTIONS!

Poetic Devices • What are some of the poetic devices Sara uses?

After the Read • Writers see the story to tell in everyday, regular experiences, just as Sara did in her poems. They also consider the emotion and reflection about people and events that are subjects of their poems. • In your Writers Notebook, begin by making a list (give me 3) of ordinary, everyday people, places and things in your life that you feel a surge of emotion about when you reflect on them.

Examples • “When I think of my 4 year old son, a smile comes to my face as I think about how regular routines such as dinner and bedtime always have an element of humor. ” • “Brigantine Beach is a special place to me. I have been going to this beach for 25 years and it always makes me feel sentimental and nostalgic” • Watching and playing soccer always gets me excited. It makes me want to play even now that I am older.

Generating Ideas I-Writing Lists to Spark Writing • Writers fill their notebooks with lists of ideas and possible topics that they can take through the writing process and develop published pieces. • Students will create lists of possible topics or ideas to write about and then create an idea web or entry using one of these ideas.

Obsessions • Writing Down the Bones o “Obsessions”-page 42 • Make a list of as many obsessions you may have.

• • • • • Pasta Nail polish Sports Cleaning Beach Technology Family Tradition Photography Work Holidays Online shopping Music Netflix Iphone Cases Nutella Coffee Example Organizing

Generating Ideas II: Writing Ideas From a Photograph • Another way writers can generate ideas is by photographs as a springboard for writing since each one holds so many stories and memories. • Students will generate ideas for their writing by using photographs to reflect on an experience that they have had.

Descriptive Language • Use the five senses. hearing, touching, smelling, seeing, tasting to describe each picture/scene.

Baseball

Concert

Football

New York City

• Anecdote: a short account of a particular event, story • Significance meaning importance • Commentary: comment, explanation, description

Writer’s Notebook Check 70 points • Day 1 -Why Writers Write • Day 2 -Keeping a Notebook & Filling it with Possibilities • Day 3 -Forms of Writing • Day 4 -Writing Inspiration • Day 5 -Everyday Voice • Obsessions • Photograph

Generating Ideas III: Writing From Personal Experience • Every successful writer will tell you that the best writing comes from within. • Students will explore how writing about everyday experiences, challenges, and emotions create a connection between writers and readers.

• There are pieces of writing that truly touch people, not necessarily because of their artistic value, but the events relate to people on a deeper level. • These common human experiences tie us together, and writing about them is a way of connecting with your own feelings as well as with the emotions of others.

Engage • I want you to go back to your list of DISAPPOINTMENTS and choose ONE. • Briefly elaborate and describe this DISAPPOINTMENT. o What happened? Who was involved? Were you upset? What was the outcome? • Was this easy or hard to write about?

Example • There once was a time I was disappointed in my grades. • Disappointed in a friend • Disappointed in myself, my actions • Disappointed in a sibling • Disappointed in a coworker • Disappointed in a team or teammate o I would choose one of these examples and elaborate and describe this disappointment.

Reiterate • Taking ideas from life experiences is a perfect way to begin a writing piece. • Writing from personal experiences will make your voice come through and will touch your readers’ heart. Remember to use emotive language, (disappointed, pain, love, hurt)

Poems & Prompts • Choose 2 prompts from the Poems & Prompts worksheet. • First, write the prompt you chose in your notebook, Then write your response. • Choose one that best fits you and that you can really relate to and express your answer. Support your response with examples and actual experiences you had. • Response to prompt=1 page

Selecting: Narrowing Down a Topic • Writers select ideas that are full of possibilities and purpose when deciding what to publish. • Students will reread their Writers’ Notebook to reflect on their writing and select an idea that want to publish.

Engage • Begin to reread your Writers’ Notebook. Look for the idea that you are excited and eager to write about, the one you want to share with an audience and publish for your first (or third) piece of writing this year. • Place sticky notes on those entries or ideas. Beware! Sometimes you can find your idea hidden way at the bottom of an entry, or even an entry that is not finished or complete.

Reiterate • Continue to reread your Writers’ Notebook and then on the “Talking Out” worksheet.

Editing: Commas With Purpose • During the editing stage of the writing process, writers consider the conventions of standard English grammar and usage. Punctuation and particularly the comma, greatly contributes to the sound and meaning of text. • Students will understand the usage of commas correctly and purposefully.

1. Read through the paper you received. 2. Put your initials down at the bottom. 3. Be real, be respectful and be positive 4. Give positive feedback, as well as constructive criticism. 5. Do not be afraid to mark up the paper! o Circle, highlight, star etc. Input new words, take out words, add punctuation, take out punctuation. 6. Use the rubric as a guide.

What are you thankful for? In your Writer’s Notebook, write and explain in detail what you are thankful for.

th 8 grade Cap & Gown Pictures • FORMS are DUE DECEMBER 9 th. In my mailbox or in my room 113. • MUST HAVE IT on DECEMBER 9 th to avoid a late fee. • RETAKES are DECEMBER 9 th!!