PICTURE DAY TOMORROW for 1B and 4B!
1A
1. Freewrite. Students wrote for five minutes at the beginning of class.
2. Imagery review. Students reviewed imagery by singing the imagery song (to the tune of “Jingle Bells” — ask them to sing it for you!): “Imagery, imagery: taste, touch, hear, smell, see. When you use description, my five senses you must please!”
3. Slanted imagery. We then looked at the back of L3: Imagery, which students received last class. Students worked on labeling slanted imagery in each passage. Slanted imagery means description used to hint at an attitude rather than outright describing it. When finished, we put away this page of notes in our binders.
4. Applying slanted imagery. Students examined the painting The Oxbow by Thomas Cole (an American landscape painter):
Looking at the image, they created a t-chart in their notebooks of positive and negative ways to describe the landscape. We focused on describing rain (showers cleanse the earth vs. torrents pour down), sunlight (the sun beams, the sun blinds), and the bend in the river using a simile (the river bends like a swan’s neck vs. the river bends like a noose waiting for a victim!).
4. Imagery prewriting. We then shifted to thinking about places in our own lives. Students listed ten places in their notebooks that were or are important to them in some way. Then, students chose one to describe (and tell a story about if desired). That one place was then used to complete this prewriting: Setting Piece Prewriting. If downloading the link, use the first page only. Here are some examples of excellent setting/imagery writing that are included on the back of the prewriting handout: Imagery Examples for Back of Prewriting.
5. Writing time for setting piece. Once students finished the prewriting, they started writing their piece.
HW: Finish writing setting piece for Friday. Bring your completed prewriting and your completed writing. It should be at least one page long. You may simply describe the important place or you may tell a story and describe the place. For examples, see the back of your prewriting sheet.
2AB
1. Freewrite. Students wrote for three minutes at the beginning of class.
2. Imagery notes. Students received L3: Imagery and we reviewed the definition by singing the imagery song (to the tune of “Jingle Bells” — ask them to sing it for you!): “Imagery, imagery: taste, touch, hear, smell, see. When you use description, my five senses you must please!” Students then drew sense cards and split into group to analyze the imagery passage on the front of their notes sheet. Then, they jigsawed out into color groups to share out with the other senses. We quickly reviewed the imagery from the passages.
3. Slanted imagery. Then we stepped it up a notch. Slanted imagery means description used to hint at an attitude rather than outright describing it. Students identified slanted imagery in the first passage on the back of L3. When finished, we put away this page of notes in our binders.
4. Applying slanted imagery. Students examined the painting The Oxbow by Thomas Cole (an American landscape painter):
Looking at the image, they created a t-chart in their notebooks of positive and negative ways to describe the landscape. We focused on describing rain (showers cleanse the earth vs. torrents pour down), sunlight (the sun beams, the sun blinds), and the bend in the river using a simile (the river bends like a swan’s neck vs. the river bends like a noose waiting for a victim!). Students wrote for three minutes.
HW: None for tonight — you will receive writing homework tomorrow!
4A
1. Freewrite. Students wrote for three minutes at the beginning of class.
2. Imagery notes. Students received L3: Imagery and we reviewed the definition by singing the imagery song (to the tune of “Jingle Bells” — ask them to sing it for you!): “Imagery, imagery: taste, touch, hear, smell, see. When you use description, my five senses you must please!” Students then drew sense cards and split into group to analyze the imagery passage on the front of their notes sheet. Then, they jigsawed out into color groups to share out with the other senses. We quickly reviewed the imagery from the passages.
3. Slanted imagery. Then we stepped it up a notch. Slanted imagery means description used to hint at an attitude rather than outright describing it. Students identified slanted imagery in the first passage on the back of L3. When finished, we put away this page of notes in our binders.
4. Applying slanted imagery. Students examined the painting The Oxbow by Thomas Cole (an American landscape painter):
Looking at the image, they created a t-chart in their notebooks of positive and negative ways to describe the landscape. We focused on describing rain (showers cleanse the earth vs. torrents pour down), sunlight (the sun beams, the sun blinds), and the bend in the river using a simile (the river bends like a swan’s neck vs. the river bends like a noose waiting for a victim!). Students wrote for three minutes.
4. Imagery prewriting. We then shifted to thinking about places in our own lives. Students listed ten places in their notebooks that were or are important to them in some way. Then, students chose one to describe (and tell a story about if desired). That one place was then used to complete this prewriting: Setting Piece Prewriting. If downloading the link, use the first page only. Here are some examples of excellent setting/imagery writing that are included on the back of the prewriting handout: Imagery Examples for Back of Prewriting. Your piece can be modeled off one of these if you like.
5. Writing time for setting piece. Once students finished the prewriting, they started writing their piece.
HW: Finish writing setting piece for Friday (which is picture day). Bring your completed prewriting and your completed writing. It should be at least one page long. You may simply describe the important place or you may tell a story and describe the place. For examples, see the back of your prewriting sheet.
ALEXA GARVOILLE 