August 24, 2010

1. August 24, 2010 Procedures: • Take your seat. • Take out your portfolio folder and a pen, pencil, or marker. • Read the “Writing Portfolio Requirements” handout (5 minutes) and place handout in folder.

2. Portfolio Piece #1 • A reflective composition. The reflective composition uses personal experiences as a basis for reflection on some aspect of life; draws abstract comparisons between specific incidents and abstract concepts; maintains a balance between describing incidents and relating them to more general, abstracts ideas that illustrate personal beliefs; and moves from specific examples to generalizations about life.

3. Quickwrite #2 5 minutes You will be reading an excerpt of a reflective composition by Mark Twain called “Life on the Mississippi”. In this excerpt, Twain recalls how his view of the Mississippi River changed as he became a riverboat pilot. Have you ever experienced a change of heart as you learned more about a person, an activity, a place, or a subject? Explain. What were your initial feelings? How did your feelings change as you became more knowledgeable?

4. Pre-reading Vocabulary Objectives: Students will skim the text to identify the passage’s vocabulary words (14 total). In their notebooks, students will write the word, its meaning, and the sentence in which each word appears. Example: faculties (p.670) = abilities If I had really known what I was about to require of my faculties, I should not have had the courage to begin.

5. Quickwrite #3 (5 Minutes) Describe the mood/tone conveyed in in this image.

6. Connecting what you’ll be reading to what you’ll be writing….. • “Life on the Mississippi” is a memoir, another word for a reflective composition. • Mark Twain does a good job of following the 6 traits of writing. His IDEAS, WORD CHOICE, and VOICE are especially well done. Twain writes from personal experience, and he uses vivid words to help readers visualize.

7. DETAILS Make a list of five details that help you visualize as you read the story. Write the page number after each detail. Example: “A broad expanse of the river was turned to blood; in the middle distance, the red hue brightened into gold…..” (p. 674) COMPARISONS Make a list of three comparisons (e.g. similes and metaphors) as you read the story. Write or underline what was being compared. Include the page number. Example: “….and high above the forest wall a clean-stemmed dead tree waved a single leafy bough that glowed like a flame in the unobstructed splendor that was flowing from the sun” (p.674) Active Reading ChartObjective: As they read, students will record the details and comparisons that help you clearly visualize Twain’s experiences on the Mississippi.

8. Directions for reading You may read individually or with a partner. The point of partner reading is to help one another comprehend the text. If you feel that you may need assistance in understanding the text, then you may choose a partner with which to read. If you choose to partner read, follow these directions: • Choose what parts each person will read aloud (low voices). • When you are not reading, follow along with your eyes and mind. Don’t daydream or get off task! • Pause at times to add items to the chart. Remember, you need 5 details and 3 comparisons.

9. September 1, 2010Warm-Up: Difficult words As you read Mark Twain’s “Life on the Mississippi,” there were probably several words that you found challenging (other than the 14 vocabulary words). Choose 2 words that you didn’t know in the reading. In your notebook, write: • the word, • what you think it may mean (based on context clues), • and finally, the real definition (You’ll need to look it up in a dictionary).

10. Post-reading questionsObjective: When they have finished reading “Life on the Mississippi,” students will answer the following questions in their notebooks. 1. What did you get out of the reading: a) What did you understand, and b) What did you notice about Twain’s memoir (his writing style, word choice, ideas, voice, etc.)? 2. What questions do you still have? What parts of the composition did you not understand? 3. On what page does Twain’s description of the river change as the story progresses? (Look back at the reading) Why does his description change? 4. On page 675, Twain writes, “No, the romance and beauty were all gone from the river.” Why has Twain lost this aesthetic point of view of the Mississippi?

11. Post-reading questionscontinued…. • A reflective composition. The reflective composition uses personal experiences as a basis for reflection on some aspect of life; draws abstract comparisons between specific incidents and abstract concepts; maintains a balance between describing incidents and relating them to more general, abstracts ideas that illustrate personal beliefs; and moves from specific examples to generalizations about life. 5. What personal experiences does Twain reflect on? 6. Star (*) one abstract comparison in your Active Reading Chart that you liked best. 7. For this last part, reread page 675, beginning at, “No, the romance and beauty were all gone from the river.” What specific example does Twain use in the end of the excerpt? What personal belief / generalization about life is Twain relating?

12. Post-reading questionscontinued…. Analysis of Twain’s Writing: Ideas, Word Choice, and Voice • Turn back at your “6 traits notes”. • We will assess how good a job Twain did at addressing these traits of writing: Ideas, Word Choice, and Voice.

13. Ideas & Content A writer should: ~ Narrow the topic to something specific ~ Use a fresh, original perspective ~ When possible, write from experience ~ Use important, interesting details (not just common knowledge)

14. Word Choice A writer should: ~ Use words that create a mental picture for the reader ~ Use powerful action verbs (vivid verbs) 8. Give examples of two good action verbs used by Twain. ~ Use specific nouns and adjectives 9. Gives examples of two good nouns and two good adjectives that Twain uses. ~ Use language that is natural and not overdone 10. Give one example of a piece of “natural” dialogue that Twain uses. ~ Be concise (tighten sentences) 11. Give one example of a short, tight sentence that Twain uses that is effective. ~ Use words correctly ~ Avoid repetition, slang, and clichés

15. Voice A writer should: ~ Write honestly and from the heart ~ Interact with the reader * without using YOU (unless genre permits) ~ Use language that brings the topic to life ~ Care about topic ~ Use expression to voice personality 12. After reading, describe Twain’s personality. Use an example from the text to support your description.

16. Extra CreditIf you finish your questions early…… Read Mark Twain’s epigrams on page 678 and perform the following activities for extra credit. The amount of extra credit you earn depends on the accuracy and depth of your answers. • Based on reading the epigrams provided, provide a definition of an epigram. • Twain is known for using comic exaggeration in his writing. Explain Twain’s use of comic exaggeration in two of his epigrams. • Choose your favorite epigram on page 678 and copy it in your notebook. Why is it your favorite?