Thursday, 4 October 2012

Some BJC Lit Creative Expressions ideas from Queen's College


       Prompts for Creative Expressions for BJC Literature


§  Creating written memoirs of a character for a literary museum
§  Rewriting extracts from drama as prose
§  Rewriting excerpts from prose as drama or poetry
§  Letter to a character about a particular opinion/ attitude / stance
§  A newspaper article
§  Diary or journal entries over an extended period in relation to a character
§  Adding stanzas to a poem while reflecting  the same structure / form of the original poem
§  Creating a skit for a radio/ television /online drama in response to a prose extract
§  Reshaping the end or an episode of /in a text
§  Cartoons (detailed, with lots of speech going on, not just a few words and lots of pictures)
§  Letter to the author
§  Creating a rap
§  Written response to a character’s stance
§   A eulogy
§   A biography
§    A song
§ Giving an animal’s account or having the animal shift the point-of view of a plot
§ Excerpt for a Bahamian script on a particular episode / episode / event or aspect of the plot - taking a piece that is set elsewhere and changing it so that it has a local Bahamian flavour. So a scene from Oliver Twist is rewritten so that it appears to be clearly taking place in The Bahamas. Perhaps there are some name changes -Oliver Turnquest-, perhaps a few characters use the Bahamian dialect etc.      

§ Imagine that you are Josh (A Cow Called Boy), and post an entry on Facebook about your decision to take Boy to school. Ensure that you include details and vivid imagery so that your account will be interesting. You are also required to use Standard English. 


Literature Teachers of Queen's College
Submitted by Jacqueline Hall
September, 2012

Wednesday, 3 October 2012

Grade 7 Short Story "Eleven" by Sandra Cisneros

    “Eleven” by Sandra Cisneros 

What they don't understand about birthdays and what they never tell you is that when you're eleven, you're also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you don't. You open your eyes and everything's just like yesterday, only it's today. And you don't feel eleven at all. You feel like you're still ten. And you are — underneath the year that makes you eleven.
Like some days you might say something stupid, and that's the part of you that's still ten. Or maybe some days you might need to sit on your mama's lap because you're scared, and that's the part of you that's five. And maybe one day when you're all grown up maybe you will need to cry like if you're three, and that's okay. That's what I tell Mama when she's sad and needs to cry. Maybe she's feeling three.
Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one. That's how being eleven years old is.
You don't feel eleven. Not right away. It takes a few days, weeks even, sometimes even months before you say Eleven when they ask you. And you don't feel smart eleven, not until you're almost twelve. That's the way it is.
Only today I wish I didn't have only eleven years rattling inside me like pennies in a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven because if I was one hundred and two I'd have known what to say when Mrs. Price put the red sweater on my desk. I would've known how to tell her it wasn't mine instead of just sitting there with that look on my face and nothing coming out of my mouth.
"Whose is this?" Mrs. Price says, and she holds the red sweater up in the air for all the class to see. "Whose? It's been sitting in the coatroom for a month."
"Not mine," says everybody, "Not me."
 "It has to belong to somebody," Mrs. Price keeps saying, but nobody can remember. It's an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like you could use it for a jump rope. It's maybe a thousand years old and even if it belonged to me I wouldn't say so.
Maybe because I'm skinny, maybe because she doesn't like me, that stupid Sylvia Saldívar says, "I think it belongs to Rachel." An ugly sweater like that all raggedy and old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but when I open my mouth nothing comes out.
 
 "That's not, I don't, you're not . . . Not mine." I finally say in a little voice that was maybe me when I was four.
"Of course it's yours," Mrs. Price says. "I remember you wearing it once." Because she's older and the teacher, she's right and I'm not.
Not mine, not mine, not mine, but Mrs. Price is already turning to page thirty-two, and math problem number four. I don't know why but all of a sudden I'm feeling sick inside, like the part of me that's three wants to come out of my eyes, only I squeeze them shut tight and bite down on my teeth real hard and try to remember today I am eleven, eleven. Mama is making a cake for me for tonight, and when Papa comes home everybody will sing Happy birthday, happy birthday to you.
But when the sick feeling goes away and I open my eyes, the red sweater's still sitting there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as possible. I even move my chair a little to the right. Not mine, not mine, not mine.
In my head I'm thinking how long till lunchtime, how long till I can take the red sweater and throw it over the schoolyard fence, or leave it hanging on a parking meter, or bunch it up into a little ball and toss it in the alley. Except when math period ends Mrs. Price says loud and in front of everybody, "Now, Rachel, that's enough," because she sees I've shoved the red sweater to the tippy-tip corner of my desk and it's hanging all over the edge like a waterfall, but I don't care.
"Rachel," Mrs. Price says. She says it like she's getting mad. "You put that sweater on right now and no more nonsense."
 "But it's not—"
"Now!" Mrs. Price says.
            This is when I wish I wasn't eleven because all the years inside of me—ten, nine, eight, seven, six, five, four, three, two, and one—are pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that aren't even mine.
That's when everything I've been holding in since this morning, since when Mrs. Price put the sweater on my desk, finally lets go, and all of a sudden I'm crying in front of everybody. I wish I was invisible but I'm not. I'm eleven and it's my birthday today and I'm crying like I'm three in front of everybody. I put my head down on the desk and bury my face in my stupid clown-sweater arms. My face all hot and spit coming out of my mouth because I can't stop the little animal noises from coming out of me until there aren't any more tears left in my eyes, and it's just my body shaking like when you have the hiccups, and my whole head hurts like when you drink milk too fast.
But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez, who is even dumber than Sylvia Saldívar, says she remembers the red sweater is hers! I take it off right away and give it to her, only Mrs. Price pretends like everything's okay.
Today I'm eleven. There's a cake Mama's making for tonight and when Papa comes home from work we'll eat it. There'll be candles and presents and everybody will sing Happy birthday, happy birthday to you, Rachel, only it's too late.
I'm eleven today. I'm eleven, ten, nine, eight, seven, six, five, four, three, two, and one, but I wish I was one hundred and two. I wish I was anything but eleven, because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tiny-tiny you have to close your eyes to see it.

7th & 8th grade teachers -try this poem, "A Football Game", from The Student's Anthology

FOR BJC STUDENTS [GRADE 7 OR 8]   A POEM FROM THE STUDENT'S ANTHOLOGY

A Football Game
      by Alice Van Eck
 
           

It's the might, it's the fight
Of two teams who won't give in-
It's the roar of the crowd
And the "Go, fight, win!"

It's the bands, it's the stands,
It's the color everywhere.
It's the whiff, it's the sniff
Of the popcorn on the air.

It's a thrill, it's a chill,
It's a cheer and then a sigh;
It's that deep, breathless hush
When the ball soars high.

Yes, it's more than a score,
Or a desperate grasp at fame;
Fun is King, win or lose-
That's a football game!

             From The Student’s Anthology

Weak Questions on “A Football Game” [Avoid assigning this type]

1. What nationality is Alice Van Eck?
2.  Quote an exclamatory sentence from the poem.
3.  Quote a line that tells what the players wanted.
4. What did the crowd at the game chant?
5. Who cheered, sighed and then went quiet? Explain
     why.

6. What could spectators at the game smell?
7. What is the meaning of ‘soar’ in the third stanza?
8. What happens when the ball soars high at the game?
9. How does the poet describe fun?
 

Stronger Questions:

1.         The poem appeals to our senses. Identify THREE senses it talks about and say how the poet brings these senses alive.  
__________________________________________________________________________________________________________________________________________________________________________________________________________________



2.         Do you think the speaker is most likely a football player or a spectator? Explain.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

3.         What is the figure of speech used in the third line of the last stanza? Explain this figure of speech.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

4.         (a)The poem has a rhyme scheme. What is it?
_____________________________________________________________________

(b) Where can you also find rhyming words in the poem? Give examples from
two stanzas and say how these rhyming words add to the ideas Alice Van Eck wants to get across to the readers.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________

Creative Expression Assignments

1.  Think of a sport, other than football, that you enjoy. Write a poem about it. Use a definite rhyme scheme and descriptions that include at least three of the five senses.
                                                       Now write two Creative Assignments of your own.
2.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

3.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

Friday, 28 September 2012

SANDRA CISNEROS' SHORT STORY, "ELEVEN": MORE ACTIVITIES

MORE ACTIVITIES FOR SANDRA CISNEROS' SHORT STORY, "ELEVEN"


Can you make these activities more creative without changing the focus? If you think they are too challenging, how would you tweak them so that your seventh graders are able to understand the tasks and perform them?


A. Plot Details
When you summarize a story, you note the most important events and details. Summarize the story in your own words. Write out the events in the order they happen.


B. Character Analysis
Rachel is the main character of the story. How do the following things give us clues about her personality? Rachel’s words, actions, reactions, feelings, movements, thoughts, mannerisms

C. Setting
What are the clues that tell you when and where the story takes place? How does the setting influence the story’s conflict and resolution?

D. Figurative Language

Identify TWO similes Rachel uses when she describes the sweater. Explain the two things that are being compared. What do these comparisons tell you about how Rachel feels about the sweater?

E. Point of View
Whose point of view is used to tell the story? How do you know it’s the first person point of view? In stories using first person point of view, the narrator’s words reveal his or her own personality. How does Rachel reveal the type of person she is through what she says?

F. Diction/Imagery/Word Usage
Identify the words that describe the sweater. How do the words describing the sweater help you understand how Rachel feels? What images do these words create?

G. Symbolism
Sometimes a character makes special connections with images in a story. Here are three different images Rachel focuses on near the end of “Eleven”. What are the connections Rachel makes with them? In other words, what do they symbolize to her?

A red sweater: being singled out; unfairness
A birthday party: unhappiness, disappointment
A runaway balloon: escape, being unnoticed

H. Themes
A theme is a main or central idea, concern or purpose in a literary work. It is a "big" statement that a piece of literature makes about particular subjects. Works can have many subjects and many themes and both are open to interpretation. It is best to express a theme in a full sentence. Some subjects of “Eleven” are growing up, childhood and the influence people’s experiences have on them. Sometimes a good way of determining a theme of a story is to ask: What lessons do the characters learn?
What are TWO lessons Rachel learns?

Activities for Sandra Cisneros' short story: "Eleven"

Story Analysis

 
1.      To analyze a short story, the reader needs to think of the following:

When?

                (Time of the story)


Where?
                (Place of the story)


Who?

(Characters: main & secondary)




What?
(Plot: problem/conflict, rising action, crisis/climax, falling action, resolution)





Why?
(Theme: what the idea behind the story is; why the author wrote this story)




How?
  (Point of view: who tells the   story and how)




Complete the chart, analyzing the story, “Eleven”.

2.      Summarize the story in your own words. This means you must write out the events of the story in the order they happen chronologically.

3.      Describe the protagonist (the chief/main character) in the story. Write between 1 – 2 paragraphs.

4.      a. Draw the simile Rachel uses in the story to describe what it is like to grow up.

b. Then explain what she means in your own words.

Here is the simile:
Because the way you grow old is kind of like an onion or like the rings inside a tree
trunk or like my little wooden dolls that fit one inside the other, each year inside the
next one. That’s how being eleven years old is.

Source: ETNI – English Teachers’ Network
www.etni.org/teachers/yehudith/eleven.htm

Poems for Grade 7 from Holt McDougal


 
GRADE SEVEN POEMS FROM HOLT MCDOUGAL LITERATURE INTERACTIVE READER


Sea-Fever                        by            John Masefield

I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by,
And the wheel's kick and the wind's song and the white sail's shaking,             
And a grey mist on the sea's face, and a grey dawn breaking.

I must go down to the seas again, for the call of the running tide
Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.

I must go down to the seas again, to the vagrant gypsy life,
To the gull's way and the whale's way, where the wind's like a whetted knife;
And all I ask is a merry yarn from a laughing fellow-rover,
And quiet sleep and a sweet dream when the long trick's over.



Message from the Caterpillar   
 by      Lillian Moore



Don't shake this
bough.
Don't try
to wake me
now.

In this cocoon
I've work to
do.
Inside this silk
I'm changing
things.

I'm worm-like now
but in this
dark
I'm growing
wings.


I'm Nobody! Who are You?           
  By  Emily Dickinson
 
 
 
I'm Nobody! Who are you?
Are you – Nobody – too?
Then there's a pair of us!
Don't tell! they'd advertise – you know!
 
How dreary – to be – Somebody!
How public – like a Frog –  
To tell one's name – the livelong June –  
To an admiring Bog!



Fog     by    Carl Sandburg



The fog comes

on little cat feet.



It sits looking

over harbor and city

on silent haunches
        5
and then moves on.




Two Haiku     by    Basho

Winter solitude-
in a world of one color
the sound of the wind.


A field of cotton-
as if the moon
had flowered.


























Mooses                                        
  by   Ted Hughes

The goofy Moose, the walking house frame,
Is lost
In the forest. He bumps, he blunders, he stands.
With massy bony thoughts sticking out near his ears –
Reaching out palm upwards, to catch whatever might be
falling from heaven –
He tries to think,
Leaning their huge weight
On the lectern of his front legs.
He can’t find the world!
Where did it go? What does a world look like?
The Moose
Crashes on, and crashes into a lake, and stares at the
mountain and cries:
‘Where do I belong? This is no place!’
He turns dragging half the lake out after him
And charges the crackling underbrush –
He meets another Moose
He stares, he thinks: ‘It’s only a mirror!’
‘Where is the world?’ he groans. ‘O my lost world!
And why am I so ugly?
And why am I so far away from my feet?’
He weeps.
Hopeless drops drip from his droopy lips.
The other Moose just stands there doing the same.
Two dopes of the deep woods.





The Village Blacksmith     
by
Henry Wadsworth Longfellow

 
Under a spreading chestnut tree

  The village smithy stands;

The smith, a mighty man is he,

  With large and sinewy hands;

And the muscles of his brawny arms
  Are strong as iron bands.

  

His hair is crisp, and black, and long,

  His face is like the tan;

His brow is wet with honest sweat,

  He earns whate'er he can,
And looks the whole world in the face,

  For he owes not any man.

  

Week in, week out, from morn till night,

  You can hear his bellows blow;

You can hear him swing his heavy sledge
  With measured beat and slow,

Like a sexton ringing the village bell,

  When the evening sun is low.

  

And children coming home from school

  Look in at the open door;
They love to see the flaming forge,

  And hear the bellows roar,

And watch the burning sparks that fly

  Like chaff from a threshing-floor.

  

He goes on Sunday to the church,
  And sits among his boys;

He hears the parson pray and preach,

  He hears his daughter's voice,

Singing in the village choir,

  And it makes his heart rejoice.
  

It sounds to him like her mother's voice,

  Singing in Paradise!

He needs must think of her once more,

  How in the grave she lies;

And with his hard, rough hand he wipes
  A tear out of his eyes.

  




Toiling, - rejoicing,- sorrowing,

  Onward through life he goes;

Each morning sees some task begin,

  Each evening sees it close;
Something attempted, something done,

  Has earned a night's repose.

  

Thanks, thanks to thee, my worthy friend,

  For the lesson thou hast taught!

Thus at the flaming forge of life
  Our fortunes must be wrought;

Thus on its sounding anvil shaped

  Each burning deed and thought!




  

     Is the Moon Tired?              
          by Christina Rossetti


Is the Moon tired? She looks so pale
Within her misty veil;
She scales the sky from east to west,
And takes no rest.
Before the coming of the night
The Moon shows papery white;
Before the dawning of the day,
She fades away.