Irony

Today I introduced irony in all its creative glory.  Here's a link to the slide show you saw in class.  Can you remember what the three types of irony are?  Can you offer original examples of each one?  Can you define them all?  If not, check out your notes or revisit the slide show.

We'll be talking about irony a lot this year.  You'll want to remember it.

We will also be talking about "Harrison Bergeron" throughout the year.  We started diving into it today, but tomorrow's class will be a deeper dig into the Vonnegut classic.  A few things to think about:

What is Harrison's goal?

Does he succeed?

What are Vonnegut's beliefs based on the story?

What is satire and what is Vonnegut trying to satire here?

What is ironic about the story?

We will look at these questions, some of yours and a few others tomorrow.  Be ready to discuss.

Possible QBTs tomorrow.  Have the typed outline ready to be turned in the day you present.  Monday at the latest.

Until next time...

Is Equality a Worthwhile Goal?

Collected the investigative journalism articles today.  I'll start assessing hem tonight.  Period one, you are up first.

Gave my sample QBT today.  It was obviously a work in progress since I went about 15 seconds over.  I still need to edit it down, but hopefully, you saw the key things you need to do to be successful in yours.

Remember to type up a paper with what you are going to say for your QBT.  Include sections on the intro, the synopsis, the sell and the conclusion.  Remember to say the title and author in the beginning and repeat them at the end as well.  We'll start Wednesday with volunteers but officially kick it off on Monday, October 6.  On that day, everyone needs to be prepared to present.

So is equality a worthwhile goal?  We heard plenty of arguments for both sides.  After the obvious discussion points of race, gender and religion, some of you looked deeper into how far we should take the equality idea.  I believe you'll find that tonight's highlighted and annotated reading of "Harrison Bergeron" by Kurt Vonnegut fits right in with today's class discussion.  Come to class tomorrow with your thoughts and questions but also consider this:

What are you willing to sacrifice in the quest for perfection?  

Can't wait to hear what you think.

Until next time...

Investigative Journalism and the QBT

Tomorrow is almost here and that means that the investigative journalism paper will soon be published and submitted to me.  You'll be giving me a typed, double-spaced, hard copy tomorrow when you walk into class.  Please print it at home as our school printer is not prepared to handle an onslaught of student printing.  It'll wear out quicker than  Dale Earnhardt Jr.'s tires.

Do yourself a favor.  Give your paper and the rubric to a trusted editor and have him/her give it one final read and assessment.

Double check to be sure your Works Cited page is attached.

Did you identify all your sources?

Be sure not to stack your quotes.

Make sure your points are clear.

Then print it and bring it to class.

Now onward! To the QBT!

I still say the the QBT is as fun to present as it is to say: Quickie Bookie Talkie! I'm even laughing as I type it!

Here's what I'm expecting you to do for the QBT. IN 60 SECONDS!

1) Pick the book.  (should be already completed)

2) Read the book. (should be already completed)

3) Start planning the following parts of the QBT:

     A) Your introduction-it needs to be brief but catchy in some way; be clever but quick
   
     B) Title and author-do not forget to say these two; that will be a an error proportionate to eating seven chili dogs 30 minutes before running a marathon (trust me...not a good idea)
   
     C) Organize your ideas on the plot of the story into a couple sentence summary.
     Use just the highlights.
     Then cut those down to the highlights of the highlights.
     And then use only the key highlights of the highlights.
     Remember your whole speech is only 60 seconds!
   
     D) Now you are on your selling point or points (no more than 2).  You need to figure out what makes this book of yours special.  What makes it unique?  Why should someone read it? Don't say it has a lot of action.  Tons of books have a lot of action.  Find something different about your book. Then discuss it efficiently and effectively.  Convince people to read your book (or not read your book if you are going in that direction).

     E) Time is running out.  The seconds are whizzing by faster than a Katniss arrow.  But you still have to wrap up the QBT.  No you can't say any of the following:

I'm done.

That's it.

I'm finished.

The end.

Time to clap.

Or anything like those.

Make it clear that you are finished and none of those will be necessary.  Offer one good closing sentence; you know, end with a jolt or a clever twist.  Make it good!

That's the QBT.  We'll start as early as Wednesday (depending on volunteers) and as late as next Monday.  I'll give a sample tomorrow or Tuesday.  We ALL need to be ready to go by next Monday.
60 seconds.

30 points.

The QBT.

Until next time...

The QBT Intro

The QBT!

QBT? What's a QBT?

It's a Quickie Bookie Talkie!  Fun to say and fun to present!

I told you about the QBT today.  Hopefully you've read your book and started to organize some thoughts in your head as to what you will be saying in your 60 second QBT.  I promise to have more detail on the blog come Sunday.  Check back here then for all the nitty-gritty details.

Your big focus this weekend will be on the investigative journalism submission.  Make it the best you possibly can. Have a typed, double-spaced, hard copy, complete with Works Cited, in class on Monday.  Be sure to print it at home because the ink level at school is pretty low.

If you are out of ink, think of a different way to print it.

If your printer doesn't work, think of a different way to print it.

If your Wi-Fi isn't working, think of a different way to print it.

Just have it printed and in class on Monday.

Thanks.

Until next time...

Sharing Day

Today, we shared.  We heard a nice variety of topics and had some good discussions over how individuals might improve their papers and how those specific changes might help all of us.  Some key points made included:

1) Every statistic must be cited.  Whenever you have a statistic, a fact, a number, a questionable statement then you must identify the source where you found the information.

2) We STILL need to clearly identify every person in our papers.

3) Word usage: be aware of the words you use and avoid needless repetition of the same words.

4) Read your writing aloud. As individuals shared today, they read their writings aloud and found errors they hadn't noticed before.

5) Do not offer a lengthy paragraph made up entirely of one quote.

6) Be sure to discuss and explain the quotes whenever necessary.

7) Don't make assumptions unless you can prove them to be true.  (At that point they aren't assumptions any more.)

8) Use the OWL to correctly write your Works Cited page.

There's probably more but that is enough for now.  Be sure to work that allusion in your paper.  Be sure to proofread.

We are looking to have a complete, typed, double-spaced, properly-headed, Work-Cited-included printed  hard copy in class on Friday.

I'm not here tomorrow but be on your best behavior and be ready to work.

Until next time...

Works Cited

Ah...those are two words you probably haven't heard in a while.  You probably haven't missed them either.  But they are back now and they are likely to stay for the rest of the school year.

Welcome Back, Works Cited!

Alright, settle down.  Anyway, we went over the Works Cited format today in class, and I gave you the wonderful website OWL (sponsored by Purdue) to use as your first resource for all your citation needs.  If you have a question on how to cite something, the OWL will know how to do it.  It's also easy to use.  USE IT!

Today we also discussed/reiterated the importance of clearly identifying every one of your sources. Doing so lends credibility to the source and validity to your paper.  Those are good things to have.

Tonight, polish those papers.  Complete that works cited. Come with specific questions to ask about your paper.

Tomorrow we share, perhaps for the last time.  We have volunteers already identified but if time remains perhaps we can look at yours as well.

Until next time...

Time to Revisit the Writing

Today we spent time discussing what your investigative journalism article has in common with other investigative journalism articles, including a mentor text on sleep texting.  Here's the link should you want to see it again.  

As table groups you found what you shared in common.  Some of these included:

-leads
-titles
-quotes from at least three sources
-quotes from experts
-allusions
-POW! words
-specific details
-identified sources
-clearly stated issues
-statistics
-narrative segments
-and a few others

Tonight you need to revisit the writing and sharpen it even more.

Add an interview and information from an expert source.

Add another POW! word or two.

Add an allusion to make the writing more vivid.

Add statistics that support what you are saying.

Add a sentence that clearly identifies what it is you are writing about.

Come to class tomorrow with a paper that is even stronger than the one you came with today.  It takes time and effort. Tonight, you can make sure that time and effort pay off.

Until next time...

Peer Edit Day and Progress Reports

Let me address the progress reports first.  There is no language arts grade on the progress report that went home today.  In order to present a fair and accurate assessment of your production, I need to wait until Tuesday to update HAC, thus, no grades are showing up on your progress report. If you and Mom and Dad can wait until next Tuesday, then you will find a first quarter grade on HAC at that time. Feel free to email me should you have any questions.

Our peer editing day was today.  There were a lot of good conversations going on about the articles. I was impressed with some of what I saw.  Students helping students improve-helping each other without teacher assistance-is an important step in the learning process.

This weekend you need to revise your investigative journalism article and make it as strong as you can.  Write it as if you were submitting the final copy on Monday.  Then come to class with specific questions on the paper that you wish to discuss.

Here is a link to the checklist I shared in class.  Realize that it contains most of the items that I will be using to assess your writing once you submit it.  If I were you. I'd want to check it out myself to be sure I am doing what I need to in order to be successful.  

A willingness to work hard will lead to success.  Are you willing to work hard?

Until next time...

Practice for Tomorrow's Peer Edit

Peer Edit Day is tomorrow.

Be sure to have your complete rough draft typed on Google Docs so that you can share it with your peer editor.  You might also wish to bring a hard copy of the investigative journalism piece if you want to mark up the text.  Either way be sure you have a complete draft in class tomorrow.

Today we talked about conference techniques.  The Big Four you need to focus on tomorrow include:

1) Listen attentively when the writer is speaking and reading.

2) Offer intelligent, thoughtful feedback that will enable the writer to improve his/her piece.

3) Tell the editor specifically the questions and concerns you have about your writing.

4) Edit unto others as you would have them edit unto you.

Finally, in the paraphrased words of Malcolm Gladwell: If you want to be successful, then you have to be willing to work hard.

Come to class tomorrow ready to work hard.

Until next time...

Interviews

Had some very revealing interviews with five different football players today.  As I completed a sample interview with the five athletes I learned a lot about the amount of time students spend on activities outside of school.  I don't see how academic performance can't be effected.

The real point of the interviews, however, was not the result but the process.

How to approach an individual and ask for an interview.

How to gather basic information (name spelling is number one!).

How to come prepared with a list of questions to guide the interview but not to be locked into the questions so much that important follow-up questions go unasked.

How to probe for deeper, more significant, QUOTABLE responses instead of settling for meaningless tripe.

How to close the interview making sure a "Thank you" is offered.

A good interview might be the difference between a successful paper and a forgettable one.

Don't write a forgettable investigative journalism piece.

You wrote a lot today.  I think today was probably the best day we have had this week.

Tonight you need to complete three pages (three sides) of writing in your writer's notebook or 1-2 pages of typing on your Google document.  We'll open tomorrow's class looking at what you accomplish tonight.

Peer editing day is coming Friday.

THE deadline is early next week.

Until next time...

Connotations and Allusions

The progress on the investigative journalism papers seems to have hit a brick wall. It's time to push through the distractions, laziness, procrastination and fear and complete what needs to be completed.

Interview those sources!  You should have a minimum of three, but they need to be three sources that give you useful, quality information.  I saw someone today who settled for one word answers to three questions.  Not much quotable in a "NO" response.

Don't interview your peers in front of their friends.  It will be all about the humor and the material they give you won't be useful.

Interview people outside your comfort zone if they could help to strengthen your paper.  Many of you are not thinking beyond your peer group for interviews.   That's going to leave you with a less than substantial and less than meaningful paper.

Research what you need to find solid background information.  Give credit to the websites and/or magazines and include a Works Cited.  Look on OWL if you have any questions on format.

Write.  Offer a blend of narrative and informational text.  There is no right way to start.  Try a variety of methods and choose the one that works best.

We are looking at having a peer editing day on Friday.

We also discussed connotation and allusion today.

Connotation is the definition a word has based on our experiences and viewpoints.  it's the baggage a word carries with it.

Allusion is a reference to a well-known person, place, thing, idea or event.

You should try and include an allusion in your writing.  We looked at some slides (here is a link to it) and came up with ideas the allusions could get across.

Just like with POW! words, try to get at least one allusion into your writing.

Now start writing!

Until next time...

Mentor Texts

Today we spent a majority of our time looking at mentor texts.  These are texts that we should read and imitate because they are written so well and offer insight into how we might transfer those skills into our own writing.

One of the first pieces we looked at was Snow Fall by John Branch.  I had mentioned this one on my last post, but not every class had a chance to see it, so we took a closer look at his award winning writing.  He does a superb job using the narrative craft-with a focus on action-to build interest in the reader and to focus them on the severity of the issue.  He builds drama and suspense throughout the first chunk of the article as he describes the avalanche.  Just when the avalanche stops with people trapped inside, he shifts to a more informational style that helps to establish the background for the avalanche event.  This narrative action approach is one you could imitate.

Another piece we discussed was "Operation Overload" by Matt McCarthy about the increase in the number of Tommy John surgeries being performed.  McCarthy opens with a detailed account of Matt Ferreira's operation.  We saw how McCarthy used Matt as an example of his larger topic of the surgeries.  This single story to exemplify a larger issue approach is another style you might attempt.

I then sent you off to look at other Sports Illustrated articles and investigative journalistic books like Where Men Win Glory and The Blindside.  Lots to learn from mentor texts! Read as much as you can in the investigative journal format so that you feel comfortable when it comes time to officially write your paper.

Tonight you should be interviewing, researching and writing.  Let's get a solid draft of this paper together by Friday so we can do some peer editing.  Then be ready to submit it early next week.

Until next time...

Taking a Breather

We paused our pace today.  After reading about and listening to your issues yesterday it became apparent that a slow down was needed.

With that in mind, I had you share your issues today.  We discussed the validity of the topics, problems which may arise and sources that should be tapped.  By the end of the class, some of you were ready to dive into the investigating; others will be fine after a little tweaking; still others are going to need to go back to the drawing board.  No matter the situation you find yourself in, today's discussion helped to eradicate some misconceptions and clarify some confusing elements to our investigative journalism stories.

This weekend you should start investigating.  You should be planning out your attack.

Who will you interview?  When?  Remember you need a minimum of three interview sources.

Do any research you might need for background information. Write notes in your writer's notebook.

Start drafting some ideas.  Play with a variety of leads.

Try to balance the narrative and informational writing techniques.

Check out John Branch's sensational investigative journalism piece called "Snow Fall".   It is long but it is an amazing story.  Look at how he opens with a gripping description of an avalanche and the fear embodied in Elsie. Just when the avalanche stops, Branch shifts gears and throws in a little history.   He is doing what I want you to do: offer a rhythmic balance between the narrative tone and the informational (journalistic) tone.

Be sure to write this weekend and come to class with some progress on your investigative journalism piece.

Until next time...

Narrative Craft and Committing Time

I can't just write all facts and details.  It's boring and no one will want to read it.

So what do investigative journalists do to make their writing more enticing?

They use their narrative craft.  They use the skills they have when writing stories to make their writing more engaging.  They use dialogue.  They describe the setting.  They offer a piece of action. They use figurative language.  They do some of  everyone of those.

That's what I had you try to do today.  I asked that you use dialogue or descriptive action or setting description to help pique your reader's interest.

Tell a brief story to help convey the important issue you are trying to get across.

Create a scene that demonstrates your issue.

Doing these things will generate more readers for your writing.  Practice more tonight if you have the chance.

Tonight I want you to commit to an issue.  You came in with five ideas on Wednesday.  You narrowed them down to two issues for today.  Tonight, commit to the one issue you want to investigate thoroughly.  In addition, write a (minimum) one page reflection on your selection.  Be sure to answer the following two questions in your reflection:

1) Of all the stories to tell, why do I want to write this one?

2) What message do I want to send my readers?

After you complete this, you'll be prepared for the next step.

Until next time...

Topics to Issues to What Matters

It just doesn't matter.

It just doesn't matter.

It just doesn't matter.

Then don't write about it.

Today you came to class with a bevy of topics.  We heard everything from grandma to motocross to internet interactions.  Those topics might be interesting, but do they matter?

You're job is to make sure they do.

We are looking for investigative journalism issues that are important, that matter to people, that people care about.  You know, issues that are socially significant.

Today we started with those topics you brought in and then started changing them into issues of significance.  We discussed how the issues would matter to people.  We also identified sources that the writers could use.

We definitely heard some issues that could be turned into terrific some great investigative journalism:

* Are concussions diagnosed and handled properly on the middle school football sideline?

* Are the Discovery bathrooms truly clean?

* Is there equity in the purchasing of team uniforms at DMS?

* What are the effects of being raised in a home without a father?

* Are middle school students over-scheduled?

Those are just a few of what will be a raging river of issues coming in tomorrow.

For tomorrow, you should identify two issues you would be willing to investigate.  These should not be mere words but clear statements explaining what your issues are.  Write these in your writer's notebook. Then I want you to identify three potential sources you might use to help you gather info for your news story.

Bring that to class tomorrow and be ready to start writing.

Until next time...

The Start of the Second Bend of Investigative Journalism

News stories from the first part of our investigative journalism unit have now all been submitted.  I'll start assessing those news stories soon.  You can check my progress on your own by seeing if I have been commenting on your paper and completing the rubric.

Today we had a good discussion on the Kim Kilbride article.

We discussed the effectiveness of her lead ( good specific case study story to personalize the info that followed).

We discussed the social significance of her story (it was vast!).

We discussed the ways in which it was an example of investigative journalism (too many to count!).

We discussed the bias the piece contained (hard to argue against that).

We even looked at the closing and discussed its shortcomings.

Finally, I informed you that you are going to be doing something similar.  With that in mind...

Tonight I want you to identify 5 topics that you would tend to write about if I told you you had to write about something.  For example, in class I told you the first things I would tend to write about would be my son, my daughter, and my wife (oh I have some stories to tell you about her!)

Aside from those, I would likely write about biking or running or eating ( I love eating!  Tacos anyone?)

I might also choose to write about life in a big family (five brothers and sisters), funny things (I like to find the humor in everything...it just makes it easier to handle) or teaching (it's amazing what 12-14 year olds say, do and write!).

So there you have it.  That's my list of five things I tend to write about...okay actually it's more like nine, but you get the idea.

Write these down in your writer's notebooks and bring them to class tomorrow.  We will start finding the social significance angle you could focus on and discover who might be an expert on your topic in the class.

Sound good?  I thought so too.

Until next time...

The Quick Post

Just wanted to let you know that all of your news story submissions (up to three quality ones if you want to do your best) should be turned into your folder by tomorrow before class ends.  You wont have a lot of time to type them in, but we will do a quick check of some basic information and  the presentation format.

Tomorrow we will also look at that news story by Kim Kilbride that you read today.  Was it investigative journalism?  Did it have social significance?  Should tickets be given to students?  We will examine these and other questions tomorrow in an assessed discussion.  Be sure to have all the prompts you received today answered to the best of your ability so that you can participate to the fullest tomorrow.

Here's a link to the rubric I will use to assess your news stories.

Until next time...

Folders For Your News Stories

Period One

 https://drive.google.com/a/phm.k12.in.us/?tab=mo#folders/0B3mQljYsFpgNbERlaDNVZXB0d3c

Period Two

https://drive.google.com/a/phm.k12.in.us/?tab=mo#folders/0B3mQljYsFpgNRzEzOUhLN2pRVHM

Period Three

https://drive.google.com/a/phm.k12.in.us/?tab=mo#folders/0B3mQljYsFpgNOU9za2lCVFhrLW8

Period Four

https://drive.google.com/a/phm.k12.in.us/?tab=mo#folders/0B3mQljYsFpgNSGRXR0ZZbkJrS3c

Period Six

https://drive.google.com/a/phm.k12.in.us/?tab=mo#folders/0B3mQljYsFpgNNUF0Znd5ejMyNW8

Publishing Day Tomorrow!

Woohoo!

Tomorrow is the day!

Publication day!

Sorry for all those exclamation points, but I'm a little excited.  I can't wait to see what you will be producing and sharing as your final copies.  Be sure to revise those pieces tonight.  

Then revise again.

Then revise again.

You want your writing to be the best you've produced.  You should understand all the expectations by this point: a journalistic tone, staying focused, opening creatively, closing with a POW! All the lessons from the last couple of weeks are on previous blogs.  Check them out if you need to .

.I've included the checklist here that I shared with you today too.  USE IT!  It will help to make sure your writing is meeting all the expectations.  Use it when you read your piece.  Let Mom or Dad or brother or sister use it when they read your piece.  Let your peer use it when he/she reads your piece.  Have a discussion about your writing using the checklist as a guide.     

Tomorrow, we type.  I'll explain what it is all going to look like then.  Your task tonight is to get that writing to a publishable level.  

Until next time..

Leads

Open with a BANG!

That's what today was all about.

Okay that and computer trouble, but that's a separate issue.

Leads are your openings.  Your hooks.  The "most important part of a news story" according to the Purdue University Online Writing Lab (OWL).  The lead is the section that will decide if the reader will read the rest of your story or move on to something else.

You need to write leads that shine!

With that in mind we looked at two websites today in class.  Here is the link to the OWL site. And here is the link to the site with the cartoon bear.  I want you to read over the different examples of leads the two sites offered and try your hand at several of them.  Part of your homework is to try three different leads for the same story.  Identify which one you like the best and use it.

The OWL site also offered some lead writing tips.  These are posted below for easy access.

Tips for Writing a Lead

The Five W’s and H: Before writing a lead, decide which aspect of the story – who, what, when, where, why, how – is most important. You should emphasize those aspects in your lead. Wait to explain less important aspects until the second or third sentence.

Conflict: Good stories have conflict. So do many good leads.

Specificity: Though you are essentially summarizing information in most leads, try to be specific as possible. If your lead is too broad, it won’t be informative or interesting.

Brevity: Readers want to know why the story matters to them and they won’t wait long for the answer. Leads are often one sentence, sometimes two. Generally, they are 25 to 30 words and should rarely be more than 40. This is somewhat arbitrary, but it’s important – especially for young journalists – to learn how to deliver information concisely. See the OWL’s page on concise writing for specific tips. The Paramedic Method is also good for writing concisely.

Active sentences: Strong verbs will make your lead lively and interesting. Passive constructions, on the other hand, can sound dull and leave out important information, such as the person or thing that caused the action. Incomplete reporting is often a source of passive leads.

Audience and context: Take into account what your reader already knows. Remember that in today’s media culture, most readers become aware of breaking news as it happens. If you’re writing for a print publication the next day, your lead should do more than merely regurgitate yesterday’s news.

Honesty: A lead is an implicit promise to your readers. You must be able to deliver what you promise in your lead.

What to Avoid

Flowery language: Many beginning writers make the mistake of overusing adverbs and adjectives in their leads. Concentrate instead on using strong verbs and nouns.

Unnecessary words or phrases: Watch out for unintentional redundancy. For example, 2 p.m. Wednesday afternoon, or very unique. You can’t afford to waste space in a news story, especially in the lead. Avoid clutter and cut right to the heart of the story.

Formulaic leads: Because a lot of news writing is done on deadline, the temptation to write tired leads is strong. Resist it. Readers want information, but they also want to be entertained. Your lead must sound genuine, not merely mechanical.

It: Most editors frown on leads that begin with the word it because it is not precise and disorients the reader.

If you examine the lead options and remember the tips, you should be on your way to writing some extraordinary investigative journalism pieces.

Now in addition to the leads, you need to be revising, revising, revising as you prepare up to three pieces for publication.  The more pieces you have brought effectively to publication, the better off you will be.  

Don't do nothing tonight.  Be sure you revise your best news stories into even better news stories.  

Keep on writing.

Until next time...   

Techniques for Making Short Writing Powerful

As publishing day approaches we must start doing our revisions.  That's a great time to introduce Roy Peter Clark's Four Techniques for Making Short Writing Powerful!

Now we discussed these in class and here is a link to the presentation.  You also pasted the techniques in your writer's notebook.  Nevertheless, here they are again.

Include specific, vivid, physical details

Dare to use a single elegant word in otherwise straightforward prose

End the passage with a delightful jolt-a clever ending

Keep it focused-it all has to be about what it’s really about

Use them as you write and your writing will improve.

Remember that tonight you should also write one more news story.  Find the drama, observe, write the five Ws, and elaborate.  Then apply Clark's techniques listed above.

In addition you should be thinking about the social significance of your news story.  Why does it matter to other people?  Try to find a story that matters to people outside of you and your family.

You should also be revising two of your previous pieces.  Don't just add a comma or change word; instead, rewrite the pieces so that they can reach their potential.

You should have 5-6 pieces by tomorrow's class.  We are publishing soon, so it's time to start making some selections and polishing those drafts.

Until next time...