"At This Moment, I Am..."---Description
This was our first major writing assignment of 9th grade humanities. Our task was to write a page-long description of "who we are" as new coming freshman. Apart from that, this was a very open-ended assignment. This assignment was also a way for Ms. Britt to begin to know us better as people and as students.
This was our first major writing assignment of 9th grade humanities. Our task was to write a page-long description of "who we are" as new coming freshman. Apart from that, this was a very open-ended assignment. This assignment was also a way for Ms. Britt to begin to know us better as people and as students.
"At This Moment, I Am..."---Reflection
It was interesting for me to re-read this assignment at the end of the 9th grade school year because my writing had changed since I first wrote it. Also, I remember that this assignment was difficult for me because I had not done any writing during the previous summer, so I was a bit rusty with the pen.
It was interesting for me to re-read this assignment at the end of the 9th grade school year because my writing had changed since I first wrote it. Also, I remember that this assignment was difficult for me because I had not done any writing during the previous summer, so I was a bit rusty with the pen.
"Original Poem"---Description
For our "Original Poem", our assignment was to choose to write either 3 haikus, a carpe diem, a elegy, or a free-verse poem. We studied a bit about each type of poem, and in the end, I chose to write a free-verse poem.
For our "Original Poem", our assignment was to choose to write either 3 haikus, a carpe diem, a elegy, or a free-verse poem. We studied a bit about each type of poem, and in the end, I chose to write a free-verse poem.
"Original Poem"---Reflection
This free-verse poem is a good reflection of what most of my poetry used to be like prior to 9th grade. That is to say, the poems that I tended to write back then were short, "rhymey", and whimsical. My poetry did not often venture past these parameters.
This free-verse poem is a good reflection of what most of my poetry used to be like prior to 9th grade. That is to say, the poems that I tended to write back then were short, "rhymey", and whimsical. My poetry did not often venture past these parameters.
"Art Story Piece"---Description
For this piece, we were shown an image and tasked with writing a story based off of it. The purpose of this assignment was to practice extracting information from an image through careful examination. We made some inferences about the our image to spice up our stories.
For this piece, we were shown an image and tasked with writing a story based off of it. The purpose of this assignment was to practice extracting information from an image through careful examination. We made some inferences about the our image to spice up our stories.
"Art Story Piece"---Reflection
The image that I wrote about depicted a musty corner of a garage with two shelves, a broom, and a black bird. My story was about a woman named Maria who decides to visit an open house on her sick day off. She arrives, and is met by a creepy-looking skinny man with bags under his eyes. Shortly after being led into the open house, Maria gets a bad feeling about the creepy man and tries to leave. However, the man insists that Maria stay a while, and so he leads her to the garage. I didn't get the chance to finish the story, but I was going to end it with Maria discovering that the creepy man is a psychopath after he lead into the garage, where there hangs from the ceiling a bunch of severed limbs. Now that I look back on it, I do not like that way I approached this prompt. I think that I could have written something more creative and interesting.
The image that I wrote about depicted a musty corner of a garage with two shelves, a broom, and a black bird. My story was about a woman named Maria who decides to visit an open house on her sick day off. She arrives, and is met by a creepy-looking skinny man with bags under his eyes. Shortly after being led into the open house, Maria gets a bad feeling about the creepy man and tries to leave. However, the man insists that Maria stay a while, and so he leads her to the garage. I didn't get the chance to finish the story, but I was going to end it with Maria discovering that the creepy man is a psychopath after he lead into the garage, where there hangs from the ceiling a bunch of severed limbs. Now that I look back on it, I do not like that way I approached this prompt. I think that I could have written something more creative and interesting.
"1st Biographical for Book"---Description
Our central project in 9th grade was the Tiny House Project. The Tiny House Project was all about providing affordable housing for local San Diego artists. One of the main steps in this project was interviewing some of San Diego's artists and designing tiny houses for them to live in. Our class decided to compile a book about these artists and our work in the project as a way to promote HTHCV, Space4Art and the tiny house movement. We each wrote two biographical articles about our artists to put in the book. This is my first.
Our central project in 9th grade was the Tiny House Project. The Tiny House Project was all about providing affordable housing for local San Diego artists. One of the main steps in this project was interviewing some of San Diego's artists and designing tiny houses for them to live in. Our class decided to compile a book about these artists and our work in the project as a way to promote HTHCV, Space4Art and the tiny house movement. We each wrote two biographical articles about our artists to put in the book. This is my first.
"1st Biographical for Book"---Reflection
My artist's name was Matt Dunn. My first article for Matt was about how he became an artist.
My artist's name was Matt Dunn. My first article for Matt was about how he became an artist.
"2nd Biographical Article for Book"---Description
This is my second biographical article about Matt Dunn.
This is my second biographical article about Matt Dunn.
"2nd Biographical Article for Book"---Reflection
This second article was about our group thought process and overall design when brainstorming Matt Dunn’s tiny house.
This second article was about our group thought process and overall design when brainstorming Matt Dunn’s tiny house.
"5 Vignettes"---Description
In 9th grade, we read "The House on Mango Street" as a class. "The House on Mango Street" is a novel by Sandra Cisneros, comprised of many short but incredibly meaningful vignettes. We analyzed and reflected on each vignette, learning more about imagery, personification, similes, and metaphors along the way. At the end of the book, we were each assigned to write 5 of our own vignettes, as a way for us to practice all of the things we had learned.
In 9th grade, we read "The House on Mango Street" as a class. "The House on Mango Street" is a novel by Sandra Cisneros, comprised of many short but incredibly meaningful vignettes. We analyzed and reflected on each vignette, learning more about imagery, personification, similes, and metaphors along the way. At the end of the book, we were each assigned to write 5 of our own vignettes, as a way for us to practice all of the things we had learned.
"5 Vignettes"---Reflection
My 5 vignettes were about my home, vacationing to Hawaii, laughing, visiting the Grand Canyon, and growing up. It was easy to choose what my vignettes would be about because I had so many personal experiences to choose from, but it was harder to actually write them because we had to be concise with our words, while at the same time we had to be clear and accurate.
My 5 vignettes were about my home, vacationing to Hawaii, laughing, visiting the Grand Canyon, and growing up. It was easy to choose what my vignettes would be about because I had so many personal experiences to choose from, but it was harder to actually write them because we had to be concise with our words, while at the same time we had to be clear and accurate.
"Original Shakespearean Sonnet"---Description
Our "Original Shakespearean Sonnet" assignment was to write a sonnet about love. However, we did not have to retain original "Shakespearean" language, we just had to incorporate some form of symbolism. A sonnet is a 14-line poem characterized by an alternating rhyme scheme. Also, each line must have exactly 10 syllables.
Our "Original Shakespearean Sonnet" assignment was to write a sonnet about love. However, we did not have to retain original "Shakespearean" language, we just had to incorporate some form of symbolism. A sonnet is a 14-line poem characterized by an alternating rhyme scheme. Also, each line must have exactly 10 syllables.
"Original Shakespearean Sonnet"---Reflection
Although this assignment was one of the hardest for me to write this year, it is definitely my favorite. My greatest challenge in writing this poem was having to construct each line so that it fit within the 10-syllable limit, inserting words that followed the rhyme scheme, while at the same time conveying the message in a subtle, poetic way. I had to keep using Thesaurus.com to find words with the right syllables and rhyme that I needed. Because this poem took so long for me to write, I was very pleased when I finally finished it with all the sonnet parameters met.
Although this assignment was one of the hardest for me to write this year, it is definitely my favorite. My greatest challenge in writing this poem was having to construct each line so that it fit within the 10-syllable limit, inserting words that followed the rhyme scheme, while at the same time conveying the message in a subtle, poetic way. I had to keep using Thesaurus.com to find words with the right syllables and rhyme that I needed. Because this poem took so long for me to write, I was very pleased when I finally finished it with all the sonnet parameters met.