Friday, May 31, 2013

Critical Discussion, peer feedback, online collaboration

Posted by at No comments:

Wednesday, May 29, 2013

Austin's Butterfly

Posted by at No comments:

Don't Eat the Marshmallow

Posted by at No comments:

Saturday, May 25, 2013

E12 Tweets

Posted by at No comments:

Day 9

Posted by at No comments:

Day 8

Posted by at No comments:

Day 7

Posted by at No comments:

Day 6: Developing Dialogue

What has been said:
Mr. Robayo said to wright what we need to work as a writer in setting, characters, plot.
Mr. Robayo said to help him edit his story.
Allan said, “That that part of the story is the plot because it has the problem.”
Mr. Robayo said that this story is a universal theme ,good vs. evil.
Mr. Robayo said he put himself there in Barcelandia.
Allan said, “But Mr.Robayo how did you got to Barcelandia?”
Mr. Robayo said, ”You don’t have dialogue so you need to add it because it is very important.”
Allan said, “The plot is what happens in the story so it is very important to develop it.”
Mr. Robayo sid said, “For you to know how the dragon got here you have to develope.”
Mr. Robayo said, “You have five minutes for you and your partner to to revise your stories.”
Mr. Robayo said, “You can’t use the eraser because it is part of writing not to erase and correct.”
Mr. Robayo said, “You have to be doing setting, plot, characters.”
Mr. Robayo said, “You have to write fast and furiously, not perfectly, it doesn’t matter if it is messy, it is a process of writing crossout, reread and don’t like it.”
Mr. Robayo said, “You have to elaborate to have a perfect final draft so you have to start collecting ideas to elaborate.”




What has been done:
They are working on the different parts of the writing process.
They are discussing how to expand their stories like (crossout, reread, make it again).
Mr Robayo is reading his story.
While Mr Robayo reads his story the class is thinking about the setting, characters, and plot.
Also while he reads they are checking what is wrong and what can be improved in Mr Robayo’s story and also in theirs.
They are checking Mr. R’s story so they can do the same in theirs.
The class is developing ideas that they can apply to their stories also.
They are seeing where in their stories they can improve.
They are working on dialogue, improving setting, plot and characters.
They are planning to to focus a lot about characters, to check if they have problems and how in the end it is going to be solved.
Mr Robayo explains that they have to concentrate a lot while writing their stories.
They are discussing their stories with each other.
They are reading the stories to each other for correction and so that they can improve.
Mr Robayo says that he does not want to see erasers so that he can see the progress.
Mr R explains that the class has to write fast and furiously.
Also he says that they have to develope a lot so they have a very good final draft.
They are writing a lot and also developing their ideas and stories.
The class is writing FAST AND FURIOUS with Mr. R’s help.
They are sharing their stories.






Posted by at No comments:

Day 5: Characters and Setting

What has been done:
Mr.Robayo is showing the class a way to organize ideas.
This method has 3 subtitles:
“somebody had to”, “because...” and
“but...”.
To teach this method, he used his own fantasy story. He also showed how to write notes in this new method like “I will draw it  later”.
He wants the class to apply this method in their stories



What has been said: Mr.Robayo read to the class the fantasy story he is writing and we have to find the setting, characters etc. Mr. Robayo changed the topic from the setting now we are doing the characters.  Mr Robayo is showing us how to check and put notes like, “I will draw this later.”  On the top of a important subject you really want to describe, or maybe crossing a word and finding a word to replace it etc.  All of us are now changing our stories from describing the setting to describing the characters but before they have to decide what are the characters.  Mr robayo said that no more eraser now we are just using crossed out.





Posted by at No comments:

Saturday, May 18, 2013

Day 4: A Wrinkle in Time Interior and Exterior, Alfred Hitchcock's Use of Music and Clip Changes


Day IV



What has been said?

Go to the carpet and see this video- Mr. Chris said.

You’ll  write your thoughts. You’ll be looking at the setting and you’ll have to project in the mind of the author, you’ll have to feel empathy - Mr. Chris -

Mr Chris is telling us that if the author puts setting in the story it has to be for a reason. You have 60 second to finish writing. - Mr. Chris

Mr. Chris said that if you you describe the setting more it would be much better

Mr Chris said that that music helps to notice suspense. Share your ideas and comments. -Mr. Chris

Mr.Chris said that they need to clap when the scene changes and also to notice about the length of the clips.

Mr.Chris said to discuss the suspension and tension.

Start talking with your partners about the video please. - Mr Chris.
  
They are talking about the pictures about their result, and comparing the pictures, to the video. now they are going to keep writing by developing setting fast and furious.


What has been done?

The class is on the carpet comparing the setting.
They are going to read now. Mr Chris is reading us a fragment of a book called A Wrinkle in Time.
Now they are talking to their partners to see if they agree what they said about the setting..
After this, they are discussing with Mr. Chris the setting and what should be done.
They are all agreeing and disagreeing.
They will write in their notebooks the setting of the book A Wrinkle in Time and they’ll describe it. They are writing ‘’fast and furiously’’.
They’ll watch a video.
An Alfred Hitchcock video.
They are going to listen to the music of the scene, take notes and make suspense in the books we are going to write.
Actually they are only listening to the music of the video and trying to describe the setting.
They are sharing what they heard and how they described it.
They are agreeing  with what they wrote.
They are clapping at the same time as the setting changes.
Which is right NOW!-Mr. Cris cheering us to do it.
They are discussing the tension and suspension of  the clips.
They are talking with Mr. Chris about the video and they are having a really good time, well by
They are trying to guess and s the setting without seeing.
Then they saw the video and understood what they didn't get at the beginning.



Posted by at No comments:

Day 3: Harry Potter, E.B. White, Brothers Grimm


Day 3
What has been done:  
  • The partners have to identify the setting of a Harry Potter book, The Order of The Phoenix.
  • They discussed the setting with Mr. Chris so later on we could practice writing our own settings with a rich description.
  • Now they are reading Cinderella, they are also talking about the setting with their partners, to see if they both agree on the setting and discuss.
  • Their next step was reading another blurb called The Trumpet of the Swan now they're searching for what the author is showing not telling, they talked with partners to see if they agreed.
  • The next step was reading a passage with Mr.Chris.
  • Next they went to their desks and started writing fast and furiously about a topic!

What has been said:
First we will look at a little blurb of a Harry Potter book” -Mr Chris

“You and your partner will have to identify the setting listening to the book Harry Potter” -Mr.Chris

“You will now  discuss with your partner where did JK Rowling describe the setting in the text.” -Mr. Chris

“Make bullet points of where in the text she put setting” -Mr. Chris

“Now you will talk to your partner about what you wrote.” -Mr. Chris

“How is the author telling you but not showing you?” -Mr. Chris
E.B. White wrote Stuart Little and Charlotte's Web”

“Talk to your partner where you think E.B. White is showing you and telling you.”

“I want you to critique the showing and telling after the reading of Cinderella.”

“It’s like in a house in the countryside where there is a tree.”- Eduardo Carriazo

“They hardly describe the setting.” -Sofia Agudelo

“They carefully create the setting. Especially Alfred Hitchcock”- Mr. Chris

“Choose one topic and write fast and furiously. Just give it a try.” Mr.Robayo


Where is E. B. White showing setting?
Where is E. B. White telling setting?


  • "Sam walked like an Indian, putting one foot straight in front of the other and making very little noise.
  • there was no trail, and it was boggy underfoot, which made walking difficult.
  • Sam took his compass out of his pocket and checked his course to make sure he was headed in a westerly direction


  • Canada is a big place
  • The swamp through which he was traveling was a wild place
  • Much of it is wilderness.
  • To get lost in the woods and swaps of western Canada would be a serious matter.



Where did J. K. Rowling create setting (specific parts of text)?
  • The hottest day of summer
  • Drowsy silence lay over the large, square houses
  • Cars that were usually gleaming were covered in dust
  • Lawns that were usually emerald green laid parched and yellowish.
Posted by at No comments:

Day 2: Rewriting the setting in our own words


Day 2

What has been done:
Mr.Robayo read to us the blurb on the back of the book called The Odious Ogre. We rewrote the blurb all over again in our own words describing the setting with more details. The reason why we did this wassing with our partners to practice explaining the settings for our future fantasy stories.
Then we are  also discuss about the video. We  wrote fast and furiously on describing and retelling in our notebooks what the blurb said. we are gonna see a violence video  after tomorrow, in that video we will see and learn  how to put suspension in our fantasy books.

What has been said:
Mr.Robayo said we had to rewrite The Odious Ogre in our own words.
Write about the story in your notebook. - Mr.Chris said.   
Posted by at No comments:

Friday, May 17, 2013

Links for Documents


Day 1
https://docs.google.com/document/d/1KAOPZHbz-XXJCG0b63klEmTN0AMRCSdG44mo2dFK6zo/edit?usp=sharing

Day 2
https://docs.google.com/document/d/1SSHEMhLbnXx7uWwhReSObWiK_DgC9bnlI1zhtyMzECE/edit?usp=sharing

Day 3
https://docs.google.com/document/d/1Ah97TULZiF0ZvwshIU4Ba0Xey-kCP0NDTTW-MqFv77U/edit?usp=sharing

Day 4
https://docs.google.com/document/d/1D2kHaMa48-uAoTR9IJfR7xucfBQruegPlqaezEYGLAs/edit?usp=sharing

Day V
https://docs.google.com/document/d/19iV1aV4l2NuKmtN4sAbwtQD4UjOCowmR8HgrKFIQqE0/edit?usp=sharing

Day VI
https://docs.google.com/document/d/1JpyxlCvQiV5C_UrS0Ob_hUkc-kl2Oop1Bo3tjj9y6is/edit?usp=sharing

Day VII
https://docs.google.com/document/d/11Nx7Ot9Xu7SO6F3Yacoeb7ksrVd1dc-X2UPMvdDx-N4/edit?usp=sharing

Day VIII
https://docs.google.com/document/d/1NGC3rm0VEHcKHn_jY94IsJqZt-0SRLfGzdsmLamtRbc/edit?usp=sharing

Day IX
https://docs.google.com/document/d/1w5A8S3n_nyiGLWdXJSqND63fr8USHdKaqpeRKD3q1HU/edit?usp=sharing

Day X
https://docs.google.com/document/d/1jDRfNK_pPK9ehyUWj-IKM-fDvDbWalO0kcLyJI5XzMg/edit?usp=sharing

Posted by at No comments:

Thursday, May 16, 2013

A Wrinkle in Time Opening





Posted by at No comments:

Wednesday, May 15, 2013

Excerpts for setting study



Harry Potter and the Order of the Phoenix by J. K. Rowling (2003)


"Sam walked like an Indian, putting one foot straight in front of the other and making very little noise.  The swamp through which he was travling was a wild place - there was no trail, and it was boggy underfoot, which made walking difficult.  Every four or five mintues Sam took his compass out of his pocket and checked his course to make sure he was headed in a westerly direction,  Canada is a big place.  Much of it is wilderness.  To get lost in the woods and swaps of western Canada would be a serious matter."

The Trumpet of the Swan by E. B. White (1942)



"Cinderella" from the Brothers Grimm (1869)






A Wrinkle in Time by Madeleine L'Engle (1962)



Posted by at No comments:

Tuesday, May 14, 2013

Day I: Expanding Setting


Day 1
Scribes: Cata, Eduardo
Mr. Robayo explained where we will collect our stories in our notebooks.
Setting is important because it sets the tone for the story.
Blurbs on the backs of books tell us something is happening in the book.

Symbols
An owl can be a symbol for wisdom.
Snakes can be power.
Fox can be tricky.
Mouse can be lovely.

Mr. Robayo explained story elements like the setting, character, and problem.
Mr. Robayo got us ready for reading by talking about the cover, illustrations, title
Students identified what the setting is so we can have a better idea of how to create our own settings in our fantasy stories.

It is fantasy because animals talk and Gruffalos don’t exist.

The story has a sequence or repetition.  This story has events that repeat.  
The setting is in the woods.  The setting was explained by the illustrations and the words.

Then we moved back to our desks to work on expanding the setting of the story.  We highlighted where we found the setting.

Note:  for tomorrow, download photoshop, twitter, and start google document of what people are doing and saying

The students are sharing their ideas and thinking. They are trying to expand their thinking while listening to Mr. Robayo’s feedback.  (see examples below)

“Swampy, horribly quite, cold, deep, dark woods.”
Mrs. Robayo is saying that these are lists of adjectives but we are trying to get more into showing and not telling.  The challenge is to expand the setting, not just string together a list of adjectives.  Our goal is a paragraph.
Posted by at No comments:

Sunday, May 12, 2013

Mr. Robayo's Fifth Grade Begins Fantasy Fiction Writing



Mrs. Robayo's class begins fantasy fiction writing this Tuesday.
Follow them here.
Or on Twitter @e12fantasy

Students would love to share writings on Google Docs and have class Skype shares with other fifth graders around the world.

Here is a link to our Google Doc where are "scribes" will be documenting what everyone is saying and doing.

https://docs.google.com/document/d/1KAOPZHbz-XXJCG0b63klEmTN0AMRCSdG44mo2dFK6zo/edit?usp=sharing

Posted by at No comments:
Subscribe to: Comments (Atom)