Week 2: Using Revealing Details

Summary

  • Revealing details (formerly called “telling details” in the curriculum) are specific details that uncover something more than they say at face value. They reveal something about the character, place, or idea they’re describing. It’s not about an abundance of details. It’s about being choosy with your details to imply something more than meets the eye.You should be sure that your kids grasp this distinction before moving forward.
  • Unsure where to start? Appeal to the five senses.
  • Avoid clichés, which are ideas that have been used so often they’ve lost their meaning.
  • For reference, check out Cure for IDK, pg. 42, 32, 38, 161.

Today’s goal

  • Use revealing details to describe a [choose one to focus your lesson:] person or place.

Target exercise ideas

  • The T-chart is a simple tool for explaining the difference between boring and vivid language. Watch this video about using a T-chart to explain the concept to your kids (brought to you by Deep’s founder, Catherine Killingsworth!)
  • Sentence Shifter: Divide kids into small groups and give each of them the same boring sentence like “He kissed her.” then challenge them to re-work the sentence with individual vivid words you’ve prepared on index cards. It’s amazing how different the sentences can be! See how it works and get a sample list of words from Cure for IDK pg. 42.
  • Tell your kids the story of dead words (Cure for IDK pg. 32.) Together, make a list of dead words at the board [NOTE: Kids love to get up and write on the white board together. Get everyone out of their seat and contributing to the board as a group, building off one another. This is called a “chalk talk.”] Once your list is complete, pick one of the dead words and unpack it as a group. “Love” is a good example. Is loving chocolate and loving your mom the same thing? Is the feeling the same? Why? How can you say what you really mean?

 

Reading ideas

Something with vivid, specific description that, when viewed as a whole, gives us a fuller picture of the subject beyond simply face value.

Writing prompt ideas

  • A: Write your own “raised by” piece! Borrow the structure from Kelly Norman Ellis. Make a list of qualities to help you get started: food, verbs, dialogue, physical appearance, attitude, relationship, hobbies, education, etc.) OK to make different stanzas for different people/things.
  • B: Write a poem about where you’re from. Use the five senses to paint the scene. [Who else is there? What do you see? Smell? How does it make you feel? Does where you’re from have to be a geographic place? Can it be something more? ]
  • C: Write about your walk/ride to school in the morning. What pieces of yourself do you leave at home? Why? Who do you become when you arrive at school? / Write about a time you felt pressured to deny who you really are, a time you tried to “dust away the stains of ancestry” like José?

 

Sharing/performance ideas

  • Try an Author’s Circle. Everyone sits/kneels on a circle on the floor. This activity is silent except for approved ways of showing appreciation, so be sure to norm how listeners will show their appreciation (snaps, claps at the end, nods, etc. It’s OK to get silly as long as your group can all agree on it!) Choose one writer who’s demonstrated a lot of promise today to share. All eyes are on the reader, giving them full attention. As the sharer reads, the rest of the group hears them. When finished, the reader may take a bow, if they wish, and listeners should nonverbally share their appreciation. As facilitator, be sure to acknowledge both the reader and listeners for keeping the space safe and honest.
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Week 3: Using Figurative Language

Summary

  • The difference between figurative language and literal language is that figurative language makes a comparison using unlike things that share qualities. Literal language means exactly what it says.
  • This is a good place to push past cliché. Watch out for idioms (figures of speech), and try not to use them in the examples you give. Your kids will want to give you examples of simile and metaphor that are basic. Deep is a place for original language, not “fast as a cheetah” or “raining cats and dogs.” How can you make it your own and say it in a way that’s never been heard before? Show your writers that figurative language is much more than just idioms.

Today’s goal

  • Use figurative language to describe [choose one for your lesson:] a person, object, or idea.

Target exercise ideas

  • Do this T-chart exercise with your kids in order to get this abstract concept across (brought to you by Deep’s founder, Catherine Killingsworth)
  • Songs can work in your favor. Pick a couple popular songs right now and type up the lyrics without any figurative language, translating it into literal, then ask your kids to guess the song. For the reveal, play a segment of the song itself. Use these illustrations to spark discussion.
    • Variation: Ask kids to choose their favorite song right now and find a figurative phrase in its lyrics. What is the artist really saying? What’s the meaning of this phrase? Get ready for some wobble moments, though, and don’t be afraid to point out when something is not actually a figurative phrase.
  • Literal Charades: Pair kids up and give each youth a figurative phrase to act out, without words. Let the partner guess, then switch. Make the distinction between literal: acting out/meaning what you say and figurative language. Looking for some examples of figurative phrases? Check out this list.
  • Idiom Remix: If your kids are stuck on idioms, remix them as a group. What does the idiom mean? Remix it in a new way that’s never been heard before.
  • For reference, check out Cure for IDK pg. 46, 52, 62

 

 

Reading ideas

Something with lots of figurative language and interesting, challenging comparisons.

Writing prompt ideas

  • A [person]: Imagine someone you love experiencing an intense emotion, like Toni did with her dad. Describe their expressions using figurative language. Try weather, objects, animals, musical instruments, etc.
  • B [object]: Choose a random object from a grab bag and personify it. Give it a voice, a life. What would it say if it could talk? What is it’s purpose? Its life goal? Biggest struggle?
  • C [idea]: What weighs you down? Make a list and use comparisons to show us how heavily these things weigh on you. / What lifts you up? Make a list of things that make you happy, and compare them to objects that are lightweight.

Sharing/performance ideas

  • Headliners: Make sure all Deep authors know what it’s like to be heard by designating one author to “open” the workshop and another to “close” by reading one of their works-in-progress. Celebrate with a roar of snaps at the end of sharing.

Week 6: Developing Mood

Summary

  • The most important thing to do as a writer is to make the reader feel something. This is more important than explaining or even convincing. Inspire feeling in your audience and they won’t forget!
  • Mood is not what your kids probably think it is, and it’s one of the most difficult, abstract concepts you’ll cover together. (For instance, some of them might even think hunger is a mood, but actually it’s a physical feeling, not an emotion.) When we’re talking about literature, mood refers to the emotion the READER experiences when reading the work. It is not necessarily the same as the emotion the character is experiencing. For example, a villain might feel sad if his plan has been foiled, but the reader might feel triumphant or joyful. Don’t confuse this with tone, which refers to the author’s attitude toward the subject. For reference, see The Cure for IDK, pg. 56
  • Mood is developed through setting, dialogue, character description. Word choice is important.

Today’s goal

  • Develop mood by describing a [choose one to focus your lesson]: setting, person, or conversation.

Target exercise ideas

  • Show Me Your Mood: Play segments of a few different songs, and get everyone to stand up. As the song plays, ask them to act out the mood the song is making them feel. (Download these songs in advance. WiFi and cellular networks can be unreliable in school buildings!)
  • Snow White Remix: Show your authors this portrait of Snow White. Then read these short stories, both written in response to that portrait. Ask your kids to identify how they feel after each, and point out how word choice affects their mood. (Credit: writing fellow Tori Quante-Dulaney, 2015)
  • Mood Mad-Lib: Try this “Life is Hard” poem remix activity to get kids to experiment with word choice and its influence on mood. (Credit for this entire activity packet to Emma Iocovozzi and Marian Carrasquero, 2016.)

 

Another way to see mood in action is through genre-crossing movie trailers. In film editing classes throughout the States, a common assignment is to take an existing film (say, a comedy) and create a film preview that presents the film as a different genre (for example, a horror film). This is accomplished through editing and splicing scenes, adding new, anxiety-producing music and sound effects, and adding a new voice-over introduction.

Some of the best examples of this are:

  • Mary Poppins as a horror film: Scary Mary
  • Dumb and Dumber as  a horror film: Lurk and Lurker
  • The Shining transformed into a feel-good romantic comedy: Shining

(Find links to watch at the end of this article!)

This can also be well illustrated through songs. Play three different songs, and ask your kids to act out the way the music makes them feel.

Reading ideas

Writing prompt ideas

  • Students may generate a new piece or apply this lesson to an existing piece they want to publish.
  • Ask your writers to note the mood they’re aiming for at the top of their page. This will be a reminder to them as well as a tool for you to give constructive guidance/feedback. Is the mood well-developed? If this is easy for some, challenge them to change the mood of the piece halfway through!
  • A: Where is your safe place? Where do you go to hide? / Write about your first time in a brand-new place that wasn’t anything like you’d imagined it would be.
  • B: Write about a time you stood up for someone, or a time when you didn’t. Write about your most complicated friendship.
  • C: Write your inner monologue in response to assumptions people make about you. [To help you get started, make a list of things people assume about you. Then make a list of things people wouldn’t know about you at first glance—the real you. Weave these two lists together to help build your piece.]

Sharing/performance ideas

  • FEED the Voice: During designated sharing time, get at least two young authors to FEED their fellow author after sharing by explaining: 1) a burning question they hope to have answered and/or 2) a moment in the piece they relate to.