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Hey! Hey! We’re Writing for 32 Days!

March 22, 2011

As we begin the first week of the fourth quarter, the eighth grade class will embark on 32 consecutive days of writing. Their journey began Monday, March 21, 2011 and will end Thursday, April 21, 2011.

The primary goal of the 32-day project is to expand students’ writing skills. It is also to make the act of writing a painless, recursive habit. It is said that anything one does for 32 consecutive days becomes a habit.

It is my hope that students view writing as a skill that may be manipulated to articulate their voices the world outside the classroom. From the most mundane commentary about breakfast cereal to thought-provoking political ideology, I want my students to write with ease, grace, and wit. I firmly believe that the 32-day challenge is an effective catalyst in spurring writing.

So, as we enter the second day of the challenge, I pray that my students embrace the opportunity to grow as writers.

Daily Writing Topics

Day #1:  The 32-Day Writing Project

Candidly share your feelings about participating in the writing challenge. Regardless of your feelings, explain what you expect to gain from the challenge by April 21, 2011.

Day #2:  The American Flag

Write a poem about the American flag. You determine the content and the  format of  the poem. For instance, you may pen a descriptive poem about the American flag that hangs in our classroom or you may composed a spirited verse about patriotism. Whatever you decide, do not limit yourself. Think outside the box and do not dare inquire about length. The poem should be as long as it needs to be to adequately convey your thoughts, ideas, and images.

Day #3: Imagery

Write 2-3 paragraphs describing imagery and identifying its elements in “One Time” by William Stafford (pg. 866). To identify elements, or examples, of imagery, include lines from the poems that are paints a picture using the five senses.

Day #4:  Imagery #2

Read Alice Walker’s poem, “For My Sister Who Is Fifty Years Old.” Note the poet’s use of imagery to illustrate, or depict, her relationship with her sibling. After reading the poem, write your own poem of 25 lines that describes a special relationship with someone — parents, grandparents, sisters, brothers, other family members, friends, teachers, club members, etc.

Day #5:  Stuck in My Head

Everyone loves music. Do you have  song that plays repeatedly in your mind? Write about a song that you sticks in your head. Identify the title of the song, its artist, and how you feel about the song.

Day #6:  Student Choice

You may write about any topic that you like. Enjoy.

Day #7:  My Weekend

Describe the highlights of your weekend. Didn’t have any highlights? Well, describe your weekend anyway.

Day #8:  City’s Problems

Think about the problems that plague the city of New Orleans. Which problems can students proactively solve or address? Explain.

Day #9:  Syllable Cinquain

Write three syllable cinquains.

Day #10:  Word Cinquain

Write one word cinquains.

Day #11:  Syllable Cinquain

Write one syllable cinquain.

Day #12:  What I’ve Learned

This week we learned about different types of poetic forms. Elaborate on what you’ve taken from this week’s lessons.

Day #13:  Weekend Vocation

If you were asked to devote a Saturday to helping others, which individual, group, or cause would you help? Why? 

Day #14:  Explication

Read the except of the poem below.

“Hope is a thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all …”

The excerpt is taken from a poem by Emily Dickinson. Analyze the poem and explain its meaning.

Day #15:  Student Choice

Day #16:  End Rhymes

Write a poem that utilizes end rhymes.

Day #17:  Blog Response

A student blog is featured by the National Council for Teachers of English. Read the student’s blog and other viewers’ comments. Then, write a response on your personal blog page. The link is listed below.

Day #18:  Italian Sonnet

Using your class notes, write your sonnet. Be sure to set up a problem in the first eight line and comment on it in the last six lines. Follow the rhyme scheme given in class.

Day #19: 

Day #20:  Student Choice Cinquain

Day #21:  Student Choice

Day #22:

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