To Start:
Staple one copy of your rough draft to your completed rubric and turn it in up front.

Then, read this article in today's New York Times.

• Identify any unfamiliar words.
• Write a one-sentence summary of the article.
• In your opinion, should we celebrate Indigenous People's Day, Columbus Day, or neither? Why?  
• How is this issue related to imperialism in Africa?

In Class:
We're going to be doing our first round of peer critique in pairs. 

• First, the author will read their story out loud, while their partner follows along.
• Then, work together to highlight each plot element in a different color.
• Discuss each question aloud.
• Finally, each partner should  fill out a copy of the critique with their own ideas.
• The author should staple both copies to their draft to keep.

Coming Up:

• Incorporate critique feedback and continue working on your story tonight.
• Bring three copies of your updated story to class tomorrow for critque round two.

Extra Office Hours:

• Monday and Friday at lunch.
• Tuesday and Thursday after school. Please arrive before 3:30. 
• No office hour on Wednesday afternoon.

To Start:
Consider these book covers.

• What are they communicating to prospective readers?
• Why do you think the designers chose these covers?
• What makes an effective book cover?
• What ideas do you have for the cover to your book?

(For a challenge , read "The Reason Every Book About Africa Has the Same Cover- And It's Not Pretty" by Michael Silverberg, which provided the cover montage and inspiration for this starter.

In Class:
First, we're talking about what makes an effective book cover (rubric here), and 
Project work time!

Coming Up:
The rough draft of your story is due before class begins on Monday. You must have:

• Turned the draft in through Google Classroom.
• Three printed, stapled copies of your story.
• Completed the rubric for your own story.  

To Start:
Read "Show Don't Tell", an essay by Chuck Palahniuk, the author of Fight Club. Then answer the following questions In your starter document:

• Based on this essay, write down three rules for writing.
• What verbs does Palahniuk forbid us from using?
• Practice rewriting this statement from telling into showing: The monkey was evil.
  • For Example: She went home in a bad mood. > Rewritten > Alice had a sour look on her face.  She stomped home, hands jammed in her pockets, angrily kicking rocks, dogs, small children, and anything else that crossed her path.  She couldn’t believe the  zombies ate her pet goldfish.  Nothing could cheer her up but one thing: revenge.

In Class:
First, we're going to talk about our timeline for the rest of this project.

Then we're going to practice applying Palahniuk's rules in our own stories:

• Find three sentences in your story where you tell rather than show. (Hint: Find forbidden verbs!)
• Then, rewrite those sentences to show the reader what is happening.  Use sensory details, powerful verbs and vivid imagery to get your point across.
• Show them to Ally.

We'll spend the rest of the hour in work time. Shoot for at least one more page, or about 500 words.

Coming Up:
The first draft of your story is due before class on Monday.

To Start:
Write an email or letter to your future self, in a time of stress, like exhibitions/SLCS/POLS/applications. 

• What is it helpful for you to hear or remember when things get hard? 
• It should be at least one paragraph, with an opening and closing.
• It should be refined to be neat, error-free and thoughtfully worded.
• Email or hand your letter to Ally for safekeeping.

In Class:
We're having an entire, uninterrupted day of project work time. Do not waste it. Yesterday, you wrote an average of 300 words. Today, aim for a total of at least 1000 words (2+ pages) by the end of the hour.

At Home:
Continue working on your first draft as needed. They are tentatively due in class on Thursday.