MGRP: Ch 5 and 7

Chapter 5 - Characters:
When most new writes want to create a character in their work, they may use simple adjectives like "tall" or "strong" to describe that person. However, the Show, Don't Tell method can change an 'OK' writing to an excellent one. Rather than coming out and giving a list of a characters attributes, we want them to use sentences with great detail that allow the reader to create visual imagery. A good way to help them create a character is by doing it in class. Have the students create a list of very detailed characteristics such as how that person walks on the street, where were they born, how tall are they, how old are they, does your character have any family, who is your characters best friend, etc. By doing this, the students can understand how well detailed writing can reveal many things about a character, even a made up one. The next step is to construct a draft (reminding them to avoid cliches, remove fillers,avoid repetition, and keep everything concise). Once a draft is finished a teacher or peer edit can be done to help add details, strengthen verbs, eliminate extras, shorten sentences/paragraphs, or add dialogue.

Chaper 7 - Arts:
This, to me, is the "fun" part of writing. Something that I have not done since I was in elementary school was combine art and writing. "Art evokes our emotion" and since we want our writing to do the same, the mixture of the too help express those feelings even more. This chapter suggests using decorative papers to print their works on, adding artwork, using computer programs to change font and format, using technology such as web pages, creating costumes or memorabilia, acting out dramatic scenes, creating music, making videos, making posters, creating artificial artifacts, dioramas that depict a scene. Having students tie the arts and literature together is crucial, because it has them think outside the box and allows them to have creative control over their presentations.

Seedfolks' Gonzalo:
I related a lot to Gonzalo. Where I complete my cluster their is a little boy named Danny. When he moved here he didn't speak English, but with the help of a tutor we can now speak and read in our language. However, Ms. Dunning has spoken to us about the struggles she as keeping his non-English speaking family a part of his education.
In some cases, the child will become fluent in both languages and serves a translator and is the family's only means of having their needs met. Although the students are developing, they may be apprehensive about succeeding a leaving their family to fend for themselves.