Saturday, October 24, 2015

Guided Imagery -- Thinking about a place

One way many people have found to write about where they are from is to describe a place which is important to them.  Let’s think together about the possibilities of places you might write about.   Listen as I talk about these possibilities, try to associate with something which you could write about.  Listen for items which remind you of things in your life, which trigger significant memories or ideas for writing.  
Where are some of the places where you felt safe as a child?  Where did you go when you wanted to be alone?  What places in nature can you remember?    It might have been a grandparents’ house, or a place in the country, or maybe a place in your house, maybe it was a place at school or in the neighborhood, a place where people gathered, or a place where you could be alone.  Try to think of a specific place to focus on.  
Now put down your pencils and relax, sit back in your chair and get as comfortable as you can.  You can take one or two deep breaths… taking a moment to relax your body.  I am going to give you some suggestions to help you do some internal research, to explore your own memory.  While I talk, you may find it helpful to stare off into space or to close your eyes, so you can fully appreciate the pictures that my words call up in your mind.
As you sit there, you can notice the pressure of your back against the chair… and your feet on the floor.. and when your eyes are closed, you can hear the sound of the air rushing through the ventilator, or the hum of the florescent lights.  You may become aware of your own breathing … the air flowing in and out of your lungs… the feeling as you exhale… and as you become increasingly relaxed… you can be pleased to discover … that you can take yourself back in time… and, using your memories… recreate scenes from your life.  
And so now I would suggest that you return to a time and the place you remember.  As you arrive there, you will notice that time is slowed down, making it easy for you to find yourself in the scene, and settle slowly into yourself.  Now you can take a good, long, slow look around.  What do you see?  Look down at yourself.  Notice how you are dressed. .. now turn and look to your right… What do you see?  … Now look to your left and notice what’s there… What can you smell? You can notice the sounds in this place… and the feel of the air on your cheek…   Who is there with you?  How do you feel about this person or these people?… And what are you saying?… And what are you doing?… And what are you thinking?…. And feeling?… And now time begins to move on and you can experience the place and the memories which are associated with that place….[long pause]
And as you finish experiencing this time in your life, you can think about what it means to you now, and you can appreciate the insights it gives you…  And now, you can gather up the sensations, ideas, sights and sounds to bring back with you… and you can gradually return to this time and place… to this room, taking all the time you need.  
And when you are fully ready, you can open your eyes.  [Change voice tone to normal] And now if you could pick up your pencil and make as many notes as you can about the details of what you experienced so you will remember them when you write about this experience.  
Make as many notes about the sensory details as you can remember. If you don’t know the work in English, write it in Spanish. You can translate later.   
Write what you think this place means to you—this might help to lead you to the focus of your essay.
Free write for ten minutes about your place.
Share with a partner
Tell your partner—
What struck you, what you remember
What you think might be the heart of the piece?
What is the gift of the piece?

Where you want to know more.

Ten Commandments of Writing Instruction

Ten Commandments of Writing Instruction
Translated from: DECÁLOGO DIDÁCTICO DE LA ENSEÑANZA DE LA COMPOSICIÓN
Daniel Cassany

  1. Students write in class.
    1. The writing class should not be dedicated to learning about writing, or learning the rules of writing, but actually writing.
  2. Students write collaboratively.
    1. Our writing connects us.  Writing is a social process.  It needs to be surrounded by talk.
  3. Students talk about what they write with their peers and their teachers.
  4. Students read what they write for diverse purposes and using different procedures.
    1. Reading drafts, getting feedback, assessing their work, etc.
  5. Students take responsibility for their writing.
    1. Part of writing is to decide how your piece will develop.  It’s not really writing if others make these decisions for you.  This does not mean that there are not constraints, but that the student has freedom within these constraints.
  6. Students should have access to contemporary resources.
  7. The teacher writes in public with the class.
  8. The teacher takes the role of collaborator, fellow writer, reader, responder, assessor, but not judge or final arbiter of the worth of the writing.
  9. Don’t destroy the process of writing’
    1. The process matters, especially where we are learning together.  Save drafts, notes, etc.
  10. We write about things that interest us, that we care about and that we discover and come to care about.  Writing belongs in all subjects at all levels.

Where I'm From

Opening activity:  Poem: “Where I’m From”
Share model with class
Clarify any vocabulary
What do you notice about this poem?
Make lists
    1. Things found in your house
    2. Things you find outside your house in the yard, could be things in nature.
    3. Members of your family or close family friends and details about each one
    4. Sayings you hear frequently in your house.
    5. Typical foods at your house.
    6. Places where you keep your memories.
    7. Articles associated with the work of family members.
Using your lists, create a poem, using the phrase “I am from”  or “I come from”  or another phrase.

Read around—share at least one line.