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	<title>Mini Exemplars</title>
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	<link>http://miniexemplars.edublogs.org</link>
	<description>Making abstract writing techniques and literary elements more concrete by constructing mini-lessons around audio exemplars.</description>
	<lastBuildDate>Wed, 12 Mar 2008 22:23:32 +0000</lastBuildDate>
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			<item>
		<title>Foreshadowing/Prediction via Implication/Inference</title>
		<link>http://miniexemplars.edublogs.org/2008/03/08/barkingbustergmailcom-8/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/08/barkingbustergmailcom-8/#comments</comments>
		<pubDate>Sat, 08 Mar 2008 15:32:48 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Literary Technique]]></category>
		<category><![CDATA[Voice]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[word choice]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[characterization]]></category>
		<category><![CDATA[end rhyme]]></category>
		<category><![CDATA[foreshadow]]></category>
		<category><![CDATA[imply]]></category>
		<category><![CDATA[infer]]></category>
		<category><![CDATA[meter]]></category>
		<category><![CDATA[negative indicator]]></category>
		<category><![CDATA[prediction]]></category>
		<category><![CDATA[rhyme scheme]]></category>
		<category><![CDATA[western]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/08/barkingbustergmailcom-8/</guid>
		<description><![CDATA[Objectives:
Notice how an author uses hints to influence an audience by:

manipulating tone via word choice
using &#8220;negative indicators&#8221;

Understand the value in making predictions:

monitoring comprehension
making inferences

Warm-up:
Look at this famous optical illusion and explain how artists can use negative space to make meaning.

Mini Lesson:
Talk about what the students thought about the optical illusion.
Sometimes what is missing or left [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Setting</title>
		<link>http://miniexemplars.edublogs.org/2008/03/05/barkingbustergmailcom-7/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/05/barkingbustergmailcom-7/#comments</comments>
		<pubDate>Wed, 05 Mar 2008 15:53:31 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Conventions]]></category>
		<category><![CDATA[Genre/Form]]></category>
		<category><![CDATA[Sentence Fluency]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[context]]></category>
		<category><![CDATA[inverted sentence order]]></category>
		<category><![CDATA[meter]]></category>
		<category><![CDATA[parenthetical phrase]]></category>
		<category><![CDATA[rhyme]]></category>
		<category><![CDATA[romance]]></category>
		<category><![CDATA[setting]]></category>
		<category><![CDATA[simile]]></category>
		<category><![CDATA[western]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/05/barkingbustergmailcom-7/</guid>
		<description><![CDATA[Objectives:

Know what setting is
Understand how setting is communicated through context clues

Warm-up:
In your learning log, paraphrase the following definition:
(Holman, C. Hugh, and William Harmon. &#8220;Setting.&#8221; A Handbook to Literature. 5th ed. 1     vols. New York: Macmillan, 1986.)
The physical, and sometimes spiritual, background against which the action of a narrative takes place. The [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Dialect</title>
		<link>http://miniexemplars.edublogs.org/2008/03/04/barkingbustergmailcom-6/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/04/barkingbustergmailcom-6/#comments</comments>
		<pubDate>Tue, 04 Mar 2008 20:26:46 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Voice]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[word choice]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[character]]></category>
		<category><![CDATA[characterization]]></category>
		<category><![CDATA[dialect]]></category>
		<category><![CDATA[mood]]></category>
		<category><![CDATA[subtext]]></category>
		<category><![CDATA[tone]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/04/barkingbustergmailcom-6/</guid>
		<description><![CDATA[Objectives:

Know what dialect is
Understand how dialect creates effects mood

Warm-up:
Pretend each person in the following situations asks you how you are feeling. Write a sentence or two, appropriate for the situation, answering the question.

Your at a black-tie ball, and a waiter politely asks&#8230;
Your at a concert, and that person you&#8217;ve noticed all night finally comes over [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Onomatopoeia</title>
		<link>http://miniexemplars.edublogs.org/2008/03/04/barkingbustergmailcom-5/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/04/barkingbustergmailcom-5/#comments</comments>
		<pubDate>Tue, 04 Mar 2008 18:04:04 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Voice]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[word choice]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[American history]]></category>
		<category><![CDATA[double entendre]]></category>
		<category><![CDATA[meter]]></category>
		<category><![CDATA[onomatopoeia]]></category>
		<category><![CDATA[rhyme]]></category>
		<category><![CDATA[sound devices]]></category>
		<category><![CDATA[subtext]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/04/barkingbustergmailcom-5/</guid>
		<description><![CDATA[Objectives:

Know what onomatopoeia is.
Understand how &#8220;sound-words&#8221; can convey meaning that strictly denotative words can&#8217;t.

Warm-up:
Describe a situation or a time when words could not express how you really felt, for example when something amazing or devastating happened, or when you felt uncomfortable or &#8220;on the spot.&#8221; What kinds of words/sounds came out of your mouth by [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Imagery</title>
		<link>http://miniexemplars.edublogs.org/2008/03/03/imagery/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/03/imagery/#comments</comments>
		<pubDate>Mon, 03 Mar 2008 20:12:43 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Literary Technique]]></category>
		<category><![CDATA[Voice]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[word choice]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[channels]]></category>
		<category><![CDATA[imagery]]></category>
		<category><![CDATA[imply]]></category>
		<category><![CDATA[infer]]></category>
		<category><![CDATA[subtext]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/03/imagery/</guid>
		<description><![CDATA[Rationale:
The magic of writing comes when an author and an audience harmonize&#8211;the author anticipates what the reader needs, and the reader feels like the author &#8220;gets&#8221; them. Mastery of this art means we can commune(icate) over centuries, across cultures and past other chasms that would divide us.
It&#8217;s not so unusual to feel this in conversation [...]]]></description>
		<wfw:commentRss>http://miniexemplars.edublogs.org/2008/03/03/imagery/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
<enclosure url="http://miniexemplars.edublogs.org/files/2008/03/cast-a-hook-in-me.mp3" length="4816536" type="audio/mpeg" />
		</item>
		<item>
		<title>Audience vs. Speaker</title>
		<link>http://miniexemplars.edublogs.org/2008/03/03/audience-vs-speaker/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/03/audience-vs-speaker/#comments</comments>
		<pubDate>Mon, 03 Mar 2008 12:23:20 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Literary Technique]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[audience]]></category>
		<category><![CDATA[perspective]]></category>
		<category><![CDATA[Point of View]]></category>
		<category><![CDATA[purpose]]></category>
		<category><![CDATA[speaker]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/03/audience-vs-speaker/</guid>
		<description><![CDATA[Sometimes students have a hard time distinguishing the speaker (particularly of a poem) from  the author. The fact that authors pick specific speakers for their work is an important literary technique to develop meaning; not only does it lend subtext via the point of view, but often satire and other techniques are predicated upon [...]]]></description>
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		<slash:comments>1</slash:comments>
<enclosure url="http://miniexemplars.edublogs.org/files/2008/03/nada-surf-see-these-bones.mp3" length="7444128" type="audio/mpeg" />
		</item>
		<item>
		<title>Motif &amp;/or Folk Tale</title>
		<link>http://miniexemplars.edublogs.org/2008/03/02/barkingbustergmailcom-4/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/02/barkingbustergmailcom-4/#comments</comments>
		<pubDate>Sun, 02 Mar 2008 20:22:59 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Genre/Form]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[allusion]]></category>
		<category><![CDATA[American history]]></category>
		<category><![CDATA[folk tale]]></category>
		<category><![CDATA[hero]]></category>
		<category><![CDATA[legend]]></category>
		<category><![CDATA[motif]]></category>
		<category><![CDATA[mutability]]></category>
		<category><![CDATA[myth]]></category>
		<category><![CDATA[sci fi]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/02/barkingbustergmailcom-4/</guid>
		<description><![CDATA[*Note: All three of these lessons could be done separately (to keep them as &#8220;mini&#8221; as possible). This lesson covers three days; the first day focuses on the first song in the series &#38; &#8220;Folk Tale,&#8221; where the kids&#8217; application usually involves a quick write reflecting the elements of the genre study. The next day [...]]]></description>
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		<slash:comments>0</slash:comments>
<enclosure url="http://miniexemplars.edublogs.org/files/2008/03/the-commander-thinks-aloud.mp3" length="4118120" type="audio/mpeg" />
		</item>
		<item>
		<title>Allusion and Implication &amp; Inference</title>
		<link>http://miniexemplars.edublogs.org/2008/03/02/barkingbustergmailcom/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/02/barkingbustergmailcom/#comments</comments>
		<pubDate>Sun, 02 Mar 2008 08:04:22 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Literary Technique]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[allusion]]></category>
		<category><![CDATA[American history]]></category>
		<category><![CDATA[cacophony]]></category>
		<category><![CDATA[discordance]]></category>
		<category><![CDATA[finale]]></category>
		<category><![CDATA[imply]]></category>
		<category><![CDATA[infer]]></category>
		<category><![CDATA[persuasion]]></category>
		<category><![CDATA[protest]]></category>
		<category><![CDATA[reference]]></category>
		<category><![CDATA[subtext]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/02/barkingbustergmailcom/</guid>
		<description><![CDATA[Objective (really one objective written from two different perspectives):

Understand how authors IMPLY meaning though ALLUSION
Know how to INFER meaning by investigating references

Warm-up

Read the following excerpt from the Worsley OnLine school project

An allusion  is a literary device that stimulates ideas,  associations, and extra information in the reader&#8217;s mind with only a word or two. [...]]]></description>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Sentence Fluency</title>
		<link>http://miniexemplars.edublogs.org/2008/03/01/barkingbustergmailcom-3/</link>
		<comments>http://miniexemplars.edublogs.org/2008/03/01/barkingbustergmailcom-3/#comments</comments>
		<pubDate>Sat, 01 Mar 2008 18:01:18 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Sentence Fluency]]></category>
		<category><![CDATA[word choice]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[alliteration]]></category>
		<category><![CDATA[end rhyme]]></category>
		<category><![CDATA[internal rhyme]]></category>
		<category><![CDATA[meter]]></category>
		<category><![CDATA[mood]]></category>
		<category><![CDATA[onomatopoeia]]></category>
		<category><![CDATA[rhythm]]></category>
		<category><![CDATA[segue]]></category>
		<category><![CDATA[sentence starters]]></category>
		<category><![CDATA[slant rhyme]]></category>
		<category><![CDATA[tone]]></category>
		<category><![CDATA[transitions]]></category>

		<guid isPermaLink="false">http://miniexemplars.edublogs.org/2008/03/01/barkingbustergmailcom/</guid>
		<description><![CDATA[*Note to teacher: 

&#8220;Fluency” is a term that seems confused in education&#8230;especially in writing instruction.
I&#8217;ve heard teachers talk about “fluency” as being the ease to which a student can put words and sentences down on the page. I contend that this is not fluency, but automaticity or expertise.
Fluency (for the purposes of this lesson) is [...]]]></description>
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		<slash:comments>0</slash:comments>
<enclosure url="http://miniexemplars.edublogs.org/files/2008/03/01-a-city-bigger-than-from-warren-polk-of-wrte.mp3" length="897179" type="audio/mpeg" />
		</item>
		<item>
		<title>Stream of Consciousness</title>
		<link>http://miniexemplars.edublogs.org/2008/02/27/barkingbustergmailcom-2/</link>
		<comments>http://miniexemplars.edublogs.org/2008/02/27/barkingbustergmailcom-2/#comments</comments>
		<pubDate>Wed, 27 Feb 2008 15:29:29 +0000</pubDate>
		<dc:creator>ryanroot</dc:creator>
				<category><![CDATA[Organizational Methods]]></category>
		<category><![CDATA[literary term]]></category>
		<category><![CDATA[writing technique]]></category>
		<category><![CDATA[allusion]]></category>
		<category><![CDATA[assonance]]></category>
		<category><![CDATA[consonance]]></category>
		<category><![CDATA[end rhyme]]></category>
		<category><![CDATA[gestalt]]></category>
		<category><![CDATA[internal rhyme]]></category>
		<category><![CDATA[rhythm]]></category>
		<category><![CDATA[Stream of consciousness]]></category>

		<guid isPermaLink="false"></guid>
		<description><![CDATA[Objectives:

Students know that stream of consciousness as an organizational method of writing
Students understand the essential role of &#8220;Gestalt&#8221; in stream of consciousness

Warm-up:

 Paraphrase the following definition of &#8220;Stream of Consciousness&#8221; from my old college text

Mini-Lesson:

Share paraphrases
From what you&#8217;ve heard, what can be the problem with reading a selection employing Stream of Consciousness

randomness
getting lost
boredom


Explain the essential [...]]]></description>
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		<slash:comments>0</slash:comments>
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