Creative Writing Content and Skills Lesson Examples …chs.centerville.k12.in.us/.../2015_Creative_Writing_Curriculm.pdfSkills Lesson Examples and ... descriptive writing assignments

Creative Writing Teacher: Lynne O'Neal

Month Content and Essential Questions

Skills Lesson Examples and Assessments

August A. Literary Terms for Writing EQ. What literary and rhetorical devices should I know to become a better writer? B. Poetry Unit: EQ. How can the study of poetry help me as a writer? NOTE: This unit continues through next month and into the following.

A. Students will learn various literary terms, analyze a variety of published pieces for literary and rhetorical devices, and write original pieces incorporating these various devices. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.1 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing). Introduced • Indicator CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Introduced

• Indicator CMP.1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Introduced • Indicator CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes.

A. Students will work with the NCA vocabulary (20 literary terms) throughout the semester. 1. Students will be given the list of twenty words and definitions. 2. Students will create original examples for each of the terms. 3. Students will work with partners to create additional examples for each term. 4. Students will read a variety of published pieces and will analyze the style of each, emphasizing the literary and rhetorical devices in each. 5. Students will write original poetry, essays, and a short story, implementing a variety of devices to strenghten their writing. 6. Students will orally share pieces with the class. 7. Students will work with peer editors, revising their works. 8. Students will work with partners or in small groups, collaberating on larger works. Students will be assessed through their writing as well as with a standardized test. B.1. Students will write poems based on the following forms: 1. Name 2. Sense 3. Dream 4. Wish 5. Blotz 6. Apology 7. Haiku 8. Tanka 9. Cinquain 10. Diamond



Introduced • Indicator CMP.1.4 Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. Introduced • Indicator CMP.1.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. Introduced • Indicator CMP.1.6 Use language in creative and vivid ways to establish a specific tone. Introduced • Indicator CMP.1.8 Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. Introduced • Indicator CMP.1.9 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Introduced • Indicator CMP.1.10 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Introduced • Indicator CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Introduced • Indicator CMP.1.12 Use technology for all aspects of creating, revising, editing, and publishing. Introduced • Indicator CMP.1.14 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. Introduced • Standard CMP.2 Students continue to combine the rhetorical strategies of narration, exposition,

11. Concrete 12. Five W's 13. Personification 14. Quatrain 15. Limerick 16. Couplet 17. Heroic Couplet 18. Sonnet 19. Ballad 20. Modeling Well-Known Poets Students will be assessed by their peers and the instructor.



persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 1 — Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Introduced • Indicator CMP.2.1 Write fictional, autobiographical, or biographical compositions that: Introduced • Indicator CMP.2.2 Write responses to literature that: Introduced • Indicator CMP.2.4 Write reflective compositions that: Introduced • Indicator CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. Introduced • Indicator CMP.2.8 Use precise technical or scientific language when appropriate for topic and audience. Introduced • Standard CMP.3 Students write using Standard English conventions. Introduced • Indicator CMP.3.1 Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. Introduced • Indicator CMP.3.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Introduced • Indicator CMP.3.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and



support material by citing sources within the text, using direct quotations, and paraphrasing. Introduced • Indicator CMP.3.4 Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Introduced B. Students will read and analyze a variety of poetic forms and will write several original poems in several different styles. The writing demonstrates students' progression through the stages of writing. Students will practice different types of writing and their characteristics. Students will write using Standard English conventions. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.1 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing). Developed • Indicator CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Developed • Indicator CMP.1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Developed



• Indicator CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. Developed • Indicator CMP.1.4 Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. Developed • Indicator CMP.1.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. Developed • Indicator CMP.1.6 Use language in creative and vivid ways to establish a specific tone. Developed • Indicator CMP.1.8 Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. Developed • Indicator CMP.1.9 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Developed • Indicator CMP.1.10 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Developed • Indicator CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Developed • Indicator CMP.1.12 Use technology for all aspects of creating, revising, editing, and publishing. Developed • Standard CMP.2 Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in



texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 1 — Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Developed • Indicator CMP.2.1 Write fictional, autobiographical, or biographical compositions that: Developed • CMP.2.1.a narrate a sequence of events and communicate their significance to the audience. Developed • CMP.2.1.b locate scenes and incidents in specific places. Developed • CMP.2.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Developed • CMP.2.1.d pace the presentation of actions to accommodate changes in time and mood. Developed • Indicator CMP.2.2 Write responses to literature that: Developed • CMP.2.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Developed • CMP.2.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Developed



• CMP.2.2.c support statements with evidence from the text. Developed • CMP.2.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Developed • CMP.2.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Developed • Indicator CMP.2.3 Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Developed • CMP.2.3.a develops a thesis. Developed • CMP.2.3.b creates an organizing structure appropriate to purpose, audience, and context. Developed • CMP.2.3.e supports judgments with relevant and substantial evidence and well-chosen details. Developed • CMP.2.3.f uses technical terms and notations correctly. Developed • CMP.2.3.g provides a coherent conclusion. Developed • Indicator CMP.2.4 Write reflective compositions that: Introduced • CMP.2.4.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Introduced • CMP.2.4.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Introduced • CMP.2.4.c maintain a balance in describing individual events and relating those events to more



general and abstract ideas. Introduced • Indicator CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. Developed • Indicator CMP.2.8 Use precise technical or scientific language when appropriate for topic and audience. Developed • Standard CMP.3 Students write using Standard English conventions. Developed • Indicator CMP.3.1 Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. Developed • Indicator CMP.3.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Developed • Indicator CMP.3.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Developed • Indicator CMP.3.4 Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Developed ----------



September B.1. Poetry Unit: EQ. How can the study of poetry help me as a writer? NOTE: This unit continues from last month and into next month.

B.1. Students will read and analyze a variety of poetic forms and will write several original poems in several different styles. The writing demonstrates students' progression through the stages of writing. Students will practice different types of writing

B.1. Students will write poems based on the following forms: 1. Name 2. Sense 3. Dream 4. Wish 5. Blotz



and their characteristics. Students will write using Standard English conventions. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.1 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing). Developed • Indicator CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Developed • Indicator CMP.1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Developed • Indicator CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. Developed • Indicator CMP.1.4 Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. Developed • Indicator CMP.1.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. Developed • Indicator CMP.1.6 Use language in creative and vivid

6. Apology 7. Haiku 8. Tanka 9. Cinquain 10. Diamond 11. Concrete 12. Five W's 13. Personification 14. Quatrain 15. Limerick 16. Couplet 17. Heroic Couplet 18. Sonnet 19. Ballad 20. Modeling Well-Known Poets



ways to establish a specific tone. Developed • Indicator CMP.1.8 Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. Developed • Indicator CMP.1.9 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Developed • Indicator CMP.1.10 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Developed • Indicator CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Developed • Indicator CMP.1.12 Use technology for all aspects of creating, revising, editing, and publishing. Developed • Standard CMP.2 Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 1 — Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Developed • Indicator CMP.2.1 Write fictional, autobiographical, or biographical compositions that: Developed



• CMP.2.1.a narrate a sequence of events and communicate their significance to the audience. Developed • CMP.2.1.b locate scenes and incidents in specific places. Developed • CMP.2.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Developed • CMP.2.1.d pace the presentation of actions to accommodate changes in time and mood. Developed • Indicator CMP.2.2 Write responses to literature that: Developed • CMP.2.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Developed • CMP.2.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Developed • CMP.2.2.c support statements with evidence from the text. Developed • CMP.2.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Developed • CMP.2.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Developed • Indicator CMP.2.3 Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Developed • CMP.2.3.a develops a thesis.



Developed • CMP.2.3.b creates an organizing structure appropriate to purpose, audience, and context. Developed • CMP.2.3.e supports judgments with relevant and substantial evidence and well-chosen details. Developed • CMP.2.3.f uses technical terms and notations correctly. Developed • CMP.2.3.g provides a coherent conclusion. Developed • Indicator CMP.2.4 Write reflective compositions that: Introduced • CMP.2.4.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Introduced • CMP.2.4.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Introduced • CMP.2.4.c maintain a balance in describing individual events and relating those events to more general and abstract ideas. Introduced • Indicator CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. Developed • Indicator CMP.2.8 Use precise technical or scientific language when appropriate for topic and audience. Developed • Standard CMP.3 Students write using Standard English conventions. Developed • Indicator CMP.3.1 Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. Developed • Indicator CMP.3.2 Produce writing that shows accurate



spelling and correct punctuation and capitalization. Developed • Indicator CMP.3.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Developed • Indicator CMP.3.4 Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Developed ----------



October B.2. Poetry Magazine EQ. What is involved in the process of publishing? Note: This culminates the poetry unit.

B.2. Students will learn and practice the various aspects involved in publishing a magazine. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.1 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing). Reinforced • Indicator CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator CMP.1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form,

B.2. Students will publish a classroom poetry magazine. Students will submit creative resumes for a position on the magazine staff: 1. Editorial Board - This group should write an introduction to the magazine, decide on a title and inform artists of the title so that they can work on a cover illustration, and decide on the order in which the poems will be presented. Later the editorial board will be involved in final proofing and generally overseeing the project. 2. Art Staff - This group should be provided with copies of the poems (in final order for the magazine), and begin drawing sketches or selecting clip art to accompany some (not necessarily all) of the



C. Prose EQ. What is prose, how is it different from poetry, and how can studying published prose improve my writing? Note: This unit continues through November.

when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. Reinforced • Indicator CMP.1.4 Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. Reinforced • Indicator CMP.1.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. Reinforced • Indicator CMP.1.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Indicator CMP.1.8 Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. Reinforced • Indicator CMP.1.10 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator CMP.1.12 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Standard CMP.2 Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and

poems. They also will work on a cover for the magazine. When completed, their work should be submitted to the editorial board. 3. Graphic Designers - These students should meet to decide on a font and font sizes for the poems and for the introduction, section dividers, etc. They should also decide on page desitn. (Will the pages have boarders? How many pages will be needed? Where will the page numbers appear? Will there be a table of contents?) They can then work on setting up a template for the magazine. 4. Production Staff - Staff members can begin typing the poems, introduction, section dividers, etc., working with the proofreaders to eliminate errors. They can also create and type a credits page, listing staff members in their proper departments. 5. Proofreaders - These students read and proof all text that will appear in the magazine, submit work to the editorial board for final approval, and work with the production staff to make any final corrections. Students will be assessed by their peers and the instructor. C. Students will write some of the following pieces: 1. A paragraph developed by example 2. A paragraph developed by detail 3. A paragraph developed by reasons 4. A paragraph developed by comparison/contrast



description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 1 — Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Indicator CMP.2.2 Write responses to literature that: Reinforced • Indicator CMP.2.3 Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • Indicator CMP.2.6 Write job applications and résumés that: Introduced • Indicator CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator CMP.2.8 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Standard CMP.3 Students write using Standard English conventions. Reinforced • Indicator CMP.3.1 Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator CMP.3.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator CMP.3.3 Apply appropriate manuscript conventions in writing — including title page presentation,

5. Personal Experience Essay 6. An anecdote 7. A piece with dialogue 8. An original short story 9. An original fairy tale 10. A fable 11. NaNoWriMo novel Students will be assessed by their peers and the instructor.



pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator CMP.3.4 Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced ---------- C. Students will read various published pieces, including both fiction and nonfiction, analyze pieces' styles and structures, and write original prose pieces. Students will demonstrate their progression through the stages of the writing process, will demonstrate an understanding of different types of writing and their characteristics, and will write using Standard English conventions. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.1 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing). Reinforced • Indicator CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator CMP.1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form,



when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. Reinforced • Indicator CMP.1.4 Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. Reinforced • Indicator CMP.1.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. Reinforced • Indicator CMP.1.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Indicator CMP.1.7 Integrate quotations and citations into a written text while maintaining the flow of ideas. Introduced • Indicator CMP.1.8 Review, evaluate, and revise by writing for meaning, clarity, achievement of purpose, and mechanics. Reinforced • Indicator CMP.1.9 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator CMP.1.10 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing



checklist. Reinforced • Indicator CMP.1.12 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator CMP.1.13 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources. Introduced • Indicator CMP.1.14 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. Reinforced • Standard CMP.2 Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 1 — Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Indicator CMP.2.1 Write fictional, autobiographical, or biographical compositions that: Reinforced • CMP.2.1.a narrate a sequence of events and communicate their significance to the audience. Reinforced • CMP.2.1.b locate scenes and incidents in specific places. Reinforced • CMP.2.1.c describe with specific details the sights, sounds,



and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Reinforced • CMP.2.1.d pace the presentation of actions to accommodate changes in time and mood. Reinforced • Indicator CMP.2.2 Write responses to literature that: Reinforced • CMP.2.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • CMP.2.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • CMP.2.2.c support statements with evidence from the text. Reinforced • CMP.2.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • CMP.2.2.e identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. Reinforced • Indicator CMP.2.3 Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Developed • CMP.2.3.a develops a thesis. Developed • CMP.2.3.b creates an organizing structure appropriate to purpose, audience, and context. Developed • CMP.2.3.f uses technical terms and notations correctly. Developed



• CMP.2.3.g provides a coherent conclusion. Developed • Indicator CMP.2.4 Write reflective compositions that: Developed • CMP.2.4.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Developed • CMP.2.4.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Developed • CMP.2.4.c maintain a balance in describing individual events and relating those events to more general and abstract ideas. Developed • Examples: Examples: Select a quotation that is particularly meaningful. Explain the significance of the quotation. Write a reflective essay for fellow students on the significance of family in one’s life or on growing up at the turn of the twenty-first century. Make personal observations, but connect them to a larger theme of interest to the audience. Developed • Indicator CMP.2.5 Write historical investigation reports that: Introduced • CMP.2.5.a use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. Introduced • Indicator CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator CMP.2.8 Use precise technical or scientific language when appropriate for topic and audience. Reinforced



• Standard CMP.3 Students write using Standard English conventions. Reinforced • Indicator CMP.3.1 Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator CMP.3.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator CMP.3.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator CMP.3.4 Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced ----------



November C. Prose EQ. What is prose, how is it different from poetry, and how can studying published prose improve my writing? Note: This unit continues from November.

C. Students will read various published pieces, including both fiction and nonfiction, analyze pieces' styles and structures, and write original prose pieces. Students will demonstrate their progression through the stages of the writing process, will demonstrate an understanding of different types of writing and their characteristics, and will write using Standard English conventions. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.1 Students write

C. Students will write some of the following pieces: 1. A paragraph developed by example 2. A paragraph developed by detail 3. A paragraph developed by reasons 4. A paragraph deveoped by comparison/contrast 5. Personal Experience Essay 6. An anecdote 7. A piece with dialogue 8. An original short story 9. An original fairy tale 10. A fable



coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing). Reinforced • Indicator CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator CMP.1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. Reinforced • Indicator CMP.1.4 Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. Reinforced • Indicator CMP.1.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. Reinforced • Indicator CMP.1.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Indicator CMP.1.7 Integrate quotations and citations into a written text while maintaining the flow of ideas. Introduced • Indicator CMP.1.8 Review, evaluate, and revise by writing

11. NaNoWriMo novel Students will be assessed by their peers and the instructor.



for meaning, clarity, achievement of purpose, and mechanics. Reinforced • Indicator CMP.1.9 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator CMP.1.10 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator CMP.1.12 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced • Indicator CMP.1.13 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources. Introduced • Indicator CMP.1.14 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies. Reinforced • Standard CMP.2 Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a



command of Standard English and the research, organizational, and drafting strategies outlined in Standard 1 — Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced • Indicator CMP.2.1 Write fictional, autobiographical, or biographical compositions that: Reinforced • CMP.2.1.a narrate a sequence of events and communicate their significance to the audience. Reinforced • CMP.2.1.b locate scenes and incidents in specific places. Reinforced • CMP.2.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Reinforced • CMP.2.1.d pace the presentation of actions to accommodate changes in time and mood. Reinforced • Indicator CMP.2.2 Write responses to literature that: Reinforced • CMP.2.2.a demonstrate a comprehensive understanding of the significant ideas in works or passages. Reinforced • CMP.2.2.b analyze the use of imagery, language, universal themes, and unique aspects of the text. Reinforced • CMP.2.2.c support statements with evidence from the text. Reinforced • CMP.2.2.d demonstrate an understanding of the author’s style and an appreciation of the effects created. Reinforced • CMP.2.2.e identify and assess the impact of perceived



ambiguities, nuances, and complexities within the text. Reinforced • Indicator CMP.2.3 Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • CMP.2.3.a develops a thesis. Reinforced • CMP.2.3.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • CMP.2.3.d makes valid inferences. Reinforced • CMP.2.3.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • CMP.2.3.f uses technical terms and notations correctly. Reinforced • CMP.2.3.g provides a coherent conclusion. Reinforced • Indicator CMP.2.4 Write reflective compositions that: Reinforced • CMP.2.4.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Reinforced • CMP.2.4.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Reinforced • CMP.2.4.c maintain a balance in describing individual events and relating those events to more general and abstract ideas. Reinforced • Indicator CMP.2.5 Write historical investigation reports that: Developed • CMP.2.5.a use exposition,



narration, description, argumentation, or some combination of rhetorical strategies to support the main argument. Reinforced • Indicator CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator CMP.2.8 Use precise technical or scientific language when appropriate for topic and audience. Reinforced • Standard CMP.3 Students write using Standard English conventions. Reinforced • Indicator CMP.3.1 Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator CMP.3.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator CMP.3.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing. Reinforced • Indicator CMP.3.4 Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced ----------



December D. Portfolio EQ. How can I best present myself as a writer?

D1. Students demonstrate their understanding of the process of writing. ------------

D1, 2, 3. Students will create a portfolio by selecting writings from each phase of the course



IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.1 Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The writing demonstrates students’ progression through the stages of the writing process (prewriting, writing, editing, revising, and publishing). Reinforced • Indicator CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. Reinforced • Indicator CMP.1.2 Demonstrate an understanding of the elements of discourse, such as purpose, speaker, audience, and form, when completing narrative, expository, persuasive, or descriptive writing assignments. Reinforced • Indicator CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. Reinforced • Indicator CMP.1.4 Structure ideas and arguments in a sustained and persuasive way and support them with evidence from texts or precise and relevant examples. Reinforced • Indicator CMP.1.5 Enhance meaning using rhetorical devices, including the extended use of parallelism, repetition, and analogy and the issuance of a proposal or call for action. Reinforced • Indicator CMP.1.6 Use language in creative and vivid ways to establish a specific tone. Reinforced • Indicator CMP.1.8 Review, evaluate, and revise by writing for

which demonstrate their progress as writers. Students will include drafts and revisions for one or more poems and one or more prose piece. Students will write an introduction essay to their portfolio, reflecting on their writing and progress. Students will be assessed on completion of the requirements of the portfolio by themselves, peers, and the instructor.



meaning, clarity, achievement of purpose, and mechanics. Reinforced • Indicator CMP.1.9 Accumulate, review, and evaluate written work to determine its strengths and weaknesses and to set goals as a writer. Reinforced • Indicator CMP.1.10 Further develop unique writing style and voice, improve sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing. Reinforced • Indicator CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. Reinforced • Indicator CMP.1.12 Use technology for all aspects of creating, revising, editing, and publishing. Reinforced ---------- D2. Students will understand different types of writing and their characteristics. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.2 Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students are introduced to writing reflective compositions and historical investigation reports and become familiar with the forms of job applications and résumés. Students deliver multimedia presentations on varied topics. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 1 — Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Reinforced



• Indicator CMP.2.1 Write fictional, autobiographical, or biographical compositions that: Reinforced • CMP.2.1.a narrate a sequence of events and communicate their significance to the audience. Reinforced • CMP.2.1.b locate scenes and incidents in specific places. Reinforced • CMP.2.1.c describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character’s feelings. Reinforced • CMP.2.1.d pace the presentation of actions to accommodate changes in time and mood. Reinforced • Indicator CMP.2.3 Write academic essays, such an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that: Reinforced • CMP.2.3.a develops a thesis. Reinforced • CMP.2.3.b creates an organizing structure appropriate to purpose, audience, and context. Reinforced • CMP.2.3.d makes valid inferences. Reinforced • CMP.2.3.e supports judgments with relevant and substantial evidence and well-chosen details. Reinforced • CMP.2.3.f uses technical terms and notations correctly. Reinforced • CMP.2.3.g provides a coherent conclusion. Reinforced • Indicator CMP.2.4 Write reflective compositions that: Reinforced



• CMP.2.4.a explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies, including narration, description, exposition, and persuasion. Reinforced • CMP.2.4.b draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life. Reinforced • CMP.2.4.c maintain a balance in describing individual events and relating those events to more general and abstract ideas. Reinforced • Indicator CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. Reinforced • Indicator CMP.2.8 Use precise technical or scientific language when appropriate for topic and audience. Reinforced ---------- D3. Students write using Standard English conventions. ------------ IN_Academic_Standards English/Language Arts (2006) : High School Composition • Standard CMP.3 Students write using Standard English conventions. Reinforced • Indicator CMP.3.1 Demonstrate control of grammar, diction, paragraph and sentence structure, as well as an understanding of English usage. Reinforced • Indicator CMP.3.2 Produce writing that shows accurate spelling and correct punctuation and capitalization. Reinforced • Indicator CMP.3.3 Apply appropriate manuscript conventions in writing — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct



quotations, and paraphrasing. Reinforced • Indicator CMP.3.4 Identify and correctly use clauses, both main and subordinate: phrases, including gerund, infinitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens. Reinforced ----------

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