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Curriculum Map—Creative Writing

Unit: Creative Nonfiction

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources

Write to express

thoughts by using

the writing process

to produce a

variety of written

works.

How may the sharing of

personal experiences

become a platform for

expressing universal

truths?

How do we address

different audiences in

our writing?

What role do form and

structure play in the

writing of various types

of nonfiction?

Creative Nonfiction samples,

writing prompts, etc.

Students adjust their use of

spoken, written, and visual

language (e.g., conventions,

style, vocabulary) to

communicate effectively with a

wide variety of audiences and or

different purposes.

Students employ a wide range

of strategies as they write and

use different writing process

elements appropriately to

communicate with different

audiences for a variety of

purposes.

Students apply knowledge of

language structure, language

conventions (e.g., spelling and

punctuation), media techniques,

figurative language, and genre

to create, critique, and discuss

print and nonprint texts.

Students participate as

knowledgeable, reflective,

creative, and critical members

of a variety of literacy

communities.

Students create an original work

of creative nonfiction (assessed

using a rubric), employing the

stages of the writing process.

Make Your Words Work by Gary

Provost

In-class writing prompts and

sharing of written work

In-class discussion

Sample texts

Use of writing process (including

drafting, revising, publishing,

and sharing)

Peer evaluation and collaboration

Journal writing

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Unit: Fiction

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources

Write to express

thoughts by using

the writing process

to produce a

variety of written

works.

How can universal

themes be expressed

through plot, conflict,

structure, tone, etc.?

How do authors develop

characters that become

alive to readers, and

what role does viewpoint

play in the development

of characters?

What techniques are

effective in creating

fiction pieces that will

appeal to a broad

audience?

Fiction samples, writing

prompts, etc.

Students adjust their use of

spoken, written, and visual

language (e.g., conventions,

style, vocabulary) to

communicate effectively with a

wide variety of audiences and or

different purposes.

Students employ a wide range

of strategies as they write and

use different writing process

elements appropriately to

communicate with different

audiences for a variety of

purposes.

Students apply knowledge of

language structure, language

conventions (e.g., spelling and

punctuation), media techniques,

figurative language, and genre

to create, critique, and discuss

print and non-print texts.

Students participate as

knowledgeable, reflective,

creative, and critical members

of a variety of literacy

communities.

Students create an original

fiction piece (assessed using a

rubric), employing the stages of

the writing process.

Make Your Words Work by Gary

Provost

In-class writing prompts and

sharing of written work

In-class discussion

Sample texts

Use of writing process (including

drafting, revising, publishing,

and sharing)

Peer evaluation and collaboration

Journal writing

4

Unit: Poetry

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources

Write to express

thoughts by using

the writing process

to produce a

variety of written

works.

How can universal

themes be expressed

through poetry?

How may sound devices

be employed to create

tone and meaning?

How may figurative

language be employed to

create tone and

meaning?

Poetry samples, writing

prompts, etc.

Students adjust their use of

spoken, written, and visual

language (e.g., conventions,

style, vocabulary) to

communicate effectively with a

wide variety of audiences and or

different purposes.

Students employ a wide range

of strategies as they write and

use different writing process

elements appropriately to

communicate with different

audiences for a variety of

purposes.

Students apply knowledge of

language structure, language

conventions (e.g., spelling and

punctuation), media techniques,

figurative language, and genre

to create, critique, and discuss

print and non-print texts.

Students participate as

knowledgeable, reflective,

creative, and critical members

of a variety of literacy

communities.

Students create an original poem

(assessed using a rubric),

employing the stages of the

writing process.

Make Your Words Work by Gary

Provost

In-class writing prompts and

sharing of written work

In-class discussion

Sample texts

Use of writing process (including

drafting, revising, publishing,

and sharing)

Peer evaluation and collaboration

Journal writing

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Unit: Drama

Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources

Write to express

thoughts by using

the writing process

to produce a

variety of written

works.

What dramatic

conventions are utilized

in the writing of plays

and scripts?

How do authors develop

characters that become

alive to viewers when

only dialogue is available?

What techniques are

effective in creating

dramatic pieces are

appeal to a broad

audience?

Drama samples, writing

prompts, etc.

Students adjust their use of

spoken, written, and visual

language (e.g., conventions,

style, vocabulary) to

communicate effectively with a

wide variety of audiences and or

different purposes.

Students employ a wide range

of strategies as they write and

use different writing process

elements appropriately to

communicate with different

audiences for a variety of

purposes.

Students apply knowledge of

language structure, language

conventions (e.g., spelling and

punctuation), media techniques,

figurative language, and genre

to create, critique, and discuss

print and non-print texts.

Students participate as

knowledgeable, reflective,

creative, and critical members

of a variety of literacy

communities.

Students create an original play

(assessed using a rubric),

employing the stages of the

writing process.

Make Your Words Work by Gary

Provost

In-class writing prompts and

sharing of written work

In-class discussion

Sample texts

Use of writing process (including

drafting, revising, publishing,

and sharing)

Peer evaluation and collaboration

Journal writing