· Web viewCreative Writing, a one-semester course, is designed to elicit the passion for writing from each student and to give creative outlet to students with an interest in writing

District Overview:Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Creative Writing Description:Creative Writing, a one-semester course, is designed to elicit the passion for writing from each student and to give creative outlet to students with an interest in writing. Through study of literary craft, structure and form, students will understand the elements of an effective short story and poem and will gain confidence in creating their own unique pieces. Instruction will be individualized to each student’s need for creative outlet, and publishing avenues will also be explored to provide students with opportunities to share their voices with a larger audience.

Students enrolled in Creative Writing will examine all parts of the creative writing process from constructing a plot to creating three-dimensional characters that create emotion within a reader. Students will examine highly-regarded fiction and poetry in order to determine how the writer combines literary elements to make his or her story or poem resonate with the reader and will try to recreate syntactical patterns of respected writers. Creative writing exercises and games will provide inspiration for ideas as students draft one short story and one poem as capstone pieces for the course. The publishing process will be analyzed, and students will seek avenues for publication of their pieces.

Creative Writing Units: Unit 1: The Basics - Creating a Plot, Setting and Characters Unit 2: Going Deeper - Literary Elements and Author Study Unit 3: Telling Your Story - From Drafting to Publishing Unit 4: The Purpose of Poetry Unit 5: Figurative Language and Poet Study Unit 6: Drafting, Editing Revising and Publishing your Poem

* Units may not necessarily occur in this order.

Subject: Creative Writing Grade: 9 - 12 Suggested Timeline: 1 - 2 Weeks

Unit Title: The Basics - Creating a Plot, Setting and Characters

Unit Overview/Essential Understanding: This unit examines the fundamental building blocks of creating an effective short story or novel - plot, setting and characters. Different plot construction techniques will be analyzed, and students will analyze the elements of creating three-dimensional, believable fictional characters.

This unit will focus on the following essential questions: What are the basic elements of a successful plot? How is an interesting, effective plot constructed? How can setting enhance the plot of the short story or novel? How is an appropriate setting devised? What makes a character believable?

Objectives: Students will be able to identify elements of a plot. Students will recognize the importance of cohesion and unity in creating a plot. Students will analyze both traditional and experimental plot structures. Students will utilize critical and reflective thinking skills in class discussions. Students will be able to create basic plots for future pieces.

Focus Standards Addressed in this Unit: CC.1.3.11–12.A - Determine and analyze the relationship between two or more themes or central ideas of a text, including the

development and interaction of the themes; provide an objective summary of the text CC.1.3.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts

CC.1.3.11–12.G - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist)

CC.1.3.11–12.H - Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics

CC.1.3.11–12.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools

CC.1.3.11–12.J - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

CC.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.11–12.M - Write narratives to develop real or imagined experiences or events CC.1.4.11–12.N - Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or

multiple points of view, and introducing a narrator and/or characters CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences,

events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters

CC.1.4.11–12.P - Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

CC.1.4.11–12.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey specific meanings and add variety and interest. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic

CC.1.4.11–12.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.11–12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction

CC.1.5.11–12.B - Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone

CC.1.5.11–12.G - Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and content

Important Standards Addressed in this Unit: CC.1.4.11–12.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Misconceptions: Plots always follow a specified pattern Interesting plots “just happen.” Setting is confined to a place and time

Concepts/Content: Plot Setting Characterization Literary elements

Competencies/Skills: Identify elements of a plot Identify conflict within a plot Analyze direct and indirect

characterization Analyze how a setting contributes

to a story

Description of Activities: Basic plot diagram for original story Detailed plot diagram for original story Create a descriptive setting Create characters via direct and indirect

characterization

Assessments: Formal Assessments - plot diagrams, quiz on plot structure Informal Assessments - observations, participation in class discussions, writing activities

Interdisciplinary Connections: This unit can connect to any discipline based on subject of short

story.

Additional Resources: Plot diagrams Plot generator Various short story examples (published and student-written) Google Apps and sites


Unit Title: Going Deeper - Literary Elements and Author Study

Unit Overview/Essential Understanding: This unit focuses on how writers use more sophisticated literary elements to create depth and meaning in a work of fiction. Students will analyze how elements such as foreshadowing, symbolism, theme, and irony enhance literature and how the absence of such elements detracts from literature. A study of a known and respected writer will give students the opportunity to further analyze the presence of literary elements in a story and how they coalesce to create a memorable piece of literature.

This unit will focus on the following essential questions: How can a writer add literary elements to a story in order to create greater depth in the story? How have respected authors used and combined literary elements to create their literature?

Objectives: Students will be able to identify literary elements within pieces of short fiction. Students will be able to analyze how literary elements within short fiction combine to create meaning and theme. Students will be able to incorporate literary elements into their own writing.



conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.G - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded

novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist)













Important Standards Addressed in this Unit: CC.1.4.11–12.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Misconceptions: Students tend to think that they are not “creative” enough to create stories that feature literary elements such as symbolism and irony

Concepts/Content: Symbolism Irony (three types) Foreshadowing Theme Allusion

Competencies/Skills: Define and identify advanced

literary elements Analyze how advanced literary

elements add depth to a story

Description of Activities: Literary analysis paper Symbolism, foreshadowing and irony activities

Assessments: Formal assessments - tests/quizzes on literary elements Informal assessments - observations, participation in class discussions, creative writing activities


story.

Additional Resources: Google Apps and sites Online and print texts


Unit Title: Telling Your Story - From Drafting to Publishing

Unit Overview/Essential Understanding: This unit focuses on the process of creating a short story worthy of publication. Unit will include methods of brainstorming and idea generation,

dealing with “writer’s block,” drafting a short piece of fiction, mastering literary skills such as writing dialogue, workshop drafted pieces with peers and teacher, self-editing and making revisions based on input from peers, teacher and self-reflection. Creative writing exercises will also be utilized to give writers increased confidence in their abilities. Upon completion of final piece, various publication opportunities will be explored, with publication of piece as the final goal.

This unit will focus on the following essential questions: How can I come up with interesting ideas for a plot? What is the value in the process of creating a short story? How can editing and revising improve the quality of a piece of creative writing? What avenues of publication are available for my short fiction? How do I publish my piece of short fiction?

Objectives: Students will be able to craft their own original piece of short fiction. Students will understand the value of editing and revising, both with teacher and with peers. Students will be able to explore avenues for publication. Students will complete necessary steps for submitting a piece for publication.



conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.G - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded














Important Standards Addressed in this Unit: CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks

CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence

Misconceptions: Students do not see the value in editing and revising their own writing. Students do not know how to effectively edit the writing of others. Students think they cannot create an interesting and enjoyable short story. Students do not have knowledge of the wide range of publishing venues available to them.

Concepts/Content: Drafting Revising Editing Publishing

Competencies/Skills: Follow a process in order to

create a short story Effectively edit and revise

their own works and the works of others

Conduct research in order to unveil a variety of publishing opportunities

Description of Activities: Work shopping of short stories Publication “scavenger hunt” Final publication of short story

Assessments: Formal Assessment - completion of an original piece of short fiction Informal Assessments - observation, participation in class discussions, workshop and editing activities


story.

Additional Resources: Literary magazines and journals Internet resources Community contacts Google Apps and sites


Unit Title: The Purpose of Poetry

Unit Overview/Essential Understanding: This unit focuses on poetry as a means of creative expression. Students will analyze the difference between poetry and prose, in addition to different poetic forms in order to determine how various forms serve creative purposes. Students will deconstruct poetry in order to understand how the parts form a unified whole.

This unit will focus on the following essential questions: How can poetry express emotion in ways that other forms of communication cannot? How do poetic elements add dimensions and meaning to poetry? Where do poets find inspiration for poetry?

Objectives: Students will be able to analyze poetry for meaning and theme. Students will be able to differentiate between poetry and prose and identify the characteristics of both. Students will analyze different poetic forms. Students will demonstrate comprehension of poetry and will be able to critically discuss selected poems.



conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.G - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded









CC.1.4.11–12.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

CC.1.4.11–12.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information



Important Standards Addressed in this Unit: CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12.E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidenceMisconceptions:

Students do not know how to effectively read and analyze a poem. Students confuse literary analysis with literary summary. Students do not view poetry as a satisfying and creative means of expressing emotion.

Concepts/Content: Text-dependent analysis Reading for enjoyment Critical thought and reflection

Competencies/Skills: Effectively analyze a poem

both orally and in written form Be able to read poetry aloud

fluently and with appropriate expression

Description of Activities: Poetry genre scavenger hunt Literary analysis of a poem Poetry readings

Identify the difference between the poet’s voice and the speaker’s voice

Be able to categorize poetry according to genre

Assessments: Formal Assessments - text-dependent analysis on selected poem Informal Assessments - observations, participation in class discussions, creative writing activities

Interdisciplinary Connections: This unit can connect to any discipline based on subjects of

selected poems.

Additional Resources: Google Apps and sites Internet resources


Unit Title: Figurative Language and Poet Study

Unit Overview/Essential Understanding: This unit focuses on a study of figurative language and how respected poets utilize figurative language in their poems in order to convey emotion, theme and meaning. Students will gain background information into a selected poet, study influences on his or her life and poetry, and will imitate his or her poetic structures in order to gain initial experience with writing poetry.

This unit will focus on the following essential questions: What is figurative language and how can it add dimension to poetry? From where do poets get their ideas for their poetry?

How can I write poetry?

Objectives: Students will be able to identify figurative language and other poetic elements within poems. Students will be able to analyze how figurative language creates greater depth and meaning within poetry. Students will be able to analyze the life of a poet and his or her poetry to determine the intersection. Students will be able to imitate the form and structure of well-known poets in order to gain confidence in writing poetry.


development and interaction of the themes; provide an objective summary of the text CC.1.3.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences

and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.G - Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded


CC.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.11–12.M - Write narratives to develop real or imagined experiences or events CC.1.4.11–12.N - Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one

or multiple points of view, and introducing a narrator and/or characters CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop

experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters


CC.1.4.11–12.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey specific meanings and add variety and interest. Use precise language, domain specific vocabulary, and techniques

such as metaphor, simile, and analogy to manage the complexity of the topic CC.1.4.11–12.R - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling CC.1.4.11–12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level

reading standards for literature and literary nonfiction CC.1.4.11–12.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

on addressing what is most significant for a specific purpose and audience CC.1.4.11–12.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in

response to ongoing feedback, including new arguments and information CC.1.5.11–12.B - Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an

argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone CC.1.5.11–12.G - Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and

content


development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings,

reasoning, and evidence

Misconceptions: Students do not think they can write poetry. Students do not understand that ideas for poetry are all around them.

Concepts/Content: Text-dependent analysis Reading for enjoyment Critical thought and reflection Replicating poetry in order to

gain a level of comfort in writing it

Competencies/Skills: Effectively analyze a poem

both orally and in written form Be able to read poetry aloud

fluently and with appropriate expression

Identify a wide range of figurative elements in poetry

Description of Activities: Mini-research paper/project on a poet Literary analysis of a poem Poetry readings Replication of a poem

and analyze how they affect poem(s)

Assessments: Formal assessments - tests/quizzes on figurative language/poetic elements and background of selected poet, creation of replica poem Informal assessments - observations, participation in class discussions, creative writing activities


selected poems.

Additional Resources: Google Apps and sites Internet resources Library resources Literary magazines and journals


Unit Title: Drafting, Editing Revising and Publishing your Poem

Unit Overview/Essential Understanding: This unit focuses on the process of creating a poem worthy of publication. Unit will include methods of brainstorming and idea generation, dealing with “writer’s block,” drafting at least one poem of substantial length, mastering literary skills such as the incorporation of figurative language and imagery, workshop drafted poem(s) with peers and teacher, self-editing and making revisions based on input from peers, teacher and self-reflection. Creative writing exercises will also be utilized to give writers increased confidence in their abilities. Upon completion of final poem(s), various publication opportunities will be explored, with publication of piece as the final goal.

This unit will focus on the following essential questions: What is the value of editing and revision? What is the process involved with taking a poem from an initial draft to a publishable piece? What avenues of publication are available for poetry? How do I get my poem published?

Objectives: Students will be able to craft their own original poem or series of poems. Students will understand the value of editing and revising, both with teacher and with peers. Students will be able to explore avenues for publication of poem. Students will complete necessary steps for submitting poetry for publication.

Focus Standards Addressed in this Unit: CC.1.4.11–12.M - Write narratives to develop real or imagined experiences or events CC.1.4.11–12.N - Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one

or multiple points of view, and introducing a narrator and/or characters CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop

experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters





CC.1.4.11–12.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

CC.1.4.11–12.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information




development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings,

reasoning, and evidence

Misconceptions: Students do not think they can write poetry. Students do not understand that ideas for poetry are all around them.

Concepts/Content: Revision Editing Research Preparing piece for publication

Competencies/Skills: Effectively edit and revise own

poems and poems of classmates

Incorporate suggested revisions into final draft

Conduct research into various avenues of publication

Prepare final piece for publication

Conduct necessary steps to submit poem for publication

Description of Activities: Writer’s workshop Oral research report on publishing

findings Analysis of published student poems

Assessments: Formal Assessment - completion of an original poem or series of poems Informal Assessments - observation, participation in class discussions, workshop and editing activities


selected poems.

Additional Resources: Google Apps and sites Internet resources Library resources Literary magazines and journals

Documents

· Web viewCreative Writing, a one-semester course, is designed to elicit the passion for writing from each student and to give creative outlet to students with an interest in writing