Creative Writing

CREATIVE WRITING

(SECONDARY)

SELECTIVE UNIT 5 (S05)

(Fan Fiction)

(July 2014)

Unit Statement: Is imitation the greatest form of flattery? What makes an author or a work popular? In this unit, the student will study the distinctive style of a well-known author or work or fiction to discover what makes it so enduring. After analyzing the text, the student will build the necessary skills in order to write a short fiction piece that emulates the style of that text.

Essential Outcomes: (must be assessed for mastery)

1. The Student Will recognize the literary and stylistic elements (character, setting, conflict, voice, repetition, imagery, theme, etc.) that provide distinctive style to a published work (or group of works by a published author).

2. TSW explore original story ideas from the writer’s notebook and/or other sources.

3. TSW apply fiction writing techniques and a variety of selected stylistic elements to original story ideas.

4. TSW draft an original work of short fiction imitating the style of the chosen author or work, incorporating techniques mastered in TSWs 1-3.

Practiced/Ongoing Outcomes: (development is ongoing)

1. The Student Will review the 6 + 1 Writing Traits to ensure familiarity with the necessary components of good writing.

2. TSW demonstrate a working knowledge of the conventions of Standard English.

3. TSW increase vocabulary skills in order to produce more sophisticated writing.

4. TSW improve personal writing habits by implementing identified strategies.

Suggested Professional Materials for Teachers: (provided by school)

Sellers, Heather. The Practice of Creative Writing: A Guide for Students. 2nd Ed.

Boston: Bedford/St. Martin’s, 2013. Print.

Suggested Student Materials: (provided by school)

Anderson, Linda, ed. Creative Writing: A Workbook with Readings.

Oxfordshire: Routledge, 2006. Print.

Benke, Karen. Rip the Page! Adventures in Creative Writing. Boston: Roost

Books, 2010. Print. Pages for use in this unit can be selected by the

teacher and/or students.

Technology Links:

http://www.writersdigest.com/prompts

Weekly creative writing prompts appropriate for teens and adults, written by Brian A. Klems, published author and online editor of writersdigest.com.

bedfordstmartins.com/practicecreativewriting

This is the companion site for The Practice of Creative Writing, providing writing projects, suggestions for further reading, and downloadable checklists from the book.

Destiny Webpath Express

Use this search engine to find age-appropriate websites that align with your unit.

Suggested Assessment Tools and Strategies:

1. Give students an assignment that asks them to choose at least one favorite character from film or literature and imagine them in a different setting and facing different obstacles than they did in the original work. Have them freewrite about the characters’ possible reactions, decisions, and outcomes, considering their backgrounds and personalities.

2. Select well-written pieces of fan fiction from blogs and other online sources to share and discuss with students.

3. Give students opportunities to read, analyze, and discuss a variety of short stories or novels by popular past and contemporary authors, focusing on stylistic techniques relevant to this unit.

4. Allow students to select independently a daily writing prompt or activity from

the Benke workbook, but supervise them to ensure that they continue to challenge themselves, rather than always choosing tasks only because they appear “fun” or “easy.” You can also assign specific exercises as appropriate using the Sellers text or the Klems web site above. Students should be reminded frequently to save all their writing exercises as any one of them could provide the basis for a future piece of writing.

5. Use the attached rubric or a teacher-generated rubric that assesses ALL essential outcomes (TSWs).

RUBRIC FOUND ON FOLLOWING PAGE………………………

Suggested Unit Evaluation Rubric – CREATIVE WRITING – S05

Student name:______Date:______

· To receive a ‘B’ in the unit, a student must demonstrate ‘B’-level mastery of all TSWs

· To receive an ‘A’ in the unit, a student must achieve mastery of all TSWs, including ‘A’-level mastery in TSWs 1 and 4.

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Notes
1. recognize the literary and stylistic elements that provide distinctive style to a published work (or group of works by a published author). / Student analyzes the literary and stylistic elements that provide distinctive style to a published work (or group of works by a published author), supporting response with textual evidence. / Student recognizes the literary and stylistic elements that provide distinctive style to a published work (or group of works by a published author).
2. explore original story ideas from the writer’s notebook and/or other sources. / N.A. / Student explores original story ideas from the writer’s notebook and/or other sources.
3. apply fiction writing techniques and a variety of selected stylistic elements to original story ideas. / N.A. / Student applies fiction writing techniques and a variety of selected stylistic elements to original story ideas.
4. draft an original work of short fiction imitating the style of the chosen author or work, incorporating techniques mastered in TSWs 1-3. / Additionally, the work demonstrates a high level of creativity, originality, and/or sophistication. / The student drafts an original work of short fiction imitating the style of the chosen author or work, incorporating the following:
ü Original story ideas
ü Fiction writing techniques
ü Selected stylistic elements

QSI CREATIVE WRITING SEC S05