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
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
- Identify elements of a plot
- Identify conflict within a plot
- Analyze direct and indirect characterization
- Analyze how a setting contributes to a story
- 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.
- Plot diagrams
- Plot generator
- Various short story examples (published and student-written)
- Google Apps and sites
Subject: Creative Writing / Grade: 9 - 12 / Suggested Timeline: 1 - 2 Weeks
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.
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:
- 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
- Define and identify advanced literary elements
- Analyze how advanced literary elements add depth to a story
- 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
Interdisciplinary Connections:
- This unit can connect to any discipline based on subject of short story.
- Google Apps and sites
- Online and print texts
Subject: Creative Writing / Grade: 9 - 12 / Suggested Timeline: 3 - 6 Weeks
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.
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.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 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