creative writing curriculum grades 9-12

Creative Writing Grades 9-12 Curriculum Contributors: Musheerah Gill Lois Bohm Supervisor Lois Bohm, LA Supervisor Directors Zende Clark, Director of Math Grace Conway, Director of LAL Board of Education Approved: December 19, 2013 Table of Contents Section Page Mission Statement Academic Overview Affirmative Action Compliance Statement Lesson Plan Template Units and Pacing Charts Unit 1: Autobiographical Writing Pacing Guide Unit 2: Drama 10 Pacing Guide 13 Unit 3: Poetry 14 Pacing Guide 16 Unit 4: Genres of Fiction 17 Pacing Guide 19 Unit 5: Screenplays Pacing Guide 20 22 Unit 6: Digital Storytelling 23 Pacing Guide 25 District Mission Statement The mission of the Hillside Public Schools is to ensure that all students at all grade levels achieve the New Jersey Core Curriculum Content Standards and make connections to real-world success We are committed to strong parent-community school partnerships, providing a safe, engaging, and effective learning environment, and supporting a comprehensive system of academic and developmental support that meets the unique needs of each individual Academic Area Overview The Hillside Township School District is committed to excellence We believe that all children are entitled to an education that will equip them to become productive citizens of the twenty-first century We believe that an education grounded in the fundamental principles of Language Arts will provide students with the skills and content necessary to become our future leaders Language Arts is an integral component in the development of every student Their competence in this area corresponds to their success in other academic disciplines As such, the program is rooted in promoting awareness of how literacy is integral to their goal attainment and advancement They have opportunities to apply grammar concepts, writing objectives and textual analysis to project creation Children have the chance to explore areas of interests, exercise inquiry and demonstrate knowledge by constructing unit artifacts Their ingenuity and perspectives will be respected as they assess their work and that of their peers utilizing rubrics They will work in an environment that encourages them to take compositional risks and embraces the writing process Unit topics correspond to text selections; novels vary according to lexile levels College Prep, Honors and differentiated instruction books are noted accordingly with an H and DI designation Our program provides teachers with the support and resources to diversify methodology and consistently utilize technology in daily instruction Teachers are scheduled to meet weekly to share planning ideas and classroom innovations The expectation of excellence extends to the professional staff; our teachers are full of views from approved development workshops and academic courses to provide students with the tools needed to maximize their potential Equality and Equity in Curriculum The Hillside Township School District ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards and addresses the elimination of discrimination and the achievement gap, as identified by underperforming schoollevel AYP reports for State assessment, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status N.J.A.C 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A 10:5; Title IX, Education Amendments of 1972 Lesson Information Lesson Name: Unit: _ Date: _ Lesson Data Essential Questions: NJCCCS: Knowledge: Skills: Students will know…… Students will be able to… Assessment: Lesson Agenda: Evidence of Student Learning: Include in Lesson Outline: • Anticipated Timing • Do Now • Whole Group Instruction w/Reading Comprehension Inquiries • Discussion Prompts • Journal Writing Prompts • Guided Reading Questions and Station Assignments • Grammar Activity • Materials (Incorporation of Technology) Homework: Unit 1: Rites of Pass UNIT 1: Coming of Age UNIT: _Autobiographical Writing _ ENDURING UNDERSTANDINGS • • • NJCCCS Writers use a variety of techniques to engage readers Autobiographical writing can be used to achieve a variety of purposes Writers use a variety of techniques to advance purpose KNOWLEDGE ESSENTIAL QUESTIONS  How writers engage readers?  How writers advance themes and purposes? SKILLS Standards: W.11-12.3 W.11-12.3a W.11-12.3b W.11-12.3 c W.11-12.3 d W.11-12.3 e W 11-12.4 W 11-12.5 W 11-12 RL 11-12.1 RL.11-12.2 Students will know that: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters Use 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 (e.g., a sense of mystery, suspense, growth, or resolution) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1–3 above.) 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 (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how Students will be able to: Respond to prompts to brainstorm ideas for narrative writing Use graphic organizers and outlines to organize ideas Write with a purpose in mind Skillfully incorporate a variety of techniques to achieve writing purpose Engage in the writing process by pre-writing, drafting, peer-editing, revising, editing, and publishing Offer specific feedback to peers while engaged in the peer-editing process Use master texts as models RL.11-12.3 developed) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors.) RL11-12.4 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its Pacing Chart overall structure and meaning as well as its aesthetic impact RL 11-12 Unitof1:view _Autobiographical Writing Analyze a case in which grasping a point requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) TIME TOPIC PERFORMANCE TASKS FRAME ACTIVITIES/PROJECTS ASSESSMENTS week week week week Personal Narrative: (event) Students write a personal narrative about an event of significance in their lives that includes reflection Personal Narrative: (person) Students will write a personal narrative about a significant person in their lives that includes direct and indirect characterization Prompts to help students brainstorm, graphic organizers, peer review, Smiley Face Trick exercises, and discussion of the use of reflection in several model texts Personal Narrative (place) Students will write a personal narrative about a significant place in their lives that includes description Creating a book: Students create a book that includes: a cover, a reflection on their writing, revisions of personal narratives, and an “about the author” page Students share excerpts of the Prompts to help students brainstorm, graphic organizers, peer review, Smiley Face Trick exercises, and discussion of the use of description in several model texts Prompts to help students brainstorm, graphic organizers, peer review, Smiley Face Trick exercises, and discussion of the use of direct and indirect characterization in several model texts Grammar exercises to address common errors in students’ personal narratives, RESOURCES/INTERDISCIPLINARY CONNECTIONS Material Selection: Nonfiction: Suggested Model Texts: (excerpts) Finding Fish by Antoine Fisher Escape from Slavery by Francis Bok Swimming to Antarctica by Lynne Cox Night by Elie Wiesel The Glass Castle by Jeannette Walls 1-2 classes book with the class Author’s Chair Author’s Chair-students share their work aloud with entire class UNIT: 2_Drama _ ENDURING UNDERSTANDINGS • • • • NJCCCS The genre of drama has unique characteristics that both facilitate and hinder storytelling Dialogue has multiple functions Stage directions serve multiple functions Playwrights can manipulate pacing to achieve ends KNOWLEDGE ESSENTIAL QUESTIONS  How playwrights engage audiences?  How playwrights use dialogue to reveal character, provide necessary background information, advance plot/conflict, develop themes, and create motifs and symbols?  How stage directions function in a drama?  How playwrights compensate for the limitations of drama?  How does one use tone and volume of voice to convey characters’ thoughts, feelings, and relationships as represented through dialogue? SKILLS RL11-12.6 L 11-12.3 L 11-12.3a as well as other authors.) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact Analyze a case in which grasping a point of Pacing view Chart Unitfrom 3: _Poetry requires distinguishing what is directly stated in a text what is really meant (e.g., satire, sarcasm, irony, or understatement) TIME TOPIC of language to understand PERFORMANCE TASKS Apply knowledge how FRAMElanguage functions in different contexts, to make ACTIVITIES/PROJECTS effective ASSESSMENTS choices for meaning or style, and to comprehend more fully when reading or listening Poetic Devices/Imitation of poems Notes on poetic devices and techniques, from various Movements: shared inquiry discussion weeks Vary syntax for effect, consulting references (e.g., of model poems, Students will write poems imitate as needed; drafting,apply peer review, Tufte’sArtful Sentences) forthat guidance an or answer the works of “master poets” understanding of syntax to the study of complex texts when and that incorporate poetic techniques reading Free Verse: Students write free verse Prompts to help students brainstorm, week poems that incorporate poetic devices graphic organizers, peer review, shared and techniques inquiry discussion and imitation of “Model texts” week week class Forms of Poetry: Students will write poetry reflective of specific forms: blank verse, haiku, tanka, sonnet, cinquain etc Prompts to help students brainstorm, graphic organizers, peer review, shared inquiry discussion and imitation of “Model texts” Literary Magazine: Collaboratively, students will create a class poetry book that includes poems of different forms and movements Students will write an introduction describing the characteristics of the style of poetry for each chapter of the book Poetry Slam: Students will compete in a class-wide poetry slam Prompts to help students brainstorm, graphic organizers, peer review, shared inquiry discussion and imitation of “Model texts” Viewing of poetry slam Discussion of the rules and procedures of a slam, rehearsal RESOURCES/INTERDISCIPLINARY CONNECTIONS Material Selection: Poetry: Suggested Anthologies: Modern American Poetry: ''Echoes and Shadows'' By Sheila Griffin Llanas You Hear Me?: Poems and Writing by Teenage Boys By Betsy Franco The Norton Anthology of Poetry [Paperback] Margaret Ferguson (Editor), Mary Jo Salter (Editor), Jon Stallworthy Poetry Speaks Who I Am with CD: Poems of Discovery, Inspiration, Independence, and Everything Else By Elise Paschen, and Dominique Raccah (Editor) UNIT 4: _Genres of Fiction_ ENDURING UNDERSTANDINGS • • • • NJCCCS Genres of fiction have unique characteristics Authors use a variety of techniques to engage readers Authors use a variety of sequencing techniques to heighten suspense, tension Authors use direct and indirect characterization to develop and reveal characters KNOWLEDGE ESSENTIAL QUESTIONS  How genres of stories differ?  How does one manipulate sequencing to heighten interest?  How does one create multi-dimensional characters?  How does one use dialogue effectively?  How does one create description that helps develop mood and tone? SKILLS Standards: W.11-12.3 d W 11-12.4 W.11-12.5 W 11-12.6 RL 11-12.1 RL.11-12.2 RL.11-12.3 RL11-12.4 RL 11-12 Students will know that: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1–3 above.) 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 (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is Students will be able to: Identify the characteristics of fiction subgenres (historical fiction, romance, science fiction, horror, fantasy, and mystery/crime) Incorporate characteristics of a genre into original work Use and punctuate dialogue effectively Experiment with pacing and sequencing Use descriptive details to create tone and mood Use direct and indirect characterization to develop multidimensional characters Use prompts to brainstorm ideas and graphic organizers to organize ideas Engage in the writing process by pre-writing, drafting, peerediting, revising, editing, and publishing Offer specific feedback to peers while engaged in the peerediting process Use master texts as models RL11-12.6 L 11-12.3 L 11-12.3a as well as other authors.) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact Analyze a case in which grasping a point of Pacing view Chart Unit 4:_Genres of Fiction requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) TIME TOPIC of language to understand PERFORMANCE TASKS Apply knowledge how FRAMElanguage functions in different contexts, to make ACTIVITIES/PROJECTS effective ASSESSMENTS choices for meaning or style, and to comprehend more fully when reading or listening Research Project (Genres): Notes taken during research, shared weeks Students willVary research of consulting syntaxa genre for effect, inquiry references discussion,(e.g., PowerPoint or fiction andSentences) will createfor andguidance deliver aas needed; Tufte’sArtful apply an Google Drive presentation presentationoftosyntax the class detailing understanding to the study of complex texts when the characteristics of the genre reading Students will lead a class reading and shared inquiry discussion of a short story within the genre they researched weeks Independent Project (Short Brainstorming, pre-writing with graphic Story): Students will produce two organizers, drafting, peer-editing short stories in different genres workshops classes Authors’ Chair: Author’s Chairstudents share their work aloud with entire class Feedback sheets RESOURCES/INTERDISCIPLINARY CONNECTIONS Material Selection: Students will find short stories/ novel excerpts that represent the following genres: • Crime/Mystery • Fantasy • Science Fiction • Historical Fiction • Horror • Romance UNIT 5: _Screenwriting _ ENDURING UNDERSTANDINGS • • NJCCCS Screenwriters use camera angles to underscore literary elements of a script Literary works can be adapted from one genre to another KNOWLEDGE ESSENTIAL QUESTIONS  How does a screenplay differ from a play script?  How camera angles and mise-en scene help develop character, setting, plot, mood, theme, symbols, motifs, and conflict? SKILLS Standards: W 11-12.4 W.11-12.5 W 11-12.6 RL 11-12.1 RL.11-12.2 RL.11-12.3 RL11-12.4 RL 11-12 RL11-12.6 Students will know that: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1–3 above.) 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 (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors.) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end Students will be able to: Identify the characteristics of screenplays Compare screenplays to play scripts Incorporate characteristics of screenplays into a work Differentiate between essential and nonessential information from a story to be included in a screen adaptation Use camera angles and mise en scene to create specific impressions Use prompts to brainstorm ideas and graphic organizers to organize ideas Engage in the writing process by pre-writing, drafting, peerediting, revising, editing, and publishing Offer specific feedback to peers while engaged in the peerediting process Use master texts as models L 11-12.3 L 11-12.3a contribute to its overall structure and meaning as well as its aesthetic impact Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) Apply knowledge of language to understand Pacing how Chart language functions in different contexts, to make effective Unit 5: _Screenwriting choices for meaning or style, and to comprehend more fully when reading or listening TIME TOPIC PERFORMANCE TASKS Vary syntax for effect, consulting references (e.g., FRAME ACTIVITIES/PROJECTS Tufte’sArtful Sentences) for guidance as needed; apply an ASSESSMENTS understanding of syntax to the study of complex texts when week reading What is a Screenplay? (readings) Notes on camera angles and Students will read excerpts from abbreviations, shared inquiry screenplays in order to identify the discussions of screenplays characteristics of screenplays week Screenplay to film (viewing) Notes on film, type 1/ type writing, Students will view scenes of a film dialectical journals based on a screen play read in class weeks Developing a Screenplay: Students will adapt a short story of their choosing into a screenplay Graphic organizers, drafts, peer review, RESOURCES/INTERDISCIPLINARY CONNECTIONS Material Selection: Screenplays (excerpts): http://www.simplyscripts.com/ Short stories of the students’ choosing UNIT 6: _Digital Storytelling_ ENDURING UNDERSTANDINGS • • NJCCCS New media can be used to tell stories Digital storytellers use interactions among images, music, and words to convey ideas and emotions KNOWLEDGE ESSENTIAL QUESTIONS  How does one use media tools to create a story?  How does one use words, images, and sounds to convey a story? SKILLS Standards: SL.11-12.5 Students will know that: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest W.11-12.5 W 11-12.6 RL 11-12.1 RL.11-12.2 RL.11-12.3 RL11-12.4 RL 11-12 RL11-12.6 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1–3 above.) 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 (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is Students will be able to: Identify the characteristics of digital storytelling Select and create images, music, and words to convey a story Use prompts to brainstorm ideas and graphic organizers to organize ideas Engage in the writing process by pre-writing, drafting, peerediting, revising, editing, and publishing Offer specific feedback to peers while engaged in the peerediting process Use master texts as models L 11-12.3 L 11-12.3a as well as other authors.) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact Pacing Chart Analyze a case in which grasping a point of view Unit 6:_Digital Storytelling requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) TIME TOPIC PERFORMANCE TASKS Apply knowledge of language to understand how FRAME ACTIVITIES/PROJECTS language functions in different contexts, to make effective ASSESSMENTS choices for meaning or style, and to comprehend more fully when reading or listening week What is a Digital Storytelling? Shared inquiry discussions on sample Students will view and discuss digital stories, type(e.g., 1/ type writing Vary syntax for effect, consulting references sample digital stories Tufte’sArtful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when week Programs and Software: Storyboard, peer review discussion, reading Collaboratively, pairs or groups of type 1/ type writing students will create brief 20 second stories using various programs: (Microsoft PowerPoint, Windows Movie Maker, Google Drive, Photo Story, etc.) weeks Creating a Digital Story: Graphic organizers, drafts, peer review Independently students will create a minute digital story using the program of their choosing class Viewing Party: Students will show their digital stories to the class Feedback sheets and discussion RESOURCES/INTERDISCIPLINARY CONNECTIONS Material Selection: Digital stories online at: Storycenter.org http://digitalstorytelling.coe.uh.edu/ ... potential Equality and Equity in Curriculum The Hillside Township School District ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards... narrative writing Use graphic organizers and outlines to organize ideas Write with a purpose in mind Skillfully incorporate a variety of techniques to achieve writing purpose Engage in the writing. .. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in