Docsity
Log inSign up
Docsity
Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity

Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan

Guidelines and tips
Guidelines and tips
Sell on Docsity
Sell on Docsity
Docsity AI
Docsity AI
Log inSign up

Prepare for your exams

Study with the several resources on Docsity

Find documents

Prepare for your exams with the study notes shared by other students like you on Docsity

Search for your university

Find the specific documents for your university's exams

Docsity AINEW

Summarize your documents, ask them questions, convert them into quizzes and concept maps

Explore questions

Clear up your doubts by reading the answers to questions asked by your fellow students

Earn points to download

Earn points by helping other students or get them with a premium plan

Share documents
download point icon20 Points

For each uploaded document

Answer questions
download point icon5 Points

For each given answer (max 1 per day)

All the ways to get free points
Get points immediately

Choose a premium plan with all the points you need

Study Opportunities

Choose your next study program

Get in touch with the best universities in the world. Search through thousands of universities and official partners

Community

Ask the community

Ask the community for help and clear up your study doubts

Free resources

Our save-the-student-ebooks!

Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors

High School Creative Writing, Study notes of Creative writing

Foundation University (FU)Creative writing

High School Creative Writing. Course Planning. In this course students will read, critique, and compose original poetry, essays, short fiction, and creative ...

Typology: Study notes

2021/2022

Uploaded on 08/01/2022

hal_s95
hal_s95 🇵🇭

4.4

(655)

10K documents

1 / 3

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
Pending CC Approval
High School Creative Writing
Course Planning
In this course students will read, critique, and compose original poetry, essays, short fiction, and creative non-fiction.
Students will examine the works of published writers as well as peers to discover,
expand, and refine their own skills, voice,
and repertoire. Students will share their work for both written and oral peer critique. Publication will be strongly encouraged
as students develop portfolios of their writing.
Enduring Understandings Academic Vocabulary
•
What understandings about the big ideas are desired?
(what you want students to understand & be abl e to use several years from
now)
• What misunderstandings are predictable?
• Creative writing is a process using six interrelated
elements: ideas, organization, diction, syntax, voice,
and convention.
• The way a writer looks at the world impacts his/her
work.
• Words have power and should be used to impact
readers for a specific purpose.
• A variety of styles and genres can be used to build a
writing portfolio and develop a writer’s voice.
• Critiquing and editing establishes a framework for
improving one’s writing using multiple drafts.
• Audience impacts an author’s creative choices and
how they tell a story.
• Genres: poetry, fiction, creative non-fiction
Mentor text
Voice
Style
Tone
Theme
Purpose
Hook
Pitch
Critique
Narrative
Styles of conflict
Plot
characterization
exposition
rising action
climax
falling action
black moment
denouement
catastrophe
hero’s journey
critique
draft
memoir
vignette
essay
repetition
masculine rhyme
feminine rhyme
half/slant rhyme
assonance
consonance
alliteration line
metaphor
simile
personification
symbol
stanza
foot
meter
enjambment
scansion
haiku
sestina
villanelle
pantoum
free verse
prose
iambic pentameter
rhyme and rhyme patterns
screenplay
parody
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked to the
content of the enduring understanding)
Instructional Essential Questions
• How and why are we as humans drawn to stories?
• In what ways does creative writing influence a community and the larger societies that surround it?
• Does the writer have the greater influence on the audience, or does the audience have the greater influence on the
author?
• What elements of storytelling are found in different genres of writing: creative nonfiction, memoir, fiction, poetry and
prose?
• How are critiques and drafts important to the writing process?
Reflective Student Essential Questions
• What is the essential connection between critical reading skills and precise writing skills?
• How does a writer find his/her voice?
• How do mentor texts help shape our own work as writers?
• How does looking at the world as a writer change your perspective?
• In what ways does understanding the writing process and tools of writing add value to creative writing and
expression?
pf3

Partial preview of the text

Download High School Creative Writing and more Study notes Creative writing in PDF only on Docsity!

High School Creative Writing

Course Planning

In this course students will read, critique, and compose original poetry, essays, short fiction, and creative non-fiction. Students will examine the works of published writers as well as peers to discover, expand, and refine their own skills, voice, and repertoire. Students will share their work for both written and oral peer critique. Publication will be strongly encouraged as students develop portfolios of their writing.

Enduring Understandings Academic Vocabulary

  • What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now)
  • What misunderstandings are predictable?
  • Creative writing is a process using six interrelated elements: ideas, organization, diction, syntax, voice, and convention.
  • The way a writer looks at the world impacts his/her work.
  • Words have power and should be used to impact readers for a specific purpose.
  • A variety of styles and genres can be used to build a writing portfolio and develop a writer’s voice.
  • Critiquing and editing establishes a framework for improving one’s writing using multiple drafts.
  • Audience impacts an author’s creative choices and how they tell a story.
  • Genres: poetry, fiction, creative non-fiction

Mentor text Voice Style Tone Theme Purpose Hook Pitch Critique Narrative Styles of conflict Plot characterization exposition rising action climax falling action black moment denouement catastrophe hero’s journey critique draft memoir vignette essay

repetition masculine rhyme feminine rhyme half/slant rhyme assonance consonance alliteration line metaphor simile personification symbol stanza foot meter enjambment scansion haiku sestina villanelle pantoum free verse prose iambic pentameter rhyme and rhyme patterns screenplay parody

Essential Questions

What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Instructional Essential Questions

  • How and why are we as humans drawn to stories?
  • In what ways does creative writing influence a community and the larger societies that surround it?
  • Does the writer have the greater influence on the audience, or does the audience have the greater influence on the author?
  • What elements of storytelling are found in different genres of writing: creative nonfiction, memoir, fiction, poetry and prose?
  • How are critiques and drafts important to the writing process? Reflective Student Essential Questions
  • What is the essential connection between critical reading skills and precise writing skills?
  • How does a writer find his/her voice?
  • How do mentor texts help shape our own work as writers?
  • How does looking at the world as a writer change your perspective?
  • In what ways does understanding the writing process and tools of writing add value to creative writing and expression?

Assessments

  • Identify and analyze the story elements found in fiction, poetry, essay, and creative non-fiction.
  • Identify, apply, and critique the six elements of writing: ideas, organization, diction, syntax, voice, and convention.
  • Apply lessons learned from mentor text in reflective writing.
  • Create and publish a portfolio of creative writings.
  • Review and critique the writing work of peers.
  • Contribute to evidence based discussions critiquing the work of creative writers.

Standards Addressed

Reading

Craft and Structure

  1. 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.)
  2. 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.
  3. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement, or attitude).

Language

Conventions of Standard English

  1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language
  3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use
  4. 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.

Writing

Text Types and Purposes

  1. Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing
  3. Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task, genre, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1– above.)
  4. 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.)
  5. 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. Range of Writing
  6. 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 tasks, purposes, and audiences.

Speaking and Listening

  1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.