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2013-14 Creative Writing Alignment grid
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Hamilton Central School District

Common Core Curriculum Mapping

           Subject: Creative Writing

                                                                                                                              Grade Level: 9-12

                                                                                                                          Teacher: Moren

Units of Study

app time

Curricular Content

Learning Strategies Instruction

Common Core Standards

Enduring Understanding(s)

Essential Questions

Terminology

Unit 1 – Why Write?

Unit Goals

This first unit is an exploration of you and your writing process, so that we can expand your techniques as a writer.

Begin a writer’s journal online or on paper

Write every day

Learn about yourself as a person and a writer through the writing/brainstorming process

A variety of excerpts from memoirs for discussion.

 - “Fist, Stick, Knife, Gun” - What are the elements of a memoir?

- “Tricked” - David Sedaris - mentor text

- “Young Ward of the State” - thinking like a younger child; mentor text.

A variety of articles and excerpts from authors about their own writing.

Eudora Welty

Ray Bradbury

Frank McCourt

Writing podcasts from different sources

Questioning

Synthesis

Schema

Activities and Assessments –

Writer’s Notebook - Write every day. Writer’s journals will be collected/reviewed every 2 weeks.

Reading about writing.

Class discussion

Peer and teacher editing

2 pieces for E! magazine.

A personal memoir, completed as a final project for the quarter, including at least 2 rough draft checkpoints and a peer assessment.

Writing Standards 6-12

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation,

establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. 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.

6. Use technology, including the Internet, to produce, publish, and update individual or shared-writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

10. 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.

You can develop your own writing style.

Your past informs and shapes your present and future.

Write what you know.

What does it mean to be a writer?

How do I start?

What does it mean to be a serious writer?

How do other writers write?

Why should I write every day?

What elements are contained in a memoir?

memoir

author

conflict

brainstorming

Unit 2 – Creating a Character

Unit Goals

Continue your writer’s journal. Write every day

Develop characters of interest and depth through different techniques and story starters.

Read excerpts and discuss characterization by the author.

“Turmoil in a Blue and Beige Bedroom” -  Judie Angell - interior monologue mentor text

“Mr. Entwhistle” - Narrative mentor text

Writing podcasts from different sources

Questioning

Activities and Assessments –

Write every day. Writer’s journals will be collected every 2 weeks for review

An interior monologue that shows an internal conflict..

A narrative piece that includes two characters in conflict, having a dialogue, completed as a final project. There will be at least 2 rough draft checkpoints and a peer review.

2 pieces for E! magazine.

See above

Characters can be created and developed in different ways.

Conflict can be a huge issue or a tiny moment, internal or external.

Humanity is your example; take ideas from everywhere to create your characters and conflicts.

You can use a character’s thoughts to  create the character and the story. (Interior Monologue)

What does it mean to create a character?

How do I start?

How does the character look?

How does the character sound?

Where is the character from?

What makes a character round? Flat?

Character

Characterization

Dialogue

Conflict

Adjective

Adverb

Interior Monologue

Unit 3 - Description and its Uses - Setting

Unit Goals

Continue your writer’s journal - Write every day

Describe several different settings from story starters.

Incorporate setting into a story in a meaningful way that adds depth to the story.

“The Lottery” by Shirley Jackson - setting mentor text

“The Test”- time period setting-  mentor text

Writing podcasts from different sources

Questioning

Sensory Imagery

Activities and Assessments –

Write every day. Writer’s journals will be collected every 2 weeks for review.

A setting description by the student author, completed as a final project, which engages the 5 senses.

A narrative piece that includes two characters in conflict, in a setting which affects the conflict, having a dialogue, completed as a final project. There will be at least 2 rough draft checkpoints and a peer review.

2 pieces for E! magazine.

See above

Where and When is as important as Who, How, and Why.

What does it mean to create a setting?

How do I start?

How does the setting look?

How does the setting sound?

How can setting impact the story?

How can time period affect a story?

Imagery

Images

Setting

simile

metaphor

figurative language

5 senses

Unit 4 - Perspective and Point of View

Unit Goals

Continue your writer’s journal - Write every day

Write scenes from several different perspectives, exploring the uses of different points of view.

"A Rose for Emily," by William Faulkner - mentor text

“The Living Dead” - Dave Sedaris - multiple perspectives mentor text.

Writing podcasts from different sources

Write every day. Writer’s journals will be collected every 2 weeks for review.

Rewrite earlier pieces/journal entries from a different point of view, i.e. first person narration switched to third person narration.

A narrative piece that includes two characters in conflict in a setting having a dialogue, from 2 different perspectives, completed as a final project. There will be at least 2 rough draft checkpoints and a peer review.

2 pieces for E! magazine.

See above

Perspective is important to the reader’s understanding.

Perspective can change, and change a person’s mind and attitudes.

What does it mean to choose a point of view?

How do I start?

How can the point of view of the story change the way a reader sees the story?

How do I decide what point of view to use?

What is perspective?

How do you show perspective?

Point of View Perspective

Narrator

First Person

Third Person

Omniscient

Limited

Unit 5 – Genres – Mystery, Horror, Science Fiction, Adventure, Poetry, Fan-fiction, reality fiction, satire

Unit Goals

Continue your writer’s journal - Write every day

Read in a genre and analyze what the traits of the genre are, then use these traits to develop your own narrative.

Stories from each genre that we decide to look at.

Excerpt - “I am America and So Can You” - Stephen Colbert - satire text

Questioning

Synthesis

Write every day. Writer’s journals will be collected every 2 weeks for review.

2 pieces for E! magazine.

 Students will decide on a genre they want imitate and choose a story that represents that genre.

Students will identify elements that are specific to the chosen genre.

1 completed piece from the chosen genre.

See above

Every genre has specific characteristics.

What seem to be the main characteristics of a particular genre?

How do I write in this particular genre?

Unit 6 - Final Portfolio

Students will select 15 of their best pieces to submit as a final portfolio. All pieces will be edited, revised and polished!