Creative Writing
Poetry Unit
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
a) Choose the purpose of the presentation: to explain information.
b) Use a well-structured narrative or logical argument.
c) Use details, illustrations, statistics, comparisons, and analogies to support purposes.
d) Use visual aids or technology to support presentation.
e) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
Reading Analysis
12.5
The student will read and critique a variety of poetry.
a) Explain how the choice of words in a poem creates tone and voice.
b) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration,
assonance, and parallelism) supports the subject and mood.
c) Explain how imagery and figures of speech (personification, simile, metaphor) appeal to the
reader’s senses and experience.
d) Compare and contrast traditional and contemporary works of poets from many cultures.
Writing
12.7
The student will develop expository and informational writings.
a) Generate, gather, and organize ideas for writing.
b) Consider audience and purpose when planning for writing.
c) Write analytically about literary, informational, and visual materials.
d) Elaborate ideas clearly and accurately.
e) Revise writing for depth of information and technique of presentation.
f) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
g) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
There is a broad spectrum of poetry forms that have been used over the years.
Poetry forms glean inspiration from a variety of sources including music and oration.
Literary techniques are significant to expressing a subject meaningfully.
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Essential Questions
How does content connect with form?
What are the popular forms of poetry throughout history?
What do the forms and subjects of poetry suggest about their time periods?
How do certain literary devices enhance or detract from the meaning or subject of a poem?
What is an extended metaphor?
Is there only one way to interpret a poem?
What do titles provide for a poem?
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Is structured or free verse a more meaningful form of poetry?
How does studying poetry enhance our ability to write poetry?
Essential Knowledge
Identify and practice the following forms:
villanelle, sonnet, sestina, terza rima, triolet,
rondeau, pantoum, epigram, haiku, tanka,
senryu, lune, and cinquain.
Define literary devices that relate to
working poems (metaphor, alliteration,
consonance, assonance, sibilance, internal
rhymes, rhyme schemes, onomatopoeia,
hyperbole, free verse vs blank verse, etc)
Understand imitation and how it enhances
our own writing.
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Skills
Discuss and identify literary devices in
poems
Interpret a poem through a variety of ways
(sound imagery, emotional impact or mood,
tone, and form)
Begin to practice peer feedback on
anonymous pieces
ASSESSMENT EVIDENCE
Performance Tasks
Other
Practice oral reading and compare sound
• Discussions of our own poems and
imagery when read aloud to when read
published pieces
silently.
• Quality of peer feedback on anonymous
Read letters between Rilke and young poet
pieces
and discuss in-class the practicality of his
• Homework for every class period is either a
advice.
guided writing (provided by teacher) or an
unguided writing (student choice)
Reader Response Paper: Study intently and
imitate the form of one poet (each student
chooses the poet).
Formal presentation on poet of choice
LEARNING ACTIVITIES
Samples
Class discussions
Reading assignments: Rainer Maria Rilke’s Letters to a Young Poet
Reading assignments: Ron Padgett’s Handbook of Poetic Forms
Reading assignments: Six American Poets (an anthology)
Reading response paper on student’s choice of poet (two pages analytical, one page personal
response, one page imitative of form)
Teacher-modeled feedback for peer-reviews
Creative Writing
6/09
Fiction Unit
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
f) Choose the purpose of the presentation: to explain information.
g) Use a well-structured narrative or logical argument.
h) Use details, illustrations, statistics, comparisons, and analogies to support purposes.
i) Use visual aids or technology to support presentation.
j) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
a) Recognize major literary forms and their elements.
b) Recognize the characteristics of major chronological eras.
c) Relate literary works and authors to major themes and issues of their eras.
Writing
12.7
The student will develop expository and informational writings.
h) Generate, gather, and organize ideas for writing.
i) Consider audience and purpose when planning for writing.
j) Write analytically about literary, informational, and visual materials.
k) Elaborate ideas clearly and accurately.
l) Revise writing for depth of information and technique of presentation.
m) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
n) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
There is a broad spectrum of fiction forms that have been used over the years.
Structure of writing can reveal tone, mood, character, and meaning.
Literary techniques are significant to expressing a subject meaningfully.
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Essential Questions
How does content connect with form?
What are the popular forms of stories throughout history? (ie. epistolary, expository, fragmented)
What do the forms and subjects of writing suggest about their time periods?
How do certain literary devices enhance or detract from the meaning or subject of a story?
What are the various points of view?
What is the difference between direct and indirect characterization?
How do sentence lengths and syntax create reader interest in fiction?
How is suspense built?
How is repetition used effectively in stories?
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How does Aristotle define a story line in his Poetics?
How does studying fiction enhance our ability to write fiction?
Essential Knowledge
Understand plot lines
Understand in medias res
Understand imitation and how it enhances
our own writing.
Identify the differences among flash-fiction,
short stories, novellas, and novels.
Suspense is built through foreshadowing
and allusions.
Sight the difference between effective and
ineffective dialogue.
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Skills
Discuss and identify literary devices in
stories
Practice peer feedback on anonymous
pieces
Write meaningful first lines: conflict as the
key to access
ASSESSMENT EVIDENCE
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Performance Tasks
Review Law and Order, or other TV
shows/movies that repeatedly follow the
same plot sequence.
Read selections and practice the writing
prompts from Le Guin’s Steering the Craft.
Read selections from Francine Prose’s
Reading Like a Writer
Reader Response Paper: Study intently and
imitate the form of one fiction writer (each
student chooses the writer).
End-of-quarter portfolio based on students’
writing in poetry and fiction units.
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Other
Discussions of our own fiction pieces and
published pieces
Quality of peer feedback on anonymous
pieces
Read and discuss Flannery O’Connor’s
essay “Writing Short Stories” and her short
stories, “A Good Man is Hard to Find” and
“Good Country People”
Read Fitzgerald’s “The Afternoon of an
Author” and assign students to keep a
journal of their complete days for one week.
Read and discuss a selection of other short
stories.
Formal presentation on writer of choice
Homework for every class period is either a
guided writing related to fiction writing
(provided by teacher) or an unguided
writing (student choice).
Practice writing without adjectives and
adverbs (focus on strong verbs and defining
nouns).
LEARNING ACTIVITIES
Samples
Class discussions
Reading assignments: Flannery O’Connor’s “Writing Short Stories” and her short stories
Reading assignments: Fitzgerald’s “Afternoon of an Author”
Reading assignments: Ursula Le Guin’s Steering the Craft
Reading response paper on student’s choice of fiction writer (two pages analytical, one page
personal response, one page imitative of form)
Small group peer-review and feedback.
6/09
Creative Writing
Nonfiction Unit
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
k) Choose the purpose of the presentation: to explain information.
l) Use a well-structured narrative or logical argument.
m) Use details, illustrations, statistics, comparisons, and analogies to support purposes.
n) Use visual aids or technology to support presentation.
o) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
Reading Analysis
12.3
12.4
The student will read and analyze the development of British literature and literature of other cultures.
d) Recognize major literary forms and their elements.
e) Recognize the characteristics of major chronological eras.
f) Relate literary works and authors to major themes and issues of their eras.
The student will read and analyze a variety of informational materials, including electronic resources.
a) Identify formats common to new publications and information resources.
b) Recognize and apply specialized informational vocabulary.
c) Evaluate a product based on analysis of the accompanying warranty and instruction manual.
d) Evaluate the quality of informational and technical materials.
Writing
12.7
The student will develop expository and informational writings.
o) Generate, gather, and organize ideas for writing.
p) Consider audience and purpose when planning for writing.
q) Write analytically about literary, informational, and visual materials.
r) Elaborate ideas clearly and accurately.
s) Revise writing for depth of information and technique of presentation.
t) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
u) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
There is a broad spectrum of nonfiction forms that have been used over the years.
Structure of writing can reveal tone, mood, character, and meaning.
Literary techniques are significant to expressing a subject meaningfully.
People and places are the twin pillars of nonfiction writing.
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Essential Questions
How does content connect with form?
What are the popular forms of nonfiction throughout history?
What do the forms and subjects of writing suggest about their time periods?
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How do certain literary devices enhance or detract from the meaning or subject of a nonfiction
piece?
What are the various points of view?
Why has the memoir become such a popular form?
How are real people and real places conveyed in an interesting and truthful manner?
What is the significance of specific details?
What are possible professions in the arena of nonfiction writing?
How does studying nonfiction enhance our ability to write nonfiction?
Why is observation important?
Essential Knowledge
Skills
Note when to be involved and when to draw
• Simplify writing by cutting out the clutter
back when writing nonfiction.
and redundancies.
Understand the significance of accuracy and
• Recognize effective descriptions vs.
fact-checking in nonfiction writing.
ineffective descriptions.
Understand imitation and how it enhances
• Practice peer feedback on student pieces.
our own writing.
• Observe people and places and take notes.
Identify the different intents of various
forms of nonfiction writing.
Understand the significance of authentic
and correct dialogue.
ASSESSMENT EVIDENCE
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Performance Tasks
Read selections from Zinsser’s On Writing
Well and create informal group
presentations meant to instruct on their
selections.
Reader Response Paper: Study intently and
imitate the form of one nonfiction writer
(each student chooses the writer).
Formal presentation on writer of choice
Write and revise pieces based on a person
and a place that are observed and studied.
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Other
Discussions of our own nonfiction pieces
and published pieces
Quality of peer feedback on anonymous
pieces
Read and discuss excerpts from Ondaatje’s
memoir Running in the Family
Read excerpts from Krakauer’s Into Thin
Air.
Read excerpts from Sedaris’s Me Talk
Pretty One Day.
Read and discuss a selection of other
nonfiction pieces.
Homework for every class period is either a
guided writing related to nonfiction writing
(provided by teacher) or an unguided
writing (student choice).
LEARNING ACTIVITIES
Samples
Class discussions
Reading assignments on a variety of nonfiction writers
Reading response paper on student’s choice of nonfiction writer (two pages analytical, one page
personal response, one page imitative of form)
Class, small group, and pair feedback circles
6/09
Creative Writing
Drama Unit
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
p) Choose the purpose of the presentation: to explain information.
q) Use a well-structured narrative or logical argument.
r) Use details, illustrations, statistics, comparisons, and analogies to support purposes.
s) Use visual aids or technology to support presentation.
t) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
12.2
The student will evaluate formal presentations.
a) Critique relationships among purpose, audience, and content of presentations.
b) Critique effectiveness of presentations.
and purpose.
Reading Analysis
12.6
The student will read and critique dramatic selections from a variety of authors.
a) Describe the conflict, plot, climax, and setting.
b) Compare and contrast ways in which character, scene, dialogue, and staging contribute to the
theme and the dramatic effect.
c) Identify the most effective elements of selected plays.
d) Compare and contrast dramatic elements of plays from American, British, and other cultures.
Writing
12.7
The student will develop expository and informational writings.
v) Generate, gather, and organize ideas for writing.
w) Consider audience and purpose when planning for writing.
x) Write analytically about literary, informational, and visual materials.
y) Elaborate ideas clearly and accurately.
z) Revise writing for depth of information and technique of presentation.
aa) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
bb) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Characters must each have a voice.
Conflict must be present from the beginning.
Literary techniques are significant to expressing a subject meaningfully.
The significance of varying short exchanges and longer ones.
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Essential Questions
Why is it important to have clear character voices?
How is internal and external conflict established?
How is silence used effectively?
Are stage directions effective or ineffective?
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How does dialogue propel plot forward?
How can props be used effectively?
What is the significance of specific details?
What are possible professions in the arena of playwriting/drama?
How does studying drama enhance our ability to write drama?
Why is listening important?
Essential Knowledge
Note the difference between soliloquies,
monologues, asides, and voiceovers.
Understand imitation and how it enhances
our own writing.
Why characters shouldn’t comment on each
others’ dialogue (the writer should not be
self-conscious).
The past is never dead: characters’ pasts
should come up in a play.
Understand the significance of authentic
dialogue.
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Skills
Read aloud to hear various voices.
Listen to others read your own writing.
Practice peer feedback on student pieces.
Observe people and places and take notes.
Transitioning from one scene to the next.
ASSESSMENT EVIDENCE
Performance Tasks
Other
Re-write Jack and Jill according to conflict
• Discussions of our own drama pieces and
and character objectives discussion.
published pieces
In groups, students create plays based on
• Quality of peer feedback on anonymous
poems studied. They perform and are
pieces
evaluated by other classmates.
• Read, perform, and discuss selected scenes
and one-act plays
Reader Response Paper: Study intently and
imitate the form of one playwright (each
• Read and discuss Burroway’s notes on
student chooses the writer).
dialogue
Formal presentation on playwright of choice
• Watch and discuss film clips that reveal
Homework for every class period is either a
character motives, individuality, and
guided writing related to drama writing
discovery
(provided by teacher) or an unguided
writing (student choice).
Write, revise, and perform a one-act play.
End-of-quarter portfolio based on students’
writing in nonfiction and drama units.
LEARNING ACTIVITIES
Samples
Class discussions
Reading assignments on a variety of plays and scenes
Reading response paper on student’s choice of playwright (two pages analytical, one page
personal response, one page imitative of form)
Class, small group, and pair feedback circles
6/09
Creative Writing
Influence Project Unit
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
u) Choose the purpose of the presentation: to explain information.
v) Use a well-structured narrative or logical argument.
w) Use details, illustrations, statistics, comparisons, and analogies to support purposes.
x) Use visual aids or technology to support presentation.
y) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
12.2
The student will evaluate formal presentations.
c) Critique relationships among purpose, audience, and content of presentations.
d) Critique effectiveness of presentations.
and purpose.
Reading Analysis
12.3
The student will read and analyze the development of British literature and literature of other cultures.
g) Recognize major literary forms and their elements.
h) Recognize the characteristics of major chronological eras.
i) Relate literary works and authors to major themes and issues of their eras.
12.4
The student will read and analyze a variety of informational materials, including electronic resources.
e) Identify formats common to new publications and information resources.
f) Recognize and apply specialized informational vocabulary.
g) Evaluate a product based on analysis of the accompanying warranty and instruction manual.
h) Evaluate the quality of informational and technical materials.
Writing
12.7
The student will develop expository and informational writings.
cc) Generate, gather, and organize ideas for writing.
dd) Consider audience and purpose when planning for writing.
ee) Write analytically about literary, informational, and visual materials.
ff) Elaborate ideas clearly and accurately.
gg) Revise writing for depth of information and technique of presentation.
hh) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
ii) Proofread final copy and prepare document for publication or submission.
Research
12.8
The student will write documented research papers.
a) Identify and understand the ethical issues of research and documentation.
b) Evaluate the accuracy and usefulness of information.
c) Synthesize information to support the thesis.
d) Present information in a logical manner.
e) Cite sources of information, using a standard method of documentation, such as that of the
Modern Language Association (MLA) or the American Psychological Association (APA).
f) Edit copies for correct use of language, spelling, punctuation, and capitalization.
6/09
g) Proofread final copy and prepare document for publication or submission.
Unit
Enduring Understandings
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Art impacts society.
Scholarship is a part of art.
Writing inspiration comes from a variety of art forms.
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Essential Questions
What appeals to you in art and reading?
What artists make you pause and think and how do they accomplish that?
How does study enhance our own skills?
How can one effectively influence another?
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Essential Knowledge
Research an artist’s life by looking at the art
as well as the biography.
Understand imitation and how it enhances
our own writing.
Community is a significant part of the
revision and creative process.
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Skills
Gather a variety of sources about an artist.
Read criticism and analyze art form.
Practice peer feedback on student pieces.
Share and interest peers in inspirational
topic.
Create a works cited list for paper.
ASSESSMENT EVIDENCE
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Performance Tasks
Students lead their peers in an original
writing prompt (created by them).
Students write and revise an influence paper
which evaluates artists of their choice.
Students present their research on their
influences to the class.
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Other
Discussions of our own work and published
pieces
Quality of peer feedback
Response to student-generated writing
prompts.
Homework for every class period is either a
guided writing (provided by teacher) or an
unguided writing (student choice).
LEARNING ACTIVITIES
Samples
Class discussions
Reading and writing assignments on a variety of artists
Influence paper on student’s choice of artist (two pages analytical, two pages creative or four
pages analytical)
Class, small group, and pair feedback circles
6/09
Creative Writing
Submissions Unit
Standards
Reading Analysis
12.4
The student will read and analyze a variety of informational materials, including electronic resources.
i) Identify formats common to new publications and information resources.
j) Recognize and apply specialized informational vocabulary.
k) Evaluate a product based on analysis of the accompanying warranty and instruction manual.
l) Evaluate the quality of informational and technical materials.
Writing
12.7
The student will develop expository and informational writings.
jj) Generate, gather, and organize ideas for writing.
kk) Consider audience and purpose when planning for writing.
ll) Write analytically about literary, informational, and visual materials.
mm) Elaborate ideas clearly and accurately.
nn) Revise writing for depth of information and technique of presentation.
oo) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
pp) Proofread final copy and prepare document for publication or submission.
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Unit
Enduring Understandings
Rejection is part of a writer’s life. Tenacity is a must.
Submissions should be specific to publications.
Writers’ circles are critical to success.
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Essential Questions
How does one find resources and ideas for publishing?
What are good local publications?
What are realistic publications? What are pie-in-the-sky publications?
Why is it important to know the publication?
What is a SASE?
What is a query letter?
What is a scouting report?
How does one format a cover letter?
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Essential Knowledge
Research a variety of publications to send
work to.
Understand the difference between revision
and editing.
Establish guidelines for oneself about how
much one is willing to change one’s work
for an editor.
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Skills
Gather a variety of sources for publication.
Understand effective cover letters.
Practice revision for publication.
Create a scouting report.
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Community is a significant part of the
revision and creative process.
ASSESSMENT EVIDENCE
Performance Tasks
Other
Students create a scouting report.
• Discussions and questions for writers who
come to speak in class
Students submit five pieces to five different
publications.
• Analyze quality of peer feedback
Students do heavy revisions on submissions.
• Response to student-generated writing
prompts
Students reflect on submissions project in
letter to the teacher.
LEARNING ACTIVITIES
Samples
Class discussions
Student discussions with local writers
Read Writer’s Market and other periodicals for publications
Class, small group, and pair feedback circles
6/09
Creative Writing
Writers on Writing Unit
Standards
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
z) Choose the purpose of the presentation: to defend a position, to entertain an audience, or to
aa)
bb)
cc)
dd)
12.2
explain information.
Use a well-structured narrative or logical argument.
Use details, illustrations, statistics, comparisons, and analogies to support purposes.
Use visual aids or technology to support presentation.
Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
The student will evaluate formal presentations.
e) Critique relationships among purpose, audience, and content of presentations.
f) Critique effectiveness of presentations.
Reading Analysis
12.4
The student will read and analyze a variety of informational materials, including electronic resources.
m) Identify formats common to new publications and information resources.
n) Recognize and apply specialized informational vocabulary.
o) Evaluate a product based on analysis of the accompanying warranty and instruction manual.
p) Evaluate the quality of informational and technical materials.
Writing
12.7
The student will develop expository and informational writings.
qq) Generate, gather, and organize ideas for writing.
rr) Consider audience and purpose when planning for writing.
ss) Write analytically about literary, informational, and visual materials.
tt) Elaborate ideas clearly and accurately.
uu) Revise writing for depth of information and technique of presentation.
vv) Apply grammatical conventions to edit writing for correct use of language, spelling,
punctuation, and capitalization.
ww)
Proofread final copy and prepare document for publication or submission.
Research
12.8
The student will write documented research papers.
h) Identify and understand the ethical issues of research and documentation.
i) Evaluate the accuracy and usefulness of information.
j) Synthesize information to support the thesis.
k) Present information in a logical manner.
l) Cite sources of information, using a standard method of documentation, such as that of the
Modern Language Association (MLA) or the American Psychological Association (APA).
m) Edit copies for correct use of language, spelling, punctuation, and capitalization.
n) Proofread final copy and prepare document for publication or submission.
6/09
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Unit
Enduring Understandings
Understanding one’s own writing process is imperative.
Reading about the writing process can help one’s own writing.
Writers’ circles are critical to success.
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Essential Questions
Who are the major writers who have written about the art of writing?
What elements of writing are universal to all writers?
Do writers follow their own advice in their writing?
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Essential Knowledge
Research a variety of writers who have
written about the art of writing.
Understand how a writer’s style reflects
their approach and view of the intent of
writing.
Community is a significant part of the
revision and creative process.
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Skills
Gather a variety of sources for research.
Analyze the difference between the writer’s
instruction and the writer’s work.
Create a works cited list.
Properly cite research in an analysis paper.
Generate questions about a writer’s style
and intent.
ASSESSMENT EVIDENCE
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Performance Tasks
Students research and present research to
classmates.
Students analyze writer’s work and advice.
Students create a 40-page portfolio based on
their own writing and the information
they’ve found valuable from published
writers and artists.
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Other
Discussions and questions for writers who
come to speak in class
Analyze quality of peer feedback
Response to student-generated writing
prompts
LEARNING ACTIVITIES
Samples
Class discussions
Student discussions with local writers
Read various writers’ articles on the art of writing
Class, small group, and pair feedback circles
6/09