Creative Writing
Syllabus -
creative_writing_syllabus.pdf | |
File Size: | 94 kb |
File Type: |
2023-2024 school year,everything is in the Google classroom.
Lesson Plans subject to change.
2018/2019 School Year. Students will have a google classroom with additional assignments and place to turn in work. If you you like the code please email me.
Learning Target: Writing everyday!
Success Criteria: Produce writing pieces in a variety of forms and genres, such as: short stories, and poetry. Creating digital forms as well. Posting to blog and responding to others work. Revising and editing consistently.
Produce a "portfolio" or "notebook" of their work.
CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).
CE 1.5.4 Use technology tools… to produce polished written and multimedia work.
Week of August 22-
Wed. Welcome
Thurs. Rules and Syllabus - Signed and returned for grade by Friday.
Fri. Class activity
Learning Target: Review classroom goals and procedures
Success Criteria:Writing stories and sharing.
Peer edit and revising.
JOUNAL EVERY DAY, first 5 minutes of class.
Week of August 27-31
Mon. Journal every day #1 & #2 Bio. Poem " I am"
Tues. Childhod map
Wed. Partners, Childhood memories- short story 1 page long due when walk in on Thursdat Aug. 30
Thurs. Sharing stories.
Fri- off
Sept. 3-7
Mon- off
Previous Lesson Plans.
Writing stories and sharing.
Peer edit and revising.
Posting poems to: http://ipg.icsmich.org/
Closed web site, must have a log in and password in order to gain acess to the web site.
Our partnership with University of Michigan- International Poetry Guild
"This week, mentors will be posting a brief introduction to themselves and will be ready to start reading your poetry. When mentors respond to your poetry, please respond back!
Also, please feel free to respond to others' poetry too, that's what makes a strong writing community. We all look forward to reading your work this year."
Week of Oct. 10-21- Google Classroom assignments.
Freedom Writer's Dairy - Movie
Stories:
Standards and Success Criteria
9-10.W.3.3 Write narrative compositions in a variety of forms that – ● 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. ● Use narrative techniques, (e.g., 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. ● Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. ● Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
2nd Quarter- Starts Oct. 24
Standards: The Writing Process 9-10.W.4 Apply the writing process to – ● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.
Success Criteria: ● Use technology to generate, 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 (e.g., use of publishing programs, integration of multimedia).
Refer to Google Classroom.
Nov. 14-30
Content standards and success criteria
10. Write routinely over extended time frames (time for 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. 10. Write routinely over extended time frames (time for 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. STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding and growth. STANDARD 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade, inform, analyze, entertain, inspire).
Dec. 1- Dec. 23
Poetry Focus.
Refer to your google classroom for specfic assignements and due dates.
International Poetry Guild: Building Bridges via Creative ExpressionThe Poetry Guild combines the individualized activity of writing poetry with the teamwork needed to compile "journals" of student work. The Poetry Guild can easily be incorporated into any language arts curriculum in middle schools or high schools. Through web-based interactions, students exchange their work and ideas with fellow writers around the world. Their poems are also read by a group of Mentors, University of Michigan students who support and critique participants' work, and engage them in an ongoing discussion about their poetry and about the creative process.
2018/2019 School Year. Students will have a google classroom with additional assignments and place to turn in work. If you you like the code please email me.
Learning Target: Writing everyday!
Success Criteria: Produce writing pieces in a variety of forms and genres, such as: short stories, and poetry. Creating digital forms as well. Posting to blog and responding to others work. Revising and editing consistently.
Produce a "portfolio" or "notebook" of their work.
CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).
CE 1.5.4 Use technology tools… to produce polished written and multimedia work.
Week of August 22-
Wed. Welcome
Thurs. Rules and Syllabus - Signed and returned for grade by Friday.
Fri. Class activity
Learning Target: Review classroom goals and procedures
Success Criteria:Writing stories and sharing.
Peer edit and revising.
JOUNAL EVERY DAY, first 5 minutes of class.
Week of August 27-31
Mon. Journal every day #1 & #2 Bio. Poem " I am"
Tues. Childhod map
Wed. Partners, Childhood memories- short story 1 page long due when walk in on Thursdat Aug. 30
Thurs. Sharing stories.
Fri- off
Sept. 3-7
Mon- off
Previous Lesson Plans.
Writing stories and sharing.
Peer edit and revising.
Posting poems to: http://ipg.icsmich.org/
Closed web site, must have a log in and password in order to gain acess to the web site.
Our partnership with University of Michigan- International Poetry Guild
"This week, mentors will be posting a brief introduction to themselves and will be ready to start reading your poetry. When mentors respond to your poetry, please respond back!
Also, please feel free to respond to others' poetry too, that's what makes a strong writing community. We all look forward to reading your work this year."
Week of Oct. 10-21- Google Classroom assignments.
Freedom Writer's Dairy - Movie
Stories:
Standards and Success Criteria
9-10.W.3.3 Write narrative compositions in a variety of forms that – ● 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. ● Use narrative techniques, (e.g., 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. ● Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. ● Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
2nd Quarter- Starts Oct. 24
Standards: The Writing Process 9-10.W.4 Apply the writing process to – ● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.
Success Criteria: ● Use technology to generate, 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 (e.g., use of publishing programs, integration of multimedia).
Refer to Google Classroom.
Nov. 14-30
Content standards and success criteria
10. Write routinely over extended time frames (time for 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. 10. Write routinely over extended time frames (time for 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. STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding and growth. STANDARD 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reflect, persuade, inform, analyze, entertain, inspire).
Dec. 1- Dec. 23
Poetry Focus.
Refer to your google classroom for specfic assignements and due dates.
International Poetry Guild: Building Bridges via Creative ExpressionThe Poetry Guild combines the individualized activity of writing poetry with the teamwork needed to compile "journals" of student work. The Poetry Guild can easily be incorporated into any language arts curriculum in middle schools or high schools. Through web-based interactions, students exchange their work and ideas with fellow writers around the world. Their poems are also read by a group of Mentors, University of Michigan students who support and critique participants' work, and engage them in an ongoing discussion about their poetry and about the creative process.
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* Please refer to the Google classroom site.