Board / Authority Authorized Courses
(Locally Developed)
District Name:
Okanagan Skaha
District Number:
67
Developed by:
Wayne Kuechle
Date Developed:
May, 2015
School Name:
Penticton Secondary School
Principal's Name:
Alan Stel
Board/Authority Approval Date:
(You will not have an approval date until after authorization.)
Board/Authority Signature:
Course Name:
Creative Writing 11
Grade Level of Course:
Grade 11
Number of Course Credits:
4
Number of Hours of Instruction:
108
Prerequisite(s):
English 10 with a minimum of a C+ grade
Special Training, Facilities or
Equipment Required:
None
Course Synopsis:
The Creative Writing elective is intended for students who have an
interest in creatively expressing their views of the world through
their writing. This course will encourage students to study and write
in traditional and experimental forms of story, poetry, and other
types of descriptive and narrative writing.
SD No. 67 Board / Authority Authorized Courses
Adapt the following categories according to the structure of the course. For example, the course may be organized
into topics rather than units, or the learning outcomes may be grouped under suborganizers, with suborganizers
grouped under curriculum organizers. This section of the template serves as a guide to ensure the course contains
all required components.
Rationale:
In taking Creative Writing, students will become better writers in a general sense: grammar, spelling, diction,
organization; however, the rationale of this course is the opportunity for students to express themselves in various
writing styles and recognize the "magic" of writing.
Organized Structure: (units, topics, modules)
Unit/Topic
Title
Time
Unit 1
Intro + Personal Reflection: "The Person in the Photo is Me"
3 weeks
Unit 2
The 3 Steps To Writing an Editorial
2 weeks
Unit 3
English and Italian Sonnets
2 weeks
Unit 4
Short Story: Halloween Writing Contest
2 weeks
Unit 5
Screenplays – A Collaborative Effort
3 weeks
Unit 6
The Metaphysical Love Poetry Writing Contest
2 weeks
Unit 7
The Power of Adjectives: Short Story
2 weeks
Unit 8
The 10 Steps of Editing and (Mid Term Editing Test)
2 weeks
Unit 9
Guest Speakers Week
1 week
Unit 10
Short Story: Redemption and Winter Break Writing Contest
2 weeks
Unit 11
Children's Stories (Age 5-6) – A Collaborative Effort
3 weeks
Unit 12
Introduction to the Power of Personification
2 weeks
Unit 13
The 3 Types of Characters: Flat, Round, Dynamic
2 weeks
Unit 14
Lyrical Writing: The Importance of Assonance and Meter
2 weeks
Unit 15
Parallel Universe: Same Plot, 2 Stories – A Collaborative Effort
3 weeks
Unit 16
The 6 Step Story – How Writer's Write Workshop
2 weeks
Unit 17
Advice from Returning Students
1 week
Unit 18
In-class final exam: Editing + Poetry + Short Story
1 week
Total Weeks / Hours
-2-
37 weeks
105 hours
SD No. 67 Board / Authority Authorized Courses
Unit/Topic/Module Descriptions:
(A short description and the curriculum organizers and learning outcomes of each unit/topic/module.)
Unit 1:
Unit 1
Overview:
Introduction to the course and a Personal Reflection Paper that helps students to
understand and see themselves as a writer: Where did your love from writing come
from? How long have you enjoyed writing?
Curriculum Organizers: Oral / Reading + Viewing / Writing + Representing
Learning Outcomes
Recognize the "Magic" of writing
Connect their past to their present through the eyes of a writer
Develop their drafting skills
Edit their works, checking for conventions of diction, punctuation, and spelling
Develop personal styles
Present their written work to the class






Unit 2:
Overview:
The 3 Steps to Writing an Editorial: After looking at the formula for editorial writing,
students will read several editorials and rate them for the effectiveness. At the end of
the unit students will write their own editorial demonstrating knowledge of the three
steps.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes

Recognize the "Magic" of writing

Extend their sense of relationship between self and external world through writing

Develop their drafting skills by generating and recording ideas and sensory perceptions

Accept valid criticism of their writing

Edit their works, checking for conventions of diction, punctuation, and spelling

Develop personal styles
Unit 3:
Overview:
Unit 4:
Overview:
English and Italian Sonnets: After learning a few poetic terms, we will read many
English and Italian Sonnets and rate them for effectiveness. At the end of the unit
students will write an English and an Italian Sonnet
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes

Recognize the "Magic" of writing

Develop their drafting skills by generating and recording ideas and sensory perceptions

Establish an appreciating for the cadence and meter of poetry

Develop their drafting skills by generating and recording ideas and sensory perceptions

Develop personal styles

Appreciate diverse traditional forms and their influence on contemporary writing
Short Story Halloween Writing Contest: After reading some classic Halloween tales and
the formula of suspense and horror writing, students will write their own short story.
Curriculum Organizers Oral / Reading + Viewing / Writing + Representing
Learning Outcomes

Recognize the "Magic" of writing

Demonstrate understanding of the formula within the genre

How to read a story to an audience

Develop personal styles

Develop their drafting skills by generating and recording ideas and sensory perceptions

Accept valid criticism of their writing
Unit 5:
Overview:
Screenplays: Students will work in small groups and read some sample screenplays.
The use of sounds, direction, music, and dialogue to create effective tone will primarily
be studied. At the end of the unit, each group will have written the first 10 minutes – in
full detail – of a screenplay in the genre of their choosing. This is a career for many
writers in the future.
Curriculum Organizers: Reading + Viewing / Writing + Representing
-3-
SD No. 67 Board / Authority Authorized Courses
Learning Outcomes
Recognize the inter-relationships of content, genre, and style by experimenting in writing various
forms of expression and various genres

To be able to work as part of a creative team in a positive environment

To effectively use time as a team to complete a quality assignment

Extend their sense of relationship between self and external world through writing

Demonstrate an understanding of the various ways the team can create tone within the
screenplay and how important it is to clearly establish the tone

Unit 6
Overview: The Metaphysical Love Poetry Writing Contest: We will read many classic and modern
examples and evaluate them for their effectiveness. At the end of the unit each student will write /
submit one metaphysical love poem for the contest – the winner will have their name on the plaque
on the wall.
Curriculum Organizers: Oral / Reading + Viewing / Writing + Representing
Learning Outcomes





Unit 7
Recognize the inter-relationships of content, genre and style by experimenting in writing various
forms of expression and various genres
Extend their sense of relationship between self and external world through writing
Recognize the "magic" of writing
Develop their drafting skills by generating and recording ideas and sensory perceptions
Become more comfortable / effective when sharing their writing to an audience
Overview: The Power of Adjectives: Students will read three short stories that are poorly written and
remove / replace 20 adjectives with better words. At the end of the unit, student will write a short
story that will be submitted to the "Polar Expressions Writing Contest" in Ontario.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes





Unit 8
Recognize the inter-relationships of content, genre and style by experimenting in writing various
forms of expression and various genres
Extend their sense of relationship between self and external world through writing
Recognize the "magic" of writing
Develop their drafting skills by generating and recording ideas and sensory perceptions
Edit their works, checking for conventions of diction, punctuation, and spelling
Overview: The 10 Steps of Editing and a Mid-term test. Students will be walked through the 10
steps of editing and edit three pieces of work to make them better. At the end of the unit, as a midterm test, students will be given a piece of writing of considerable length to edit. Their final product
may not be any longer in length than the original piece.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes


Unit 9
Edit their works, checking for conventions of diction, punctuation, and spelling
Accept valid criticism of their writing
Overview: Guest Speakers Week: We will listen to 2 guest speakers talk about their careers as
writers – one each day. On the third day students will discuss in small groups each of the two
presentations and share their feelings and views.
Curriculum Organizers: Oral
Learning Outcomes



Recognize the "magic" of writing
Appreciate diverse traditional forms and their influence on contemporary writing
Extend their sense of relationship between self and external world through writing
-4-
SD No. 67 Board / Authority Authorized Courses
Unit 10
Overview: The Redemption and Winter Break Writing Contest: We will read several redemptive
stories and learn the basic formula. At the end of the unit, students will write their own redemption
stories for a contest – based on the formula / criteria – and a winner will be voted on by the class.
Curriculum Organizers: Oral / Reading + Viewing / Writing + Representing
Learning Outcomes






Unit 11
Recognize the "magic" of writing
Appreciate diverse traditional forms and their influence on contemporary writing
Extend their sense of relationship between self and external world through writing
Develop their drafting skills by generating and recording ideas and sensory perceptions
Edit their works, checking for conventions of diction, punctuation, and spelling
Develop personal styles and recognize the personal styles of their peers
Overview: Children's Stories (Age 5-6) – A Collaborative Effort: Students will read many children's
stories and discuss their effectiveness to that specific audience. In small groups, students will create
their own children's for that same audience and we will share them with the class and then younger
students from other schools.
Curriculum Organizers: Oral / Reading + Viewing / Writing + Representing
Learning Outcomes








Unit 12
Recognize the "magic" of writing
Recognize the inter-relationships of content, genre, and style by experimenting in writing various
forms of expression and various genres
To be able to work as part of a creative team in a positive environment
To effectively use time as a team to complete a quality assignment
Extend their sense of relationship between self and external world through writing
To identify with an age-specific audience
To write for publication
To share and read their work to an audience
Overview: Introduction to the Power of Personification: Students will read several short stories that
demonstrate a creation of tone at the beginning of the story explicitly through the use of
personification. At the end of Unit 12, students will write their own introduction to a story using
personification to specifically develop character, engagement, and tone.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes






Recognize the "magic" of writing
Recognize the inter-relationships of content, genre, and style by experimenting in writing various
forms of expression and various genres
Extend their sense of relationship between self and external world through writing
Accept valid criticism of their writing
Edit their works, checking for conventions of diction, punctuation, and spelling
Develop personal styles and recognize the personal styles of their peers
-5-
SD No. 67 Board / Authority Authorized Courses
Unit 13
Overview: The 3 Types of Characters – Flat, Round, and Dynamic: We will read specific short
stories that use this formula and discuss their level of effectiveness. Students will then write their
own short story demonstrating and understanding of the three types of characters.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes






Unit 14
Recognize the "magic" of writing
Recognize the inter-relationships of content, genre, and style by experimenting in writing various
forms of expression and various genres
Extend their sense of relationship between self and external world through writing
Accept valid criticism of their writing
Edit their works, checking for conventions of diction, punctuation, and spelling
Develop personal styles and recognize the personal styles of their peers
Overview: Lyrical Writing: The Importance of Assonance and Meter: While lyrical writing is highly
polished, often needs a 'hook', and must touch the reader / audience, students will specifically look at
the use of meter and assonance. We will read several classic lyrics in this unit and eventually
students will write their own song.
Curriculum Organizers: Oral / Reading + Viewing / Writing + Representing
Learning Outcomes





Unit 15
Recognize the "magic" of writing
Extend their sense of relationship between self and external world through writing
Accept valid criticism of their writing
Read their lyrics to an audience for effect
Edit their works, checking for conventions of lyrical writing
Overview: Parallel Universe – Same Plot, but 2 Stories – A Collaborative Effort: Students will work
with a partner and create a complete outline or map of a plot for a story. Every detail must be
included from the beginning to the end. Once this is created, each student will write the story –
sticking to the plot – and then read their partner's story at the end of the unit.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes







Unit 16
Recognize the "magic" of writing
Extend their sense of relationship between self and external world through writing
Accept valid criticism of their writing
Work collaboratively with a partner and make effective use of time in a positive environment
To read your partner's story and offer praise and insightful feedback
Accept valid criticism of their writing
To recognize that even with the exact same plot, each writer is truly unique and brings
something special to each piece that they write.
Overview: The 6 Step Story – How Writer's Write Workshop: This writer's workshop is done exactly
like many workshops around the world today. Students will walk through the 6 steps of creating a
working manuscript (rough draft). At the end of the unit, students will write a short story in the genre
of their choosing.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes






Recognize the "magic" of writing
Recognize the inter-relationships of content, genre, and style by experimenting in writing various
forms of expression and various genres
Extend their sense of relationship between self and external world through writing
Accept valid criticism of their writing
Edit their works, checking for conventions of diction, punctuation, and spelling
Develop personal styles and recognize the personal styles of their peers
-6-
SD No. 67 Board / Authority Authorized Courses
Unit 17
Overview: Advice from Returning Students: Students who have moved on to a writing program at
college or university have often returned and come to discuss their program. This allows students to
ask questions about assignments, careers, profs, etc. It is also a great connection for students to
see what is happening in the "real world". Students from university are often asked to share
something that they have written while in their writing program.
Curriculum Organizers: Reading + Viewing
Learning Outcomes



Unit 18
Recognize the "magic" of writing
Extend their sense of relationship between self and external world through writing
To see writing as a possible career and write for publication
Overview: In-class final exam: Editing + Poetry + Short Story
Curriculum Organizers: Writing + Representing
Learning Outcomes


Edit their works, checking for conventions of diction, punctuation, and spelling
Write in a prescribed amount of time a piece that demonstrates their knowledge of the criteria of
the course in both poetry and short story.
Instructional Component:
When a new unit begins, it often involves 1 - 2 classes of instruction – most lessons are taught through
PowerPoint Presentations. During this time the class would read examples for their level of effectiveness
and discuss the criteria / formula of writing needed for that specific assignment. Students would then do
their own creative writing pertaining to the unit assignment. Often, at the end of the unit, students would
share their writing with a peer, small group, or in front of a larger audience.
Assessment Component:
Assessment would be based on my 6 point scale of effectiveness; this is similar to the 6 point scale for
essay writing, but I have created my own for creative writing. It is an amalgamation of other creative
writing 6 point scales from various universities: primarily Harvard and U of T. Students are also graded
on their classroom participation, final drafts of written work (meeting the criteria of the assignment) and
their oral abilities. The final draft writing in each unit has a weight of 60% of the course while participation
and presentation each constitute 20% of the course grade.
Learning Resources:
We have a myriad of authors that we read and learn from in many different literary genres. In this course
we will also listen to some song lyrics and poets via the internet.
Additional Information:
It has been a popular course at Penticton Secondary for the past five years. The course is full for next
year. In summation, this is a course for students who love to write – as we write a lot! Also, for some, it is
a great alternative on the Provincial Exam in grade 12; in their final composition, students have the option
to write a short story. With the amount of editing in the course, students who opt for Creative Writing
often see an improvement in their English classes as well. As I often tell the kids, having the opportunity
to combine something as academic as writing with such a creative source is unique and rewarding.
-7-
SD No. 67 Board / Authority Authorized Courses
Ref: Doic Data/00650-20/Forms/00650-20 Board Authority Authorized Courses 30Dec2008.doc (lw)
-8-