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 12
Grade Level of Course:
Grade 12
Number of Course Credits:
4
Number of Hours of Instruction:
108
Prerequisite(s):
Creative Writing 11
Special Training, Facilities or
Equipment Required:
None
Course Synopsis:
The Creative Writing 12 elective is for students who wish to
continue to improve in their writing after having taken Creative
Writing 11. This course is truly for those students who feel that
creative writing is fun! This course will encourage students to study
and write in traditional and experimental forms of story, poetry,
screenplay, and other types of descriptive and narrative writing.
Building from Creative Writing 11, the lessons learned from that
course should be applied to all writing in this course.
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. As this is a continuation of Creative Writing 11, Creative Writing 12 students are expected to be writing
at a more polished, mature, sophisticated level. Creative Writing 12 students are also allowed a little more freedom
to write their unit works in the genre of their choosing.
Organized Structure: (units, topics, modules)
Unit/Topic
Title
Time
Unit 1
Intro + Similes and Metaphors
3 weeks
Unit 2
Character Development: Grad Reunion Story
2 weeks
Unit 3
Spoken Word / The Literary Rant
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
Writing Using En Media Res
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: Allegorical Short Stories Contest
2 weeks
Unit 11
Children's Stories (Age 7-8) – A Collaborative Effort
3 weeks
Unit 12
The Power of Observation: Character Development
2 weeks
Unit 13
The Literary Ballad
2 weeks
Unit 14
Character Interview / Character Creation
2 weeks
Unit 15
I See Myself as a Writer
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:
Intro + Similes and Metaphors: an introduction to the course and we will look at the
difference between effective and cliché similes and metaphors. Students will then read
several works and discuss the effectiveness of such figurative language. At the end of
the unit students are given 5 similes and 5 metaphors that must be used in their own
creative and unique way in the format of a short story.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes
Recognize the "Magic" of writing
Develop their drafting skills
Edit their works, checking for conventions of diction, punctuation, and spelling
Develop personal styles
Present their written work with a peer
Begin to understand the difference between cliché and original / effective usage






Unit 2:
Overview:
Character Development + Grad Reunion story: The students will look at the three basic
steps to creating a plausible / interesting character. They will create 3 characters
based on images I will show on the screen. Eventually, there are to take 4-5 students
from the grad photos on the walls to create their grad reunion story. The story should
be a grad reunion – involving their characters – that takes place 20 – 50 years after
graduation. Creative Writing 12 students are allowed to choose their own genre.
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

Edit their works, checking for conventions of diction, punctuation, and spelling
Unit 3:
Overview:
Spoken Word and The Literary Rant: Students will listen to and read many examples
of literary rants and spoken word. With a peer and at times small groups, they will
discuss the level of effectiveness and technique. Students will learn the basics of
ethos, logos, and pathos in a literary rant. At the end of the unit, Creative Writing 12
students will write either a literary rant or a spoken word assignment.
Curriculum Organizers: Oral / 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 personal styles

Continue to develop skills in presentation to their peers and larger groups
Unit 4:
Overview:
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
-3-
SD No. 67 Board / Authority Authorized Courses



Unit 5:
Develop personal styles
Develop their drafting skills by generating and recording ideas and sensory perceptions
Accept valid criticism of their writing
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
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: Writing Using the Technique of En Media Res: Students will learn the effective and
popular formula of en media res. They will also be asked to write a list of 30 known stories (movies,
plays, novels, etc.) that incorporate this technique. In a paragraph they will choose one and explain
why it is effective. At the end of the unit, Creative Writing 12 students will write their own short
stories using En Media Res. They may choose the genre of their choice.
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
Further develop their personal styles and recognize the strength in the personal styles of their
peers – and explain how the work of their peers is effective.
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

Edit their works, checking for conventions of diction, punctuation, and spelling
-4-
SD No. 67 Board / Authority Authorized Courses

Unit 9
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



Unit 10
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
Overview: The Allegorical Short Story Writing Contest: Students will write learn the basics
components of an allegorical story. We will read several examples and with peers and small groups
they will discuss the level of effectiveness. They will then analyze one story on their own and write a
paragraph explaining the meaning behind the allegory. At the end of the unit, Creative Writing 12
students will write their own allegorical story. At the end of the story, they are to also submit a
paragraph explaining the meaning behind their allegory. They may write their allegory in the style of
their choosing.
Curriculum Organizers: 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
Identify with audience and write for a specified audience; therefore understanding the allegory
Overview: Children's Stories (Age 7-8) – 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








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
-5-
SD No. 67 Board / Authority Authorized Courses
Unit 12
Overview: The Power of Observation: Character Development #2. Students will be taught in my
PowerPoint presentation the importance of observation. We will then carefully observe scenes on
the big screen where students explain what is happening at a literal level (the obvious) and then
expand as to why it is happening (creative). Students will then go out of the classroom and observe
for one period. They will explain what they have observed at a literal level. At the end of the unit,
they will write a short story based on the situations and characters they have observed. The Creative
Writing 12 students may write in the genre of their choice.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes


Unit 13
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
Overview: The Literary Ballad: Creative Writing 12 students will learn the key components of a
literary ballad. This highly polished piece of writing is a difficult task, but makes for some of the most
memorable poems / stories in history. Together we will study several literary ballads and discuss
them for their effectiveness. At the end of the unit, Creative Writing 12 students will write their own
literary ballads and read them to the class. They may write in the genre of their choosing.
Curriculum Organizers: Oral / 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
Develop personal styles and recognize the personal styles of their peers
Continue to improve in their public presentation of their writing
Overview: Character Interview: Character Creation: Students will learn the power of creating
character by getting to know someone in the classroom better. By walking through my 10 step
process, students can interview someone and create an interesting, but plausible character based on
that interview. At the end of the unit, each Creative Writing 12 student will conduct an interview and
be interviewed themselves. From this interview, they will create a character and use them in their
short story.
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
Accept valid criticism of their writing
Work with a partner to create a positive working environment
Work with a partner to work through the editing process
Accept valid criticism of their writing
-6-
SD No. 67 Board / Authority Authorized Courses
Unit 15
Overview: I See Myself a Writer: Students will begin by writing a personal reflection on their life as
a write. They will then use some of the character development skills they have learned in this course
to do a character development of themselves. Finally, students will write a short story – in third
person – where it is 20 years later, they are the main character, and they are some kind of
professional writer: poet, novelist, screenplay, television, film, etc. The key to the story is for the
Creative Writing 12 student to see themselves as a writer; they may write in the genre of their choice.
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
Accept valid criticism of their writing
To see themselves as a writer and to analyze themselves in a futuristic story
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, Creative Writing 12 students will write a
short story in the genre of their choosing.
Curriculum Organizers: Reading + Viewing / Writing + Representing
Learning Outcomes





Unit 17
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
Edit their works, checking for conventions of diction, punctuation, and spelling
Develop personal styles and recognize the personal styles of their peers
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: The Creative Writing 12 exam will ask
students to demonstrate what they have learned in editing, poetic styles, and short story writing from
both courses: Creative Writing 11 and Creative Writing 12.
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. Creative Writing 12 students
-7-
SD No. 67 Board / Authority Authorized Courses
are expected to demonstrate the knowledge of Creative Writing 11 in terms of their formula, style, and
voice. In Creative Writing 12 students have a little more freedom to choose their own genre in their unit
assignments and to continue to improve as a creative writer.
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. The in-class final exam would be worth 20%
of their final grade and the mid-term exam would be worth 20% of their term two 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. This is for students who enjoyed Creative Writing 11 and want to continue to write creative works of
varying length. It is expected that students will remember and demonstrate their knowledge from
Creative Writing 11 while better their writing with the lessons from Creative Writing 12. In Creative Writing
12 there is a greater emphasis on character development. Finally, for most students taking the course,
they notice a dramatic improvement in their English 12 courses and on their results in on the Provincial
Exam.
-8-
SD No. 67 Board / Authority Authorized Courses
Ref: Doic Data/00650-20/Forms/00650-20 Board Authority Authorized Courses 30Dec2008.doc (lw)
-9-