18-Week Curriculum Map
High School Creative Writing
Fairy Tales
Approx. 3 Weeks
Fantasy
Approx. 3 Weeks
Gothic Horror
Approx. 3 Weeks
Science Fiction
Approx. 3 Weeks
Realistic Fiction
Approx. 3 Weeks
Adventure Fiction
Approx. 3 Weeks
Unit Goal
What are the desired
long-term achievements of an
independent nature?
Students will apply
knowledge of literary devices,
narrative techniques, and the
writing process to produce a
narrative aligning to the
conventions of a given genre
(fairy tale).
Students will apply
knowledge of literary devices,
narrative techniques, and the
writing process to produce a
narrative aligning to the
conventions of a given genre
(fantasy).
Students will apply
knowledge of literary devices,
narrative techniques, and the
writing process to produce a
narrative aligning to the
conventions of a given genre
(Gothic).
Students will apply
knowledge of literary devices,
narrative techniques, and the
writing process to produce a
narrative aligning to the
conventions of a given genre
(science fiction).
Students will apply
knowledge of literary devices,
narrative techniques, and the
writing process to produce a
narrative aligning to the
conventions of a given genre
(realistic fiction).
Students will apply
knowledge of literary devices,
narrative techniques, and the
writing process to produce a
narrative aligning to the
conventions of a given genre
(adventure fiction).
Enduring Understandings
Students will understand
that...
- To generate quality writing
consistent with a given genre,
one must have exposure to
quality writing within that
genre.
- To generate quality writing
consistent with a given genre,
one must have exposure to
quality writing within that
genre.
- To generate quality writing
consistent with a given genre,
one must have exposure to
quality writing within that
genre.
- To generate quality writing
consistent with a given genre,
one must have exposure to
quality writing within that
genre.
- To generate quality writing
consistent with a given genre,
one must have exposure to
quality writing within that
genre.
- To generate quality writing
consistent with a given genre,
one must have exposure to
quality writing within that
genre.
- A process characterized by
planning, drafting, editing,
and revising is necessary to
maximize writing quality.
- A process characterized by
planning, drafting, editing,
and revising is necessary to
maximize writing quality.
- A process characterized by
planning, drafting, editing,
and revising is necessary to
maximize writing quality.
- A process characterized by
planning, drafting, editing,
and revising is necessary to
maximize writing quality.
- A process characterized by
planning, drafting, editing,
and revising is necessary to
maximize writing quality.
- A process characterized by
planning, drafting, editing,
and revising is necessary to
maximize writing quality.
- What are the elements of the
fairy tale genre?
- What are the elements of the
fantasy genre?
- What are the elements of
Gothic literature?
- What are the elements of
science fiction literature?
- What are the elements of
realistic fiction?
- What are the elements of the
adventure fiction genre?
- How does language
influence story development?
- How does language
influence story development?
- How does setting and
characterization influence
story development?
- What qualities distinguish
science fiction from other
genres, especially fantasy?
- How does setting and
characterization influence
story development?
- How do writers generate a
quality fairy tale?
- How do writers generate a
quality fantasy story?
- How do writers generate a
quality Gothic story?
- How do writers generate a
quality science fiction story?
- How do authors successfully
produce a work of realistic
fiction?
- How do authors achieve a
sense of urgency,
desperation, and/or
excitement when writing?
W.11-12.10/11-12.4 — Write
routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) to
produce clear and coherent
W.11-12.10/11-12.4 — Write
routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) to
produce clear and coherent
W.11-12.10/11-12.4 — Write
routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) to
produce clear and coherent
Essential Questions
Students will keep
considering...
Common Core Standards
Targeted
W.11-12.10/11-12.4 — Write
routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) to
produce clear and coherent
W.11-12.10/11-12.4 — Write
routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) to
produce clear and coherent
- How do authors successfully
produce a work of adventure
fiction?
W.11-12.10/11-12.4 — Write
routinely over extended time
frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) to
produce clear and coherent
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
Page 1
writing for a range of tasks,
purposes, audiences, and
styles.
writing for a range of tasks,
purposes, audiences, and
styles.
writing for a range of tasks,
purposes, audiences, and
styles.
writing for a range of tasks,
purposes, audiences, and
styles.
writing for a range of tasks,
purposes, audiences, and
styles.
writing for a range of tasks,
purposes, audiences, and
styles.
W.11-12.3 — Write narratives to
develop real or imagined
experiences or events using
effective technique,
well-chosen details, and
well-structured event
sequences.
W.11-12.3 — Write narratives to
develop real or imagined
experiences or events using
effective technique,
well-chosen details, and
well-structured event
sequences.
W.11-12.3 — Write narratives to
develop real or imagined
experiences or events using
effective technique,
well-chosen details, and
well-structured event
sequences.
W.11-12.3 — Write narratives to
develop real or imagined
experiences or events using
effective technique,
well-chosen details, and
well-structured event
sequences.
W.11-12.3 — Write narratives to
develop real or imagined
experiences or events using
effective technique,
well-chosen details, and
well-structured event
sequences.
W.11-12.3 — Write narratives to
develop real or imagined
experiences or events using
effective technique,
well-chosen details, and
well-structured event
sequences.
SL.11-12.1 — Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades
11-12 topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively.
SL.11-12.1 — Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades
11-12 topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively.
SL.11-12.1 — Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades
11-12 topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively.
SL.11-12.1 — Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades
11-12 topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively.
SL.11-12.1 — Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades
11-12 topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively.
L.11-12.1; L.11-12.2 —
Demonstrate command of the
conventions of standard
English grammar,
capitalization, punctuation,
spelling, and usage when
writing or speaking.
L.11-12.1; L.11-12.2 —
Demonstrate command of the
conventions of standard
English grammar,
capitalization, punctuation,
spelling, and usage when
writing or speaking.
W.11-12.8 — Gather relevant
information from multiple
authoritative print and digital
sources; assess the strengths
and limitations of each source
in terms of the task, purpose,
and audience; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and overreliance
on any one source and
following a standard format
for citation.
L.11-12.1; L.11-12.2 —
Demonstrate command of the
conventions of standard
English grammar,
capitalization, punctuation,
spelling, and usage when
writing or speaking.
L.11-12.1; L.11-12.2 —
Demonstrate command of the
conventions of standard
English grammar,
capitalization, punctuation,
spelling, and usage when
writing or speaking.
L.11-12.1; L.11-12.2 —
Demonstrate command of the
conventions of standard
English grammar,
capitalization, punctuation,
spelling, and usage when
writing or speaking.
L.11-12.3 — Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.
L.11-12.3 — Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.
L.11-12.3 — Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.
L.11-12.3 — Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.
L.11-12.3 — Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.
SL.11-12.1 — Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades
11-12 topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively.
L.11-12.1; L.11-12.2 —
Demonstrate command of the
conventions of standard
English grammar,
capitalization, punctuation,
spelling, and usage when
writing or speaking.
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
Page 2
L.11-12.3 — Apply knowledge of
language to understand how
language functions in
different contexts, to make
effective choices for meaning
or style, and to comprehend
more fully when reading or
listening.
Learning Targets
Student-friendly statements
that convey what learners
may be expected to
accomplish.
- I can produce clear, coherent
writing for a range of tasks
- I can produce clear, coherent
writing for a range of tasks
- I can produce clear, coherent
writing for a range of tasks
- I can produce clear, coherent
writing for a range of tasks
- I can produce clear, coherent
writing for a range of tasks
- I can produce clear, coherent
writing for a range of tasks
- I can produce clear, coherent
writing for a range of
purposes
- I can produce clear, coherent
writing for a range of
purposes
- I can produce clear, coherent
writing for a range of
purposes
- I can produce clear, coherent
writing for a range of
purposes
- I can produce clear, coherent
writing for a range of
purposes
- I can produce clear, coherent
writing for a range of
purposes
- I can produce clear, coherent
writing for a range of
audiences
- I can produce clear, coherent
writing for a range of
audiences
- I can produce clear, coherent
writing for a range of
audiences
- I can produce clear, coherent
writing for a range of
audiences
- I can produce clear, coherent
writing for a range of
audiences
- I can produce clear, coherent
writing for a range of
audiences
- I can produce clear, coherent
writing for a range of styles
- I can produce clear, coherent
writing for a range of styles
- I can produce clear, coherent
writing for a range of styles
- I can produce clear, coherent
writing for a range of styles
- I can produce clear, coherent
writing for a range of styles
- I can produce clear, coherent
writing for a range of styles
- I can write narratives to
develop imagined
experiences or events, using
purposeful techniques,
thoughtful details, and
coherent event sequences
- I can write narratives to
develop imagined
experiences or events, using
purposeful techniques,
thoughtful details, and
coherent event sequences
- I can write narratives to
develop imagined
experiences or events, using
purposeful techniques,
thoughtful details, and
coherent event sequences
- I can write narratives to
develop imagined
experiences or events, using
purposeful techniques,
thoughtful details, and
coherent event sequences
- I can write narratives to
develop imagined
experiences or events, using
purposeful techniques,
thoughtful details, and
coherent event sequences
- I can write narratives to
develop imagined
experiences or events, using
purposeful techniques,
thoughtful details, and
coherent event sequences
- I can collaborate effectively
with a variety of students
- I can collaborate effectively
with a variety of students
- I can collaborate effectively
with a variety of students
- I can collaborate effectively
with a variety of students
- I can collaborate effectively
with a variety of students
- I can initiate conversations,
pose and respond to
questions thoughtfully, and
express my ideas with clarity
- I can initiate conversations,
pose and respond to
questions thoughtfully, and
express my ideas with clarity
- I can gather relevant
information from multiple
sources assessing the
strengths and limitations of
each
- I can initiate conversations,
pose and respond to
questions thoughtfully, and
express my ideas with clarity
- I can initiate conversations,
pose and respond to
questions thoughtfully, and
express my ideas with clarity
- I can initiate conversations,
pose and respond to
questions thoughtfully, and
express my ideas with clarity
- I can respond to and build
upon others’ ideas
- I can respond to and build
upon others’ ideas
- I can respond to and build
upon others’ ideas
- I can respond to and build
upon others’ ideas
- I can respond to and build
upon others’ ideas
- I can consistently use proper
English grammar and usage in
my writing
- I can consistently use proper
English grammar and usage in
my writing
- I can consistently use proper
English grammar and usage in
my writing
- I can consistently use proper
English grammar and usage in
my writing
- I can consistently use proper
English grammar and usage in
my writing
- I can smoothly integrate the
ideas of my sources into my
own writing
- I can collaborate effectively
with a variety of students
- I can initiate conversations,
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
Page 3
- I can consistently use proper
capitalization, punctuation,
and spelling in my writing
- I can consistently use proper
capitalization, punctuation,
and spelling in my writing
- I can understand how
language functions in
different contexts by
analyzing a variety of
rhetorical techniques
- I can understand how
language functions in
different contexts by
analyzing a variety of
rhetorical techniques
- I can apply this knowledge to
my own reading and writing
- I can apply this knowledge to
my own reading and writing
pose and respond to
questions thoughtfully, and
express my ideas with clarity
- I can respond to and build
upon others’ ideas
- I can consistently use proper
English grammar and usage in
my writing
- I can consistently use proper
capitalization, punctuation,
and spelling in my writing
- I can consistently use proper
capitalization, punctuation,
and spelling in my writing
- I can consistently use proper
capitalization, punctuation,
and spelling in my writing
- I can consistently use proper
capitalization, punctuation,
and spelling in my writing
- I can understand how
language functions in
different contexts by
analyzing a variety of
rhetorical techniques
- I can understand how
language functions in
different contexts by
analyzing a variety of
rhetorical techniques
- I can understand how
language functions in
different contexts by
analyzing a variety of
rhetorical techniques
- I can apply this knowledge to
my own reading and writing
- I can apply this knowledge to
my own reading and writing
- I can apply this knowledge to
my own reading and writing
- General information about
emerging technology and
scientifically supported
and/or valid theories
- How authors develop literary
realism
- How authors convey a sense
of excitement and urgency
- Literary devices associated
with the realistic fiction genre
- Literary devices associated
with the adventure fiction
genre
- I can understand how
language functions in
different contexts by
analyzing a variety of
rhetorical techniques
- I can apply this knowledge to
my own reading and writing
Knowledge & Reasoning
Targets
Students will know...
- Literary conventions of the
fairy tale genre
- Literary conventions of the
fantasy genre
- The historical context of
Halloween
- The plot of a variety of works
by the Brothers Grimm
- How authors use language
and other tools to create a
fantasy narrative
- Literary conventions of
Gothic narratives
- The steps associated with
the writing process
- Study skills including active
reading, outlining/planning
for narrative writing, and
editing/revising work
- The steps associated with
the writing process
- Study skills including active
reading, outlining/planning
for narrative writing, and
editing/revising work
- How authors use sensory
description and
characterization to create a
work of Gothic horror
- The steps associated with
the writing process
- Study skills including active
reading, outlining/planning
for narrative writing, and
editing/revising work
- Literary devices related to
the science fiction genre
- How authors use setting to
reinforce the science fiction
genre
- The steps associated with
the writing process.
- The steps associated with
the writing process
- Study skills including active
reading, outlining/planning
for narrative writing, and
editing/revising work
- The steps associated with
the writing process
- Study skills including active
reading, outlining/planning
for narrative writing, and
editing/revising work
- Study skills including close
reading, brainstorming,
outlining, editing, and
revising original works of
fiction.
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
Page 4
Performance Skills
Students will be skilled at...
- Identifying literary devices
within fairy tale narratives,
with special focus on sonic
literary devices
- Developing complex
characters whose motivations
are easily understood through
clearly stated and implied
details
- Developing plot that is
logical in the context of the
genre
- Articulating and suggesting
how theme applies to written
works
- Applying knowledge of
literary devices to an original
piece of writing
- Participating in the writing
process to fidelity
- Engaging in a variety of
discussions about literature
- Identifying unrealistic and
exaggerated elements in
works of fantasy, with
emphasis on character types,
setting, and abstract concepts
- Evaluating whether a work of
fantasy is an example of “high
fantasy” or “low fantasy”
- Developing complex
characters whose motivations
are easily understood through
clearly stated and implied
details
- Developing plot that is
logical in the context of the
genre
- Articulating and suggesting
how theme applies to written
works
- Applying knowledge of
literary devices to an original
piece of writing
- Participating in the writing
process to fidelity
- Engaging in a variety of
discussions about literature
- Conducting brief research on
topics related to Halloween
- Identifying sensory and
characterization details that
contribute to a narrative’s
being classified as Gothic
horror
- Integrating knowledge
gained from research into a
work of fiction
- Developing complex
characters whose motivations
are easily discerned through
explicit and implied details
- Developing plot that is
logical in the context of the
genre
- Articulating and suggesting
how theme applies to written
works
- Applying knowledge of
literary devices to an original
piece of writing
- Identifying details,
particularly pertaining to
setting, that contribute to a
narrative’s being classified as
science fiction
- Developing complex
characters whose motivations
are easily discerned through
explicit and implied details
- Developing plot that is
logical in the context of the
genre
- Articulating and suggesting
how theme applies to written
works
- Applying knowledge of
literary devices to an original
piece of writing
- Participating in the writing
process to fidelity
- Engaging in a variety of
discussions about literature
- Participating in the writing
process to fidelity
- Identifying character types
and conflicts that are suitable
for the realistic fiction genre
- Identifying character types
and conflicts that are suitable
for the adventure fiction genre
- Identifying and developing
character motivations that are
aligned to the universal
human condition
- Incorporating sensory
details that contribute to a
sense of excitement, urgency,
and other elevated emotional
states
- Identifying and developing
dynamic characters
- Identifying and developing
dialogue that adequately
reflects characters’ ages,
emotional states, locations,
etc.
- Identifying and articulating
themes within literary works,
including original works,
which are relevant to the
readers’ lives
- Developing complex
characters whose motivations
are easily understood through
clearly stated and implied
details
- Developing plot that is
logical in the context of the
genre
- Applying knowledge of
literary devices to an original
piece of writing
- Articulating and suggesting
how theme applies to written
works
- Participating in the writing
process to fidelity
- Applying knowledge of
literary devices to an original
piece of writing
- Engaging in a variety of
discussions about literature
- Engaging in a variety of
discussions about literature
- Incorporating active and
precise verbs that contribute
to a heightened sense of
action
- Participating in the writing
process to fidelity
- Engaging in a variety of
discussions about literature
Academic Vocabulary
Words and phrases that are
essential for students to
understand.
Performance Vocabulary
- Analyze
- Apply
- Articulate
- Collaborate
- Develop
Performance Vocabulary
- Analyze
- Apply
- Articulate
- Collaborate
- Develop
Performance Vocabulary
- Analyze
- Apply
- Articulate
- Collaborate
- Conduct
Performance Vocabulary
- Analyze
- Apply
- Articulate
- Collaborate
- Develop
Performance Vocabulary
- Analyze
- Apply
- Articulate
- Collaborate
- Develop
Performance Vocabulary
- Analyze
- Apply
- Articulate
- Collaborate
- Develop
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
Page 5
- Draft
- Edit
- Engage
- Identify
- Imply
- Infer
- Initiate
- Outline
- Participate
- Produce
- Publish
- Revise
- Summarize
- Understand
- Write
- Draft
- Edit
- Engage
- Identify
- Imply
- Infer
- Initiate
- Outline
- Participate
- Produce
- Publish
- Revise
- Summarize
- Understand
- Write
Target Unit Vocabulary
- Alliteration
- Antagonist
- Anthropomorphism
- Assonance
- Audience
- Author’s craft
- Cacophony
- Characterization
- Climax
- Conflict
- Consonance
- Double denotation
- Dramatic irony
- Dynamic character
- Euphemism
- Exposition
- Fairy tale
- Falling action
- Fantasy
- Figurative language
- Foreshadowing
- Genre
- Hyperbole
- Inciting incident
- Inversion
- Mood
- Motivation
- Narrative
Target Unit Vocabulary
- Antagonist
- Audience
- Author’s craft
- Characterization
- Climax
- Conflict
- Dynamic character
- Exposition
- Falling action
- Fantasy
- Figurative language
- Foreshadowing
- Genre
- High fantasy
- Hyperbole
- Inciting incident
- Low fantasy
- Mood
- Motivation
- Narrative
- Point of view
- Protagonist
- Redundancy
- Resolution
- Rising action
- Sensory details
- Setting
- Simile
- Develop
- Draft
- Edit
- Engage
- Identify
- Imply
- Infer
- Initiate
- Outline
- Participate
- Produce
- Publish
- Research
- Revise
- Summarize
- Understand
- Write
Target Unit Vocabulary
- Allusion
- Antagonist
- Alliteration
- Antihero
- Characterization
- Climax
- Conflict
- Connotation
- Dark Romanticism
- Dramatic irony
- Dynamic character
- Exposition
- Falling action
- Figurative language
- Foreshadowing
- Genre
- Gothic(ism)
- Horror
- Hyperbole
- Inciting incident
- Mood
- Motivation
- Narrator
- Omen
- Personification
- Point of view
- Draft
- Edit
- Engage
- Express
- Identify
- Imply
- Infer
- Initiate
- Outline
- Participate
- Produce
- Publish
- Revise
- Summarize
- Understand
- Write
- Draft
- Edit
- Engage
- Identify
- Imply
- Incorporate
- Infer
- Initiate
- Outline
- Produce
- Publish
- Respond
- Revise
- Summarize
- Understand
- Write
- Draft
- Edit
- Engage
- Identify
- Imply
- Incorporate
- Infer
- Initiate
- Outline
- Produce
- Publish
- Respond
- Revise
- Summarize
- Understand
- Write
Target Unit Vocabulary
- Advanced technology
- Alliteration
- Antagonist
- Artificial intelligence
- Assonance
- Characterization
- Climax
- Close encounter
- Conflict
- Dramatic irony
- Dynamic character
- Dystopia(n)
- Exposition
- Extraterrestrial
- Falling action
- Figurative language
- Foreshadowing
- Futurism
- Genre
- Imagery
- Inciting incident
- Metaphor
- Mood
-Moral(ity)
- Narrator
- Onomatopoeia
- Personification
Target Unit Vocabulary
- Alliteration
- Antagonist
- Audience
- Author’s craft
- Characterization
- Climax
- Conflict
- Dramatic irony
- Dynamic character
- Exposition
- Falling action
- Figurative language
- Foreshadowing
- Genre
- Hyperbole
- Inciting incident
- Mood
- Motivation
- Narrator
- Personification
- Point of view
- Protagonist
- Realism
- Resolution
- Rising action
- Sensory details
- Setting
Target Unit Vocabulary
- Adventure fiction
- Antagonist
- Audience
- Author’s craft
- Characterization
- Climax
- Conflict
- Dynamic character
- Exposition
- Falling action
- Figurative language
- Foreshadowing
- Genre
- Heroism
- Hyperbole
- Inciting incident
- Mood
- Motivation
- Narrative
- Point of view
- Protagonist
- Redundancy
- Resolution
- Rising action
- Sensory details
- Setting
- Simile
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
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- Onomatopoeia
- Personification
- Point of view
- Protagonist
- Repetition
- Rising action
- Sensory details
- Setting
- Sibilance
- Situational irony
- Setting
- Symbolism
- Theme
- Tone
- Situational irony
- Suspense
- Theme
- Tone
- Wish fulfillment
- Protagonist
- Resolution
- Rising action
- Sensory details
- Setting
- Simile
- Situational irony
- Suspense
- Symbolism
- Taboo
- Theme
- Tone
- Point of view
- Post-apocalypse
- Protagonist
- Resolution
- Rising action
- Sensory language
- Setting
- Sibilance
- Simile
- Singularity
- Situational irony
- Social commentary
- Suspense
- Symbolism
- Telepathy
- Theme
- Tone
- Simile
- Situational irony
- Suspense
- Symbolism
- Theme
- Tone
- Situational irony
- Suspense
- Theme
- Tone
Summative Performance
Task(s)
How will students
demonstrate the desired
knowledge?
Students will generate a
modified version of an
existing fairy tale, applying
knowledge gained on the
conventions of the fairy tale
genre.
Students will generate an
original work of fantasy, using
knowledge gained about the
conventions of the genre.
Students will generate an
original Gothic narrative,
using knowledge gained
about the conventions of the
genre.
Students will generate an
original science fiction
narrative, using knowledge
gained about the conventions
of the genre.
Students will generate an
original realistic fiction
narrative, using knowledge
gained about the conventions
of the genre.
Students will generate an
original adventure fiction
narrative, using knowledge
gained about the conventions
of the genre.
Criteria for Evaluation
What will be used to evaluate
the degree to which
knowledge is demonstrated?
Standards-based rubric for
narrative writing.
Standards-based rubric for
narrative writing.
Standards-based rubric for
narrative writing.
Standards-based rubric for
narrative writing.
Standards-based rubric for
narrative writing.
Standards-based rubric for
narrative writing.
Additional Evidence
What pre-assessment and
formative evidence will be
implemented?
- Craft analysis activities
pertaining to a variety of
works by the Brothers Grimm
(“Cinderella,” “Snow White
and the Seven Dwarfs,” “The
Juniper Tree,” and “The Frog
King”).
- Craft analysis activities
pertaining to representative
texts (“The Chaser” by John
Collier and “The Wife’s Story”
by Ursula K. Le Guin).
- Craft analysis activities
pertaining to representative
texts (“The Outsider” by H.P.
Lovecraft, “The Black Cat” by
Edgar Allan Poe, and “The
Monkey’s Paw” by W. W.
Jacobs).
- Craft analysis activities
pertaining to representative
texts (“There Will Come Soft
Rains” and “The Fog Horn” by
Ray Bradbury).
- Craft analysis activities
pertaining to representative
texts (“Thank You, Ma’am” by
Langston Hughes and
“Through the Tunnel” by Doris
Lessing).
- Craft analysis activities
pertaining to representative
texts (“To Build a Fire” by Jack
London and “The Most
Dangerous Game” by Richard
Connell).
- Outlines/planning
documents.
- Outlines/planning
documents.
- Rough drafts of student
work.
- Rough drafts of student
work.
- Grammar practice activities
as needed.
- Grammar practice activities
as needed.
- Outlines/planning
documents.
- Rough drafts of student
work.
- Outlines/planning
documents.
- Rough drafts of student
work.
- Grammar practice activities
as needed.
- Halloween research
slideshow
- Outlines/planning
documents.
- Outlines/planning
documents.
- Rough drafts of student
work.
- Grammar practice activities
as needed.
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
Page 7
- Grammar practice activities
as needed.
- Rough drafts of student
work.
- Grammar practice activities
as needed.
Differentiation
How might instruction be
adapted to accommodate a
variety of students?
- Extended time
- Extended time
- Extended time
- Extended time
- Extended time
- Extended time
- Opportunities for full-credit
revisions
- Opportunities for full-credit
revisions
- Opportunities for full-credit
revisions
- Opportunities for full-credit
revisions
- Opportunities for full-credit
revisions
- Opportunities for full-credit
revisions
- Wherever possible, offer a
variety of prompts that align
to the genre under study
- Wherever possible, offer a
variety of prompts that align
to the genre under study
- Wherever possible, offer a
variety of prompts that align
to the genre under study
- Wherever possible, offer a
variety of prompts that align
to the genre under study
- Wherever possible, offer a
variety of prompts that align
to the genre under study
- Wherever possible, offer a
variety of prompts that align
to the genre under study
- Adapt length as appropriate
- Adapt length as appropriate
- Adapt length as appropriate
- Adapt length as appropriate
- Adapt length as appropriate
- Adapt length as appropriate
- Survey learners with
student-centered, positively
worded questions designed to
promote motivation for task
completion. (How can I
support you? What do you
want to learn about or
improve upon in class? What
is your ideal writing
environment? What strengths
do you bring to the table?)
- Allow students to take
leadership roles in teaching
and re-teaching their peers
- Survey learners with
student-centered, positively
worded questions designed to
promote motivation for task
completion. (How can I
support you? What do you
want to learn about or
improve upon in class? What
is your ideal writing
environment? What strengths
do you bring to the table?)
- Allow students to take
leadership roles in teaching
and re-teaching their peers
- Survey learners with
student-centered, positively
worded questions designed to
promote motivation for task
completion. (How can I
support you? What do you
want to learn about or
improve upon in class? What
is your ideal writing
environment? What strengths
do you bring to the table?)
- Allow students to take
leadership roles in teaching
and re-teaching their peers
- Survey learners with
student-centered, positively
worded questions designed to
promote motivation for task
completion. (How can I
support you? What do you
want to learn about or
improve upon in class? What
is your ideal writing
environment? What strengths
do you bring to the table?)
- Allow students to take
leadership roles in teaching
and re-teaching their peers
- Survey learners with
student-centered, positively
worded questions designed to
promote motivation for task
completion. (How can I
support you? What do you
want to learn about or
improve upon in class? What
is your ideal writing
environment? What strengths
do you bring to the table?)
- Allow students to take
leadership roles in teaching
and re-teaching their peers
- Survey learners with
student-centered, positively
worded questions designed to
promote motivation for task
completion. (How can I
support you? What do you
want to learn about or
improve upon in class? What
is your ideal writing
environment? What strengths
do you bring to the table?)
- Allow students to take
leadership roles in teaching
and re-teaching their peers
© 2023 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online.
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