Creative Writing
Rationale: One of the main goals of communication arts is to produce a knowledgeable and understanding citizen. Teachers will
present a study of quality literature from not only this culture but also others to expand the student knowledge and acceptance of the
variety of human experiences. Literature is one venue that is used to teach communication arts in the classroom
Communication skills encompass reading, writing, talking, listening, viewing, and representing ideas visually to find and interpret
information. Students will be instructed to communicate in each of these ways and will be expected to combine their knowledge and
experience by reflecting, exploring, and generating new ideas to solve problems and make decisions. Students will be able to
effectively communicate their ideas and experiences to others.
Students will be able to communicate in traditional fashions and will be enlightened of the more advanced technologies of
communication. Being aware and able to use this type of communication will help in the work place. Many employers have stressed
the importance of being able to manage technology resources and information along with strong interpersonal skills. All of these
competencies require that students communicate effectively in a variety of situations and each is addressed in communication arts.
Description: This course focuses on allowing students a certain personal freedom to express themselves through their own original
writings. It demands that students read, discuss and analyze various literary genres to use as models for their own writing. Also
included is an in-depth study of literary devices and their use in writing. The process approach to writing is used extensively
throughout the course, and daily writing is expected, as well as major project production including: writing an original short story,
various essays, a children’s book and poems
Objectives for Graduation/Mastery
1. Students will demonstrate a growing vocabulary. – 70%
2. Students will collect information and evaluate for reliability. – 80%
3. Students will create fiction works using a specified set of guidelines. – 80%
Unit 1
Unit Title: Vocabulary
Essential Question: Why are words important?
GLEs/
Objective
R1C, R1E
OBJ 1
National
Standards
(SELA)
4, 6
DATES TAUGHT/NOTES
Lesson Activities
(Formative Assessment)
Students will demonstrate a growing vocabulary.
1. Record weekly vocabulary words in their
course notebooks, including correct spelling,
accurate definition, part of speech and sample
sentence with correct usage.
2. Complete text practice exercises, individually
and cooperatively.
3. Construct original sentences.
4. Utilize other activities like crossword puzzles
and word finds.
5. Practice integrating new vocabulary words
into their writing.
6. Employ strategies to predict word meaning in
context.
RESOURCES
Assessment
Take weekly vocabulary quizzes and
summative assessment on final exam.
MASTERY – 70% on final exam
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 2
Unit Title: Collecting Information
Essential Question:
GLEs/
Objective
National
Standards
(SELA)
IL1A,
4, 7, 8
IL1B,
IL1C, IL1D
OBJ 2
Lesson Activities
(Formative Assessment)
Assessment
Students will collect information and evaluate for
reliability.
1. Collect information e.g. charts, graphs,
diagrams and advertising.
2. Evaluate the information for reliability and
effect.
3. Present data and summarize findings in an
oral presentation.
4. Do comparison analysis:
1. Types of graphs and the usage of each for
different purposes.
2. Display the graphs on Smartboard and discuss
the format and interpretation.
3. Exemplify title and caption necessary tools
for interpretation.
4. Discuss the source of the data for reliability.
5. Discuss samples of advertising that students
bring and detail advertising techniques.
6. Create three advertising campaigns for a the
same product for TV, radio and magazine.
Evaluate students graphs created in response to
specific data. Students will receive a rubric of
the criteria.
Evaluate student advertising campaigns in
accordance to the rubric.
MASTERY – 80%
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 3
Unit Title: Children’s Books
Essential Question:
GLEs/
Objective
National
Standards
(SELA)
W2F,
4, 5, 6
W2B,
W2C, W2D
OBJ 3
DATES TAUGHT/NOTES
Lesson Activities
(Formative Assessment)
Student will create fiction works using a specified set
of guidelines.
1. Create a children’s book to be read to
kindergarten students.
2. Participate in peer editing groups to revise
work.
3. Revise and edit sentence structures to provide
variety and complexity.
4. Use thoughtful revision strategies with
particular attention to tightening, parallel
structure, active voice and precise, vivid
diction.
5. Demonstrate understanding and accuracy by
completing assigned vocabulary and
grammar.
RESOURCES
Assessment
Revision checklist
Teacher observation
Class discussion
Reading of texts to kindergarten students.
MASTERY – 80%
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 4
Unit Title: Poetry
Essential Question:
GLEs/
Objective
R2A, R2B,
R2C
National
Standards
(SELA)
1, 2, 3
DATES TAUGHT/NOTES
Lesson Activities
(Formative Assessment)
Students will read and respond orally and in writing
to poetry.
1. Read assigned selections, and create
competent responses to writing prompts.
2. Identify, explain, interpret theme/main idea
and supporting details of a passage.
3. Compose clear, thoughtful answers to essay
questions.
4. Read collection of their works and collection
of other poets’ works and compare
likes/dislikes.
RESOURCES
Assessment
Teacher observation
Class discussion
Assignment specific scoring guides.
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 5
Unit Title: Construction
Essential Question:
GLEs/
Objective
W3C
National
Standards
(SELA)
1, 2, 3, 5
DATES TAUGHT/NOTES
Lesson Activities
(Formative Assessment)
Students will construct effective stories of narration,
description, and/or exposition, matching style to
purpose and audience.
1. Read, evaluate and discuss examples/model
stories.
2. Compose a narrative story to vividly render
an experience.
3. Formulate an effective controlling idea to
develop an essay.
4. Analyze a piece of literature or a film.
5. Peer edit to revise.
RESOURCES
Assessment
Assignment specific scoring guides.
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS