creative writing curriculum grades 9-12

Students will be able to:Respond to prompts to brainstorm ideas for narrative writing Use graphic organizers and outlines to organize ideas Write with a purpose in mind Skillfully incorp

Table of Contents

Section Page

Units and Pacing Charts

Unit 5: Screenplays 20

District Mission Statement

The mission of the Hillside Public Schools is to ensure that all students at all grade levels achieve the New Jersey Core CurriculumContent Standards and make connections to real-world success We are committed to strong parent-community school partnerships,providing a safe, engaging, and effective learning environment, and supporting a comprehensive system of academic anddevelopmental support that meets the unique needs of each individual

Academic Area Overview

The Hillside Township School District is committed to excellence We believe that all children are entitled to an education that will equip them to become productive citizens of the twenty-first century We believe that an education grounded in the fundamental principles of Language Arts will provide students with the skills and content necessary to become our future leaders

Language Arts is an integral component in the development of every student Their competence in this area corresponds to their success in other academic disciplines As such, the program is rooted in promoting awareness of how literacy is integral to their goal attainment and advancement They have opportunities to apply grammar concepts, writing objectives and textual analysis to project creation Children have the chance to explore areas of interests, exercise inquiry and demonstrate knowledge by constructing unit artifacts Their ingenuity and perspectives will be respected as they assess their work and that of their peers utilizing rubrics They will work in an environment that encourages them to take compositional risks and embraces the writing process Unit topics

correspond to text selections; novels vary according to lexile levels College Prep, Honors and differentiated instruction books are

noted accordingly with an H and DI designation.

Our program provides teachers with the support and resources to diversify methodology and consistently utilize technology in dailyinstruction Teachers are scheduled to meet weekly to share planning ideas and classroom innovations The expectation of excellenceextends to the professional staff; our teachers are full of views from approved development workshops and academic courses toprovide students with the tools needed to maximize their potential

Equality and Equity in Curriculum

The Hillside Township School District ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards and addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for State assessment, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual

orientation, gender, religion, disability or socioeconomic status

N.J.A.C 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A 10:5; Title IX, Education Amendments of 1972

Students will know……

Students will be able to…

5 Assessment:

6 Lesson Agenda:

7 Homework:

Unit 1: Rites of Pass UNIT 1: Coming of Age

Evidence of Student Learning:

Include in Lesson Outline:

• Anticipated Timing

• Do Now

• Whole Group Instruction w/Reading Comprehension Inquiries

• Discussion Prompts

• Journal Writing Prompts

• Guided Reading Questions and Station Assignments

• Grammar Activity

• Materials (Incorporation of Technology)

UNIT: 1 _Autobiographical Writing _

• Writers use a variety of techniques to engage readers.

• Autobiographical writing can be used to achieve a variety of purposes.

• Writers use a variety of techniques to advance purpose.

 How do writers engage readers?

 How do writers advance themes and purposes?

Students will be able to:

Respond to prompts to brainstorm ideas for narrative writing Use graphic organizers and outlines to organize ideas Write with a purpose in mind

Skillfully incorporate a variety of techniques to achieve writing purpose

Engage in the writing process by pre-writing, drafting, peer-editing, revising, editing, and publishing

Offer specific feedback to peers while engaged in the peer-editing process

Use master texts as models

Students will know that:

Engage and orient the reader by setting out a problem, situation, or observation and its significance, 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, such as 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 and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

(Grade-specific expectations for writing types are defined in standards 1–3 above.)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here )

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;

provide an objective summary of the text.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and

developed).

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,

engaging, or beautiful (Include Shakespeare as well as other authors.) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Pacing Chart Unit 1: _Autobiographical Writing

TIME

FRAME

ACTIVITIES/PROJECTS ASSESSMENTS

RESOURCES/INTERDISCIPLINARY

CONNECTIONS

1 week

Personal Narrative: (event)

Students write a personal narrative about an event of significance in their lives that includes reflection.

Prompts to help students brainstorm, graphic organizers, peer review, Smiley Face Trick exercises, and discussion of the use of

reflection in several model texts.

Material Selection:

Nonfiction:

Suggested Model Texts: (excerpts)

Finding Fish by Antoine Fisher Escape from Slavery by Francis Bok Swimming to Antarctica by Lynne Cox Night by Elie Wiesel

The Glass Castle by Jeannette Walls

1 week Personal Narrative: (person)

Students will write a personal narrative about a significant person in their lives that includes direct and indirect

characterization.

Prompts to help students brainstorm, graphic organizers, peer review, Smiley Face Trick

exercises, and discussion of the use of direct

and indirect characterization in several

model texts.

1 week Personal Narrative (place)

Students will write a personal narrative about a significant place

in their lives that includes

description.

Prompts to help students brainstorm, graphic organizers, peer review, Smiley Face Trick exercises, and discussion of the use of description in several model texts.

1 week Creating a book:

Students create a book that includes: a cover, a reflection on their writing, revisions of 3 personal narratives, and an “about the author” page.

Students share excerpts of the

Grammar exercises to address common errors

in students’ personal narratives,

Students will know that:

Engage and orient the reader by setting out a problem, situation, or observation and its significance, 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, such as 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 and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

(Grade-specific expectations for writing types are defined in standards 1–3 above.)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here )

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;

provide an objective summary of the text.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and

developed).

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,

engaging, or beautiful (Include Shakespeare as well as other authors.) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

book with the class.

1-2 classes Author’s Chair Author’s Chair-students share their work

aloud with entire class

UNIT: 2_Drama _

• The genre of drama has unique characteristics that both facilitate and

hinder storytelling

• Dialogue has multiple functions

• Stage directions serve multiple functions

• Playwrights can manipulate pacing to achieve ends

 How do playwrights engage audiences?

 How do playwrights use dialogue to reveal character, provide necessary background information, advance plot/conflict, develop themes, and create motifs and symbols?

 How do stage directions function in a drama?

 How do playwrights compensate for the limitations of drama?

 How does one use tone and volume of voice to convey characters’ thoughts, feelings, and relationships as represented through dialogue?

Students will be able to:

Create detailed charactersDevelop conflicts that suit the constraints of dramaUse graphic organizers and outlines to organize ideasEngage in the writing process by pre-writing, drafting, peer-editing, revising, editing, and publishing

Offer specific feedback to peers while engaged in the editing process

peer-Use master texts as models

Students will know that:

Engage and orient the reader by setting out a problem, situation, or observation and its significance, 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, such as 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 and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution)

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of thenarrative

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

on addressing what is most significant for a specific purpose andaudience (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grades11–12 here.)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Citestrong and thorough textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complexaccount; provide an objective summary of the text

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare

as well as other authors.)Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end

a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what

is really meant (e.g., satire, sarcasm, irony, or understatement)

Pacing Chart Unit 2: _Drama

Collaboratively, pairs of students write a dialogue based on a meeting between their characters

Prompts to aid with character sketch, reading and discussion of the ways in which monologues and dialogues reveal character,

Material Selection:

Fiction:

Suggested One Act Plays:

Sorry Wrong Number by Lucille Fletcher Sorry Right Number by Stephen King The Lottery by Shirley Anne Jackson Trifles by Susan Glaspell

Medea by Christopher Durang and

Wendy Wasserstein

The Bear by Anton Chekov

Collaboratively, pairs or groups of students develop a one-act play that includes the characters they previously created

Prompts to help students brainstorm, graphic organizers, peer review, shared inquiry discussion and imitation of

“Model texts”

1 week Dramatic Readings: Groups

will perform a dramatic reading of their one-act play for the class

Listening to and discussion of radio plays, rehearsals, performance, and evaluation

Students will know that:

Engage and orient the reader by setting out a problem, situation, or observation and its significance, 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, such as 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 and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution)

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of thenarrative

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

on addressing what is most significant for a specific purpose andaudience (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grades11–12 here.)

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Citestrong and thorough textual evidence to support analysis of whatthe text says explicitly as well as inferences drawn from the text,including determining where the text leaves matters uncertain

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complexaccount; provide an objective summary of the text

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare

as well as other authors.)Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end

a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what

is really meant (e.g., satire, sarcasm, irony, or understatement)