Creative+Writing

http://kidblog.org/10creativewriting/
 * Course Description ** This course is a reading and writing class viewed from the standpoint of the writer. It is an introduction to the fundamental working modes (poetry, fiction, drama, and creative non-fiction) of creative writing, based in a broad survey of literary approaches. This class is designed for those who like to write - whether it's poetry, fiction, creative non-fiction or memoir and need a creative jolt or a burst of outside influence that will bring to the surface their feelings.


 * April10
 * Character Development || April 11 || April 12 || April 13 ||  ||


 * April 14 ||  ||   ||   ||   ||

KNOW (facts, details, dates, definitions, places, people) UNDERSTAND (I want the students to understand that...)
 * How to research
 * How to write a complete sentence
 * The audience and purpose of their writing directs the content of their writing

*


BE ABLE TO DO (specific skills; start with verb; NOT the activity) STANDARDS 9.W.1.2 10.W.1.1
 * reinforce their understanding of the importance of audience and purpose to a text and
 * identify these in a range of texts
 * define fact and opinion and distinguish between them in a range of statements


 * Writing: Overall expectations ** - Students will:
 * 1) generate, gather, and organize ideas and information to write for an intended purpose and audience;
 * 2) draft and revise their writing, using a variety of informational, literary and graphic forms and stylistic elements appropriate for the purpose and audience;
 * 3) use editing, proofreading and publishing skills and strategies, and knowledge of language conventions to correct errors, refine expression and present their work effectively.

MARCH 30-APRIL 13

|| **March 1-9** This activity serves as a good pre-writing tool that gives students confidence when approaching small writing tasks. This lesson offers a supportive approach to writing by introducing simple journal prompts and pictograms based on the very thing students know the most about - their own lives!
 * Writing a Cooperative Class Story [[image:http://www.wikispaces.com/i/editor/insert_table.gif align="center"]]
 * ** Method ** || * Students take out a clean piece of writing paper and a pencil, and put your namon the back of it.
 * You have this class period to write the beginning of a story, or as much as you can write in this amount of time.
 * Tomorrow you will pass your papers in a given order (eg:pass your paper to the student behind you).
 * Read the story that has been started and continue it for the remaining minutes of class.
 * Tomorrow you will again pass the papers in the same pattern as before.
 * The students now read their new story. You will have one class period to write a conclusion for your story.
 * Extensions: Pass the story again and ask students to draw an illustration that would sum the story up. At the end of this assignment, you will pass the story again. Your peers will help you edit the story.
 * Finally, you will type and print the final draft! !
 * Now you will create a bi-fold booklet. ||
 * Now you will create a bi-fold booklet. ||
 * Step1 ** An autobiography contains information about one's own life written by that one person.
 * Overview **
 * Objective **
 * Students Will: **
 * 1) Create a Life Map to use as a graphic organizer when writing any autobiographical assignment.
 * 2) Use a Life Map Checklist to stay on task while creating a Life Map. (Years of your life)
 * 3) Understand and use pictograms to represent personal events and goals in your life.
 * 4) Display your Life Map on a classroom bulletin board.
 * Directions **

inviting, states the main topic and previews the structure of the paper. || The introduction states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. || The introduction states the main topic, but does not adequately preview the structure of the paper nor is particularly inviting to the reader. || There is no clear introduction of the main topic or structure of the paper. || (Content) || Each paragraph contains a topic sentence, supporting sentences, and closing sentence that clearly makes a transition to the next paragraph. || Each paragraph contains a topic sentence, with some supporting sentences and closing sentence. || Topic sentence is somewhat clear but there is a need for more supporting information. || The topic sentence is not clear. There is a seemingly random collection of information. || Technical || No misspellings. No grammatical errors. The paper is typewritten, double-spaced, 12-point font, single page. || Some misspellings and/or some grammatical errors. The paper is typewritten, double-spaced, 12-point font, single page. || Some misspellings and/or some grammatical errors and/or paper does not exactly follow technical requirements. || Many misspellings or grammatical errors and/or paper does not follow technical requirements. ||
 * ** Autobiography Rubric ** ||
 * ** Date: Score: __ /75 ** ||
 * Category || 15 || 10 || 9-5 || 4-1 ||
 * Introduction || The introduction is
 * Content || Details are placed in logical order and the way they are presented effectively keeps the reader. Included information on all 10 required topics. || Details are placed in logical order, but the presentation style sometimes makes the writing less interesting. Included information on all 10 required topics. || Some details are not in a logical or expected order, and this distracts the reader. Included information on all 10 required topics. || Many details are not in a logical or expected order. There is little sense that the writing is organized. ||
 * Focus on Topic
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind, and the choice and placement of the words seem accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses limited vocabulary that does not communicate strongly or capture the reader’s interest. Jargon or clichés may be present and detract meaning. ||
 * Spelling Grammar