Creative Writing

GRADE LEVEL 9-12

REVISED JUNE, 1996

ENGLISH DEPARTMENT

DURATION: ONE SEMESTER

COURSE IS: ELECTIVE

PHILOSOPHY

The Creative Writing program will provide a forum for students to pursue excellence in the writing of essays, poetry, narratives, and short drama, as well as to provide an outlet for the expression of literary talent.

GOALS

Ø To provide opportunities to discover the possession of imagination and creative literary talent

Ø To reinforce and apply basic elements of literary forms and techniques from a creative point of view

Ø To communicate effectively through thinking creatively, logically and critically

Ø To become self-directed, lifelong learners and writers by using the disciplines and techniques of the creative writing process

Ø To increase sensitivity to human relationships and experience and develop the appropriate emotional responses

Ø To enhance student appreciation and literary enjoyment through the creation of various forms of literary expression

COURSE PROFICIENCIES - THE ROLE OF THE STUDENT

Participation in the Creative Writing course of study will require each student to:

Ø Pursue excellence in the writing of essays, poetry, narratives, and short drama

Ø Keep a daily journal of observations to expand one's view of human nature, one's self, and one's attitude toward life

Ø Develop a portfolio of writing exercises

Ø Explore contemporary literature as a source of technique models

Ø Explore his/her own values to become aware of point-of-view

Ø Demonstrate excellence in one genre through a final writing project of publication quality

Ø Submit work to The Arrowhead (school newspaper), and other publications or literary contests

Ø Follow the "Standards in English" Guide for all written assignments

Ø Meet all attendance, grading and discipline requirements as listed in the "Burlington City High School Student Handbook"

ASSESSMENT

Ø Assessment will measure proficiency in all types of learners. As appropriate, students will be assessed using:

v Notebook evaluation

v Journal evaluation

v Portfolio evaluation

v Oral tests/quizzes

v Reading

v Conferences

v Writing Tasks

v Essays

v Oral responses

v Role playing

v Presentations

v Inventories

Ø Product outcomes may include:

v Poetry

v Narratives

v Enactments

v Role playing

v Editing

v Video productions

v Posters

v Dramas

v Essays

v Auto-biographies

v Projects

v Portfolios

v Oral presentations

v Drawings

Ø Critical Thinking Skills—tasks to be assessed which emphasize higher level thinking include:

v Discerning a pattern

v Grasping a concept or purpose

v Inferring a relationship

v Creating

v Exhibiting

v Disproving, revealing or proposing solutions

v Empathizing

v Persuasion

v Simulation

v Evaluation

v Judging

v Rating

v Shifting perspective (comparing/contrasting)

v Negotiating

LEARNING OBJECTIVES

Ø To discover sources of motivation for creativity

Ø To investigate one's own background in order to know oneself

Ø To grasp and apply the concepts of universality and individuality in all forms of art and creativity

Ø To grasp and apply the basic principles and techniques of structuring one's own poetry: imagery, rhythm, tone, mood, stanza forms, rhyming patterns, figurative language, free verse and blank verse

Ø To grasp and apply the basic principles that govern the structure of the short story and other narratives: unity, characterization, conflict, plot, values, setting, theme, mood, tone, style, structure, narration, point-of view, and figurative devices

Ø To develop an awareness of the importance of a personal record of inspiration

Ø To grasp and apply the basic principles of a short play: conflict, suspense, characterization, dialogue, stage directions, structure, beginning elements, middle elements, resolutions, production notes, and production techniques

Ø To heighten one's appreciation of what makes for acceptable poetic expression, drama, essay and narrative writing

Ø To develop critical skills in evaluating plays, stories, essays and poems

Ø To develop vocabulary, reading, writing, and critical thinking skills

ACTIVITIES

Ø Keep a daily journal of observations

Ø Conference regularly to discuss the merit of the journal entries

Ø Keep a notebook of lecture and reading notes

Ø Create lists of colors, odors, light, objects emotions, expressions, body movements, etc. in categories such as favorite, delicate, masculine, feminine, weird, fancy, grotesque, etc. Then select one item from each of four lists and imagine a place that could have all four things; this could be a setting for a play or short story

Ø Research objects, people, names, titles, etc. for use in characterization

Ø Create conflict and consequences scenarios. Invent situations that have conflicts for several of the following: a punishment, an accusation, a lie, a scary situation, avoiding someone, etc. (see p. 17 of text).

Ø Read short stories and plays to determine and reinforce structural elements such as type of conflict, importance of consequences, type of character, mood, theme, resolution, point-of-view, unity, etc

Ø Have each student write the first sentence for a short story on a sheet of paper. Circulate each story sheet in the class so that each student will add a sentence. The student must honor the part of the story that has been generated before his turn and must extend the action and character development established earlier in story. Read aloud and analyze the development; have members of the class create an appropriate title for each work. Rank the stories to help develop evaluation skills. This sort of “Round-Robin” can also be done orally; it will be helpful to record the story as you go.

Ø To get past "writer's block", have the students close their eyes and center their breathing. (See suggested activities p. 210 of text)

Ø Have each student explore himself by making a list of his best, happiest, and worst situations; a wish, a fantasy, a terrible fear etc. (See p. 211 -12 for more activities to help the student gain self knowledge that will allow him to extend his characterization.) Following this activity, have the student create a character who has defined values.

Ø Construct an imaginary dream, such as might come to one of the following:

v A cat sleeping in the sun, with flies buzzing past

v A two-year old child, sleeping during a thunderstorm

v A very old man asleep in the cold. There is a tap dripping nearby

Ø Have students write form poems that limit syllables, rhythm, line length, shape, etc., such as the cinquain, limerick, repeat-a-word, haiku, acrostic. etc.

Ø Read works of well-known poets. Analyze the poems; have students write poems that model the style, theme or structure.

Ø Write essays dealing with school and student centered issues

Ø Develop a writing portfolio of all student writing

Ø Submit at least one work for publication in the school literary magazine, school paper, or some other literary contest or publication

Ø Demonstrate excellence in one genre through a final writing project of publication quality

MATERIALS:

Ø Primary Text:

v Writing Incredibly Short Plays. Poems. Stories...Norton & Gretton Harcourt, Brace, Jovanovich, Inc. ISBN 0-15-312350-8

Ø Supplementary Texts:

v Teacher generated materials

v Writing ... Scholastic Scope Magazine

v Writing Description and Narration...Norman A. Brittin ... Holt, Rinehart and Winston, Inc.