Stage 1 Desired Results

Goals

• Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas
• Determine the usefulness of and apply appropriate pre-writing strategies
• Determine purpose and audience and plan strategies (e.g., adapting formality of style) to address purpose and audience. 4. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.
• Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.
• Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language
• Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
• Explain how voice and narrator affect the characterization, plot and credibility.
• Analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create.
• Evaluate the author’s use of point of view.
• Analyze variations of universal themes in literary texts.

Transfer

Students will be able to independently use their learning to…        

continue to use the creative writing process throughout life.

Brainstorm; pre-write; revise; edit; revise; publish (sharing throughout the process)

Meaning

Students will understand that…

Understand the concept of point of view by writing short narratives, poems, essays, speeches, or reflections from one's own or a particular character's point of view (W3A)

ESSENTIAL QUESTIONS

Why is it important to understand and replicate the writing process in personal writing?

Why is the journey more important than the destination in the writing process? What techniques do established writers use, and what can we learn from them?        

Acquisition

Students will know…        

how to immerse themselves into the writing process in order to improve their craft.

Students will be skilled at…        

3. 5. 6. 7.2. 1. 2. Produce informal writings (e.g., journals, notes and poems) for various purposes.

1. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

2. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.

3. Use personal experiences as a basis for reflection on some aspect of life.

Stage 2 - Evidence

Evaluative Criteria

Assessment Evidence

Communication rubric

Conferences

Journals-writing prompts and personal reflections

Projects-Collaborative Scene Writing; Character Development

Poems-various formats and styles

Narrative-fictional and personal

Summative Personal Project

Portfolio        

Conferences

OTHER EVIDENCE:        

Peer Collaboration

Conferences

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Narrative

• Author studies
• Point of view
• Character development-internal/external
• Fictional Narrative Components: Plot Diagram, including setting, rising action, conflict, falling action, conclusion
• Personal Narrative: telling one’s story in an engaging way that reflects their voice

Poetry:

• Author studies
• Poem Interpretation
• Poetry Devices
• Style and form

Scene Writing:

• realistic dialogue
• character development
• establish round characters through dialogue
• reflect plot through dialogue
• promote tone and theme