Creative Writing Curriculum in Pascack Valley Regional High School District, Lecture notes of Creative writing

Download Creative Writing Curriculum in Pascack Valley Regional High School District and more Lecture notes Creative writing in PDF only on Docsity! Pascack Valley Regional High School District Pascack Hills High School, Montvale, New Jersey Pascack Valley High School, Hillsdale, New Jersey Course Name: Creative Writing Born On: 6/19/18 Board Approval: 9/24/18 Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 COURSE DESCRIPTION: Creative Writing Creative Writing is a full-year, five-credit course designed for students who wish to explore a variety of genres. Readings in multiple genres, lessons in a variety of writing techniques, intense writing practice and self-evaluation are the basis of this course. The class is run in a workshop model, through ongoing writing, sharing, and revising work. Models, mini-lessons based on technique, daily writing, and peer and teacher feedback are at the core of the course work. Students will be assessed by portfolio evaluations, daily work completion and assessment, and participation in peer critiques. Differentiation * Accommodations * Modifications Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics: prior knowledge, cognitive level, learning style, motivation, strength or interest and various curriculum components: Nature of the objective, teaching activities, learning activities, resources and products. This broad notion applies to learners from a diverse range of abilities, including: Gifted and Talented, English Language Learners, Students with Disabilities, and Students at Risk of School Failure. Language Arts is a field of education that provides educators with a wealth of opportunities for differentiation, but also real challenges of meeting the needs of diverse learners. This addendum reveals pathways for Language Arts differentiation specific to four distinct student populations. Teachers can differentiate ● Content: What we teach and how we give students access to the information and ideas that matter ● Process: How students come to understand and “own” the knowledge, understanding, and skills essential to a topic ● Product: How a student demonstrates what he or she has come to know, understand and be able to do as a result of a segment of study According to students’ ● Readiness-The current knowledge, understanding, and skill level a student has related to a particular sequence of learning ● Interest- What a student enjoys learning about, thinking about, and doing ● Learning Style- A student’s preferred mode of learning. It is influenced by learning style, intelligence preference, gender and culture The NJ ELA Framework http://www.state.nj.us/education/archive/frameworks/lal/chapt7.pdf contains an in-depth overview for meeting the needs of diverse learners in ELA. Many of these content specific suggestions are classroom ready. Note: The Standard notations in this framework document are not according to the 2014 ELA Standards. Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 which students work independently. Sample Resource http://www.rec4.com/filestore/R EC4_AnchorActivityPacket_08051 3.pdf ● Curriculum Compacting- Curriculum Compacting is an instructional technique that is specifically designed to make appropriate curricular adjustments for students in any curricular area and at any grade level. Essentially, the procedure involves (1) defining the goals and outcomes of a particular unit or segment of instruction, (2) determining and documenting which students have already mastered most or all of a specified set of learning outcomes, and (3) providing replacement strategies for material already mastered through the use of instructional options that enable a more 1. Building Background Information through brainstorming, semantic webbing, use of visual aids and other comprehension strategies. 2. Simplifying Language for Presentation by using speech that is appropriate to students’ language proficiency level. Avoid jargon and idiomatic speech. 3. Developing Content Area Vocabulary through the use of word walls and labeling classroom objects. Students encounter new academic vocabulary in ELA, particularly when reading fiction and nonfiction texts in all content areas. 4. Concept Development-Students will be learning about different topics and many new concepts. Enduring understanding requires thorough and contextualized study of these subjects across grades and courses in ELA. 5. Giving Directions-Stated clearly and distinctly and delivered in both written and oral forms to ensure that LEP Instructional Monitoring – ELA instruction should include opportunities for students to engage in goal setting, work with rubrics and checklists, reward systems, conferences. Classroom Organization - The primary purpose of these classroom organization adaptations is to maximize student attention, participation, independence, mobility, and comfort; to promote peer and adult communication and interaction; and to provide accessibility to information, materials, and equipment. Student Response - The primary purpose of student performance responses is to provide students with disabilities a means of demonstrating progress toward the lesson objectives related to the ELA Framework activities. Please refer to NJ ELA Curriculum Frameworks referenced above. Extra textbooks for home. Student may request books on tape / CD / digital media, as available and appropriate. Assign a peer helper in the class setting Provide oral reminders and check student work during independent work time Assist student with long and short term planning of assignments Encourage student to proofread assignments and tests Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 challenging and productive students understand the task. In addition, students should be provided with/or have access to directional words such as: circle, write, draw, cut, underline, etc. Presenting the Lesson: -Use multiple strategies and varied instructional tools to increase the opportunities for students to develop meaningful connections between content and the language used in instruction. -Provide students with opportunities to express new knowledge and learning using written, verbal, and non-verbal communication. -Provide students with opportunities to participate in numerous ELA discussions to increase ELLs competency and confidence in verbal discourse; frame classroom conversations on subjects of interest and cultural relevance. -Utilize a “reverse chronology” approach to teaching ELA to even opportunities for students with and without vast cultural Teachers will check/sign student agenda daily Student requires use of other assistive technology device Modifications for Homework and Assignments Extended time to complete assignments. Student requires more complex assignments to be broken up and explained in smaller units, with work to be submitted in phases. Provide the student with clearly stated (written) expectations and grading criteria for assignments. use of the student's time. Sample resource: http://www.gifted.uconn.edu/se m/semart08.html ● RAFT Assignments-RAFT is an acronym for a structured technique used to guide student writing. RAFT assignments are used to demonstrate a student’s knowledge using a defined point of view. This strategy requires students to write using an assigned format to an audience other than the teacher. Sample resource: http://www.michigan.gov/docum ents/mde/SSWAC_225020_7.pdf p. 18 ● Flexible grouping Flexible grouping is a range of grouping students together for delivering instruction. This can be as a whole class, a small group, or with a partner. Flexible Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 grouping creates temporary groups that can last an hour, a week, or even a month. Sample resource: http://www.teachhub.com/flexibl e-grouping-differentiated-instruc tion-strategy ● Jigsaw Activities Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team. Sample resource: http://www.adlit.org/strategies/ 22371/ knowledge and make study of the ELA more meaningful. Sample Resources: Can Do Descriptors - https://www.wida.us/standar ds/CAN_DOs/ Colorin Colorado - http://www.colorincolorado.o rg/educators/ WIDA - https://www.wida.us/ Student may take/complete tests in an alternate setting as needed. Restate, reread, and clarify directions/questions Distribute study guide for classroom tests. Establish procedures for accommodations / modifications for assessments. Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 ● Questioning Strategies Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 21st Century Skills * Interdisciplinary Connections * Integration of Technology *Career Ready Practices The Pascack Valley Regional High School District’s 9-12 English curricula are aligned with the NJSLS in ELA which address content knowledge and 21st century themes. Additionally, they embed 21st century skills, interdisciplinary connections, and the integrations of technology and career-ready practices in our various units of study by following the curriculum map outlined by the Partnership for 21st Century Skills and the National Council of Teachers of English. 21st Century Student Outcomes The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century. 1. Content Knowledge and 21st Century Themes Mastery of fundamental subjects and 21st century themes is essential for students in the 21st century. Disciplines include: English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics In addition to these subjects, we believe schools must move beyond a focus on basic competency to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into curriculum: • Global awareness • Financial, economic, business and entrepreneurial literacy • Civic literacy • Health literacy • Environmental literacy 2. Learning and Innovation Skills: Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future. Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 • Creativity and Innovation • Critical Thinking and Problem Solving • Communication • Collaboration 3. Information, Media and Technology Skills: Today we live in a technology and media-suffused environment with: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information, media, and technology. • Information Literacy • Media Literacy • ICT Literacy 4. Life and Career Skills: Today's students need to develop thinking skills, content knowledge, and social and emotional competencies to navigate complex life and work environments. P21's essential Life and Career Skills include:: • Flexibility & Adaptability • Initiative & Self Direction • Social & Cross-Cultural Skills • Productivity & Accountability • Leadership & Responsibility Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 Ursula K. Le Guin Additional Resources Letters to a Young Writer: Some Practical and Philosophical Advice by Colum McCann On Writing by Stephen King • Creative Writing: Students will examine master texts and develop a collection of various genres of writing. Content/Topic: Key learning items/concepts: Observable Proficiencies and Skills: NJSLS (use flipchart) Benchmark Performance and Assessments Suggested Materials Unit III – Poetry Time: 8-12 weeks Content Statement: Students will examine the genre of the poem. Essential Question: What is a poem? What are the elements of a poem? What does a writer seek to accomplish in a poem? Why write a poem instead of a short story? Key learning items/concepts: Students will debate what makes a poem. Students will read and examine excerpts of a variety of types of poems. Students will read and examine reference texts that analyze the genre of the poem. Students will reflect on their collection of ideas in the journal/writer’s notebook for inspiration to write and develop original poems. Proficiencies & skills: Students will be able to identify the elements of poetry. Students will be able to incorporate the elements of the genre into their own original poems in a variety of structures. Students will revise and workshop the student-created poems. Students will share poems aloud in an in-class poetry reading. NJSLSA.W4. NJSLSA.W5. NJSLSA.W6. NJSLSA.W10 L.9-10.1. L.9-10.3. L.9-10.5. L.11-12.1. L.11-12.2. L.11-12.3 L.11-12.5. Annotated poems A variety of student- created poems In-class poetry reading Poetry Writing: Invention (Purdue OWL) Online Resources https://www.poets.org/ https://www.poetryfoundation.org/ http://www.poetryinamerica.org/ https://www.newyorker.com/magazine/poems http://underwaternewyork.com/ http://www.poetryoutloud.org/ http://www.pbs.org/wgbh/poetryeverywhere/?scrlybrkr=d4062993 Suggested Poems & Poets “One-Word Poem” by David R. Slavitt “If I Should Have a Daughter…” by Sarah Kay “Bored” by Margaret Atwood Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 “On Disappearing” by Major Jackson “Business” by Naomi Shihab Nye Reference Texts “The Joy of the Memorized Poem” by Joe Fassler Poems to Read: A New Favorite Poem Project Anthology An Invitation to Poetry: A New Favorite Poem Project Anthology Creative Writer’s Handbook by Philip K. Jason and Allan B. Lefcowitz Additional Resources Letters to a Young Writer: Some Practical and Philosophical Advice by Colum McCann On Writing by Stephen King • Creative Writing: Students will examine master texts and develop a collection of various genres of writing. Content/Topic: Key learning items/concepts: Observable Proficiencies and Skills: NJSLS (use flipchart) Benchmark Performance and Assessments Suggested Materials Unit IV – Drama Time: 8 weeks Content Statement: Students will explore playwriting. Essential Question: What is a play? What are the elements of play? What does a writer Key learning items/concepts: Students will define the key elements of a play. Students will review and implement theatrical terms. Students will reflect on their collection of ideas in the journal/writer’s notebook for inspiration to write and develop an original one-act play. Students will read and examine excerpts from various plays. Students will read and examine mentor Proficiencies & skills: Students will be able to identify the elements of a play. Students will be able to incorporate the elements of the genre into their own original one-act play. Students will revise and workshop the student-created one-act plays. NJSLSA.W3. NJSLSA.W4. NJSLSA.W5. NJSLSA.W6. NJSLSA.W10 L.9-10.1. L.9-10.3. L.9-10.5. L.11-12.1. L.11-12.2. L.11-12.3 L.11-12.5. Annotated scenes from a play Original student work (ten-minute play) Selection of primary sources Reference Texts Excerpts from Aristotle's Poetics The Art of the Ten-Minute Play 2018 New Voices Young Playwrights Festival YouTube Playlist New Voices Young Playwrights Contest Course: Creative Writing PVRHSD CURRICULUM MAP Grade Level: 9-12 seek to accomplish in a play? texts that analyze the genre of the play. Simple tips handout from the Kennedy Center Creative Writer’s Handbook by Philip K. Jason and Allan B. Lefcowitz Teacher Texts Playwrights Teach Playwriting Additional Resources Letters to a Young Writer: Some Practical and Philosophical Advice by Colum McCann On Writing by Stephen King • Creative Writing: Students will examine master texts and develop a collection of various genres of writing. Content/Topic: Key learning items/concepts: Observable Proficiencies and Skills: NJSLS (use flipchart) Benchmark Performance and Assessments Suggested Materials Unit V – Creative Nonfiction Time: 8 weeks Content Statement: Students will explore the creative nonfiction genre. Essential Question: What is creative nonfiction? What are the elements of creative nonfiction? What is an essay? Key learning items/concepts: Students will define the key elements of creative nonfiction. Students will reflect on their collection of ideas in the journal/writer’s notebook for inspiration to write and develop a piece of creative nonfiction. Students will read and examine mentor texts that analyze the genre of creative nonfiction. Students will write and develop a piece of creative nonfiction. Proficiencies & skills: Students will be able to identify the elements of creative nonfiction. Students will be able to incorporate the elements of the genre into their own original writing. Students will revise and workshop creative nonfiction piece. NJSLSA.W3. NJSLSA.W4. NJSLSA.W5. NJSLSA.W6. NJSLSA.W10 L.9-10.1. L.9-10.3. L.9-10.5. L.11-12.1. L.11-12.2. L.11-12.3 L.11-12.5. Annotated essays/articles Creative nonfiction essay Excerpts from the introduction to The Art of the Personal Essay by Phillip Lopate Creative Nonfiction: AN Overview (Purdue OWL) An array of short articles on a variety of topics (magazines, online journals, etc. ) Examples: “The Only Restaurant on the Upper West Side That Hasn’t Been Bettered Anywhere on Earth” by David Remnick (Bon Appetit, 6/6/18) “The Valley of Darkness” by Greg Bishop (Sports Illustrated,