high school creative writing€¦ · identify and analyze the story elements found in fiction,...

Pending CC Approval

High School Creative Writing Course Planning

In this course students will read, critique, and compose original poetry, essays, short fiction, and creative non-fiction. Students will examine the works of published writers as well as peers to discover, expand, and refine their own skills, voice, and repertoire. Students will share their work for both written and oral peer critique. Publication will be strongly encouraged as students develop portfolios of their writing.

Enduring Understandings Academic Vocabulary

What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from

now)

What misunderstandings are predictable?

Creative writing is a process using six interrelated elements: ideas, organization, diction, syntax, voice, and convention.

The way a writer looks at the world impacts his/her work.

Words have power and should be used to impact readers for a specific purpose.

A variety of styles and genres can be used to build a writing portfolio and develop a writer’s voice.

Critiquing and editing establishes a framework for improving one’s writing using multiple drafts.

Audience impacts an author’s creative choices and how they tell a story.

Genres: poetry, fiction, creative non-fiction

Mentor text Voice Style Tone Theme Purpose Hook Pitch Critique Narrative Styles of conflict Plot characterization exposition rising action climax falling action black moment denouement catastrophe hero’s journey critique draft memoir vignette essay satire

repetition masculine rhyme feminine rhyme half/slant rhyme assonance consonance alliteration line metaphor simile personification symbol stanza foot meter enjambment scansion haiku sestina villanelle pantoum free verse prose iambic pentameter rhyme and rhyme patterns screenplay parody

Essential Questions

What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the

content of the enduring understanding)

Instructional Essential Questions

How and why are we as humans drawn to stories?

In what ways does creative writing influence a community and the larger societies that surround it?

Does the writer have the greater influence on the audience, or does the audience have the greater influence on the author?

What elements of storytelling are found in different genres of writing: creative nonfiction, memoir, fiction, poetry and prose?

How are critiques and drafts important to the writing process? Reflective Student Essential Questions

What is the essential connection between critical reading skills and precise writing skills?

How does a writer find his/her voice?

How do mentor texts help shape our own work as writers?

How does looking at the world as a writer change your perspective?

In what ways does understanding the writing process and tools of writing add value to creative writing and expression?

Pending CC Approval

Assessments

Identify and analyze the story elements found in fiction, poetry, essay, and creative non-fiction.

Identify, apply, and critique the six elements of writing: ideas, organization, diction, syntax, voice, and convention.

Apply lessons learned from mentor text in reflective writing.

Create and publish a portfolio of creative writings.

Review and critique the writing work of peers.

Contribute to evidence based discussions critiquing the work of creative writers.

Standards Addressed

Reading

Craft and Structure 4. 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.)

5. 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.

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

Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing. Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing

Text Types and Purposes 2. Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences. 3. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, style, and features are appropriate to

task, genre, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3

above.)

5. 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.)

6. 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.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Pending CC Approval

Assessments

Concepts to be Assessed What knowledge will the student acquire as a result of this course?

Skills to be Assessed What skills will the students acquire as a result of this unit?

Close reading and interpreting rich text.

Understanding the mechanics of creative writing inpoetry, essays, short fiction, and creative non-fiction.

Understanding the interrelated elements of writing- ideas, organization, diction, syntax, voice, andconvention.

Understanding the relationship between the author andthe audience.

Understanding the writing process and how critiquesand rewrites contribute to improved final drafts, thatgood writing requires rewriting.

Students will be able to:

Annotate and apply lessons learned from a mentor text.

Produce a creative work in fiction, essay, poetry, andcreative non-fiction suitable for publication. (A work increative drama or a screenplay is also accepted)

Review and edit creative work using the six interrelatedelements of writing: ideas, organization, diction, syntax,voice, and convention.

Write a review/critique of a mentor text and a peer’screative work.

Novels, Mentor Texts and Teacher Resources

The New York Times; The Learning Network Linda Reif; The Quick Write Handbook Elizabeth Penfield; Short Takes: Model Essays for Composition 2013 I Was Told There’d be Cake: Essays by Sloane Crosley 2008

Martin Brandt; Between the Commas Amy Ludwig VanDerwater; Poems are Teachers Lucy Calkins; Small Moments Donald Murray; Creating a Life in Essay, Story, and Poem

The use of children’s picture books is recommended as use for mentor texts. For example: Jumanji could be used as a resource to teach dialogue, or Owl Winter for description.

Pending CC Approval

High School English 3 or American Literature Course Planning

This course is designed to deal with the major writers and works of American Literature. Students will consider major social and political issues of American life as reflected in poetry, fiction, nonfiction, plays, and films. Students will examine philosophies that pervade American thought with emphasis on the relationship between literature and the growth of the United States.



now)


Close reading and interpreting rich text leads to a comprehension.

Understanding that the deliberate use of rhetoric, syntax and diction elevate both comprehension and influence.

The power of persuasive writing influences opinion and change.

The ability to demonstrate expository, analytical, and argumentative writing is the basis for academic and professional communication.

The ability to contrast and defend literature enhances the reading experience.

Connecting historical context in literature creates relevance to modernity.

Understanding American literary development from prehistory to present day reveals American culture, its struggles and its ideals.

Precise and confident oral communication inspires active critical thinking for respectful, democratic discourse.

Argument Persuasion Rhetorical Devices Syntax Diction Primary and Second Art Sources Historical Context Cultural Characteristics Romanticism Symbol Allegory Satire Bank Verse Transcendentalism Romanticism Realism Free Verse Style Secondary Sources

Regionalism Naturalism Analogy Descriptive Language Irony Author’s Perspective Harlem Renaissance Modernism Imagery Tone, Irony Form in Poetry Meaning in Poetry Historical Context Cultural Context General Principle Allusion Rhetorical Devices Elements of Argument Contemporary Literature

Essential Questions




How do historical events influence the literature of that time and vice versa? o How does American literature reflect a society’s culture and ideals? o In what ways has American literature influenced American culture, events, and ideals?

How has American literature expanded the multi-cultural reality of America?

How have American authors redefined writing styles in the novel, short story, essay and poetry?

How has quality oration impacted the course of American history? Reflective Student Essential Questions

How is the ability to read critically essential to a person’s ability to think critically and problem solve?

In what ways does understanding the writing process and tools of writing add value to argumentative, expository, and analytical writing?

What impact does word choice and syntax have on the reading/listening experience?

How does precise oral communication support a democratic community?

Assessments

Construct a variety of expository, analytical, and argumentative essays citing text evidence from Pre-American History to the present day.

Plan, prepare, and generate expository and/or persuasive speeches.

Identify and explain writing styles and rhetorical devices used in novel, short story, essay, and poetry.

Identify and analyze key literary elements in American Literature, including theme, character development, tone, setting, point of view, plot, and conflict.

Summarize and paraphrase with succinct clarity.

Debate claims with substantial evidence and counter arguments.

Pending CC Approval

Develop a supported argument that is carefully developed, well supported, and warranted.

Standards Addressed

Reading

Key Ideas and Details 1. 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 (ambiguity). 2. 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; restate and summarize main ideas or events, in correct sequence, after reading a text.

3. 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).





Integration of Knowledge and Ideas 1. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of America,

including how two or more texts from the same period treat similar themes or topics. Range of Reading 1. By the end of grade 11; students will read and comprehend a range of literature from a variety of cultures, within a

complexity band appropriate to grade 11 (from upper grade 10 to grade 12), with scaffolding as needed at the high end of the range.

2. By the end of grade 12; students will read and comprehend a range of literature from a variety of cultures, at the high end of the grades 11–12 text complexity band independently and proficiently.

Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of

English Usage, Garner’s Modern American Usage) as needed. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions. b. Spell correctly.

Knowledge of Language 1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an

understanding of syntax to the study of complex texts when reading. Vocabulary Acquisition and Use 1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading

and content, choosing flexibly from a range of strategies 2. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Pending CC Approval

Writing

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence. Production and Distribution of Writing 1. Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task,

genre, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 2. 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.)

3. 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.

Research to Build and Present Knowledge 1. Conduct short as well as more sustained research projects to answer a question (including a self-generated question)

or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

2. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a


Assessments



Close reading and interpreting rich text.

Persuasive writing and its influences to affect opinion and change.

Expository, analytical and argumentative writing as the basis for academic and professional communication.

Literature comparison and defense.

Connecting historical context in literature as it relates to modernity.

Understanding how American literary development from American prehistory to present day reveals American culture, its struggles and its ideals.

Precise and confident oral communication that inspires active critical thinking for respectful, democratic discourse.

Annotate texts and prepare informative notes.

Construction of a variety of expository, analytical, and argumentative essays citing text evidence from American prehistory to the present day.

Plan, prepare, and generate expository and/or persuasive speeches.

Identify and explain writing styles and rhetorical devices used in novel, short story, essays, and poetry.

Identify and analyze key literary elements in American literature, including theme, character development, tone, setting, point of view, plot, and conflict.

Summarize and paraphrase with succinct clarity.

Develop a supported argument that is carefully developed, well supported, and warranted.

Debate claims with substantial evidence and counter arguments.

Communicate orally with precise language and ability to use norms of listening.

Pending CC Approval

Novels

Thomas Paine; Commonsense Nathaniel Hawthorne; The Scarlet Letter Willa Cather; My Antonia Maya Angelou; I Know Why the Caged Bird Sings Upton Sinclair; The Jungle Scott F. Fitzgerald; The Great Gatsby John Steinbeck; Cannery Row John Knowles; A Separate Peace Ralph Ellison; Invisible Man Tim O’Brien; The Things They Carried Joseph Heller; Catch-22 Amy Tan; The Joy Luck Club Jack London; The Call of the Wild Gwendolyn Brooks; A Street in Bronzeville Sandra Cisneros; The House on Mango Street Louisa May Alcott; Little Women

It is recommended that novel and reading selections used during American Literature should follow time periods and American issues. American Literature is unique in the development of the short story and realism.

Short Stories and Resources

Early American-Civil War Nathaniel Hawthorn; The Minister’s Black Veil Washington Irving; Rip Van Winkle Edgar Allen Poe; Purloin Letter, Cask of Amontillado Ambrose Bierce; Occurrence at Owl Creek Bridge Abraham Lincoln; 2nd Inaugural Address

Turn of the Century-Mid Century H. H. Munro; The Interlopers Kate Chopin; The Story of an Hour Robert Frost; Home Burial O. Henry; The Cactus Mark Twain; The Celebrated Jumping Frog Contest Edith Wharton; The Journey James Thurber; Secret Life of Walter Mitty

Mid-Century-Present Raymond Carter; Cathedral Ray Bradbury; The Veldi Ernest Hemingway; Snows of Kilimanjaro William Faulkner; Barn Burning Kurt Vonnegut; Harrison Bergeron Alice Walker; The Flowers Barbara Kingsolver; Fault Lines

Pending CC Approval

High School English 4 or British Literature Course Planning

English 4 stresses a progressive mastery of language and writing. The course places particular emphasis on developing a sense of style, sentence structure, and organizational techniques when writing for a variety of purposes. Analytical reading and further review of prominent authors and their works continue. This course also examines the development of British Literature and the English language. Readings include prose, poetry, drama, and criticism from various periods. Extensive reading and writing are required.

Enduring Understandings


now)


To fully understand a literary work, it is imperative that one is familiar with the historical, social, political and religious context in which it was written.

Modern literary works have been inspired by classical stories and modern poems reflect themes commonly seen in classical poetry.

Although it mirrors a culture different from the reader’s, British literature still maintains the literary elements and structure familiar to and respected by American readers.

Classic writers of the “great books” (i.e., Chaucer, Shakespeare, Austen, Conrad, Kafka, Swift, etc.) included themes that are still important and applicable in today’s modern world.

Academic Vocabulary

The Anglo-Saxon Period (A.D. 449-1066): This unit will allow students to utilize various kinds of texts as well as the students’ own personal experiences in order to connect the contemporary ideas of heroism, villainy and anti-heroism with the traditional epic hero cycle. The teacher will provide appropriate background information on Beowulf in terms of history, literary devices and the influence of the concept of heroism and in doing so, the student will be expected to analyze and question the traditional Anglo-Saxon view of heroism while at the same time examining their own thoughts and assuming multiple perspectives within myriad texts. The Medieval Period (1066-1485): This unit will enable students to comprehend texts from the Middle Ages, analyze the characters and their motivations as well as the authors’ purposes in composing such texts and apply those elements to the modern day. Arthurian material has been continually reshaped and developed, reflecting aspects of contemporary life, morality and aspirations. Students can learn much from examining the ideas people possessed then (i.e., how one should behave), which in many ways, compare to today’s shared views. Students will then focus their study on Geoffrey Chaucer and The Canterbury Tales. Chaucer’s work provides an accurate cross-section of society in the Middle Ages. He authentically and realistically captures the human spirit inherent in people from all walks of life. In studying these tales and these individuals, students will be able to parallel those who lived many centuries ago with individuals that students are familiar with in their everyday lives. The Renaissance (1485-1660): English poetry began to experience this renaissance first, but the greatest and most distinctive achievement of Elizabethan literature was the drama. The sonnets of Shakespeare, Petrarch and Spenser, as well as Shakespeare’s plays challenge students with difficult language and style, express profound knowledge of human behavior, desires, fears and longings and offer insight into the world around us. In Shakespeare we find the great themes of life: ambition, love, hatred, fear, revenge and joy. Through his characters’ experiences, students will be able to find truths that resonate in their own contemporary society. Shakespeare feeds the imagination and holds up a mirror to an individual’s own power to change him- or herself and the world in which they live. The Romantic Age (1798-1832): The Romantic Movement took its name from its interest in the medieval romances of myth, adventure and passion and the movement affected not only literature but also all other arts such as music and painting. The Romantics viewed nature as a wild, free force that could inspire poets to instinctive spiritual understanding. And although poetry was the dominant literary form during the Romantic Age, many significant prose works also appeared mainly in the form of essays and novels. The Victorian Age (1832-1900): During the sixty-four years of Queen Victoria’s reign, from 1837 to 1901, Britain’s booming economy and rapid expansion encouraged great optimism. The literature of this movement focused on ordinary people facing day-to-day problems of life, an emphasis that reflected the trend toward democracy and the growing middle-class audience for literature. A related movement, Naturalism, sought to put the spirit of scientific observation to literary use; Naturalists wrote in gritty detail, often with an aim at social reform. The Victorian period was dominated by an abundance of poetry, drama, fiction and prose.

Pending CC Approval

The Modern and Postmodern Periods (1900-Present): Modernism, with its commitment to creating new forms, was perhaps the most important artistic movement of the twentieth century. Many Modernists used images such as symbols, leading to indirect, evocative work. They often presented experiences in fragments, rather than as a coherent whole. The Postmodern period in English literature refers to the time from 1965 to the present. In literature, as in other aspects of British life, women have been highly visible and productive in recent decades. Throughout both the Modern and Postmodern periods, writers have experimented with dialogue, sequencing and the relationships between literature and reality.

Essential Questions



Why is it important to reflect upon an historical time period by analyzing the writings of that time period? What does a work of fiction or of nonfiction tell about a particular place and time?

What impact do cultural influences have on an author’s work?

How is gender constructed in works of literature?

How does an understanding of universal themes in the literature of all cultures help one to better understand oneself and the world around him or her?

What do works of literature say about fate and free will?

What were the social mores of medieval England and how do they reveal themselves in literary works such as The Canterbury Tales?

How and why are the “big ideas” of literature repeated through the centuries?

How do poetic devices help support meaning in a text?

What makes for effective satire? What is its purpose in society today?

Assessments

Explain how the historical context in which a work was written influenced the work.

Identify, explain and analyze an author’s purpose, especially when considered within the historical and social context of the time period.

Connect literature of an historical era to the significant events of that era and explain the connection between specific historical events and specific works of literature.

Differentiate between fact and legend when comparing a work of literature to an historical subject or event (i.e., Arthurian legend).

Trace shifts in English language development.

Analyze, interpret and annotate poetry according to structure and form and analyze poetic devices used in works such as Beowulf, The Seafarer and Rime of the Ancient Mariner.

Identify, analyze and interpret satire and satirical aspects of texts.

Identify modern examples of Shakespeare’s influence and thoroughly explain the connection.

Identify, analyze and interpret a work of Gothic literature.

Engage in close reading for symbols, metaphorical language and motifs.

Standards Addressed

Reading

RL2. 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; restate and summarize main ideas or events, in correct sequence, after reading a text. RL4. 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. RL5. 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. RL6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement, or attitude). RL7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Pending CC Approval

Language

SL1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives or arguments; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate and addressing intended audience needs and knowledge level. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

Writing

W3. Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.

a. 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.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. 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).

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

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

W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Pending CC Approval

Assessments



One must approach a work of literature with an historical, social and cultural eye to fully understand the purpose and theme of the work.

The English language has developed over time, so it is important to understand the language of a culture when reading a literary work written or set in a particular time period.

Differentiating between historical truths and legendary misinformation is essential when reading a text or discussing a historical legend.

There are parallels between historical and cultural practices of times past and the modern era.

Reading works of literature is an active process that requires one to read carefully, analyze thoughtfully, infer beyond the text and constantly revise thoughts and predictions based upon what is presented in the text.

It is imperative that a reader infer beyond the text to identify key themes, tones, symbols, motifs, events and ideas from selected works of literature.

Dramatic literature and satire have consistently been used as cultural forces.

Literature has always been used to convey philosophical ideas and the ideas portrayed in philosophical texts can be related to and discussed in the context of past society as well as in contemporary society.

The characters and themes presented throughout history (i.e., Beowulf) can connect to modern day people, issues, and/or lessons.

The works of William Shakespeare undoubtedly continue to influence contemporary society.

Explain how the historical context in which a work was written influenced the work.

Identify, explain and analyze an author’s purpose, especially when considered within the historical and social context of the time period.

Connect literature of an historical era to the significant events of that era and explain the connection between specific historical events and specific works of literature.

Differentiate between fact and legend when comparing a work of literature to an historical subject or event (i.e., Arthurian legend).

Trace shifts in English language development.

Evaluate, classify and analyze the use of stock, stereotypical and archetypal characters and narrative frame in character development.

Identify, analyze and interpret satire and satirical aspects of texts.

Identify modern examples of Shakespeare’s influence and thoroughly explain the connection.

Identify, analyze and interpret a work of Gothic literature.

Analyze and annotate ballads.

Identify and explain the impact that diction, detail, syntax, point of view, narrative structure, literary devices (i.e., rhyme scheme, metaphor, extended metaphor, alliteration, etc.) and tone have on a particular work of literature.

Engage in close reading for symbols, metaphorical language and motifs.

Novels

Pride and Prejudice by Jane Austen Frankenstein by Mary Shelley Twelfth Night by William Shakespeare The Curious Incident of the Dog in the Nighttime by Mark Haddon Emma by Jane Austen Vanity Fair by William Makepeace Thackery

A Modest Proposal by Jonathan Swift A Christmas Carol by Charles Dickens Beowulf Jane Eyre by Charlotte Bronte Poetry by: Tennyson, Shelly, Keats, Blake, S.T.Coleridge, Worsworth

Pending CC Approval

High School Journalism Course Planning

This course is designed to offer students the fundamentals of journalism, focusing on the development of sound writing skills that follow journalistic conventions. Students will also study matters of journalistic ethics and responsibility, particularly as these items relate to the student media piece. The class will work as a team to publish a school media piece, providing input on story ideas; conducting interviews; gathering support information; writing, inputting, and editing stories; assisting in laying out the media piece; and assisting in advertising sales procurement and placement. Students will identify, appreciate differences, and consider careers in journalism


What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now)


Journalism’s history creates the foundation for contemporary news writing and reporting. o American journalism influenced American culture,

events, and ideals and vice versa.

Mastery of language and grammatical conventions is a key component of any career in communication.

The first amendment and legal cases impact a journalist’s final product.

Journalistic ethics and code of conduct are vital to the journalistic/media integrity.

High school journalism reflects the real experiences of professional journalists and comes with the same responsibilities to be fair, accurate, unbiased, and ethical.

Journalists must be researchers and as such must gather and critique information from different sources for specific purposes.

Objective reporting is a relatively new phenomenon. It is a journalist’s obligation to recognize bias, the techniques used to disguise bias, and the consequences of bias.

Slant and bias Propaganda Journalism code of ethics Yellow journalism News service i.e. AP, Reuters Direct and indirect quote Des Moines vs Tinker Bethel vs Fraizer Hazelwoord School District vs Kuhlmeier Beat Lede/lead Nut graf Story telling quote Interview protocol Active voice vs passive voice

Primary and secondary and expert source Inverted pyramid Tabloid Narrative journalism Headline, first and second deck Cutline Deadline Byline Tagline Feature Stringer News story Lay-out Above the fold Jump Libel Rule of thirds AP Style Guidebook Advertising and subscription Social media Feedback loops Propaganda

Essential Questions




How does American journalism history impact modern reporting?

What are the responsibilities and challenges associated with the Society of Professional Journalists’ code of ethics: seek truth and report it; minimize harm; act independently; be accountable.

How does the first amendment protect, impact, and frame the journalist’s work as well as the avoidance of bias and libel?

What is the essential research, writing and thinking skills used by the journalist?

What are the styles and rules of structures for various journalistic writings?

What is the difference between propaganda and bias, and how can you tell?

What responsibility does a journalist have in recognizing and avoiding propaganda and bias? Reflective Student Essential Questions

In what ways do the rules of journalism impact our daily lives?

How does copy editing improve language skills overall?

How does knowledge of form and style affect the written product?

How does journalism increase my awareness of the world around me, both political and social?

How is journalism storytelling with a purpose?

What are the lasting consequences of propaganda and bias?

Pending CC Approval

Assessments

Develop a supported news story that is carefully developed, well supported and warranted using a variety of journalism styles: news, feature, editorial, sports, and investigative.

Identify and analyze the Society of Professional Journalists’ Code of Ethics.

Identify and explain key journalistic terms

Analyze news articles for accuracy, style, and convention.

Create clean copy for publication.

Compare the history of journalism to modern reporting in business theory, technique, and purpose

Participate in and contribute to a journalism team that produces polished news articles for publications.

Standards Addressed

Reading

Key Ideas and Details 3. 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). Craft and Structure 2. 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.


Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes

contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of

English Usage, Garner’s Modern American Usage) as needed.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions. b. Spell correctly.

Knowledge of Language 1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices

for meaning or style, and to comprehend more fully when reading or listening.

Writing

Text Types and Purposes 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately through the effective selection, organization, and analysis of content. 3. Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences. Production and Distribution of Writing

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

2. 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.)


Research to Build and Present Knowledge 4. Conduct short as well as more sustained research projects to answer a question (including a self-generated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

5. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Pending CC Approval

Assessments



Understanding how journalistic history influences modern reporting

Analysis of journalistic rules of conduct and ethics

Understanding and application of journalistic research

Create open ended interview questions and practice proper interview protocols

Planning, developing, editing, and publishing journalistic stories

Presentation of writing in attractive, inviting manner, complete with graphics and photography

Journalistic conventions and rules of grammar

Responsible use social media.

Describe journalistic history and ethics, as well as discuss them in evidence-based discussions.

Edit journalistic copy according to convention rules established by the AP Style Guidebook.

Create and use reliable research interview questions and conduct to develop credible storylines.

Create and publish news articles in a graphically pleasing manner online and offline.

Create and publish news articles and features on social media platforms.

Analyze news articles for accuracy, style, and convention.

Resources

Streisel; High School Journalism: A Practical Guide Journalism Education Association AP Stylebook Quill and Scroll

Harrower, T. (2013). Inside reporting: a practical guide to

the craft of Journalism. New York, NY: McGraw-Hill.

PBS News Reporting Labs New York Times; The School of New York Times The Frontiersman Big Cabbage Radio; www.radiofreepalmer.org Anchorage Press Anchorage Daily News

School Journalism- https://www.schooljournalism.org/

http://www.radiofreepalmer.org/

https://www.schooljournalism.org/

Pending CC Approval

High School Poetry Course Planning

Students will learn how poetry exists around us and enriches our lives every day, and how it may be used as a means of expressing both simple and complex ideas through compacted means. Students will be expected to learn various forms of poetry motifs as they related to poetry and prose, poetry elocution, and philosophize about their world using poetry as the medium of written and oral expression. Students will be encouraged to publish their work.



now)


Literary texts are neither created nor received in a vacuum; their cultural contexts mirror the world at large and often share points of similarity.

Knowledge of conventions of form and literary techniques allows for deeper understanding of a literary text.

Strong literary analysis is about dissecting a writer’s choices and explaining how these choices contribute to the meaning of the poem.

Writers make intentional choices in poems to create a meaning or give a message to an audience.

Poetry is a form of expression that can allow us to share perspectives and reveal the identities of ourselves, our peers, and the community.

Academic Vocabulary: (to include,

but not limited to):

Forms free verse and fixed forms sonnets sestinas odes ballads elegy haiku concrete poetry limerick, villanelle acrostic meter stanza form Literary time periods Romanticism Realism Regionalism (i.e. Harlem Renaissance) Naturalism

Poetic terms line scansion couplets historical context rhyme scheme alliteration allusion assonance consonance imagery irony onomatopoeia parallel structure symbol motif mood tone enjambment foreshadowing end stopped rhythm hyperbole octave caesura iambic pentameter (and related

Essential Questions




How does the cultural context in which a piece was written influence or inform its central meaning?

How does language represent social distinction and identities?

What makes poetry well-equipped to communicate complex emotions?

How do poets use a careful combination of connotative diction, structural elements, and figurative language to communicate specific emotions and messages through their poetry?

Reflective Student Essential Questions

What is the purpose of poetry?

How does poetry contribute to your understanding of self, others, and the world?

How can you use poetry to share perspectives from your peers and community?

How can you use poetry to express yourself?

Assessments

Comprehend and analyze multiple pieces of poetry for understanding of structure, diction, poetic device, and figurative language.

Explain how the genre, time period, cultural and/or contextual context of a poem affects the meaning readers can pull from the poem.

Pending CC Approval

Recite and/or present a piece representing appropriate fluency and interpretation

Demonstrate understanding of poetic form and meaning by creating original poetry

Write poems based on established poetic forms.

Standards Addressed

Reading

Key Ideas and Details 1. 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 matter uncertain (ambiguity). 2. 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; restate and summarize main ideas or events, in correct sequence, after reading a text.

3. 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).





Integration of Knowledge and Ideas 1. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded

novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Range of Reading 1. By the end of grade 11, read and comprehend a range of literature from a variety of cultures, within a complexity

band appropriate to grade 11 (from upper grade 10 to grade 12), with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend a range of literature from a variety of cultures, at the high end of the grades 11–12 text complexity band independently and proficiently.

Language

Knowledge of Language 1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices

for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use

1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations (definition) or determine the meaning of

analogies.

Writing

Text Types and Purposes 1. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and

accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing

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

2. 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.)


Pending CC Approval

Research to Build and Present Knowledge 2. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing 1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a


Assessments



Close reading and interpreting rich text

Expository, analytical and argumentative writing as the basis for academic and professional communication.

Comparison of poetry and defense of similarities and cultural context

Understanding poetry’s structural forms and elements

Understanding poetry’s use of connotative diction and figurative language

Understanding the use of meter and rhyme in poetry

Precise and confident oral communication that inspires active critical thinking for respectful, democratic discourse

Students will be able to:

Annotate texts and prepare informative notes

Construction of a variety of expository, analytical, and argumentative essays citing text evidence from selected poetry

Identify and analyze key poetic styles and poetic devices used in poetry and how it impacts meaning

Identify and apply poetic meter and poetic emotion in poetic recitations, both published and original poetry

Communicate orally with precise language and ability to use norms of listening

Recommended Poets, Collections, and Supplemental Texts

Poets recommended from the Advanced Placement List: Poets from FamousPoetsandPoems.com

Button Poetry - Spoken Word poets Found and Blackout poems Poetry Foundation

List of Poets Recommended by International Baccalaureate List of Poets Recommended by College Board

ASHBERRY John DOUGLAS Keith LOWELL Robert ARNOLD Matthew

ATWOOD Margaret DUFFY Carol Ann MAHAPATRA J BISHOP Elizabeth

AUDEN WH DUMONT Marilyn MARVELL Andrew BROOKS Gwendolyn

AWOONOR Kofi ELIOT TS MILTON John BROWNING Robert

BAXTER James FROST Robert MULDOON Paul ARNOLD Matthew

BISHOP Elizabeth GINSBERG Allen MURRAY Les DICKINSON Emily

BLAKE William GIOVANNI Nicki NEILSON John Shaw DONNE John

BOLAND Eavan GLÜCK Louise NICHOLS Grace ELIOT TS

BRATHWAITE (K E) GRAVES Robert NISSIM Ezekiel FORCHE Carolyn

BROOKS Gwendolyn GRAY Robert OSUNDARE Niyi FROST Robert

BROWNING Robert GUNN Thomas OWEN Wilfred HUGHES Langston

BRUTUS Dennis HARDY Thomas PLATH Sylvia KEATS John

BYRON George HARRISON Tony PORTER Dorothy MARVEL Andrew

CARTER Martin HARWOOD Gwen ROSENBERG Isaac OWEN William

CHAUCER Geoffrey HEANEY Seamus SHAKESPEARE Wm RANSOM John

COLERIDGE ST HERBERT George SHELLEY PB SHELLY PB

CROZIER Lorna HILL Geoffrey SLESSOR Kenneth STEVENS Wallace

CUMMINGS EE HOPKINS Gerard STEVENS Wallace THOMAS Dylan

CUNNINGHAM JV HUGHES Langston TENNYSON Alfred WILLIAMS Carlos

Pending CC Approval

D’AGUIAR Fred HUGHES Ted THOMAS Dylan YEATS William

DAWE Bruce KEATS John WORDSWORTH Wm

DICKINSON Emily KUNITZ Stanley WRIGHT Judith

DONNE John LEVERTOV Denise YEATS William

DOTY Mark LIVESAY Dorothy

Suggested Reading and Media List Creative Writing

Title Author Published

Between the Commas Martin Brandt 2019

Crafting a Life in Essay, Story, and Poem Donald Murray 1996

Poems are Teachers Amy Ludwig VanDerwater 2017

Small Moments Lucy Calkins 2013

The Learning Network The New York Times

The Quickwrite Handbook Linda Reif 2018

I Was Told There’d be Cake Sloane Crosley 2008

Short Takes: Model Essays for Composition Elizabeth Penfield 2013 The use of children’s picture books is recommended as use for mentor texts. For example, Jumanji could be used as a resource to teach dialogue, or Owl Winter for description.

English 3 or American Literature Title Author Published A Separate Peace John Knowles 1959

Cannery Row John Steinbeck 1945

Catch-22* Joseph Heller 1961

Common Sense Thomas Paine 1776

I Know Why the Caged Bird Sings* Maya Angelou 1969

Invisible Man* Ralph Ellison 1952

My Antonia Willa Cather 1918

The Great Gatsby* F. Scott Fitzgerald 1925

The Joy Luck Club Amy Tan 1989

The Jungle Upton Sinclair 1906

The Scarlett Letter Nathaniel Hawthorne 1850

The Things They Carried* Tim O’Brien 1990

Little Women Louisa May Alcott 1868

The Call of the Wild Jack London 1903

A Street in Bronzeville Gwendolyn Brooks 1945

The House on Mango Street Sandra Cisneros 1984

Early American-Civil War


“2nd Inaugural Address” Abraham Lincoln 1865

An Occurrence at Owl Creek Bridge Ambrose Bierce 1890

Rip Van Winkle Washington Irving 1819

The Cask of Amontillado Edgar Allan Poe 1846

The Minister’s Black Veil Nathaniel Hawthorne 1832

The Purloined Letter Edgar Allan Poe 1844

Turn of the Century-Mid Century


Home Burial Robert Frost 1914

The Cactus O. Henry 1917

The Celebrated Jumping Frog of Calaveras County Mark Twain 1865

The Interlopers H. H. Munro aka Saki 1919

The Journey Edith Wharton 1890

The Secret Life of Walter Mitty James Thurber 1939

The Story of an Hour Kate Chopin 1894

Mid-Century-Present

Title Author Published Barn Burning William Faulkner 1939

Cathedral Raymond Carver 1983

Fault Lines Barbara Kingsolver 1994

Harrison Bergeron Kurt Vonnegut 1961

The Flowers Alice Walker 1973

The Snows of Kilimanjaro Ernest Hemingway 1936

The Veldt Ray Bradbury 1950

English 4 or British Literature Title Author Published

A Christmas Carol Charles Dickens 1843

A Modest Proposal Jonathan Swift 1729

Beowulf anonymous 975

Frankenstein Mary Shelley 1818

Jane Eyre Charlotte Bronte 1847

Pride and Prejudice Jane Austen 1813

The Curious Incident of the Dog in the Nighttime Mark Haddon 2003

Twelfth Night William Shakespeare 1602

Emma Jane Austen 1815

Vanity Fair William M. Thackeray 1847

Poetry Tennyson

Poetry Shelly

Poetry Keats

Poetry Blake

Poetry Samuel Taylor Coleridge

Poetry Wordsworth

Journalism Title Author Published

Anchorage Daily News

Anchorage Press

AP Stylebook

High School Journalism: A Practical Guide Jim Streisel 2007

Inside reporting: a practical guide to the craft of Journalism Harrower, T 2013

Journalism Education Association

New York Times; The School of New York Times

PBS News Reporting Labs

Quill and Scroll Honor Society

The Frontiersman

www.radiofreepalmer.org

www.schooljournalism.org

Poetry Button Poetry - Spoken Word poets

Found and Blackout poems

Poetry Foundation

Poets from FamousPoetsandPoems.com

Poets recommended from the Advanced Placement List (see course framework)

Poets recommended from the International Baccalaureate Prescribed Reading List (see course)

*Novels may contain controversial content

high school creative writing€¦ · identify and analyze the story elements found in fiction,...

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