Curriculum Map: Creative Writing

Meadville Area Senior High School

English Department

Course Description: Creative Writing is a course elective designed for students who possess a genuine interest in developing their
creative talents in writing. Although the focus is obviously on communicating through writing, the development of
the students’ thought processes and imagination is also inherent. The personal beliefs and opinions expressed allow
the students to better understand themselves and others. The course further fosters a sense of personal
accomplishment and confidence, and in addition, an appreciation of this medium of self-expression. Several modes
of writing are exposed. Among those most stressed are poetry (including odes and limericks), short stories and flash
fiction. The students will compose various creative presentations of work. Optional writing activities, including plays
and mythology, are possibilities for students with interest in such writing. A final project allows students to pursue
the mode of writing with which they most desire to work. There is also a final portfolio requirement. Because of a
less formal classroom atmosphere, the students are afforded ample time to work on an individual basis. It is
imperative the students possess the necessary discipline to carry an idea from its initial stage completely to fruition.
In general this course endeavors to formulate a climate conducive to the development and expression of ideas in
writing. *NCAA approved course

(Grades 9-10) 1/2 credit non-ranked

ELECTIVE CREDIT ONLY - NOT AN ENGLISH CREDIT

Unit Title: Fiction

Suggested time frame: 6-8 weeks

Standards: CC.1.4.9–10.A Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately.

CC.1.4.9–10.B Write with a sharp, distinct focus identifying topic, task, and audience.

CC.1.4.9–10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended
definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the
topic; include graphics and multimedia when useful to aid

Essential Questions: How does content connect with form?

What are the popular forms of stories throughout history? (ie. epistolary, expository, fragmented)
What do the forms and subjects of writing suggest about their time periods?
How do certain literary devices enhance or detract from the meaning or subject of a story?
What are the various points of view?
What is the difference between direct and indirect characterization?
How do sentence lengths and syntax create reader interest in fiction?
How is suspense built?
How is repetition used effectively in stories?

Competency Vocabulary Strategy Resource

● Understand plot lines Tone, mood, theme, Lecture, independent Instructor’s Notes
● Understand in medias res character, characterization, reading of samples, Various outside resources
● Understand imitation and how it point of view, figurative discussion, peer editing, Various internet resources
enhances our own writing. language, style, inference, talking to the text,
● Identify the differences among genre, literary devices, partnered writing,
flash-fiction, short stories, novellas, literary elements, setting,
and novels. plot, bias, voice,
● Suspense is built through fact/opinion, allusion,
foreshadowing and allusions. author’s purpose, conflict,
● Sight the difference between context clues, dialect,
effective and ineffective dialogue. dialogue, flashback,
● Discuss and identify literary devices foreshadowing, irony,
in stories supporting details, main
● Practice peer feedback on idea, narrator, symbolism,
anonymous pieces headings, graphics, charts
● Write meaningful first lines: conflict
as the key to access
Unit Title: Poetry

Suggested time frame: 2-3 weeks

Standards: CC.1.3.11-12.G 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.

CC.1.4.9-10.B Write with a sharp distinct focus identifying topic, task, and audience.

CC.1.4.9-10.E Write with an awareness of the stylistic aspects of composition. • Use precise language and
domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and
objective tone while attending to the norms of the discipline in which they are writing.

CC.1.4.9-10.M Write narratives to develop real or imagined experiences or events.

CC.1.4.9-10.T 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.

Essential Questions: How does content connect with form?

What are the popular forms of poetry throughout history?
What do the forms and subjects of poetry suggest about their time periods?
How do certain literary devices enhance or detract from the meaning or subject of a poem?
What is an extended metaphor?
Is there only one way to interpret a poem?
What do titles provide for a poem?
How does studying poetry enhance our ability to write poetry?

Competency Vocabulary Strategy Resource

● Identify and practice Figurative language, imagery, Lecture, independent reading Instructor’s Notes
the following forms: allegory, symbolism, inference, of samples, discussion, peer Various outside resources
villanelle, sonnet, rhyme, meter, scansion, editing, talking to the text, Various internet resources
sestina, terza rima, alliteration, onomatopoeia, partnered writing, writing labs
triolet, rondeau, sonnet, personification,
pantoum, epigram, metaphor, simile, hyperbole,
haiku, tanka, senryu, poetic forms
lune, and cinquain.
● Define literary devices
that relate to working
poems (metaphor,
alliteration,
consonance,
assonance, sibilance,
internal rhymes, rhyme
schemes,
onomatopoeia,
hyperbole, free verse vs
blank verse, etc)
● Understand imitation
and how it enhances
our own writing.
● Discuss and identify
literary devices in
poems
● Interpret a poem
through a variety of
ways (sound imagery,
emotional impact or
mood, tone, and form)
● Begin to practice peer
feedback on
anonymous pieces
Unit Title: Drama

Suggested time frame: 2-3 weeks

Standards: Standard - CC.1.4.9-10.M Write narratives to develop real or imagined experiences or events.

Standard - CC.1.4.9-10.N Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple points of view, and introducing a narrator and/or characters.

Standard - CC.1.4.9-10.OUse narrative techniques such as dialogue, description, reflection, multiple plot lines,
and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details,
and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.

Standard - CC.1.4.9-10.P Create a smooth progression of experiences or events using a variety of techniques to
sequence events so that they build on one another to create a coherent whole; provide a conclusion that
follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Standard - CC.1.5.9-10.E Adapt speech to a variety of contexts and tasks.

Essential Questions: How are historic, cultural, economic, religious, and ethical aspects of a society reflected in a drama?
What is drama and what literary elements (i.e., plot, theme, character, setting, point of view) are utilized in drama?
How does drama differ from other literary genres?
How does modern drama differ from earlier drama? (i.e., Shakespeare, Sophocles)
How do I create and portray a character for performance?
How are performance elements used to create believable characters?
What are some ways you can use your voice (speaking) to create a character?
What are some ways you can nonverbally create a character?
What is character blocking?
What are the five stage directions?
Competency Vocabulary Strategy Resource
● React to an improvised Stage directions, monologue, Lecture, independent reading
situation based on the dialogue, soliloquy, dialect, of samples, discussion, peer Instructor’s Notes
given circumstances chorus, dramatic structure, editing, talking to the text, Various outside resources
pun, comic relief, foil, paradox partnered writing, writing labs Various internet resources
that motivate their
character.
● Brainstorm different
improvised situations
and determine how to
portray them through
costume, sound,
scenery, lighting.
● Analyze a story to
explore character.
● Identify and describe
the use of elements of
drama in dramatic
works.
● Explain how
performance elements
are used to create a
believable character.
● Use performance
elements to create a
believable character.
● Use voice to create a
variety of characters.
● Use body (non-verbal)
to create a variety of
characters.
● Explain what character
blocking is.
● Identify and
demonstrate the five
stage directions.
Unit Title: Essay

Suggested time frame: 2-3 weeks

Standards: Standard - CC.1.4.9-10.A

Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
Standard - CC.1.4.9-10.B

Write with a sharp distinct focus identifying topic, task, and audience.
Standard - CC.1.4.9-10.C

Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
Standard - CC.1.4.9-10.D

Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major
sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.
Standard - CC.1.4.9-10.E

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of
the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
Standard - CC.1.4.9-10.F

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Essential Questions:
● How does the audience influence the format of your
writing?
How does the purpose influence the format of your
writing?
● Why do we write?
● How is your style of writing influenced by purpose?
● What is the importance of sharing?
● How do we approach writing?
● How does each step in the process impact your writing?
● How do we evaluate writing?
● How can we use evaluation and reflection to improve our writing?

Competency Vocabulary Strategy Resource

● Establish a purpose for Argument/position, author’s Lecture, independent reading Instructor’s Notes
writing purpose, bias, of samples, discussion, peer Various outside resources
● Establish an compare/contrast, editing, talking to the text, Various internet resources
argument/position on a conflict/problem, cultural partnered writing, writing labs
selected topic significance, defense of a
● Apply text claim, fact, focus, main idea,
organizational opinion, point of view, style,
techniques text organization, universal
● Write with a clear focus significance
● Apply editing
techniques
Unit Title: Creative Non-Fiction

Suggested Time Frame: 2-3 weeks

Standards: Standard - CC.1.4.9-10.A Write informative/ explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately.

Standard - CC.1.4.9-10.B Write with a sharp distinct focus identifying topic, task, and audience.

Standard - CC.1.4.9-10.C Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic; include graphics and multimedia when useful to aiding comprehension.

Standard - CC.1.4.9-10.D Organize ideas, concepts, and information to make important connections and distinctions;
use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding
comprehension; provide a concluding statement or section.
Standard - CC.1.4.9-10.E Write with an awareness of the stylistic aspects of composition. • Use precise language and
domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective
tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.4.9-10.F Demonstrate a grade-appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Essential Questions:
What is “creative” about “creative nonfiction?”
When does the “creative” part become fiction?
What are the ethical considerations writers must take into account?
What writerly techniques are most effective in this genre?
How do writers effectively structure pieces in this genre?
How do we characterize a strong “voice” in this genre?
How do we overcome inhibition while writing in this genre?
What about writing other people’s stories? Who “owns” the story?
How does a writer gain access to memory? How can this memory be represented both accurately and
aesthetically?
How do writers incorporate research in creative nonfiction?
Why are personal stories interesting to others? What makes them “universal?”

Competency Vocabulary Strategy Resource

● Understand plot lines Tone, mood, theme, character, Lecture, independent Instructor’s Notes
● Identify the characterization, point of view, reading of samples, Various outside resources
differences among figurative language, style, discussion, peer editing, Various internet resources
fiction/creative non- inference, genre, literary talking to the text,
fiction devices, literary elements, partnered writing, writing
● Discuss and identify setting, plot, voice, allusion, labs
literary devices in author’s purpose, conflict,
stories context clues, dialect, dialogue,
● Practice peer flashback, foreshadowing, irony,
feedback on supporting details, main idea,
anonymous pieces narrator, symbolism
● Write meaningful
first lines: conflict as
the key to access