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TRANSCRIPT
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
By: Megan Wilkinson
Touch, Taste, See, Smell, and Hear
CREAT
IVITY
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
“Equally as important as teaching students to use a variety of strategies for generating
text-worthy ideas is the need to create opportunities for students to share and test those fledgling
ideas with peers and potential readers.”- An excerpt from Inside Out
All writing begins as an idea. When an outside stimulus sparks the formation of an idea
in a person’s brain, they often are driven to write it down, flesh it out, and see where it takes
them. This semester, my students will embark upon a creative journey that will allow them to
practice the first and most essential step of the writing process—invention. Over the next two
weeks, I will provide a variety of creative writing prompts, which will make use of each of the
five senses, both separately and together. Some examples of these include: pieces of music,
images, videos, candy, and even flowers. These prompts were created in the interest of the
authenticity of student writing. The pieces that the students create will be the product of exactly
how each of them feels at that moment. These activities will deflect student focus away from
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
writing what they think that the teacher wants to read, and instead will create pieces that are
honest and true to the student. The students will be provided with multiple opportunities to
discuss these interesting pieces in peer response groups.
Much research has been done on the effects of response groups in the classroom, and they
have found them to be beneficial for the students in a variety of ways. It is extremely important
that each student familiarize themselves with the proper way to productively accept and provide
feedback on writing done both in and out of class, as they will likely utilize this skill countless
times throughout their college education. Dr. Parker Palmer, winner of the national award of the
Council of Independent Colleges for Outstanding Contributions to Higher Education, states that
“The growth of any craft depends on shared practices and honest dialogue among the people who
do it.” (31) Response groups have the capacity to quell some of the anxiety that most beginning
writers have toward the writing process. When students are all involved in assisting each other
toward the same goal, they are less likely to feel alienated in the English Classroom. Most
students view the act of writing as a necessity in receiving their high school diploma, but what if
they could view it as an exciting means of self-expression—a way for them to make their voice
heard in an overwhelming sea of students and faculty? When the student’s audience consists of
more than just the teacher, it becomes possible for them to make that connection. My hope with
this unit is to establish a writing community within the classroom whose members go on to be
more confident writers than they would have been otherwise.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
The classroom will become a community of writers at the unit’s introduction with an
activity entitled “That’s My Jam”. The students will separate into groups of five and each group
will select a song from a prepared list. The students will then dissect their song and decide on
which lyrics are their favorite for a few different categories. The groups will justify their
decisions on paper and will then present their song and choice lyrics to their peers. This activity
will help the students better understand the idea of “favorite”. They will be reading closely the
creative work of model authors and each other over the course of the unit, so that they can bring
the ability to craft individual sentences into their own writing. The idea of the “favorite” is
important because the unit will culminate in each student’s creation of a “Favorite Lines”
PowerPoint presentation. With this final project, the students will be asked to select fifteen of
their favorite lines from in-class reading, such as “The Story of an Hour” by Kate Chopin and
“The Roads not Taken” by Robert Frost, as well as from the work of their fellow class mates.
They will also be asked to follow each of these choices with a justification of why the line stood
out for them among the rest. It is likely that our technologically savvy students will already be
familiar with Microsoft Power Point, but if not, an informative tutorial will be provided. The
writers of Inside out, a book of strategies for teaching writing, make an excellent point with their
claim that “By thinking and using their creativity across platforms and contexts, our students
demonstrate what they can do and expand their literacy in multiple mediums”, and that is just
what we will be attempting to work on with this final project (60). The students will have ample
time to work on their presentation in class, so an outside computer source is not necessary. The
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
students will also practice the important leadership skill of speaking in front of an audience when
they present their Power Point to the class.
Over all, I feel that this unit will prove to be a refreshing deviation from instruction
toward the rigidly structured essays that are the main priority of the English Department. One
could argue that this unit doesn’t provide enough teacher influence or criteria for the student
writing, but through this unit, the students will have the opportunity to realize that writing in
class doesn’t have to be scary, and that their English teachers are interested in helping them
become stronger more passionate writers—not an army of robots.
Works Cited
Kirby, Dawn Latta., Darren Crovitz, and Dan Kirby. Inside Out: Strategies for Teaching
Writing. Portsmouth, NH: Heinemann, 2013. Print.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Day One
Objectives Procedures Materials Needed
Evaluation
Showing Relevance
Students will begin to shape the idea of distinguishing a “favorite”, and this will help them choose favorite lines from the writing of others as well as their own.
Bell Ringer: On the board, the student’s attention will be directed toward Webster’s definition of the word “favorite”. They will then be asked to take five minutes to free list items that they consider to be a favorite. Each item will be followed by a short justification. TSW then be given the opportunity to share some of their favorites aloud to the class. 10min
White Board Paper Writing utensil
Informal evaluation of student participation through classroom sharing
Body of Lesson
This activity is assisting the students in choosing a favorite line in a piece of writing. By working in a group, the students are learning to share
TSW be broken into 5 groups of 4. Each group will make use of a computer, a list of pre-chosen songs, and their lyrics. The groups will be instructed to choose from that list a favorite song. The groups will then
Computer ITunes account Headphones Paper Writing Utensil
TTW informally evaluate the groups by walking around, answering any questions, and keeping the
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
ideas, as well as grasp the meaning behind why a line might be chosen as a favorite over other lines. These skills are essential in working through the remainder of the Unit.
choose 3 lines from the song that they consider:
1. The most meaningful
2. The catchiest
3. The most emotionally gratifying
Each group will be asked to explain their choices in writing.
30min
students on task.
Closure:
The Student’s will take away a broader understanding of the desired concept by viewing presentations from other groups. After this activity, the student should be more comfortable with the process of selecting a favorite line.
Each group will play their song to the class, and afterward will give a short presentation of their three favorite lines and the reason behind their choices. 30 min
Computer ITunes account Speakers Paper
TTW evaluate, through each group’s presentation, whether or not each group has grasped the idea of a favorite and the process of selecting one.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Day Two
Objectives Procedures Materials Needed Evaluation
Showing Relevance
This opening writing activity will link student thinking with the previous class period. The sharing portion will also open up an easiness of conversation that will hopefully continue throughout the period.
Bell ringer: TSW begin class with a short free writing session about what they feel they’ve taken from yesterday’s activity, in addition to which other group’s presentation they enjoyed most, and why? TSW then be given an opportunity to share what they’ve written with the class, if they choose to do so. 10 min
Paper Writing Utensil
TTW informally evaluate the students by making herself available for questions during the free write. She will also ask that all student responses be handed in at the end of class for a participation grade.
Body of Lesson
Each of these short author responses offer entertaining and informative advice on the writing process—advice that the students may take into consideration as they write their
15 students will be randomly selected to read about “15 famous authors and why they write” STW will then engage in a class discussion about which of these authors’ opinions spoke to them strongest, why, and how the opinion may affect
Hand-out
TTW informally evaluate students based on their in-class responses to the reading.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
own pieces over the course of the unit. The student discussion that will precede the reading will help to solidify this information for the student.
Creating an engaging first line is crucial to the success of any piece of writing. The students will notice the difference between a boring first line and one that draws the reader in. They will then be given the opportunity to create their own line, while observing the lines of their peers.
their writing process in the future. 30 min
TTW give a short mini lesson on the importance of first line selection, as well as modeling what good and bad first lines might look like. TSW then be asked to pass around a sheet of paper and add their own great first line to the sheet. 20 min
White Board Dry-erase
Marker
TTW collect the first lines sheet and decide if further explanation is needed on the subject
Closure:
The students need to know how to use Microsoft Power Point for their final project. The worksheet will
TSW then fill in blanks of a prepared step-by-step worksheet while viewing a Power Point tutorial. 10 min
Computer Projector White board or
backdrop
TTW collect hand outs and grade for correctness using a 10 point scale. The hand outs will be
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
ensure that the students are actually paying attention and will give them a solid grade for the class period.
TSW begin selecting potential favorite lines for their final presentation.
Homework: TSW be asked to review their “15 Famous Authors…” handout and underline three favorites.
redistributed to the class on the following day.
Day Three
Objectives Procedures Materials Needed Evaluation
Showing Relevance
This will be the first stimulus based writing activity. The students are to focus on the way that they feel after eating the candy to ensure the authenticity of their writing.
Bell Ringer: TSW pass around a bag of assorted candy. They will each select one piece of candy from the bag, but will be instructed not to eat it.
TSW be asked to take out two sheets of paper and will then make a small centered dot at the top of the first page. TSW focus their eyes on this dot while unwrapping and consuming their piece of candy. TSW be asked to concentrate on
1. the texture of the
Bag of Candy Paper Writing
Utensil
TTW collect the assignments at the end of class for a participatory evaluation.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
candy while they are eating it
2. How the candy tastes
3. What type of emotions are conjured for them by the taste of the candy
4. Any memories that may be attached to that specific taste
TSW then be asked to keep those thoughts in mind, as well as their first line activity, while free writing for 15 minutes.
TSW then come to a stopping point and turn their pages over. 30 min
Body of Lesson
Robert Frost’s poem will serve as a structure (should the student decide to use poetic form) and content based model for creative writing.
The students will discuss Frost’s
TSW then take turns reading stanzas of Robert Frost’s “The Road Not Taken”. TSW engage in a class discussion about how the poem made them feel and what possible meaning and purpose Frost could have been trying to convey. TSW take this reading home to select 2 favorite lines
Hand OutTTW informally evaluate the students based on their in-class responses.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
purpose and meaning in order to develop stronger meaning in their own writing.
from in preparation for their final presentation. 15 min
Closure
This will be the first of many peer-review opportunities, as this is unit relies heavily on the work-shopping process. Students will begin finding points to admire for their final project.
TSW break into groups of three. They will exchange their candy writings twice so that each student has read both of his group member’s work. TSW select and write down one favorite line from each group member’s work. They will then offer one comment of praise followed by one suggestion of revision or expansion. These are two be written down with the reviewer’s name at the top. TSW then hand their papers in to the teacher for evaluation.
Student Work Writing
Utensil
TTW ask that each student write down their peer feedback and hand it in for evaluation. TTW make a decision, based on the product of this work shopping activity, on how much further instruction is needed on the proper way to respond to peer work.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Day Four
Objectives Procedures Materials Needed Evaluation
Showing Relevance
Redistribution of the previous writing activity will allow the students to reflect on ways to improve their writing and give them points to consider when doing the next writing exercise.
The Pixar video uses the personification of animals to depict a common social situation in humans. By writing from a television prompt TSW learn to make inferences from what they are watching and apply it to their writing.
Bell ringer: TTW distribute yesterday’s writing activities with commentary from the other two group members, as well as her own. TSW will be asked to read over the new and old comments and consider them for revision.
TSW view a short Pixar Short while attempting to link the action that the video contains to a moment from their own lives.
Television HDMI cable Laptop Paper Writing
Utensil
TTW be available for any questions that students might have on the peer review process.
Body of Lesson
TSW be asked to write about the memory that they’ve come up with for 15
TTW read and provide commentary for the memory
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
minutes, using strong attention to detail, while keeping in mind the feedback that they’ve received on their last piece.
activity.
The “Snapshots” reading is relevant because it is a piece of creative writing from a student. Reading this piece will help the student to understand that people of their age group are capable of great writing.
TSW listen and follow along as the teacher reads the student model essay “Snapshots”. They will then engage in a class discussion about what is working for this student and how they might add such details to their own writing. TSW take home the handout and choose their top 3 favorite lines in preparation for the final presentation.
Hand-out Writing
Utensil
TTW informally evaluate student participation and understanding based on in-class discussion.
Closure:
This peer sharing opportunity provides a more intimate experience with the work shopping process. By working in pairs, TSW be able
TSW break into partners and take turns reading their memory pieces to each other. The students will, again on a sheet of paper, choose three lines from their partner’s work that they most appreciated, an aspect of the writing that they
Student Writing
Writing Utensil
Paper
TTW collect peer review responses, as well as student memory activities and will respond to all before the following class period.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
to respond to their partner’s work more fully than they might in a larger group.
admire, and a suggestion for revision. These, as well as the student activities, will be handed in at the end of class for evaluation.
Day Five
Objectives Procedures Materials Needed Evaluation
Showing Relevance
TSW practice exploring their thoughts with writing after viewing an image that might provoke an emotional response. During this time they will also be implementing the writing strategies that they have learned over the course of the unit. It is important that the student have multiple opportunities to use the tips they’ve been given in additional writing assignments.
Bell ringer: TSW be asked to look at a projected image of a child for a few minutes. TSW then free write for 15 minutes and express the ideas that they’ve generated while looking at the image. They will be encouraged to do this in narrative form, and to take into consideration all of the feedback that they’ve been given thus far. 20 min
Projected Image Paper Writing Utensil
TTW informally evaluate the student by surveying their overall participation in the free writing exercise.
Body of Lesson
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Reading this piece will model good narrative structure for the students while allowing them to focus on improving their word choice. TSW be free to focus on the details of Chopin’s writing without the pressure of having to read it themselves.
After good and bad word choice are modeled for the student, TSW be given the opportunity to practice their new word choice skill.
TSW read along with an audio recording of Kate Chopin’s “Story of an Hour”. They will be asked to pay close attention to the word choice that Chopin has used in her story. 10 min
Home work: TSW underline three of their favorite lines from Chopin’s short story in preparation for their final project.
TSW participate in a short mini lesson on word choice. TTW model both bland and thoughtful word choice for the students. TSW then take a few minutes to fill out a worksheet on which several commonly words are given for the students to write beside them a better word. A class discussion will follow during which the students will share some of the improved words that they’ve come up with. 25 min
“Story of an Hour” hand-out
Narration audio
White Board Dry-erase
marker Worksheet Writing Utensil
TTW take up the worksheet and respond to it, as well as grade it for participation.
Conclusion TSW break into groups of 4. TSW pass their image Free Writing
TTW collect all peer-reviewed
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
TSW practice the work shopping process while revising their writing by using the new skill that they’ve learned together.
free writes around until every student in their group has underlined 3 words that might be considered over used or bland. The groups will discuss possibilities for improved word choice within their groups. 15 min
Assignment Writing Utensil
pieces and respond to them.
Day Six
Objectives Procedures Materials Needed Evaluation
Showing Relevance
This activity is important because it models good use of imagery for the student and then allows them to practice its use themselves before beginning their writing activity.
Bell ringer: TTW give a short mini lesson on imagery in writing. She will show the students a paragraph without imagery detail, and then the same paragraph transformed. 5 min
TTS be given three sentences to rewrite with the use of imagery. TSW be given an opportunity to share a few of their choices and discuss how they made the sentences more interesting. 10 min
White board Projector Dry-erase
marker
TTW collect imagery activities and respond to them. They will be graded on their ability to grasp the concept, as well as completion.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Body of Lesson
TSW understand imagery and narrative through the process of song and lyric and then practice these writing elements themselves in a narrative writing activity.
TSW listen “Saved” by The Dear Hunter. TSW be encouraged to notice the way that the song is telling a story using detail and imagery. 3 min
After the song ends, the student will take a minute to brainstorm ideas and then take 20 minutes to stretch the feeling that the song gave them and write a short narrative. 20 min
Song Computer to
play it on
Paper Writing utensil TTW collect the
student narratives and respond to them, specifically in terms of imagery use.
TSW share ideas and solidify their thinking about this new prompt from which to express their thinking. They will be able to convey how the song made them feel and how that
The entire class will engage in a short discussion about how an interest in music can affect writing and what changes they noticed in their writing process during this activity. 10 min
TSW exchange their narratives with the students around them and
Paper Writing Utensil
TTW informally evaluate the students and remain available for questioning throughout the remainder of the period.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
affected their writing.
TSW find imagery in peer writing, and by doing so will notice different ways in which imagery can be incorporated in writing. This peer sharing activity will also allow them additional material for their Power Point presentation.
Closure:
TSW have the opportunity to ask questions about their presentation and work on it in class, so that they will not be required to have a computer at home.
highlight/underline three lines in which imagery is present in their peer’s narrative. TSW might also write down any of his peer’s lines that he would like to incorporate into his PowerPoint presentation. 7 min
The remainder of the class period will be set aside for the students to work on their Power Point presentations. 20 min
Computer
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Day Seven
Objectives Procedures Materials Needed Evaluation
Showing Relevance
This poem will help the student understand the importance of the writing process in poetic form.
Bell ringer: TSW silently read to themselves “So you Want to be a Writer” by Charles Bukowski
TSW be instructed to underline any lines that they feel are especially profound. 10 min
Hand-out TTW informally evaluate the students and make herself available for questioning
Body of Lesson
This prompt allows the student to write from an item that appeals to three of the five senses—touch, smell, sight
TSW share and discuss their experience with free verse, how it worked for them and what challenges they faced.
TSW each take a flower from one of two bouquets that will be at the front of the room. TSW form into groups based on the color of the flower that they’ve chosen. TSW be instructed to “experience the flower”. They might do that by smelling it, touching it, even dissecting it.
While this is happening, TSW pass will pass around three sheets of paper in their group. When they have one of the sheets in their possession, they will write one memory that the flower conjures for them. TSW be instructed to format their memory after
Flower Paper Writing Utensil
Computer
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Bukowski’s poem, by using short lines of information in a free verse style of writing. 30 min
TSW share their memories with each other and be given the opportunity to use some of their peer’s lines in their power point presentation.
TSW have the opportunity to discuss their lines with each other, and share how they experienced the flower differently. 10 min
TSW be given the remainder of the period to work on their Power Point presentation. 20 min
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Day Eight
Objectives Procedures Materials Needed Evaluation
Showing Relevance
TSW practice developing a character under two drastically different stimuli. They will learn how outside influences can affect their writing.
Bell Ringer: Students will be asked to create and build a character while listening to “With or Without You” by 2Cellos. 5 min
The Teacher will lead the class in a discussion based on their experience of this writing process. 5 min
Students will be asked to further develop their character while listening an instrumental called “Sounds of War” 5 min
Songs Listening
Device Paper
Writing Utensil
TTW informally evaluate students and make herself available for questions.
Body of Lesson
TSW practice sharing in a group setting. They will provide ideas and encouragement for their peers to continue and revise their characters.
TSW break into groups of three and take turns sharing their work. They will then discuss how the character that they’ve created changed over the course of the two songs. 20 min
TSW share ideas on how they might further develop their characters. The groups will pass around a sheet of paper on which
Paper Writing Utensil
TTW evaluate student setting and conflict worksheets based on participation.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
every group member will suggest a setting and possible conflict that each of their group members character might face. 20 min
Conclusion:
TSW compile more material to select from for their final presentation.
TSW write down 2 lines that they most admire from each of their group member’s free writing pieces.
TSW spend the remainder of the period working on their presentations. 15 min
Paper Writing Utensil Computer
Day Nine:
Objectives Procedures Materials Needed Evaluation
Showing Relevance
TSW have the opportunity to hear poetry. This will assist them in understanding the crucial auditory element of poetry.
TSW will listen to a recorded reading of “Where the Sycamore Grew” by Carrie Richards. 5 min
TSW participate in a class discussion on the author’s style, word choice, format, and character development. 10 min
Audio Listening
Device
TSW informally evaluate the student based on their participation in class discussion.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Body of Lesson
TSW write from a visual prompt. This will help them implement writing into their daily lives, since so much of what they experience is visual.
TSW will demonstrate one of the most effective forms of learning by imitating the poet’s method and style. They will solidify this learning by speaking about their writing process.
TSW watch a Time Lapse video that depicts images of nature. TSW then write for 10 minutes about nature in some way, while attempting to imitate Richards’ style. 10 min
TSW choose one line from their writing that they like most. TSW be given the opportunity to share that line with the entire class and TSW engage in a class discussion about this writing process—how their writing compared and contrasted with the audio poem, what was hard, what was easy. 30 min
Time Lapse Video
Viewing Device
Paper Writing Utensil
TTW collect the student writing and determine whether or not they comprehended the lesson by how well they imitated the writing of Richards.
TTW informally evaluate the student based on their participation.
TSW spend the remainder of the period working on their final presentations. 15 min
ComputerTTW make herself available for final questions on the presentation.
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
Day Ten:
Objectives Procedures Materials Needed Evaluation
Showing Relevance
This writing activity will allow the student to reflect on the unit and will help them commit to memory what they will take away from it.
TSW write for ten minutes about one aspect that they enjoyed about the unit, one aspect that they didn’t like, and one thing that they feel they will use in the future. 10 min
Paper Writing Utensil
TTW informally evaluate the student based on their participation in class discussion and their writing activities.
Body of Lesson
TSW practice vocalizing a critique.
TSW have the opportunity to share some of what they’ve just written in class. 5 min
TSW make any necessary finishing touches to their power point presentations and will save them on a classroom jump drive. 25
Computer Set of Jump
Drives
Closure:
TSW take turns giving their presentations to the class. Each member of the class will fill out a mini
Computer Viewing device
TTW evaluate the student based on a final presentation
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
TSW practice public speaking and giving a presentation. Both of these are crucial skills of a leader.
evaluation form on each presentation. 30 min
Evaluation forms
rubric that has previously been made available for the student to use while creating their presentations.
FAVORITE
LINES POWER POINT
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
In every piece of writing there are lines that speak to us more than others. You are going to create a power point that will aid you in presenting some of your favorite
lines from this unit to your classmates.
Your power point should have 12 slides.
On two of the slides you will introduce and conclude your presentation
You will use the other ten slides to present 10 of your favorite lines from the unit in whatever creative fashion that you choose.
Three of these lines will be selected from model readings and the remaining seven will come from the writing of your peers.
Justify your reasons for selecting each line as one of your favorites in a paragraph on the line’s slide.
Each slide must contain at least one picture that pertains to your line. Think about how the meaning of these lines might be expressed in a visual way.
Example: “A screaming comes across the sky.” —Thomas Pynchon, Gravity's Rainbow (1973)
Megan Wilkinson
Day One: Introduction
Creative Writing Unit Plan
When you are giving your presentation, DO NOT read from it the entire time. Practice what you will say about each line before the due date.
This is a chance for to exhibit your creativity in a technological format. You will have plenty of time to complete this assignment in class. Have fun with it.
Each student will be provided with a rubric with which they will be graded.