Teaching for Understanding 11th Grade Language Arts with an Emphasis on Creative Writing

Transcription

1 ED200 AND ED109 Teaching for Understanding 11th Grade Language Arts with an Emphasis on Creative Writing Natasha Ence 12/5/2012 Tell me and I forget. Teach me and I remember. Involve me and I learn. -Benjamin Franklin

2 1 11 th Grade Language Arts Ence Overview Unit 1: Introduction to Creative Writing Unit 2: Plays and Screen Plays Unit 3: Fiction Unit 4: Poetry Unit 5: Non-Fiction Unit 6: Publishing Expected Daily Routine Notes on Teaching This Course

3 2 11 th Grade Language Arts Ence Unit 1: Introduction to Creative Writing Students will begin to understand how they can become better writers. They will also learn who they are as a student and where they fit in the class, in a group, as an individual, etc. They will also come to create their own idea of what Creative Writing is. Creativity Expression of the Human Condition Progression The Pulley Welcome/ Intro to Class (11.LA.2.3.1, 11.LA.2.3.3, 11.LA.2.3.5, 11.LA.3.1.4, 11.LA.3.1.5, 11.LA.3.2.2, 11.LA.3.3.3, 11.LA.3.3.4, 11.LA.3.4.2, 11.LA.4.1.1, 11.LA.4.1.2,11.LA.5.3.1, 11.LA.5.3.2, 11.LA.5.4.1, 11.LA.5.4.2) The Key to Success in Learning and Writing The Cave Writing is (11.LA.2.3.3) Tone (11.LA.2.3.2) Point of View (11.LA.2.1.1, 11.LA.2.3.2) Audience (11.LA.3.1.4) Purpose/ Message (11.LA.2.2.2, 11.LA.2.3.3)

4 3 11 th Grade Language Arts Ence Introduction to Rhetoric Backwards Spelling Bee You probably know how a spelling bee works. Well in a backwards spelling bee I give you the word and how it is spelt then you tell me what it means. The idea behind this is to teach roots and word parts. We will do this twice during the year: once in Unit 1 and another time in Unit 6. (11.LA.1.8.1) Commonplace Book Check #1 At the beginning of the school year you will start a personal Commonplace Book/Portfolio. This is your writer s diary. You may organize it however you want and may keep it in a binder, notebook, sketchbook, or combination thereof. You will keep all your writing in your Commonplace Book and several of your assignments along with the written components of past projects. I also invite you to include anything that may inspire you in your Commonplace Book: newspaper clippings, quotes, pictures, pieces of fabric, whatever. Your Commonplace Book will be checked at the end of every unit in an individual teacher-student conference. This not only will give me an opportunity to check your assignments but it will also give you an opportunity to ask me questions and have me give you support and individual aid in your writing journey. Pen Name This will be the name on your Commonplace Book. Think of it as your secret identity. It will allow others to read and respond to your Commonplace Book while you remain in a moderate bubble of security. Only I as the teacher will know whose pen name is whose for grading purposes. If you feel that someone has found out your pen name you are welcome to change it, just let me know. Weekly Rhetorical Device(s) Each week you will have one or two (depending on the work load of the week) rhetorical devices to focus on. For each rhetorical device you must use it five times in your writing that week. You can do this by either weaving it in to what you are already writing, writing a new piece specifically for it, or writing it in five sentence examples. Keep in mind though, the more effort you put in the more you will get out of it. (11.LA.1.2.1, 11.LA.2.3.4) Weekly Springboard Every day, written on the board with the word of the day, will be a new springboard option. A spring board is a jumping off point for your writing and a mix somewhere between inspiration and a prompt. Each springboard should be about 300 or more words in general, though there are instances in which it will be required to be longer or shorter. You are required to do one per week though you are invited to do more. Word of the Day Every Day there will be a word on the board at the beginning of class. Work with one person you have never worked with before and find the word in the dictionary for the meaning. Record the word and definition in your Commonplace Book. Break the word up into its roots and record their meanings as

5 4 11 th Grade Language Arts Ence well. Also, make sure to write down the name of the person that you are working with along with a few interesting things about them. (11.LA.1.8.1, 11.LA.1.8.2) Unit Reading Response Each unit you will read a single work (if a novel or long play) or a collection of works (if poetry, essay, short story, etc.) by a single author. After reading it you will write a paragraph or two (200 words) on your thoughts about what you have read. You can include what you liked, didn t like, what techniques or rhetorical devices the author used, new words you learnt, etc. You can choose what you read, but make sure to run it by me. (11.LA.1.2.1, 11.LA.1.8.1, 11.LA.1.8.2, 11.LA.2.1.2, 11.LA.2.1.3, 11.LA.2.3.1, 11.LA.3.3.4, 11.LA.4.4.1, 11.LA.4.4.2) Unit 1: Any Type Unit 2: Play or Screenplay Unit 3: Fiction (i.e. novel, collection of short stories, etc.) Unit 4: An Epic Poem or Collection of Shorter Poems Unit 5: Essays or Non-Fiction Novel Unit 6: Any Type Unit Peer Critique Once a Unit everyone will put their Commonplace Book in a pile with a sticky note on the page of the piece that you want read. Then at random, everyone will choose someone else s Commonplace Book. They will read your piece and then give you feed back in the form of a 200+ word response. You will do the same with whoevers Book you get. This is a way for us to share our work anonymously and receive feedback and make our writing better. (11.LA.1.8.2, 11.LA.3.3.1,11.LA.3.3.2, 11.LA.3.3.6) Unit Peer Critique Response This is essentially an approximately 150 word reply to your peer s critique of your work. This will obviously also be done once per unit.( 11.LA.3.3.1, 11.LA.3.3.2, 11.LA.3.3.6) Initial Essential Questions (Throughlines) Answer each of the following seven questions with a paragraph of at least 125 words. Keep these questions in the front of your Commonplace Book and in mind as we go through the year. We will address them again in Unit What makes something worth writing? 2. How do I view writing and why do/ should I write? 3. What are the pieces that make up a person/ character? 4. What is human condition and what does it have to do with writing? 5. What kind of writing do I prefer? What is my writing style? 6. How does one become a better writer? What can I do to make my writing better? 7. How do the different elements of a piece of writing work together to make a whole? Assigned Reader and Surprise Reader One to three times a week we will have a time to share our writing and receive feedback in a class group setting. There are two types of sharing:

6 5 11 th Grade Language Arts Ence Assigned Reader Everyone is required to read once in the circle and share a piece of their work. As the Assigned Reader, people will know your name, but you can specify what type of feedback you would like on your work. Record the date that you are the Assigned Reader in your Commonplace Book.( 11.LA.3.3.6) Surprise Reader Not everyone is required to be a surprise reader, though it is encouraged. If you would like to be surprise reader simply mark the page in your Commonplace Book that you want read with a sticky note. On your sticky note you can either request that you are the one to read it or I can read it and refer to you by your pen name. Just keep in mind that if you are not the one to read it, you cannot request the type of feedback that you get. (11.LA.3.3.6) Unit 2: Plays and Screen Plays Students will understand the correct formatting of a script. They will also learn that the medium you choose to write in will determine what you write and visa versa. Equality Entertainment vs. Slothfulness Formatting a Script Stage Directions The Red Carpet Part 1: Everyone will write their own 5-7 page script. This can be part of a longer play or screenplay. It could even be an extended commercial or the plan for a music video (with original lyrics of course) Part 2: You will be divided into groups. As a group you will all decide on a script to produce in some way. You can either make a video, an animated story board, or rehearse to perform it in class Part 3: Your group will present what you have created. We will set the classroom up like a theater and have some fun with it. Commonplace Book Check #2 See Unit 1.

7 6 11 th Grade Language Arts Ence Unit 3: Fiction Students will come to understand how different elements of fiction work together to create a whole intriguing story. They will also learn the importance of planning. What makes a person who they are? Compassion Preparation vs. Procrastination Outlining and Brainstorming a Plot (11.LA.3.1.1) Flat vs. Round/ Static vs. Dynamic Characters Plot Outline Everyone will create a plot outline for a novel of 100+ pages (or a long play or screenplay by request) using one of the methods taught in class. You must find a comprehendible way to present it to me. (11.LA.3.1.1, 11.LA.3.1.3) World Fair Part 1: You will be divided into small groups of about 3 people (though you may choose to work alone or with a single partner if you prefer) and you will create a fictional world. More information will be given to you on this project as it gets closer. Part 2: You and your group will come up with a unique way to present a piece of your world to the class. (You could make a new food to share with the class, make a piece of clothing, etc.) We will all share what we have come up with. Character Party Part 1: You will create a sketch/ outline for a unique character. (Certain requirements will be given as the time grows closer.) Part2: You will dress as the character that you have created; adopt their personality, mannerisms, and ideals; and we will have a party.

8 7 11 th Grade Language Arts Ence Culminating Piece You will write a fictional story featuring the plot that you outlined, the world you formed or the character that you created. You are invited to include all of them if you wish and you are encouraged to do so. There is no page minimum or maximum, but keep in mind that the piece must be finished (it could be just a chapter, or a short story, etc.) but not be rushed or drawn out. I highly suggest that you peer edit and ask for others opinions before handing it in to me. (11.LA.3.2.1) Commonplace Book Check #3 See Unit 1. Unit 4: Poetry Students will explore different types of poetry and come to appreciate the form of the poetry. They will learn how to write these different types of poetry as well as under what conditions which poem would be best used to express a certain message. Bridled Passion Nature of Beauty (Good, Better, Best) Sonnets Sonnets are the meeting place of image and voice, passion and reason -Phillis Levin Prose Poetry How to Read Poetry Last Poet Standing Part 1: Each day through this unit I will introduce a new type of poem for you to work on that day. You will write one of each type of poem and polish it. Part 2: You will practice reading your poetry out loud correctly. Part 3: We will have a Last Poet Standing competition/presentation. I will explain how this works as we get closer to the time. Commonplace Book Check #4 See Unit 1.

9 8 11 th Grade Language Arts Ence Unit 5: Non-Fiction By the end of this unit students will understand what Non-Fiction really means in writing. They will also have a solid grasp on how to write both a personal essay as well as an informational essay. What makes us so interested in other people s lives?/ Learning from the Past Go Forward with Purpose MLA Formatting Fallacies Personal Essay You will write a non-fiction narrative essay incorporating what we have learnt in class. There is no page minimum or maximum on this, but keep in mind that sometimes more is less and less is more but sometimes less is just less and more is just too much. (11.LA.4.2.1) Research Essay You will write a 6-8 page paper on your chosen topic (which will be okayed by me). More information on this will come in a handout and in class later, but be prepared to argue a point, be informational, and entertaining. (11.LA.2.1.3, 11.LA.2.2.1, 11.LA.2.2.2, 11.LA.2.2.3, 11.LA.3.1.2, 11.LA.3.1.3, 11.LA.3.2.1, 11.LA.4.2.1, 11.LA.4.2.2, 11.LA.4.2.3, 11.LA.4.3.1) Commonplace Book Check #5 See Unit 1. Unit 6: Publishing Students will come to understand how to edit a paper using the correct notations. They will also come to value the process of peer editing and feedback. They will also get a taste of publishing and being published, the goal that all writers strive for.

10 9 11 th Grade Language Arts Ence Definition of Success Editing- The Right Way (11.LA.3.4.1) Cover and Query Letters Backwards Spelling Bee #2 See Unit 1. The goal is that this Backwards Spelling Bee will last longer and have more people participating towards the end. This should be made possible by our daily words. (11.LA.1.8.1) Commonplace Book Check #6 See Unit 1. Essential Questions (Throughlines) 1. What makes something worth writing? 2. How do I view writing and why do/ should I write? 3. What are the pieces that make up a person/ character? 4. What is human condition and what does it have to do with writing? 5. What kind of writing do I prefer? What is my writing style? 6. How does one become a better writer? What can I do to make my writing better? 7. How do the different elements of a piece of writing work together to make a whole? Editing and Extra Peer Critique You know the drill. We are just doing double duty this unit to perfect your final piece. In addition to the Critiquing Part you will also edit your peer s piece (using the correct notations taught in class of course). (11.LA.3.3.1,11.LA.3.3.2, 11.LA.3.3.6, 11.LA.3.4.1) Publishing Opportunity Everyone is required to submit a piece or multiple pieces to be professionally published. We will go over how to do this in class. You are, however, not required to be published. If you are though, kudos! (11.LA.3.5.1, 11.LA.3.5.2) Inklings (Class Produced Literary Journal) As our final everyone will write and perfect a piece or two (from any type/genera of writing). You have two one sided pages to fill-up. You then will create a spread to artistically frame your work and we will compile everyone s spreads into a book. (More will be explained on this in class). (11.LA.3.3.1,11.LA.3.3.2, 11.LA.3.5.1, 11.LA.3.5.2, 11.LA.3.5.3)

11 10 11 th Grade Language Arts Ence Expected Daily Routine 3min As you come into class find a new partner and work on your Word of the Day min We will go over any questions you have then go through a short lesson/ discussion or have presentations by Assigned/Surprise Readers. At least 30min This is your free time to write, read, or work on assignments and projects. I just expect everyone to be busy and occupied. Notes on Teaching This Course The classroom should be set up in a circular formation. This allows for optimal sharing, presentation, and discussion. No desks or chairs would work too. ;) Except for projects in which there is a presentation element, there is always room for rewrites. Homework is rare. Most Homework will just be unfinished in class work. Students though will sometimes be invited to prepare for the next day s discussion/ lesson by reading something.