High School Creative Writing Complete Semester Curriculum and Materials Bundle

This bundle includes a full semester curriculum map; six three-week, standards-based unit plans; and all instructional materials for supporting high school Creative Writing students as they generate original works of fiction. Not only does this bundle provide everything a teacher needs to carry out the curriculum to fidelity, but it substantially reduces prep work so teachers may invest more time developing positive relationships with students and offering personalized support as they work to achieve learning targets.

All materials are made for Google Drive. (Alternatively, Word Document and PDF versions of materials in this bundle are available here.) An overview of content follows.

UNIT 1 (The Fairy Tale Genre). Included are the following:

• A detailed, standards-based unit plan articulating the unit's transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s).
• A Google Slideshow addressing the conventions of the fairy tale genre.
• Representative narratives by the Brothers Grimm for analysis with supplemental worksheets.
• Worksheet answer keys.
• Detailed directions.
• A student exemplar for reference.
• A comprehensive outline for student planning.
• A document to facilitate the editing process.
• A comprehensive rubric for evaluating student writing.

With these materials, students will do the following:

• Develop greater understanding of the conventions of the fairy tale genre.
• Analyze how the Brothers Grimm used characterization, exaggeration, description, and various literary devices that are consistent with the conventions of fairy tale writing in "The Frog King," "Cinderella," "The Juniper Tree," and "Snow White and the Seven Dwarfs."
• Organize initial ideas in a coherent manner.
• Engage the reader with a compelling exposition that establishes a majestic setting.
• Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance a fairy tale plot.
• Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.).
• Use precise words and phrases, active verbs, and sensory language to convey a compelling story.
• Draft an unrushed conclusion that resolves conflicts and conveys a theme.
• Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

UNIT 2 (The Fantasy Genre). Included are the following:

• A detailed, standards-based unit plan articulating the unit's transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s).
• A Google Slideshow addressing the conventions of the fantasy genre.
• Representative fantasy narratives.
• Worksheets to facilitate analysis of representative literature.
• Worksheet answer keys.
• Detailed directions.
• A comprehensive outline for student planning.
• A document to facilitate the editing process.
• A comprehensive rubric for evaluating student writing.

With these materials, students will do the following:

• Develop greater understanding of the conventions of the fantasy genre.
• Analyze how John Collier used figurative language (simile, metaphor, and euphemism), characterization, direct description, and foreshadowing to generate a compelling fantasy narrative in "The Chaser."
• Analyze how Ursula K. Le Guin used characterization and grammatically improper language to develop an anthropomorphized protagonist in "The Wife's Story."
• Organize initial ideas in a coherent manner.
• Engage the reader with a compelling exposition that establishes setting, characters, and conflicts
• Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance a plot that is consistent with the fantasy genre
• Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.)
• Use precise words and phrases, active verbs, and sensory language to convey a compelling story
• Draft a reasonable and unrushed conclusion that resolves conflicts and conveys a theme
• Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

UNIT 3 (The Gothic Genre). Included are the following:

• A detailed, standards-based unit plan articulating the unit's transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s).
• A Google Slideshow addressing the conventions of Gothic literature.
• A formative research activity designed to build student knowledge in regard to the historical context of Halloween
• Representative Gothic narratives by Edgar Allan Poe ("The Black Cat"), H.P. Lovecraft ("The Outsider"), and W. W. Jacobs ("The Monkey's Paw").
• Worksheets to facilitate analysis of representative literature.
• Worksheet answer keys.
• Detailed directions.
• A comprehensive outline for student planning.
• A document to facilitate the editing process.
• A comprehensive rubric for evaluating student writing.

With these materials, students will do the following:

• Develop greater understanding of the conventions of Gothic literature and the horror genre.
• Analyze how famous authors of Gothic literature used characterization, description, and various literary devices that are consistent with the horror genre. The featured texts are Edgar Allan Poe's "The Black Cat," H.P. Lovecraft's "The Outsider," and W. W. Jacobs' "The Monkey's Paw."
• Conduct brief research on aspects of Halloween's history and synthesize knowledge gained to draft an original narrative consistent with the conventions of horror writing.
• Organize initial ideas in a coherent manner.
• Engage the reader with a compelling exposition that establishes an eerie setting.
• Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance plot.
• Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.)
• Use precise words and phrases, active verbs, and sensory language to convey a compelling story
• Draft an unrushed conclusion that resolves conflicts and implies a theme
• Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

UNIT 4 (The Science Fiction Genre). Included are the following:

• A detailed, standards-based unit plan articulating the unit's transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s).
• A Google Slideshow addressing the conventions of the science fiction genre.
• Representative science fiction narratives.
• Worksheets to facilitate analysis of representative literature.
• Worksheet answer keys.
• Detailed directions.
• A comprehensive outline for student planning.
• A document to facilitate the editing process.
• A comprehensive rubric for evaluating student writing.

By engaging with these materials, students will do the following:

• Develop greater understanding of the conventions of the sci-fi genre
• Analyze how Ray Bradbury used descriptive language, characterization, setting, and various literary devices to establish an eerie mood in "The Fog Horn" that is consistent with the science fiction genre.
• Analyze how Ray Bradbury used figurative language (personification, onomatopoeia, metaphor, and simile) and direct description to develop a compelling work of science fiction in "There Will Come Soft Rains."
• Organize initial ideas in a coherent manner.
• Engage the reader with a compelling exposition that establishes a futuristic setting, characters, and conflicts
• Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance a science-fiction plot
• Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.)
• Use precise words and phrases, active verbs, and sensory language to convey a compelling story
• Draft a reasonable and unrushed conclusion that resolves conflicts and conveys a theme
• Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

UNIT 5 (The Realistic Fiction Genre). Included are the following:

• A detailed, standards-based unit plan articulating the unit's transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s).
• Representative realistic fiction narratives.
• Worksheets to facilitate analysis of representative literature.
• Worksheet answer keys.
• Detailed directions.
• A comprehensive outline for student planning.
• A document to facilitate the editing process.
• A comprehensive rubric for evaluating student writing.

By engaging with these materials, students will do the following:

• Develop greater understanding of the conventions of the realistic fiction genre.
• Analyze how Langston Hughes used dialect to convey authenticity of character, as well as other characterization details to convey strength, thoughtfulness, and generosity in the short story "Thank You, Ma'am."
• Analyze how Doris Lessing used figurative and descriptive language to generate a compelling, realistic narrative, as well as characterization details to convey resilience and maturity in the short story "Through the Tunnel."
• Organize initial ideas in a coherent manner.
• Engage the reader with a compelling exposition that establishes realistic setting, characters, and conflicts
• Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance a plot that is consistent with the realistic fiction genre
• Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.)
• Use precise words and phrases, active verbs, and sensory language to convey a compelling story
• Draft a reasonable and unrushed conclusion that resolves conflicts and conveys a theme
• Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

UNIT 6 (The Adventure Fiction Genre). Included are the following:

• A detailed, standards-based unit plan articulating the unit's transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s).
• Representative adventure fiction narratives by Jack London ("To Build a Fire") and Richard Connell ("The Most Dangerous Game").
• Worksheets to facilitate analysis of representative literature.
• Answer keys for worksheets.
• Detailed directions.
• Suggested prompts for students who struggle to generate their own ideas
• A comprehensive outline for student planning.
• A document to facilitate the editing process.
• A comprehensive rubric for evaluating student writing.

With these materials, students will do the following:

• Develop greater understanding of the conventions of adventure fiction.
• Analyze how famous authors of adventure fiction used characterization, description, and various literary devices that are consistent with the genre.
• Organize initial ideas in a coherent manner.
• Engage the reader with a compelling exposition that establishes urgency and/or excitement
• Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance plot.
• Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.)
• Use precise words and phrases, active verbs, and sensory language to convey a compelling story
• Draft an unrushed conclusion that resolves conflicts and implies a theme
• Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

SUPPLEMENTAL RESOURCES (Grammar Practices). Reinforce standard conventions of written English. Subjects covered include the following:

• Complete Sentences and Fragments
• The Verb and its Parts
• Simple, Compound, and Complete Subjects and Predicates
• Applying Verb Tenses (Emphasis on Irregular Verbs)
• Linking Verbs and Predicate Words
• Transitive and Intransitive Verbs
• Commas, Conjunctions, and Semicolons
• Quotations and Punctuation Marks
• Apostrophe Rules
• Comparative and Superlative Adjectives
• Comparative and Superlative Adverbs
• Resolving Capitalization Errors
• Promoting Precision with Synonyms
• Recognizing Loaded Language
• Writing Numerals and Using Active Voice
• Singular and Plural Indefinite Pronouns
• Possessive Pronouns
• Demonstrative & Interrogative Pronouns
• Subordinate Clauses
• Verbals (Gerunds, Participles, and Infinitives)
• Compound Subjects and Verb Agreement
• Pronoun-Antecedent Agreement
• Word Roots & Formatives
• Resolving Common Word Usage Errors

BONUS RESOURCE (Writing a Review of a Movie, TV Show, or Book). By engaging with these materials, students will do the following.

• 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.
• Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Provide a concluding statement or section that follows from and supports the information or explanation presented.
• 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.
• 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.
• Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
• 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.

BONUS RESOURCE (Dinosaur Tale). This Creative Writing project for high school walks students through the process of drafting a first-person short story in the fantasy genre featuring personified dinosaurs who experience conflicts that are relatable to a human audience while incorporating details that hearken back to prehistoric times. An important aspect to this activity is the creation of a distinct voice that is consistent with what is known about whichever species of dinosaur is represented by the protagonist. Included are detailed, visually pleasing directions; a dinosaur research activity; a comprehensive outline for student planning; peer- and self-editing documents; and a thorough rubric for evaluating final drafts.

BONUS RESOURCE (Poetry Bundle). Included are directions, templates, and/or examples of the following poetry forms:

• Autobiographical Poetry: Students will generate an autobiographical poem that introduces them to their teachers, focusing on various aspects of their lives: their beliefs, their dreams, their needs, their influence on others, and more. In addition, this template makes for a fitting introductory activity for long-term substitute teachers. A prewriting document is provided.
• Japanese Haikus: Students will write traditional haikus: three-line poems following a syllabic structure of 5-7-5. In addition to exemplars, a prewriting document is provided. Consider using this resource as a bell-ringer activity.
• American Cinquains: Students will write American cinquains: five-line poems following a syllabic structure of 2-4-6-8-2. In addition to exemplars, a prewriting document is provided. Consider using this resource as a bell-ringer activity.
• Butterfly Cinquains: Students will write butterfly cinquains: nine-line poems following a syllabic structure of 2-4-6-8-2-8-6-4-2. In addition to an exemplar, a prewriting document is provided. Consider using this resource as a bell-ringer activity or saving it as an emergency substitute lesson.
• Nonets: Students will write nonets: nine-line poems following a syllabic structure of 9-8-7-6-5-4-3-2-1. In addition to an exemplar, a prewriting document is provided. Consider using this resource as a bell-ringer activity or saving it as an emergency substitute lesson.
• Dizains: Students will write a dizain: a single stanza of 10 lines, each containing 10 syllables, which follows a consistent rhyme scheme (ABABBCCDCD).
• Huitains: Students will write a huitain: a single stanza of 8 lines, each containing 8 syllables, which follows a consistent rhyme scheme (ABABBCBC).
• Sensory Poetry: Students will explore an abstract concept and write an 11-line poem that makes the concept come alive with sensory description. In addition to a template, a prewriting document is provided. Consider using this resource as a holiday-themed activity or saving it as an emergency substitute lesson.
• Limericks: Students will write limericks: humorous, five-line, single-stanza poems following a standard rhyme scheme of A-A-B-B-A. In addition to exemplars, a prewriting document is provided. Consider using this resource as an emergency substitute lesson.
• Color Poetry: Students will choose a color that resonates with them in a positive way and generate an original poem exploring a variety of concepts they associate with their chosen colors. This template also makes for a fitting emergency sub plan activity. A prewriting worksheet is provided.
• Guilty Pleasure Poetry: Students will practice writing poetry with syllabic structure and explore a guilty pleasure that resonates with them. In addition to a template, an exemplar and prewriting document are provided. Teachers may consider using this resource as an engaging bell-ringer activity.
• What If? Poetry: Students will indulge their curiosity of the world by pondering thought-provoking questions beginning with the phrase "What if" and generate a free-verse poem of at least 20 lines. In addition to a template, a prewriting document is provided.
• Past to Future Poetry: Students will write a three-stanza poem in which they participate in self-reflection and exhibit growth mindset. Each stanza varies in tense: the simple past (first stanza), the present continuous (second stanza), and simple future (third stanza). In addition to a template, a prewriting document is provided. Consider using this resource as a bell-ringer activity or saving it as an emergency substitute lesson.
• Elegies: Students will write an elegy, following traditional elegiac stanza format: a quatrain with A-B-A-B rhyme scheme wherein each line is written in iambic pentameter. In addition to an exemplar, a prewriting document is provided. Consider using this resource to support a unit on Shakespearean writing.
• Self-Image Poetry: Students will write a five-stanza, ten-line poem in which they reflect on their personal evolution, hence the name self-image poem.