Creative Writing Unit

Rationale: This unit is an introduction to creative writing in order to teach

students how to effectively and dynamically create short stories. This unit is
following up a narrative non-fiction unit, in which students developed
personal narratives based off of themselves. Students will begin by having
mini-lessons on different aspects of creative writing, such as dialogue,
characterization, conflict, and stylistic layouts. After exploring and
dissecting short stories by popular authors, students will comment on the
specific elements that each author used by developing a short summary of
those stylistic elements. This unit is focusing on creativity and freedom of
author choice, so students will receive mini-lessons on how to incorporate
these elements in their own stories. The final product of this lesson will be a
developed short story that includes the elements taught and a reflection on
why the student chose the stylistic elements that they did.

Key Learning Objectives:

Students will read, and annotate short stories by multiple authors, who
use different styles.
Students will write a reflection on how the stylistic approach of the
authors affect the way the audience reads the story.
Students will create a short story based on a character from a novel of
their choice, and place that character in a new time period.
Students will listen and take notes on mini-lessons based on important
parts of creative writing, such as characterization, dialogue, conflict,
and stylistic approach.
Students will reflect on what parts of the mini-lessons they plan to use
in their short story, and what parts the found the least/most helpful and
why.
Students will create their own short story using the information from
the mini-lessons.
Students will participate in a peer review activity, where they will read
each others stories, and note any parts that are confusing or could be
developed more.
Students will revise and turn in a final draft of their short story.
Key Dates and Deadlines:

Thursday, December 1st: Unit begins

Tuesday, December 8th: Commentary reflection on stylistic approach
of Fitzgerald, due Dialogue, Conflict, Characterization, and Stylistic
Approach mini-lesson reflection due
Monday, December 12th: Commentary reflection on stylistic approach
of Fitzgerald
Wednesday, December 14th: Time Period Change Story due
Monday, December 19th: In-class peer review of short stories
Wednesday, December 21st: Final short story and Reflection due

Assessment:

Formative:

Participate in lessons and discussions.

Create a commentary reflection on short stories
Create a short story taking a character from a novel and placing
them in a new decade.
Complete mini-lesson reflections
Participate in peer review and editing sessions.

Summative:

Write a short story using all of the topics discussed

in the mini-lessons (dialogue, characterization,
stylistic approach). The story must be 2-3 pages
long, have at least two different characters, and
must have some sort of conflict that the story is
centered around.
Write a reflection on the short story writing
process, identifying what elements their story
focused on, and explaining their stylistic approach.
Standards

Write narratives to develop real or imagined

experiences or events using effective technique, well
chosen details, and wellstructured event sequences.
o Engage and orient the reader by setting out a
problem, situation, or observation, establishing
one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth
progression of experiences or events.
o Use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or
characters.
o Use a variety of techniques to sequence
events so that they build on one another to
create a coherent whole.
o Use precise words and phrases, telling details,
and sensory language to convey a vivid picture of
the experiences, events, setting, and/or
characters.
o Provide a conclusion that follows from and
reflects on what is experienced, observed, or
resolved over the course of the narrative. (9
10.W.3)

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
13 up to and including grades 910.) (910.W.5)

Produce clear and coherent writing in which the

development, organization, and style are appropriate
to task, purpose, and audience. (Gradespecific
expectations for writing types are defined in
standards 13 above. (910.W.4)
 DAILY LESSON PLAN FORM

Teacher: Oram Date: 12/2/2016

Agenda: As part of the creative writing unit, students will participate in a mini-lesson
discussing dialogue. Students will watch clips from movies that focus on dialogue.
Students will then review a PowerPoint with the teacher, and participate in a discussion
about dialogue. Students will then look at two worksheets about dialogue, one being a
checklist, and the other being a chart on how to get started on dialogue. Students will then
participate in a dialogue game, where they will look at pictures of people talking, and
create dialogue for them.

Objectives:
Students will:
Watch movie clips that focus on dialogue.
Take notes on the dialogue PowerPoint.
Participate in a discussion about the important aspects of creating
dialogue and how to incorporate it meaningfully.
Review the worksheets and note how they will be helpful for the
final product.
Participate in the dialogue game in partners, creating dialogue for
people talking.

Materials Needed:
Notebooks, Paper and Pen
Computer and projector
Teacher Power Point presentation
Dialogue Worksheets
Pictures for game
Activities:
Teacher Will:
Explain to the students what the overall objective of the lesson is. The teacher will
discuss the idea of dialogue and how it adds to a story.
Play movie clips that focus on dialogue. The movie clips are scenes from Gilmore
Girls, The Great Gatsby, and Dead Poets Society.
Present a PowerPoint on dialogue. The PowerPoint will discuss meaningful
dialogue, how to make it sound like someone is actually speaking, and what the
goal of dialogue.
Lead a discussion on dialogue. The teacher will ask guided questions on dialogue,
such as Where have you seen dialogue used effectively/ineffectively? and
What does dialogue help create in stories?.
Hand out worksheets on dialogue and review them. The teacher will explain each
worksheet. The first one is a checklist when incorporating dialogue in stories. The
teacher will review how this is helpful for students. Then, the teacher will discuss
the second worksheet, which is a chart on how to get started on thinking for
adding dialogue into their story.
Explain the dialogue game. In this game, students will get in pairs. They will then
create dialogue for a series of 3 images. The students will use Attachment A
(Dialogue Worksheet) to make dialogue for one of the characters. The dialogue
must match the expressions of the characters, and must be realistic in the
situation. Then, they will share their dialogue with the class.
Students will:
Watch the movie clips and note why the dialogue works in the scenes.
Take notes on the dialogue PowerPoint, and ask questions if any clarification is
needed.
Participate in a dialogue discussion. Students will answer the guiding questions
and push their thinking to understand why dialogue is important.
 Look over the worksheets and note how they can use them in their future
assignment of creating a short story.
Participate in the dialogue game, and share out the dialogue that they create in
their pairs.
Complete Dialogue Worksheet,\.
Assignment(s)/ Homework:
Students will begin to think about their short story and what kind of dialogue their
character would use, such as if they have an accent or have a certain pattern of
words. Students will begin their reflection on dialogue.
How Student Learning is Assessed and Analyzed:
Formative Assessment:
o Teacher will have students participate in a discussion. Students must
participate in order to earn points for the day.
o Teacher will listen to students present their dialogue for the game in pairs.
Both students must present some of the dialogue in order to earn points.
o Students will complete Dialogue Worksheet.
Culminating Assessment: Students must incorporate dialogue in their short story,
and use it effectively. Students must use the knowledge from this mini-lesson in
order to create dialogue within their story.
 DAILY LESSON PLAN FORM

Teacher: Oram Date: 12/9/2016

Agenda: As part of the creative writing unit, students will close-read three short stories.
In these short stories, the students will be looking to identify how the authors use the
different elements that they have previously learned about, such as dialogue, conflict,
characterization, and stylistic approach. These stories will be The Lottery, To Build A
Fire, and Desirees Baby. After reading each story and looking at each element, students
will then develop a reflection for each story, identifying how each of these elements
influence the story and the way that the audience reads it.

Objectives:
Students will:
Read stories: The Lottery, To Build A Fire, and Desirees Baby.
Close-read and annotate these stories.
Identify how dialogue, conflict, characterization, and stylistic
approach are used in each of these stories.
Write a reflection on each of the stories.

Materials Needed:
Notebooks, Paper and Pen
Copy of each of the short stories

Activities:
Teacher Will:
Hand out all of the short stories to the students.
 Give directions to students. The teacher will explain to them that they are to read
each story. The first time, they will just be reading for comprehension, and the
second time, they are to annotate the text. They will specifically be looking for
how the author uses dialogue, conflict, characterization, and stylistic approach.
Circulate the room and help students as needed.
Explain the reflection process. The teacher will explain that students are to reflect
on how each of these elements influences the stories.

Students will:
Read each of the stories, individually, for comprehension.
Read each of the stories again, this time in order to annotate. The students will
annotate the stories and identify points of the author using conflict, dialogue,
characterization, and stylistic approach.
Ask questions or for clarification as needed.
Write a reflection on how each of these elements affects the story and the way the
audience reads it.
Assignment(s)/ Homework:
Students will finish any stories that they did not get a chance to finish in class,
and continue writing their reflection.
How Student Learning is Assessed and Analyzed:
Formative Assessment:
o Students will annotate each of the stories.
o Students will write a short reflection for each of the stories that they read.
Culminating Assessment: Students will use the ideas and what they learned from
other authors to help them develop their own short story at the end of the unit.
 DAILY LESSON PLAN FORM

Teacher: Oram Date: 12/13/2016

Agenda: As part of the creative writing unit, students will create a short story where they
take an already created character and place them in a new decade. Students will use a
graphic organizer to chart out characteristics of the character of their choice, to help them
develop their story. They will then use this information to begin developing a story,
picking a decade that they are interested in and placing that character in that decade. The
main idea of this story is to develop a conflict, incorporate dialogue meaningfully, use
characterization to teach the audience about the character, and to begin to develop their
own style for their short stories.

Objectives:
Students will:
Dissect and analyze a character.
Organize their thoughts and analysis on a graphic organizer.
Use their analysis and knowledge of the character to create a new
story using them as a main character.
Use their knowledge of dialogue, conflict, characterization, and
stylistic approach to develop a well-thought out short story.

Materials Needed:
Notebooks, Paper and Pen
Graphic Organizer
Computers/phones
Activities:
Teacher Will:
Explain to students that this story activity is to help them in the development of
their own story. The teacher will let them know that they should use their
knowledge of story elements to create this story about an already made character.
Hand out graphic organizers to the students.
Give directions to the students. The teacher will explain that the students are to
choose a character from a novel that they enjoy. It can be one that they read in
class or on their own. The teacher will let the students know that characters that
they are very familiar with, or characters with a lot of background information are
going to be the easiest to choose. The teacher will then let the students know that
they are to use the graphic organizer to help them, and they need to research the
character that they chose.
Circulate the room and help students as needed.
Help students get started with their students. The teacher will let the students
know that they are to use the research that they gathered in order to help them
develop their story. They can research the decade that they chose, and place that
character in that decade. They are to focus on the four elements that they were
taught about, using the information they have learned to help.

Students will:
Choose a character from a novel.
Research and analyze the character that they chose.
Use the graphic organizer to analyze their character.
Briefly research the decade that they wish to place their character in.
Develop a story placing this character in a new decade, using their knowledge of
the four elements of creating a story, in order to create a well-developed and
interesting story.
Assignment(s)/ Homework:
Students will continue to work on their story at home. This story should be 1-2
pages long.

How Student Learning is Assessed and Analyzed:

Formative Assessment:
o Students will fill out their graphic organizer with information about the
character of their choice.
o Students will develop their short story (1-2 pages) on their character, and
placing that character in a new time period.
Culminating Assessment: Students will use their knowledge of creating this short
story to develop their overall short story.
 DAILY LESSON PLAN FORM

Teacher: Oram Date: 12/19/2016

Agenda: As part of the creative writing unit, students will work on revisions to their
stories in order to create strong stories and make sure that they are easy to follow for the
audience. The peer revisions will focus on the content of the story, ensuring that it makes
sense, and making sure all of the elements are in the story. These revisions will help
students finalize their story before turning it in. The idea of the revision process is to not
look for conventions and grammatical errors, but focus on the content of the story.

Objectives:
Students will:
Participate in a revision process focused on the content.
Give feedback to their peers about potential revisions to stories.
Listen to feedback about their own stories.
Apply their knowledge of dialogue, conflict, stylistic approach,
and characterization to give helpful feedback to their peers.

Materials Needed:
Notebooks, Paper and Pen
(2) Copies of stories
Revision sheet

Activities:
Teacher Will:
 Have students write down the points that they think needs improvement in their
own stories, and what they think that they did well as bell work. Students will
take about 5 minutes to do this.
Explain what the revision process will look like. The teacher will explain that
each student will work in pairs, and then these pairs will rotate after the first
revision is done. The pairs a pre-determined by the teacher.
Explain what the students will be looking for in these short stories. Students are to
focus on the 4 points that were taught about in the mini-lessons, as well as
clarifying any confusing parts or any story inconsistencies. The teacher will
emphasize to the students that this revision process is not for grammatical
mistakes. It is solely based on the content of the story.
Hand out the revision sheets (see Attachment C).
Go over revision sheets. These sheets outline what students should be looking for
while revising their peers work. It also gives them a spot to list 3 things that the
author did well, and 3 items that the author will need to improve on. It outlines
that all of these items should not have anything to do with grammatical
corrections.
Split the students into their pairs and have them find and sit with their partners.
Circulate the room and listen to students feedback.
When first set of revisions are done, give students their new partners and have
them start the revision process again.

Students will:
Write what their story does well, and what parts of their stories need improvement
as bell work for the first 5 minutes of class.
Listen to the directions given by the teacher, and ask any questions or points of
clarification.
Split into partners. The students will revise each others stories. First, they will
read over the stories. Then, they will go through and mark any points of confusion
or inconsistencies within the story. Next, they will look at how the author uses the
 four elements that were discussed in the mini-lessons. Finally, they will write their
three points of strength, and three improvements on the revision sheet.
Discuss with their partners the notes that they made on their stories. Each pair
should explain to the other student their notes and why they were confused at any
points, if they were.
Switch partners and repeat this same process.

Assignment(s)/ Homework:
Students will complete the revisions that their classmates made on their stories.
Students will begin their final product for homework, and will also have time in
class to complete the rest of their final product.

How Student Learning is Assessed and Analyzed:

Formative Assessment:
o Students will participate in the peer revision process.
o Students will fill out the revision worksheet for their two partners.
Culminating Assessment: Students will use the feedback that they get from this
peer revision process to edit their story and be ready to submit the final draft.
Attachment A Dialogue Worksheet
 Attachment B Dialogue Checklist
Attachment C Peer Revision

Form

Peer Revision
Form

What should I be looking for?

 Does the story contain dialogue?
Does the story have a conflict?
Does the author use some sort of stylistic approach in their short
story?
Are the characters well developed?
Are there any points of confusion where the story does not make
sense?
Are there any noticeable inconsistencies within the story?
Does the sequence of the story make sense?

Please list here three things that the author did well on. Be detailed, and
share this with your partner.

Please list here three things that the author can improve on. Offer
suggestions on how they might improve these elements.

Assignment Sheet and Rubric

Creative Writing: Short Story

For this assignment, you will be creating a short

story! The requirements for this story is that is must
have more than one character, there must be a
conflict, there must be dialogue, and it has to be
more than 2 pages. The rest is up to you! Use the
skills and concepts you have learned in this unit to
 Rubric:

____/10 The story contains dialogue between characters.

____/10 The story has a central conflict.

____/10 The story has more than 1 character, and these characters are
developed throughout the story.

____/10 The story is longer than 2 pages.

____/5 Student has included rough draft, revision sheets, and final draft.

TOTAL: ____/45