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Megan Wilkinson

Day One: Introduction

Creative Writing Unit Plan

By: Megan Wilkinson

Touch, Taste, See, Smell, and Hear

CREAT

IVITY

Megan Wilkinson



“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

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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



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

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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

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

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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 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.

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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



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


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



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



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 Four


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



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



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


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

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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

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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


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.

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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


TTW informally evaluate the students and remain available for questioning throughout the remainder of the period.

Megan Wilkinson



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

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Day Seven


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



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 Eight


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


TTW evaluate student setting and conflict worksheets based on participation.

Megan Wilkinson



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:


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.

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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


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 Ten:


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


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

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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

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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



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.

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