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Unit Title: Using Imagery in Creative Writing
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Teacher: Ashley Rickard
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Grade(s): 11th
grade
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Subjects: Advanced Placement English Language and
Composition
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Setting: Eastside High School is located in Newton
County, Georgia. The rural school system is approximately 20 miles East of
the city of Atlanta, and it is currently operating under Title I funding for
the second consecutive year. Mrs. Rickard teaches 25 Advanced Placement
English Language and Composition students in a typical classroom setting.
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Learner Profile &
Readiness: Of the 25 students in Mrs. Rickard’s 2nd period class, 9 of them are
designated Gifted. The other 16
students in the room have chosen to take this college-level course, with
hopes of receiving college credit upon passing the National Exam. Two of the
students in the room have Individual Education Plans in response to
disabilities- one student is deaf, one student has autism. In both cases,
extended time and printed directions are the main accommodations necessary
for instruction and assessment.
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Student Interest: These
students are generally very mature learners. Most of them are quite involved
in extracurricular activities, and some are also juggling the
responsibilities of other AP courses. Two things that really motivate their
learning are freedom of choice and online learning environments. Mrs. Rickard’s
classroom operates in a way that encourages students to frequently choose
their own writing topics, and her online assignments are frequent to
accommodate the demanding schedule of her students.
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Introduction
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Performance Task Title:
Using Imagery in Creative Writing
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Performance Task Annotation: After
studying imagery through American Literature, students will create their own
piece of Creative Writing where they use imagery.
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This Performance Task Template
is differentiated for: This performance task is differentiated for Gifted
learners, and it will meet the needs of the two students with IEPs.
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Approximate Duration of
Performance Task: One week. The assignment will take place primarily out
of class to create a genuine virtual (distance) writing workshop.
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Focus Standards: Georgia
Common Core Performance Standards- English Language Arts
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ELACCL11-12W3:
Write
narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
a. Engage and
orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences or
events.
b. Use narrative
techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
c. Use a variety
of techniques to sequence events so that they build on one another to create
a coherent whole and build toward a particular tone and outcome (e.g., a
sense of mystery, suspense, growth, or resolution).
d. Use precise
words and phrases, telling details, and sensory language to convey a vivid picture
of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the course of the
narrative.
ELACCL11-12W4: Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience.
ELACCL11-12W5:
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.
ELACCL11-12W6:
Use
technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
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Complementary Standards: Georgia
Common Core College & Career Readiness Standards- Writing
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CCW10: Write
routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
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Complementary
Standards: Georgia Common Core College & Career Readiness Standards-
Language
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CCRL1: Demonstrate command of the conventions
of Standard English grammar and usage when writing or speaking.
CCRL2: Demonstrate
command of the conventions of Standard English capitalization, punctuation,
and spelling when writing.
CCRL5: Demonstrate understanding of word
relationships and nuances in word meanings.
CCRL6: Acquire and use accurately a range of
general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
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National Standards: National Educational
Technology Standards- for Students
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1. Creativity and Innovation- Students
demonstrates creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a.
Apply existing knowledge to generate new
ideas, products, or processes
b.
Create original works as a means of personal
or group expression
2. Communication and Collaboration- Students
use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the
learning of others. Students:
a.
Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital environments and media.
b.
Communicate information and ideas effectively
to multiple audiences using a variety of media and formats.
3. Digital Citizenship- Students
understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a.
Advocate and practice safe, legal, and
responsible use of information and technology.
b.
Exhibit a positive attitude toward technology
that supports collaboration, learning, and productivity.
c.
Demonstrate personal responsibility for
lifelong learning.
d.
Exhibit leadership for digital citizenship.
4. Technology Operations and Concepts- Students
demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a.
Understand and use technology systems.
b.
Select and use applications effectively and
productively.
c.
Troubleshoot systems and applications.
d.
Transfer current knowledge to learning of new
technologies.
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Task and Assessment Procedures
and Resources
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Description and Teacher
Directions
1.
The
teacher will lead a class review of imagery in Creative Writing, using
“To Build a Fire” by Jack London-- http://www.qcc.mass.edu/plafountaine/Jack%20London%20to%20build%20a%20fire.pdf (Be sure to a discussion of the
following: plot, setting, point of view, organizational structure, purpose,
audience, content focus, and linguistic strategies).
2.
Explain
to students that they will be employing imagery as they write their own piece
of Creative Writing. They may choose whether they want their piece to be
fiction or nonfiction, but the main focus of their piece needs to be imagery.
Encourage students to follow the writing process:
o
brainstorm
or take notes into MSWord
o
reorganize
the brainstorming into a logical outline (plan)
o
then
complete a draft from that outline
3.
As
needed, provide mini-lessons during this task to review the main points of
the complementary standards included above.
4.
Students
must type their completed piece in Microsoft Word. Then, students will use Google Drive to
upload their essays to their Google Drive account. Students will share their
finished essay with the teacher electronically through the Google Drive share
feature.
5.
The
teacher will organize the submitted essays into one electronic Google Share
Folder. Then, the teacher will grant all students electronic access to all
submitted essays through making the newly created Share Folder available via
a link that should be published on the class website.
6.
Students
will use the comment feature of Google Drive to interact with one another in
a Virtual Writer’s Workshop. Each student should offer feedback and
suggestions for at least three peers.
7.
After
receiving feedback, students should evaluate the feedback and suggestions
from their peers. They should make any necessary adjustments to their piece
and re-submit the completed, edited Creative Writing Essay.
8.
The
teacher will use the Creative Writing Rubric to assess the overall finished
product for this assignment.
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Wednesday, October 22, 2014
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