Description
Course Description
Students will be able to develop various writing and reading skills developed with the advanced student in mind such as Argumentative writing, Informative writing, Narrative writing, Response to text and the Research Paper.
Teacher will guide students through the whole WRITING PROCESS: Prewriting -> Drafting -> Revising/Editing (Detail below)
Target Students:
10-11th graders
Course Breakdown
Throughout the 18 lessons, we will be writing a short story / novel / narrative / creative piece of literature. However, we will take time to address different elements of writing during each lesson. There will also be a piece of literature to examine and draw conclusions from on most weeks.
Lesson 1: Organize information and ideas around a topic to plan and prepare to write.
Lesson 2: Organize information and ideas around a topic to plan and prepare to write.
Lesson 3: 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.
Lesson 4: 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.
Lesson 5: Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Lesson 6: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Lesson 7: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Lesson 8: Analyze foundational U.S. and/or British documents of historical and literary significance for their themes, purposes, and rhetorical features.
Lesson 9: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Lesson 10: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Lesson 11: Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Lesson 12: 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, and/or persuasiveness of the text.
Lesson 13: 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.
Lesson 14: 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.
Lesson 15: Analyze foundational U.S. and/or British documents of historical and literary significance for their themes, purposes, and rhetorical features.
Lesson 16: Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Lesson 17: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Lesson 18: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
WRITING PROCESS:
Prewriting
The teacher may choose to create narrative topics for students, or he/she may allow students to choose topics themselves. For narrative non-fiction, the teacher guides students through a brainstorming activity to explore personal experiences that had a significant impact on their lives. Once a personal experience is selected, students reflect on what they learned from the experience or how the experience influenced their lives. This reflection provides a direction for their narratives. For fictional narratives, the teacher assists students by providing images, objects, print texts, or non-print texts for students to use as idea starters. The teacher may also choose to provide a writing prompt. Once a narrative topic is chosen, students decide on a point of view, a setting, a narrator and/or characters, and main plot line. Students then organize these elements by using plot outlines or graphic organizers to plan and prepare for writing.
Drafting
Referring to their plans and to mentor texts, students draft their narratives. Students begin by writing introductions that grab the reader’s attention and acquaint the reader with the main conflict, circumstances and/or setting, or observation as well as their importance or meaning. In their introductions, students also familiarize the reader with their narratives’ point of view(s) and the narrator and/or characters. Students create smooth transitions to advance from one experience or event to the next and use several techniques to unfold them so they evolve and work together to create coherence throughout the entire narrative. Students add to the dynamics of the experiences, the events, and/or the characters by using narrative techniques. Narrative techniques include, but are not limited to: dialogue, pacing, description, foreshadowing, reflection, and multiple plot lines. While writing their narratives, students also employ techniques that develop and create a specific tone and effect, such as a sense of mystery, suspense, growth, or resolution. To add vividness to their narratives, students are encouraged to use precise language, revealing and significant details, and imagery to describe the experiences, events, setting, and/or characters.
To provide closure, students write endings that connect to and reflect on the significance of or resolutions to the experiences or events shared in the narrative.
Revising/Editing
Students review their drafts in order to make revisions and edits for improvement. The teacher may also assign peer reviewers and/or conduct one-on-one writing conferences with students in the revision and editing processes. Students evaluate the content and organization of their narratives, making revisions that focus on addressing the most important experiences, events, and details for the specific purpose and/or audience of their pieces. Students are encouraged to revise and edit more than once, so they learn that writing is a recursive process that sometimes requires rewriting or trying a new approach.
In the Classroom: Building an Outcome: The students find and choose a narrative that builds the particular outcome they wish to create in their own pieces. Students note the authors’ techniques and try them in their own narratives.
Building Tone: The teacher provides students with a sentence and a list of tones. The teacher asks students to choose two tones from the list and revise the sentence two different ways: one in each tone. Students discuss their word choices and apply this technique to their own writing.
Writing Conclusions: Students read model texts with effective conclusions and note the author’s choices that give the reader closure. Students apply the author’s techniques when writing their own conclusions.
About the teacher
Mr Ray , 7 years of teaching experience, worked at local middle school as an English Language Arts Teacher . He taught 6th-12th grade students reading and writing for literature and informational texts. His teaching philosophy is to see to every student’s unique needs and demands. He like to use wide range of formative and summative class activities to closely monitor students’ growth. In 2017-2018, he worked with 22% on-grade-level students at the beginning of the school year. By the end of the year, the End Of Grade Exam data have shown that 64% of his students have achieved on/above Grade level.
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