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Creative Writing Curriculum

Course Description:
Credit: 1
Prerequisite: Junior or Senior Status
Creative Writing focuses on imaginative writing style which could include short stories, poetry, and creative
nonfiction. Writing skills will be developed through daily writing and analysis of quality writing. Students will
practice reading and responding to literature in all different stages of the writing process. A final summative
portfolio of the work will show writing growth over the semester.
Grade 11-12 Literature
Iowa Core Anchor Standard Iowa Core Grade Level Standard UCSD I Can Statements
Key Ideas and Details
(Key Ideas and Details) Use Cite strong and thorough textual find and use strong examples within
comprehension strategies to explain evidence to support analysis of what the text to support my analysis of
elements of literature. 1. Read the text says explicitly as well as the text.
closely to determine what the text inferences drawn from the text,
says explicitly and to make logical including determining where the text
inferences from it; cite specific leaves matters uncertain.
textual evidence when writing or
Determine two or more themes or find multiple themes or central ideas
speaking to support conclusions
central ideas of a text and analyze of a text
drawn from the text
their development over the course of
the text, including how they interact
and build on one another to produce
a complex account; provide an
objective summary of the text.
2. Determine central ideas or themes Analyze the impact of the author’s analyze how the author develops
of a text and analyze their choices regarding how to develop elements of the story and how those
development, summarize the key and relate elements of a story or choices impact the story (theme,
supporting details and ideas. drama (e.g., where a story is set, setting, characterization, etc.)
how the action is ordered, how the
characters are introduced and
developed).
3. Analyze how and why Employ the full range of research- use a variety of reading strategies.
individuals, events and ideas based comprehension strategies,
develop and interact over the cores including making connections,
of a text. determining importance,
questioning, visualizing, making
inferences, summarizing, and
monitoring for comprehension.
Read on-level text both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension.
Craft and Structure
4. Interpret words and phrases as Determine the meaning of words determine connotative meaning
they are used in a text, including and phrases as they are used in the using context clues
determining technical, connotative, text, including figurative and
and figurative meanindg, and connotative meanings; analyze the
analyze how specific word choices impact of specific word choices on
shape meaning or tone. meaning and tone, including words
with multiple meanings or language
that is particularly fresh, engaging,
or beautiful. (Include Shakespeare
as well as other authors.)
5. Analyze the structure of texts, Analyze how an author’s choices analyze how authors structure plots
including how specific sentences, concerning how to structure specific to create tonal effects and aesthetic
paragraphs, and larger portions of parts of a text (e.g., the choice of impact (e.g. pacing, flashbacks,
the text (e.g., a section, chapter, where to begin or end a story, the mystery, tension, surprise.)
scene, or stanze) relate to each other choice to provide a comedic or
monitor my comprehension while
and the whole. tragic resolution) contribute to its
reading
overall structure and meaning as
well as its aesthetic impact.
6. Assess how point of view or Analyze a case in which grasping analyze what is stated and intended
purpose shapes the content and style point of view requires distinguishing within the text
of a text. what is directly stated in a text from
what is really meant (e.g., satire,
sarcasm, irony, or understatement).

Integration of Knowledge and Ideas


7. Integrate and evaluate content Analyze multiple interpretations of a compare and contrast multiple
presented in diverse media and story, drama, or poem (e.g., recorded different artistic mediums
formats, including visually and or live production of a play or concerning a similar theme
quantitatively, as well as in words. recorded novel or poetry),
evaluating how each version
interprets the source text. (Include at
least one play by Shakespeare and
one play by an American dramatist.)

9. Analyze how two or more texts Demonstrate knowledge of demonstrate knowledge of 18th
address similar themes or topics in eighteenth-, nineteenth- and early- century American literature
order to building knowledge or to twentieth-century foundational
compare the approaches the authors works of American literature,
take. including how two or more texts
from the same period treat similar
themes or topics.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex 10. By the end of grade 11, read
literary and informational texts and comprehend literature, including
independently and proficiently. stories, dramas, and poems, in the
grades 11–CCR text complexity
band proficiently, with scaffolding
as needed at the high end of the
range.

By the end of grade 12, read and


comprehend literature, including
stories, dramas, and poems, at the
high end of the grades 11–CCR text
complexity band independently and
proficiently. (RL.11-12.10)

Grade 11-12 Speaking and Listening


Comprehension and Collaboration
Iowa Core Anchor Standard Iowa Core Grade Level Standard UCSD I Can Statements
1. Prepare for and participate Come to discussions prepared, exchange ideas using researched
effectively in a range of having read and researched material material under study
conversations and collaborations under study; explicitly draw on that
with diverse partners, building on preparation by referring to evidence
others' ideas and expressing their from texts and other research on the
own clearly and persuasively. topic or issue to stimulate a discuss evidence from the text
thoughtful, wellreasoned exchange
of ideas.
Propel conversations by posing and engage in conversations by
responding to questions that probe responding to/and questioning
reasoning and evidence; ensure a broader themes and ideas
hearing for a full range of positions present a full range of positions on a
on a topic or issue; clarify, verify, or topic or issue
challenge ideas and conclusions; and clarify, verify, or challenge ideas and
promote divergent and creative conclusions
perspectives.
promote divergent and creative
perspectives
3. Evaluate a speaker’s point of Evaluate a speaker’s point of view, evaluate a speaker's point of view,
view, reasoning, and use of evidence reasoning, and use of evidence and reasoning, and use of evidence and
and rhetoric. rhetoric, assessing the stance, rhetoric
premises, links among ideas, word assess the stance and premise
choice, points of emphasis, and tone
assess points of emphasis
used.
assess tone used
assess links among ideas
assess word choice
Presenation of Knowledge and Ideas
4. Present information, findings, and Present information, findings, and synthesize information, findings and
supporting evidence such that supporting evidence, conveying a supporting evidence to convey a
listeners can follow the line of clear and distinct perspective, such
clear and distinct perspective in a
reasoning and the organization, that listeners can follow the line of
presentation
development, and style are reasoning, alternative or opposing address opposing and alternative
appropriate to task, purpose, and perspectives are addressed, and theperspectives
audience. organization, development, organize, develop, and select
appropriate style to coincide with
substance, and style are appropriate
purpose and target audience
to purpose, audience, and a range of
formal and informal tasks. differentiate between formal and
informal tasks
5. Make strategic use of digital Make strategic use of digital media integrate digital media to increase
media and visual displays of data to (e.g., textual, graphical, audio, understanding and interest
express information and enhance visual, and interactive elements) in
understanding of presentations. presentations to enhance use digital media to support
understanding of findings, evidence and reasoning presented
reasoning, and evidence and to add
interest.
6. Adapt speech to a variety of Adapt speech to a variety of adapt speech and language to a
contexts and communicative tasks, contexts and tasks, demonstrating a variety of contexts and tasks
demonstrating command of formal command of formal English when
English when indicated or indicated or appropriate. (See grades differentiate between and adapt
appropriate. 11–12 Language standards 1 and 3 formal and informal speech and
for specific expectations.) language
Prepare and conduct interviews. Prepare and conduct interviews.
Participate in public performances. Participate in public performances.

Grade 11-12 Language


Iowa Core Anchor Standard Iowa Core Grade Level Standard UCSD I Can Statements
Conventions of Standard English
1. Demonstrate command of the Apply the understanding that usage adapt language as rules evolve.
conventions of standard English is a matter of convention, can
grammar and usage when writing or change over time, and is sometimes defend language usage choice.
speaking. contested.
Resolve issues of complex or use reference materials to resolve
contested usage, consulting usage questions.
references (e.g., Merriam-Webster’s
Dictionary of English Usage,
Garner’s Modern American Usage)
as needed.
2. Demonstrate command of the Observe hyphenation conventions. use hyphens correctly.
conventions of standard English
Spell correctly. spell correctly.
capitalization, punctuation, and
spelling when writing.

Knowledge of Language
3. Apply knowledge of language to Vary syntax for effect, consulting vary the arrangement of words or
understand how language functions references (e.g., Tufte’s Artful phrases in sentences for effect.
in different contexts, to make Sentences) for guidance as needed;
use reference materials to check for
effective choices for meaning or apply an understanding of syntax to
correct usage.
style, and to comprehend more fully the study of complex texts when
when reading or listening. reading. use knowledge of syntax (the
arrangement of words and phrases in
sentences) to increase understanding
when reading.
Vocabulary Acquisition
5. Demonstrate understanding of Interpret figures of speech (e.g., interpret figures of speech
figurative language, word hyperbole, paradox) in context and
relationships, and nuances in word analyze their role in the text. recognize why figures of speech are
meanings. used in the text.
Analyze nuances in the meaning of differentiate between similar words.
words with similar denotations.
6. Acquire and use accurately a Acquire and use accurately general use accurate words to read, write,
range of general academic and academic and domain-specific and speak coherently.
domain-specific words and phrases words and phrases, sufficient for
sufficient for reading, writing, reading, writing, speaking, and
speaking, and listening at the college listening at the college and career
and career readiness level; readiness level; demonstrate
demonstrate independence in independence in gathering
gathering vocabulary knowledge vocabulary knowledge when
when considering a word or phrase considering a word or phrase independently determine the
important to comprehension or important to comprehension or meaning of a word.
expression. expression.
Grade 11-12 Writing
Anchor Standard Iowa Core Grade Level Standard UCSD I Can Statements
Text Types and Purposes
2. Write informative/explanatory Develop the topic thoroughly by assess the reliability/credibility and
texts to examine and convey selecting the most significant and relevance of a source.
complex ideas and information relevant facts, extended definitions,
integrate relevant facts, definitions,
clearly and accuractly through the concrete details, quotations, or other
details, quotations, or other
effective selection, organization, and information and examples
information.
analysis of content. appropriate to the audience’s
knowledge of the topic. evaluate audience's background
knowledge regarding the topic.
adapt material for a presentation to a
particular audience.
Use appropriate and varied use a variety of transitions and
transitions and syntax to link the sentence patterns to link and clarify
major sections of the text, create ideas.
cohesion, and clarify the
relationships among complex ideas
and concepts.
Use precise language, domain- use key terms appropriate to the
specific vocabulary, and techniques topic.
such as metaphor, simile, and
utilize techniques (similes,
analogy to manage the complexity
metaphors, analogies, etc.) to clarify
of the topic.
a complex topic.
Provide a concluding statement or restate the thesis statement.
section that follows from and
supports the information or summarize the supporting facts of
explanation presented (e.g., the writing.
articulating implications or the
significance of the topic).
3. Write narratives to develop real Engage and orient the reader by write a narrative with the elements
or imagined experiences or events setting out a problem, situation, or of a plot line.
using effective technique, well observation and its significance,
chosen details, and well-structured establishing one or multiple point(s) establish the significance of the
event sequences. of view, and introducing a narrator topic.
and/or characters; create a smooth distinguish between fiction stories
progression of experiences or and nonfiction narratives
events.
write utilizing the elements of
fiction (i.e. characterization, point of
view, plot line) in narrative writing.

Use narrative techniques, such as use narrative techniques (i.e.


dialogue, pacing, description, dialogue, pacing, description,
reflection, and multiple plot lines, to reflection, multiple plot lines) to
develop experiences, events, and/or enhance writing
characters.
Use a variety of techniques to develop introduction, body, and
sequence events so that they build conclusion of narrative writing.
on one another to create a coherent
whole and build toward a particular use the sequence of events to lead
tone and outcome (e.g., a sense of up to a climax and end with a
mystery, suspense, growth, or resolution.
resolution). establish an intended tone (mystery,
suspense, growth, etc.).
Use precise words and phrases, choose precise words and phrases.
telling details, and sensory language
to convey a vivid picture of the use words that appeal to the senses.
experiences, events, setting, and/or
characters.
Provide a conclusion that follows write a conclusion that reflects on or
from and reflects on what is resolves a conflict.
experienced, observed, or resolved
over the course of the narrative.
Production and Distribution of Writing
4. Produce clear and coherent Produce clear and coherent writing choose the level of formality
writing in which the development, in which the development, appropriate for the task, purpose,
organization, and style are organization, and style are and audience of the writing
appropriate to task, purpose, and appropriate to task, purpose, and
audience. audience. (Grade-specific
expectations for writing types are
defined in standards 1–3 above.)
5. Develop and strengthen writing Develop and strengthen writing as proofread, revise, and edit to
as needed by planning, revising, needed by planning, revising, improve/strengthen writing.
editing, reqriting, or trying a new editing, rewriting, or trying a new
approach. approach, focusing on addressing
what is most significant for a
specific purpose and audience.
(Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including
grades 11–12.)
6. Use technology, including the Use technology, including the use technology to publish writing
Internet, to produce and publish Internet, to produce, publish, and (Google docs, Word, Moodle,
writing and to interact and update individual or shared writing Powerpoint, etc.).
collaborate with others. products in response to ongoing use technology to produce writing
feedback, including new arguments including linking to other
or information. information (video, Powerpoint,
hyperlinks, etc.).
use technology to collaborate on
writing (Google docs, Moodle, etc.)
adapt writing based on feedback (i.e.
arguments or new information).
Research to Building and Present Knowledge
9. Draw evidence from literary or Apply grades 11–12 Reading accurately paraphrase an excerpt
informational texts to support standards to literary nonfiction (e.g., from a piece of literary nonfiction.
analysis,reflection, and research. "Delineate and evaluate the
reasoning in seminal U.S. texts, accurately quote from a piece of
including the application of literary nonfiction.
constitutional principles and use of select examples from literary
legal reasoning [e.g., in U.S. nonfiction to support the analysis,
Supreme Court Case majority reflection, or research.
opinions and dissents] and the
premises, purposes, and arguments
in works of public advocacy [e.g.,
The Federalist, presidential
addresses]").

Range of Writing
10. Write routinely over extended Write routinely over extended time modify the writing process to match
time frames (time for research, frames (time for research, reflection, the timeframe given.
reflection, and revision) and shorter and revision) and shorter time
time frames (a single sitting or day frames (a single sitting or a day or
or two) for a range of tasks, two) for a range of tasks, purposes,
purposes, and audiences. and audiences.

No student enrolled in the Urbandale Community School District shall be excluded from participation in, be
denied the benefits of, or be subjected to discrimination in the District's programs on the basis of race, color,
creed, sex, religion, marital status, ethnic background, national origin, disability, sexual orientation, gender
identity, or socio-economic background. The policy of the District shall be to provide educational programs and
opportunities for students as needed on the basis of individual interests, values, abilities and potential.