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English Unit Plan

TITLE OF UNIT: Creative Writing Development
The focus of this unit is to develop students' writing abilities by focusing on different
aspects of short story.


3 Weeks


Term 1 2014

 Listening Reading Viewing
Processes and strategies
 Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.

Recognises, understands, and describes the connections between oral, written, and visual language.
Integrates oral, visual, and written sources of information and prior knowledge confidently to make sense of
increasingly varied and complex texts.
Uses appropriate processing and comprehension strategies with confidence.
Is developing the ability to think critically about texts.
Monitors, self-evaluates, and describes progress, articulating what they are learning.

Purposes and audiences
 Show an understanding of how texts are shaped for different purposes and audiences.

Identifies and describes how texts are constructed for a variety of intentions, situations, and levels of formality
and for individuals or groups with varying characteristics and determinants, such as backgrounds, interests,
and motivations.
Identifies particular points of view and evaluates the reliability and usefulness of texts.

 Show understandings of ideas within, across, and beyond texts.

Makes meaning of increasingly varied and complex ideas.
Identifies and understands main and subsidiary ideas and the links between them.
Makes connections by thinking about underlying ideas in and between texts and with personal, social, cultural,
literary, political, or historical contexts.
Makes and supports inferences from texts with increasing independence.
Uses supporting details.

Language features
 Show an increased understanding of how language features are used for effect within and across texts.

Has an increasing vocabulary that can be used to make meaning of texts.
Identifies oral, written, and visual features used and recognises their effects.
Shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively.

Show an increasing understanding of text structures.
 Understands that the order and organisation of words, sentences, paragraphs, and images contribute to and
affect text meaning.
 Identifies an increasing range of text forms and understands their features.


Presenting Processes and strategies  Integrate sources of information. 2 . effectively.  Through deliberate choice of content. written.     Uses an increasing knowledge of the connections between oral. articulating what they are learning. symbols. Is able to add or change details and comments showing thoughtful selection in the process. and motivations.   Achieves some coherence or wholeness in constructing texts.    Forms and communicates ideas and information clearly and precisely. such as backgrounds. Is reflective about the production of their own texts: monitors and self-evaluates progress. Creates a range of texts by integrating oral. Language features  Use a range of language features appropriately. and visual language when creating texts. and with increasing accuracy. language. and visual sources of information confidently. written. and strategies confidently to identify. using a range of appropriate and coherent structures. Seeks feedback and makes changes to texts to improve clarity and meaning. written. constructs a range of texts that demonstrate a developing understanding of a variety of intentions. and express ideas. Writing. processes. interests. drawing on a range of sources. situations. Speaking. Additional Curriculum areas  Technology  Learning Languages  Health & P/E  Science  Te Reo  The Arts Social Sciences  Mathematics Write the Achievement Objective(s) to be assessed: Students will: Produce a controlled piece of creative writing that is character-driven and shaped by a theme Specific Learning Outcomes During this unit students will learn: • To develop control in writing description • To evaluate style in writing • To understand how plot can be shaped by theme • To understand how characters can drive a story Setting Perspective: New Zealand Rekohu (The Chatham Islands) Asia Australia Americas Global  The Past (History)  The Present (Current Issues)  Multicultural Indigenous people Equality Key Competencies focus:  managing self (Select only those being focussed on) The Future. Ideas  Form and communicate selected ideas on a range of topics. Rights Gender  relating to others  participating and contributing  thinking  using language. and visual features to create meaning and impact and to sustain interest. and levels of formality and of individuals or groups with varying characteristics and determinants. Organises and sequences ideas and information for a particular purpose or effect. and text form.    Uses a increasing vocabulary to create precise meaning. Purposes and audiences  Show an understanding of how to shape texts for different purposes and audiences. and texts. showing an understanding and appreciation of their effect. form. Uses a range of text conventions appropriately. Structure  Organise texts for particular purpose or effect. Uses supporting details. Uses a range of oral.

and begin a story aimed at using the saying they have drawn as a theme of their story. look for degrees of change and arrange the characters appropriately. Planning suggestion for students . generally one paragraph explaining why they are having visitors.Students sit in a circle. As the time for a conclusion draws near. This gradation requires much more control in writing than a simple writing of four descriptions. Students discuss how their stories evolved and in what ways the two stories differ. The girl describes each visitor. in dealing with the story in the form that is handed to them. rather than reducing the amount of description. The procedure is the same as the "without a theme" cycle except the last two writers have the particular challenge of ending the story to fit and/or support the saying. The writing should be controlled so that the gradations are evident. announce that the next writer will begin to finish up the story and the one after that will conclude the story.Previous to this exercise each student hands in 3 sayings and puts them into a box. 3 . [Note: plot-orientation focus draws attention away from character development.]  Writing without a theme .  Discussion direction ideas: What is the function of "theme" by being absent and then present? How has theme shaped the evolution of a story? The interaction between students as they guide or deflect each other's purposes. They come at 9.. Write the ‘worst possible opening sentence’ for an adventure story. read through examples and discuss features of ‘bad writing’ Part Two: Plot vs. 10. The focus. or problems. Introduce the idea of a story such as a girl who is dared by a friend to spend until midnight in a large old deserted house. As the first girl waits in an upstairs room with shrimp cooking in a pot of oil in the fireplace.Teaching and Learning Activities Part One: A Sense of Style  Warm Up . remembering the 5 senses. larger.Write a 3-5 sentence paragraph without repeating any words  Main Activity – Read news article about Bad Writing Competition.  Students set up their story with the barest of plots.  Writing with a theme . The first exercise causes an awareness of the existence of plot as an element of the short story. and so forth. use metaphors and similes to express the 'inexpressible' (but not to the extreme. also shows the power of intent and concept on the story at any given point. The visitors can range from good to best.  Both stories are returned to their originators so they can see what happened to their ideas. When everyone has drawn a saying from the box. each begins writing a story starting with the phrase "It was a dark and stormy night. pass the story to the person on left. students write the saying and their names at the top of their papers.with the addition of a "theme" shows how plots are shaped by a theme. bad to worst. and more awesome than the preceding one. Theme Driven story "THREE MINUTE" WRITING CYCLES' This lesson contains two exercises. or. as scarier.  Aim also to build enjoyment for the class and an appreciation of each other's cleverness. is for students to more consciously control the location and quality of their descriptions. The next student adds to the story for 3 minutes and passes it on. using the five senses.. After 3 minutes. Part Three: Descriptive Writing Control ’FOUR VISITORS’ The purpose of this exercise is to improve the students' ability to write description. 11pm and midnight respectively.)  Share and discuss effectiveness of descriptions. she has four visitors. and the second exercise.draw circles to list the character's qualities in.

Unit Evaluation 4 . Surface features will be assessed using AsTTle indicators. This process helps everyone 'buy into' the characters. plot driven stories create shallow characters. etc. and 'observe' how they act when placed in a certain situation. physical features. tendencies. family background etc) Students are given 3+ minutes to describe a character and then they pass the description on to the next student. After sufficient time has passed. the character sheets are passed back to the first writer who sees what happened to the character. Other authors create the characters. They will also be assessed on their effective use of description. background. Then during one class period. Discuss how the characters' motivations.Part Four: Character-Driven Plot NOTE: Short stories are either 'plot driven' or 'character driven' ie some writers have preconceived plots that their characters must follow. Assessment Students will craft a short story – roughly one page – based on the idea that “Life is a Journey…” They will be assessed on their ability to craft a character driven story with an integrated theme shaping the plot. but unless a writer is skilled. as the -story cycle unit with a theme. Each technique serves a purpose. the various plots and outlines are presented and the story lines are compared. the characters are traded with the other group/s and a new story outline is written. who adds to the description. Many mystery and science fiction authors use this technique. *The story does not become plot driven because by now the students have an idea of what the character is like as a person and they know whether the character would act in a certain way or not. This exercise shows students how characters can drive a story.     Class brainstorm aspects of ‘character’ description (eg personal circumstances.showed how a theme can drive a story. Then the students are divided into small groups and are told to come up with a story plot and outline using all of the characters that they have. influenced plot development. After 4-6 turns of writing on the characters.