INTERMEDIATE – LANGUAGES
CREATIVE WRITING
PROJECT
13 JUNE 2024
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GDE VISION AND MISSION
VISION
Every learner feels valued and inspired in our innovative education system.
MISSION
We are committed to provide functional and modern schools that enable quality
teaching and learning to protect and promote the right of every learner to quality,
equitable and relevant education.
OBJECTIVES
1. Understand the three stages of the Creative Writing Project namely:
• Stage 1: Research
• Stage 2: Writing
• Stage 3: Oral presentation
2. Know what is needed for the project
3. Know how to plan and prepare for the project
4. Know what to teach for the project
PURPOSE
• The purpose of the Creative
Writing Project is to:
• Engage learners in meaningful
study of the literature genres
in a fun and creative way
• Promoting 21st Century skills:
critical thinking, creativity,
communication and
collaboration
• Develop higher order thinking
skills
• Evoke a desire to read actively
LITERARY GENRES
• The Creative Writing Project
must be based on a literature
genre
• Learners to read a variety of
different genres during
semester one
• Learners can visit the library, or
teachers can create reading
corners/box in the classroom
• D.E.A.R/ DAAR
LITERARY GENRES
• Genres that must be used
• Poetry (different types of poems)
• Short stories
• Folktales (E.g. myths / legends / fairy
tales / tall tales / fables)
• Drama (Television drama / Stage
drama / tragedy / comedy)
• Novels (E.g. romance / horror /
adventure / action)
• Songs (within limits, must be age and
grade appropriate)
THE PROJECT & THE R-ATP
• Intermediate Phase: the project is completed over a
period of 4 weeks (2 cycles)
• Week 3-4 – Stage 1
• Week 5-6 – Stage 2
Oral presentation can be prepared in this term and concluded in term 4
• Project to be completed in class
9
PLANNING & PREPARATION
Select the Create the Develop
genres and Writing topics assessment the
text task assessmen
t portfolio
5 7
1 3
2
4
6
Hypothesis and Oral Pre-
research presentation Moderation
question/s
PLANNING & PREPARATION: STEP 1
• Step 1: Selecting the genre/s and text
• Divide the Literature genres across grades/classes or cover all the
genres taught within a grade/class
• Decide: Are learners working in groups or as individuals
• Will learners be sharing topics or not.
• Decide and have topics readily prepared
PLANNING & PREPARATION: STEP 2
• Step 2: Hypothesis and research question/s
• Research projects are usually built on a hypothesis.
• A hypothesis is a general statement that is made about a problem or
generalization.
• This leads to the development of a research question to prove or
disprove the hypothesis.
• A research question is a question related to your topic that needs to be
answered
Step 2: Hypothesis and research question/s
• Do learners develop their own hypothesis and research question/s,
or will the teacher provide it?
• Decide and develop a hypothesis/ research question/s that relates to
the Literature genre being researched.
• IP teachers develop leading questions/prompts to guide learner’s
research.
• Research question/s must be researchable. There must be enough
sources available which learners can access
• Do some preliminary research to make sure that there are enough
resources to answer your question
STEP 3: WRITING TOPICS
Develop writing topics based on the hypothesis and research
question/s at the level/grade of the learners for stage 2 of the project.
Learners can create blogs, video clips, Tik Tok videos, PowerPoint
Presentations, time capsules, infographics, etc. where applicable.
The writing task should be scaffolded to cater for multiple intelligences
Provide clear writing instructions.
Length of writing text to be aligned to the text types according to CAPS.
Step 4: ORAL PRESENTATION
• Develop guidelines/instructions for oral presentation
• Decide on the type of oral learners must deliver. e.g. demonstration/
chart, speech, PowerPoint Presentation, video clip, audio recording,
etc.
• Visual aids can be used such as costumes, props, etc. including the
writing task
TEACHING ACTION
PLAN: STAGE 1
RESEARCH
• Teach learners how to use search
engines, how to search /use key
words and copy and save relevant
information /make
notes/summarise in own
words/paraphrasing. This can be
done electronically or by taking
notes
TEACHING ACTION PLAN: STAGE 1
RESEARCH
• Teach learners how to identify important
information and to extract information,
summarise information found, make notes
and organise information in a graphic
organizer
• Teach learners how to write a bibliography
(Refer to CWP Guide for template)
TEACHING ACTION PLAN: STAGE 2 WRITING
Writing process: teach the writing process to the
learners. There must be evidence of all the steps in
the learner’s portfolio.
Incorporate technology: teach learners how to create
PowerPoint presentations, how to use applications
to create text such as infographic posters, blogs,
etc.
Discuss the rubric criteria with learners
Teach/revise with learners the structure and format
of the different text
Teach learners the language structures and
convention relevant to the selected topic/s
• Set due dates
TEACHING ACTION PLAN: STAGE 3 ORAL PRESENTATION
• Oral presentation skills: Teach learners the
skills incorporated in oral presentations such
as intonation, eye-contact, body language, etc.
• Structure: Introduction, body, conclusion
• Central idea and supporting details
• Reference their sources if necessary
EXAMPLES OF HYPOTHESIS/ QUESTIONS
STORY: (Includes all genres)
HYPOTHESIS QUESTION
HYPOTHESIS QUESTION
All stories include Do all stories include
Fantasy stories include Do fantasy stories have
morals and values morals and values?
elements that could never elements that could never
happen in real life happen in real live? All fables feature Do al fables feature
animals as the main animals as main
Folktales can be greatly Are all folktales greatly character characters?
exaggerated exaggerated? The setting of the How does the setting of
Legends are based on real Are legends based on real story is a powerful the story hook readers into
people and events that cannot people and events that cannot element that hooks the story?
be proved to be true be proved to be true? book readers into the
All fairytales have magical Do all fairytales have magical story
items items. The plot is one of the Why is the plot one of the
All fairytales have magical Do all fairytales include most important most important elements
events magical events in fairytales? elements of a good of a good story?
story
EXAMPLES OF HYPOTHESIS/ QUESTIONS
POEM: (Includes all genres)
HYPOTHESIS QUESTION
All poets rely on figurative language to express their How do poets use figurative language to express their
feelings and emotions feelings and emotions?
Poets use imagery to relay their message to the reader How do poets use imagery to relay their message to
the reader?
All poets use rhythm to create the mood and tone they How do poets use rhythm to create the mood and tone
want the reader to feel for the reader/
Poets use poems to express their emotions and How do poets use poems to express their emotions
thoughts in a personal way and thoughts in a personal way?
All poems include alliteration Do all poems include alliteration
All poems are centered around songs Are all poems centered around songs
EXAMPLES OF HYPOTHESIS/ QUESTIONS
DRAMA: (Includes all genres)
HYPOTHESIS QUESTION
The main character is always the hero Is the main character always the hero in a drama?
The elements of a drams are similar to that of a story Are the elements of a drama similar to that of a short
story?
Drama cannot be performed without props Can drama be performed without props?
Characters in a drama engage in a short dialogue to Do characters in a drama engage in a short dialogue?
capture the audience
The setting is a fundamental element of drama Is the setting a fundamental element of drama?
Conflict is a key in drama Is conflict a key element of a good drama?
PLANNING & PREPARATION STAGE – example Step 1 - 4
SELECT THE GENRE & TEXT WRITING:
POETS USES Writes own poem
IMAGERY TO RELAY using imagery
THEIR MESSAGE TO
THE READER
POEM
? HOW DO POETS
USES IMAGERY
TO RELAY THEIR ORAL PRESENTATION
MESSAGE TO THE Presents information
READER?
using videos/PPP
Charts
Poem - example
PLANNING AND PREPARATION CONTINUED – Step 5
• CREATE THE ASSESSMENT TASK
STAGE 1: Research
1. Learners write the hypothesis and
research question
2. Discuss the rubric with learners.
3. Use relevant search engines and
resources to prove the hypothesis
4. Writes a list of poem and poets that use
imagery to relay their message
5. Writes a conclusion to prove / disprove
the hypothesis
6. Lists the resources used and cites them
accurately
PLANNING AND PREPARATION CONTINUED
Stage 2: Writing
1. Learners must link the writing to the
project hypothesis and question
2. Discuss rubric with learners
3. Learners will write their own poem
using any one of the imagery
present in their research or create
their own.
4. Learner select an appropriate form
of poetry to illustrate their writing
5. Writing must include the writing
process
PLANNING AND PREPARATION CONTINUED
• Stage 3: ORAL PRESENTATION
1. Learners must link the research and
writing component of the project in the
oral presentation.
2. Create a video / PPP / Chart to display all
information gathered for the 1st 2 stages
of the project.
3. Learners may gather images and use
props to present their work.
4. Learners must practice their
presentation to gather confidence.
5. The oral presentation will commence in
term 3 and be concluded in term 4
PLANNING AND PREPARATION CONTINUED –
Step 6 - 7
• Submit task for pre-
moderation
• Develop the assessment
portfolio
Announcement
LANGUAGES
Term 3 Project competition (grade 6)
COMPETITION LEVELS
• Cluster- 7-10 October 2024
• District- 18 October 2024
SAMPLE OF PORTFOLIO- Grade 6
ORAL PRESENTATION – (SAMPLE) Genre- Poertry
• HYPOTHEISIS: POETS USE IMAGERY TO RELAY THEIR MESSAGE
• RESEARCH QUESTION: HOW DO POETS USE IMAGES TO RELAY
THEIR MESSAGE?
RESEARCH – STAGE 1 - Introduction
• INTRODUCTION: What is imagery?
Imagery allows the reader to clearly see, touch, taste, smell and hear
what is happening and what the writer is imagining and, in some cases
even empathize with the poet.
Research continued- collection of data
• Poets that use imagery
1. William Wordsworth – I wandered lonely as a cloud
2. Robert Frost – Birches
3. WB Yeats- Leda and the Swan
4. HB Longfellow - Rain in Summer
Research continued – summary/notes – graphic organizer
Poet Title of poem Type of imagery & Imagery used Intended message
William I wandered lonely VISUAL IMAGERY: To create a visual image of
Wordsworth as a cloud I wandered lonely as a cloud his surroundings.
That floats on high o’er vales and hills, To express his loneliness
Robert Frost Birches ORGANIC IMAGERY: to demonstrate his fear,
So was I once myself a swinger of birches. love, despair, longing to
And so I dream of going back to be. return to his youth
It’s when I’m weary of considerations,
And life is too much like a pathless wood
WB Yeats Leda and the Swan KINESTHETIC IMAGERY To indicate violence, pain
A sudden blow: the great wings beating still
Above the staggering girl, her thighs
caressed
HW Longfellow Rain in Summer OLFACTORY IMAGERY Shows his appreciation of
They silently inhale earthy smell after the rainfall
the clover-scented gale,
Research concluded
• Conclusion:
Of the 4 poems I read, it can be concluded that poets do use
some type if imagery to express their emotions and create
images in the reader to imagine what the poet is feeling, seeing,
tasting, hearing and touching to connect the reader to the poet.
As per my google search, it also concludes the following-
How Is Imagery Used in Poetry?
• Imagery allows the reader to clearly see, touch, taste, smell, and hear
what is happening—and in some cases even empathize with the poet or
their subject. Whether it’s the classical sonnets of Shakespeare or the
searing social commentary from poets in the African diaspora like
Langston Hughes, imagery beautifies and intensifies the poetic work.
Research- bibliography
• https://www.masterclass.com/articles/poetry
• https://study.com/academy
CREATIVE WRITING: Stage 2
• My research about imagery, prompted me to write my own poem.
A New Day
Visual imagery
Soft pink hues creep over the sea
As morning’s warmth awakens me
The sky transforms, a kaleidoscope
Of oranges, yellow, and pinks that cope
The sun is a fiery ball of gold
Auditory imagery Rises high, stories untold
Birds chirp sweet melodies so free
a symphony that’s meant for me
Sample 2 - Oral presentation - Poster
Common misconceptions
• It is not a comprehension activity based on a particular text.
• It is not engaging with one text only
• It is not defining/explaining the genres
• Each stage is not done in isolation or out of context of the
hypothesis
• Poetry is a genre, not the examples of poetry/ Folktales is a genre,
not the examples of folktales. Therefore a school will ensure that
each grade will select the genres as per slide 7- • Genres that must be used
• Poetry (different types of poems)
• Short stories
• Folktales (E.g. myths / legends / fairy
tales / tall tales / fables)
• Drama (Television drama / Stage
drama / tragedy / comedy)
• Novels (E.g. romance / horror /
adventure / action)
• Songs (within limits, must be age and
grade appropriate)
