Class:

Creative Writing
Teacher:
Jaclyn Marta
Focus:
Students will manage their time to finish their third short story, which requires them to create a story
based on a picture of their choice.
Objectives:
(Short) Students will work to create a story where their setting is based on an award winning picture.
This story will contain the setting and/or actions that take place in the photograph (Long) Students will
be able to come up with their own creative writing pieces- using a complex narrator, detailed setting,
well plotted action, correct grammar, etc.
Standards:
o

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
o

CCSS.ELA-Literacy.W.11-12.3a 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.
o

CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or characters.
o

CCSS.ELA-Literacy.W.11-12.3c 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).
o

CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
o

CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Procedure:
- Students print and turn in their final draft of their second short story. They will be reminded of the fact
that they have to turn in a rough draft of their 3
rd
paper for the next day. (2 min) - Students will sit at the table and do a bell ringer writing prompt (5 min)
- Look at Edward Hopper's
Nighthawks
. Students will chose a character within painting and come up with description of who character is- age,
personality, job, relationship to other people in painting, why they are in this bar, etc - As students start
to finish their work, I will release them to their computers. - Students will work on finalizing the first
draft of their 3
rd
story (42 min) - I will be using proximity to check on students to ensure that they are staying on task
and getting writing done


- I will go up to students and ask them how their work is coming along, checking to see if they are
having an issue with something. If they are, I will sit by them and find a way to help them with this issue-
brainstorming, outlining, checking their work, etc. - If need be, I will have them sit at a table with me to
write out an outline of how to fix their problems - I will end class with a reminder of the paper due the
next day. ( 1 min)
Materials:
8 computers, 8 pen/pencils, 8 pieces of paper, table, two chairs, and one copy of picture for bellringer
prompt
Assessment:
Students are expected to have more work done on their third short story, a story that is influenced by a
famous photograph. This will be proven by either turning in their paper, if it is finished, or getting more
done on it. As I will be consistently walking around, I will be able to notice if more work has been done.
If students need to conference with me, I will know they have found it helpful, when they confirm they
know how to fix the issue or when they feel they understand what they were confused about before.
Since there are only seven kids in the class, it will not be difficult to check up on all the students to see
how everything is going on. They will give me a verbal answer of where they are at and I will be able to
respond to their statements- whether it is positive reinforcement, suggestions on improvement, or
questions to consider.
Accommodations:
As there are no students with 504s or IEPs in this hour, these accommodations will not be needed.
Brandon often starts texting in class, so I will need to make sure to check on him frequently to prevent
this. I will also need to do this for Devin, who often ends up browsing websites during class. Mike, who
was in class on Friday for the first time in the week, is behind in work. I will need to check up on him to
make sure he isn't falling too far behind and able to get work done. One student, Jaraiya, is out for the
whole week because of a discipline issue, so I know that this paper being worked on and the one due at
the beginning of class might not be where I want it needs to be when she comes back. Another student,
Emily, hasn't been feeling well lately and she might take awhile to get going. She might need some
prompting by me to get her started- asking her what is going to happen, who characters are, etc.
Brianna seems to doubt her skills at writing, so she often asks for me to look over her stuff or acts as if
she doesn't know what to work on. I need to attentive to this and help her when she asks for my help. I
might need to sit down and work with her to get farther on her story. Another class, newspaper, is being
taught at the same time under instructors direction. If these students are doing any type of
conferencing or group work it will be easy for my students to get distracted. When I notice this
happening, I will need to go up to them, checking how their story is going, if they need any help, etc. If
multiple students are done with their third story early, I will have them conference with one another-
where they each read each other's stories and give feedback. If this happens, I will check up on them,
seeing if they need help and if they are staying on task. If only one student is done early, I will tell them
to proofread their work by saying it out loud to themselves to check for grammatical errors. I will also
recommend that they look at their photo again to make sure it is included as a key event and all parts of
that picture are included in the story. If the class is on task, I will try and look over their work so I can
talk about it with them.