Danville High School

2018-2019
Creative Writing I

Instructor: Ellen Parent, ellen.parent@ccsuvt.net

Course Description:
In this introductory writing class, students will study the craft of writing through personal and
creative expression. We will practice composition and revision techniques by writing fiction, poetry,
plays, creative nonfiction, and analytical essays. Students will workshop material with peers, read
independently and in class, and learn the basics of literary analysis. By the end of the semester, students
will produce a portfolio of creative and academic writing and have an opportunity to publish their work in
a school anthology.

Course Materials/Textbooks/Reading List:

Students will be expected to complete three independent reading books throughout the semester.
These may come from Ms. Parent’s library, the school library, or home, but students will be expected to
have access to them each class. Additionally, we will be reading short texts (including creative nonfiction,
poetry, fiction, and plays) provided in class.

Class Schedule

Week Topic Assessments

1 Establishing a Creative Community ● Habits of Work

2-4 Creative Nonfiction and Argumentative Writing ● Journals

● Creative Nonfiction Piece
● Written responses
● Class discussions

5-8 Fiction ● Journals

● Reading Logs
● Essay
● Fiction Piece
● Class discussions

9-12 Poetry ● Journals

● Reading Logs
● Essay
● Poetry samples
● Class discussions

13-15 Drama ● Journals

● Reading Logs
 ● Essay
● Class discussions
● 10-minute play

16 Portfolios ● Personal reflections

Course Requirements and Policies

This is a writing class, and students will write often and extensively. This is not to say that students must
leave this class as expert writers, but they are expected to come prepared to write and work hard to
improve. Here are some general expectations:

● Students must come to class each day with required course materials. This includes a notebook, a
binder, writing utensils, and personal reading books.
● Students must complete writing assignments on time. As this is a workshop course, students will
work collaboratively on improving their pieces. If a student doesn’t have their writing, it will
disrupt the workshop model.
● Sharing writing (and just writing in general!) is always a vulnerable experience. It is essential
that we uphold an atmosphere of openness and respect in the creative writing classroom.
Students are therefore required to act according to our agreed upon classroom norms.
● Students must come to class on time. Three unexcused tardies will result in a lunch detention.
● Eating a snack in class is allowed. Eating lunch in class is not allowed.
● Cell phones should not be used in class. If an individual’s cell phone becomes a distraction, I will
ask them to put it in the cell phone station at the back of the room until the end of class.

Major Standards Assessed:

Students will be assessed weekly on Danville’s Habits of Work standards. In addition, students will be
assessed based on the following English standards:

Introductory Level Learning Targets

Read ● I can find reliable, relevant evidence to support a claim.

● I can summarize a variety of texts.
● I can find examples of basic figurative language.
○ Metaphor, simile, personification, hyperbole, symbolism
● I can identify plot, dialogue, character development, setting, POV and theme in fictional texts.
● I can identify stanzas, rhyme schemes, and rhythm in poetry.

Write ● I can write a thesis statement that’s specific and arguable.

● I can write a five-paragraph essay that stays focused on a topic.
● I can include textual evidence, including quotes and paraphrases, to support a thesis.
● I can write an essay in MLA format, including a Works Cited page.
● I can use simple sentences and begin to practice compound/complex sentences.
 ● I can compose creative texts in response to a prompt, including
○ Fiction
○ Poetry
○ Creative Nonfiction
○ Plays

Reflect ● I can proofread my writing for grammar, usage, and mechanics errors.
● I can revise my writing to improve organization and clarity.
● I can participate in peer editing practices to improve writing products.
● I can ask for and/or respond to feedback from a writing mentor or writing peer.
● I can formulate open-ended (how/why) questions in order to clarify my understanding of a text.
● I can identify my strengths and weaknesses as a reader and communicator.

Speak ● I can take notes that summarize rather than copy content
and ● I can contribute questions in order to deepen a discussion.
Listen ● I can contribute ideas and evidence to a small group or full group discussion.
● I can respectfully listen to my peers’ discussion contributions and engage with their ideas.
● I can present my learning to a group with basic clarity and professionalism.

Habits of ● Presence and punctuality

Work ● Attention and engagement
● Respect for self and others
● Responsibility for learning and independent work

This course will also provide an opportunity for students to demonstrate their proficiency in
Danville’s Performance Based Graduation Requirements.

Course syllabus details subject to change. Please refer to this document frequently.