M/J Creative Writing (#1009025) 


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Course Standards


Name Description
ELA.6.C.1.2: Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques

Clarification 2: Figurative language at this grade level should include any on which students have received instruction in this or previous grades. See Figurative Language Standard.

Standard Relation to Course: Major

ELA.6.C.1.4: Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Standard Relation to Course: Major

ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Standard Relation to Course: Major

ELA.6.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Use verbals including gerunds, infinitives, and participial phrases.
  • Use comparative and superlative forms of adjectives.
  • Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference. 
Skills to be implemented but not yet mastered are as follows:
  • Appropriately use colons.
  • Appropriately use dangling modifiers.
  • Appropriately use ellipses.
  • Appropriately use hyphens.
  • Vary sentence structure. 
Clarification 2: See Convention Progression by Grade Level for more information. 

Standard Relation to Course: Major

ELA.6.C.5.1: Integrate diverse digital media to enhance audience engagement in oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and complement the information being shared, meaning that the multimedia elements should add information to the presentation, not restate or reinforce it. The elements should be smoothly integrated into the presentation.

Standard Relation to Course: Supporting

ELA.6.C.5.2: Use digital tools to produce writing.

Standard Relation to Course: Supporting

ELA.6.R.1.2: Analyze the development of stated or implied theme(s) throughout a literary text.
Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. See Theme in Glossary. 
Clarification 2: Students should be introduced to the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence. 

Standard Relation to Course: Major

ELA.6.R.1.3: Explain the influence of multiple narrators and/or shifts in point of view in a literary text.
Clarifications:
Clarification 1: When referring to the person of the narrator, the term “point of view” is used. Students focused on perspective in fifth grade, so they should differentiate between point of view and perspective when working on this benchmark.

Standard Relation to Course: Major

ELA.6.R.1.4: Describe the impact of various poetic forms on meaning and style.
Clarifications:
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle. 

Standard Relation to Course: Major

ELA.6.R.3.1: Explain how figurative language contributes to tone and meaning in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, and idiom. Other examples can be used in instruction. 

Clarification 2: See Secondary Figurative Language.

Standard Relation to Course: Major

ELA.6.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.

Standard Relation to Course: Major

ELA.6.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence. 

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Standard Relation to Course: Major

ELA.6.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
Clarifications:
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.

Standard Relation to Course: Supporting

ELA.6.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary. 
Clarification 2: See Context Clues and Word Relationships

Clarification 3: See ELA.6.R.3.1 and Secondary Figurative Language.

Standard Relation to Course: Supporting

ELA.7.C.1.2: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques

Clarification 2: See Secondary Figurative Language.

Standard Relation to Course: Major

ELA.7.R.1.1: Analyze the impact of setting on character development and plot in a literary text.

Standard Relation to Course: Major

ELA.7.R.1.2: Compare two or more themes and their development throughout a literary text.
Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. 
Clarification 2: Students should continue to work with the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence. 

Standard Relation to Course: Major

ELA.7.R.1.3: Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.
Clarifications:
Clarification 1: An unreliable narrator is one who lacks credibility. Because all information is being conveyed through this untrustworthy source, readers have to use inferencing to establish what is likely to be true. Narrators can be unreliable for many reasons including purposeful dishonesty, a lack of information or background knowledge about what that information means, mental illness, or self-deception.

Clarification 2: "Shifts in point of view” refers to a change in the narrator’s point of view done for effect. Changes can be in degree and/or person: for example, a shift from third-person limited to third-person omniscient or from first-person limited to third-person limited.

Standard Relation to Course: Major

ELA.7.R.1.4: Analyze the impact of various poetic forms on meaning and style.
Clarifications:
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle. 

Clarification 2: Instruction in this benchmark should focus on how the structure of each poetic form affects its meaning.

Standard Relation to Course: Major

ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing.

Standard Relation to Course: Supporting

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

Standard Relation to Course: Supporting

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.

Standard Relation to Course: Supporting

ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.

Standard Relation to Course: Supporting

ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

Standard Relation to Course: Supporting

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.

Standard Relation to Course: Supporting

ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.

Standard Relation to Course: Supporting

ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard Relation to Course: Supporting

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

Standard Relation to Course: Supporting




General Course Information and Notes

VERSION DESCRIPTION

This course is designed to help students develop the skills for understanding and analyzing the art and craft of creative writing. Students will begin to develop critical editorial skills with regard to their own work and that of their peers. Students will read a variety of published stories, essays, and poems and learn how to apply the techniques of other writers to their writing while developing their own voice.


GENERAL NOTES

The purpose of this course is to enable students to learn and use middle school writing and language skills for creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style.

The content should include, but not be limited to, the following:

  • a study of a variety of short literary collections, including poetry, one-act plays, the short story, and memoir to determine and practice
    • literary text craft and structure
    • use of figurative, denotative, and connotative language
    • appropriate voice and/or tone
    • story structure, poetic forms, and creative pacing techniques
    • reciprocal nature of content and form
  • writing for varied purposes and in varied genres, including
    • personal and dramatic narratives
    • various poetic forms
    • plays and multimedia productions
    • multi-genre and creative nonfiction selections
    • digital writing platforms
  • effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
  • collaboration amongst peers, especially regarding peer reviews of multiple drafts

Important Note: Reading and writing courses should not be used in place of English/Language Arts courses; reading and writing courses are intended to be used to supplement further study in English/Language Arts.

 

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.

 


General Information

Course Number: 1009025 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: English/Language Arts > SubSubject: Writing >
Abbreviated Title: M/J CREATIVE WRITING
Course Attributes:
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: State Board Approved



Educator Certifications

Journalism (Grades 6-12)
English (Grades 6-12)
Middle Grades English (Middle Grades 5-9)


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