The Class.I created distinct lesson plans for each 45-minute lesson. I taught two different groups of scholars, and each group attended nine classes over the course of two weeks. This course focused on helping the scholars learn critical skills which are necessary for writing in high school, applying to college, and taking standardized tests. Scholars also learned how to give and receive constructive feedback and incorporated their peers' suggestions into their stories.
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Lesson 1
5 minutes | Introduce the basics of creative writing and story-telling
10 minutes | Explain the concept of show-don't-tell. Scholars learn how to create imagery using the five senses.
10 minutes | Scholars play a review game. Each student uses show-don't tell strategies to describe at least one object in the room.
20 minutes | Teach brainstorming techniques. Show scholars the different ways of brainstorming, such as comparing and contrasting, drawing a web and adding details, or asking questions. Scholars choose their topic and brainstorm on paper. Make sure scholars brainstorm ideas for the introduction, body paragraphs, and the conclusion.
10 minutes | Explain the concept of show-don't-tell. Scholars learn how to create imagery using the five senses.
10 minutes | Scholars play a review game. Each student uses show-don't tell strategies to describe at least one object in the room.
20 minutes | Teach brainstorming techniques. Show scholars the different ways of brainstorming, such as comparing and contrasting, drawing a web and adding details, or asking questions. Scholars choose their topic and brainstorm on paper. Make sure scholars brainstorm ideas for the introduction, body paragraphs, and the conclusion.
Lesson 2
10 minutes | Explain how to effectively use transitions. Demonstrate how to include transitions in topic sentences and when linking two ideas together.
20 minutes | Facilitate discussion among the scholars and have them share their topic of choice. Then, with a partner, have the scholars review their brainstorming charts together and ask each other questions to prompt brainstorming in greater levels of detail.
15 minutes | Scholars play a review game. They should be asked to recall show-don't-tell strategies as well as practice using transitions in sentences.
20 minutes | Facilitate discussion among the scholars and have them share their topic of choice. Then, with a partner, have the scholars review their brainstorming charts together and ask each other questions to prompt brainstorming in greater levels of detail.
15 minutes | Scholars play a review game. They should be asked to recall show-don't-tell strategies as well as practice using transitions in sentences.
Lesson 3
10 minutes | Explain how to write an introductory hook. Methods include starting with an onomatopoeia, dialogue, or a quote.
10 minutes | Scholars play a review game. Scholars should each practice at least two different kinds of hooks.
25 minutes | Scholars write their introduction, and may use their brainstorming charts. An introduction includes a hook and a few sentences to describe the setting, main characters, location, time, etc. The last sentence of an introduction should transition into the first body paragraph.
10 minutes | Scholars play a review game. Scholars should each practice at least two different kinds of hooks.
25 minutes | Scholars write their introduction, and may use their brainstorming charts. An introduction includes a hook and a few sentences to describe the setting, main characters, location, time, etc. The last sentence of an introduction should transition into the first body paragraph.
Lesson 4
5 minutes | Scholars review use of transitions one final time.
10 minutes | Explain the concept of similes and metaphors, and the difference between the two. Students must understand that similes and metaphors are figures of speech involving comparison. Similes typically include the words "like" or "as."
30 minutes | Scholars begin writing their body paragraphs. They may use their brainstorming charts and add ideas or detail as they continue.
10 minutes | Explain the concept of similes and metaphors, and the difference between the two. Students must understand that similes and metaphors are figures of speech involving comparison. Similes typically include the words "like" or "as."
30 minutes | Scholars begin writing their body paragraphs. They may use their brainstorming charts and add ideas or detail as they continue.
Lesson 5
10 minutes | Scholars play a review game. Each scholar can choose to draw a comparison between two objects by using either a simile or a metaphor.
15 minutes | Explain parallel structure at a simplified level. When listing, scholars must use the same parts of speech.
For example, a scholar may write that they "enjoy running and swimming." However, it would be incorrect to state that they "enjoy running and to swim," as the phrase "to swim" is not a gerund.
20 minutes | Scholars continue to write their body paragraphs.
15 minutes | Explain parallel structure at a simplified level. When listing, scholars must use the same parts of speech.
For example, a scholar may write that they "enjoy running and swimming." However, it would be incorrect to state that they "enjoy running and to swim," as the phrase "to swim" is not a gerund.
20 minutes | Scholars continue to write their body paragraphs.
Lesson 6
5 minutes | Scholars play a review game. Each student must look at sentences that do not follow parallel structure, and correct them so that they do.
10 minutes | Explain how to write a conclusion. Conclusion paragraphs must start with a transition sentence, contain
summary, and end with a restatement of the thesis.
30 minutes | Scholars finish body paragraphs and work on conclusion.
10 minutes | Explain how to write a conclusion. Conclusion paragraphs must start with a transition sentence, contain
summary, and end with a restatement of the thesis.
30 minutes | Scholars finish body paragraphs and work on conclusion.
Lesson 7
10 minutes | Scholars finish their conclusion paragraphs and come up with a title for their stories.
15 minutes | Explain how to peer-edit by giving constructive feedback. Scholars must give each other positive and helpful suggestions, rather than unclear criticism.
20 minutes | Scholars partner up and peer-edit. They may write notes in the margins with a different colored pen.
15 minutes | Explain how to peer-edit by giving constructive feedback. Scholars must give each other positive and helpful suggestions, rather than unclear criticism.
20 minutes | Scholars partner up and peer-edit. They may write notes in the margins with a different colored pen.
Lesson 8
10 minutes | Scholars finish silent peer-editing.
10 minutes | Scholars then discuss any questions or comments they had with their partner. Through discussion, scholars will clarify their own ideas and be able to fully develop the themes in their stories.
25 minutes | Scholars edit their rough drafts based on their peers' constructive feedback. They may or may not choose to incorporate every suggestion into their writing, but only the ones they feel will improve the quality and flow of their writing.
10 minutes | Scholars then discuss any questions or comments they had with their partner. Through discussion, scholars will clarify their own ideas and be able to fully develop the themes in their stories.
25 minutes | Scholars edit their rough drafts based on their peers' constructive feedback. They may or may not choose to incorporate every suggestion into their writing, but only the ones they feel will improve the quality and flow of their writing.
Lesson 9
25 minutes | Scholars finish correcting the final draft of their stories. Assist scholars in assembling their books when they are finished.
20 minutes | Each scholar reads a page or more of their story. After scholars have read, they receive an award based on the standout aspects of their writing, such as for excellent use of imagery, word choice, or transitions.
20 minutes | Each scholar reads a page or more of their story. After scholars have read, they receive an award based on the standout aspects of their writing, such as for excellent use of imagery, word choice, or transitions.