Hoboken Public Schools

Creative Writing Curriculum

Creative Writing
HOBOKEN PUBLIC SCHOOLS

Course Description

In this course, students will receive a variety of assignments to get them to try new things, examples will
be provided so reading of exemplary texts by selected authors will be required. Emphasis will be placed
on discussion, re-visioning work, class critiques and experimentation. It is through writing that life
becomes more meaningful. Writing can clarify, heal, excite, encourage, remind, inspire, and make the
world a better place. This class is a beginning for students to become poets, a free-lance writers, story
tellers, script-writers, non-fiction writers, or even blog writers. There will be many options. If students
make the effort to write in this class they are assured a very good grade. This class is about exploring the
different writing genres.

Course Resources

Poem Exemplars
Literary Technique Sheet
Descriptive Writing Example

Pacing Guide

Unit Titles Time Frame

Unit One: Intro to Creative Description 6 Weeks
Unit Two: Characterization 8 Weeks

Unit Three: Poetry 8 Weeks

Unit Four: Song Writing 4 Weeks
Unit Five: Children’s Literacy 8 Weeks
Unit Six: Spoke Word 6 Weeks
Unit Seven: Book Jacket Design Project 4 Weeks

Unit 1 – Advertising
8 Weeks

Unit 1 Overview
In this unit, students will know and be able to use various literary techniques. Students will be able to
create detailed description of various places. Students will be able to create a short narrative and poem
using learned techniques.
Essential Questions
Ø   How does reading the works of other writers help me improve my writing skills?
Ø   How does description/imagery add to the overall feel and quality of a written work?
Essential Learning Outcomes

Ø   Students will know and be able to use various literary techniques

Ø   Students will be able to create detailed description of various places
Ø   Students will be able to create a short narrative and poem using learned techniques
Technology Infusion
Ø   8.1.12.e. 1 – Produce a position statement about a real world problem by developing a plan of
investigation with peers about information from multiple sources.

Standards Addressed
Ø   11-12.W.01.D, Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Ø   11-12.W.03.B, Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Ø   11-12.W.04, Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Ø   11-12.W.10, Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Differentiation
Ø   Extra-time and individualized instruction.
Ø   Extra credit for those moving at a faster pace.

Assessments
Ø   Metaphor sheets
Ø   Poems
Ø   Devices worksheets
Ø   Narrative writing/exploration
21st Century Learning Connection

Ø   9.3.IT.2
Unit 2 Characterization
8 Weeks

Unit 2 Overview
In this unit, students build upon previous knowledge to create vivid characters. Students will be able to
use photos as effective starting points. Students will learn the proper format for dialogue.      

Essential Questions
Ø   How does reading the works of other writers help me improve my writing skills?
Ø   How does a well-developed character and realistic dialogue add to the overall feel and quality of
a written work?

Essential Learning Outcomes

Ø   Students build upon previous knowledge to create vivid characters

Ø   Students will be able to use photos as effective starting points
Ø   Students will learn the proper format for dialogue

Technology Infusion
Ø   8.1.12.e. 1 – Produce a position statement about a real world problem by developing a plan of
investigation with peers about information from multiple sources.

Standards Addressed
Ø   11-12.W.01.D, Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Ø   11-12.W.03.B, Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Ø   11-12.W.04, Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Ø   11-12.W.10, Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Differentiation
Ø   Extra-time and individualized instruction.
Ø   Extra credit for those moving at a faster pace.

Assessments
Ø   Character Snippets and Narrative
Ø   Dialogue Worksheets
Ø   Photo Stories
21st Century Learning Connection

Ø   9.3.IT.2
Unit 3 – Poetry
8 Weeks

Unit 3 Overview
In this unit, Students will be able annotate famous poems. Students will be able to craft a formatted poem
and a free verse poem using pervious learned literary devices. Students will be able to understand and
create an extended metaphor.
Essential Questions
Ø   How does reading the works of other writers help me improve my writing skills?
Ø   How does rhyme, verse, and literary devices help the overall feel and quality of a written work?

Essential Learning Outcomes

Ø   Students will be able annotate famous poems.

Ø   Students will be able to craft a formatted poem and a free verse poem using pervious learned
literary devices.
Ø   Students will be able to understand and create an extended metaphor

Technology Infusion
Ø   8.1.12.e. 1 – Produce a position statement about a real world problem by developing a plan of
investigation with peers about information from multiple sources.

Standards Addressed
Ø   11-12.W.01.D, Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Ø   11-12.W.03.B, Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Ø   11-12.W.04, Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Ø   11-12.W.10, Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Differentiation
Ø   Extra-time and individualized instruction.
Ø   Extra credit for those moving at a faster pace.

Assessments
Ø   Creation of Haiku Poems, Free Verse Poems, and Villanelle Poems
st
21 Century Learning Connection

Ø   9.3.IT.2
_____________________________________________________________________________
Unit 4 – Song Writing
4 Weeks

Unit 4 Overview
In this unit, Students will be able to annotate song lyrics. Students will be able to write internal rhymes.
Students will be able to write hooks and choruses.
Essential Questions
Ø   How does reading the songs of other writers help me improve my writing skills?
Ø   How does narrative story-telling with choral elements add to the overall feel and quality of a song?

Essential Learning Outcomes

Ø   Students will be able to annotate song lyrics
Ø   Students will be able to write internal rhymes
Ø   Students will be able to write hooks and choruses
Technology Infusion
Ø   8.1.12.e. 1 – Produce a position statement about a real world problem by developing a plan of
investigation with peers about information from multiple sources.

Standards Addressed
Ø   11-12.W.01.D, Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Ø   11-12.W.03.B, Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Ø   11-12.W.04, Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Ø   11-12.W.10, Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Differentiation
Ø   Extra-time and individualized instruction.
Ø   Extra credit for those moving at a faster pace.

Assessments
Ø   Creation of Original Songs
21st Century Learning Connection

Ø   9.3.IT.2
______________________________________________________________________________
Unit 5 – Children’s Literacy
8 Weeks

Unit 5 Overview
In this unit, students will be able to analyze exemplary kid’s books. Students will be able to develop
morals and themes. Students will be able to create original narratives based on classic narratives.
Essential Questions
Ø   How does reading other’s children’s books help me improve my writing skills?
Ø   How and why is it important for students to learn morals through fictional stories?

Essential Learning Outcomes

Ø   Students will be able to analyze exemplary kid’s books.
Ø   Students will be able to develop morals and themes.
Ø   Students will be able to create original narratives based on classic narratives.
Technology Infusion
Ø   8.1.12.e. 1 – Produce a position statement about a real world problem by developing a plan of
investigation with peers about information from multiple sources.

Standards Addressed
Ø   11-12.W.01.D, Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Ø   11-12.W.03.B, Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Ø   11-12.W.04, Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Ø   11-12.W.10, Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Differentiation
Ø   Extra-time and individualized instruction.
Ø   Extra credit for those moving at a faster pace.

Assessments
Ø   Creation of Original Fairy Tales and Children’s Books
st
21 Century Learning Connection

Ø   9.3.IT.2
______________________________________________________________________________
Unit 6 – Spoken Word
4 Weeks

Unit 5 Overview
In this unit, students will be able to decipher social context in poetry. Students will be able to write
internal rhymes. Students will be able to write a poem with a social issues as its theme.
Essential Questions
Ø   How does reading and listening to the works of other poets help me improve my writing skills?
Ø   How does performance add to the power of a social message?

Essential Learning Outcomes

Ø   Students will be able to decipher social context in poetry.

Ø   Students will be able to write internal rhymes.
Ø   Students will be able to write a poem with a social issues as its theme.
Technology Infusion
Ø   8.1.12.e. 1 – Produce a position statement about a real world problem by developing a plan of
investigation with peers about information from multiple sources.

Standards Addressed
Ø   11-12.W.01.D, Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Ø   11-12.W.03.B, Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Ø   11-12.W.04, Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Ø   11-12.W.10, Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Differentiation
Ø   Extra-time and individualized instruction.
Ø   Extra credit for those moving at a faster pace.

Assessments
Ø   2-3 Spoken Word Poems
st
21 Century Learning Connection

Ø   9.3.IT.2
Unit 7 – Book Jacket Design Project
4 Weeks

Unit 5 Overview
In this unit, students will be able to use the basic tools and functions of Photoshop in order to create book
jackets. Students will be able to write an effective book review. Students will be able create plot outlines
and intrigue
Essential Questions
Ø   How does reading and listening to the works of other poets help me improve my writing skills?
Ø   How does performance add to the power of a social message?

Essential Learning Outcomes

Ø   Students will be able to use the basic tools and functions of Photoshop in order to create book
jackets
Ø   Students will be able to write an effective book review
Ø   Students will be able create plot outlines and intrigue
 
Technology Infusion
Ø   8.1.12.e. 1 – Produce a position statement about a real world problem by developing a plan of
investigation with peers about information from multiple sources.

Standards Addressed
Ø   11-12.W.01.D, Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Ø   11-12.W.03.B, Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Ø   11-12.W.04, Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Ø   11-12.W.10, Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Differentiation
Ø   Extra-time and individualized instruction.
Ø   Extra credit for those moving at a faster pace.

Assessments
Ø   Creation of Original Book Jacket, Cover, and Description
21st Century Learning Connection

Ø   9.3.IT.2