KSP: Creative Writing Unit
Overview Section:
Creative writing may seem like a leisurely task, but it is crucial to integrate into high school classrooms worldwide. My students will focus on image, voice, character, setting, and reflection through samples texts, models, and writing activities. When approaching this unit, along with the process of picking a note taking strategy, I had hoped to better see the “big picture” in order to promote the best learning experience for my future students. I knew that creative writing was beneficial but I needed to understand the best way to ensure a transfer goal for those learning. By incorporating my “study guide” and informal outline, I was able to put the learning tasks and the unit’s big picture into perspective for myself.
The “Skills and Insights Gained”
Although creative writing is very personal and often involves independence in the classroom, I learned that this does not mean it should lack guidance. When students are learning something new, whether it be personal or not, they need models and support before they can have the confidence to produce their own work. My role for this unit needed to be a guiding hand, allowing my students to enjoy a unique topic while still understanding the skill set they would be walking away with. This was important to me at the time because I was still struggling how to prove why students need a creative writing course in their academic experience. Understanding my role within this specific unit helped push me towards the perfect balance of formality and informality.
o I revised my unit into five sections of creative writing.
o I supplied students with a starting activity to assess prior understanding and hook their interests.
o I modeled the section of “image” by showing students sample texts that emphasis the skill.
o I reviewed the essential questions for the specific text and why they were crucial to learning “image”.
o I allowed students to share their thoughts and responses to the essential questions after reading the text.
o I provided feedback: recognizing that their comments were strong and showcased their understanding of the skills needed for “image” in creative writing.
o When the students responded well to my informal outline and activities I chose to address this skill, I recognized the connection students could make between formal and informal lessons with the help of proper materials and guidelines from the instructor.
The “Lessons Learned”
This learning experience was very beneficial to me because it taught me skills I will need beyond this unit. First, it taught me to have confidence in my content. It is so easy to become overwhelmed with the idea of not meeting a certain standard you set for yourself. However, this unit restored my confidence in regard to knowing my content well enough to connect students of all different backgrounds (or concentrations in this case). Second, it taught me that there is no such thing as a perfect unit. It was not the first, second, or third version of my unit that made an impact, but rather the time I spent editing and returning back to improve it. Lastly, this learning experience taught me how much one can benefit from sitting with colleagues and using the CASE method. I don’t think I will ever hesitate again when I have a question regarding content or educational theories. Meeting with my English professors gave me so many ideas and inspired me even more so to put my best foot forward for each lesson. All of these “lessons learned” are applicable to my real life and especially to my rapidly approaching teaching career. I will be sure to always put well thought out and evaluative time into the lessons I bring into the classroom. Also, I will have confidence in my content and knowing that there are always colleagues and resources so that I never feel alone in my learning experiences. It is important to always look forward and keep growing. My favorite quote that can be applied to my overall learning experience is, “When one person teaches, two people learn.” I hope that in my future classroom not only my students but also myself will be taking away lessons that can be transferred to their every day lives.
The “Importance” or “Impact” Section
The impact of my work on this unit had an effect on my classroom and myself. My students were able to see my content through an interactive lens. My unit incorporated the formal texts that students are used to seeing in an academic setting and was paired with creative freedom that can be moved outside of the academic setting. Rather than a typical textbook, my students were able to see the impact of a short text and understand the impact of modeling for your own writing. Personally, I was able to test the boundaries and make connections with these two styles of writing and my content area. The note taking strategy allowed me to bridge the pieces together between holding students’ interests and still doing my job to educate and mold young minds, which was my biggest challenge. Before this learning experience, I was not sure if a balance existed in the classroom. Now, I truly believe that you do not have to be an “English person” to take away from a unit like creative writing. I think this question occurred for me in the first place because of past experiences as a student. Maybe I had not seen this “balance” happen, which could have caused me to be skeptical. I’m very content with the outcomes of my unit because it put me on the right track, mentally, to accomplish what I’ve always wanted to accomplish as an educator: teaching with excitement and inspiring self-determination for personal best.
Overview Section:
Creative writing may seem like a leisurely task, but it is crucial to integrate into high school classrooms worldwide. My students will focus on image, voice, character, setting, and reflection through samples texts, models, and writing activities. When approaching this unit, along with the process of picking a note taking strategy, I had hoped to better see the “big picture” in order to promote the best learning experience for my future students. I knew that creative writing was beneficial but I needed to understand the best way to ensure a transfer goal for those learning. By incorporating my “study guide” and informal outline, I was able to put the learning tasks and the unit’s big picture into perspective for myself.
The “Skills and Insights Gained”
Although creative writing is very personal and often involves independence in the classroom, I learned that this does not mean it should lack guidance. When students are learning something new, whether it be personal or not, they need models and support before they can have the confidence to produce their own work. My role for this unit needed to be a guiding hand, allowing my students to enjoy a unique topic while still understanding the skill set they would be walking away with. This was important to me at the time because I was still struggling how to prove why students need a creative writing course in their academic experience. Understanding my role within this specific unit helped push me towards the perfect balance of formality and informality.
o I revised my unit into five sections of creative writing.
o I supplied students with a starting activity to assess prior understanding and hook their interests.
o I modeled the section of “image” by showing students sample texts that emphasis the skill.
o I reviewed the essential questions for the specific text and why they were crucial to learning “image”.
o I allowed students to share their thoughts and responses to the essential questions after reading the text.
o I provided feedback: recognizing that their comments were strong and showcased their understanding of the skills needed for “image” in creative writing.
o When the students responded well to my informal outline and activities I chose to address this skill, I recognized the connection students could make between formal and informal lessons with the help of proper materials and guidelines from the instructor.
The “Lessons Learned”
This learning experience was very beneficial to me because it taught me skills I will need beyond this unit. First, it taught me to have confidence in my content. It is so easy to become overwhelmed with the idea of not meeting a certain standard you set for yourself. However, this unit restored my confidence in regard to knowing my content well enough to connect students of all different backgrounds (or concentrations in this case). Second, it taught me that there is no such thing as a perfect unit. It was not the first, second, or third version of my unit that made an impact, but rather the time I spent editing and returning back to improve it. Lastly, this learning experience taught me how much one can benefit from sitting with colleagues and using the CASE method. I don’t think I will ever hesitate again when I have a question regarding content or educational theories. Meeting with my English professors gave me so many ideas and inspired me even more so to put my best foot forward for each lesson. All of these “lessons learned” are applicable to my real life and especially to my rapidly approaching teaching career. I will be sure to always put well thought out and evaluative time into the lessons I bring into the classroom. Also, I will have confidence in my content and knowing that there are always colleagues and resources so that I never feel alone in my learning experiences. It is important to always look forward and keep growing. My favorite quote that can be applied to my overall learning experience is, “When one person teaches, two people learn.” I hope that in my future classroom not only my students but also myself will be taking away lessons that can be transferred to their every day lives.
The “Importance” or “Impact” Section
The impact of my work on this unit had an effect on my classroom and myself. My students were able to see my content through an interactive lens. My unit incorporated the formal texts that students are used to seeing in an academic setting and was paired with creative freedom that can be moved outside of the academic setting. Rather than a typical textbook, my students were able to see the impact of a short text and understand the impact of modeling for your own writing. Personally, I was able to test the boundaries and make connections with these two styles of writing and my content area. The note taking strategy allowed me to bridge the pieces together between holding students’ interests and still doing my job to educate and mold young minds, which was my biggest challenge. Before this learning experience, I was not sure if a balance existed in the classroom. Now, I truly believe that you do not have to be an “English person” to take away from a unit like creative writing. I think this question occurred for me in the first place because of past experiences as a student. Maybe I had not seen this “balance” happen, which could have caused me to be skeptical. I’m very content with the outcomes of my unit because it put me on the right track, mentally, to accomplish what I’ve always wanted to accomplish as an educator: teaching with excitement and inspiring self-determination for personal best.