EDUCATION TPTE595
Creativity Segment, Summer 2000
MODULE 4: CREATIVE WRITING
Instructor: Pam Petty
Contact Information: http://www.pampetty.com
(homepage)
pampetty@iwon.com (use this from Monday, June
12 through June 19, 2000)
pam@pampetty.com (use prior to and after
June 12 - June 19, 2000)
local telephone number: 865-521-5000
home number: 615-735-9198
Dates and hours: June 12 - June
19, 2000, 9:00 am - 11:30 am
Place: South Doyle Middle
School
Course
purpose and objectives:
The purpose of this course is to
introduce you to methods that help students express themselves through creative
writing. Much emphasis is placed on the enjoyment and pleasure of writing
creatively. In-class discussions will include understanding the basic
nature of putting words on paper to express thoughts, how to motivate students
to want to write, and ways make writing more "real world" and less an
academic enemy. A major objective of this course will be to help future
educators see themselves as creative writers so that they might inspire their
students to experiment with the beauty of the written word. Students
should leave this course with a portfolio of writing samples and resources that
will aid them in classroom writing experiences.
Class
format:
Group collaborative activities,
individual writing, presentations, modeling.
Required
texts:
There are no required texts for this class. A
writing portfolio is required as a final project. A binder with plastic
sheet protectors and dividers should be used for organizing course
materials.
Course
components:
Your final grade for the course will be based on my
evaluation of your performance on the elements listed below, with point values
as follows:
|
Item |
Point Value |
| Writing Journal, Technology Component |
10 (5, 5) |
| 1st Creative Writing Sample |
10 |
| 2nd Creative Writing Sample |
10 |
| 3rd Creative Writing Sample |
10 |
| Poetry Samples and Collection |
10 |
| In-Class Writing/Presentations/Participation* |
20 |
| Creative Writing Portfolio |
30 |
| Total Possible Points |
100 |
A = 90-100
B = 89-80
C = 79-70
* Good class participation is evidenced by your regular attendance, involvement in class discussions, completion of homework exercises, and contributions to in-class group activities.
Resources:
Schedule of topics and reading assignments:
| Monday June 12 |
Syllabus,
introductions with Bio-Poems,
Alphabetical
Autobiographies, Introduction
Poems, or I
Am Poems; pre-writing
activities which encourage manipulation,
exploration, discovery of the written word;
respond in writing to various types of stimuli (music, art, photographs,
nature, aroma, tactile, etc) found in the "real world;"
motivating writers in the classroom; practical considerations for
creative writing with primary children (bookmaking).
Assignments: 3. Students write descriptive paragraphs of a room in their home. This description is emailed to another student in class. The receiving partner uses the program "Paintbrush" to illustrate the description. Send the completed painting on Paintbrush back to its author as an attachment. Students will then print out paragraphs and Paintbrush illustrations and bring them to class. Other students will then try to match drawings to descriptive paragraphs. Due Monday, June 19, 2000. |
| Tuesday June 12 | Literature-based
Creative Writing - Using children's literature as a prompt for writing:
using children's
literature as a writing springboard, similes
and antonyms, using books
that stimulate writing.
Due: |
| Wednesday June 13 | Students will demonstrate
creative writing activities in the curricular areas of science, math,
and social
studies (artifact
writing). Groups of students will work together to brainstorm
possible writing activities in a curricular area and then each
student will select one of the original activities to complete.
Students will share completed writings with the class.
Due: 2. An incredible excuse can be substituted for one of the three creative writing samples due Tuesday, Wednesday, or Thursday. |
| Thursday June 14 |
Students will participate in group
activities involving word-play and then individually generate original
word-play games and activities to perform in the classroom.
These games should include a writing
exercise and combine several types of learning styles (multiple
intelligences).
Due: 2. An incredible excuse can be substituted for one of the three creative writing samples due Tuesday, Wednesday, or Thursday. |
| Friday June 15 |
Use different forms of poetry (haiku, diamantes, cinquaine, limericks, etc). Provide examples of using poetry to respond to literature, in curricular areas such as reading comprehension, as word-play, and as a means of enjoying language. Begin a poetry collection of favorite poems including different types of poetry. |
| Monday June 19 | Authors share their works.
Due: 2. Completed Writing Journal and a "presentation" portfolio that includes examples of some of the following types of creative writing: advertisements, advice columns, bumper stickers, epitaphs, jingles, menus, odes, puns, quotations, resumes, schedules, song titles/book titles, annotated tv guides, travel brochures, vignettes, want ads, wanted posters and all sample writings from class - these include prewriting, drafts, revisions, and final copies. This writing portfolio must be organized, complete and attractively displayed. |
12/01/2003 07:15:30 PM