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Performing and Visual Arts Magnet High School2014-2015 Course Syllabus

Semester ICreative Writing 9

Ms. Elizabeth Broccolino Rm 270Phone:410-266-5240, x253 Email: [email protected] / [email protected] Periods: 2nd Period; 9:00-10:30Website: www.annapolishighschool.org www.edmodo.com www.threering.com

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who

help to create a better more peaceful world through intercultural understanding and respect.

Welcome to the Performing and Visual Arts Magnet High School (PVA)! The Mission of the Performing and Visual Arts Magnet programs is to provide students who demonstrate artistic ability, interest, and potential a curriculum of rigorous training that emphasizes the creative process through collaborative opportunities.

This International Baccalaureate Middle Years (IB MYP) course covers the AACPS PVA curriculum and is taught and assessed using IB methodology. The IB’s student-centered philosophy, with its focus on inquiry, action and reflection, empowers students for a lifetime of learning, both independently and in collaboration with others. An IB education centers on learners, develops effective approaches to teaching and learning, and explores significant content within global contexts.

Course OverviewWelcome to Creative Writing and Workshop. This dual course will serve as an introduction to the art of creativity within language and writing, as well as the many media available to produce such writing. The various techniques studied will allow for self-expression, imaginative exploration, and application of skill. As reading and writing play a reciprocal role, digesting of complex texts is vital as young writers utilize models from authors to aid in building their identity as a writer. While building the foundation as writers, students will learn to hone their writing skills by studying and creating pieces in various genres including but not limited to creative non-fiction, drama, poetry, fiction, and publication. As a result, students will learn to critique work with a critical lens in writer’s workshops and learn the basic skills of publication, especially explored in the Media Workshop of the course. Students will also focus heavily on the process of their work, learning and growing through their experiences in each project-based assessment. Reflection on the process is integral to developing as an artist, as is an attitude of exploration in various genres the artists may not originally be comfortable with. Therefore, it is vital for artists in the introductory piece of the PVA program to always try, and always reflect. In the extended-hours program, students will have even more of an opportunity to explore production and technology in writing.

IB MYP Course Aims PVA Creative Writing 1 Course ObjectivesThe aims of MYP arts are to encourage and enable students to:

Create and present art Develop skills specific to

the discipline Engage in a process of

creative exploration and (self)-discovery

Make purposeful connections between investigation and practice

Understand the relationship between art and its contexts

Respond to and reflect on art

Deepen their understanding of the

• To study artistic craft and technique through investigation of creative problem solving and the collaborative process

• To experience learning through project-based assessments emphasizing 21st century skills; to explore diverse and traditional based perspectives, explore 21st century technology’s role in creative writing

• To have opportunities to experience the professionalism required for preparation, presentation, presence and production of creative writing

• To provide students with creative writing opportunities through a variety of genres: fiction, creative non-fiction, drama, and poetry.

• To analyze and discuss fiction for theme, purpose, and style in order to understand how a writer develops a personal writing technique.

• To participate in a variety of speaking activities, most importantly sharing work they’ve written with the class. To understand the importance of performance as it pertains to writing: bringing writing to life

• To critically think and understand the purpose in their writing, and be able to speak thoughtfully and professionally about their art

• To study literary masters in fiction and non-fiction prose, and poetry, in order to absorb literary techniques

• To develop as a true artist: discover the process and routine of creative writing

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http://www.threeringbinder.com/

http://www.edmodo.com/

http://www.annapolishighschool.org/

mailto:[email protected]

mailto:[email protected]



world. that works for them, and to become constant self-motivated Course Content:

Vocabulary and grammar, especially the language for talking about language Reading and analysis of poems, short stories, essay, articles, etc. Self-Selected Reading of Published Works-10-15 min per class to absorb skills via the professionals Personal Word List-- to develop personal vocabulary Inspiration of the Day—each class begins with brief inspiration period where instructor presents

photo, song, music video, or other medium to inspire writing, students write for 10 minutes and share what inspired them and what they wrote, may lead to full-process products as students choose

Production of each genre—each time a genre is explored, a creative writing assignment is completed Independent Critical Analysis and Study of Professionals Personal & Reflective Journaling—after each writing assignment, students will reflect on their

process of completion, what they have learned, and what they can improve. It is strongly encouraged that students purchase a paper copy of a journal rather than use a phone.

Portfolio—a working/growth portfolio is kept throughout (including the reflection journaling); Showcase Portfolio developed at the end of the year and published via Lulu

The Critical Process—work-shopping via Lerman’s Critical Process for major assessments Showcase Evenings/Parent Nights—end of quarter sharing of work Craft Study Papers—students will independently select a technique, genre, author or other element of

writing and do an in-depth study of the overall chosen element and closely analyze that element; each quarter they will produce an academic, formal paper detailing their findings

Course TimelineQtr. One: Finding Your Voice & The

FoundationEssential Questions Assessment* MYP Global

ContextAugust Introduction to Creative Writing What is creativity?

What is creative writing?Introduction to Self-Narrative

Identities & Relationships

Orientation in Time & Space

Personal & Cultural Expression

September Exploration of Poetry How can I express myself through poetry?

Craft Study

Poetry Collection

October Organization of Fiction How is writing organized? Why is organization important in creative works?

Exploratory Fiction Research

Parent Night 1Qtr. Two Inspiration—Fiction Genres

November Fiction Genre Studies

Nanoremo

What genre of fiction challenges me the most as a writer?

Mini-Stories

Craft Study




December Genre StudiesJanuary Full short story/SSR Presentation

Scholastic Awards Application

Full story

Workshops

Parent Night 2

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Qtr. Three Inspiration--Dramatic ArtsFebruary Play/Script Analysis Why is writing as

important in drama as it is in fiction? What type of creative writing suits my strengths the most?

Various Formative Assessments

Parent Night 3




March Film/Script Analysis Explore Play Writing

April (beginning)

One-Act Play/Begin Final ProjectSSR Presentation

One-Act Play

Craft Study

Workshops

Qtr. Four Sharing your Voice—Production April Selected Genre—Full “publishable”

workHow does writing get published?

Full Process Creative Writing Piece




May SSR PresentationLiterary Publication/Collaborate with other PVA studentsFinal Reflection

How has my process improved through my exploration of the various genres of creative writing?

Publish Work in Lulu

Portfolio Presentation

June Final Parent Night

*Assessments will occur throughout each unit. Provided is a general expectation of the products from each unit.

Course Content and Format This course meets twice a day for approximately 90 minutes each. Below are the two sample formats, divided by period.

1A: Creative/Dramatic Writing Exploration 4A—Writer’s Media Workshop1. Entrance Activity2. Daily writing tip3. Creative Writing Lesson/Skill

a. Discovery/Explorationb. Lessonc. Practice

4. Closure

1. Self-Selected Reading (10-15 minutes)2. Inspiration of the Day 3. Creative Writing Work Session

a. Share workb. Critiquec. Technology

4. Edit/Refine Work 5. Portfolio & Reflection

Extended Hours Production and Technology: Students will continue to create their virtual portfolio, explore writing technologies, and further produce their creative work.

Quarterly Parent Nights: Student-artists will present their process and products for parents. Each event will be in the evening and feature a cohesive theme throughout the different core arts programs. Artists will prepare for the evenings during Writer’s Workshop and P&T. Performance Dress is required.

Intercultural UnderstandingAs an MYP/IB school, Annapolis High School dedicates itself to developing 21st century, diverse, and intercultural students. Creative Writing will allow students to explore the world through the eyes of various authors, poets, and ultimately, through their own creative lens. Students will be asked to step outside their own limited world knowledge and write from the perspective of others, increasing their ability to see from others’ perspectives.

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Materials and Explanations (in class EVERY DAY): Three-ring binder and ample supply of notebook paper Flashdrive/Thumbdrive Pens/Pencils

o Blue/black ink for handed in assignments o Fun colors encouraged for journaling

Journal (for reflection and self-expression)o Various journal prompts will be providedo Student will be expected to complete required journal entries as well as personalo This will serve as a record of the development of the creative processo Certain journal entries will be shared (with advance notice) and put into electronic portfolioo Encouraged to purchase your own journal; however, you may simply devote a section in your notebook to journaling

Self-selected Fiction Book (for Self-Selected Reading and Projects)o One per quarter requiredo At least 15 minutes of uninterrupted reading time will be provided every other dayo Student will develop vocabulary and writing techniques through this self-chosen book, while also reading for enjoymento Each quarter, student will present the book (more information as deadline approaches)

Textbooks and ResourcesTextbooks and Resources will be provided. SSR books can be checked out from the school media center or the classroom library; however, students are encouraged to bring materials in from home.

Assessments (address formative & summative)Students will be informally assessed throughout each unit, and formally assessed at the end of each unit. We will utilize subject specific criterion rubrics when assessing. These rubrics will be shared with all students in advance of assessments.

In Creative Writing, students are assessed using the following criteria: Knowledge and Understanding Composition and Production Selection of artistic and formal language to accomplish purpose

Grading/Assessment:A (89.5-100%) - Outstanding level of achievementB (80-89%) - High level of achievementC (70-79%) - Satisfactory level of achievementD (60-69%) - Low level of achievementE (59% -50)- Failure0 – If student does not attempt the work

Grades will be assessed in the following weighted categories-40% Formative Assessments (Participation, Classwork, Edmodo Interactions, IOTDs, SSR, Workshops)40% Summative Craft Assessments (Original Writing, Craft Studies, Class and Public Presentations)20% Portfolio Development and Reflections

*Homework is only assigned if class time is not utilized or it is an on-going project

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Minimum:A minimum grade of 50% will be given for all assignments or assessments for which the student made a good faith effort, as determined by the teacher. If a student does no work on an assignment or assessment, the teacher shall assign a grade of zero.

Approximate expectations for assignments and assessments:Classwork- every other dayMajor Projects- once per unit

Parent Notification:Parents will be notified at least three weeks prior to the end of a marking period if a student is currently earning a failing grade. At any time, parents may check parentconnect.aacps.org to see their student’s grade. Please contact the guidance office if you do not already have a login.

Late Work/Redo’s: In order to be successful and truly develop 21st century skills, students must complete assignments on time, and in a satisfactory manner. This policy exists because we know our students are capable of greatness, and as this course develops students’ potential, each project should reflect that hard work and determination. Please endeavor to turn all work in when due. If you have a reason that the work must be late please meet with me.

Redo’s:Students shall have ONE additional chance to improve their score on a major test or assessment (as designated by the teacher). In order for this to happen the student MUST have submitted the original assignment ON TIME and set up a time with the teacher for re-teaching within 5 days of getting the graded assignment back. After the re-teaching, the student will have 10 days to resubmit the assignment. The higher grade will be the grade of record.

Work that will be reassessed includes: Major Assessments

Work that will not be reassessed includes: Discussions, SSR work/presentations, Journals, Classwork

All student re-teaching will take place after school Tuesdays; please endeavor to schedule this meeting in advance so that we both are prepared.

Attendance/Tardiness: IF YOU ARE ABSENT, PLEASE CONTACT MS. BROCCOLINO [[email protected]] to receive your

make up work.

All effort will be made to facilitate students when absent. Please make prior arrangements, if possible, to collect work from the instructor for days that are to be missed.

It is the Annapolis High School expectation that all students will be on time. The policies for the tardy table will be followed.

Academic IntegrityIn order to promote the pursuit of academic excellence and learning, Anne Arundel County Public Schools expects its students to conform to specific standards of academic integrity. Academic integrity is an integral

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part of promoting self-respect, trust, student achievement, and positive relationships among all stakeholders in our school community. Academic integrity means exhibiting honesty in all academic exercises and assignments. Academic dishonesty refers to any form of misconduct that occurs in relation to all formal academic exercises.

Cell Phone ExpectationsElectronics are to be put away when the sign is turned to red. If electronics are allowed to be used for educational purposes only, the instructor will turn the sign to green. Once the activity is complete, electronics must be put away again.

Behavioral Expectations:Annapolis High School students, staff, and visitors will make a pledge and commitment to their school and its mission. In doing so, students show respect for themselves, learning, others, and property.

Self Be prepared Use appropriate school language Have respect for yourself Try your best! Have a “Can Do” Attitude!

Others Listen when others are talking Participate in class activities Use language appropriate for school Avoid conflict in class Offer and accept constructive criticism

Learning Come to class daily and on time Bring all required materials Participate in class Study for tests and quizzes by doing practice

problems Ask for help when needed Follow instructions and stay on task Complete all assignments on time

Property Keep an organized notebook complete with

quality notes Keep your space clean Stay in your seat and keep the desk clean

Student Code of Conduct The Performing and Visual Arts Magnet High School operates under the principle that everyone deserves a safe, supportive, and orderly learning environment. Students are responsible for creating opportunities to practice and succeed in making responsible and effective choices in order to reach academic and artistic potential while contributing to the school community. Significant behavior infractions resulting in referrals (such as academic dishonesty, vandalism, bullying, insubordination, disruption, fighting, tardiness, truancy, leaving school, or use or possession of alcohol) may result in removal from the PVA program in accordance with the AACPS Code of Student Conduct.

PVA students must embody excellent audience behavior and etiquette because of the many opportunities presented for observing professionals at work. Only the best behavior in professional settings, on- or off-campus, is acceptable.

Identification Badges All PVA students will be issued an ID badge and lanyard that must be worn at all times during the Extended Day course of study.

Related Fees 6



From time to time, additional fees are required for PVA-related activities (costume, travel, field trip, make-up supplies, art supplies, class-specific shoes, class-specific clothing). If, at any time, the Related Fees become unaffordable for a PVA family, please contact Teacher Specialist, Ken Skrzesz, at [email protected].

Electronic Communication Parents may monitor student progress through the AACPS online grading system called ParentConnect. Information about ParentConnect will be communicated to parents by the high school counseling center. All PVA student work will be digitally archived in a ThreeRing account. Parents may request access to this account.

Many PVA student assignments are communicated through Edmodo. Students will register for an Edmodo account with each arts major teacher and parents will receive a code to see student work. Students must check this account daily and enable phone notifications.

All pertinent information, including the PVA Calendar, is uploaded to the PVA High School website which may be found at www.aacps.org/pvafamily .

Additional Information:

Assessment:Students will be mainly assessed on the variety of writing produced, from small, daily assignments to larger, main productions and performances. Much class time will be given for completion of work, with occasional homework throughout the year only if class time for production is not utilized.

Portfolios:Students will compile a working portfolio throughout the school year, including works in progress, experimental writing, and other self-selected works, all to demonstrate growth and progress in the program.

Students will create a Showcase Portfolio at the end of the year choosing a range of edited texts ready for publication to indicate the success of the program goals. This will be published using the Lulu Self-Publishing online software.

Rubrics for Original Writing Assessments :In an effort to foster exploration of writing styles that may be uncomfortable to newer writers, three different rubrics can be used throughout the year, as designated by the instructor. Sometimes, writers will be able to choose which rubric will be used to assess their work based on their comfort level with the piece. Reflection is a major component of each rubric.

1. Exploration Rubric—For drafts and works-in-progress; a detailed reflection on process and product paper must be completed.

2. Expert Rubric—Final Copy rubric; a less-detailed reflection on process and product is included.3. MYP Language, Literature, & Arts Rubric—Both drafts and final copy rubric as needed.

Attitude as an Artist

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As a member of the PVA program, you are part of an elite group. As such, an attitude of professionalism regarding the craft and the program is imperative to be successful in this program. Artistic vocabulary will be used in order to speak eloquently about your art. Critiquing others’ work is a part of your growth in the program, yet all comments must be constructive and thoughtful with the intent of growth and not to detract from that artist’s work. Effort must be put forth in every single assignment.

Formatting for Written Pieces

Times New Roman, Size 12, Double SpacedEach piece is your work, so attach your name. Writings without a name will lose points.Each piece should have a thoughtful title.

IAE ExperiencesEach month the PVA program takes artists to exciting venues to see professionals in their element. Attendance is MANDATORY. The dress code is “dressed up”: not formal attire as if you’re going to a dance, but nice clothing. As much as possible, please no jeans or flip-flops. We need to show respect to the performers. If you cannot attend due to a family obligation, Ms. Blessing must be notified and a replacement performance is required.

A five-paragraph reflection paper, also MANDATORY, will be completed during Extended Day the week after each experience. These papers are to be turned into both Mrs. Blessing and Ms. Broccolino.

Parent Night Information & DatesParent Nights will occur quarterly as a chance for the artists to showcase their work. Participation in these events is required, as is Performance Dress. For some performances, this may require all-black clothing, so as not to detract from the art itself. Other times, this may mean

Please continue to check the PVA Calendar and pay attention to emails from Ms. Blessing for any changes.

Oct. 22—Parent Night 1Oct. 29—Studio 39 Soft Opening; 9th Grade PerformancesJan. 13—Parent Night 2March 25—Parent Night 3June 3—Final Parent Night

If you have any questions at all, please do not hesitate to contact me. I look forward to a rewarding and productive year with all of you.

Teacher signature: ____________________________________________________________________

Ms. Elizabeth Broccolino

Please sign the attached page and return to Ms. Broccolino for her records. Please keep this syllabus for your records.

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By signing below, I affirm that I have read and understand the PVA Creative Writing 9 course syllabus and rules as set forth by the instructor, and agree to abide by them.

Student Name____________________________________________Class Period____________

Student Signature______________________________ Date_____________

Parent Name _____________________________________________ Parent Phone # ___________________________________

Parent Signature__________________________________________ Date___________

(PLEASE WRITE NEATLY)

Parent Email** ________________________________________

Student Email**________________________________________

**Email is the preferred way of communication as it is immediate, and I can respond during class. Providing emails allows the teacher the ability to send out reminders of due dates of projects and other important class information. Your email addresses will remain confidential, and not used for any other purpose other than business relevant to your student.

Is there any particular information that would be helpful for me to know as we begin the year to support your student’s success this semester?

Do you have any questions or comments?

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