|LAFS.1112.L.1.1 (Archived Standard):|| Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|LAFS.1112.L.1.2 (Archived Standard):|| Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
|LAFS.1112.L.2.3 (Archived Standard):|| Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
|LAFS.1112.L.3.4 (Archived Standard):|| Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
|LAFS.1112.L.3.5 (Archived Standard):|| Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
|LAFS.1112.L.3.6 (Archived Standard):||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|
|LAFS.1112.RI.1.3 (Archived Standard):||Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.|
|LAFS.1112.RI.2.6 (Archived Standard):||Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.|
|LAFS.1112.RI.3.7 (Archived Standard):||Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.|
|LAFS.1112.RL.1.2 (Archived Standard):||Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.|
|LAFS.1112.RL.1.3 (Archived Standard):||Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).|
|LAFS.1112.RL.2.4 (Archived Standard):||Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)|
|LAFS.1112.RL.2.5 (Archived Standard):||Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.|
|LAFS.1112.RL.3.7 (Archived Standard):||Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)|
|LAFS.1112.RL.3.9 (Archived Standard):||Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.|
|LAFS.1112.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
|LAFS.1112.SL.1.2 (Archived Standard):||Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.|
|LAFS.1112.SL.1.3 (Archived Standard):||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.|
|LAFS.1112.SL.2.4 (Archived Standard):||Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.|
|LAFS.1112.SL.2.5 (Archived Standard):||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|LAFS.1112.SL.2.6 (Archived Standard):||Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.|
|LAFS.1112.W.1.3 (Archived Standard):|| Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
|LAFS.1112.W.2.4 (Archived Standard):||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.)|
|LAFS.1112.W.2.5 (Archived Standard):||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|LAFS.1112.W.2.6 (Archived Standard):||Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.|
|LAFS.1112.W.4.10 (Archived Standard):||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.|
|ELD.K12.ELL.LA.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
VERSION DESCRIPTIONThe purpose of this course is to enable students to develop and use grade 11-12 writing and language skills for advanced creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style with concentration on one or two particular genres. Submission for publication of a final work(s) is required.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
The content should include, but not be limited to, the following:
- an in-depth examination of the student’s focus genre(s) in order to examine
- text craft and structure, including multi-genre
- effects of figurative, inventive, and nuanced language choice
- power and impact of appropriate voice and/or tone and persona
- genre structure, sentence structure, and grammatical choices
- reciprocal nature of content and form in development of a personal style
- literary theory associated with the genre
- writing for varied purposes and in varied genres, including
- personal and dramatic narratives
- various poetic forms
- screenplays and multimedia productions
- multi-genre and creative non-fiction selections
- digital writing platforms
- effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
- collaboration amongst peers, especially regarding peer reviews of multiple drafts
Important Note: Reading and writing courses should not be used in place of English language arts courses; reading and writing courses are intended to be used to supplement further study in English language arts.
Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.
- Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf
|Course Number: 1009333||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: English/Language Arts > SubSubject: Writing >
|Abbreviated Title: CREATIVE WRIT 5 HON|
|Number of Credits: One (1) credit|
|Course Type: Elective Course||Course Level: 3|
|Course Status: Terminated|
|Grade Level(s): 9,10,11,12|
| English (Grades 6-12)|