lesson plan in creative writing grade 11

Creative Writing Lesson Plans: Week One

Looking for creative writing lesson plans? I am developing creative writing lesson ideas! 

I’ve written and revamped my creative writing lesson plans and learned that the first week is vital in establishing a community of writers, in outlining expectations, and in working with a new class.

What are some good creative writing exercises?

Some good creative writing exercises include writing prompts, free writing, character development exercises, and fun writing games.

The first week, though, we establish trust—and then we begin powerful creative writing exercises to engage young writers and our community.

How can add encouragement in creative writing lesson plans?

I’ve found students are shy about writing creatively, about sharing pieces of themselves. A large part of the first week of class is setting the atmosphere, of showing everyone they are free to create. And! These concepts will apply to most writing lesson plans for secondary students.

Feel free to give me feedback and borrow all that you need! Below, find my detailed my day-by-day progression for creative writing lesson plans  for week one.

Creative Writing Lesson Day One: Sharing my vision

Comfort matters for young writers. I’m not a huge “ice breaker” type of teacher—I build relationships slowly. Still, to get student writing, we must establish that everyone is safe to explore, to write, to error.

Here are some ideas.

Tone and attitude

For day one with any lesson plan for creative writing, I think it is important to set the tone, to immediately establish what I want from my creative writing students. And that is…

them not to write for me, but for them. I don’t want them writing what they think I want them to write.

Does that make sense? Limitations hurt young writers. My overall tone and attitude toward young writers is that we will work together, create and write together, provide feedback, and invest in ourselves. Older kiddos think that they must provide teachers with the “correct” writing. In such a course, restrictions and boundaries largely go out the window.

Plus, I specifically outline what I believe they can produce in a presentation to set people at ease.

The presentation covers expectations for the class. As the teacher, I am a sort of writing coach with ideas that will not work for everyone. Writers should explore different methods and realize what works for them. First, not everyone will appreciate every type of writing—which is fine. But as a writing community, we must accept that we may not be the target audience for every piece of work.

Therefore, respect is a large component of the class. Be sure to outline what interactions you find acceptable within your classroom community.

Next, as their writing coach, I plan to provide ideas and tools for use. Their job is to decide what tools work for their creative endeavors. My overall message is uplifting and encouraging.

Finally, when we finish, I share the presentation with students so they can consult it throughout the semester. The presentation works nicely for meet-the-teacher night, too!

After covering classroom procedures and rules, I show students a TED Talk. We watch The Danger of a Single Story by Chimamanda Adichie. My goal is to show students that I don’t have a predetermined idea concerning what they should write. This discussion takes the rest of the class period.

Establishing comfort and excitement precedents my other creative writing activities. Personalize your “vision” activities for your lessons in creative writing. Honestly, doing this pre-work builds relationships with students and creates a positive classroom atmosphere.

Creative Writing Lesson Day Two: Activating prior knowledge

Students possess prior knowledge concerning creative writing, but they might not consider that. Students should realize that they know what constitutes a great story. They might not realize that yet. An easy lesson plan for creative writing that will pay off later is to activate prior knowledge. Brainstorm creative, memorable, unforgettable stories with students. Share your thoughts too! You will start to build relationships with students who share the same tastes as you (and those that are completely different!).

Activation activity

During this activity, I want to see how students work together, and I want to build a rapport with students. Additionally, activating prior knowledge provides a smooth transition into other creative writing activities.

This creative writing activity is simple:

I ask students to tell me memorable stories—books, play, tv shows, movies—and I write them on the board. I add and veto as appropriate. Normally doing these classroom discussions, we dive deeper into comedies and creative nonfiction. Sometimes as we work, I ask students to research certain stories and definitions. I normally take a picture of our work so that I can build creative writing lessons from students’ interests.

This takes longer than you might think, but I like that aspect. This information can help me shape my future lessons.

With about twenty minutes left in class, I ask students to form small groups. I want them to derive what makes these stories memorable. Since students complete group and partner activities in this class, I also watch and see how they interact.

Students often draw conclusions about what makes a story memorable:

• Realistic or true-to-life characters.
• Meaningful themes.
• Funny or sad events.

All of this information will be used later as students work on their own writing. Many times, my creative writing lessons overlap, especially concerning the feedback from young writers.

Creative Writing Lesson Day Three: Brainstorming and a graphic organizer

From building creative writing activities and implementing them, I now realize that students think they will sit and write. Ta-da!  After all, this isn’t academic writing. Coaching creative writing students is part of the process.

Young writers must accept that a first draft is simply that, a first draft. Building a project requires thought and mistakes. (Any writing endeavor does, really.) Students hear ‘creative writing’ and they think… easy. Therefore, a first week lesson plan for creative writing should touch on what creativity is.

Really, creativity is everywhere. We complete a graphic organizer titled, “Where is Creativity?” Students brainstorm familiar areas that they may not realize have such pieces.

The ideas they compile stir all sorts of conversations:

• Restaurants
• Movie theaters
• Amusement parks

By completing this graphic organizer, we discuss how creativity surrounds us, how we can incorporate different pieces in our writing, and how different areas influence our processes.

Creative Writing Lesson, Days Four and Five: Creative Nonfiction

Students need practice writing, and they need to understand that they will not use every word they write. Cutting out lines is painful for them! Often, a lesson plan for creative writing involves providing time for meaningful writing.

For two days, we study and discuss creative nonfiction. Students start by reading an overview of creative nonfiction . (If you need mentor texts, that website has some as well.) When I have books available, I show the class examples of creative nonfiction.

We then continue through elements of a narrative . Classes are sometimes surprised that a narrative can be nonfiction.

The narrative writing is our first large project. As we continue, students are responsible for smaller projects as well. This keeps them writing most days.

Overall, my students and I work together during the first week of any creative writing class. I encourage them to write, and I cheer on their progress. My message to classes is that their writing has value, and an audience exists for their creations.

And that is my week one! The quick recap:

Week One Creative Writing Lesson Plans

Monday: Rules, procedures, TED Talk, discussion.

Tuesday: Prior knowledge—brainstorm the modeling of memorable stories. Draw conclusions about storytelling with anchor charts. Build community through common knowledge.

Wednesday: Graphic organizer.

Thursday and Friday: Creative nonfiction. Start narrative writing.

Students do well with this small assignment for the second week, and then we move to longer creative writing assignments . When classesexperience success with their first assignment, you can start constructive editing and revising with them as the class continues.

These creative writing activities should be easy implement and personalize for your students.

Would you like access to our free library of downloads?

Marketing Permissions

We will send you emails, but we will never sell your address.

You can change your mind at any time by clicking the unsubscribe link in the footer of any email you receive from us, or by contacting us at [email protected] . We will treat your information with respect. For more information about our privacy practices please visit our website. By clicking below, you agree that we may process your information in accordance with these terms.

We use Mailchimp as our marketing platform. By clicking below to subscribe, you acknowledge that your information will be transferred to Mailchimp for processing. Learn more about Mailchimp’s privacy practices.

Are you interested in more creative writing lesson ideas? My Facebook page has interactive educators who love to discuss creative writing for middle school and high school creative writing lesson plans. Join us!

creative writing creative writing activities

• Share on Facebook
• Tweet This Resource
• Pin This Resource

Creative Writing

Eleventh graders write a persuasive letter to the editor using the writing process.

Start Your Free Trial

Save time and discover engaging curriculum for your classroom. Reviewed and rated by trusted, credentialed teachers.

• Collection Types
• Activities & Projects
• Assessments
• Graphics & Images
• Handouts & References
• Interactives
• Lab Resources
• Learning Games
• Lesson Plans
• Presentations
• Primary Sources
• Printables & Templates
• Professional Documents
• Study Guides
• Instructional Videos
• Performance Tasks
• Graphic Organizers
• Writing Prompts
• Constructed Response Items
• AP Test Preps
• Lesson Planet Articles
• Online Courses
• Interactive Whiteboards
• Home Letters
• Unknown Types
• Stock Footages
• All Resource Types

See similar resources:

Creative writing workshop, english language arts examination: january 2018, english language arts examination: june 2017, english language arts examination: august 2016, english language arts examination: june 2016, english language arts examination: january 2017, english language arts examination: january 2016, 501 writing prompts, a+ writing prompts, reading to write.

Creative Writing in the Natural World: A Framing

• Resources & Preparation
• Instructional Plan
• Related Resources

To promote development, detail, and focus of ideas in students' writing, it sometimes helps to start with a fun, creative writing activity that encourages what you want to see in all of their writing. In this minilesson, students practice writing detailed, sensory-rich descriptions by framing a small piece of nature and freewriting about it. From this, students can develop a variety of types of writing including poetry, short stories, science writing, reflections, and other academic genres.

Featured Resources

• Literal vs. Figurative Language Guide
• Internet access and the Flip Book Interactive

From Theory to Practice

This lesson explores figurative language comparisons formally known as simile and metaphor; however, the focus of the lesson is on students' use of their their imaginations to describe their observations in writing rather than on the official terminology for language use. In Wondrous Words: Writers and Writing in the Elementary Classroom , author Katie Wood Ray advises, "Give it [the craft element you identify in a text] a name so you can refer to it easily in the future as you study craft and as you writing your own texts"; yet the name that students use need not be the formal, "correct" name (42). The formal name of the element simply detracts from the ways that writers work. As Ray explains, "What's important is that, in seeing it and naming it for yourself, you have a new vision of what's possible when you try to write well" (42). When we do use formal names for craft elements, best practice pairs such words with students' definitions of the elements. Ray and Lisa Cleaveland say, "We are careful to use the words most writers in the world use for the important concepts of writing . . . if we embed kid-friendly explanations of what they mean...we need not shy away from the words themselves" (98). Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• A piece of loose paper, paper to take notes on, and a writing utensil (pen or pencil)

Preparation

• Scout out a good spot to take students outdoors on the school grounds, a place that preferably has grass or that feels somewhat “natural.” If such an area isn’t available, it is okay to do this activity on constructed spaces such as sidewalks, playgrounds, and even inside the classroom if absolutely necessary, but it’s best done outdoors.
• Prepare the Literal vs. Figurative Language Guide by making it into a transparency or making copies for each student.
• Test out the Flip Book Student Interactive .

Student Objectives

Students will:

• freewrite about a specific place that is framed by their piece of paper using imaginative and literal observations.
• identify nouns in their writing that they would like to focus on and develop further.
• write using specific sensory imagery and figurative language in order to accurately describe their framed “worlds.”

Session One

• Ask students to get out a loose piece of paper.
• Have them fold it in half at least once and tear or cut out the center. (Some students may want to fold it more than once in order to create an unusual shape. That’s okay.) The goal is to be left with a piece of paper with a hole in the middle of it like a frame. The frame can be of any shape or size.
• Explain that you will be taking the class outdoors and that each student will find a spot to place his or her frame. Also explain that students will pretend that what is inside the frame is the entire world, the only thing students will focus on. In their notebooks, students will freewrite about what they find in their frames. Encourage students to use their imaginations. Perhaps they’ll find a bug and write about it as a giant dinosaur or a talking creature. However they proceed, students should write as freely as possible to get as much detailed information down about their framed “worlds” as they can.
• Once students have found a place outdoors for their frames, give them ten to fifteen minutes to freewrite.
• Back inside the classroom, ask students to remind you what a noun is. Ask them why nouns are important in writing. How do they function in a sentence, for example? (One answer is that nouns help us know who or what a sentence is about. They are they focus, and they help us visualize ideas as we talk or write about them in any genre.)
• Have them read over their freewriting and underline three to five nouns that they would like to focus on.
• Collect students' freewriting to be returned in the next session.

Session Two

• Return students' freewriting from the previous session where they had finished by underlining three to five nouns to focus on.
• Ask students to list their five senses. Ask for a volunteer or two to provide one of their nouns. Use these to practice developing these nouns into fully described sensory experiences. Help students describe them using all five senses. Encourage imaginative leaps so students understand that their descriptions don’t have to be literal.
• At this point, discuss the difference between literal and figurative language, and explain that the goal is for students to describe their nouns using sensory detail and figurative language. Show students the Literal vs. Figurative Language Guide overhead or give them the handout. If the students were to write literal descriptions of their framed “worlds,” for example, they will simply write exactly what is in their frames (Grass looks green; sand feels rough; grasshoppers make a high pitched noise, etc.), but if they write figuratively, they will use their imaginations to describe their observations. This might include using similes, metaphors, hyperbole, and personification. For example, the grass looks like spiky green hair; sand is solid water; grasshoppers are fiddlers who play their legs, etc.
• Using the Flip Book Student Interactive , have students create a page for each of the three to five nouns they underlined. (Each student should complete at least three pages.) On each page, they will develop these nouns by adding sensory-rich, figurative descriptions of them in paragraph or poetry form. The goal is to describe each noun using as many of the five senses and as much figurative language as possible. Encourage students to be imaginative for this process. What might an ant sound like? How might a rock smell?
• Students may need to finish their Flip Books outside of class, or you might reserve some class time tomorrow to finish these up.
• Give students the opportunity to share their finished pieces with the class.
• Encourage students to develop their flip book pages further by illustrating them.
• Students might also use an additional page in their flip books to create a piece of writing such as a short story, poem, or reflection about the natural world. Encourage them to find connections between the nouns in their list. How might that list become one piece of writing instead of three to five separate pieces?
• Discuss ways students can use these writing techniques to improve other writing that they are doing. You might ask students to review one of their past writing assignments and underline places where they might add detail or figurative language in order to develop their ideas.

Student Assessment / Reflections

As long as students participate fully in the freewriting activity and complete at least three pages on their Flip Books, they should receive full credit for this activity. If you would like to turn the Flip Book into a graded assignment, you might require that each page include at least three sensory images and one instance of figurative language. Students might also earn credit by reading one of their pages aloud in front of the class.

• Calendar Activities
• Professional Library
• Lesson Plans
• Student Interactives

Add new comment

• Print this resource

Explore Resources by Grade

• Kindergarten K

You are using an outdated browser. Upgrade your browser today or install Google Chrome Frame to better experience this site.

Related Resources

• —Reading and Writing Fiction

A Lesson Plan in Creative Writing with GAD Integration (Quarter 1 – Week 7) View Download

Web-based  |  DOCX

Curriculum Information

Copyright information, technical information.

Walking by the Way

the road to inspired learning

Eight Free Creative Writing Lessons

February 17, 2012 by Ami 17 Comments

I know I throw around the word favorite all the time. But this is the truth: teaching creative writing lessons is my favorite. 

I have taught creative writing enrichment for summer school students. I have taught creative writing in various homeschool settings and co-ops. I have taught big students and little students. And I love it. 

Since I love to share homeschool co-op class ideas , I have compiled the creative writing lessons from a co-op class that I taught. 

Creative Writing Lessons for a Homeschool Co-op Class

First, please remember that any teacher can use these creative writing lessons. You don’t need to be teaching homeschoolers. You can be a classroom teacher or a homeschool teacher at home with one student. You can even be a librarian who needs a fun program series.

Second, I used these creative writing lesson plans with upper elementary students (with maybe a few 7th graders thrown in). However, you can adapt and use them for older students or younger students!

Creative Writing Lesson Plans

Creative writing lesson one.

The first lesson focuses on cliché and metaphor. It prompts students to consider how words matter.

Grab lesson one here .

Creative Writing Lesson Two

The second lesson teaches students about sensory details: why they are important and how to include them in their writing. Students will begin using sensory details to evoke smells and sounds and sights.

Grab lesson two here.

Creative Writing Lesson Three

The third lesson introduces showing vs. telling. Students learn how to recognize authors who utilize showing, and students are able to articulate the difference between showing and telling.

Grab lesson three here.

Creative Writing Lesson Four

The fourth lesson teaches students how to capture images. We use examples of poetry and prose to discuss this important writing skill.

Grab lesson four here.

Creative Writing Lesson Five

The fifth lesson introduces the story elements of character and conflict.

Note: You may choose to split this lesson into two lessons since it covers two big elements. I only had nine weeks with my students, so I had to jam character and conflict together.

Grab lesson five here.

Creative Writing Lesson Six

The sixth lesson introduces the students to point of view and perspective. We have fun reading poems and using pictures to write descriptions from different points of view.

Grab lesson six here.

Creative Writing Lesson Seven

The seventh lesson puts everything we’ve learned together. I read the students some fractured fairy tales, and we watch some, too. Students then use the prewriting activities and their imaginations to begin drafting their own fractured fairy tales.

Grab lesson seven here.

Creative Writing Lesson Eight

The eighth lesson focuses on revision. After a mini-lesson, students partner up for peer editing.

Grab lesson eight here .

For our final class day, students bring revised work, and I host coffee shop readings. This is a memorable experience for students (and their teacher).

Creative Writing Lessons FAQ

Since posting these creative writing lessons, I have had lots of questions. I decided to compile them here in case you have the same question.

Q: What are copywork quotes? A: Copywork quotes are simply great quotes that students copy as part of their homework assignments. You can use any quotes about writing. I’ve included my favorites throughout the printable packs.

Q: Can I use this with a younger or older student? A: Absolutely! Just adapt it to meet the needs of your student.

Q: Can I use this for my library’s programming or my homeschool co-op class? A: Yes! I just ask that it not be used for profit.

Do you have any questions about teaching creative writing? What’s your biggest hang-up when it comes to teaching creative writing? I’d love to hear from you and help you solve the issue.

January 7, 2016 at 1:57 pm

Hi Theresa,

As long as you are not profitting from using them, they are yours to use! Enjoy! Wish I could be there to help facilitate all those young writers! 

[…] Creative Writing Class […]

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

SEMI-DETAILED LESSON PLAN For Grade 11 students Prepared by Fabayos, Beberly F. III-3 BEE

SEMI-DETAILED LESSON PLAN For Grade 11 students about poetry anchored on the K-12 curriculum guide

Related Papers

Language in India, Vol. 14, Issue 2, pp. 70-77

Gibreel Sadeq Alaghbary

Poetry offers a "rich, varied repertoire and a source for much enjoyment for teacher and learner alike" (Collie and Slater, 1987, p. 226). In primary classes, poetry can be exploited to facilitate the learning of language and prepare students for the subsequent encounters with literature at later stages of their education. These benefits can be obtained only with judicious text selections and pedagogical decisions, or else the introduction of poetry at this early stage of education may defeat its purpose and generate aversion to poetry. This paper proposes a language-based approach to poetry for use with high-level primary students in English-medium schools. In order to demonstrate the arguments, the researcher proposes a lesson plan based on a stylistic analysis of a poem.

Joseph E Brockway

In 2018, Safiye Ipek Kuru Gönen conducted a study of twenty-one English Language student teachers at a state university in Tukey. Gönen’s study revealed that poetry can be an effective tool for teaching language “by using a systematic and guided framework tailored to the features of a language classroom.” However, the findings also revealed that putting the framework into practice was not easy. The participants in the study indicated that their main challenges were the lack of time to find poems that could address specific linguistic outcomes and the lack of prepared materials for using poems. To address those challenges, I am working on an inter-disciplinary poetry manual for language instructors based on Ipek Gönen’s Poetry-Teaching Framework (POT). The design of my project is to research effective methods for using poetry to integrate diverse academic disciplines in to language instruction, identify poems from diverse voices throughout Latin America, advocate for poetry as a valuable tool for teaching languages, and produce a manual for educators to incorporate poetry into their language instruction. Using José Martí's poem "Sueño despierto," I will show participants how I applied steps from Gönen’s Poetry-Teaching (POT) framework to teach grammar, vocabulary, and composition to students in a first-semester intermediate Spanish course. *53rd Annual Convention of the Northeast Modern Language Association, March 10-13, 2022, Baltimore, Maryland, USA.

Nkechi M . Christopher

e-Pedagogium

Vlasta Řeřichová

Zahratul H Daulay

Zahratul Hafizah Daulay's final paper works for this semester

Kontein Trinya (Prof)

This paper addresses the common diffidence with which students respond to poetry; a diffidence that, in the opinion of the writer, is the result of the inappropriate teaching methods of the subject at the secondary school level. The paper proceeds to offer innovative, interactive approaches that should make poetry lessons as interesting as they should be, consequently improving the attitude to Poetry at the tertiary level also.

Jennifer Shettel

SMART M O V E S J O U R N A L IJELLH

Abstract Teaching verse or writing is like actualizing any EFL action in that the educators must consider the language level of the students so that the material chose is not very troublesome. It is likewise vital to stress that all students can and ought to uninhibitedly communicate while talking about the verse. This opportunity of expression guarantees a synergistic, learner-focused classroom that considers the EFL students' individual contrasts, learning objectives, and full of feeling elements. A decent approach to guide students into a verse lesson is to give them a general feeling for the thoughts introduced in the sonnet by giving a warm-up movement. Students ought to first conceptualize and express their assessments about the subjects of the sonnet. At first, they may not feel sure that they can all the while express their suppositions and allude to the phonetic parts of a ballad, so the educators might need to pick warm-up exercises that don't really allude to the language in the lyric, yet to a topic or picture. For instance, educate mistakes can demonstrate a photo of a thing or character and let students answer inquiries regarding the photo, or have students meet each other about individual encounters identified with the topics of the ballad. Keywords: classroom, language, learn, method, poetry, students, teaching, technique

Adnan Salhi

RELATED PAPERS

International Journal of Pharmacy and Pharmaceutical Sciences

Snehalata Kamble

African journal of reproductive health

Selloane Phakisi

Léon Duguit and the Social Obligation Norm of Property

Matthew Mirow

Librilianti K Yuki, S.Pd. M.Pd.

Physical Review D

Juan Garcia-Bellido

Athanase Papadopoulos

Larissa Lima Geraldes

Polythematic Online Scientific Journal of Kuban State Agrarian University

Shahjahan Baig

Bill Eglinton Flores Maricahua

Journal of Crohn's and Colitis

E. Jarocka-cyrta

Environment: Science and Policy for Sustainable Development

Md. Mahfuzul Haque

Archaeology, Ethnology and Anthropology of Eurasia

Dmitry Selin

Physical Chemistry Chemical Physics

Moloy Kumar Sarkar

Romanian Journal of Pediatrics

Gabriela Păduraru

Przegląd Socjologii Jakościowej

Rafael Mrowczynski

Isabel Yglesias de Oliveira

Journal of Lightwave Technology

The Northern Mariner / Le marin du nord

Chris Madsen

Deborah Shapley

Dwiki Riza Yusuf C1C021140

Gema Galindo

yasmine salsabila

Journal of Physical Chemistry A

Gregory Poskrebyshev

Bakı, “Qanun” jurnalı - 2009. - № 8, S. 83-86

Ismayil Garibli

De Gruyter eBooks

Daniel Desir

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Try for free

11th Grade Language Arts and Writing Lesson Plans

• Most Popular
• Most Recent

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Free creative writing unit plans

Types of Poetry Writing Paper Templates, Graphic Organizers, Poetry Writing Unit

Writing Units Bundle Narrative Opinion Persuasive Biography Informative

2nd Grade Reading + Phonics Bingo Game! 90 Unique Boards - Level 2 Words!

Step up to Writing Inspired Narrative Writing Bundle

Informative and Explanatory Paragraph Writing Unit Freebie/Sample

Thanksgiving Writing and Craft! How to Catch a Turkey Free Activity!

Opinion Paragraph Writing Unit Freebie/Sample

Winter Writing and Craft: How to Make Hot Chocolate Sequence Writing

Creative Narrative Writing Sample Grades 4-5 (From the Complete Guide Resource)

How to Make a Peanut Butter and Jelly: Sequence Writing and Craft Activity

Narrative Writing Program Freebie | Fairy Tales Unit of Work

May DIGITAL Would You Rather Prompts for Grades 2-5 for Google Slides

• Google Slides™

Narrative Paragraph Writing Unit Freebie/Sample

Common Core Summer Vacation Persuasive Writing Pack-9 Day Plans and More!

Personal Narrative Rubric used with Lucy Caulkin's Writing Program

• Word Document File

Halloween Writing Craft: All About Bats Research Project

Fractured Fairy Tale Unit

Writing Workshop Mini-Lessons: The Complete Guide to Teaching Author's Craft

Thanksgiving Lined Paper Packet for Journals and Writing Projects

Monthly Writing Prompts - Themes FREEBIE

Centro de escritura, mini guía y recursos Spanish Literacy Centers

Learning and Understanding Poetry Unit

A Poem A Day: National Poetry Month FREEBIE!

When I Grow Up Writing Template

Poetry PowerPoint Lesson

Haunted House Real Estate Ads

POETRY UNIT-PRIMARY GRADES

Personal Narrative Planning and Rough Draft template

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think