lesson objectives for creative writing

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Learning objectives: creative writing.

For the Creative Writing Emphasis in the BA/BS degrees, the three key Learning Objectives are:

• Tone  of writing invites reader into the work
• Anticipates and  addresses potential resistances  on the part of the reader
• Presents a  matter that the reader will care about  or makes a good case why the reader should care about the topic
• Provides  appropriate credit or citing  of others’ ideas
• Shows  knowledge of the appropriate body of literature  associated with the genre and subject of the writing
• Develops and  original  artistic vision, thesis, or research contribution
• Free of problems  at the sentence level (syntax, usage, grammar)
• Uses  clear and descriptive  language
• Flows  well from paragraph to paragraph

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Lesson PLAN IN Creative Writing - WEEK 1

Philosophy of human being (2020), christ the king college, recommended for you, students also viewed.

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Department of education, umingan central national high school.

Poblocion West, Umingan, Pangasinan 2443 SENIOR HIGH SCHOOL DEPARTMENT

A SEMI-DETAILED LESON PLAN IN CREATIVE WRITING (GRADE 12) August 30, 2022

I. OBJECTIVES At the end of the 60-minute lesson, the students will be able to: a) define creative writing as a unique form of writing; b) differentiate imaginative writing from other forms of writing; c) understand why creative writing is important to be studied, and, d) construct creative compositions based on the principles of creative writing.

II. SUBJECT MATTER Topic: Introduction to Creative Writing Reference: John Oliver M. Ramos, J. M. (2017). Fundamentals of Creative Writing. Brilliant Creation Publishing, Inc..

III. TEACHING PROCEDURE A. Preliminaries 1. Classroom Preparation 2. Prayer 3. Checking of Attendance

B. Motivation  The students will do the “Think-Pair-Share” activity.  They will look for a partner and think of the following questions: 1. Have you ever dreamed of living in another world or alternate dimension? 2. How does this world look like and what is it like to be in that place?  After that, they will share about the kind of alternative world his/her partner would like to live in with the class

C. Lesson Proper  The teacher will introduce Creative Writing by asking the students what they have had observed during their previous activity.

Creative Writing, also known as Imaginative Writing, in the simplest terms, is writing using the imagination. It is mainly fictional and may take the form of poetry, short story, novel, or play. FORMS OF CREATIVE WRITING

• POETRY – is an expression of imaginative awareness of experience through meaning, sound, and rhythmic language; with the purpose of evoking emotional response. Though it is often mistaken that poetry needs to be structured, with meter and rhyme, this is always not the case. Some poems are free-verse and do not need structure.

TWO CLASSIFICATIONS OF POETRY

 a. Lyric Poems – include odes, sonnets, elegies, poems for

various occasions, and simple lyric poems. They are called lyric poems because traditionally, the Greeks read these poems with the accompaniment of musical instruments.

 b. Narrative Poems – poems which narrate a story in verse

form. Usually these stories are about love and heroic deeds. Epics and ballads are some poems which are considered narrative.

• SHORT STORIES AND NOVELS – generally similar with each

other and considered to be included in the prose genre. Though both

forms are used to tell tales, their main difference lies in the

variations of length. A short story can be read in just one sitting for a

short period of time; while a novel requires more time to be

comprehended fully. Likewise, both tell about a series of events that

make up the plot of the story that is woven around a theme, develop

characters in definite settings, and resolve the conflicts and

resolutions.

• DRAMA/PLAYS – initially appear to be similar to short stories or

novels, for they also tell stories about characters that face conflicts

which they have to resolve within the story. The plot takes place in

particular settings, and impart lessons and themes. However, what

sets drama apart from short stories and novels is the fact that it is

intended to be performed in front of an audience and presented on

stage. As such, it has additional elements that are exclusively

considered for drama, such as dialogue and movement.

Creative literary works have significantly imaginative, metaphoric, or symbolic content and often cater to the euphoric need of particular audience. They are fashioned to penetrate the depths of the readers’ spectrum of emotions, and take informal, artistic, or figurative styles that reflect the writer’s thoughts and ideas. WHY STUDY CREATIVE WRITING? As part of the learning process of creative writing, you are

expected to analyze existing literary works – how these works

convey their messages, what makes them unique from one another,

and what their important characteristics are. Most importantly,

creative writing will help you to be more self-expressive, as it does

• JOURNALISM AND NEWS WRITING – is the writing style employed in various mass media such as newspaper, television, and radio. News articles must be highly credible in order to serve their purpose of providing factual and accurate information to the readers or viewers.

D. GENERALIZATION  The teacher will ask the following questions to the class: a) Why do we need to distinguish the difference of creative writing from other forms of writing? b) Is it a must for us to use our imagination each time we compose creative literary works?  The teacher will suffice the explanations of the students so as to make sure that the students will understand the topic being discussed.

E. APPLICATION The students will write a one-paragraph composition based on what happened during their long weekend and should incorporate how they understood creative writing.

IV. EVALUATION The students will come up with either a three-stanza poem or a three-paragraph essay on one of the topics given below. As they write their composition, they neeed to try to find their peculiarity in writing or their trademark. 1. Learning From One’s Mistakes 2. The Life of a Millenial Teenager 3. Let Go or Hold On?

V. ASSIGNMENT  The students will search for Robert Frost’s poem, “The Road not Taken.” Afterwards, they need to analyze its meaning and interpret the underlying message of the poem.

Prepared by:

JOCHELLE C. FERNANDEZ SHS T-II

Checked: Noted:

WILMART S. CASARENO, M. LORETO V.

BORILLO, Ed. MTI/OIC, Office of the SHS Asst. Principal Principal IV

A SEMI-DETAILED LESON PLAN IN CREATIVE WRITING (GRADE 12)

August 31, 2022

I. OBJECTIVES At the end of the 60-minute lesson, the students will be able to: a) differentiate imaginative writing from other forms of writing; b) cull creative ideas from experiences; c) understand why creative writing is important to be studied, and, d) construct creative compositions based on the principles of creative writing.

II. SUBJECT MATTER Topic: Imaginative Writing vs Technical/Academic/Other Forms of Writing Reference: John Oliver M. Ramos, J. M. (2017). Fundamentals of Creative Writing. Brilliant Creation Publishing, Inc..

III. TEACHING PROCEDURE A. Preliminaries 1. Greetings 2. Opening Prayer 3. Checking of Attendance

B. Motivation  The teacher will provide examples of different texts and the students will identify if it is an example of creative writing or not based on their own knowledge.  Short Story  Literary Analysis

Enumerate the following:

• Forms/Kinds of Creative Writing
• Other Writing Styles aside from Creative Writing
• Principles of Creative Writing
• Explain what creative writing is.
• How does the writing process work?
• Choose one reason for writing creatively and explain your understanding of it.

V. ASSIGNMENT  The students will search for Robert Frost’s poem, “The Road not Taken.” Afterwards, they need to analyze its meaning and interpret the underlying message of the poem. Prepared by:

WILMART S. CASARENO, M. LORETO V. BORILLO, Ed. MTI/OIC, Office of the SHS Asst. Principal Principal IV A SEMI-DETAILED LESON PLAN IN CREATIVE WRITING (GRADE 12) September 1, 2022

I. OBJECTIVES At the end of the 60-minute lesson, the students will be able to: a) construct creative compositions based on the principles of creative writing; b) explain the reasons for writing creatively; c) understand the principles of creative writing; and d) employ the process in writing.

II. SUBJECT MATTER Topic: Reasons for Writing Creatively and Principles of Creative Writing Reference: John Oliver M. Ramos, J. M. (2017). Fundamentals of Creative Writing. Brilliant Creation Publishing, Inc..

III. TEACHING PROCEDURE A. Preliminaries 1. Greetings

• Opening Prayer
• Checking of Attendance

B. Motivation  The students will come up with either a three-stanza poem or a three- paragraph essay on one of the topics given below. As they write their composition, they neeed to try to find their peculiarity in writing or their trademark.  Sibling Rivalry  Family Problems  Effect of technology to our lives  Learning From One’s Mistakes

 The Life of a Millenial Teenager  Let Go or Hold On?  Cyber-bullying

C. Lesson Proper  The teacher will discuss the lesson by following the guide questions below: Why do we write? How do you engage your readers to appreciate your work? What are the reasons for writing creatively? Should we follow the principles of writing? Why or why not? Is writing process relevant for us in developing our writing activities?

D. GENERALIZATION  The teacher will ask a volunteer  to reiterate the discussion for that day.

IV. EVALUATION

Quiz # 1 Enumerate the following:

V. ASSIGNMENT  The students will search for Robert Frost’s poem, “The Road not

• Multiple Choice

Course : philosophy of human being (2020)

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Home » Lesson Plans » Set The Right Goals—Writing A High-Quality Lesson Plan’s Objective

Set The Right Goals—Writing A High-Quality Lesson Plan’s Objective

We’ve all heard students say, “ I’ll never need this in my life .” 

Teacher, forgive them, for they do not know what they are saying. They don’t know how hard you’ve worked on your lesson plan and how much thought you need to put into each lesson plan’s objective.

It’s you who knoweth the true value of preparation. You get that entering the classroom without a clear understanding of what you need to accomplish before the bell rings may cause things to go south—fast. 

But how can you be sure that the goal of your lesson is indeed well-written and precise enough? We’ll show you how to do this and give you both good and bad examples to ensure your lesson objectives never miss the mark.

Source: @musiena via Twenty20

What Should Your Lesson Plan Objectives Look Like?

A lesson plan objective should give you a clear and concise idea of what you want to achieve with a lesson. You’ll write the rest of the lesson plan to help you accomplish your objective.

Think of it as a lighthouse that helps you stay on course while navigating the treacherous waters of keeping the students’ attention alive and kicking. 

In practice, an objective is a sentence that needs to be S.M.A.R.T.:

• Specific 

The difference between a well-written and poorly defined objective is whether or not it hits all these boxes. If you can’t measure an objective, how can you know if you’ve achieved it?

An objective must provide answers to why, how, and when .

How To Write an Objective for a Lesson Plan—Bloom’s Taxonomy

The first step in writing an objective is choosing a measurable and specific verb. Depending on what you’re teaching and the age group you’re working with, you’ll need to choose an active verb that’s adjusted to your students’ abilities. You need to have lower expectations when writing a lesson plan for first and second graders than you would with high school students .

According to Bloom’s taxonomy , there are six levels of learning:

• Remembering
• Understanding

These levels are arranged in a specific hierarchy, meaning that you need to start from the first one and go forward. You can’t use a kindergarten lesson plan and expect the students to provide a critical evaluation of the provided information.

Source: @olgakhorkova via Twenty20

Verbs To Use in a Lesson Plan Objective

Every level of learning has an appropriate set of active verbs that you can use to write a measurable objective. You need to avoid verbs such as know, understand, appreciate, learn, be familiar, analyze , and others that don’t express a result you can quantify and assess.

Check out the table below to see some examples of verbs that you can use for each level of learning:

Note that some verbs can appear in different stages of learning. For instance, you can ask students to compare information in comprehension, analysis, and evaluation stages, but the level of comparison needs to be more advanced as your students progress through Bloom’s pyramid of learning.

The ABCDs of Writing Objectives for Lesson Plans

Apart from choosing an appropriate verb, the rest of your lesson plan objective also needs to be written in line with the S.M.A.R.T. acronym. A well-thought-out objective covers every aspect of the lesson and answers every question regarding your lesson plan .

You can refer to the ABCD checklist to ensure you hit all the necessary points within your objective. The ABCDs of writing a lesson plan objective are as follows:

• Audience —Who is the objective for? You should aim your objective at students and not yourself
• Behavior —What will students achieve? Use a measurable and specific verb to show what students will gain after completing a lesson
• Condition —How will students show their improvement? You should define the exact conditions under which they will need to demonstrate their knowledge, skill, or attitude
• Degree —How well should students be able to perform? This element of the objective defines the minimum criteria that students need to fulfill to reach the goal

For more context, here’s an example of a well-written objective split into its ABCDs:

Source: @cloudyew via Twenty20

Lesson Plan Objective Examples

A lesson plan objective depends on a variety of factors, including grade, subject, and students’ learning abilities. Another important factor is the lesson plan’s scope, i.e., whether you’re using a weekly lesson plan template or you want to plan an individual lesson instead.

If you’re struggling to come up with a specific, measurable, and time-bound objective, go through these examples to see what a well-written objective should look like:

• After reading From Caterpillar to butterfly students can draw a diagram of a butterfly life cycle in a graphic organizer
• Students can name all parts of a compass rose accurately after learning the song about cardinal directions
• After the lesson about the Pythagorean theorem, students are able to solve eight out of ten geometry problems using the theorem
• Students can contrast Poe’s tone with that of another Romantic author in a short essay after reading The Tell-Tale Heart

Bad Examples of Objectives in a Lesson Plan

Great objectives use active verbs that you can quantify easily and say with certainty whether the wanted action has been completed or not. Bad objectives are too vague and don’t tell what students need to do, when they should do it, and how. They usually don’t focus on a single behavior but list out several at the same time.

To make sure you don’t make the same mistakes, check out the examples of what your lesson plan objectives shouldn’t look like:

• Enjoy speaking Chinese
• After the lesson, students will be familiar with the American law
• Students will learn about lakes
• Students will understand the process of photosynthesis
• By the end of the lesson, students should write a summary , recall parts of the story orally, and predict what will happen next in the story
• By the end of the course, students will have a deeper appreciation of literature in the 20th century

Struggling With Your Lesson Plans? Use a Ready-Made One

Nobody becomes a teacher to get bogged down in filling out administrative forms and lesson plan templates . If you write your own lesson plans, you might spend hours staring at an empty sheet of paper, trying to think of every single detail you need for your lesson. 

The good news is that you can find ready-made lesson plans online. The not-so-good news is that there are plenty of poorly written resources out there (especially free ones). So, how do you find a good one?

You can find thousands of lesson plans online for every grade, from preschool to high school, covering various subjects, such as math , physics , and life studies . The catch is that the majority of these websites charge per download and offer a preview that doesn’t give enough information about a lesson plan.

You need to spend hundreds of dollars each year to go through lesson plans that are ultimately unusable. A large portion of these plans don’t meet curriculum standards, don’t have clear, well-defined objectives, and don’t take into account various learning styles.

The only way to avoid spending money on useless lesson plans is to avoid being charged per download. You don’t walk into a classroom with a collection basket and go from one student to another before you start teaching, either.

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Our materials are made by teachers with hands-on experience in classrooms who know the requirements for a well-planned lesson. Here’s a preview of the materials you can find on Teach Simple:

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You’ll be able to download as many materials as you want and not spend one extra dime on them.

You can sign up for free with our 30-day trial . Use this period to download hundreds of lesson plans without any cost.

Why Use Teach Simple

You no longer need to browse through various websites and make a complete mess out of your browser bookmarks. Teach Simple will give you access to all materials that you need.

Our platform offers unique advantages to our subscribers:

• Unlimited downloads —Most websites charge up to $15 per material. After your trial ends, you’ll only have to pay an affordable subscription fee. You’ll be able to download every material available without taking out your credit card again
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• Resource diversity —With Teach Simple, you’ll be able to enrich your classes with various resources, such as lesson plans , flash cards , games , activities , e-books , and worksheets . Lesson plans alone cover all kinds of topics and subjects for different grades—from science topics appropriate for preschoolers to English language classes for foreign students of all ages
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How To Use Teach Simple

Teach Simple’s platform is super easy to use. When you visit our website, you can choose materials by subject, grade, and type. For a more fine-tuned search, use numerous useful filters on the left side of your screen. For instance, you can easily find spelling lesson plans for third graders or flash cards made for kindergarten math lessons . If you have a specific keyword in mind, the platform’s search bar will help you find it right away. Stop wasting your time and money on dozens of websites that make you sift through mediocre materials in hopes of stumbling on gold. Sign up for Teach Simple and get ready for your class without sacrificing your free time.

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• Learn Everywhere
• Undergraduate Programs
• Creative Writing

Learning Goals & Outcomes

Minor in Creative Writing

As a student of creative writing , you will create original works of literature, culminating in a significant, extended body of poetry, fiction, and/or creative nonfiction that manifests your artistic potential. 

These literary works will demonstrate the following aspects of your craft :

your own voice and style as a writer, which you have discovered and developed

your use of the central subject matter that comes out of your own individual life experience and from your imagination

your understanding of the creative process as a forum for critical as well as intuitive thinking, as well as problem-solving

your awareness of the literary, cultural, and historical contexts within which you write, including the influence of past and present literary forms, structures, styles, and traditions on your artistic choices

(for poets) : your ability to shape a poem in terms of lineation, stanza structure, rhythm, and sound; and to effectively work within the parameters of various poetic forms

(for fiction writers) : your ability to invent and organize plot; develop character; modulate tone; make use of evocative imagery; and shape and control the formal in both modular and linear narratives

(for creative nonfiction writers) : your ability to establish a distinctive voice and a clear sense of purpose; provide insightful reflection on the chosen subject matter; render vivid scenes complete with dialogue; distinguish between various types of nonfiction including memoir, personal essay, and literary journalism; and determine when and where to use research, as well as appropriate sources and research methods

Updated: February 2018

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55 Learning Objectives Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Learning objectives are explicit statements that clearly express what learners should be able to comprehend, perform or experience by the end of a course or instructional period (Adams, 2015).

They are fundamental to the process of educational planning and instructional design, acting as vehicles that drive both teaching and learning strategies.

Importantly, they ensure coherence and a clear focus, differentiating themselves from vague educational goals by generating precise, measurable outcomes of academic progress (Sewagegn, 2020).

I have front-loaded the examples in this article for your convenience, but do scroll past all the examples for some useful frameworks for learning how to write effective learning objectives.

Learning Objectives Examples

Learning objectives for internships.

For more, see: List of SMART Internship Goals

Learning Objectives for Presentations

For More: See This Detailed List of Communication Objectives Examples

Learning Objectives for Kindergarten

Taxonomies to assist in creating objectives.

Various taxonomies are available to educators as guides in formulating potent learning objectives, with three prominent ones provided below.

1. The SMART Framework for Learning Objectives

The SMART framework helps you to construct clear and well-defined learning objectives. It stands for: Specific, Measurable, Achievable, Relevant, and Time-bound (Doran, 1981).

• Specific objectives are ones that are straightforward, detailing the what, why, and how of the learning process. For example, an objective that states “Improve mental multiplication skills” is less specific than “Multiply two-digit numbers mentally within two minutes with 90% accuracy.” When I was learning to write learning objectives at university, I was taught to always explicitly describe the measurable outcome .
• Measurable objectives facilitate tracking progress and evaluating learning outcomes. An objective such as “Write a 500-word essay on the causes of World War II, substantiated with at least three academic sources” is measurable, as both word count and the number of sources can be quantified.
• Achievable objectives reflect realistic expectations based on the learner’s potential and learning environment, fostering motivation and commitment.
• Relevant objectives correspond with overarching educational goals and learner’s needs, such as an objective to “identify and manage common software vulnerabilities” in a cybersecurity course.
• Time-bound objectives specify the duration within which the learning should take place, enhancing management of time and resources in the learning process.

2. Bloom’s Taxonomy

Bloom’s taxonomy outlines six cognitive levels of understanding – knowledge, comprehension, application, analysis, synthesis, and evaluation (Adams, 2015). Each are presented below:

Each level is demonstrated below:

Here, we can reflect upon the level of learning and cognition expected of the learner, and utilize the Bloom’s taxonomy verbs to cater the learning objectives to that level.

3. Fink’s Taxonomy

Another helpful resource for creating objectives is Fink’s Taxonomy of Significant Learning , which emphasizes different dimensions of learning, including foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Marzano, 2010):

• Foundational knowledge refers to the basic information learners must understand to progress with the topic at hand—for instance, understanding color theory before painting a canvas.
• Application gives learners real-world instances for applying the knowledge and skills they’ve cultivated, such as using Adobe Photoshop in a design project after a graphic design lecture.
• Integration enables learners to make interdisciplinary connections between the new knowledge and various fields of study or areas of life—for example, a business student applying economic theory to understand market dynamics in biotechnology.
• Human dimension involves personal and social implications of learning, i.e., how the learners see themselves and interact with others in light of the new knowledge.
• Caring challenges learners to develop new feelings, interests, or values aligned with the course outcomes, like fostering a conservation mindset in an environmental science course.
• Learning how to learn encourages learners to become self-directed and resourceful, enabling them to cultivate learning strategies, skills, and habits that make them lifelong learners, such as using reflective journals or peer reviews (Marzano, 2010).

An example of an objective that uses Fink’s framework could be:

“Learners will conduct a small research project about a famous physicist (foundational knowledge), incorporating class teachings (application) and their own interpretations (integration), then present to the class (human dimension), reflecting on how the physicist’s work affects them personally (caring) and how the project grew their understanding of research methods (learning how to learn).”

Why are Learning Objectives Important?

Effective learning objectives serve to streamline the learning process, creating a clear path for both teachers and learners.

The role of objectives in education mirrors the use of a roadmap on a journey; just as marking out stops and landmarks can facilitate navigation, learning objectives can clarify the trajectory of a course or lesson (Hall, Quinn, & Gollnick, 2018).

On a practical level, imagine teaching a course about climate change. Without explicit learning objectives (like understanding how carbon footprints contribute to global warming), learners could easily veer off track, misinterpreting the main focus.

Learning objectives also act as an anchor during assessments, providing a yardstick against which progress and performance can be gauged (Orr et al., 2022). When students are graduating high school, for example, it’s likely they’ll be assessed on some form of standardized testing to measure if the objectives have been met.

By serving as a guide for content selection and instructional design, learning objectives allow teachers to ensure coursework is suitably designed to meet learners’ needs and the broader course’s objectives (Li et al., 2022). In situations where time is crucial, such as military training or emergency medicine, keeping the focus narrow and relevant is crucial.

Tips and Tricks

1. tips on integrating learning objectives into course design.

Learning objectives serve as a foundation in the designing of a course.

They provide a structured framework that guides the incorporation of different course components, including instructional materials, activities, and assessments (Li et al., 2022).

When designing a photography course, for example, learning objectives guide the selection of appropriate theoretical content (like understanding aperture and shutter speed), practical activities (like a field trip for landscape photography), and the assessment methods (like a portfolio submission).

Just like how research objectives shape the methodology a research study will take, so too will learning objectives shape the teaching methods and assessment methods that will flow-on from the path set out in the overarching learning objectives.

2. Tips on Assessing and Revising your Learning Objectives Regularly

Learning objectives are not set in stone; they demand constant review and refinement.

In the light of feedback from learners, instructors or external bodies (like accreditation agencies), learning outcomes, and advancements in pedagogy, learning objectives may need to be revised (Orr et al., 2022).

Think about a programming course where new frameworks or libraries are regularly introduced; in such cases, the learning objectives would need to be updated to reflect these emerging trends. This provides opportunities for continual enhancement of the course design, thus fostering an environment of progressive learning and teaching (Sewagegn, 2020).

Teachers should revise their learning objectives every time they re-introduce the unit of work to a new cohort of students, taking into account the learnings and feedback you acquired last time you taught the unit.

Learning objectives, when effectively formulated and implemented, serve as key drivers of successful instruction.

They underscore the importance of clarity, directness, and depth in the learning process, fostering a learning environment designed for optimal learner engagement, progress tracking, and educational outcome (Hall, Quinn, & Gollnick, 2018).

With their expansive role in the educational journey, educators are encouraged to invest time and resourceful thought in crafting and continually refining their classroom objectives (Doran, 1981). Moreover, the use of established taxonomies and attention to characteristics like SMARTness in this process can greatly facilitate this endeavor.

As the backbone of well-structured courses, learning objectives deserve the thoughtful consideration and continuous improvement efforts of every dedicated educator. It is our hope that this article has provided insights that will help you bring more clarity, coherence, and effectiveness to your educational planning.

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives.  Journal of the Medical Library Association: JMLA ,  103 (3), 152. doi: https://doi.org/10.3163%2F1536-5050.103.3.010

Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives.  Management review ,  70 (11), 35-36.

Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2018).  Introduction to teaching: Making a difference in student learning . Sage Publications.

Li, Y., Rakovic, M., Poh, B. X., Gaševic, D., & Chen, G. (2022). Automatic Classification of Learning Objectives Based on Bloom’s Taxonomy.  International Educational Data Mining Society .

Marzano, R. J. (2010).  Designing & teaching learning goals & objectives . Solution Tree Press.

Orr, R. B., Csikari, M. M., Freeman, S., & Rodriguez, M. C. (2022). Writing and using learning objectives.  CBE—Life Sciences Education ,  21 (3). Doi: https://doi.org/10.1187/cbe.22-04-0073

Sewagegn, A. A. (2020). Learning objective and assessment linkage: its contribution to meaningful student learning.  Universal Journal of Educational Research ,  8 (11), 5044-5052.

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Week One Creative Writing Lesson Plans: Expert Guide

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.

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