Creative Writing Program Overview – Hughes Academy

The Creative Writing program at Hughes Academy is designed to help students grow as confident, skilled, and imaginative writers. Using the EBW (Evidence-Based Writing) Approach, students develop essential writing skills while exploring a wide variety of creative formats.

Key Focus Areas:

Through the EBW Approach, students receive focused instruction and practice in:

• Expository Writing
  
  

• Narrative Writing
  
  

• Persuasive/Argumentative Writing
  
  

• Research Skills
  
  

• Understanding Audience & Purpose
  
  

• Editing & Revision Techniques
  
  

Engaging and Creative Learning Units:

Students explore these writing skills through interactive and engaging units such as:

• Short Stories
  
  

• “Who Done It?” Mystery Writing
  
  

• Project-Based Learning
  
  

• Graphic Organizers
  
  

• Game Boards
  
  

• Escape Rooms
  
  

• And other innovative, hands-on activities
  
  

This dynamic and student-centered course not only builds writing proficiency, but also fosters creativity, critical thinking, and a love for storytelling.

THE CASE OF THE STOLEN PEARLS

7th Grade — 5-Day Lesson Sequence

Text: The Case of the Stolen Pearls by Pat Abel
Primary Standards: RL.7.1, W.7.1, W.7.1.A, W.7.1.B

DAY 1

Mystery Introduction & Citing Textual Evidence

Which standards-based skill(s) will students learn?

RL.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.7.1 — Write arguments to support claims with clear reasons and relevant evidence. 🟨 POWER STANDARD: RL.7.1 — Students will identify relevant textual evidence and use it to make reasonable inferences.

Academic & Content Vocabulary

Power Word of the Week: EVIDENCE

1.      Evidence — information from a text that supports an idea or claim.

2.      Inference — a logical conclusion based on evidence and what you already know.

3.      Claim — a statement or position that can be supported with evidence.

4.      Premise — the situation, question, or basic idea that establishes what the reader is trying to determine.

5.      Suspect — a person who may have committed a crime.

6.      Motive — a reason someone might have for doing something.

7.      Alibi — evidence or an explanation showing that someone was somewhere else.

8.      Red herring — a clue that is meant to distract investigators from the real answer.

What is the learning target for today’s lesson?

I can identify important evidence and make inferences from a mystery by recording clues that support my thinking.

Assessment Strategies/Evidence of Learning

Formative Assessment:

·       Teacher questioning during reading

·       Student annotations

·       Detective Notepad

·       Student identification of possible suspects

·       Evidence/clue discussion

CFA: 🟨 Detective Notepad Check

How will I know students learned?

·       Students identify relevant clues.

·       Students distinguish important evidence from irrelevant information.

·       Students explain why a clue may be important.

If students do not learn:

·       Reread selected portions of the text.

·       Model the difference between a fact and an inference.

·       Provide sentence frames such as:
“The text states ______. This makes me think ______ because ______.”

Extension:

·       Students identify possible red herrings and explain why the author included them.

Differentiated Instruction for 504s, MLP & SWD

Co-Teaching Model: Station Teaching / Team Teaching as appropriate.

Power Word Strategy:
🟨 EVIDENCE — Students create a student-friendly definition, symbol, example, and non-example.

Bell Work:
What is the difference between a fact and an inference?

Activating Strategy:
Display a picture of a mysterious crime scene. Ask:
“Who did it? What clues make you think that?”

I Do:
Teacher models identifying a clue and thinking aloud about what can be inferred from it.

We Do:
Class identifies several clues from the beginning of the story and discusses what each clue might mean.

You Do Together:
Students form detective agencies of 3–4 students and create an agency name. Groups discuss possible suspects and record ideas.

You Do Independently:
Students record their own clues, observations, and initial theories in their Detective Booklets.

Exit Ticket:
Identify one important clue from today’s reading and explain what you infer from it.

Instructional Delivery

Co-Teaching Model: Team/Station Teaching as appropriate.

Power Word Strategy: EVIDENCE

Bell Work:
Students distinguish between fact and inference.

Activating Strategy:
Students examine a mystery scenario and make an initial prediction.

I Do:
Students observe teacher modeling how to locate and interpret textual evidence.

We Do:
Students help identify clues and discuss their importance.

You Do Together:
Students collaborate as detective agencies to discuss suspects, motives, and clues.

You Do Independently:
Students complete their Detective Notepad using information from the text.

Exit Ticket:
Students provide one piece of textual evidence and an inference.

DAY 2

Evidence Tracker — Building a Strong Case

Which standards-based skill(s) will students learn?

RL.7.1 — Cite several pieces of textual evidence to support analysis and inferences. W.7.1.B — Support claims with logical reasoning and relevant evidence. 🟨 POWER STANDARD: RL.7.1 — Students will select relevant evidence and explain how it supports their thinking.

Academic & Content Vocabulary

Power Word of the Week: EVIDENCE

1.      Evidence

2.      Claim

3.      Reason

4.      Justification

5.      Inference

6.      Motive

7.      Alibi

8.      Suspect

9.      Red herring

10. Relevant

What is the learning target for today’s lesson?

I can select relevant evidence and explain how it supports my claim about the mystery.

Assessment Strategies/Evidence of Learning

CFA: 🟨 Evidence Tracker

Students will:

·       Identify evidence from the text.

·       Identify the suspect or claim the evidence supports.

·       Explain their reasoning.

·       Connect evidence to their premise and claim.

How will I know students learned?

·       Evidence is relevant.

·       Evidence comes directly from the text.

·       Justification logically explains the evidence.

If students do not learn: Provide the two-sentence framework:

Sentence 1 — Premise:
“This evidence is important because ______.”

Sentence 2 — Claim:
“This supports my claim that ______ because ______.”

Extension: Students locate additional evidence that could challenge another group’s theory.

Differentiated Instruction

Power Word Strategy: 🟨 EVIDENCE — Students use the word in an original sentence.

Bell Work:
Review yesterday’s evidence. Which clue is the strongest? Why?

Activating Strategy:
Present two clues and ask students: “Which clue would convince a jury?”

I Do:
Teacher models completing one section of the Evidence Tracker.

We Do:
Class completes a second example together.

You Do Together:
Detective agencies complete their Evidence Trackers.

You Do Independently:
Each student records evidence and justification in their own booklet.

Exit Ticket:
Write two sentences explaining how one piece of evidence supports your suspect.

Instructional Delivery

Students are doing:

·       Reviewing clues

·       Selecting relevant evidence

·       Discussing possible suspects

·       Completing Evidence Trackers

·       Explaining their reasoning

I Do: Students observe a modeled evidence-to-reasoning connection.

We Do: Students help construct a strong justification.

You Do Together: Groups analyze evidence and develop a case.

You Do Independently: Students document their own reasoning.

Exit Ticket: Students write a two-sentence evidence explanation.

DAY 3

From Evidence to Claim — The Two-Sentence Formula

Which standards-based skill(s) will students learn?

W.7.1 — Write arguments to support claims with clear reasons and relevant evidence. W.7.1.A — Introduce claims and organize reasons and evidence logically. W.7.1.B — Support claims with logical reasoning and relevant evidence. 🟨 POWER STANDARD: W.7.1.B — Students will explain how evidence supports a claim using logical reasoning.

Academic & Content Vocabulary

Power Word of the Week: EVIDENCE

1.      Claim

2.      Evidence

3.      Reason

4.      Justification

5.      Premise

6.      Argument

7.      Reasoning

8.      Relevant

9.      Support

10. Counterclaim

What is the learning target for today’s lesson?

I can connect evidence to a claim by explaining my reasoning in two logical sentences.

Assessment Strategies/Evidence of Learning

CFA: 🟨 Two-Sentence Justification

Students will demonstrate: 1. How the evidence connects to the premise. 2. How the evidence supports the claim.

How will I know students learned?

·       Student explanation goes beyond repeating the evidence.

·       Student clearly explains the connection between evidence and claim.

·       Reasoning is logical.

If students do not learn: Use color coding:

·       Evidence = underline

·       Premise connection = box

·       Claim connection = circle

Provide frames:

·       “This evidence shows ______ because ______.”

·       “Therefore, ______ is the most likely suspect because ______.”

Extension: Students identify a competing suspect and explain why their evidence is stronger.

Differentiated Instruction

Power Word Strategy: 🟨 Students explain EVIDENCE using an example from the mystery.

Bell Work:
What makes evidence strong instead of weak?

Activating Strategy:
Show a claim with evidence but no explanation. Ask:
“What is missing?”

I Do:
Teacher models the complete two-sentence formula.

We Do:
Class transforms a weak explanation into a strong explanation.

You Do Together:
Students practice using evidence from their Evidence Trackers.

You Do Independently:
Students write two-sentence justifications for at least two pieces of evidence.

Exit Ticket:
Write a complete two-sentence explanation connecting one piece of evidence to your claim.

Instructional Delivery

Students:

·       Analyze examples and non-examples.

·       Identify claims and evidence.

·       Practice connecting evidence to the premise.

·       Practice connecting evidence to the claim.

·       Revise weak reasoning.

·       Complete independent two-sentence justifications.

DAY 4

The Case Report — Writing an Argument

Which standards-based skill(s) will students learn?

W.7.1 — Write arguments to support claims with clear reasons and relevant evidence. W.7.1.A — Introduce claims and organize reasons and evidence logically. W.7.1.B — Support claims with logical reasoning and relevant evidence. 🟨 POWER STANDARD: W.7.1 — Students will develop an argumentative paragraph using a claim, evidence, and logical reasoning.

Academic & Content Vocabulary

Power Word of the Week: EVIDENCE

1.      Claim

2.      Evidence

3.      Reasoning

4.      Argument

5.      Justification

6.      Premise

7.      Relevant

8.      Counterclaim

9.      Conclusion

10. Red herring

What is the learning target for today’s lesson?

I can write a case report that uses a clear claim, relevant textual evidence, and logical reasoning to prove my suspect is responsible.

Assessment Strategies/Evidence of Learning

🟨 CFA — Case Report Frame

Students organize:

·       Claim

·       Evidence

·       Explanation

·       Additional evidence

·       Explanation

·       Conclusion

Evidence of Learning: A successful Case Report:

·       Identifies a suspect.

·       States a clear claim.

·       Uses multiple pieces of textual evidence.

·       Explains how evidence supports the claim.

·       Uses logical reasoning.

·       Includes a concluding statement.

If students do not learn:

·       Provide a partially completed Case Report Frame.

·       Allow students to orally rehearse their argument before writing.

·       Provide sentence starters.

Extension: Students acknowledge another possible suspect and explain why their evidence is stronger.

Differentiated Instruction

Power Word Strategy: 🟨 EVIDENCE — Students highlight every piece of textual evidence in their draft.

Bell Work:
Review the two-sentence formula from Day 3.

Activating Strategy:
Ask: “If you were the detective, how would you convince the police that your suspect did it?”

I Do:
Teacher models turning an Evidence Tracker into an argumentative paragraph.

We Do:
Class creates a shared Case Report using sample evidence.

You Do Together:
Students discuss and organize evidence with their detective agency.

You Do Independently:
Each student writes an individual Case Report.

Exit Ticket:
Underline your claim and highlight one piece of evidence in your Case Report.

Instructional Delivery

Students:

·       Review their Evidence Trackers.

·       Select their strongest evidence.

·       Organize evidence logically.

·       Draft their Case Reports.

·       Apply the two-sentence reasoning formula.

·       Revise their writing for clarity and evidence.

Teacher focus: Confer with students who need assistance without providing the answer to the mystery.

DAY 5

Present the Case — Defend Your Claim

Which standards-based skill(s) will students learn?

RL.7.1 — Cite textual evidence to support analysis and inferences. W.7.1 — Write arguments supported by evidence and reasoning. W.7.1.A — Organize reasons and evidence logically. W.7.1.B — Support claims with logical reasoning and relevant evidence. 🟨 POWER STANDARD: W.7.1 — Students will defend a claim using organized evidence and logical reasoning.

Academic & Content Vocabulary

Power Word of the Week: EVIDENCE

1.      Evidence

2.      Claim

3.      Reasoning

4.      Argument

5.      Justification

6.      Counterclaim

7.      Red herring

8.      Conclusion

9.      Suspect

10. Motive

What is the learning target for today’s lesson?

I can defend my claim by presenting relevant evidence and explaining how it supports my conclusion.

Assessment Strategies/Evidence of Learning

🟨 CSA — Final Case Report

Students will be assessed on:

·       Clear claim

·       Relevant textual evidence

·       Logical reasoning

·       Organization

·       Explanation of evidence

·       Appropriate conclusion

Student Presentation:
A representative from each detective agency shares the group’s Case Report.

Teacher/Peer Feedback:

·       Did they make a clear claim?

·       Did they use evidence?

·       Did they explain the evidence?

·       Was their reasoning logical?

If students do not learn: Students revise their Case Report using teacher feedback and the Evidence Tracker.

Extension: Students explain why the correct suspect was convincing and identify one red herring that made the mystery challenging.

Differentiated Instruction

Power Word Strategy: 🟨 Students use EVIDENCE when discussing their case.

Bell Work:
What is the difference between evidence and reasoning?

Activating Strategy:
“Detectives, it is time to present your case!”

I Do:
Teacher models how to present a claim and support it with evidence.

We Do:
Class practices evaluating a sample argument.

You Do Together:
Detective agencies prepare their oral presentation.

You Do Independently:
Students complete a final self-assessment of their Case Report.

Exit Ticket:
Complete the statement:

“The most important thing I learned about argumentative writing is ______ because ______.”

Instructional Delivery

Students:

·       Prepare their final case.

·       Present their Case Reports.

·       Listen to other groups’ arguments.

·       Compare different claims.

·       Evaluate evidence and reasoning.

·       Identify red herrings.

·       Reflect on their own writing.

After presentations, students receive the Case Report Answer Key and discuss:

·       Who was the actual suspect?

·       Which groups suspected someone else?

·       Did those groups still make a strong argument?

·       Which evidence was most convincing?

·       What were the red herrings?

·       How did the Evidence Tracker become the Case Report?

Final Reflection

Students complete a brief reflection:

1. My original suspect was: ______

2. The strongest evidence was: ______

3. The evidence supported my claim because: ______

4. One thing I learned about argumentative writing is: ______

5. The two-sentence formula helped me by: ______

Culminating Understanding

Students should leave the lesson understanding that an argumentative paragraph is essentially a detective case:

CLAIM → EVIDENCE → REASONING → CONCLUSION

The Case of the Stolen Pearls provides a memorable way for students to practice the same process they will use in future argumentative writing assignments across content areas.