Flexible Instruction Delivery

Plan (FIDP)
Grade: 11/12 Semester: 1st semester
Core Subject Title: Creative Writing No. of Hours/Semester: 80 hours
Prerequisites (If Needed)

Subject Description: The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction, poetry, and drama; and
discuss the use of such techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of techniques and to the workshop of students’ drafts toward the
enrichment of their manuscripts. Students learn how to combine inspiration and revision, and to develop a sense of form.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to
Highest Thinking Skill to
Learning competencies Use in developing the Highest
Assess
Thinking Skill toAsses
Flexible
Content Performance
Content Most Essential Topics Assessment
Standards Standards KUD Enabling
KUD RBT Activities Flexible
Complete Classificati Most Essential (FAA) General
Classificatio Level Learnin
on Strategy
n Performanc g
e Checks Strategi
es
(FLS)

3RD The learners 1.1 Figures of Speech The learners shall be The learners… Use imagery, diction, figures
QUART have an able to… 1. differentiate of speech, and specific Activity 1.
ER understandin produce short paragraphs imaginative writing experiences to evoke Respond to literal
g of… or vignettes using from among other meaningful responses from questions that
1. Creative imagery, imagery, diction, figures involve
forms of readers.
Writing diction, of speech, and specific figures of speech
1.1. Imaginative figures of experiences
writing from visually
writing vs. speech, and HUMSS_CW/MP11 supported phrases.
technical / variations on /12-Iab-1
academic / other language. 2. cull creative ideas U Knowledge Figurative Communicati Activity 2.
forms of writing from experiences Language on Identify words
1.2. Sensory HUMSS_CW/MP11 Scavenger or phrases
experience /12-Iab-2 K Hunt representing
1.3. Language figures of speech in
a. Imagery visually supported
b. Figures of related sentences (e.g.,
speech like or as).
c. Diction
Activity 3.
 3. utilize language Categorize or
to evoke emotional classify figures of
and intellectual speech in
responses from visually supported
passages.
readers
HUMSS_CW/MP11
/12-Iab-3
4. use imagery,
diction, figures of
speech, and specific
experiences
HUMSS_CW/MP11
/12-Iab-4
5. read closely as
writers with a
consciousness of
craft

1.2 Sensory Details and U U Analyzing Sensory Guided Questions/

Diction Details and Communicati Lecture Notes
Diction on
Worksheet Genyo Quiz
and Genyo
Shared Blog
Forum

6. Reading and poetry as a 1.3 Reading and Writing The learners shall be identify the various K identify the various U Analyzing Poem Reasoning ‘Beclouded
Writing Poetry* genre Fiction able to produce a well- elements, elements, Practice and Proof ’ by Emily
6.1. Elements and how to crafted poem. techniques, and techniques, and literary Dickinson
of the genre analyze literary devices devices pp. 46
its elements
a. Essential in poetry in poetry
and Examine the poem
elements techniques by Dickinson by
a.1. Theme looking into the
a.2. Tone elements. Fill out the
b. Elements for chart that follows to
specific forms guide you in
b.1. analyzing the given
Conventional poem.
forms
After reviewing the
(exemplar: elements of poetry,
short Tagalog you have now an idea
on how you can
compose your own
poem. Nowadays,
many poets prefer to
create a blank verse
or a free verse due to
the spontaneous flow
of thoughts.
poems However, it could
like tanaga and be more fun and
diona; haiku; exciting to compose
sonnet) a poem showing the
elements. Use the
-rhyme and
acrostic poem you
meter created in the first
-metaphor activity, and revise
b.2. Free verse it by incorporating
-the line and the elements of
line break poetry. Pp. 47
-enjambments
-metaphor
c. Other
experimental
texts
c.1. typography
c.2. genre-
crossing texts
(e.g.
prose poem,
performance
poetry,
etc.)
d. Tone
2.3. Techniques
and literary
devices
(modelling from
well-known
local
and foreign poets)

3. Reading and fiction as a Identify the various produce at least one 1. identify the various U Identify the various elements, U Analyzing Communicati Using the above-
Writing Fiction* genre elements, techniques, striking scene for a elements, techniques, techniques, and literary on listed prompts,
3.1. Elements of and are able and literary devices in short story and literary devices devices in create your
the genre to various modes of fiction in fiction various modes of fiction character. Focus on
a. Character analyze its HUMSS_CW/MPIg-i- the inner and outer
b. Point of View elements 11 qualities of your
b.1. 1st-person and 2. determine various character. Use the
POV (major, techniques modes of graphic organizer
minor, or fiction below as your
bystander HUMSS_CW/MPIg-i- guide. Pp. 26-27
b.2. 2nd-person 12
POV 3. write journal entries After completing
b.3. 3rd-person and other the graphic
POV (objective, organizer, you are
ready to write your
character sketch.
‘Flesh out’ your
character by giving
a detailed
description of him
or her. Add more
limited short exercises details as may be
omniscient, exploring key elements necessary.
omniscient) of fiction Remember: Do not
c. Plot HUMSS_CW/MPIg-i- tell, show. Pp. 27
c.1. linear 13
c.2. 4. write a short scene
modular/episodic applying the
c.3. traditional various elements,
parts: exposition, techniques,
rising action, and literary devices
climax, falling HUMSS_CW/MPIg-i-
action, 14
resolution/denou
ement
d. Setting and
atmosphere
d.1. time and
place
d.2. cultural,
sociological,
political,
religious, etc.
milieu
d.3. sensibilities
that lead to
specific modes e.
Conflict
f. Irony
f.1.verbal
f.2.situational
f.3.dramatic
g. Theme
f.1.moral/lesson
f.2.dramatic
premise
f.3.insight
3.2. Techniques
and literary
devices
a. Mood/tone b.
Foreshadowing
c. Symbolism and
motif
3.3. Modelling
from well-known
local
and foreign short
range of modes

4TH QUARTER drama as a Write a craft essay compose at least one scene 1. identify the various The learners may Play Practice It you were to write
genre demonstrating for a one-act play that can elements, choose from any of a play, which types
4. Reading and and are able awareness of and be staged techniques, and the following: Communicati discussed will you
Writing Drama to sensitivity to the literary devices 1. Design a group U Applying on use? For your
(one-act)* analyze its different literary and/or in drama blog for poetry and individual task,
Elements of the elements socio-political contexts of HUMSS_CW/MPIj-IIc- U fiction choose a type of
genre and creative writing 15 2. Produce a suite play and make an
a. Character techniques 2. understand of poems, a outline of the
b. Setting intertextuality as a full/completed essential elements
c. Plot technique of drama short story, or and that will clearly
d. Dialogue HUMSS_CW/MPIj-IIc- a script for a show your preferred
4.1. Techniques 16 one-act play, kind of play. Use
and literary 3. conceptualize a with the option the graphic
devices character/setting/plot of staging organizer as your
a. Intertextuality for a oneact play 3. Create guide in outlining.
b. HUMSS_CW/MPIj-IIc- hypertext
Conceptualizatio n 17 literature Types of play:
of modality 4. explore different Characters:
4.2. Modelling staging /provide a brief
from well-known modalities vis-à-vis description
local envisioning each/
and foreign the script Conflict: /specify
playwrights HUMSS_CW/MPIjc- the type of build/
18 Events: /list down
5. write short at least ten events/
exercises involving Theme: /write
character, dialogue, a complete
statement
 Understand plot, and U situate the creative work in U Text Analysis Using the discussed
intertextuality as a other elements literary and /or Analyzing Communicati concepts of
technique of drama of drama sociopolitical on intertextuality,
HUMSS_CW/MPIj-IIc- context search for available
19 HUMSS_CW/MPIIc-f-21 stories that has
6. write at least one 2. demonstrate awareness of intertextual
scene for and relationship with the
one-act play applying sensitivity to the different famous story THE
the orientations of creative GREAT GATSBY
various elements, writing written by F. Scott
techniques, Fitzgerald. Discuss
and literary devices their parallelism.
HUMSS_CW/MPIj-IIc-
20

Final Create The learners may choose 1. create a group blog Create an online portfolio Using the except from
output** hypertext from any of the for poetry the outputs produced: D Creating Comic Reasoning Ben Johnson’s
literature following: and/or fiction applying U poetry, fiction, Strip/Moving and Proof ‘Catiline, a script
1. Design a group ICT script, etc. applying ICT Screen written during the
blog for poetry and skills/any appropriate skills/any appropriate renaissance period.
fiction multimedia forms multimedia forms Take note of the
language used and the
way in which the
dialogue is written.
 2. Produce a suite HUMSS_CW/MPIIg-j- Pp. 93
of poems, a 24
full/completed 2. explore various Write a short script
short story, or a modes of showing a dialogue
script for a oneact play, publishing media for between two
with manuscripts characters. Think of
the option of staging HUMSS_CW/MPIIg-j- your own
3. Create 25 characters, and a
hypertext 3. understand the situation that will
literature possibilities of reveal their
intertextual forms personality. You
HUMSS_CW/MPIIg-j- may use characters
26 from your previous
4. write a suite of exercise on
poems, a character
full/completed short development.
story or a Follow the
script for a one-act suggested
play techniques in
writing dialogues.

Performance Task:The learners will be able to produce a dramatic script