Lanao School of Science & Technology, Inc.

Abaga, Lala, Lanao del Norte

Alignment of Classroom Instruction Delivery Map

Core 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.
Quarter: First

Content Content Standards Performance Learning Competencies Regrou Highest Thinking Skills to Access Highest Enabling
Standards p Strategy to use in
Compe developing the Highest
tencies
Thinking Skills to
Assess
K RBT ASSESSMENT
U
D LEVEL TECHNIQUE
CLASSIFICATION

WW QA PC Enabling Teaching
General Strategy
Strategy
Under Essay Communi Brainstormi
Creative Writing 1 differentiate imaginative writing standi cation ng
1.1. Imaginative writing vs. technical / The learners The learners shall be from among other forms of ng
academic / other forms of writing have an able to writing (K)
1.2. Sensory experience understanding produce short
1.3. Language of paragraphs or vignettes
2 cull creative ideas from Analyz Oral Communi Think Pair
a. Imagery imagery, diction, using imagery, diction,
b. Figures of speech figures of speech, figures of speech, and experiences (U) ing recitati cation Share
c. Diction and variations on specific experiences on
1.4. Sample works of well-known local language
and foreign writers
3 Creati Communi Role
Portra
ng cation Playing
 use imagery, yal
diction, figures of
speech, and
4 specific Under
Essay
experiences (D) standi Communi Read Me
ng cation
read closely as
writers with a
consciousness of
craft (D)
5 Creati Communi Role
Essay
utilize language to ng cation Playing
evoke emotional and
intellectual responses
from readers (D)

Prepared by:

DYREL ROSE ANGELY C. ALMOJALLAS

 TEACHING GUIDE

TOPIC - Creative Writing

CONTENT STANDARDS:
The learners have an understanding of imagery, diction, figures of speech, and variations on language

PERFORMANCE STANDARDS:
The learners shall be able toproduce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences

LEARNING COMPETENCIES:
1. differentiate imaginative writing from among other forms of writing
2. cull creative ideas from experiences
3. utilize language to evoke emotional and intellectual responses from readers
4. use imagery, diction, figures of speech, and specific experiences
5. read closely as writers with a consciousness of craft

TIME ALLOTMENT: 80 hours/ semester

SPECIFIC LEARNING OUTCOME

- The student is able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences
KNOWLEDGE differentiate imaginative writing from among other forms of writing
cull creative ideas from experiences

SKILLS utilize language to evoke emotional and intellectual responses from readers
use imagery, diction, figures of speech, and specific experiences
read closely as writers with a consciousness of craft

ATTITUDE preserve the significance of creative writing in any forms of poetry

I. LESSON OUTLINE
INTRODUCTION (EXQUISITE CORPSE)
The teacher divide the class into 3 groups with 5 members
The teacher gives a piece of paper to each group
The first person holding the paper will write a single line of poetry at the top and folds this part of the paper.
He then passes the paper to the next person
Without unfolding the paper, the next person will write his own line of poetry.
The procedure repeats until the last person in the group has written on the paper.
Once the poem is complete, each group will read their work to everyone.
MOTIVATION
The teacher will ask the students what they have observed in the given task
Everyone will give their brilliant answers
INSTRUCTION/DELIVERY
With the activities that we had, exquisite corpse, what do you think is our lesson for today?
Answers are varied to the question
The teacher now presents the lesson
The teacher shows them a PowerPoint presentation regarding the topic they tackled.
The teacher give an activity about what they had tackled. (BRAINSTORMING)
Each group will discuss among themselves the content of the text and answer the guide questions and report it to the class
The teacher gives additional information and checks misconceptions on the topic
The teacher gives an activity to the students (THINK PAIR SHARE )
PRACTICE (ROLE PLAYING)
The students portray the story they have made using imagery, diction, figures of speech, and specific experiences
Each group have to meticulous in every single lines they have to portray.

ENRICHMENT
The students asked to make a story that compose (2) paragraphs using imagery, diction, figures of speech, and specific experiences

EVALUATION
The teacher gives an activity to read a different texts about poetry (READ ME)
 Four Major Questions to Ask in Planning
What do you really want your students to understand?

What can you do to help them build those Remembering Knowledge

understandings?

What actions can they take to help themselves build

their own standings?
under

Understanding Understanding
How will we, and they, know that they understand?
Applying

Analyzing
Problem Solving (Doing)
Evaluating Doing
Reasoning and Proof (Making Sense)
Communication (Discussing or Writing about ones Creating
thinking)
Connections (to other ideas, to other discipline)
Representation (modelling, writing )
Higher Order Thinking Skills further Explained