La Consolacion College Manila

8 Mendiola Street, Manila 1005

BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL

La Consolacion College Manila (LCCM) is a Catholic educational institution inspired by St. Augustine’s teachings on the primacy of love. LCCM is an academic community
of friends with compassion and consolation especially for our people in the frontiers.

VISION
Transformative education towards fullness of life in the 21st century.

MISSION
 To assume the responsibility of serving and caring for God’s people regardless of gender, race, creed and culture through Augustinian formation and development of
world-class graduates and professionals;
 To promote unity, charity and truth in the transformation of learners through excellence in instruction, research, and community extension programs;
 To integrate work and learning through the dual teaching-learning system, apprenticeship, service and reflection on industry standard skills and competencies;
 To integrate modern learning technology and student-centered pedagogy that produce innovative and creative graduates in the contemporary world;
 To provide a residential campus learning environment;
 To develop a strong community outreach program and create an eco-friendly educational environment;
 To provide a sustainable operation through accountability and stewardship of resources.

CORE VALUES
 Love of God and Neighbor
 Compassion and Consolation
 Community of Friends
 Integrity of Creation
 Scholarship and Passion for Excellence
 Search for Truth
 Dignity of Labor
I. Track: Academic
Strand: HUMSS
Grade: 11 and 12
Subject Code: Creative Writing
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.

Number of hours: 80 hours

Prerequisite/s: 21st Century Literature

II. SCHOOL YEAR / SEMESTER

School Year: 2019 - 2020
Semester: 1st semester
 III. LEARNING MODULE:

Week ONE (1)

1. Creative Writing
Content 1.1. Imaginative writing vs. technical writing / academic / other forms of writing

Content Standard The learners have an understanding of imagery, diction, figures of speech, and variations on language

Performance
The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences
Standard
The learners…
Learning
1. Differentiate imaginative writing from among other forms of writing
Competencies 2. Cull creative ideas from experiences

Values Integration Scholarship and Passion for Excellence: the students will fully become knowledgeable and have a deeper understanding of the processes of creative writing.

Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Pre-assessment: A World Without Words: Immerse yourself in a constructed reality of a world with words. What would it be like? What form of communication
Assessment of would arise? Write a paragraph on this imagined situation and compare answers with classmates.
Learning Outcomes Formative assessment: Discussion Questions: Answer on page 3 of the book
(ALO) Journal Writing: Look for the origins of your name. How did your parents come up with your given name? What does it mean? What country did it come from?
How many people in the country have the same name as yours? Is it a popular name or are you the only one who has it? Organize the details into a journal entry.
Textbooks:
References Bennet, A. and Royle, N. (2016) An Introduction to Literature, Criticism and Theory (Fifth Edition). Taylor & Francis Ltd.
Bernales, R.A. (2017) Creative Writing: A Journey. Mutya Publishing Inc.
 Eagleton, T. (2008) Literary Theory: An Introduction. University of Minnesota Press
Morley, D. (2007) The Cambridge Introduction to Creative Writing. Cambridge University Press
Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store

Online: pictures and images from www.google.com

Remarks
Week TWO

Content 1.2. Sensory experience

1.3. Language
a. Imagery
b. Figures of Speech
Content Standard The learners have an understanding of imagery, diction, figures of speech, and variations on language

Performance The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences
Standard
Learning 3. Utilize language to evoke emotional and intellectual responses from readers
Competencies 4. Use imagery, diction figures of speech, and specific experiences
5. Read closely as writers with a consciousness of craft
Values Integration Scholarship and Passion for Excellence: the students will fully become knowledgeable and have a deeper understanding on the different types of imagery
Community of Friends: the students communicate and work with other member of class
Outcome-Based Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Assessment of Pre-assessment: Necessary Blindness: The students will close their eyes and focus on what they hear. They will write down a description of what they are
Learning Outcomes hearing. the
Silly Similes: The students will be divided in groups. On a sheet of paper, the first student will write a verb or an adjective on the left side of the column and fold it
(ALO)
in the middle. The student will pass the paper to the next student, then he/she will write a noun on the right-hand side without knowing what is on the left column.
He/she turns it over so that the next student will not see what he has written and will fill out the left column this time. When everyone has had their turn, the group
will read out the potentially wacky similes.

Formative assessment: The Taste of Color: Describe the following colors using figurative language without naming the color in the work. Read your work to the
class and see if they can guess your color.
a. Red
b. Yellow
c. Blue
d. Green
 e. Orange
f. Black
g. White
h. Purple
i. Brown
j. Violet

Discussion Questions: answer the questions on page 30 of the book

References Textbooks:
Bennet, A. and Royle, N. (2016) An Introduction to Literature, Criticism and Theory (Fifth Edition). Taylor & Francis Ltd.
Bernales, R.A. (2017) Creative Writing: A Journey. Mutya Publishing Inc.
Eagleton, T. (2008) Literary Theory: An Introduction. University of Minnesota Press
Morley, D. (2007) The Cambridge Introduction to Creative Writing. Cambridge University Press
Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
Online: pictures and images from www.google.com

Remarks
Week THREE
Content Language in Creative Writing
a. diction
b. accuracy
c. appropriateness
d. precision
e. concreteness
Content Standard The learners have an understanding of imagery, diction, figures of speech, and variations on language
Performance The learners produce a short paragraphs or vignettes, using imagery, diction, figures of speech, and specific experiences
Standard
Learning The learner:
Competencies 1. differentiate imaginative writing from among other forms of writing
2. utilize language to evoke emotional and intellectual responses from readers
3. cull creative ideas from experiences
Values Integration Search for Truth: the students will have deeper understanding and become fully knowledgeable on the language of creative writing
Community of Friends: the students communicate and work with other member of class
Outcome-Based Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Assessment of Pre-assessment: Irreplaceable: The students will be given a group of words that are synonymous and they will create sentences for each of the words in the
Learning Outcomes group
1. like / appreciate / adore
(ALO)
2. mad / crazy / nuts
3. walk / stroll / trudge
4. remember / recall / reminisce
5. clothing / apparel / garment
6. exciting / powerful / dramatic

Formative assessment:
Discussion Questions: Answer on page 15 of the book
The Most of It: The students will be group into three members. They will replace each bolded word with a synonym from Robert Frost’s poem on page 19 of the
book.

References Textbooks:
Bennet, A. and Royle, N. (2016) An Introduction to Literature, Criticism and Theory (Fifth Edition). Taylor & Francis Ltd.
Bernales, R.A. (2017) Creative Writing: A Journey. Mutya Publishing Inc.
Eagleton, T. (2008) Literary Theory: An Introduction. University of Minnesota Press
Morley, D. (2007) The Cambridge Introduction to Creative Writing. Cambridge University Press
 Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
Online: pictures and images from www.google.com
Remarks
Week FOUR
1. Reading and Writing Poetry
2. Elements of the Genre
Content 2.1. Essential Elements
a. Theme
b. Tone
Content Standard The learners have an understanding of poetry as genre and how to analyze its elements and techniques
Performance
The learners produce a short, well-crafted poem.
Standard
Learning The learner:
Competencies 1. identify various elements, techniques, and literary devices in poetry
Values Integration Search for Truth: the students will have deeper understanding and became fully knowledgeable on the elements of Poetry
Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Pre-assessment: To Whom it May Concern:

Assessment of Formative assessment:

Poetry Reading: The students will read their favorite poem aloud after answering the following questions:
Learning Outcomes 1. Who is the author of the poem? What do you know about him or her?
(ALO) 2. How did the poem made an impact in your life?
Poem Analysis: Read the poem “I Know Why the Caged Bird Sings” by Maya Angelou

Textbooks:
Bennet, A. and Royle, N. (2016) An Introduction to Literature, Criticism and Theory (Fifth Edition). Taylor & Francis Ltd.
Bernales, R.A. (2017) Creative Writing: A Journey. Mutya Publishing Inc.
References Eagleton, T. (2008) Literary Theory: An Introduction. University of Minnesota Press
Morley, D. (2007) The Cambridge Introduction to Creative Writing. Cambridge University Press
Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
Online: pictures and images from www.google.com

Remarks
Week FIVE
2.2. Elements for Specific Forms
2.2.1. Conventional Forms
Content a. Rhyme and meter
b. Metaphor
Content Standard The learners have an understanding of poetry as genre and how to analyze its elements and techniques
Performance
The learners produce a short, well-crafted poem.
Standard
The learner:
Learning 1. determine specific forms and conventions of poetry
Competencies 2. use selected elements of poetry in short exercises
3. explore innovative techniques in writing poetry
Search for Truth: the students will reflect and appreciate works that are based on their own experiences
Values Integration Scholarship and Passion for Excellence: The students will integrate what they have learned from the lesson into writing their own poem
Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)

Pre-assessment: The Sound of Poetry: The students will print out a copy of their favorite song lyrics. They will read the song aloud without singing it. They will
Assessment of observe the words that were emphasized, particularly the syllables.
Learning Outcomes
(ALO) Formative assessment:
Scansion: The students will scan William Shakespeare’s Sonnet 65
Poem Writing: The students will choose a pop song and will transform it into a metered verse of their own choosing
Textbooks: Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
References
Online: pictures and images from www.google.com

Remarks
Week SIX
2.3. Elements for Specific Forms
2.3.2. Free verse
Content c. The line and line break
d. enjambments
Content Standard The learners have an understanding of poetry as genre and how to analyze its elements and techniques
Performance The learners produce a short, well-crafted poem.
Standard
The learner:
Learning 4. determine specific forms and conventions of poetry
Competencies 5. use selected elements of poetry in short exercises
6. explore innovative techniques in writing poetry
Values Integration Search for Truth: the students will have deep understanding and became fully knowledgeable on the different forms used in poetry
Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)

Pre-assessment: Life Lines: The poem “Pear Tree” by H.D. is in prose and the students will try to break the lines by writing their own verse out of it.
Assessment of Motivational Question: How did you decide on where to cut the lines? What changes happen in the text because of the line break?
Learning Outcomes Formative assessment:
(ALO) Discussion Questions: Answer on page 57 of the book
In a Breath: Answer the exercise on page 59 of the book

Textbooks: Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
References
Online: pictures and images from www.google.com

Remarks
Week SEVEN
2.3.3. Other experimental forms
a. prose poem
Content b. performance poetry
c. black-out poetry or erasure poetry
Content Standard The learners have an understanding of poetry as genre and how to analyze its elements and techniques
Performance
The learners produce a short, well-crafted poem.
Standard
The learner:
Learning 1. explore innovative techniques in writing poetry
Competencies 2. write a short poem applying the various elements, techniques, and literary devices
Search for Truth: the students will fully become knowledgeable about the different experimental forms of poetry
Values Integration Scholarship and Passion for Excellence: the students will integrate what they have learned into the activities
Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Assessment of Pre-assessment: Black-out Poetry: Students will print out an article and practice the art of erasure poetry by crossing out words to turn the article into a poem.
Learning Outcomes Formative assessment: Visual Poetry: The students will create their own visual poetry with a theme of their own choosing.
(ALO)
Textbooks: Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
References
Online: pictures and images from www.google.com

Remarks
Week EIGHT
1. Reading and Writing Fiction
1.1. Elements of the Genre
Content a. Character
b. Plot
c. Point of View
Content Standard The learners have an understanding of fiction as genre and are able to analyze its elements and techniques
Performance The learners shall be able to produce at least one striking scene for a short story
Standard
The learner:
Learning 1. identify the various elements, techniques, and literary devices in fiction
Competencies 2. determine various modes of fiction
Search for Truth: the students will fully become knowledgeable on how to reflect and appreciate others’ works that are based on experiences.
Values Integration Community of Friends: the students will work with other member of their class
Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Assessment of Pre-assessment: What if?: The students will be given scenarios and they will write a short description of what they might do in that scenario.
Scenarios: What will you do if…
Learning Outcomes a. Your crush asks you out on a date?
(ALO) b. You see someone’s bag being stolen in a restaurant?
 c. You hear a voice whispering strange things in your ear, but you do not see anyone?
d. You meet the Big Bad Wolf?
e. You find out the world will is about to end and there is nothing you can do to stop it?

Formative assessment: Freytag’s Triangle: Plot the story “An Occurrence at Owl Creek Bridge”
Walk a Mile: Answer the activity on page 171 of the book

Textbooks: Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
References
Online: pictures and images from www.google.com

Remarks

Week SEVEN
2. Reading and Writing Fiction
2.1. Elements of the Genre
Content d. Setting and atmosphere
e. Conflict
Content Standard The learners have an understanding of fiction as genre and are able to analyze its elements and techniques
Performance The learners shall be able to produce at least one striking scene for a short story
Standard
The learner:
Learning
1. identify the various elements, techniques, and literary devices in fiction
Competencies 2. determine various modes of fiction
Search for Truth: the students will fully become knowledgeable on how to reflect and appreciate others’ works that are based on experiences.
Values Integration Community of Friends: the students will work with other member of their class
Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Pre-assessment: Name that Place: The students will be shown several pictures of places and they will write a short description of what people usually do in
those places.

Assessment of Formative assessment: Discussion Questions: Answer on page 188 of the book
Learning Outcomes A Question of Conflict: Students will be given one-sentence stories, each has a beginning and end. They will insert six steps after each beginning making it
(ALO) difficult as possible for the character to arrive at the end.
a. A woman wins the lottery and marries a bank robber.
b. A man loses his job and wins a gold medal at the Olympics
c. A couple fall in love at a supermarket and adopts a tiger
Textbooks: Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
References
Online: pictures and images from www.google.com

Remarks

Week SEVEN
3. Reading and Writing Fiction
3.1. Elements of the Genre
Content f. Setting and atmosphere
g. Conflict
Content Standard The learners have an understanding of fiction as genre and are able to analyze its elements and techniques
Performance
The learners shall be able to produce at least one striking scene for a short story
Standard
Learning The learner:
Competencies 3. identify the various elements, techniques, and literary devices in fiction
 4. determine various modes of fiction
Search for Truth: the students will fully become knowledgeable on how to reflect and appreciate others’ works that are based on experiences.
Values Integration Community of Friends: the students will work with other member of their class
Outcome-Based
Discovery Learning:
Teaching & Recitation / Self-reflection or self-assessment /
Learning (OBTL)
Pre-assessment: Name that Place: The students will be shown several pictures of places and they will write a short description of what people usually do in
those places.

Assessment of Formative assessment: Discussion Questions: Answer on page 188 of the book
Learning Outcomes A Question of Conflict: Students will be given one-sentence stories, each has a beginning and end. They will insert six steps after each beginning making it
(ALO) difficult as possible for the character to arrive at the end.
d. A woman wins the lottery and marries a bank robber.
e. A man loses his job and wins a gold medal at the Olympics
f. A couple fall in love at a supermarket and adopts a tiger
Textbooks: Vasquez L, and Lee G. (2017) Creative Writing. REX Publishing Store
References
Online: pictures and images from www.google.com

Remarks
 GRADING SYSTEM
Components of Summative Assessment
 Written Work Component
 Performance Task Component
 Quarterly Assessment

PERCENTAGE SCORE (PS) = Learner’s total raw score

Highest possible score (Quotient) X 100%

WEIGHTED SCORE (WS) = Percentage Score X Weight of Component

WEIGHT OF THE COMPONENTS

Core Subjects All other Subjects Work TVL Specialized
Immersion/Research/Business Subjects
Enterprise
Simulation/Exhibit/Performance
Written Work 25% 25% 35% 20%
Performance Tasks 50% 45% 40% 60%
Quarterly Assessment 25% 30% 25% 20%

The sum of the Weighted Scores in each component is the Initial Grade.
Initial Grade will be transmuted.
1st Semester Final Grade = 1st Quarter Grade + 2nd Quarter Grade
2
2nd Semester Final Grade = 3rd Quarter Grade + 4th Quarter Grade
2

IV. CRITERIA / STANDARDS: Rubrics for final output (If the subject requires rubrics.)

Prepared by:

Denisse B. Dizon June 6, 2019

Faculty Date

Checked by:

Mr. Mario R. Manaois

Team Leader

MR. ALEJANDRO F. SORITA

SHS Vice Principal

Approved by:
 SR. NATALIA C. AGUSTIN, OSA
BED Principal

PLEASE TAKE NOTE OF THE FF:

9TH WEEK - 1ST QUARTER EXAMINATION

18TH WEEK – 2ND QUARTER EXAMINATION