Farmers’ Institute-UCCP, Inc.

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 Performance Learning Competencies Regroup Highest Thinking Skills to Highest Enabling
Standards Standards Competencies Access Strategy to use in
developing the
Highest
Thinking Skills to
Assess
K RBT ASSESSMENT
U LEVEL TECHNIQUE
D
CLASSIFICATION
WW QA PC Enabling Teaching
General Strategy
Strategy
Under Essay Communi Brainstormi
Creative Writing standi cation ng
1.1. Imaginative The learners The learners shall 1 differentiate ng
writing
writing vs. technical / have an be able to… imaginative from
academic / other understanding produce short among other for ms of
forms of writing of… imagery, paragraphs or writing (K) Oral
Analyz Communi Think Pair
1.2. diction, vignettes using 2 rom ing recitati cation Share
Sensory imagery, cull creative ideas f on
figures of
experience experiences (U)
speech, and diction, figures
1.3.
Language variations on of speech, and
Portra
a. Imagery
language Role
b. Figures of speech specific 3 Creati Communi Playing
c. Diction experiences ng cation
1.4. Sample works of
well-known local and
foreign writers

use imagery, f yal

diction, figures o
speech, and
4 specific Under Essay
experiences (D) standi Communi Read Me
ng cation
read closely as
writers with a
consciousness of
craft (D) nd ses
Essay
5 Creati Communi Role
utilize language to ng cation Playing
evoke emotional a
intellectual respon
from readers (D)
Prepared by:

Dolorfey L. Sumile
 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 to…produce 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

 Remembering  Knowledge 

 Understanding
 Applying
 Analyzing  Understanding
 Evaluating  Doing
What can you do to help them build those


understandings?
 Creating
 What actions can they take to help themselves
build their own understandings?
 How will we, and they, know that they
understand?

 Problem Solving (Doing)

 Reasoning and Proof (Making Sense)
 Communication (Discussing or Writing about
one’s

 What do you really want your students to understand?

 Connections (to other ideas, to other discipline)

 Representation (modelling, writing …)

Higher Order Thinking Skills further Explained