Placement : A.Y.

2018 – 2019
Subject : Creative Writing/Malikhaing Pagsulat
Class Schedule : 1:00 – 3:00 MW
Time allotment : 4 hours per week
Teacher : Mrs. Jonah Natura Navarro, LPT

I. INSTITUTIONAL VISION AND MISSION

VISION
The zenith educational institution that produces top-tier graduates to reign supreme in the global arena.

MISSION
Southland College is committed to enlightening the minds and shaping the hearts of individuals as beacons of excellence success in all aspects of life and career in the midst of a rapidly changing
world.

II. INSTITUTIONAL GOALS AND OBJECTIVES

1. To constantly review, change and improve the curriculum that is outcomes-based education to ensure the effectiveness of the college’s program in preparing the students for
successful careers.
2. To maintain a competent, qualified faculty that possesses current technical and professional knowledge and experience, engages in ongoing professional development and has the
ability to convey this knowledge to students.
3. To develop the students’ written and verbal skills as well as analytical and technical skills prior to graduation.
4. To provide facilities that support educational programs and enable students develop profession specific skills.
5. To engage and maintain a staff that takes care of the students and meets their educational goals and objectives.
6. To attract qualified students of diverse backgrounds.
7. To provide collegiate academic atmosphere that encourages open exchange of ideas.
8. To engage faculty and students in research that serves to improve teaching and learning.
9. To develop programs and activities that provide community service aligned with college’s mission.
10. To submit the college to accreditation and assessment to see if it meets the minimum standard set by CHED and other accrediting agencies.

III. DEPARTMENT MISSION, VISION, OBJECTIVES AND DESIRED OUTCOMES

HIGH SCHOOL DEPARTMENT
VISION
A leading educational institution in the South where the learners are trained comprehensively to become responsive, creative, values and work oriented and academically prepared.

MISSION
Southland College High School in partnership with its Stakeholders is committed to provide quality education by utilizing the enhanced curriculum thereby empowering the learners
to become effective members of the local and international community.
 OBJECTIVES
1. To provide varied and innovative learning strategies essential to meaningful learning.
2. To provide learning experiences which increases the student's awareness of and experiences to the changes in and just demands of society and prepare him/her for constructive and effective
involvement.
3. To instill love of God, Nature and Humanity.
4. To promote love of country, pride of being a Filipino and respect to Filipino heroes.
5. To inculcate the value of honesty, discipline, integrity and respect for the individual person.
6. To promote work experiences which develop the student's orientation to the world of works and creativity and to prepare himself to engage to engage in honest and gainful work.
7. To enable the students to collaborate, interact and relate effectively with individuals coming from diverse cultural, racial and linguistic backgrounds.
8. To prepare the students for vocational and academic work by providing opportunities for exploration on the various tech-voc and academic strands.
9. To prepare the students for tertiary education.
10. To train the students to communicate fluently in oral or written English.

IV. COURSE 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.

V. GRADING SYSTEM
Written Work 30% Assignment, Quiz and Other Related Written Work
Performance Task 45% Performance Based Task and Oral
Examination 25%
100%
VI. SUBJECT REQUIREMENTS
The students are required to have mastered the rudiments of creative writing such as the literary genres and literary devices. The knowledge of these concepts will be used to construct
various literary write ups utilizing their skills in literary interpretation and analysis.

VII. CLASSROOM STANDARDS

1. We go to school on time and prepared
2. We do our assignments, projects and other requirements and submit them on time
3. We speak softly and listen when someone is talking
4. We observe CLAYGO and orderliness at all times
5. We respect our teachers and classmates
6. We speak English when communicating
7. We strive for excellence in all areas because we are Southlanders

VIII. REFERENCES
1. How to teach creative writing – http://www.ehow.com
2. Ancheta, L., (2017). Creative Writing. Vibal Group, Inc.
3. Peňa, A.R. and Anudin, A., (2016). Reading and Writing. Vibal Group, Inc.
Grade: 11/12 No. of Hours: 80 hours/semester
Subject Title: Creative Writing/Malikhaing Pagsulat
Culminating Performance Standard: The learner will be able to demonstrate practical and creative skills in reading and writing using the fundamental techniques of writing fiction, poetry and
drama modeled by well-known authors in variety of genres through the production of various well-crafted literary pieces compilation using multimedia.
Highest Enabling Strategy to
Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to Time
Content Performance
Content Assess Allotment
Standards Standards
KUD Assessment Technique Enabling and Code
RBT Teaching
Classif General
Level WW QA PC Strategy
ication Strategy
QUARTER 1
ESSENTIAL TOPIC # 1 The learner The learners Producing a short
will have the shall be paragraphs or vignettes
Creative Writing understandi able to… using imagery, diction,
ng of … figures of speech and
1.1. specific experiences
Imaginative writing vs. require the learners to be
technical / academic / able to:
other forms of writing
Imagery produce short 1. Differentiate Discussion 4 hours
1.2. Diction paragraphs imaginative writing U Long test Communication Think-Pair- HUMSS_
Sensory experience Figures of or vignettes from among other on Share CW/MP11
speech and using forms of writing Evaluating elements, /12-Iab-1
1.3. variations of imagery, 2. Cull creative ideas U technique Communicating Reflective 2 hour
Language language diction, from experiences s and reading HUMSS_
a. Imagery figures of 3. Utilize language to literary and writing CW/MP11
b. Figures of speech speech and evoke emotional and devices /12-Iab-2
c. Diction specific intellectual responses D in poetry Vignette Problem Solving Individual 2 hour
experiences from readers writing creative HUMSS_
1.4. 4. Use imagery, diction, writing CW/MP11
Sample works of well- figures of speech, and sessions /12-Iab-3
known local and foreign specific experiences
writers 5. Read closely as
writers with a A Text Reasoning and Peer 2 hour
consciousness of craft Analysis Proof Reading HUMSS_
and Editing CW/MP11
/12-Iab-4-
5
 Highest Enabling Strategy to
Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to Time
Content Performance
Content Assess Allotment
Standards Standards
KUD Assessment Technique Enabling and Code
Teaching
Classifi RBT Level General
WW QA PC Strategy
cation Strategy
ESSENTIAL TOPIC # 2 The learner The learners shall Producing a short
will have the be able to… well-crafted poem
Reading and Writing understandi require the learners
Poetry ng of … to be able to:

2.1. 1. Identify the K Understand Long Representation Discussion 4 hours

Elements of the genre various elements, test on Think-Pair- HUMSS_
a. Essential Elements techniques, and elemen Share CW/MP11
a.1. Theme literary devices in ts, /12c-f-6
a.2. Tone Poetry as a produce a short, poetry techniq 4 hour
b. Elements for specific genre and well-crafted 2. Determine U Evaluating 10 item ues and Communicating Reflective HUMSS_
forms how to poem specific and test literary reading CW/MP11
b.1. conventional forms analyze its conventions of devices and writing /12c-f-7
(exemplar: Short Tagalog elements and poetry in 2 hour
poems like tanaga and techniques 3. Use selected U Applying poetry Communicating Individual HUMSS_
diona; haiku; sonnet) elements of creative CW/MP11
- rhyme and meter poetry in short writing /12c-f-8
- metaphor exercises sessions
b.2. free verse 4. Explore HUMSS_
- the line and line break innovative CW/MP11
- enjambments techniques in /12c-f-9
- metaphor writing poetry
c. other experimental 5. Write a short
texts poem applying D Creating Poem Problem Solving Reflective 4 hours
c.1. typography the various writin thinking HUMSS_
c.2. genre-crossing elements, g and writing CW/MP11
texts (e.g. prose poem, techniques, and /12c-f-10
performance poetry, etc) literary devices
d. Tone
2.2. Techniques and
literary devices (modeling
from well-known local
and foreign poets)
First Long Quiz for the First Quarter
 Highest Enabling Strategy
to Use in Developing the
Performa Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to Time
Content nce
Content Assess Allotment
Standards Standard
KUD Assessment Technique Enabling and code
s Teaching
Classific RBT Level General
WW QA PC Strategy
ation Strategy
ESSENTIAL TOPIC # 3 The learner The Producing at
Reading and Writing Fiction will have learners least one striking
3.1. the shall be scene for a short
Elements of the genre understa able story require the
a. Character nding of to… learners to be
b. point of view … able to:
b.1. 1st-person POV (major, minor, or
bystander)
b.2. 2nd-person POV 1. Identify the K Understand Long test Representation Discussio 2 hours
b.3. 3rd-person POV (objective limited Fiction as produce various on n HUMSS_
omniscient, omniscient) a genre at least elements, elements, Think- CW/MPIg
c. Plot and are one techniques, technique Pair-Share -i-11
c.1. linear able to striking and literary s and
c.2. modular/episodic analyze its scene devices in literary Reflective
c.3. traditional parts: exposition, rising action, elements for a fiction devices reading
climax, falling action, resolution/denouement and short 2. Determine in fiction and
d. setting and atmosphere techniques story various writing
d.1. time and place
modes of U Evaluating Communicating 2 hour
d.2. cultural, sociological, political, religious,
etc. milieu fiction Individual HUMSS_
d.3. sensibilities that lead to specific modes 3. Write journal creative CW/MPIg
e. conflict entries and writing -i-12
f. irony other short sessions
f.1. verbal exercises D Creating Scene Problem Solving 2 hour
f.2. situational exploring key writing HUMSS_
f.3. dramatic elements of CW/MPIg
g. theme fiction -i-13
g.1. moral/lesson 4. Write a short
g.2. dramatic premise
scene HUMSS_
g.3. insight
3.2. Techniques and literally devices applying the CW/MPIg
a. mood various -i-14
b. foreshadowing elements,
c. symbolism and motif techniques,
3.3. Modeling from well-known local and and literary
foreign short story writers in a range of modes devices

MIDTERM EXAMINIATION
 Highest Enabling Strategy
to Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Performan Time
Content Assess
Content ce Allotment
Standards KUD Assessment Technique
Standards Enabling and code
Class Teaching
RBT Level General
ificat WW QA PC Strategy
Strategy
ion
QUARTER II
ESSENTIAL The learner will The Composing at least one scene for a
TOPIC # 4 have the learners one-act play that can be staged
understanding shall be require the learners to be able to: 4 hours
Reading and of … able to… Discussion HUMSS_
Writing Drama 1. Identify the various elements, K Understand Long Representatio Think-Pair- CW/MPIj-
(one-act) techniques, and literary devices in test on n Share IIc-15
Drama as a Compose drama element
Elements of the genre genre and are at least s, Reflective 4 hour
a. character able to analyze one 2. Understand intertextuality as a K Understand techniqu Representatio reading HUMSS_
b. setting its elements scene technique of drama es and n and writing CW/MPIj-
c. plot and techniques for a literary IIc-16
d. dialogue one-act 3. Conceptualize a devices
play that character/setting/plot for a one-act U Analyzing in 4 hours
4.1. Techniques and can be play poetry HUMSS_
literary devices staged Modali Communicati Group CW/MPIj-
a. intertextuality 4. Explore different staging U Evaluating ties ng Discussion IIc-17
b. conceptualization modalities vis-à-vis envisioning explori
of modality the script ng Reasoning 4 hours
4.2. Modeling from and proof HUMSS_
well-known local and 5. Write short exercises involving CW/MPIj-
foreign playwrights character, dialogue, plot, and D Creating Scene Individual IIc-18
other elements of drama writing creative
Problem writing HUMSS_
6. Write at least one scene for one- Solving sessions CW/MPIj-
act play applying the various IIc-19
elements, techniques, and literary
devices 4 hours
HUMSS_
CW/MPIj-
IIc-20
First Long quiz for the Second Quarter
 Highest Enabling Strategy to
Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Time
Content Performance Assess
Content Allotment
Standards Standards KUD Assessment Technique
Enabling and code
Class WW Q PC Teaching
RBT Level General
ificat A Strategy
Strategy
ion
ESSENTIAL The learner will The learners shall Producing a craft essay on
TOPIC # 5 have the be able to… the personal creative
understanding of process deploying a
… consciously selected
orientation of creative
writing require the learners
to be able to:
The creative work The different Produce a craft
in literary and/or orientations of essay on the 1. Situate the creative U Analyzing Text Communicating Discussion 4 hours
sociopolitical creative writing personal creative work in literary and/or analysis Think-Pair- HUMSS_
context process sociopolitical context Share CW/MPII
2. Demonstrate awareness c-f-21
Deploy a of and sensitivity to the Reflective
consciously different orientations of reading HUMSS_
selected creative writing Craft and writing CW/MPII
orientation of 3. Write a craft essay D Creating Essay Problem Solving Group c-f-22
creative writing Writing Discussion
Individual 4 hour
creative HUMSS_
writing CW/MPII
sessions c-f-23
 Highest Enabling Strategy
to Use in Developing the
Learning Competencies Highest Thinking Skill to Assess
Highest Thinking Skill to
Time
Content Performance Assess
Content Allotment
Standards Standards KUD Assessment Technique
Enabling and code
Class Teaching
RBT Level General
ificat WW QA PC Strategy
Strategy
ion
ESSENTIAL The learner will The learners shall Producing several crafted
TOPIC # 6 have the be able to… literary pieces enriched with
understanding of the combined inspiration
… from well-known authors
enable the learners to
choose from any of the
following means:
Creative writing The fundamental Produce several
workshop techniques of crafted literary 1. Create a group blog for D Creating Blogging Problem 2 hour
writing fiction, pieces enriched poetry and/or fiction Solving HUMSS_C
poetry, and with the applying ICT skills/any W/MPIIg-j-
drama combined appropriate multimedia Discussion 24
inspiration from forms Think-Pair-
well-known 2. Explore various modes U Evaluating Long Share 2 hours
authors of publishing media for test on Reflective HUMSS_C
manuscripts modes reading and W/MPIIg-j-
of writing 25
3. Understand the publis Group
possibilities of K Understandi hing Discussion 2 hours
intertextual forms ng Individual HUMSS_C
creative W/MPIIg-j-
writing 26
sessions
4. Write a suite of poems, D Creating Creative Problem 4 hours
a full/completed short writing solving HUMSS_C
story or a script for one- worksho W/MPIIg-j-
act-play p of 27
chosen
means
FINAL EXAMINATION
Performance Task : The National Commission for Culture and the Arts (NCCA) announced the opening of nominations for the Gawad Sa Manlilikha ng Bayan or National Living Treasures
award. As aspiring writers, organize a production team to create a compilation of well-crafted literary pieces using appropriate multimedia forms. The compilation
should be written which will be critiqued with the following criteria: creativity/effort, literary elements present, and content.