Republic of the Philippines

Department of Education
Caraga Administrative Region
AGUSAN DEL SUR NATIONAL HIGH SCHOOL
Operating Unit (Empowered School)
Barangay 5, San Francisco, Agusan del Sur
Tel. # 839-1413, Fax # 085-343-9303

Syllabus in Creative Writing 1

I. Learning Area Standard:

The learner demonstrates an appreciation and understanding of the concepts and

principles of Creative Writing, Aesthetics and History within the context of the Philippine cultural
and historical realities. The course ends with the literary works imbued with the artistic creativity,
sense of community and pride of place. Each literary work incorporates sensitive interaction with
Filipino indigenous heritage, values of human and social development, and mobilizing skills for a
career in the arts.

II. Objectives: At the end of the school year, the students are expected to have been able
to:
1. Explain the commonalities and distinguishing elements of artistic expression in all of
the arts;
2. Analyzes the commonalities and distinguishing principles of artistic organization
common in all the arts;
3. Associate literature to art, culture and history
4. Write a narrative drawn from or inspired by a chosen artwork
5. Identify the elements of essay;
6. Recognizes the value of one’s origin and experiences as source(s) of inspiration in
their literary works/outputs;
7. Recognizes the different local and regional and festivals;
8. Identify the evident feature/elements of ritual and festival as language of expression;
9. Analyze the narratives and symbols of ritual and festival in terms of their social and
cultural contexts;
10. Analyzes the narratives and figurative language of ritual and festival in terms of their
social and cultural contexts
11. Recognize existing local and regional legends, myths and folktales;
12. Identify the evident features/elements of folktale myth and legend as language of
creative expression;
13. Analyze the narratives and figurative language of folktale, myth, and legend as
reflections of a person’s image in a given social context;
14. Explain the elements of each of the literary genres: a) short story, b) poetry and c)
drama;
15. Identify the similarities and differences of the elements of story, poetry and drama;
and
16. Utilize the elements of creative non-fiction through a literary travelogue.

III. Contents:

Quarter Topics
1 A. The experience that is literature
 Elements of artistic expression common in all arts
 Narrative structure
 Symbol
 Imagery
  Rhythm
 Texture and tone
 Thematic unity as a principle of artistic composition
 Principles of artistic organization common in all the arts

B. Creative non-fiction 1: Literary memoir

 Elements of essay
Expected Outputs:
Art Pieces that showcase the integration of artistic expression
Essay – on expression of one’s self
2 A. Language of creative expression in oral literature: Ritual and festival
 Local and regional rituals and festivals
 Key elements of the artistic expressions in ritual and festival
 Analysis of the artistic expressions in ritual and festival
B. Creative non-fiction 2: Analysis and interpretation of ritual and festival
 Essay on ritual and festival
Expected Outputs:
Literary works that apply features of rituals and festivals
Essay on the appreciation of rituals and festivals
3 A. Language of creative expression in oral literature: Folktale, myth, and legend
 Local/regional legends, myths and folktales
 Analysis of the artistic expressions in folktale, myth, and legend
B. Creative non-fiction 3: Analysis and interpretation of folktale, myth, and legend
Expected Outputs:
Literary works applying the features/elements of folktale, myth and
legend
Analytical/critical essay emphasizing the value of folktales, myths and
legends
4 A. Literature: Different genres (short story, poetry, and drama) and their elements
 Elements of a) short story
b) poetry
c) drama
B. Creative Non-fiction 4: My literary travelogue
Expected outputs:
Short stories
Poems
Dramas
Literary travelogue

Prepared by:

CHARLIE V. LADRONA
Subject Teacher
Noted:

VERNA V. TIU
SPA Coordinator
 Republic of the Philippines
Department of Education
Caraga Administrative Region
AGUSAN DEL SUR NATIONAL HIGH SCHOOL
Operating Unit (Empowered School)
Barangay 5, San Francisco, Agusan del Sur
Tel. # 839-1413, Fax # 085-343-9303

Syllabus in Creative Writing 2

I. Learning Area Standard:

The learner demonstrates an appreciation and understanding of the concepts and

principles of Creative Writing, Aesthetics and History within the context of the Philippine cultural
and historical realities. The course ends with the literary works imbued with the artistic creativity,
sense of community and pride of place. Each literary work incorporates sensitive interaction with
Filipino indigenous heritage, values of human and social development, and mobilizing skills for a
career in the arts.

II. Objectives: At the end of the school year, the students are expected to have been able
to:
1. Identify the different natural resources and ecosystems found in the local community;
2. Recognizes the evident cultural values of the local community;
3. Discusses how one’s natural heritage is shaped by his/her perspective of values and
meanings;
4. Identify what makes narratives logical and coherent;
5. Define talinghagang bibig;
6. Identify the diferrent talinghagang bibig in the local community;
7. Analyzes samples of local talinghagang bukambibig that reflect the community’s
perceptions of their role in preserving/protecting the source of life;
8. Describe the relationship of the heritage and ecology from the indigenous
perspective and values;
9. Cite and example of the basic figures of speech;
10. Explores ways of using and tapping local figures of speech in writing new literary
works;
11. Distinguish the tangible from the intangible cultural heritage un the community;
12. Compare the roles of a literary artist and an environmentalist as stewards of cultural
heritage;
13. Identify the different elements and features of short story, poetry and drama;
14. Illustrate how life becomes meaningful through literary production;
15. Explain how the use of expressive language draws meaning to an act; and
16. Interpret the different written literary genres into dramatic staging and performance.

III. Contents:

Quarter Topics
1 A. Ecology in the perspective of the cultural values and meanings
 Natural resources and ecosystems
 Cultural values of the local community
B. Literary art 1. The narrative
Expected Outputs:
Literary works which suggest solution on the present realities of the
community
Narrative in different forms
2 A. Heritage as bearer of indigenous knowledge on ecology
 Talinghagang bukambibig
  Talinghagang bukambibig in the local community
 Samples of local talinghagang bukambibig
B. Literary art 2: Basic figures of speech
Expected Outputs:
Compilation of local talinghagang bukambibig
Creative fictions or non-fictions using bukambibig
Literary works using local figurative language
3 A. Cultural mapping to foster harmony with nature
 Tangible and intangible cultural heritage
 Roles of a literary artist and an environmentalist as stewards of cultural
heritage
 Elements and features of short story, poetry and drama
B. Literal art 3: medium of genre
Expected Outputs:
Literary pieces that showcase the cultural resources of the community
Short stories, poems, and plays on the results of the cultural mapping
4 A. Literature as presentational act
 Storytelling technique
B. Literary art 4. Literature and performance
Expected Outputs/performance:
Poem recitation
Storytelling
Stages a literary piece

Prepared by:

ANALOU B. PALIMA
Subject Teacher
Noted:

VERNA V. TIU
SPA Coordinator
 Republic of the Philippines
Department of Education
Caraga Administrative Region
AGUSAN DEL SUR NATIONAL HIGH SCHOOL
Operating Unit (Empowered School)
Barangay 5, San Francisco, Agusan del Sur
Tel. # 839-1413, Fax # 085-343-9303

Syllabus in Creative Writing 3

Creative Writing: Literature as Discourses in History

I. Learning Area Standard:

The learner demonstrates an appreciation and understanding of the concepts and

principles of Creative Writing, Aesthetics and History within the context of the Philippine cultural
and historical realities. The course ends with the literary works imbued with the artistic creativity,
sense of community and pride of place. Each literary work incorporates sensitive interaction with
Filipino indigenous heritage, values of human and social development, and mobilizing skills for a
career in the arts.

II. Objectives: At the end of the school year, the students are expected to have been able
to:
1. Describe the emergence and development of literary development of literary
practices in the Philippines;
2. Describe how indigenous traditional and historical Philippine literature re-interprets
and translates into Filipino images;
3. Write literary works patterned after foreign literature;
4. Translates excerpts of foreign literary works into local language/dialect;
5. Trans-creates selected literary works into different genres;
6. Creates his/her original works;

III. Contents:

Quarter Topics
1 Literature and History: The Emergence and Development of Literary Practices in
the Philippines
 Ileto’s Pasyon and Revolution and A. Hernandez’s Bayang Malaya
 Abadilla’s Ako ang Daigdig and Lumbera’s Tagalog Poetry

Expected Outputs:
Short stories, poems, plays based on his or her own interpretations of
major events in the community
Trans-creation: short story to poem or vice versa
2 The Filipino in Indigenous, Traditional and Historical Literature
 A Tolentino’s KNB and Komedya/FL
 Music: Composo, Kankanaey and Maranaw
 Story in Dances: Tinggian, Mindanao, Tagalog
Expected Outputs:
Short stories, poems, and plays based on the using indigenous traditional
and historical literature approaches
Trans-creation: short story/peom to drama or vice versa
3 The Filipinization of Non-Philippine Literature
 Translations and adaptation
Expected Outputs:
Short stories, poems, and plays using the structures of the literary works in
the foreign country of his/her choice
 Translation: English to local language/dialect
4 Creation and Production of Selected Genres in Philippine Literature
Expected Outputs/performance:
Reading or poems and storytelling using materials crafted using another
literary genre

Prepared by:

CHARLIE V. LADRONA
Subject Teacher
Noted:

VERNA V. TIU
SPA Coordinator
 Republic of the Philippines
Department of Education
Caraga Administrative Region
AGUSAN DEL SUR NATIONAL HIGH SCHOOL
Operating Unit (Empowered School)
Barangay 5, San Francisco, Agusan del Sur
Tel. # 839-1413, Fax # 085-343-9303

Syllabus in Creative Writing 4

Contemporary Creative Practices

I. Learning Area Standard:

The learner demonstrates an appreciation and understanding of the concepts and

principles of Creative Writing, Aesthetics and History within the context of the Philippine cultural
and historical realities. The course ends with the literary works imbued with the artistic creativity,
sense of community and pride of place. Each literary work incorporates sensitive interaction with
Filipino indigenous heritage, values of human and social development, and mobilizing skills for a
career in the arts.

II. Objectives: At the end of the school year, the students are expected to have been able
to:
1. Write literary works based on Western literature;
2. Conducts a research on the distinct features of Western literature;
3. Come up with literary work combined with digital technology;
4. Disseminate his/her creative outputs thru digital technology;
5. Document effect of digitalization of literary productions to social relationship and
creative communication;
6. Write literary outputs that convey developmental goals of the society;
7. Utilize interdisciplinary Philippine style/genre in producing literary works for social
change; and
8. Execute the identified tasks and activities in the pre-publication and production
phases.

III. Contents:

Quarter Topics
1 Influences of Western Literature on Philippine Literature
 Writing of literary works based on Western literature
 Research on the distinct features of Western Literature
Expected Outputs:
Literary works inspired by Western literature
Research paper on the development of the western literature and its impact
on the Philippine nationhood
2 Digitalization of Literary Production and Its Effect on Social Relationship and
Communication
The use of technology in Creative Writing
Expected Outputs:
Short stories, poems and plays using the conventional writing with the aid
of digital production
Literary works using the combination of local/traditional literary styles
3 Literature for Social Transformation
(Climate Change, Mitigation, Risk Reduction Management, Literature for Healing,
Cultural Enterprise)
Expected Outputs:
Literary works that spur social transformation
 Compilation of literary works that show the experiences and/or issues
concerning ethical practices (e.g. An Enemy of the People”, an issue of
corruption in various forms)
4 Pre-production, Publication, Performances, and Processes
Expected Outputs:
Publication launching/exhibit of literary works

Prepared by:

CHARLIE V. LADRONA
Subject Teacher
Noted:

VERNA V. TIU
SPA Coordinator
 Suggested Lessons in Creative Writing 1-4

Domains
Reading/Listening,
Creative Writing
Subject Topics, and Viewing and
Grammar
Writing/Performance Analysis
(First Day-First Hour)
(First Day-Second (Fourth Day)
Hour up to the Third
Day)
CW1 *Orientation See syllabus Movies (Mostly
 Definition of Special English)
Program in the Arts *context clues
(SPA)
 Definition and Products
of Creative Writing
 Grading System
 Requirements

 Parts of Speech and

Sentence and Fragment
 Nouns and Their Plural
Forms
 Pronouns
 Verb: Tenses, Aspects,
and Modalities, Voice,
Regular vs. Irregular
CW2  Subject-Verb Agreement  See syllabus Movies (Mostly
 Adjective English)
 Adverb
 Conjunction
CW3  Preposition  See syllabus Movies (Mostly
 Capitalization English)
 Punctuation
 Punctuation (Cont.) and
Interjection
CW4  Possessive Forms  See syllabus Movies (Mostly
 Conditionals English)
 Question Forms
 Subject Verb Agreement
Review