Classroom Instruction Delivery Alignment Plan

Grade: 11 Semester: 1st Semester

Core Subject Title: Creative Writing/ Malikhaing Pagsulat No. of Hours/Semester: 80 hours/semester
Core Subject Description: The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques
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 o
manuscripts. Students learn how to combine inspiration and revision, and to develop a sense of form.
Culminating Standard: The learners produce literary works and personal writings, following the fundamental writing techniques of well-known authors in a

Power Standard: Students will drafts their works in a compilation for the enrichment of their skills. Students will learn how to combine inspiration and revis

FIRST QUARTER

Highest Thinking Skills

Performance Standards Learning Competencies
Content Content Standards
KUD Beyond KUD RBT Level
Minimum Beyond Minimum Minimum Classificatio Classificatio
n Minimum n

1. CREATIVE The learners have The learners The learners 1. Evaluate

WRITING shall be able differentiate
1.1. Imaginative an understanding to shall be able an
writing vs. ofimagery, diction, produce to imaginative academic
technical / figures of speech, short produce a writing from text
academic / other
and variations on
paragraphs or
Detailed among other through
forms of writing vignettes forms of
1.2. Sensory language using Short writing determini
experience imagery, K Analyzing
1.3. Language diction, Paragraphs K ng the
a. Imagery figures of or figures of
b. Figures of speech, and Vignettes speech
speech specific
c. Diction experiences Using and
1.4. Sample works imagery, differenti
of well-known local diction, ating the
and foreign writers
figures of forms of
speech, 2. cull writing.
and specific creative
experiences. ideas from
experiences

Rememb
K K ering

3. utilize
language to
evoke
emotional and
intellectual
responses from
Evaluatin
readers U U g
 4. use imagery,
diction, figures
of speech, and
specific
experiences
K K creating

5. read closely
as writers with a
consciousness
of craft

Evaluatin
D D g

2.Readingand poetry as a genre produce a produce a 1. identify the

Writing Poetry* various
2.1. Elements of and how to short, short, elements,
the genre analyze its wellcrafte wellcrafted techniques, and
a. Essential elements and d poem poem literary devices
elements in poetry
a.1. Theme techniques Rememb
a.2. Tone K K
b.Elements ering
for specific forms
b.1.Conventional
forms
(exemplar:short
Tagalog poems like
tanaga and diona;
haiku; sonnet) 2. determine
-rhyme and meter specific forms
-metaphor and conventions
b.2. Free verse of poetry
Rememb
-the line and line K K
break ering
-enjambments
-metaphor
c.Other
experimental texts Create a
3. use selected
c.1. typography elements of well-craft
c.2. genre-crossing poetry in short poem,
texts (e.g. prose exercises then
poem,
performance identify
poetry, etc.) D the D creating
d. Tone elements
2.3. Techniques and
and literary devices
(modelling from techniques
well-known local of it.
and foreign poets) Elaborate
4. explore the
innovative meaningfu
techniques in l message
writing poetry
of poem
U U Analyzing
 5. write a
short poem
applying the
various
elements,
techniques,
and literary D D creating
devices

3. Reading
and Writing
Fiction*
3.1. Elements
of the genre
a. Character
b. Point of
View
b.1. 1st-
person POV
(major, minor,
or bystander
b.2. 2nd-
person POV
b.3. 3rd-
person POV
(objective,
limited
omniscient,
omniscient)
c. Plot
c.1. linear
c.2.
modular/epis
odic c.3.
traditional
parts:
exposition,
rising action,
climax, falling
action,
resolution/de
nouement
d. Setting and
atmosphere
d.1. time and
place d.2.
cultural,
sociological,
political,
religious, etc.
milieu d.3.
sensibilities
that lead to
specific
modes
e. Conflict
f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme
g.1.
moral/lesson
g.2. dramatic
premise
 religious, etc.
milieu d.3.
sensibilities
that lead to
specific
modes
e. Conflict
f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme
g.1.
moral/lesson
g.2. dramatic
premise
g.3. insight
3.2.
Techniques
and literary
devices
a. Mood/tone
b.
Foreshadowin
g
c. Symbolism
and motif
3.3.
Modelling
from well-
known local
and foreign
short story
writers in a
range of
modes.
nment Plan

ts to the fundamental techniques of writing fiction, poetry, and drama; and discuss
techniques and to the workshop of students’ drafts toward the enrichment of their
niques of well-known authors in a variety of genre.

w to combine inspiration and revision and to develop a sense of form.

Highest Thinking Skills to Assess

Highest Enabling Strategy to
Use in Developing the Highest
Assesment Technique Thinking Skill to Assess
Enabling
WW QA PC General Teaching Strategy
Strategy

Comparin Representa Quescussion

g and tion
differenti
ating
using
diagram.

Selecting Representa Quescussion

ideas tion
from past
experienc
es to
create a
paragrap
h.

Presentin Reasoning Group

g a poem and Discussion
and analyzing
analyze it
(Group
Activity)
 Representa Quescussion
tion

Write an
essay using
imagery and
figures of
speech.
Read an Read and Panel
article Evaluating Dscussion
with their
correspon
ding group
(Group
Activity)

10-item Representa Quescussion

Quiz tion

10-item Representa Quescussion

Quiz tion

Create a
free verse
poem
using the
selected
elements
of poetry

Communic Group
ation Discussion
and Activity
Sharing
ideas and
perception
(Group
Activity)
 Write a
free verse
poem,
haiku,
and
sonnet