Flexible Instruction Delivery Plan (FIDP)

Grade: 11/12 Semester: 1st semester – Quarter I

Core Subject Title: Creative Writing No. of Hours/Semester: 80 hours
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.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use in

Highest Thinking Skill to
Learning competencies developing the Highest Thinking Skill to
Assess
Assess
Flexible
Content Most Essential Performance
Content Assessment
Standards Topics Standards KUD Enabling
RBT Activities Flexible Learning
Complete Classificati Most Essential (FAA) General
KUD Level Strategies (FLS)
on Strategy
Classificatio Performanc
n e Checks
Quarter I

1.Creative The learners 1.1 Figures of The learners shall The learners… Use imagery, Activity 1.
Writing have an Speech be able to… 1. differentiate diction, figures of Respond to literal
1.1. understandin produce short imaginative writing speech, and specific questions that involve
Imaginative g of… paragraphs or from among other experiences to evoke figures of speech from
writing vs. imagery, vignettes using
forms of writing meaningful visually supported
technical / diction, imagery, diction, phrases.
academic / figures of speech,
2. cull creative responses from
figures of
other forms of and specific ideas from readers. Activity 2.
speech, and
writing 1.2. variations on experiences experiences Identify words or
Sensory language. phrases representing
experience 1.3. figures of speech in
Language visually supported
a. Imagery related sentences (e.g.,
b. Figures Close like or as).
of speech Reading Communicati
c. Diction K U Knowledge Poem on Activity 3.
Culminating Performance Standard: The learners shall be able to choose from any of the following: 1. Design a group blog for poetry and fiction 2. Produce a suite of
poems, a full/completed short story, or a script for a one-act play, with the option of staging, 3. Create hypertext literature.
 3. utilize Categorize or classify
language to evoke figures of speech in
emotional and passages.
intellectual
responses from
readers
4. use
imagery, diction,
figures of speech,
and specific
experiences
5. read
closely as writers
with a
consciousness of
craft

1.2 Sensory Details U U Analyzing Sensory Communicati Guided Questions

and Details and on
Diction Diction
Worksheet

6. Reading and poetry as a 1.3 Reading and The learners shall be identify the K identify the various U Analyzing Poem Reasoning ‘Beclouded’ by Emily
Writing Poetry* genre and Writing able to produce a various elements, Practice and Proof Dickinson
6.1. Elements of how to Fiction well-crafted poem. elements, techniques, and
the genre analyze its techniques, and literary devices in Examine the poem by
elements Dickinson by looking into
a. Essential literary devices poetry
and the elements. Fill out the
elements in poetry chart that follows to guide
a.1. Theme techniques
you in analyzing the given
a.2. Tone poem.
b. Elements
for specific After reviewing the
forms b.1. elements of poetry, you
Conventional have now an idea on how
forms you can compose your
(exemplar: short own poem. Nowadays,
many poets prefer to
Tagalog
create a blank verse or a
free verse due to the
spontaneous flow of
thoughts.
poems However, it could be more
like tanaga fun and exciting to
and diona; compose a poem showing
haiku; sonnet) the elements. Use the
acrostic poem you created
-rhyme and
in the first activity, and
meter - revise it by incorporating
metaphor the elements of poetry. Pp.
b.2. Free verse 47
-the line and
line break -
enjambments -
metaphor c.
Other
experimental
texts
c.1. typography
c.2.
genrecrossing
texts (e.g.
prose poem,
performance
poetry, etc.)
d. Tone
2.3. Techniques
and literary
devices
(modelling
from
well-
known
local and
foreign
poets)
3. Reading and fiction as a Identify the various produce at least one 1. identify U Identify the various U Analyzing Communicati Using the above-listed
Writing Fiction* genre and elements, techniques, striking scene for a the various elements, techniques, on prompts, create your
3.1. Elements of are able to and literary devices short story elements, and literary devices in character. Focus on the
the genre analyze its in various modes of techniques, and various modes of inner and outer qualities of
a.Character elements fiction literary devices in fiction your character. Use the
b.Point of View and fiction graphic organizer.
b.1. 1st- techniques 2. determine
person POV various modes of After completing the
(major, minor, or fiction graphic organizer, you are
bystander 3. write ready to write your
b.2. 2nd- journal entriesand character sketch. ‘Flesh
person other out’ your character by
POV giving a detailed
b.3. 3rd- description of him or her.
person POV Add more
(objective,
limited short exercises details as may be
omniscient, exploring key necessary. Remember: Do
omniscient) c. elements of fiction not tell, show.
Plot 4. write a short
c.1. linear scene applying the
c.2. various elements,
modular/episodic techniques, and
c.3. traditional parts: literary devices
exposition, rising
action, climax,
falling action,
resolution/denou
ement
d. Setting and
atmosphere
d.1. time and
place
d.2. cultural,
sociological,
political, religious,
etc. milieu
d.3. sensibilitie
s that lead to
specific modes e.
Conflict f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme
f.1. moral/lesson
f.2. dramatic
premise
f.3. insight
3.2. Techniques
and literary devices
a. Mood/tone
b.
Foreshadowing
c. Symbolism and
motif
3.3. Modelling
from well-known
local
and foreign short
story writers in a
range of modes