Lanao School of Science & Technology, Inc. Abaga, Lala, Lanao del Norte
Alignment of Classroom Instruction Delivery Map Core Subject Description: 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, revision, and to develop a sense of form. Quarter: First Content
Content Standards
Performance Standards
Learning Competencies
Regrou p Compe tencies
K U D CLASSIFICATION
Highest Thinking Skills to Access
RBT LEVEL
ASSESSMENT TECHNIQUE
WW
Creative Writing 1.1. Imaginative writing vs. technical / academic / other forms of writing 1.2. Sensory experience 1.3. Language a. Imagery b. Figures of speech c. Diction 1.4. Sample works of well-known local and foreign writers
The learners have an understanding of… imagery, diction, figures of speech, and variations on language
The learners shall be able to… produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences
1
2
3
differentiate imaginative writing from among other forms of writing (K)
cull creative ideas from experiences (U)
Under standi ng
Analyz ing
Creati ng
Highest Enabling Strategy to use in developing the Highest Thinking Skills to Assess
QA
PC
Essay
Oral recitati on
Portra
Enabling General Strategy Communi cation
Teaching Strategy Brainstormi ng
Communi cation
Think Pair Share
Communi cation
Role Playing
4
use imagery, diction, figures of speech, and specific experiences (D)
yal
Under standi ng
Essay
Communi cation
Read Me
read closely as writers with a consciousness of craft (D) 5 utilize language to evoke emotional and intellectual responses from readers (D)
Creati ng
Essay
Communi cation
Prepared by:
DYREL ROSE ANGELY C. ALMOJALLAS
Role Playing
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 – I.
LESSON OUTLINE
preserve the significance of creative writing in any forms of poetry
INTRODUCTION (EXQUISITE CORPSE)
The teacher divide the class into 3 groups with 5 members The teacher gives a piece of paper t o 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 ) (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.
PRACTICE
ENRICHMENT
The students asked to make a story that compose (2) paragraphs using imagery, diction, figures of speech, and specific experiences
The teacher gives an activity to read a different texts about poetry (READ ME)
EVALUATION
Four Major Questions to Ask in Planning What do you really want your students to understand?
What can you do to help them build those understandings?
What actions can they take to help themselves build their own standings?
under
Remembering
Knowledge
Understanding
Understanding
Applying
How will we, and they, know that they understand?
Analyzing
Problem Solving (Doing)
Reasoning and Proof (Making Sense)
Communication (Discussing or Writing about one ’s thinking)
Connections (to other ideas, to other discipline)
Representation (modelling, writing …)
Evaluating Creating
Doing
Higher Order Thinking Skills further Explained
