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Creative Writing Module
Creative Writing Module
Lesson: Imaginative writing vs. technical/ academic/ and other forms of writing
1-2) NN
Write a technical
and creative
manuscript form based
from the following
suggested topics:
1. Millennial Age
2. 21stCentury
Technology
3. Social
Responsibility
4. Communication
preferences of
the youth
CWC-PILI
Concept Discovery
https://www.youtube.com/watch?v=cLBtLXGj4mc
Technical Creative
Technical Works
-www.bicol-u.edu.ph
Creative Works
Uran
Activity 1
Technical Creative
Writing writing
Peer Assessment
Remarks
What are the strong points and what needs
to be improved?
Concept Elaboration
Imagery is the literary term used for
language and description that appeal to our five B
senses. When a writer attempts to describe
something so that it appeals to our sense of smell,
sight, taste, touch, or hearing; he/she has
used imagery. Often, imagery is built on other
literary devices, such as simile or metaphor, as the
Concept Extension
Concept Finale
Competency (Code): The learners utilize language to evoke emotional and intellectual
responses from readers (HUMSS_CW/MP11/12-Ia-b-3)
Enrichment activity
Lesson: Diction
Competency (Code): The learners use imagery, diction, figures of speech, and specific
experiences (HUMSS_CW/MP11/12-Ia-b-4)
Types of Diction
Example #2
Example #4
1. Riding on a jeepney
2. Going to church
3. Attending a party
4. Swimming on a beach
5. Watching your favorite movie
6. Reading your favorite novel
7. Eating your favorite dish
8. Listening to your favorite song
9. Preparing your favorite dish
10. Visiting a new place
Remarks
Peer critiquing
Indicator Rating
(1-5)
The essay contains all the
figurative languages discussed.
The essay is written in the
informal language.
It is in proper form with correct
grammar, spelling, and proper
punctuations.
The essay captures the interest of
the reader.
TOTAL
Remarks/ suggestions
Competency (Code): The learners read closely as writers with a consciousness of craft.
(HUMSS_CW/MP11/12-Ia-b-5)
Concept Elaboration
Fill in the graphic organizer with the ideas from the text.
FIGURES OF
SPEAKER SPEECH DICTION
Healing IMAGERY
THEME
SITUATION DICTION
MOOD
LESSON REFLECTION…
Competency (Code): The learners identify the various elements, techniques, and literary
devices in poetry. (HUMSS_CW/MP11/12-Ic-f-6)
Key points
Rate the poem based on the
Various elements of poetry criteria
It is well-written
2. Imagery is the use of sensory details or with proper use
descriptions that appeal to one or more of the of punctuation,
senses: sight, touch, taste, and smell. These are correct spelling
otherwise known as “senses of the mind” since and correct
a poem without imagery is not poetry. grammar
Example:
My dreams are dreams of thee, fair maid.
- -Rural Maid
Example:
I dream that one day our voices will be heard.
I dream that one day our hope becomes worth.
- -Paraiso
Boost yourself
1.Theme
The theme is the summarized statement
containing the main thought or meaning of the poem.
Rain
Agony
Mel Johannes Hortal
Concept Follow-Up
Poetic Devices
Examples:
• Sight: Smoke mysteriously puffed
out from the clown’s ears.
• Sound: Tom placed his ear
tightly against the wall; he could hear a
faint but distinct thump thump thump.
•Touch: The burlap wall covering
scraped against the little boy’s cheek.
•Taste: A salty tear ran across onto
her lips.
• Smell: Cinnamon! That’s what
wafted into his nostrils.
Genre Generation
LESSON REFLECTION…
Types of Poetry
Total
Activity
Write your poem based on the form assigned to your group.
Rate the poem based on the criteria.
Total
Lesson: Reading and writing poetry (Prose forms and performance poetry)
Content Standard: The learners have an understanding of poetry as genre and how to
analyze its elements and techniques.
Poem Analysis
T -Title. What does it mean to you? Make some predictions
W (What’s it all about? Paraphrase/summarize the entire poem)
I (Imagery - identify as many examples of sensory details and
figurative language you can find)
S (Structure/Style - find the rhyme scheme/rhyme, discuss
stanza/line length, tone, tone shift)
T (Theme - What is the subject of the poem? NOW, tell me
what the poet is saying about the subject? Is there a life lesson
for all of us?
Content Standard: The learners have an understanding of poetry as genre and how to
analyze its elements and techniques.
Objectives: 1. Familiarize oneself with the different forms of poetry through reading
literary texts;
3. Apply one’s knowledge through writing poem based on specific form.
(Day
1-7 ) Create a simple
poem about
poverty.
Analyzing Literary
Text
Step 1:
Students will be
learning strategies
to help them
appreciate poetry
and read poetry
more effectively.
Step 2:
What can you say about the pictures? What are the words that you Discuss the
can associate out of the pictures? following
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Total
The class will be divided into 5 groups. Each will research For more fun
a poem sample of the form/s. activities, please
visit:
Task I: Make a poem considering the elements of poem. https://www.readitwri
Task II: Create poem concerning the diction. teitlearnit.com/single-
post/2017/03/28/High
Task III: Craft a poem using the techniques.
-Interest-Poetry-
Task IV: Create a poem using imagery. Activities
Task V: Construct a poem focusing on the figures of speech.
Content Standard: The learners have an understanding of fiction as genre and are able
to analyze its elements and techniques.
Performance Standard: The learners shall be able to produce at least one striking scene
for a short story.
Competency (Code): The learners identify the various elements, techniques and literary
devices in short story. (HUMSS_CW/MP11/12-Ig-i-11)
Guide Questions:
1. What have you learned
from the video?
b. Whose life was featured in the story?
c. What was the most striking point in the story in which you
can relate?
Learning Discovery
CHARACTERS
There must be living beings in the story that think or
act in order to keep the story going. They must seem like
living and feeling individuals in order for us to feel strongly
about them
The worst thing that could happen for as writer is that
you feel indifferent toward the characters. If we don't care
for the characters, we are not inclined to keep reading.
Theme
Concept assessment
Practical Application
Group Task
Evaluating Learning
LESSON REFLECTION…
2.Drabble
A drabble is an exceptionally short piece of fiction,
usually of exactly 100 words in length – not including the title. The
purpose of a drabble is extreme brevity and to test an author’s skill at
expressing himself/herself meaningfully and interestingly in a very
confined space.
3.Fable
A fable is a succinct story featuring anthropomorphic
creatures (usually animals, but also mythical creatures, plants,
inanimate objects, or forces of nature) to tell a story with a moral.
Often the moral is explicitly told at the end. A fable is similar to a
parable, but differs most in the fact that fables use animals to tell a
story but parables do not.
4. Feghoot
A feghoot is an interesting short story type also known as
a story pun or a poetic story joke. It is a humorous piece ending in
an atrocious pun. It can be very short, only long enough to
sufficiently illustrate the context of the piece enough to lead up to
the pun.
5. Flash Fiction
Flash fiction refers to an extremely short piece of
literature. It has no widely accepted length, but has a debated cap of
between 300 and 1000 words.
6.Frame Story
A frame story is also known as a frame tale or a nested
narrative. It is a literary technique of placing a story within a story,
for the purpose of introducing or setting the stage for a main
narrative or a series of short stories.
7. Mini-saga
A mini-saga is a short story told in exactly 50 words. It is
a test in brevity – about saying a lot with a little.
9. Sketch Story
A sketch story is a shorter than average piece containing
little or no plot. It can be merely a description of a character or a
location. Character sketches are common, and a good way to build a
character that will eventually be part of a longer piece.
10. Vignette
A vignette is a short, impressionistic piece that focuses on
a single scene, character, idea, setting, or object. There is little
emphasis on adhering to conventional theatrical or literary structure,
or story development. It can be a stand-alone piece or part of a
larger work.
https://awaitingthemuse.wordpress.com/2014/06/09/on-writing-10-types-of-short-
stories/
(Rising Action)
(Climax)
(Falling Action)
1. Summarize the reading. Address what the main thesis is for the
reading. What is the reading about, and why did the author write
the text?
2. Respond to the reading with your own commentary. The second
half of a journal response should be your commentary on the
text. While the summary focuses on the "what" of the reading,
your commentary should focus on the "why."
3. Don't be afraid to make connections between the book and your
own life; if there is a theme or character that speaks to you, write
about why.
4. Develop your ideas over time. The goal of a reading response
journal is to give yourself a semi-private space to reflect on the
text and develop your thoughts and opinions.
5. Organize your response journal. At the very least, your journal
entries should be dated. You may also want to use headings and
titles so that you can easily identify a given response to a
particular text.
6. Consider using clear and descriptive headings in your journal. It
will help you more easily find your thoughts and insights as you
read through your journal at a later date.
7. Read the text critically. Critical analysis of a text may require more
than one reading. Try to absorb the general ideas during the first
reading, then come back to the particular ideas and concepts
while you re-read (if you have time to do a second reading
8. Contextualize the text in terms of its historical, biographical, and
cultural significance.
9. Ask questions about the text. Don't just passively read the book;
analyze what's being said and have an "argument" in your notes
when you disagree with the author.
10. Be aware of your personal response to the text. What shaped
your beliefs on that subject, and how might your beliefs be similar
to or different from the author's (or a reader of his or her time)?
.
Kun Tag-uran
Elbert O. Baeta
LESSON REFLECTION…
Concept Discovery
What is Drama?
History of Drama
Activity
Elements of Drama
Technical Elements
Performance Elements
Activity
Elements of Drama
Setting
Characters
Plot
Dialog
Movements
Theme
Tawohan:
BAKAWAN:
Hidaw ko an mga aldaw
na may ogma dangan pag-omaw sa kapalibotan.
Patos nin kagayonan an kadagaan, kadagatan.
Pinapadangat an Inang kinaban.
SAPSAP:
Hidaw ko an mga kairiba
sa dinamita nagin biktima.
Ano an sakong gigibuhon?
Igwa pa kayang paglaom
nganing kami liwat magdakul?
KULAGO:
Hidaw ko an kapamilya,
sa paglayog kasurog.
Ngunyan, hain na sinda?
Ngaran kan satong lugar naghira:
an Paculago nagin Ragay na.
LIGAYA:
Hidaw ko an mga panahon
Na an yaman nin dagat dakul.
Sa lambat, banwit nagpapadakop
mga sira asin boyod.
Mga tawo, nagmamangno
kapalibotan dai pig-aabuso.
An buhay tuninong
asin komportableng gayo.
Madiklom na banggi
an mga nakaagi:
Naggadan, naghabon sa kadagatan;
piglupigan an kapalibotan
abaanang pungaw.
Nagdara nin mga hilang
asin kasakitan
sa namamanwaan.
KORO:
Ngunyan na an tamang panahon
kita gabos dapat na magpoon magtanom.
Ipundo an dinamita, lambat, banwit an gamiton
Yaman nin dagat tugotan magsagom! (2x)
SALVADOR:
Kaming mga kaakian
danay na nag-aadal.
Inaaram kun pano makakatabang
Sa pamilya, komunidad, sosyedad
sa pangangataman
sa kapalibotan.
Kaipuhan mi an kadagatan
para sa masurunod na kaakian.
Maglinig sa mga baybayon
an bakawan atamanon.
Simbag sa Koro:
SALVADOR, LIGAYA:
Simbag sa Koro 2:
Assistant Director:
Fatima D. Batoon
Stage Manager:
Grechelle Mae M. Lopez
LESSON REFLECTION…
Examples of Intertextuality
Types of Intertextuality
1. Deliberate Intertextuality
Sometimes, intertextuality is the result of an author’s choice.
When a heavy metal artist makes references to Norse
mythology, or when a novelist draws on the works of
Shakespeare as inspiration, these choices forge a relationship
between the old text and the new.
2. Latent Intertextuality
Even when an author isn’t deliberately employing
intertextuality, intertextuality is still there. You can’t escape it!
Everything you’ve ever seen or read sticks somewhere in your
memory and affects your understanding of the world. They all
contribute to building your specific worldview which, in turn,
determines how you write or create art.
Activity
Write for 15 minutes and include intertextuality.
LESSON REFLECTION…
Activity 2
Activity 3
LESSON REFLECTION…
Concept Discovery
Cool Down
This activity will focus on the actual writing of your play. Since you have
already gone through the two essential processes in preparation for writing
your play, you are now ready to start writing. Use a separate sheet of paper
for this activity. In writing your play, these are some tips you might want
to bear in mind:
1. Prepare your outline
2. Start with your dialogues
3. Be mindful of the transitions
4. Don’t be afraid to use interruptions and fragments occasionally
5. Include stage directions in the script
6. Rewrite if you need to
References:
1. 21st Century Literature from the Philippines and the World, p. 63-
66
2. Creative Writing, p. 97-114
Flash
sample
excerpts
taken from
newspapers
and ask
students to
creatively
write an
essay about
it.
Conte
nt
Disco
very
Conc
ept
Elabo
ration
Conc
ept
Expa Write an essay about the editorial cartoons in clear and logical, original
nsion and imaginative.
https://www.writingforward.com/creative-writing/types-of-creative-
writing
Situate the craft essay in the sociopolitical context.
Objectives: 1. Identify creative writing of literary pieces they have read and enjoyed.
2. Recall people who are educated, writers, artists whom they have talked
with or encountered and inspired them to become creative.
3. Verbalize thoughts and feelings that show appreciation and creativity in a
person or a word of art or a natural phenomenon.
Initial Other Suggested
Task Read and analyze the local poem below “Takore” by Activities
Jasper Ian U. Felezmiño.
(Day
3)
Group Activity:
Concept Elaboration
Concept Extension
Work in groups of five and do the mood being set for each group
after reading the line of a song “Sirena” by Gloc9:
Source:file:///C:/Users/arvee/Desktop/2015-2016%20Visit
%20Sample%20Craft%20Essay.pdf
Concept Elaboration
https://docs.google.com/viewer?a=v&pid=sites&srcid=Y3BzZC51
c3xtcy1idXJiYW5rLXMtOHRoLWdyYWRlLWVsYS1jbGFzc3xneDoyOGE2
YTFjOTBlNWYzNmQ
What is a blog?
A blog (shortened from the phrase “weblog”) is known as
many things—a digital magazine, diary, newscast, collector’s
meeting place, a showcase for your art, information sharing,
teaching hub, place to learn and…well, almost anything you
want it to be. A typical blog combines text, images, videos
and links to relevant pages and media on the Web. Blog
readers can leave comments and communicate with the
blogger lifestyle
Make a list of your interests or hobbies. Which topics
fascinate you? List them all, for instance: golf, fishing, yoga,
playing games or cooking.
Given the steps how to start a group blog, you are now ready
to try creating it on your own.
https://www.google.com/search?q=poetry+blog+entry+rubric&tbm=isch&source=iu&ictx=1&fir=-BTUTlV-k7HrlM%253A%252CVbYCdmfae8tK0M%252C_&usg=__f6-nicWG0C6tjwHALZQBdzzxI9U
%3D&sa=X&ved=2ahUKEwj0gd33sK_cAhWEA4gKHZ7vAdgQ9QEwAHoECAQQBA#imgrc=sPHvDeQIGZSjYM:
Concept Elaboration
Conce
pt
Disco
very
Debriefing Question:
1.What are the possibilities of the intertextuality forms?
2.How can you identify the intertextual forms within the literary text
1. http://www.und.edu/instruct/weinstei/writejournal.htm
2. http://www.und.edu/instruct/weinstei/writejournal.htm
3. https://www.dlsweb.rmit.edu.au/lsu/content/2_assessmenttasks/assess_pdf/diffbet_re
portsessays.pdf
www.bicol-u.edu.ph