Assumption Iloilo

Gen. Luna St., Iloilo City

CURRICULUM GUIDE

JOURNALISM 7
CREATIVE WRITING
School Year 2015-2016

CONTENT STANDARDS: Learners are introduced to the world of creative writing. They are exposed to activities designed to facilitate their creative faculties and abilities.
They will learn to identify and use the elements that characterize good writing and build the competency skills that make writing clear. In the
process, they are expected to complete a series of creative assignments and projects which will guide them on the road to writing proficiency. In the
process of reading and writing poetry and fiction, learners will come to recognize the power of the written word and how it can change the way writers
and readers live their lives.

CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS FORMATION STANDARDS TRANSFER GOAL LEARNING COMPETENCIES
( KNOW ) ( DO ) ( BE )
FIRST QUARTER
THE WRITER’S BUSINESS

The learners… The learners… The learners… Learners in the long term The learners…
and on their own will be
able to…
A. Language Is Your Medium understand language as a present a skit showing how value the lives, memories, respond by analyzing and distinguish between literary
 What Is Language? communication tool learners explain language and words of people much interpreting the artistic language and everyday
 Grammar concepts to preschoolers different from theirs communications of others language
 Vocabulary look at the various language
components such as grammar, write three journal entries with read and respond to text in write sentences observing
 Idiomatic
Expressions vocabulary, idioms, as well as attached drafts showing the various genres for various correct grammatical structures
figures of speech different stages of the writing purposes
 Figures of Speech process use sense words to produce
explore the creative process effectively communicate with vivid descriptions of things and
B. Working Like a Writer through writing varied audiences and for situations
 Attitudes varied purposes while
 Imagination determine individual goals as displaying appropriate explain and use some of the
 Creativity a writer cultural and creative popular idioms in the English
understanding language
C. The Writing Process discover and put into practice
 Prewriting their own strategies for living
 Drafting a more creative life
 Revising
expand and refine vocabulary
 Editing and style resources
 Publishing
express an appreciation for
D. Keeping a Journal the goals and practices of
 Why Keep a Journal? writing
 What to Write in the
Journal explain and demonstrate the
 Getting Started importance of journal writing
 Keeping Up as a means to facilitate the
 What Will You Do creative writing process
with It All?
The learners…
A. What Is Poetry understand better what poetry
 Definition is and what kind of responses
 Value it invites from its readers
B. The Elements of Poetry look closely into the life, art
 The Nature of Poetry and craft, and context of a
 Line particular poet in the service
of understanding the
 Meter conversation taking place
 Rhyme among earlier and
 Sound Pattern contemporary poets
 Free Verse
identify and define the
primary elements of poetry:
rhythm, sound, image, and
voice, etc.
SECOND QUARTER
THE CONCERNS OF THE POET
The learners…
come up with a poetry portfolio
to include ten thoughtfully
revised poems, four of which
they are required to write
based on the provided weekly
writing exercises, and the
commented, on drafts—i.e.,
their peers comments and the
teacher’s own comments—of
these ten poems. Learners are
asked that they include the
drafts so that the teacher might
see the decisions they made as
poets
The learners…
make use of poetry to help
them deal with anger,
frustration, heartbreak,
headache, hopelessness,
isolation, depression, and
more
use poetry to celebrate what
is good and beautiful in life
willingly take risks with
language, both within and
outside of the classroom
Learners in the long term
and on their own will be
able to…
become a discriminating and
confident reader of poetry
read poetry with
understanding and enjoyment
distinguish various forms of
literature especially poetry in
terms of structure and content
so in the long run they may
construct their own work and
easily interpret messages
beyond the literal level they
encounter everyday making
them become effective
communicators
identify the different parts of
speech used in literary
selections
appraise the quality of journal
entries
complete weekly writing
assignments designed to
demonstrate comprehension of
and proficiency with creative
writing concepts
select journal entries for
development/revision
use multiple writing exercises
in journal writing to facilitate
the creative writing process
The learners…
read a wide range of poems
from different historical
periods, written in a wide
range of forms and styles
develop an early, critical
vocabulary with which
to talk about poetry
form their own informed tastes
and notions of what is
“skillful/beautiful/tasteful”
poetry
C. Practicing and Writing learn to articulate their ideas independently use their criticize the use of the primary
Poetry about poetry to better their learning of reading and elements of poetry
 Haiku peers and themselves as writing poetry to infer
 Sonnet poets meaning and interpret themes, create/produce manuscripts
 Limerick apply literary techniques in that employ the primary
explain the effects of the their own poetry, and use elements of poetry
primary elements of poetry poetry as a means of self-
 Ode awareness and expression conduct a poetry reading
 Ballad and analyze, evaluate, and
 Elegy critique the poems heard
 Lyric

D. Imagery and Symbolism

 Nature
 Purpose
 Analysis

E. Poetic Devices
 Alliteration
 Assonance
 Asyndeton
 Anaphora

THIRD QUARTER
THE CONCERNS OF THE PLAYWRIGHT

The learners… The learners… The learners Learners in the long term The learners
and on their own will be
able to…

express drama and theatre employ the concepts of

A. The Elements of Drama identify and define the complete a script working use plays to express their arts skills in a variety of literature to write their
 Nature primary elements of drama: through a process of workshops personal values as reflected performances, including plays, own original manuscripts
setting, characterization, and revisions to demonstrate in the theme of the story monologues, improvisation,
 Storytelling with
dialogue, plot, etc. comprehension of and purposeful movement, scenes, write basic scripts in a variety
People and Things
proficiency with playwriting design, technical of formats
 Characters
concepts and storytelling using
 Setting creative techniques craftsmanship, media,
are introduced to the ensemble works, and public analyze the dramatic
B. Dialogues fundamentals of developing speaking components in assigned films
 Principles and writing original scripts or TV shows
  Common Errors
demonstrate the basic employ the concepts of
concepts and techniques of literature to evaluate
C. Scriptwriting modern script writing critically the quality of their
 Terminologies, own manuscripts and the
Concepts, Themes manuscripts of others

 Developing Creative learn to critique their own make informed, critical revise manuscripts based upon
Concepts work and the work of others evaluations of theatrical the critical evaluations
by participating in writing performance from an received in writing workshops
 Describing Sight and workshops audience member
Sound and a participant point of analyze and critique their
 Approaches to identify and define the view, and develop a section’s script for the play
Developing Character primary elements of fiction: framework for making presentation
and Dialogue perspective, plot, informed theatrical
 Writing Scenes and characterization, choices
Exposition etc.
 Polishing, Editing
demonstrate a sense of
storytelling, particularly
through varied techniques

examine the basic tools in the

toolbox of storytelling: action,
description, dialogue, thought,
and exposition

FOURTH QUARTER
THE CONCERNS OF THE STORYTELLER

Learners in the long term

The learners… The learners… The learners… and on their own will be The learners…
able to…

A. The Elements of Fiction explain the effects of the produce original creative utilize the lessons in fiction to comprehend the story by employ the concepts of
 Character primary elements of fiction writing (short story or essay) enhance their ability to inferring and tracing the main literature to analyze the
 Plot applying academic and understand other people and idea, interpreting (“between texts of selected authors
  Point of View are exposed to exemplary professional ethics and to develop a deep morality the lines”), critically
 Setting texts by selected authors values consistent with the goals that cuts across religious and appraising, and making criticize the use of the primary
 Style and practices of writing political creeds personal connections elements of fiction
describe the major parts of an
 Theme essay create/produce manuscripts
that employ the primary
elements of fiction
B. Description survey the different kinds of immerse themselves into the write in various genres for write a variety of papers,
 Describing People essays world of fiction, realizing that various audiences in order to including a documented or
 Describing Things antisocial behavior is strongly explain (expository), entertain personal essay, read and
 Describing Events learn the different techniques condemned and punished (narrative/poem), argue respond critically to student
in writing good essays (persuasive), guide (technical), writing, and develop critical
Narration and Its Techniques and challenge (satirical) thinking skills
 Exposition
 Flashback carefully draft, write, edit,
 Foreshadowing and polish their and others’
writing to make it
 Signposts
publishable
Essay and Essay Writing
independently use their
 Definition learning of fiction writing to
 Nature plan a purposeful story arc,
 Structure develop meaningful and
 Kinds interesting characters, and
employ language that brings
events, characters, and
small moments to life for an
audience

independently use their

learning of writing an essay to
keep an open mind about
different sides of an argument
before choosing a side, focus
on research-based facts
and expert analysis when
gathering evidence, and
present a written argument in
a coherent and compelling
manner
References:

1. Earnshaw, S. (2007). The Handbook of Creative Writing. UK: Edinburgh University Press
2. Chomsky, N. (1986). Knowledge of Language: It’s Nature, Origin, and Use. United States of America: Greenwood Publishing Group, Inc.
3. Spiro, J. (1992). Creative Poetry Writing. UK: Oxford University Press
4. Dibell, H. (1988). Elements of Fiction Writing. USA: FW Publications
5. Fountain, T. (2007). So You Want To Be A Playwright?. Great Britain: Nick Hern Books Ltd