Daily Lesson Plan-CRUZ

Arellano University
ARELLANO UNIVERSITY- MALABON

ELISA ESGUERRA CAMPUS
Gen. Luna St. Bayan-Bayanan Malabon City
Tel./Fax # 932-5209
S.Y. 2021-2022
SENIOR HIGH SCHOOLFIRST SEMESTER
DAILY LESSON LOG

I
In
CREATIVE WRITING
Prepared by:
Ms. JUSTINE P. CRUZ

Subject Teacher
f
Daily School Arellano University- Elisa Esguerra Campus Grade Level Grade 11
Lesson Teacher Ms. Justine P. Cruz Learning Area English – Creative Writing
Log Teaching Dates August 2-6, 2021 Quarter / Semester First Quarter / First Semester
Monday Tuesday Wednesday Thursday Friday Saturday
(Asynchronous) (Synchronous) (Asynchronous) (Synchronous) (Asynchronous)
I. Objectives
Orientation week for GRADE 11-HUMSS 2P
A. Content Standard Parents Teachers Orientation
To Educate /orient the SHS To Educate /orient the To Educate /orient the SHS students For Grade 11
B. Performance To orient on class To select virtual
students on the Blended schedule SHS students on the Class Officers on the Learning Management System
Standards Learning Modalities Mission, Vision of the
C. Learning SY 2021-2022
AU, the core values, the
Competencies rules regulation of the
school, the bullying act
II. Content Checking of Virtual Class schedule for Minimum safety Election of virtual class Issuance of User Name and password
Attendance through online classes and requirements with Officer individually through messenger
III. Learning SY 2021-2022
Resources LMS G meet modular Learning protocols to be
Modality observed
1. Teacher’s Guide
Orientation on Blended Discussion of Mission,
pages Vision of the AU, the core
Learning Modalities
2. Learning Materials values, the rules regulation
3. Other References of the school, the bullying act
IV. Procedures
A.
Review/Motivation
B. Lesson Proper
V. Assessment
VI. Generalization
VII. Institutional Core
Values
Prepared by: Checked by: Reviewed by: Evaluated by: Noted by:
JUSTINE P. CRUZ JULIE M. ARRAS Anita H. Siroy JULAIDA C. DAVID MARIA LOURDES G. MUDLONG,
MAED
Creative Writing Teacher Grade 11 – Subject-Coordinator Assistant Principal Principal AVP
Date: _________________ Date: ___________________ Date: ___________________ Date: __________________ Date: ________________
Lesson Teacher Ms. Julie M. Arras Learning Area English – Creative Writing
Log Teaching Dates August 9-13 2021 Quarter / Semester First Quarter / First Semester
Monday Tuesday Wednesday Thursday Friday Saturday
I. Objectives
Subject Orientation week for GRADE 11-HUMSS 1P, 2P, 3P, 4P, 5P, 6P
A. Content Standard Parents Teachers Orientation
Meeting of the subject teachers with the students in their respective strand and section to orient. For Grade 11
B. Performance
 Blended
Standards Learning
 Importance of school enrollment during the pandemic
C. Learning Modalities
 Distance learning
Competencies  Class schedule
 Schedule of the subject online /virtually and modular
II. Content for online
 Requirement for promotion and grading system in their respective discipline classes
III. Learning  Modular
Resources learning
1. Teacher’s Guide modalities
pages  School rules and
regulations
2. Learning Materials  Health and
3. Other References safety measures
IV. Procedures
A. Review/Motivation
B. Lesson Proper
V. Assessment
VI. Generalization
VII. Institutional Core

Values
JUSTINE P. CRUZ JULIE M. ARRAS Anita H. Siroy JULAIDA C. DAVID MARIA LOURDES G. MUDLONG,
MAED
Date: _________________ Date: ___________________ Date: ___________________ Date: __________________ Date: ____________
Daily School Arellano University- Elisa Esguerra Campus Grade Level: Grade 11
Lesson Teacher Ms. Justine P. Cruz Learning Area: Creative Writing
Log Teaching Dates August 16-20 Quarter / Semester: First Quarter/ First Semester
Monday Tuesday Wednesday Thursday Friday
I. Objectives
Define Imaginative Writing based on Define Imaginative Writing based on Differentiate Imaginative writing from Identify the form of writing used in the Identify the form of writing used in the
I. Objectives
the given pictures. the given pictures. Technical and Academic Writing. given paragraph. given paragraph.
The learners have an understanding The learners have an understanding The learners have an understanding The learners have an understanding The learners have an understanding
A. Content Standard of imagery, diction, figures of of imagery, diction, figures of of imagery, diction, figures of of imagery, diction, figures of of imagery, diction, figures of
speech, and variations on language. speech, and variations on language. speech, and variations on language. speech, and variations on language. speech, and variations on language.
The learners shall be able to The learners shall be able to The learners shall be able to The learners shall be able to The learners shall be able to
produce short paragraphs or produce short paragraphs or produce short paragraphs or produce short paragraphs or produce short paragraphs or
B. Performance Standards vignettes using imagery, diction, vignettes using imagery, diction, vignettes using imagery, diction, vignettes using imagery, diction, vignettes using imagery, diction,
figures of speech, and specific figures of speech, and specific figures of speech, and specific figures of speech, and specific figures of speech, and specific
experiences. experiences. experiences. experiences. experiences.
Differentiate imaginative writing Differentiate imaginative writing Differentiate imaginative writing Differentiate imaginative writing Differentiate imaginative writing
C. Learning Competencies
from among other forms of writing. from among other forms of writing. from among other forms of writing. from among other forms of writing. from among other forms of writing.
Imaginative writing vs. technical Imaginative writing vs. technical Imaginative writing vs. technical Imaginative writing vs. technical Imaginative writing vs. technical
II. Content
/academic / other forms of writing /academic / other forms of writing /academic / other forms of writing /academic / other forms of writing /academic / other forms of writing
pdfcoffee.com_creative-writing- pdfcoffee.com_creative-writing- pdfcoffee.com_creative-writing- pdfcoffee.com_creative-writing- pdfcoffee.com_creative-writing-
III. Learning Resources
module-2-pdf-free.pdf module-2-pdf-free.pdf module-2-pdf-free.pdf module-2-pdf-free.pdf module-2-pdf-free.pdf
1. Teacher’s Guide pages Curriculum Guide Page 1 Curriculum Guide Page 1 Curriculum Guide Page 1 Curriculum Guide Page 1 Curriculum Guide Page 1
2. Learning Materials AU LMS Video Powerpoint AU LMS Video Powerpoint Concept Notes
https://pantheon.world/profile/person/ https://pantheon.world/profile/person/ https://pantheon.world/profile/person/ https://pantheon.world/profile/person/ https://pantheon.world/profile/person/
3. Other References
Kathryn_Bernardo Kathryn_Bernardo Kathryn_Bernardo Kathryn_Bernardo Kathryn_Bernardo
IV. Procedures
Motivation: Have some students to
Motivation: Observe and solve the
Review: Watch the video lesson in read their answers regarding the
A. Review/Motivation picture. Define the correct word based Review: Brief recall of previous lesson Review: Brief recall of previous lesson.
Learning Management System. difference between the 3 forms of
on the picture.
writing.
Show the definition and difference of Discuss the definition and difference of No lesson proper due to No lesson proper due to asynchronous
B. Lesson Proper Imaginative, Technical and Academic Imaginative, Technical and Academic asynchronous lesson proceed to Cite more examples and discuss further. lesson proceed to answering of
Writing through Video Lesson. Writing. answering of activities/assessments activities/assessments
Written Task: Differentiate
Performance Task: Identify the Written Task: Write the concept
Imaginative writing from Technical
V. Assessment WATCHING VIDEO Discussion of Concept Note. form of writing used. Write about Imaginative, Technical and
and Academic Writing by using the
Imaginative, Technical or Academic. Academic Writing.
table shown in the lesson.
Writing can be grouped into three basic forms: Technical Writing which conveys specific information about a technical subject to a specific audience for a specific purpose. Creative Writing which is a fiction –
VI. Generalization poetry, short stories, plays, and novels – and is most different from technical writing. Academic Writing which refers to the forms of expository and argumentative prose used by university students, faculty, and
researchers to convey a body of information about a particular subject. It is expected to be precise, semi-formal, impersonal, and objective.
VII. Institutional Core Competence, Humility, Integrity, Equity, Competence, Humility, Integrity, Equity, Competence, Humility, Integrity, Equity, Competence, Humility, Integrity, Equity, Competence, Humility, Integrity, Equity,
Values Fortitude, Stewardship Fortitude, Stewardship Fortitude, Stewardship Fortitude, Stewardship Fortitude, Stewardship
JUSTINE P. CRUZ JULIE M. ARRAS Anita H. Siroy JULAIDA C. DAVID MARIA LOURDES G. MUDLONG, MAED
ARELLANO UNIVERSITY MALABON
Tel/Fax # 932-5209
Name: ____________________________Grade Level_____ Strand / Section _______
Topic: Lesson 1 – Imaginative writing vs. technical /academic / other forms of writing)
I. Objectives:
1. Define Imaginative Writing based on the given pictures.
2. Differentiate Imaginative writing from Technical and Academic Writing.
3. Identify the form of writing used in the given paragraph.
II. References:
 pdfcoffee.com_creative-writing-module-2-pdf-free.pdf
 https://pantheon.world/profile/person/Kathryn_Bernardo
III. Teaching Procedures/ Strategies
A. DAILY ROUTINE
a. Prayer
b. Greetings
B. SIMPLE RECALL/ REVIEW
Ask the students the following:
1. Do you love writing?
2. What type of writing do you usually write?
C. MOTIVATION
Observe and solve the picture. Define the correct word based on the picture.
D.DEVELOPMENT OF THE LESSON
1. ACTIVITY: CONCEPT NOTE #1

Imaginative writing vs. technical /academic / other forms of writing
Writing can be grouped into three basic forms.
Technical Writing – conveys specific information about a technical subject to a specific audience for a specific purpose.
Examples: User manuals; software installation guides; company documents
Imaginative Writing – also known as Creative Writing expresses the writer’s thoughts and feelings in an imaginative and
often poetic way. It is fiction and is most different from technical writing.
Examples: poetry, short stories, plays, and novels.
Academic Writing –
refers to the forms of expository and argumentative prose used by university students, faculty, and researchers to convey a
body of information about a particular subject. It is expected to be precise, semi-formal, impersonal, and objective.
Example: Research, Essay, Biography
Imaginative Technical Academic

Audience General Public Boss, supervisor, team, committee, general public Professors, students
Emotion-oriented Assignment-oriented
Situation- oriented
To entertain To present results gained from
Purpose To teach how to use a device
To provoke feelings research
To describe procedures
To captivate the audiences To present a point-of-view
Uses graphs and lists Follows conventions
Artistic
Style Uses colors and varying fonts Adheres to the rules of style
Uses figurative language Informal
Formal guides Formal
Vocabular
General, Evocative Specialized Specialized
y
2. ANALYSIS
Directions: Ask the students to differentiate Imaginative writing from Technical and Academic Writing by using the table above.
3. ABSTRACTION:
Technical Writing conveys specific information about a technical subject to a specific audience for a specific purpose. Creative
Writing is a fiction – poetry, short stories, plays, and novels – and is most different from technical writing. Academic Writing refers to
the forms of expository and argumentative prose used by university students, faculty, and researchers.
V. APPLICATION/ASSESSMENT:
Directions: Identify the form of writing used.
1. ___________ Kathryn Chandria Manuel Bernardo (born March 26, 1996) is a Filipina actress who became known for
her role as Mara in the TV series Mara Clara (2010–2011). People Asia hailed her as the box office queen of her
generation.
2. ____________ Input all desired dice at the top of the cylindrical tower. Dice will exit at table level through the aperture.
3. _____________ ‘The Shepherds’ Swains shall dance and sing. For thy delight each May-morning: If these delights thy
mind may move, Then live with me, and be my love.’ – Christopher Marlowe
4. _____________ The Retlas app, available on Android and iPhone, allows Retlas DM owners to set dice-rolling time on
their mobile device. Simply pair your device with your Retlas DM, input the desired length of time, then press “Start” on
the Retlas app.
5. ______________ The study shows that people are able to harm others intentionally if ordered to do so. It provides
evidence that this dynamic is far more important than previously believed, and that personal ethics are less predictive of
such behavior.
Log Teaching Dates August 23-27 Quarter / Semester First Quarter/ First Semester
Activate human senses in formulating Activate human senses in formulating Use specific experiences in writing Appreciate the essence of activating the Appreciate the essence of activating the
I. Objectives creative ideas creative ideas creatively human senses in expressing creative human senses in expressing creative
ideas ideas
The learners have an understanding The learners have an understanding The learners have an understanding The learners have an understanding The learners have an understanding
A. Content Standard of imagery, diction, figures of of imagery, diction, figures of speech of imagery, diction, figures of speech of imagery, diction, figures of speech of imagery, diction, figures of speec
speech and variations on language and variations on language and variations on language and variations on language and variations on language
The learners shall be able to The learners shall be able to produce The learners shall be able to produce The learners shall be able to produce The learners shall be able to
produce short paragraphs or short paragraphs or vignettes using short paragraphs or vignettes using short paragraphs or vignettes using produce short paragraphs or
B. Performance
vignettes using imagery, diction, imagery, diction, figures of speech, imagery, diction, figures of speech, imagery, diction, figures of speech, vignettes using imagery, diction,
Standards
figures of speech, and specific and specific experiences and specific experiences and specific experiences figures of speech, and specific
experiences experiences
1. Activate human senses in 1. Activate human senses in 1. Activate human senses in 1. Activate human senses in 1. Activate human senses in
formulating creative ideas formulating creative ideas formulating creative ideas formulating creative ideas formulating creative ideas
2. Use specific experiences in 2. Use specific experiences in writing 2. Use specific experiences in writing 2. Use specific experiences in writing 2. Use specific experiences in writin
C. Learning writing creatively creatively creatively creatively creatively
Competencies 3. Appreciate the essence of 3. Appreciate the essence of 3. Appreciate the essence of 3. Appreciate the essence of 3. Appreciate the essence of
activating the human senses in activating the human senses in activating the human senses in activating the human senses in activating the human senses in
expressing creative ideas expressing creative ideas expressing creative ideas expressing creative ideas expressing creative ideas
II. Content Sensory Experience, Imagery Sensory Experience, Imagery Sensory Experience, Imagery Sensory Experience, Imagery Sensory Experience, Imagery
III. Learning Resources https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative-
writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html
3. Other References Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High
School Series School Series School Series School Series School Series
IV. Procedures
A. Review/Motivation Ask the students what kind of Ask the students what kind of Ask the students what kind of Ask the students what kind of Ask the students what kind of
writing do you want to create and writing do you want to create and writing do you want to create and writing do you want to create and writing do you want to create and
why? why? why? why? why?
B. Lesson Proper Checking of activities/concept notes Video Presentation Discussion of the lesson Discussion of the lesson Discussion of the lesson
V. Assessment WATCHING VIDEO Discussion of Concept Note. Identify the words/phrases in the Identify the words/phrases in the Write the concept about Sensory
text that show sensory details text that show sensory details Experience, Imagery.
VI. Generalization Writers employ the five senses to engage a reader's interest. When sensory details are used, your readers can personally experience whatever you're trying to describe, reminding them of the
own experiences, giving your writing a universal feel.
VII. Institutional Core Competence, Humility, Integrity, Competence, Humility, Integrity, Competence, Humility, Integrity, Competence, Humility, Integrity, Competence, Humility, Integrity,
Tel/Fax # 932-5209
Name: ____________________________Grade Level_____ Strand / Section ______
Topic: Lesson 2 – Sensory Experience, Imagery

I. Objectives:
1. Activate human senses in formulating creative ideas
2. Use specific experiences in writing creatively
3. Appreciate the essence of activating the human senses in expressing creative ideas
II. References: https://pdfcoffee.com/creative-writing-module-2-pdf-free.html

A. DAILY ROUTINE
a. Prayer
b. Greetings
Ask the students the following questions:
1. What kind of writing do you want to create and why?
C. MOTIVATION
Activity 1: Recall any of the following scenarios
1. Your first day of school as a grade 11 student
2. A terrible day
3. A joyful Christmas Eve
Follow up questions:
 How old were you then?
 What feeling was dominant on that day?
 Can you vividly recall that moment?
Sensory Language is the language that connects to the five main senses (sight, smell, hearing, touch and
taste)
Sensory Experience in literature, is defined as the literary device that makes use of imagery to enliven the
five basic human senses. Description encourages a more concrete or sensory experience of a subject, one
that allows the reader to transport himself or herself into a scene.
Language in Creative Writing

Imagery refers to the use of vivid or figurative language to represent objects, actions, places, or ideas. It is a
painting with words. A well written description should arouse a particular response or emotion in the reader’s
imagination. Often, imagery is built on other literary devices, such as simile or metaphor, as the author uses
comparisons to appeal to our senses.
Examples of Imagery:
1. I could hear the popping and crackling as mom dropped the bacon into the frying pan, and soon the salty,
greasy smell wafted toward me.
2.Glittering white, the blanket of snow covered everything in sight.
2. ANALYSIS
DIRECTIONS: From the sentence below, choose the one which is more appealing to you. Explain
why.
1. Her hair is pretty and long.
2. Her shiny jet-black hair reaches her waist.
1. Her perfume smells like chocolate but sweeter.

2. Her perfume smells good.
3. ABSTRACTION:
Writers employ the five senses to engage a reader's interest. When sensory details are used, your
readers can personally experience whatever you're trying to describe, reminding them of their
own experiences, giving your writing a universal feel.
DIRECTIONS: Identify the words/phrases in the text that show sensory details for the following.
Example Text:
Grandmother Workman lurched over and grabbed the pale skin of Randal’s thin forearm with her leathery hand.
The folds and creases beneath her skin coiled themselves out like electrical wiring, like the bloated, roughly-
textured relief map of the world that his mother just posted above his bedside table. Randal looked ahead toward
the winding spiral staircase, fidgeted with a small hole in his baseball jersey, and bit his lip. His mouth filled with the
sweet, coppery taste of blood as she leaned in closely toward him, breathing her hot breath on the damp hair at the
base of his neck. She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep staircase, the
only sound was his grandmothers’ labored breathing and the mournful creak of the wooden stairs.
1. Sight
2. Sound
3. Smell
4. Touch
5. Taste
Remarks:
Daily School Arellano University - Elisa Esguerra Campus Grade Level Grade 11
Log Teaching Dates August 30 – Sep. 3, 2021 Quarter / Semester First Quarter / First Semester
I. Objectives Define Imagery, Diction and Figures Define Imagery, Diction and Figures Write different texts with excellent Write literary descriptions through Write literary descriptions through making
of Speech. of Speech. use of imagery, diction and figures of making sense of pictures or songs sense of pictures or songs
speech.
A. Content Standard The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of using
using imagery, diction, figures of using imagery, diction, figures of using imagery, diction, figures of using imagery, diction, figures of imagery, diction, figures of speech, and
speech, and variations of language speech, and variations of language speech, and variations of language speech, and variations of language variations of language used in creative
used in creative writing. used in creative writing. used in creative writing. used in creative writing. writing.
B. Performance The learner produces short The learner produces short The learner produces short The learner produces short paragraphs The learner produces short paragraphs or
Standards paragraphs or vignettes using paragraphs or vignettes using paragraphs or vignettes using or vignettes using imagery, diction, vignettes using imagery, diction, figures of
imagery, diction, figures of speech, imagery, diction, figures of speech, imagery, diction, figures of speech, figures of speech, and variations of speech, and variations of language.
and variations of language. and variations of language. and variations of language. language.
C. Learning The learner determines the The learner determines the imagery, The learner determines the imagery, The learner determines the imagery, The learner determines the imagery,
Competencies imagery, diction and language used diction and language used in diction and language used in diction and language used in diction and language used in paragraphs.
in paragraphs. paragraphs. paragraphs. paragraphs.
II. Content Concept Note No. 3 Concept Note No. 3 Concept Note No. 3 Concept Note No. 3 Concept Note No. 3
III. Learning https://www.litcharts.com/literary- https://www.litcharts.com/literary- https://www.litcharts.com/literary- https://www.litcharts.com/literary- https://www.litcharts.com/literary-
Resources devices-and-terms devices-and-terms devices-and-terms devices-and-terms devices-and-terms
1.Teacher’s Guide pages Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1
2. Learning Materials PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
3. Other References https://www.litcharts.com/literary- https://www.litcharts.com/literary- https://www.litcharts.com/literary- https://www.litcharts.com/literary- https://www.litcharts.com/literary-
devices-and-terms devices-and-terms devices-and-terms devices-and-terms devices-and-terms
http://shsph.blogspot.com/ http://shsph.blogspot.com/ http://shsph.blogspot.com/ http://shsph.blogspot.com/ http://shsph.blogspot.com/
IV. Procedures Activities Video Presentation Activities Video Presentation Activities
A. Review/Motivation Describe the picture in your own Describe the picture in your own Describe the picture in your own Describe the picture in your own Describe the picture in your own words.
words. words. words. words.
B. Lesson Proper Discussion of the topic “Imagery, Discussion of the topic “Imagery, Discussion of the topic “Imagery, Discussion of the topic “Imagery, Discussion of the topic “Imagery, Figures of
Figures of Speech, Diction” Figures of Speech, Diction” Figures of Speech, Diction” Figures of Speech, Diction” Speech, Diction”
V. Assessment WATCHING VIDEO Concept Note. 3 Describe the picture. Describe the picture. Write the concept note.3
VI. Generalization Imagery - as a general term covers the use of language to represent objects, actions, feelings, thoughts, ideas, states of mind and any sensory experience. It is a figurative language used to appeal to the
senses through vivid descriptive language. Imagery creates mental pictures in the reader as they read the text.
Diction - refers to the selection of words in a literary work. A work’s diction forms one of its centrally important literary elements as writers use words to convey action, reveal character, imply attitudes,
identify themes, and suggest values. It includes the formality of the language, the emotional content, the imagery, the specificity, and the sounds of the words.
Figures of speech are words or phrases used in a non-literal sense for rhetorical or vivid effect.
VII. Institutional Core Competence, Humility, Integrity Competence, Humility, Integrity Competence, Humility, Integrity Competence, Humility, Integrity Competence, Humility, Integrity Equity,
Values Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship Fortitude, Stewardship
ARELLANO UNIVERSITY – MALABON
Gen. Luna St. Brgy. Bayan – Bayanan Malabon City
Telfax # 8932-52-09
Topic: Imagery, Diction and Figures of Speech

I. OBJECTIVES:
At the end of the discussion, the students will be able to:
a. Define Imagery, Diction and Figures of Speech.
b. Write different texts with excellent use of imagery, diction and figures of speech.
c. Write literary descriptions through making sense of pictures or songs.
II. References: • Literary Devices and Terms - Definitions and Examples | LitCharts
• Senior High School Philippines (shsph.blogspot.com)

A. DAILY ROUTINE
a. Prayer
b. Greetings

1. What are the different forms of writing?
2. What is sensory experience?
C. MOTIVATION
In your own words, describe what is in the picture.
IV. Development of the Lesson.

1. Activity: Concept Note No. 3: Imagery, Diction and Figures of Speech
Imagery as a general term covers the use of language to represent objects, actions, feelings,
thoughts, ideas, states of mind and any sensory experience. It is a figurative language used to appeal to
the senses through vivid descriptive language. Imagery creates mental pictures in the reader as they
read the text.
Example:
An excerpt from Peter Redgrove’s Lazarus and the Sea contains imagery:
The tide of my death came whispering like this
Soiling my body with its tireless voice.
I scented the antique moistures when they sharpened
The air of my room, made the rough wood of my bed, (most dear),
Standing out like roots in my tall grave.
Diction refers to the selection of words in a literary work. A work’s diction forms one of its
centrally important literary elements as writers use words to convey action, reveal character, imply
attitudes, identify themes, and suggest values. It includes the formality of the language, the emotional
content, the imagery, the specificity, and the sounds of the words.
Example:
“I prize thy love more than whole mines of gold,
Or all the riches that East doth hold.”
- Anne Bradstreet, “To My Dear and Loving Husband”
• The use of antiquated words such as “thy” instead of “your” and “doth” instead of “do” gives the
poem a formal diction.
• These antiquated words are considered grand, elevated, and sophisticated language.
Figures of speech are words or phrases used in a non-literal sense for rhetorical or vivid effect.
The most common figures of speech are simile, metaphor, onomatopoeia, personification, apostrophe,
hyperbole, synecdoche, metonymy, oxymoron, and paradox.
1. Simile – a stated comparison (formed with “like” or “as” between two fundamentally dissimilar
things that have certain qualities in common.
Example: “Does it dry up like a raisin in the sun?” – Langston Hughes, “Harlem”
2. Metaphor – an implied comparison between two unlike things that have something in common.
Example: “Hope is the thing with feathers – That perches in the soul –” - Emily Dickinson, “Hope
is the Thing with Feathers”
3. Onomatopoeia – uses words that imitate sounds associated with objects or actions.
Example: “The crooked skirt swinging, whack by whack by whack.” - James Joyce, “Ulysses”
4. Personification – endows human qualities or abilities to inanimate objects or abstraction.
Example: “Ah, William, we’re wary of the weather,” said the sunflowers shining with dew. –
William Blake, “Two Sunflowers Move in the Yellow Room”
5. Apostrophe – is addressing an absent person or thing that is an abstract, inanimate, or
inexistent character.
Example: “Death be not proud, though some have called thee.” - John Donne, “Death Be Not
Proud”
6. Hyperbole – a figure of speech which contains an exaggeration for emphasis.
Example: “To make enough noise to wake the dead.” – R. Davies, “What’s Bred in the Bone”
7. Synecdoche – a figure of speech in which the part stands for the whole, and thus something
else is understood within the thing mentioned.
Example: “Give us this day our daily bread” *Bread stands for the meals taken each day.
8. Metonymy – a figure of speech in which the name of an attribute or a thing is substituted for
the thing itself.
Example: “Friends, Romans, countrymen, lend me your ears.” – William Shakespeare, “Julius
Caesar” *Lend me your ears = to pay attention; to listen
9. Oxymoron – a figure of speech which combines incongruous and apparently contradictory
words and meanings for a special effect.
Example: “Here’s much to do with hate, but more with love. Why then, O brawling love! O loving
hate! O anything! of nothing first create! O heavy lightness! serious vanity! Mis-shapen chaos of well-
seeming forms!” - William Shakespeare, “Romeo and Juliet”
10. Paradox – a statement which seems on its face to be logically contradictory or absurd yet
turns out to be interpretable in a way that makes sense.
Example: “One short sleep past, we wake eternally And death shall be no more; Death, thou shalt
die.” - John Donne, “Death Be Not Proud”
V. ASSESSMENT
Asynchronous
Describe the picture
Using the picture, write down 10 sentences that

makes use of different figures of speech to describe
it or some parts of it.
Log Teaching Dates Sep. 6-10, 2021 Quarter / Semester First Quarter / First Semester
I. Objectives Monday Tuesday Wednesday Thursday Friday
Name famous local and Appreciate the works of local Appreciate the works of local Analyze the literary text and its
I. Objectives Analyze the literary text and its author
foreign writers and their works and foreign writers and foreign writers author
A. Content Standard The learner acquires The learner acquires The learner acquires The learner acquires knowledge of The learner acquires knowledge of using imagery,
knowledge of using imagery, knowledge of using imagery, knowledge of using imagery, using imagery, diction, figures of diction, figures of speech, and variations of
diction, figures of speech, and diction, figures of speech, and diction, figures of speech, and speech, and variations of language language used in creative writing.
variations of language used in variations of language used in variations of language used in used in creative writing.
creative writing. creative writing. creative writing.
B. Performance The learner produces short The learner produces short The learner produces short The learner produces short The learner produces short paragraphs or vignettes
Standards paragraphs or vignettes using paragraphs or vignettes using paragraphs or vignettes using paragraphs or vignettes using using imagery, diction, figures of speech, and
imagery, diction, figures of imagery, diction, figures of imagery, diction, figures of imagery, diction, figures of speech, variations of language.
speech, and variations of speech, and variations of speech, and variations of and variations of language.
language. language. language.
C. Learning Read closely as writers with a Read closely as writers with a Read closely as writers with a Read closely as writers with a Read closely as writers with a
Competencies consciousness of craft consciousness of craft consciousness of craft consciousness of craft consciousness of craft
II. Content Sample works of well-known Sample works of well-known Sample works of well-known Sample works of well-known local Sample works of well-known local and foreign
local and foreign writers local and foreign writers local and foreign writers and foreign writers writers
III. Learning https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative-writing-module-2-pdf-
Resources writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html free.html
1.Teacher’s Guide Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1
pages
3. Other References
A. Review/Motivation Review: Watch the video Present pictures of famous Review: Brief recall of Describe the picture in your own Describe the picture in your own words.
lesson in Learning books and ask them if they previous lesson words.
Management System. know the author.
B. Lesson Proper No lesson proper due to
Discussion of the topic
Show well-known authors and asynchronous lesson proceed Cite more examples and discuss No lesson proper due to asynchronous lesson proceed to
“Imagery, Figures of Speech,
their works through video lesson. to answering of further. answering of activities/assessments
Diction”
activities/assessments
V. Assessment Choose one of Jose Rizal’s Choose one of Jose Rizal’s Choose one of Jose Rizal’s work
WATCHING VIDEO Write the concept note. 4
work and summarize it work and summarize it and summarize it
VI. Generalization James Augustine Aloysius Joyce was an Irish novelist, short story writer, and poet. James Augustine Aloysius Joyce was an Irish novelist, short story writer, and poet.
William Timothy "Tim" O'Brien is an American novelist best known for his work of fiction William Timothy "Tim" O'Brien is an American novelist best known for his work of fiction
Joanne "Jo" Rowling, OBE, FRSL pen names J. K. Rowling and Robert Galbraith, is a Joanne "Jo" Rowling, OBE, FRSL pen names J. K. Rowling and Robert Galbraith, is a
British novelist, screenwriter and film producer best known as the author of the Harry Potter Series British novelist, screenwriter and film producer best known as the author of the Harry
Potter Series
VII. Institutional Core Competence, Humility, Competence, Humility, Competence, Humility, Integrity Competence, Humility, Integrity Competence, Humility, Integrity Equity, Fortitude,
Values Integrity Equity, Fortitude, Integrity Equity, Fortitude, Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship Stewardship
Stewardship Stewardship
Tel/Fax # 932-5209
Topic: Lesson 4 – Sample works of well-known local and foreign writer
I. Objectives:
1. Name famous local and foreign writers and their works
2. Appreciate the works of local and foreign writers
3. Analyze the literary text and its author
A. DAILY ROUTINE
a. Prayer
b. Greetings
1. Recite one figure of speech and give an example
C. MOTIVATION
Activity 1: Present pictures of famous books and ask them if they know the author

Local Writers:
Samples of Genre and its author

Dahong Palay Short Story Arturo Rotar
Dahong Guinto Book of Poetry JC de Jesus (Huseng Sisiw)
Walang Sugat Novel Severino Reyes (Lola Basyang)
Dead Stars Short Story Paz Marquez- Benitez
My Last Farewell Poem Dr. Jose Rizal
My Mother Poem Juan F. Salazar
A Child of Sorrow Novel Zoilo Galang
Jose Rizal- He was a prolific poet, essayist, and novelist whose most famous works were his two novels, Noli Me
Tángere and its sequel, El filibusterismo. These social commentaries during the Spanish colonization of the country formed
the nucleus of literature that inspired peaceful reformists and armed revolutionaries alike.
José Cecilio Corazón de Jesús (November 22, 1894 – May 26, 1932), also known by his pen name Huseng Batute,
was a Filipino poet who used Tagalog poetry to express the Filipinos' desire for independence during the American
occupation of the Philippines, a period that lasted from 1901 to 1946.
Foreign Writers:
James Joyce (2 February 1882 – 13 January 1941) James Augustine Aloysius Joyce was an Irish novelist, short story
writer, and poet. He contributed to the modernist avant-garde and is regarded as one of the most influential and important
authors of the 20th century. Joyce is best known for Ulysses(1922)
Tim O’Brien (born October 1, 1946) William Timothy "Tim" O'Brien is an American novelist best known for his work
of fiction, The Things They Carried (1990) a critically acclaimed collection of semi-autobiographical, interrelated short
stories inspired by O'Brien's experiences in the Vietnam War.
JK Rowling (born 31 July 1965), Joanne "Jo" Rowling, OBE, FRSL pen names J. K. Rowling and Robert Galbraith, is a
British novelist, screenwriter and film producer best known as the author of the Harry Potter series
2. ANALYSIS
DIRECTIONS: Search and list the works of your favorite writer
3. ABSTRACTION:
James Augustine Aloysius Joyce was an Irish novelist, short story writer, and poet.
William Timothy "Tim" O'Brien is an American novelist best known for his work of fiction
Joanne "Jo" Rowling, OBE, FRSL pen names J. K. Rowling and Robert Galbraith, is a
British novelist, screenwriter and film producer best known as the author of the Harry Potter Series
Direction: Choose one of Jose Rizal’s work and summarize it.
Daily School Arellano University - Elisa Esguerra Grade Level Grade 11
Lesson Campus
Log Teacher Ms. Justine P. Cruz Learning Area English – Creative Writing
Teaching Dates Sep.20-24, 2021 Quarter / Semester First Quarter / First Semester
Demonstrate an Demonstrate an Identify the various elements,
Analyze and identify the essential elements
understanding of Theme and understanding of Theme and techniques, and literary devices Analyze and identify the essential elements of poetry;
I. Objectives of poetry; Theme of Tone of the given
Tone in poetry. Tone in poetry. in specific forms of poetry Theme of Tone of the given poem
poem
A. Content Standard Demonstrates Demonstrates Demonstrates understanding Demonstrates understanding of poetry Demonstrates understanding of poetry as a genre
understanding of poetry as understanding of poetry as of poetry as a genre and how as a genre and how to analyze its and how to analyze its elements and techniques.
a genre and how to a genre and how to to analyze its elements and elements and techniques.
analyze its elements and analyze its elements and techniques.
techniques. techniques.
B. Performance Analyze and identify the Analyze and identify the Analyze and identify the Analyze and identify the essential Analyze and identify the essential elements of
Standards essential elements of essential elements of essential elements of poetry; elements of poetry; Theme of Tone of poetry; Theme of Tone of the given poem.
poetry; Theme of Tone of poetry; Theme of Tone of Theme of Tone of the given the given poem.
the given poem. the given poem. poem.
C. Learning Identify the various Identify the various Identify the various elements, Identify the various elements, Identify the various elements, techniques, and
Competencies elements, techniques, and elements, techniques, and techniques, and literary techniques, and literary devices in literary devices in poetry
literary devices in poetry literary devices in poetry devices in poetry poetry
II. Content Essential Elements of Essential Elements of Essential Elements of Genre Essential Elements of Genre (Theme Essential Elements of Genre (Theme and Tone)
Genre (Theme and Tone) Genre (Theme and Tone) (Theme and Tone) and Tone)
2. Learning Materials AU-LMS PowerPoint Presentation AU-LMS PowerPoint Presentation AU-LMS
3. Other References
IV. Procedures
A. Review/Motivation Review of the previous Read and interpret the Interpret the given quote Review the lesson and summarize by Recall this week’s lesson “Essential Elements of
lesson “Sample works of given quote. about Poetry and give their writing in subject journal. genre: Theme and Tone’
well-known local and thoughts and insights about
foreign writers”. the quote.
B. Lesson Proper No lesson proper due to
Show the definition of
asynchronous lesson proceed No lesson proper due to asynchronous lesson proceed to
poetry, theme and tone Discussion of the topic. Cite more examples and discuss further.
to answering of answering of activities/assessments
through video lesson.
V. Assessment Cite 5 poems and give the Cite 5 poems and give the Read the poem, “The Road Not Taken” Write Concept note about Essential Elements of
Watch video lesson Theme and Tone of it. Theme and Tone of it.it by Robert Frost and answer the Genre (Theme and Tone)
following questions.
VI. Generalization Poetry has essential elements; theme and tone that help to produce meaning. Augustine Aloysius Joyce was an Irish novelist, short story writer, and poet.
Theme has underlying meaning it can be directly or indirect. William Timothy "Tim" O'Brien is an American novelist best known for his work of fiction
Tone is generally conveyed through the choice of words or the viewpoint of the writer. Joanne "Jo" Rowling, OBE, FRSL pen names J. K. Rowling and Robert Galbraith, is a
British novelist, screenwriter and film producer best known as the author of the Harry Potter
Series
VII. Institutional Core Competence, Humility, Competence, Humility, Competence, Humility, Competence, Humility, Integrity Equity, Competence, Humility, Integrity Equity, Fortitude,
Values Integrity Equity, Fortitude, Integrity Equity, Fortitude, Integrity Equity, Fortitude, Fortitude, Stewardship Stewardship
Stewardship Stewardship Stewardship
Telfax # 8932-52-09
Topic: Lesson 5– Elements of Genre in Poetry (Essential Elements: Theme and Tone)
I. Objectives:
1. Demonstrate an understanding of Theme and Tone in poetry.
2. identify the various elements, techniques, and literary devices in specific forms of poetry
3. Analyze and identify the essential elements of poetry; Theme of Tone of the given poem.
II. References: Rafael B. Lacson Memorial High, Teachers Guide in Creative Writing, pp. 11-12
Creative Writing Curriculum Guide, page 1.
A. DAILY ROUTINE
a. Prayer
b. Greetings
Review of the previous lesson “Sample works of well-known local and foreign writers”
C. MOTIVATION
Read and interpret the given quote. Give your thoughts and idea about this.
” We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human
race. And the human race is filled with passion, and medicine, law, business, engineering, these are noble pursuits and
necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for.” - Dead Poets Society
Poetry is considered to be the oldest form of literature. It started as spoken by our forefathers but modern poetry is written
but sometimes, also performed. It is a form of literature that uses aesthetic and rhythmic qualities of language to evoke
meanings. Poetry has elements that help it produce meaning.
Theme- defined as a main idea or an underlying meaning of a literary work that may be stated directly or indirectly.
There are two levels of meaning to consider:
1 The literal, surface subject of the poem – often an event, a situation, a person, an experience, an observation, a story, or
a description.
2 The underlying meaning or theme of the poem, which is usually more abstract – an idea, a feeling or belief.
Tone- is an attitude of a writer toward a subject or an audience. The Tone of the poem reflects the attitude of the poet
towards the subject matter. The mood and atmosphere of the poem refer to the general feeling or emotion of the poem
which is created by the poet’s tone, and the language, imagery and sound of the poem. A poem’s tone is also dynamic. It
sometimes changes as the poem progresses.
2. ANALYSIS
Directions: Cite 5 poems and give the Theme and Tone of it.
Title and Author of the Poem Theme of the Poem Tone of the Poem
1.
2.
3.
4.
5.
4. ABSTRACTION:
 Poetry has essential elements; theme and tone that help to produce meaning.
 Theme has underlying meaning it can be directly or indirect.
 Tone is generally conveyed through the choice of words or the viewpoint of the writer.
Directions: Read the poem, “The Road Not Taken” by Robert Frost and answer the following questions below.
Questions:
1. The word that best describes the tone of this poem is:
a. inspired b. frustrated c. sympathetic d. anxious
2. The word that best describes the mood of this poem is:
a. realistic b. sorrowful c. cautious d. surprising
3. Tell me in your own words what you think the theme (central meaning or lesson in life) of this poem is:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Log Teaching Dates Sept 27-Oct 1 Quarter / Semester First Quarter / First Semester
I. Objectives Identify haiku, diona and tanaga Differentiate the three examples of Differentiate the three examples of Differentiate the three examples of Create their own haiku, diona and
conventional forms conventional forms conventional forms tanaga
A. Content Standard The learners have an understanding The learners have an understanding The learners have an understanding The learners have an understanding The learners have an understanding of
of poetry as a genre and how to of poetry as a genre and how to of poetry as a genre and how to of poetry as a genre and how to poetry as a genre and how to analyze
analyze its elements and techniques. analyze its elements and techniques. analyze its elements and techniques. analyze its elements and techniques. its elements and techniques.
B. Performance The learners shall be able to produce The learners shall be able to produce The learners shall be able to produce The learners shall be able to produce The learners shall be able to produce a
Standards a short, well-crafted poem a short, well-crafted poem a short, well-crafted poem a short, well-crafted poem short, well-crafted poem
C. Learning write a short poem applying the write a short poem applying the write a short poem applying the write a short poem applying the write a short poem applying the
Competencies various elements, techniques, various elements, techniques, various elements, techniques, various elements, techniques, various elements, techniques,
and literary devices and literary devices and literary devices and literary devices and literary devices
. . . . .
II. Content Elements for specific forms Elements for specific forms Elements for specific forms Elements for specific forms Elements for specific forms
(conventional forms) (conventional forms) (conventional forms) (conventional forms) (conventional forms)
III. Learning Resources Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High
2. Learning Materials AU-LMS PowerPoint Presentation AU-LMS PowerPoint Presentation AU-LMS
3. Other References
IV. Procedures
Motivation: Ask the students what is
the relation of Japan to Philippines.
Review: Watch the video lesson in Discuss to them that we were able to Review: Brief recall of previous Motivation: Check the last activity
A. Review/Motivation Review: Brief recall of previous lesson.
Learning Management System. adopt also some literature from lesson and explain each answer.
Japan specifically when it comes to
poetry
B. Lesson Proper Show the definition and difference of No lesson proper due to No lesson proper due to asynchronous
Discuss the definition and difference Cite more examples and discuss
Imaginative, Technical and Academic asynchronous lesson proceed to lesson proceed to answering of
of Haiku, Diona and Tanaga. further.
Writing through Video Lesson. answering of activities/assessments activities/assessments
Performance Task: Unleash the
Filipino Writer Within
Directions:
a. From the subject matters indicated
Short Quiz: Directions: Identify if the Written Task: Write the concept about
V. Assessment WATCHING VIDEO Discussion of Concept Note. to the right, write one tanaga.
poem is haiku, tanaga or diona Haiku, Diona and Tanaga.
b. Write a diona based on the mood
you wanted to express! A diona is a
traditional hugot in three lines.
Observe the correct format.
VI. Generalization Haiku a Japanese poem of seventeen syllables, in three lines of five, seven, and five, traditionally evoking images of the natural world. Tanaga consists of four lines with seven syllables each with the same
rhyme at the end of each line. Diona is a pre-Hispanic rhyming poem of three lines with seven syllables in each line expressing a complete thought.
Tel/Fax # 932-5209
Topic: Lesson 6 – Conventional Forms
I. Objectives:
1. Identify haiku, diona and tanaga
2. Differentiate the three examples of conventional forms
3. Create their own haiku, diona and tanaga
II. References: Creative Writing; DIWA Senior High School Series

A. DAILY ROUTINE
a. Prayer
b. Greetings

1. What are the two essential elements of a poem
C. MOTIVATION
Activity 1: Ask the students what is the relation of Japan to Philippines
Discuss to them that we were able to adopt also some literature from Japan specifically when it
comes to poetry
Haiku- Adapted from the Japanese, haiku comes to you as tercet (three lines) with a total of 17
syllables distributed over 3 lines in a 5-7-5 syllabic pattern. Haiku has no rhyme.
“The Old Pond” by Matsuo Bashō

An old silent pond
A frog jumps into the pond—
Splash! Silence again.
Tanaga is an indigenous type of Filipino short poem that is used traditionally in the Tagalog
language to impart lessons and reminders of our folks to young people. The poetic art uses
four (4) lines (quatrain) with each line having seven (7) syllables only.
Ang katoto kapag tunay hindi
ngiti ang pang-alay kundi isang
katapatan
ng mataus na pagdamay.
(KAIBIGAN ni Emelita Perez Baes)
Diona is an indigenous type of Filipino short poem that consists of seven syllables in each line.
There are three lines in each stanza with a single rhyme.
Ang payong ko’y si inay

Kapote ko si itay
Sa maulan kong buhay
(Raymond Pambit)
2. ANALYSIS
DIRECTIONS: Identify if the poem is haiku, tanaga or diona
Palay siyang matino, Aanhin ang yamang Saudi,

Nang humangi’y yumuko; O yen ng Japayuki
Nguni’t muling tumayo Kung wala ka sa tabi
Nagkabunga ng ginto (Fernando Gonzales)
(PALAY ni Ildefonso Santos) 1.______________
Wala iyan sa pabalat 4.___________________
at sa puso nakatatak,
nadarama’t nalalasap
ang pag-ibig na matapat Picking up pebbles
2.______________ Or seashells strewn on soft sand
(PAG-IBIG ni Emelita Perez Baes)
Pure relaxation.
A mountain village (Paul Holmes)
under the piled-up snow
the sound of water. 5.____________________
(Masaoka Shiki) 3. ________________
3. ABSTRACTION:
Haiku a Japanese poem of seventeen syllables, in three lines of five, seven, and five,
traditionally evoking images of the natural world. Tanaga consists of four lines with seven syllables each
with the same rhyme at the end of each line. Diona is a pre-Hispanic rhyming poem of three lines with
seven syllables in each line expressing a complete thought.
Unleash the Filipino Writer Within Love of parents
Directions: God
a. From the subject matters indicated to the right, write Nature
one tanaga. Education
b. Write a diona based on the mood you wanted to Illegal drugs
express! A diona is a traditional hugot in three lines. LGBTQ+++ rights
Observe the correct format. Teenage pregnancy
Criteria:
Remarks:
Lesson Teacher Ms. Justine P. Crux Learning Area English – Creative Writing
Log Teaching Dates October 4-8, 2021 Quarter / Semester First Quarter / First Semester
Demonstrate an understanding of Label the given poem according to its Label the given poem according to its Write a short poem applying the Write a short poem applying the various
I. Objectives Sonnet by identifying its Rhyme, meter and rhyme scheme. meter and rhyme scheme. various elements, techniques, and elements, techniques, and literary device.
Meter and Metaphor. literary device.
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of poetry
poetry as a genre and how to poetry as a genre and how to poetry as a genre and how to poetry as a genre and how to as a genre and how to analyze its
analyze its elements and analyze its elements and analyze its elements and analyze its elements and elements and techniques
techniques techniques techniques techniques
B. Performance Produce a short, well-crafted Produce a short, well-crafted Produce a short, well-crafted Produce a short, well-crafted Produce a short, well-crafted poem.
Standards poem. poem. poem. poem.
C. Learning Explore innovative techniques in Explore innovative techniques in Explore innovative techniques in Write a short poem applying the Write a short poem applying the various
Competencies writing poetry. writing poetry. writing poetry. various elements, techniques, elements, techniques, and literary
and literary device. device.
II. Content Lesson 7: Sonnet (Rhyme, Lesson 7: Sonnet (Rhyme, Meter Lesson 7: Sonnet (Rhyme, Meter Lesson 7: Sonnet (Rhyme, Meter Lesson 7: Sonnet (Rhyme, Meter and
Meter and Metaphor) and Metaphor) and Metaphor) and Metaphor) Metaphor)
1. Teacher’s Guide Creative Writing Curriculum Creative Writing Curriculum Creative Writing Curriculum Creative Writing Curriculum Creative Writing Curriculum Guide, pg. 2.
pages Guide, pg. 2. Guide, pg. 2. Guide, pg. 2. Guide, pg. 2.
2. Learning Materials AU-EEC Learning Module, AU-EEC Learning Module, AU-EEC Learning Module, AU-EEC Learning Module, AU-EEC Learning Module, Creative
Creative Writing. Creative Writing. Creative Writing. Creative Writing. Writing.
3. Other References literarydevices.net/sonnet/ literarydevices.net/sonnet/ literarydevices.net/sonnet/ literarydevices.net/sonnet/ literarydevices.net/sonnet/
IV. Procedures Activities Video Presentation Activities Discussion Activities
A. Review/Motivation Review of the previous lesson Recall of the previous lesson Review the lesson and summarize Analyze the two different poems Review this week’s lesson “Sonnet:
“Conventional forms (exemplar: “Conventional forms (exemplar: by writing in subject journal. and give their observations in it. Rhyme, Meter and Metaphor’
short Tagalog poems like tanaga short Tagalog poems like tanaga
and diona; haiku)” and diona; haiku)”
B. Lesson Proper Search for the next lesson and Video Presentation Discussion of the lesson “Sonnet Discussion of the lesson “Sonnet Discussion of the lesson “Sonnet
make an advance reading. (Rhyme, Meter and Metaphor)” (Rhyme, Meter and Metaphor)” (Rhyme, Meter and Metaphor)”
V. Assessment Advance Reading of the lesson Drill: cite the rhyme scheme of the Writing of Subject Label the given sonnet with its Create a short poem with rhyme scheme.
two kinds of Sonnet. Journal/Concept notes rhyme scheme.
VI. Generalization  Sonnet is generally a poem that has two types: Petrarchan and Shakespearean’s Sonnet.
 Petrarchan Sonnet follows the rhyme scheme ABBA ABBA CDE CDE
 Shakespearean’s Sonnet follows the rhyme scheme ABAB CDCD EFEF GG.
 Rhyme and Meter are elements that make a poem creative and interesting just like the Sonnet.
Telfax # 8932-52-09
Daily Learning Plan in Creative Writing

First Quarter
S.Y. 2021-2022
Topic: Lesson 7– Sonnet (Rhyme, Meter and Metaphor)
I. Objectives:
1. Demonstrate an understanding of Sonnet by identifying its Rhyme, Meter and Metaphor.
2. Label the given poem according to its meter and rhyme scheme.
3. Write a short poem applying the various elements, techniques, and literary device.
II. References:
https://literarydevices.net/sonnet/
Creative Writing Curriculum Guide, page 2.
Rafael B. Lacson Memorial High, Teachers Guide in Creative Writing, pp. 11-12
A. DAILY ROUTINE
a. Prayer
b. Greetings
Recall of the previous lesson “Conventional forms (exemplar: short Tagalog poems like
tanaga and diona; haiku)”
C. MOTIVATION
Read and observe the two different excerpt poems below. Tell your observations and
thoughts about the two poems.
Invictus "Fog" by Carl Sandburg

William Hernest Henley
Out of the night that covers me, The fog comes

Black as the pit from pole to on little cat feet.
pole, It sits looking
I thank whatever gods may be over harbor and city
For my unconquerable soul. on silent haunches
and then moves on.
 Rhyme- the repetition of sounds at the end of lines or within lines
 Rhyme Scheme-the pattern of rhyme in a poem (aabb or abab)

 Meter- a unit of rhythm in poetry, the pattern of the beats.
Sonnet-is a poem generally structured in the form of 14 lines, usually iambic pentameter that

expresses a thought or idea and utilizes an established rhyme scheme. As a poetic form, the
sonnet was developed by an early thirteenth century Italian poet, Giacomo da Lentini.
In English literature, there are two basic sonnet patterns:
 Italian or Petrarchan Sonnet: Named for the Italian Renaissance lyrical poet Francesco
Petrarch, this sonnet pattern consists of an eight-line Octave with the rhyme scheme ABBA
ABBA, followed by a six-line Sestet that follows one of two rhyme schemes, CDE CDE or CDC
CDC.
 English or Shakespearean Sonnet: Named for William Shakespeare and a variation of
Italian sonnet, this sonnet pattern consists of three four-line Quatrains and a
concluding couplet with the rhyme scheme ABAB CDCD EFEF GG.
2. ANALYSIS
Directions: Read Sonnet 116 by William Shakespeare and label the poem with its rhyme
scheme.
4. ABSTRACTION:
 Sonnet is generally a poem that has two types: Petrarchan and Shakespearean Sonnet.
 Petrarchan Sonnet follows the rhyme scheme ABBA ABBA CDE CDE
 Shakespearean Sonnet follows the rhyme scheme ABAB CDCD EFEF GG.
 Rhyme and Meter are elements that make a poem creative and interesting just like the Sonnet.
Directions: Write a short poem about life and love that applies the elements; Ryhme, Rhyme
Scheme and Meter.
Rubric for Poetry

4 -Focused on topic 3 -Focused on topic 2 -Somewhat focused 1 -Not focused on topic
-Excellent creativity in -Good creativity in on topic -No creativity in
presenting the topic presenting the topic -Poor creativity in presenting the topic
-Good understanding -Some understanding presenting the topic -No understanding of
of poetic devices of poetic devices -Poor understanding of poetic devices
-Used appropriate -Used appropriate poetic device -No following of poetic
poetic form guidelines poetic form guidelines s -Poor use of poetic form guidelines
with few errors form guidelines
-Illustration is not
appropriate
Remarks:
Log Teaching Dates Oct 11-Oct 15 Quarter / Semester: First Quarter/ First Semester

Define free verse. Define free verse. Tell whether if the given stanza uses Tell whether if the given stanza uses Write a free-verse poem about your
I. Objectives
Line Break or Enjambment Line Break or Enjambment inspiration
The learners have an understanding of poetry as a genre and The learners have an understanding of poetry as a genre and The learners have an understanding of poetry as a genre The learners have an understanding of poetry as a genre The learners have an understanding of poetry as a genre
A. Content Standard how to analyze its elements and techniques. how to analyze its elements and techniques. and how to analyze its elements and techniques. and how to analyze its elements and techniques. and how to analyze its elements and techniques.
The learners shall be able to produce a short, well-crafted The learners shall be able to produce a short, well-crafted The learners shall be able to produce a short, well- The learners shall be able to produce a short, well- The learners shall be able to produce a short, well-
B. Performance Standards
poem. poem crafted poem crafted poem crafted poem
Write a short poem applying the Write a short poem applying the Write a short poem applying the Write a short poem applying the Write a short poem applying the
C. Learning Competencies Various elements, techniques, and literary devices Various elements, techniques, and literary devices Various elements, techniques, and literary devices Various elements, techniques, and literary devices Various elements, techniques, and literary devices
. . . . .
Free Verse (the line and line break, enjambments, metaphor) Free Verse (the line and line break, enjambments, metaphor) Free Verse (the line and line break, enjambments, Free Verse (the line and line break, enjambments, Free Verse (the line and line break, enjambments,
II. Content
metaphor) metaphor) metaphor)
Creative Writing by Peter Solis Nery from DIWA Textbooks Creative Writing by Peter Solis Nery from DIWA Textbooks Creative Writing by Peter Solis Nery from DIWA Creative Writing by Peter Solis Nery from DIWA Creative Writing by Peter Solis Nery from DIWA
pp.194-200 pp.194-200 Textbooks pp.194-200 Textbooks pp.194-200 Textbooks pp.194-200
•https://www.masterclass.com/articles/poetry-101- •https://www.masterclass.com/articles/poetry-101- •https://www.masterclass.com/articles/poetry-101-

•https://www.masterclass.com/articles/poetry-101-what-is- •https://www.masterclass.com/articles/poetry-101-what-is-
what-is-enjambment-in-poetry#what-is-enjambment-in- what-is-enjambment-in-poetry#what-is-enjambment-in- what-is-enjambment-in-poetry#what-is-enjambment-in-
enjambment-in-poetry#what-is-enjambment-in-poetry enjambment-in-poetry#what-is-enjambment-in-poetry
3. Other References poetry poetry poetry
•https://www.litcharts.com/literary-devices-and-terms/line- •https://www.litcharts.com/literary-devices-and-terms/line-
•https://www.litcharts.com/literary-devices-and- •https://www.litcharts.com/literary-devices-and- •https://www.litcharts.com/literary-devices-and-
break break
terms/line-break terms/line-break terms/line-break
IV. Procedures
Review: Watch the video lesson in Learning Management Motivation: Show some poems and let the students
A. Review/Motivation Motivation: Observe and solve the picture. Review: Brief recall of previous lesson Review: Brief recall of previous lesson.
System. identify the type of Line-breaks used in the poems.
Show the definition of Free Verse, Lines and Metaphor. Show Discuss the definition of Free Verse, Lines and Metaphor. No lesson proper due to asynchronous lesson proceed No lesson proper due to asynchronous lesson proceed to
B. Lesson Proper Cite more examples and discuss further.
the types of Line-breaks. Show the types of Line-breaks. to answering of activities/assessments answering of activities/assessments
Performance Task 1: Tell whether if the given poem

Written Task: Write a free-verse poem that talks about Written Task: Write the concept about Free Verse (the
V. Assessment WATCHING VIDEO Discussion of Concept Note. uses End-Stopped Line or Enjambment.
your inspiration in life. line and line break, enjambments, metaphor)
Performance Task 2: True or False.
Free verse is a literary device that can be defined as poetry that is free from limitations of regular meter or rhythm, and does not rhyme with fixed forms. Poem contains line which is a unit of language that divides poem. Line Break is a poetic device which is used at the end of a line and the beginning of the next
VI. Generalization line in a poem. There are two types of Line Break, one is End-stopped-line is a line in verse which ends with punctuation, either to show the completion of a phrase or sentence. It could be employed without traditional punctuation. The other type is Enjambment, in poetry, it means moving over from one line to
another without a terminating punctuation mark.
VII. Institutional Core Competence, Humility, Integrity, Equity, Fortitude, Competence, Humility, Integrity, Equity, Fortitude, Competence, Humility, Integrity, Equity, Fortitude, Competence, Humility, Integrity, Equity, Fortitude,
Competence, Humility, Integrity, Equity, Fortitude, Stewardship
Values Stewardship Stewardship Stewardship Stewardship
Tel/Fax # 932-5209
Topic: Lesson 8 – Free Verse (the line and line break, enjambments, metaphor)
I. Objectives:
1. Define free verse.
2. Tell whether if the given stanza uses Line Break or Enjambment.
3.Write a free-verse poem about your inspiration.
II. References:
 Creative Writing by Peter Solis Nery from DIWA Textbooks pp.194-200
 https://www.masterclass.com/articles/poetry-101-what-is-enjambment-in-poetry#what-is-enjambment-in-
poetry
 https://www.litcharts.com/literary-devices-and-terms/line-break
 https://www.litcharts.com/literary-devices-and-terms/metaphor
A. DAILY ROUTINE
a. Prayer
b. Greetings
1. Define Conventional forms.
2. Give at least 2 examples of Conventional forms.
C. MOTIVATION
Activity 1: Observe the picture.
a. What one word does the picture implies?
rseve
b. What word can you form in that jumble letters?
c. Add the two word you have formed.

Free verse is also called vers libre, which is a French word meaning “free verse.” It is a literary
device that can be defined as poetry that is free from limitations of regular meter or rhythm, and does
not rhyme with fixed forms. Poet can give his own shape to a poem however he or she desires.
However, it still allows poets to use alliteration, rhyme, cadences, and rhythms to get the effects that
they consider are suitable for the piece.
Example: The Gift of Boredom
Are you bored?
Millions of people
spend every waking moment
working brutally hard
to put meager food on the table
and a roof over their heads.
Be grateful for your boredom.
By Joanna Fuchs
- Copyright 2005-2021 by Joanna Fuchs Poemsource.com -
Line is a unit of language into which a poem is divided while Line break a.k.a line ending is the termination of
a line in poetry. A Line Break is a poetic device which is used at the end of a line and the beginning of the
next line in a poem. It could be employed without traditional punctuation.
Enjambment is derived from the French word enjambment which means to step over, or put legs across. In poetry,
it means moving over from one line to another without a terminating punctuation mark.
I’m tired
Of loving
someone
who didn't know my existence.
Functions of Enjambment- In poetry, the role of enjambment is normally to let an idea carry on beyond the
restrictions of a single line.
End-stopped-line is a line in verse which ends with punctuation, either to show the completion of a phrase or
sentence. End stopped lines occur in poetry when a syntactic unit is contained in one line and the meaning does not
continue on to the next line.
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
William Shakespeare’s “Sonnet 18”
Metaphor is a figure of speech that makes an implicit, implied, or hidden comparison between two things that are
unrelated, but which share some common characteristics. In other words, a resemblance of two contradictory or
different objects is made based on a single or some common characteristics.
Examples:
1. Baby, you’re a firework.
2. You are my sunshine.
2. ANALYSIS
I. Directions: Tell whether if the given poem uses End-Stopped Line or Enjambment.
________________ 1. Am I good enough?
I'm not really sure.
________________ 2. The holy time is quiet as a Nun

Breathless with adoration; the broad sun
________________ 3. And he will make the face of heaven so fine

That all the world will be in love with night
________________ 4. Beautiful brown liquid steaming in my cup,

Becoming a muddy river as I stir in the cream.
________________ 5. I now delight
In spite
Of the might
And the right
Of classic tradition,
II. True or False: Write True if the sentence is correct and False if not.
________________ 1. “You sit on a throne of lies” is an example of metaphor.
________________ 2. End-stopped-line does not show completion of phrase or sentence.
________________ 3. The first and fourth line used enjambment while the second line used End- stopped-line.
Some say the world will end in fire,
Some say in ice.
From what I’ve tasted of desire
________________ 4. The first three lines shows enjambment while the fourth line does not.
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
________________ 5. This stanza is not an example of free-verse and it’s not enjambed.
we are for each other: then

laugh, leaning back in my arms
for life’s not a paragraph
3. ABSTRACTION:
Free verse is a literary device that can be defined as poetry that is free from limitations
of regular meter or rhythm, and does not rhyme with fixed forms. Poem contains line which is a unit of
language that divides poem. Line Break is a poetic device which is used at the end of a line and the
beginning of the next line in a poem. There are two types of Line Break, one is End-stopped-line is a line in
verse which ends with punctuation, either to show the completion of a phrase or sentence. It could be
employed without traditional punctuation. The other type is Enjambment, in poetry, it means moving over
from one line to another without a terminating punctuation mark.
Directions: Write a free-verse poem that talks about your inspiration in life.
Remarks:
Log Teaching Dates Oct. 25-29, 2021 Quarter / Semester Second Quarter / First Semester
Define the different elements of Define the different elements of Identify the plot, characters, setting, Identify the plot, characters, setting, Write a story with excellent and clear use of
I. Objectives genre; genre; point of view and theme in any point of view and theme in any the elements of genre.
given text; given text;
A. Content Standard The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of different
different elements of genre, different elements of genre, different elements of genre, different elements of genre, elements of genre, characters and point of
characters and point of views. characters and point of views. characters and point of views. characters and point of views. views.
B. Performance The learner produces a story plot, The learner produces a story plot, The learner produces a story plot, The learner produces a story plot, The learner produces a story plot, defining
Standards defining the different elements of defining the different elements of defining the different elements of defining the different elements of the different elements of genre, characters
genre, characters and the point of genre, characters and the point of genre, characters and the point of genre, characters and the point of and the point of view used in the story.
view used in the story. view used in the story. view used in the story. view used in the story.
C. Learning The learner analyzes the story and The learner analyzes the story and The learner analyzes the story and The learner analyzes the story and The learner analyzes the story and explain
Competencies explain the plot, settings, theme explain the plot, settings, theme explain the plot, settings, theme explain the plot, settings, theme the plot, settings, theme and characters.
and characters. and characters. and characters. and characters.
III. Learning https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative-writing-
Resources writing-module-4-pdf-free.html writing-module-4-pdf-free.html writing-module-4-pdf-free.html writing-module-4-pdf-free.html module-4-pdf-free.html
Creative Writing – Peter Solis Nery Creative Writing – Peter Solis Nery Creative Writing – Peter Solis Nery Creative Writing – Peter Solis Nery Creative Writing – Peter Solis Nery
3. Other References https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative-writing-
writing-module-4-pdf-free.html writing-module-4-pdf-free.html writing-module-4-pdf-free.html writing-module-4-pdf-free.html module-4-pdf-free.html
A. Review/Motivation Watching a video and identifying Watching a video and identifying Watching a video and identifying Watching a video and identifying Watching a video and identifying the
the characters, settings, etc. the characters, settings, etc. the characters, settings, etc. the characters, settings, etc. characters, settings, etc.
B. Lesson Proper Discussion of the topic “Elements Discussion of the topic “Elements Discussion of the topic “Elements of Discussion of the topic “Elements of Discussion of the topic “Elements of Genre,
of Genre, Characters and Point of of Genre, Characters and Point of Genre, Characters and Point of Genre, Characters and Point of Characters and Point of Views”
Views” Views” Views” Views”
V. Assessment Identification Identification Identification Identification Identification
VI. Generalization ELEMENTS OF THE GENRE
a. Character - a person in a novel, play, or movie. May be an antagonist (opponent) or protagonist (central character.)
b. Point of View - 1st-person POV (major, minor, or bystander) 2nd-person POV, 3rdperson POV (objective, limited omniscient, omniscient)
c. Plot - the main events of a play, novel, movie, or similar work, devised and presented by the writer as an interrelated sequence. Parts of the plot are linear, modular/episodic, traditional parts:
exposition, rising action, climax, falling action, resolution/denouement.
d. Setting and atmosphere - Setting: specific place, time period, and weather and time of day in which the story takes place. Atmosphere: refers to the surrounding mood, generally established
through setting. Included here are time and place, cultural, sociological, political, religious, etc. milieu, sensibilities that lead to specific modes.
Theme - an idea that recurs in or pervades a work of art or literature. Parts of the theme are moral/lesson, dramatic premise and insight.
VII. Institutional Core The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of The learner acquires knowledge of different
Values different elements of genre, different elements of genre, different elements of genre, different elements of genre, elements of genre, characters and point of
characters and point of views. characters and point of views. characters and point of views. characters and point of views. views.
Tel/Fax # 932-5209
Topic: Elements of Genre, Characters and Point of Views
VI. OBJECTIVES:
a. Define the different elements of genre;
b. Identify the plot, characters, setting, point of view and theme in any given text;
c. Write a story with excellent and clear use of the elements of genre.
VII. References: • https://pdfcoffee.com/creative-writing-module-4-pdf-free.html

• Creative Writing – Peter Solis Nery
VIII. Teaching Procedures/ Strategies

A. DAILY ROUTINE
a. Prayer
b. Greetings

3. What is a free verse?
4. What is a sonnet?
C. MOTIVATION
In the given video link, the students will identify the following:
1. Characters
2. Setting
3. Theme
4. Point of View
https://www.youtube.com/watch?v=h0Dh1k9tciY
IX. Development of the Lesson.

1. Activity: Concept Note No. 9: Elements of Genre, Characters and Point of Views
ELEMENTS OF THE GENRE

Genre consists of four elements or parts: character, story, plot and setting. An equation
for remembering the genre is: Story (Action) + Plot + Character + Setting = Genre.
a. Character - a person in a novel, play, or movie. May be an antagonist (opponent) or protagonist (central
character.)
1. Protagonist - The main characters are the root of the story. They will develop over time and will
ultimately be part of the driving force of the plot. This is the character your readers will care most
about.
2. Antagonist - An antagonist is the opposite of your protagonist. They will oppose your main character.
They will, along with the main character, be the driving force behind the plot from an opposite
perspective.
b. Point of View - 1st-person POV (objective, subjective) 2nd-person POV, 3 rd person POV (objective, close third
person, omniscient)
a. 1st Person POV
1. Objective 1st Person – wherein the story is narrated by a fictional character who plays a
minor part in the story or isn’t present in the story at all.
Example: Ishmael in Moby Dick and Nick Carraway in The Great Gatsby
2. Subjective 1st Person – wherein the first-person narrator is the main character or one of the
main characters in the story.
Example: Huck Finn is both the narrator and main character in Mark Twain’s Adventures of
Huckleberry Finn.
b. 2nd Person POV - uses the pronoun “you” to address the reader. This narrative voice implies that the
reader is either the protagonist or a character in the story and the events are happening to them.
Example: Jay Mclnerney’s Bright Lights
rd
c. 3 Person POV
1. Objective 3rd Person – wherein the narration simply describes what the characters do and say
without give the readers access to their thoughts.
Example: Dashiell Hammett’s The Maltese Falcon
2. Closed 3rd Person – a.k.a. limited third person or free indirect discourse, wherein the
narration uses third person pronouns and like the omniscient, it gets inside the minds of the
characters’ feelings, thoughts and motivations.
Example: Virginia Wolf’s Mrs. Dalloway
3. Omniscient 3rd Person – wherein the narration sees, knows and usually reveals everything
about the characters in the story. It is godlike because like an all-powerful, all-knowing deity,
the narration sees into the hearts and minds of its characters, revealing their most intimate
secrets.
Example: Rizal’s Noli me Tangere.
c. Plot - the main events of a play, novel, movie, or similar work, devised and presented by the writer as an
interrelated sequence. Parts of the plot are linear, modular/episodic, traditional parts: exposition, rising action,
climax, falling action, resolution/denouement.
d. Setting and atmosphere - Setting: specific place, time period, and weather and time of day in which the story
takes place. Atmosphere: refers to the surrounding mood, generally established through setting. Included here
are time and place, cultural, sociological, political, religious, etc. milieu, sensibilities that lead to specific modes.
e. Theme - an idea that recurs in or pervades a work of art or literature. Parts of the theme are moral/lesson,
dramatic premise and insight.
X. ASSESSMENT
Asynchronous
Read the given short story and identify the following:

Title: Murder of Crows
1. Character/s
a. Who is/are the protagonist/s?
b. Who is/are the antagonist?
2. Point of view
What type point of view was used?
3. Plot
What is the plot of the story?
4. Setting and atmosphere

Where did the story happened?
When did it happen?
What is the general mood occurring in the story?
5. Theme
What is the theme of the story?
What is moral of the story?
Log Teaching Dates November 1-5 Quarter / Semester Second Quarter/ First Semester
Recognize the definition of plot Identify the four primary types of plots Construct a short story with the
I. Objectives
complete parts of a plot
A. Content Standard The learners have an The learners have an The learners have an
understanding of fiction as a understanding of fiction as a understanding of fiction as a
genre and are able to analyze its genre and are able to analyze its genre and are able to analyze
elements and techniques elements and techniques its elements and techniques
B. Performance The learners shall be able to The learners shall be able to The learners shall be able to
Standards produce at least one striking produce at least one striking produce at least one striking
scene for a short story scene for a short story scene for a short story
C. Learning 1. Recognize the definition of 1. Recognize the definition of 1. Recognize the definition of
Competencies plot plot plot
2. Identify the four primary types 2. Identify the four primary types 2. Identify the four primary
of plots of plots types of plots
3. Construct a short story with 3. Construct a short story with 3. Construct a short story with
the complete parts of a plot the complete parts of a plot the complete parts of a plot
All Saints Day All Souls Day
II. Content Lesson 10 – Plot Lesson 10 – Plot Lesson 10 – Plot
III. Learning Resources https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative-
writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html
1. Teacher’s Guide pages Curriculum Guide p.3 Curriculum Guide p.3 Curriculum Guide p.3
2. Learning Materials PowerPoint Presentation/ Video PowerPoint Presentation/ Video PowerPoint Presentation/ Video
Lesson Lesson Lesson
Creative Writing; DIWA Senior Creative Writing; DIWA Senior Creative Writing; DIWA Senior
3. Other References
High School Series High School Series High School Series
IV. Procedures Activities Discussion Activities
1. Show to the class five 1. Show to the class five 4. Show to the class five
different emoji. They have to different emoji. They have to different emoji. They have
A. Review/Motivation make a story out of those make a story out of those to make a story out of
emoji emoji those emoji
B. Lesson Proper Discussion of the lesson “Plot” Discussion of the lesson “Plot” Discussion of the lesson “Plot”
V. Assessment Create a fiction using traditional Create a fiction using traditional Create a fiction using traditional
parts of a plot parts of a plot parts of a plot
VI. Generalization Plot is the sequence of events that make up a story, whether it's told, written, filmed, or sung. The plot is the story, and more specifically, how the story develops,
unfolds, and moves in time.
VII. Institutional Core Competence, Humility, Integrity, Competence, Humility, Competence, Humility, Integrity, Competence, Humility, Integrity, Competence, Humility,
Values Fortitude, Stewardship Integrity, Fortitude, Fortitude, Stewardship Fortitude, Stewardship Integrity, Fortitude, Stewardship
Stewardship
Date: _________________ Date: ___________________ Date: ___________________ Date: __________________ Date: __________
Tel/Fax # 932-5209
Topic: Lesson 10 – Plot
I. Objectives:
1. Recognize the definition of plot
2. Identify the four primary types of plots
3. Construct a short story with the complete parts of a plot

A. DAILY ROUTINE
a. Prayer
b. Greetings

2. What’s the difference of 1st person POV from 2nd and 3rd POV?
C. MOTIVATION
Activity 1: Show to the class five different emoji. They have to make a story out of those emoji
Plot is the structure of the action of a story

“Plot is a sequence of events that occurs to characters in situations in the beginning, middle, and
end of a story” (Hancock, 2004, p. 136).
There are four primary types of plots (modified from Anderson, 2006, & Lukens, 2007):
1. Linear – plot is constructed logically and not by coincidence. There are three major parts
to a linear plot:
 Beginning – the characters and setting are introduced, and the central conflict/problem of
the story is revealed.
 Middle – the main character participates in a series of events or attempts to reach the goal
that leads to a resolution of the conflict/problem.
 End – the main character may or may not reach his/her goal, thus resolving the
conflict/problem. The linear plot is common in folktales.
2. Episodic – “one incident or short episode is linked to another by common characters or
a unified theme” (Lukens, 2007, p. 121).
3. Cumulative – plots with lots of repetition of phrases, sentences, or events with one
new aspect added with each repetition.
4. Circular – the characters in the story end up in the same place that they were at the
beginning of the story.
The Traditional Parts of a Plot

Gustav Freytag was a Nineteenth Century German novelist who saw common patterns
in the plots of stories and novels and developed a diagram to analyze them.
1. Exposition: setting the scene. The writer introduces the characters and setting, providing
description and background.
2. Inciting Incident: something happens to begin the action. A single event usually signals the
beginning of the main conflict. The inciting incident is sometimes called 'the complication'.
3. Rising Action: the story builds and gets more exciting.
4. Climax: the moment of greatest tension in a story. This is often the most exciting event. It is the
event that the rising action builds up to and that the falling action follows.
5. Falling Action: events happen as a result of the climax and we know that the story will soon
end.
6. Resolution: the character solves the main problem/conflict or someone solves it for him
or her.
7. Dénouement: At this point, any remaining secrets, questions or mysteries which remain
after the resolution are solved by the characters or explained by the author.
2. ANALYSIS
DIRECTIONS: Identify if the story is linear, modular, or episodic. Identify also the beginning,
middle, and end.
The Boy Who Cried Wolf

Once upon a time, there lived a shepherd boy who was bored watching his flock of sheep on the hill. To
amuse himself, he shouted, “Wolf! Wolf! The sheep are being chased by the wolf!” The villagers came
running to help the boy and save the sheep. They found nothing and the boy just laughed looking at their
angry faces.
“Don’t cry ‘wolf’ when there’s no wolf boy! they said angrily and left. The boy just laughed at them.
After a while, he got bored and cried ‘wolf!’ again, fooling the villagers a second time. The angry villagers
warned the boy a second time and left. The boy continued watching the flock. After a while, he saw a real
wolf and cried loudly, “Wolf! Please help! The wolf is chasing the sheep. Help!”
But this time, no one turned up to help. By evening, when the boy didn’t return home, the villagers
wondered what happened to him and went up the hill. The boy sat on the hill weeping. “Why didn’t you
come when I called out that there was a wolf?” he asked angrily. “The flock is scattered now”, he said.
An old villager approached him and said, “People won’t believe liars even when they tell the truth. We’ll
look for your sheep tomorrow morning. Let’s go home now”.
3. ABSTRACTION:
Plot is the sequence of events that make up a story, whether it's told, written, filmed, or sung.
The plot is the story, and more specifically, how the story develops, unfolds, and moves in time.
DIRECTIONS: Create a fiction using traditional parts of a plot
Criteria:
Remarks:
Log Teaching Dates November 8-12, 2021 Quarter / Semester Second Quarter / First Semester
I. Objectives Demonstrates understanding of Explore innovative techniques in Explore innovative techniques in Write journal entries and other short Write journal entries and other short
setting and atmosphere as an writing poetry. writing poetry. exercises exploring key elements of exercises exploring key elements of
element of fiction and are able to fiction. fiction.
analyze its characteristics
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
setting and atmosphere as an setting and atmosphere as an setting and atmosphere as an setting and atmosphere as an setting and atmosphere as an
element of fiction and are able to element of fiction and are able to element of fiction and are able to element of fiction and are able to element of fiction and are able to
analyze its characteristics. analyze its characteristics. analyze its characteristics. analyze its characteristics. analyze its characteristics.
B. Performance Produce at least one striking Produce at least one striking scene Produce at least one striking Produce at least one striking scene Produce at least one striking scene
Standards scene for a short story for a short story scene for a short story for a short story for a short story
C. Learning Identify the various elements, Identify the various elements, identify the various elements, Write journal entries and other Write journal entries and other short
Competencies techniques, and literary devices techniques, and literary devices in techniques, and literary devices short exercises exploring key exercises exploring key elements of
in fiction fiction in fiction elements of fiction fiction
II. Content Elements of Genre: Setting and Elements of Genre: Setting and Elements of Genre: Setting and Elements of Genre: Setting and Elements of Genre: Setting and
Atmosphere Atmosphere Atmosphere Atmosphere Atmosphere
1. Teacher’s Guide pages Curriculum Guide Page 3. Curriculum Guide Page 3. Curriculum Guide Page 3. Curriculum Guide Page 3. Curriculum Guide Page 3.
2. Learning Materials AU-EEC Learning Module, AU-EEC Learning Module, Creative AU-EEC Learning Module, AU-EEC Learning Module, Creative AU-EEC Learning Module, Creative
Creative Writing. Writing. Creative Writing. Writing. Writing.
3. Other References Dr. Ruel C. Rodil. MAEd , Creative Dr. Ruel C. Rodil. MAEd , Creative Dr. Ruel C. Rodil. MAEd , Creative Dr. Ruel C. Rodil. MAEd , Creative Dr. Ruel C. Rodil. MAEd , Creative
Writng Module in K – 12 Writng Module in K – 12 Writng Module in K – 12 Writng Module in K – 12 Curriculum Writng Module in K – 12 Curriculum
Curriculum Senior High School – Curriculum Senior High School – Curriculum Senior High School – Senior High School – Core Subject Senior High School – Core Subject
Core Subject Core Subject Core Subject
IV. Procedures Activities Video Presentation Activities Discussion Activities
A. Review/Motivation Review of the previous lesson Recall of the previous lesson Review the lesson and summarize Cite examples of short stories and Cite examples of short stories and
“Elements of Genre: Character “Elements of Genre: Character by writing in subject journal. identify the Setting and identify the Setting and Atmosphere.
and Plot” and Plot” Atmosphere.
B. Lesson Proper Search for the next lesson and Video Presentation Discussion of the lesson “Setting Discussion of the lesson “Setting Discussion of the lesson “Setting and
make an advance reading. and Atmosphere” and Atmosphere” Atmosphere”
V. Assessment Cite examples of short stories and
Identify the Theme and Tone of Writing of Subject Cite examples of short stories and
Advance Reading of the lesson identify the Setting and
the Poem in the video. Journal/Concept notes identify the Setting and Atmosphere.
Atmosphere.
VI. Generalization Setting and Atmosphere has an impact in a story and are central to a story: they both rely on and influence the plot. Sub-types and characteristics of setting and atmosphere can help the
readers to understand the story.
Telfax # 8932-52-09
Daily Learning Plan in Creative Writing

First Quarter
S.Y. 2021-2022
Topic: Lesson 11– Elements of Genre in Fiction (Setting and Atmosphere)

I. Objectives:
1. Demonstrates understanding of setting and atmosphere as an element of fiction and are able to analyze its
characteristics
2. Explore innovative techniques in writing poetry.
3. Write journal entries and other short exercises exploring key elements of fiction.
II. References:
Creative Writing Curriculum Guide, page 3
Rafael B. Lacson Memorial High, Teachers Guide in Creative Writing, pp. 11-12
Dr. Ruel C. Rodil . MAEd , Creative Writng Module in K – 12 Curriculum Senior High School – Core Subject.
A. DAILY ROUTINE
a. Prayer
b. Greetings
Recall of the previous lesson “Elements of Genre: Character and
Plot”
C. MOTIVATION
Observe the picture below and answer the following guide
questions.
Guide Questions:
1. Where do you think is the location in the picture?
2. What emotions do you feel in the picture?
3. How can a setting and atmosphere help to understand a story? Photo credit to: pinterest.com

Setting and Atmosphere have a similar effect on your characters, and also on plot. Although they work together,
setting and atmosphere are not interchangeable.
Setting- is where the story happens. This includes the location, historical time period, and social circumstances of
the story.
Atmosphere- is debatable, the emotional feelings that a short story gives a reader. It is the mood of the story.
Particulars of setting can include Place and Time.
Place - is the actual location where the action occurs. This can be Physical and Nonphysical Environment.
Physical Environment- includes weather conditions, locale, geography etc.
Non-Physical Environment- includes cultural influences such as education, social standing, economic class and
religious belief.
Time - an age or epoch or a specific year, even a time of day or a season.
Four Kinds of Time:
• Clock Time- this can be used to provide suspense or create certain moods or feelings.
• Calendar Time- the day, month, year or more generally a day of the week or time of the month.
• Seasonal Time- the seasons or span of time associated with a particular activity.
• Historical Time - this can establish a psychological or sociological understanding of behavior.
Other types of Settings are:
Cultural - the beliefs, customs, arts and behavior of a particular society, group, place or time.
Sociological- oriented or directed toward social needs and problems.
Political- oriented toward the issues relating to the government.
Religious- believing in a god or a group of gods and following rules of a religion.
2. ANALYSIS
Directions: Write 4-5 paragraphs that explain Cultural, Sociological, Political, Religious Setting and why is it
important to know these settings in a story.
3. ABSTRACTION:
Setting and Atmosphere has an impact in a story and are central to a story: they both rely on and influence the plot.
Types and characteristics of setting and atmosphere can help the readers to understand the story.
Directions: Choose three (3) stories that you have read and answer the following questions below:
Title of the Story:
Author:
Place where the Story Takes Place:
Time when the Story Takes Place:
Mood and Atmosphere of the Setting:
Importance of the Setting in the Story:
Log Teaching Dates Nov, 22-26 Quarter / Semester: Second Quarter/ First Semester
Identify what type of conflict is Determine the kind of Irony being Determine the kind of Irony being Create a comic strip using one kind of Create a comic strip using one kind of
I. Objectives presented in the given story. presented. presented. Irony. Irony.
The learners have an The learners have an The learners have an The learners have an The learners have an
understanding of fiction as a understanding of fiction as a genre understanding of fiction as a genre understanding of fiction as a genre understanding of fiction as a genre
A. Content Standard
genre and are able to analyze its and are able to analyze its and are able to analyze its and are able to analyze its and are able to analyze its
elements and techniques. elements and techniques. elements and techniques. elements and techniques. elements and techniques.
The learners shall be able to The learners shall be able to The learners shall be able to The learners shall be able to The learners shall be able to
B. Performance Standards produce at least one striking produce at least one striking produce at least one striking scene produce at least one striking scene produce at least one striking
scene for a short story. scene for a short story. for a short story. for a short story. scene for a short story.
write a short scene applying the write a short scene applying the write a short scene applying the write a short scene applying the write a short scene applying the
C. Learning Competencies various elements, techniques, various elements, techniques, various elements, techniques, various elements, techniques, various elements, techniques,
and literary devices. and literary devices. and literary devices. and literary devices. and literary devices.
Conflict and Irony (Verbal, Conflict and Irony (Verbal, Conflict and Irony (Verbal, Conflict and Irony (Verbal, Conflict and Irony (Verbal,
II. Content
Situational, Dramatic) Situational, Dramatic) Situational, Dramatic) Situational, Dramatic) Situational, Dramatic)
Creative Writing; DIWA Senior Creative Writing; DIWA Senior Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior
High School Series High School Series School Series School Series High School Series
1. Teacher’s Guide pages Curriculum Guide Page 2-3 Curriculum Guide Page 2-3 Curriculum Guide Page 2-3 Curriculum Guide Page 2-3 Curriculum Guide Page 2-3
https://examples.yourdictionary.co https://examples.yourdictionary.co https://examples.yourdictionary.co https://examples.yourdictionary.co https://examples.yourdictionary.co
3. Other References
m/dramatic-irony-examples.html m/dramatic-irony-examples.html m/dramatic-irony-examples.html m/dramatic-irony-examples.html m/dramatic-irony-examples.html
IV. Procedures
Motivation: Observe the pictures
Review: Watch the video lesson in Review: Brief recall of previous Motivation: Show some lines of Review: Brief recall of previous
A. Review/Motivation and answer the following
Learning Management System. lesson Irony and ask their opinion about it. lesson.
questions.
No lesson proper due to
No lesson proper due to
Show the definition and types of Discuss the definition and types of Discuss the definition and types of asynchronous lesson proceed to
B. Lesson Proper asynchronous lesson proceed to
Conflict and Irony. conflict. Irony. answering of
answering of activities/assessments
Performance Task 1: Identify the
type of Irony shown in the
Short Quiz: Identify the type of sentence. Written Task: Write the concept
V. Assessment WATCHING VIDEO Discussion of Concept Note.
conflict shown in each number. Performance Task 2: Create a about conflict and irony.
comic strip using one kind of Irony
of your choice.
Conflict is an inherent incompatibility or struggle between the goals of two or more characters or forces. These are the major types of conflicts: Person vs. Himself, Person vs. External
VI. Generalization Conflicts, Person vs. Person, Person vs. Society, Person vs. Fate and Person vs. Nature. Irony as a literary device is a situation in which there is a contrast between expectation and
reality. There three types of Irony, the verbal, situational and dramatic irony.
Values Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship Equity, Fortitude, Stewardship
Tel/Fax # 932-5209
Topic: Lesson 12– Conflict and Irony (Verbal, Situational, Dramatic)

I. Objectives:
1. Identify what type of conflict is presented in the given story.
2. Determine the kind of Irony being presented.
3. Create a comic strip using one kind of Irony.
II. References: Creative Writing by Peter Solis Nery from DIWA Textbooks pp.194-200
A. DAILY ROUTINE
a. Prayer
b. Greetings
1. What Element of Fiction we had discussed yesterday?
2. How does knowing the setting of the story helps you?
C. MOTIVATION
Activity 1: Observe the following picture.
a. What one word does the picture implies?
b. Can you guess what Element of Fiction we are going to discuss?
ACTIVITY: CONCEPT NOTE #12
Conflict
In storytelling, conflict is an inherent incompatibility or struggle between the goals of two or more characters or forces.
→ - Conflict creates tension and interest in a story.
→ - Conflict is a vital part of narrative; it drives the story and maintains interest!
Major Types of Conflict:
Internal conflict - take place inside a person's mind.
Person vs. him/herself (e.g., facing a difficult personal choice or a dilemma)

This type of conflict involves a character who faces an inner struggle. This character is typically the protagonist, or main
character, of the story.
External conflict - takes place when a person or group struggles against another person or group or against a non-
human force
Person vs. Person
This type of conflict occurs when one character struggles with another character. There may be a psychological,
emotional, verbal, or physical struggle.
Person vs. Society
This type of conflict occurs when a character disagrees with societal values, laws, or beliefs.
Person vs. fate
This type of conflict can involve almost any supernatural force. This is a “catch-all” term for: Person vs. Deity
Person vs. Ghost or monster, Person vs. Alien, Person vs. Fate
Person vs. Nature
This type of conflict occurs when a character finds themselves pitted against the forces of nature.
Irony as a literary device is a situation in which there is a contrast between expectation and reality.
Three key types of irony:
Verbal irony involves using words to mean the opposite of their literal definitions. Or, in simpler terms, verbal irony is
saying one thing but meaning the opposite.
Example: What a great day: I crashed my car and lost my winning lottery ticket!
Situational irony occurs when the outcome of a circumstance or action does not match our expectations. Think
about Aesop’s fable of “The Tortoise and the Hare.” Just like the hare, at the outset, we’d never expect the tortoise to
win the race because hares are much faster. The unexpected nature of the tortoise’s eventual win emphasizes the moral
of the story.
Dramatic irony is a structural device that involves the audience knowing something the characters are unaware of. A
well-known literary example of dramatic irony is seen in Shakespeare’s Romeo and Juliet. Romeo kills himself because
he believes Juliet is dead, when the audience knows that she is about to wake up.
2. ANALYSIS
I. Directions: Identify the type of conflict shown in each number.
______1. Nathalia wants to eat nachos and pizza but she is in a diet program. Her stomach says ‘yes’ however,
her mind says ‘no’.
______2. Cardo Dalisay and his team fights with Renato Hipolito.
______3. People are campaigning for Anti-racist society.
______4. Many people were affected by the eruption of Taal Volcano.
______5. Harry Potter cannot escape from his own destiny.
I. Directions: Write V (Verbal Irony), S (Situational Irony) or D (Dramatic Irony)

____ 1. Marian, shopping for a mattress lays down on a really firm one and says, "It's so soft, I may float away."
____ 2. The fire station burns down while the firemen are out on a call.
____ 3. The candidate that nobody likes loses his election for mayor. A couple of citizens are overheard saying,
"Gee. I was really hoping he'd win.
____ 4. In a scary movie, the character goes into a house they think is empty, but the audience knows the killer
is in the house.
____5. A woman thinks her boyfriend is acting strangely because he's about to propose, but the audience knows
that he is planning to run away with another woman.
3. ABSTRACTION:
Conflict is an inherent incompatibility or struggle between the goals of two or more
characters or forces. These are the major types of conflicts: Person vs. Himself, Person vs. Person, Person vs.
Society, Person vs. Fate and Person vs. Nature.
Irony as a literary device is a situation in which there is a contrast between expectation and reality.
There three types of Irony, the verbal, situational and dramatic irony.
Directions: Create a comic strip using one kind of Irony of your choice.
Remarks:
Log Teaching Dates Nov. 29 – Dec 3, 2021 Quarter / Semester Second Quarter / First Semester
I. Objectives Define theme, moral, premise and Define theme, moral, premise and Create texts that has an excellent use
Write stories that have good morals. Write stories that have good morals.
insight; insight; of premise and insight;
A. Content Standard The learner acquires knowledge of themes, The learner acquires knowledge of themes, The learner acquires knowledge of themes, The learner acquires knowledge of themes, The learner acquires knowledge of themes,
moral/lesson, dramatic premise and insight. moral/lesson, dramatic premise and insight. moral/lesson, dramatic premise and insight. moral/lesson, dramatic premise and insight. moral/lesson, dramatic premise and insight.
B. Performance The learner produces different themes, The learner produces different themes, The learner produces different themes, The learner produces different themes, The learner produces different themes,
Standards moral/lesson, dramatic premise and insight moral/lesson, dramatic premise and insight moral/lesson, dramatic premise and insight moral/lesson, dramatic premise and insight moral/lesson, dramatic premise and insight in
in writing texts. in writing texts. in writing texts. in writing texts. writing texts.
C. Learning The learner analyzes the story and explain The learner analyzes the story and explain The learner analyzes the story and explain The learner analyzes the story and explain The learner analyzes the story and explain
Competencies the theme used, moral of the story and the the theme used, moral of the story and the the theme used, moral of the story and the the theme used, moral of the story and the the theme used, moral of the story and the
insights. insights. insights. insights. insights.
III. Learning Resources https://pdfcoffee.com/creative-writing- https://pdfcoffee.com/creative-writing- https://pdfcoffee.com/creative-writing- https://pdfcoffee.com/creative-writing-module-
Creative Writing – Peter Solis Nery module-4-pdf-free.html module-4-pdf-free.html module-4-pdf-free.html 4-pdf-free.html
Creative Writing – Peter Solis Nery Creative Writing – Peter Solis Nery Creative Writing – Peter Solis Nery Creative Writing – Peter Solis Nery
1. Teacher’s Guide pages Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1 Curriculum Guide P. 1
3. Other References https://www.masterclass.com/articles/the- https://www.masterclass.com/articles/the- https://www.masterclass.com/articles/the- https://www.masterclass.com/articles/the- https://www.masterclass.com/articles/the-
complete-guide-to-narrative-theme-in- complete-guide-to-narrative-theme-in- complete-guide-to-narrative-theme-in- complete-guide-to-narrative-theme-in- complete-guide-to-narrative-theme-in-
literature-definition-examples-and-writing- literature-definition-examples-and-writing- literature-definition-examples-and-writing- literature-definition-examples-and-writing- literature-definition-examples-and-writing-
how-to#6-common-themes-in-literature how-to#6-common-themes-in-literature how-to#6-common-themes-in-literature how-to#6-common-themes-in-literature how-to#6-common-themes-in-literature
A. Review/Motivation Watching a short inspirational video. Watching a short inspirational video. Watching a short inspirational video. Watching a short inspirational video. Watching a short inspirational video.
B. Lesson Proper Discussion of the topic “Theme (Moral, Discussion of the topic “Theme (Moral, Discussion of the topic “Theme (Moral, Discussion of the topic “Theme (Moral, Discussion of the topic “Theme (Moral,
Dramatic Premise, Insight)” Dramatic Premise, Insight)” Dramatic Premise, Insight)” Dramatic Premise, Insight)” Dramatic Premise, Insight)”
V. Assessment Write the premise of the following stories. Write the premise of the following stories. Write the premise of the following stories. Write the premise of the following stories. Write the premise of the following stories.
VI. Generalization Theme - A literary theme is the main idea or underlying meaning a writer explores in a novel, short story, or other literary work. The theme of a story can be conveyed using characters, setting, dialogue, plot, or a
combination of all of these elements.
Example of Themes:
1. Good vs. Evil
2. Love
3. Redemption
4. Courage and perseverance
5. Revenge
Moral/Lesson - is a message that is conveyed or a lesson to be learned from a story or event. The moral may be left to the hearer, reader, or viewer to determine for themselves, or may be explicitly encapsulated
in a maxim. A moral is a lesson in a story or in real life.
Premise - In literature and writing, a premise is the main idea behind a story or other writing project. It is the most basic foundation of a writer’s work—in fiction, it supports the plot; in non-fiction, its role is to
support the information and/or research that will be presented.
Insight - An insight statement is a discovery of understanding and needs to explain why something is happening the way it is. It should be a concise synthesis of the observed behavior, a look at the activity and
what is driving it.
VII. Institutional Core Competence, Humility, Integrity, Competence, Humility, Integrity, Competence, Humility, Integrity, Competence, Humility, Integrity, Competence, Humility, Integrity, Equity,
Date: _________________ Date: ___________________ Date: ___________________ Date: __________________ Date: ______________
Telfax # 8932-52-09
Topic: Theme (Moral, Dramatic Premise, Insight)

I. OBJECTIVES:
a. Define theme, moral, premise and insight;
b. Create texts that has an excellent use of premise and insight;
c. Write stories that have good morals.
II. References: •https://www.masterclass.com/articles/the-complete-guide-to-narrative-theme-in-

literature-definition-examples-and-writing-how-to#6-common-themes-in-literature
• Creative Writing – Peter Solis Nery
A. DAILY ROUTINE
a. Prayer
b. Greetings
5. What is an irony?
6. What is conflict?
C. MOTIVATION
The students will watch a short inspirational video and ask them what they learned from it.
IV. Development of the Lesson.
1. Activity: Concept Note No. 13: Theme (Moral, Dramatic Premise, Insight)
Theme - A literary theme is the main idea or underlying meaning a writer explores in a novel, short
story, or other literary work. The theme of a story can be conveyed using characters, setting, dialogue, plot, or a
combination of all of these elements.
Example of Themes:
Good vs. Evil, Love, Redemption, Courage and perseverance, Revenge
Moral/Lesson - is a message that is conveyed or a lesson to be learned from a story or event. The moral
may be left to the hearer, reader, or viewer to determine for themselves, or may be explicitly encapsulated in a
maxim. A moral is a lesson in a story or in real life.
Premise - In literature and writing, a premise is the main idea behind a story or other writing project. It is
the most basic foundation of a writer’s work—in fiction, it supports the plot; in non-fiction, its role is to support
the information and/or research that will be presented.
Like in popular culture examples, premises are not a defined section of a novel, story, essay, or other form of
writing. Rather, a premise is within each work; the base upon which each work is built on.
Example I Novel: The Fault in Our Stars

A teenage girl named Hazel is in a long-term battle with cancer when she meets 17-year-old Augustus, a
cancer survivor and amputee. When they agree to read each other’s favorite novels, together, they begin a
journey of love and discovery that helps them cope with their situations.
Example II Short Story: Ernest Hemingway’s The Old Man and the Sea
An old and simple fisherman struggles to stay in touch with the times and reality as the world progresses
around him. He sets out alone for a normal day on the sea, with modest hope for a catch, and soon finds himself
in a struggle of wills between man and beast.
Insight - An insight statement is a discovery of understanding and needs to explain why something is
happening the way it is. It should be a concise synthesis of the observed behavior, a look at the activity and what
is driving it.
V. ASSESSMENT
Asynchronous
Write the premise of the following stories.
1. Harry Potter 4. Lord of the Rings
2. Hunger Games 5. To Kill a Mockingbird
3. Divergent
Log Teaching Dates December 6-December 10 Quarter / Semester Second Quarter/ First Semester
Describe differing literary devices Explain why and how literary devices Explain why and how literary devices Identify literary devices in text Identify literary devices in text
I. Objectives are used in text are used in text samples samples
A. Content Standard The learners have an understanding of The learners have an understanding of The learners have an understanding of The learners have an understanding of The learners have an understanding of
fiction as a genre and are able to fiction as a genre and are able to fiction as a genre and are able to fiction as a genre and are able to fiction as a genre and are able to
analyze its elements and techniques analyze its elements and techniques analyze its elements and techniques analyze its elements and techniques analyze its elements and techniques
B. Performance The learners shall be able to produce The learners shall be able to produce The learners shall be able to produce The learners shall be able to produce The learners shall be able to produce
Standards at least one striking scene for a short at least one striking scene for a short at least one striking scene for a short at least one striking scene for a short at least one striking scene for a short
story story story story story
C. Learning 1. Describe differing literary devices 1. Describe differing literary devices 1. Describe differing literary devices 1. Define what is character, setting, 1. Define what is character, setting,
Competencies 2. Explain why and how literary 2. Explain why and how literary 2. Explain why and how literary plot and dialogue plot and dialogue
devices are used in text devices are used in text devices are used in text 2. Appreciate the importance of 2. Appreciate the importance of
3. Identify literary devices in text 3. Identify literary devices in text 3. Identify literary devices in text elements of the genre in a drama elements of the genre in a drama
samples samples samples 3. Conceptualize a character, setting, 3. Conceptualize a character, setting,
plot and dialogue for a drama plot and dialogue for a drama
II. Content Lesson 14 – Techniques and Literary Lesson 14 – Techniques and Literary Lesson 14 – Techniques and Literary Lesson 15 – Elements of the Genre Lesson 15 – Elements of the Genre
Devices (Mood/Tone, Foreshadowing, Devices (Mood/Tone, Foreshadowing, Devices (Mood/Tone, Foreshadowing, (Character, Setting, Plot, Dialogue) (Character, Setting, Plot, Dialogue)
Symbolism, and Motif) Symbolism, and Motif) Symbolism, and Motif)
III. Learning Resources https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative- https://pdfcoffee.com/creative-
writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html writing-module-2-pdf-free.html
1. Teacher’s Guide pages Curriculum Guide p.3 Curriculum Guide p.3 Curriculum Guide p.3 Curriculum Guide p.3 Curriculum Guide p.3
2. Learning Materials AU LMS PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
3. Other References Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High Creative Writing; DIWA Senior High
IV. Procedures
A. Review/Motivation Ask the students what is theme and Ask the students what is theme and Ask the students what is theme and Analyze the picture and identify the Analyze the picture and identify the
why is it important in a literary text? why is it important in a literary text? why is it important in a literary text? word using the jumbled letters word using the jumbled letters
B. Lesson Proper Checking of activities/concept notes Discussion of the lesson Discussion of the lesson Discussion of the lesson Discussion of the lesson
V. Assessment WATCHING VIDEO LESSON Read the short story and answer Read the short story and answer WORKSHEET (Pre- Writing) WORKSHEET (Pre- Writing)
the questions that follow. the questions that follow.
VI. Generalization A literary device (also known as literary technique) is any method a writer uses to Genre consists of four elements or parts: character, story, plot and setting. An equation for
convey the message of the story. These literary techniques are tone, mood, motif, remembering the genre is: Story (Action) + Plot + Character + Setting = Genre. This becomes an
foreshadowing, and symbolism. Tone is the attitude of the writer while mood is the easy way to remember the elements of a genre.
feeling provoked in the reader. Motif is a concrete, repetitive image in a literary text.
Foreshadowing gives subtle hints about future events while symbolism fills an object
with another meaning than its original meaning or use.
Date: _________________ Date: ___________________ Date: ___________________ Date: __________________ Date: ______________
Tel/Fax # 932-5209
Topic: Lesson 14 – Techniques and Literary Devices (Mood/Tone, Foreshadowing, Symbolism, and Motif)
I. Objectives:
1. Describe differing literary devices
2. Explain why and how literary devices are used in text
3. Identify literary devices in text samples

A. DAILY ROUTINE
a. Prayer
b. Greetings
3. What is theme and why is it important in a literary text?
C. MOTIVATION
Activity 1: Observe the following pictures. What do you think each of these
symbolizes? Choose your answers from the box.
Peace Loyalty
1. Dove
Rebirth Medicine
2. Butterfly
Wisdom Love 3. Black cat
Stability Rescue 4. Tree
Misfortune Life 5. Owl

Techniques and Literary Devices
A. Mood/Tone
Tone is the author’s attitude toward a subject while Mood is the atmosphere of a piece of
writing; it’s the emotions a selection arouses in a reader.
B. Foreshadowing
Foreshadowing is the art of layering clues to build tension. For example, if a story has a prowler on
the loose and there is a scene with an open window in an otherwise locked house, that is
foreshadowing.
C. Symbolism
A symbol is a person, place, or thing comes to represent an abstract idea or concept -- it is
anything that stands for something beyond itself. For example, a book could represent
knowledge. A caged bird could represent oppression or imprisonment.
D. Motif
A motif can be defined as any recurring image, object, idea, or element within a particular work.
2. ANALYSIS
DIRECTIONS: Identify the mood and tone expressed in the following literary excerpts.
1. What is the best word for the mood that t h e following passage from?
Shakespeare’s Romeo and Juliet might inspire in a reader?
JULIET: What’s here? A cup, closed in my true love’s hand?

Poison, I see, hath been his timeless end.— O
churl, drunk all, and left no friendly drop To
help me after? I will kiss thy lips.
Haply some poison yet doth hang on them,
To make me die with a restorative.
A. Anger
B. Excitement
C. Sadness
2. Consider the following excerpt from Edgar Allen Poe’s poem “The Raven”:
Ah, distinctly I remember it was in the bleak December;

And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;—vainly I had sought to borrow From my
books surcease of sorrow—sorrow for the lost Lenore— For the rare
and radiant maiden whom the angels name Lenore— Nameless here
for evermore.
What is the best word for the mood that this passage inspires?
A. Somber
B. Jubilant
C. Peaceful
3. What is the best word for the tone in this excerpt from The Great Gatsby?
He smiled understandingly—much more than understandingly. It was one of those rare smiles
with a quality of eternal reassurance in it that you may come across four or five times in life. It
faced—or seemed to face—the whole eternal world for an instant, and then concentrated on
you with an irresistible prejudice in your favor.
A. Ironic
B. Disillusioned
C. Appreciative
4. Which one of these lines is the best example of a nostalgic tone?

A. I didn’t go to the moon; I went much further—for time is the longest distance
between two places. (The Glass Menagerie by Tennessee Williams)
B. He who controls the past controls the future. He who controls the present controls
the past. (1984 by George Orwell)
C. Scars have the strange power to remind us that our past is real. (All the Pretty
Horses by Cormac McCarthy)
3. ABSTRACTION:
A literary device (also known as literary technique) is any method a writer uses to convey the
message of the story. These literary techniques are tone, mood, motif, foreshadowing, and
symbolism. Tone is the attitude of the writer while mood is the feeling provoked in the reader. Motif
is a concrete, repetitive image in a literary text. Foreshadowing gives subtle hints about future
events while symbolism fills an object with another meaning than its original meaning or use.
DIRECTIONS: Read the short story below and answer the questions that follow.
The Bridge
Luz Barayuga
Activity Questions:
1. What is the tone of the story? Justify.
2. What mood did the story inspire in you?
3. Cite a statement of foreshadowing in the story and explain what it predicted.
4. The bridge in the story is a symbol. What does it mean?
5. Is there a repetitive image in the story? Cite the passage and underline the repetitive
image
Tel/Fax # 932-5209
Topic: Lesson 15 – Elements of the Genre (Character, Setting, Plot, Dialogue)
I. Objectives:
1. Define what is character, setting, plot and dialogue.
2. Appreciate the importance of elements of the genre in a drama
3. Conceptualize a character, setting, plot and dialogue for a drama

A. DAILY ROUTINE
a. Prayer
b. Greetings
What are the literary devices?
C. MOTIVATION
Activity 1: Analyze the picture and identify the word using the jumbled letters

Characters are the people, animals, or aliens in the story. Readers come to know the characters through what
they say, what they think, and how they act. E. M. Forster, an English novelist, identified that characters are either
flat or round. Flat characters do not play important roles in the stories. They often have only one or two traits with
little description about them. On the other hand, the round characters play an important role, often the lead roles
in stories. They are complex, dimensional, and well-developed.
 The protagonist is the story’s main character, they are most often the ‘hero’ of the story.
 The antagonist is the bad guy or girl of the piece. Most of the action of the plot is borne of the conflict
between the protagonist and the antagonist.
Setting is where and when the story takes place. Setting consists of two key elements: space and time. Space
refers to the where of the story; most often the geographical location where the action of the story takes
place. Time refers to the when of the story. This could be an historical period, the present, or in the future.
Plot is the order of events in the story. The plot is made up of a series of cause-and-effect events that lead the
reader from the beginning of the story, through the middle, to the story’s ending (though sometimes the
chronological order is played with for dramatic effect).
Dialogue refers to spoken lines by characters in a story that serve many functions such as adding context to
a narrative, establishing voice and tone, or setting forth conflict.
2. ANALYSIS
DIRECTIONS: Think of your favorite drama and identify the elements of the genre
Title
Characters:
Protagonist:
Antagonist Dialogue
Setting Plot
Flat characters:
Round
characters:
3. ABSTRACTION:
Genre consists of four elements or parts: character, story, plot and setting. An equation for
remembering the genre is: Story (Action) + Plot + Character + Setting = Genre. This becomes an easy
way to remember the elements of a genre.
DIRECTIONS: WORKSHEET (Pre- Writing)
- Fill in the following as appropriate:
SETTING:
a) Place –
b) Time –
c) Weather conditions –
d) Social conditions –
e) Mood or atmosphere -
PLOT
a) Introduction –
b) Rising Action –
c) Climax –
d) Falling action –
e) Denouement –
CHARACTER
Describe the characteristics of the characters in one to two sentences
Character 1 -
Character 2 -
Character 3 -
Identify if they are the protagonist, antagonist, flat or round character
DIALOGUE
Write the dialogue of each characters:

Daily Lesson Plan-CRUZ

Uploaded by

Copyright:

Available Formats

You might also like

Daily Lesson Plan-CRUZ

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Daily Lesson Plan-CRUZ

Uploaded by

Copyright:

Available Formats

Arellano University

ARELLANO UNIVERSITY- MALABON

DAILY LESSON LOG

Ms. JUSTINE P. CRUZ

VII. Institutional Core

Name: ____________________________Grade Level_____ Strand / Section _______

D.DEVELOPMENT OF THE LESSON

1. ACTIVITY: CONCEPT NOTE #1

Writing can be grouped into three basic forms.

Imaginative Technical Academic

Name: ____________________________Grade Level_____ Strand / Section ______

Topic: Lesson 2 – Sensory Experience, Imagery

II. References: https://pdfcoffee.com/creative-writing-module-2-pdf-free.html

Language in Creative Writing

1. Her perfume smells like chocolate but sweeter.

Name: ____________________________Grade Level_____ Strand / Section ______

Topic: Imagery, Diction and Figures of Speech

III. Teaching Procedures/ Strategies

B. SIMPLE RECALL/ REVIEW

IV. Development of the Lesson.

Using the picture, write down 10 sentences that

Name: ____________________________Grade Level_____ Strand / Section _______

Topic: Lesson 4 – Sample works of well-known local and foreign writer

D.DEVELOPMENT OF THE LESSON

Samples of Genre and its author

Name: ____________________________Grade Level_____ Strand / Section _______

D.DEVELOPMENT OF THE LESSON

1. ACTIVITY: CONCEPT NOTE #5

Name: ____________________________Grade Level_____ Strand / Section _______

Topic: Lesson 6 – Conventional Forms

II. References: Creative Writing; DIWA Senior High School Series

B. SIMPLE RECALL/ REVIEW

D.DEVELOPMENT OF THE LESSON

1. ACTIVITY: CONCEPT NOTE #6

“The Old Pond” by Matsuo Bashō

Ang payong ko’y si inay

DIRECTIONS: Identify if the poem is haiku, tanaga or diona

Palay siyang matino, Aanhin ang yamang Saudi,

Daily Learning Plan in Creative Writing

Name: ____________________________Grade Level_____ Strand / Section _______

Topic: Lesson 7– Sonnet (Rhyme, Meter and Metaphor)

B. SIMPLE RECALL/ REVIEW

Invictus "Fog" by Carl Sandburg

Out of the night that covers me, The fog comes

D.DEVELOPMENT OF THE LESSON

1. ACTIVITY: CONCEPT NOTE #7

 Rhyme- the repetition of sounds at the end of lines or within lines

 Rhyme Scheme-the pattern of rhyme in a poem (aabb or abab)

Sonnet-is a poem generally structured in the form of 14 lines, usually iambic pentameter that

In English literature, there are two basic sonnet patterns:

Rubric for Poetry

Lesson Teacher Ms. Justine P. Cruz Learning Area: Creative Writing

Monday Tuesday Wednesday Thursday Friday

(Asynchronous) (Synchronous) (Asynchronous) (Synchronous) (Asynchronous)

•https://www.masterclass.com/articles/poetry-101- •https://www.masterclass.com/articles/poetry-101- •https://www.masterclass.com/articles/poetry-101-

Performance Task 1: Tell whether if the given poem

another without a terminating punctuation mark.

Name: ____________________________Grade Level_____ Strand / Section _______

D.DEVELOPMENT OF THE LESSON

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section ____

Name: __________________________Grade Level_ Strand / Section ____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section ____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____

Name: __________________________Grade Level_ Strand / Section _____