Creative Writing

Unit Plan
Unit Overview

Unit Title

Creative Writing
Unit Summary
This unit is composed of one (3) lesson with each lesson covering Outcome 1
(Create well-structured and imaginative short stories.), Outcome 2 ( Compose poetry
using descriptive language and figurative devices.), and Outcome 3 ( Analyze and
interpret a piece of creative writing). This unit is designed to foster creativity and
self-expression through the art of creative writing. Students will explore various
forms of creative writing, such as short stories, poetry, and descriptive writing.
They will learn to generate ideas, develop characters, and use literary devices to
create engaging narratives.

Curriculum Author/ Novelist

Links Screenwriter

Journalist

Creative Writing Teacher/Professor

Year Level Grade 11

Time Frame Approximately 1 week (3 lessons)

1
Unit Foundation
Learning Competencies
From DepEd …
01. Develop advanced narrative techniques, such as non-linear storytelling
and the use of multiple perspectives.
02. Write creative nonfiction and personal essays that reflect their unique
voice and perspective.
03. Analyze and critique works of literature, identifying literary elements
and techniques used in creative writing.
04. Compile and publish a portfolio of their best creative writing pieces.

Unit Objectives
At the end of the learning unit, all of my students will be able to:

Create well-structured and imaginative short stories.

Compose poetry using descriptive language and figurative devices.

Analyze and interpret a piece of creative writing.

Description Subject Integration

The development of this unit is anchored …

English Language Arts

Science

History

Social Studies

Art and Creativity

Curriculum Framing Questions

2
Unit Question How can I design …?

Content  How to identify and explain the essential elements of

Question storytelling, such as plot, characters, setting, and conflict?
 How to distinguish between different types of creative
writing, such as short stories, poetry, and personal essays?

 How do the writing techniques vary when working with

different forms of creative writing?

 How to analyze and interpret a piece of creative writing?

 How does creative writing allow for self-expression and

personal reflection?

 What are some common literary devices and figurative

language elements used in creative writing?

 What is creative writing, and how does it differ from other

forms of writing?

Assessment Strategies

3
Assessment Summary (based on the format of the lesson activities)
Exploration Part Challenge Part Generalization Part

FORMATIVE FORMATIVE FORMATIVE

 Brainstorming  Literary Analysis  Questioning

 Questioning  Peer-Feedback  Illustration

 Writing Journals

SUMMATIVE SUMMATIVE SUMMATIVE

 Conference  Literary Journal  Long quiz

Assessment Pattern
Activity #1
Questioning → Brainstorming → Quiz → Conference
Narrative → Feedback →

Activity #2
Questioning → PS Task → Illustrating → Conference →
Brainstorming → Brainstorming → Reflection Writing
Conference →

Activity #2
Questioning → PS Task → Quiz → Conference →
Conference → Brainstorming → Reflection Writing
Feedback →

Activity #4
Questioning → PS Task → Analysis → Quiz → Reflection Writing
Brainstorming → Conference → Feedback
→

Unit Details
Teacher’s Prerequisite Skills

4
Professional Learning
The teachers who will implement this unit must possess an in-depth
understanding…
Learning competencies targeted;
Strong Writing Skills
Creativity and Imagination
Knowledge of Literary Techniques
Strong Communication Skills
Empathy and Patience
Adaptability
Knowledge of Literature
Understanding of the Writing Process
Respect for Student Voices

Teaching Learning Strategies

5
Modeled
They model to the students how to apply techniques and approaches to their own writing.
Creative writing is a dynamic and interactive process that can greatly benefit students by
providing them with tangible examples and insights into the craft of writing. It can help
clarify the writing process and inspire students to apply what they've learned in their own
work.

Guided
They guide their students in developing strong creative writing skills while nurturing their
passion for writing and storytelling. Each student's unique voice and perspective can be
cultivated and celebrated.

Independent
You let your students work independently is a valuable approach to foster self-directed
learning and enhance their creative writing skills. This can empower students to take
ownership of their learning and develop a deeper understanding of creative writing through
independent exploration.

Outline of the Learning Activities Student’s Activity Sheets

6
Lesson 1
 Students are shown with a sample work Activity 1 (Exploration)
from well-known short stories. In this part,
students are also exploring on how to
create a well-structured and imaginative
short story.
 To apply their learning on creating a short
Activity 2 (Challenge)
story, students are challenged to identify
the elements of a short story.
 Students are asked to explore some sample Activity 3.1 (Exploration)
works. They are asked to create an outline
Activity 3.2 (Challenge)
for short story.
 Written tasks will be given to students in
order apply what they’ve learned in Activity 4.1 (Challenge)
creating short story. The challenge allows
Activity 4.2 (Generalization)
them to create their own short story. They
are allowed to jot down their explored
ideas regarding the lesson.

Lesson 2
 Students are shown with a sample poetry. Activity 1 (Exploration)
In this part, students are also exploring on
how to compose using descriptive
language and figurative devices.
 To apply their learning on composing a
poetry, students are challenged to read
Activity 2 (Challenge)
and analyze a poem focusing on
identifying descriptive language.
 Students are asked to explore the key Activity 3.1 (Exploration)
elements of descriptive language and
Activity 3.2 (Challenge)
figurative devices in poetry. They are
asked to analyze a poem together.
 Written tasks will be given to students in Activity 4.1 (Challenge)
order apply what they’ve learned in

7
 composing a creative work. The challenge Activity 4.2 (Generalization)
allows them to construct their own poetry.
They are allowed to write and review
what they’ve understand.

Lesson 3
 Students are shown with a sample of a Activity 1.1 (Exploration)
creative writing piece. In this part,
Activity 1.2 (Challenge)
students are to make predictions/any
initial thoughts about work, also,
exploring on how to analyze and interpret
a piece.
 To apply their learning on analyzing and
interpreting a piece, students are Activity 2 (Challenge)
challenged to analyze and identify the key
elements, stylistic devices, and the main
themes. elements of a creative piece.

 Students are tested with their Activity 3.1 (Exploration)

understanding of the analysis and
Activity 3.2 (Challenge)
abstraction concepts. They are asked to
write a short paragraph in a whole sheet of
paper explaining the theme of the piece
they analyzed.
Activity 4.1 (Challenge)
 Written tasks will be given to students in
order apply what they’ve learned in Activity 4.2 (Generalization)
analyzing and interpreting a piece. The
challenge allows them to analyze and
interpret a different piece of creative
writing on their own. They are allowed to
ask questions for deeper understanding of
the lesson.

Materials and Resources Needed for the Entire Unit

Technology- Technology- Software Others

8
Hardware
 Video  Word Processing  Activity Sheets/Worksheet
Conferencing Software
 Textbooks and Instructional
 Laptop  Grammar and Style Materials
Checkers
 Projector and  Classroom Library
Screen  Research and Reference
Tools

Major Links and Sources

[1] Citation 1

https://sist.sathyabama.ac.in/sist_coursematerial/uploads/SHS1604.pdf
[2] Citation 2

https://www.studocu.com/ph/document/far-eastern-university-roosevelt/humss/analyzing-
literary-techniques-and-interpreting-themes/24977721
[3] Citation 3

https://www.blurb.com/blog/what-is-a-short-story/?
fbclid=IwAR0ZOR1aYHsNMs97eJ7x3lm3LIBbZPMQn5756LMsnEaG6QMH8aBkPnbWCIg#:~:text=Sho
rt%20stories%20typically%20focus%20on,a%20resolution%20at%20the%20end

Insert a matrix chart here…

Intended Assessment Teaching- Contents Learning Resources Remark

9
Learning Tasks Learning s
Outcomes Activities

Create well-  Analyze  Discussion  Discuss  PowerPoint

structured and and of the the Presentation
imaginative identify elements of purpose  Examples of short
short stories the writing a of stories.
elements creative creative  https://tinyurl.com/
of the work. writing 2s3kwfuy
given  Peer review  Discuss
example session. the
s.  Evaluate elements
 Create a students' of a short
short work based story.
story on criteria.  Present
 Presenta examples
tion of of a short
the story.
creative
works in
the
class.

Compose  Open  Introduce  Discuss  PowerPoint

poetry using oral the literary poetry Presentation
descriptive recitatio techniques using  Sample of poetry
language and n with of creative descriptiv  http://surl.li/mboqj
regards writing. e
figurative
the  Conduct a language
devices. topic. group  Discuss
 Compos activity to the
e their test their figurative
own knowledge devices.
poem. about the  Provide
 Presenta topic. examples
tion of  Rate the of poems.
their students’
compose work based
d work. on the
rubric.

Analyze and  Group  Round-  Discuss  PowerPoint

interpret a work: robin the key Presentation
piece of Analyze discussion literary  Sample of a short story.

10
creative the of the topic. elements  https://tinyurl.com/
writing. provided  Brainstorm of a short 5n6x7bvp
creative ing on story.
work. analyzing  Discuss
 Analyze and the
and interpretin literary
interpret g a piece. technique
a work  Evaluate s.
on their the work  Present
own. based on some
 Presenta the rubric. sample
tion of short
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analyzed
work.

Insert your Lesson Plan Here…

Detailed Lesson Plan (DLP)

D Learning Area: Grade Level: 11 Quarter:1st Duration: 60 mins.

L English
P

N
o
.:
1
Learning Code:
Competency/ies
:
(Taken from the
Curriculum
Guide)

Practice is key to improving your skills in creating well-structured and

Key Concepts / imaginative short stories.
Understandings
to be Developed
Do Objectives:
mai
n
Kno Define and explain key elements of a short story.
wle
dge
Skil Construct a well-structured and imaginative short story that engage readers with
ls
creative elements such as plot, character, and setting.
Atti Develop well-structured and imaginative short stories, incorporating key elements of
tud storytelling.
e
Val Review the element of plot structure and discuss how to create a compelling plot.
ues
2. Create well-structured and imaginative short stories.
Conte
nt

11
3. https://www.blurb.com/blog/what-is-a-short-story/?
Learn fbclid=IwAR0ZOR1aYHsNMs97eJ7x3lm3LIBbZPMQn5756LMsnEaG6QMH8aBkP
ing
Reso
nbWCIg#:~:text=Short%20stories%20typically%20focus%20on,a%20resolution
urces %20at%20the%20end
4. Procedures
4.1  Preliminary Activities
Introd
uctory - Greetings
Activit - Prayer
y (5 - Classroom management
minut
es). - Attendance check
 Begin with a discussion about the topic of a short story.
 Provide examples from well-known short stories.
-ask to students to give their insights about the given example.

4.2  Read the selected well-known short stories or call a student to read it.
Analy
sis (10
minut
es).
 Guide a class discussion about the topic of the elements of a short story.

4.3  Provide the definition of a short story and its elements.

Abstr
action
(15 A short story is a work of prose fiction that can be read in one sitting
minut usually between 20 minutes to an hour.
es).

 Discuss each element of the short story.

Setting - The setting of a short story is often simplified (one time and
place), and one or two main characters may be intended without full
backstories.
Plot - Short stories typically focus on a single plot instead of multiple
subplots, as you might see in novels. some stories follow a traditional
narrative are with, exposition(description) at the beginning, rising
action, a climax, and a resolution at the end.
Center theme to moral - It is the unifying element of a story. A theme is
not a summary of characters or events. Rather, it is the controlling idea
or central insight of the story.
Genre - The short story genre is well suited to experimentation in prose
writing style and form, but most short story authors still work to create a
distinct mood using classing literary devices (point of view, imagery,
foreshadowing, metaphor, diction/word choice, tone, and sentence
structure.
Conflict - Conflict in a story is a struggle between opposing forces.
Characters must act to confront those forces and that is where conflict
is born.

12
  Provide examples of a short story.

Title: “The Necklace”

Author: Guy de Maupassant

1. Setting:

The story is set in Paris in the late 19th century.

2. Characters:

Mathilde Loisel: The protagonist, a discontented woman who dreams of

a more luxurious life.
Monsieur Loisel: Mathilde's husband, a clerk in the Ministry of
Education.
Madame Forestier: A wealthy friend of Mathilde who lends her the
necklace.

3. Plot:

Mathilde is unhappy with her modest life and dreams of wealth and
luxury. When she is invited to a high-society event, she borrows a
beautiful necklace from her friend Madame Forestier.

At the event, she has a wonderful time but loses the necklace. Instead
of admitting the loss, Mathilde and her husband buy a new one to
replace it, plunging them into debt.

Years later, Mathilde learns that the original necklace she borrowed
was fake and worth very little. She and her husband have lived in
poverty needlessly.

4. Conflict:

The main conflict in the story is internal, within Mathilde, who is

dissatisfied with her social and economic status.

5. Climax:

The climax occurs when Mathilde loses the necklace at the event and
her life takes a dramatic turn.

6. Resolution:

13
 The resolution comes at the end of the story when Mathilde and her
husband learn the truth about the necklace, and Mathilde realizes the
consequences of her actions.

7. Theme:

The story explores the theme of the pursuit of material wealth and
social status, and the consequences of deception and pride.

8. Point of View:

The story is told from a third-person limited point of view, primarily

focusing on Mathilde's perspective.

4.4  Distribute a worksheet

Applic
ation  Ask the students to encircle the best answer
(10  Instruction: Multiple Choice
minut
es). Encircle the correct answer.

1. Which element of a short story sets the stage for the plot and
introduces the main characters?
a) Climax
b) Exposition
c) Resolution
d) Rising Action
Answer: b) Exposition

2. The highest point of tension and conflict in a short story is known as:
a) Denouement
b) Climax
c) Falling Action
d) Resolution
Answer: b) Climax

3. What is the main problem or conflict that drives the plot of a short story?
a) Theme
b) Setting
c) Conflict
d) Protagonist
Answer: c) Conflict

4. Which element of a short story reveals the outcome or final solution to

the conflict?

14
 a) Rising Action
b) Exposition
c) Climax
d) Resolution
Answer: d) Resolution

5. What is the term for the message or insight about life that a short story
conveys?
a) Genre
b) Setting
c) Theme
d) Symbolism
Answer: c) Theme

4.5  Group the students into 3 groups.

Asses  Instruct students to create an outline for their short story, mapping out key
sment
( 10
plot points and character arcs.
minut  Let the students present their work.
es).

Assessment Method
a) Observation
(Formal and informal observations of learners’
performance or behaviors are recorded, based on
assessment criteria)
b) Talking to Learners / Conferencing
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
c) Analysis of Learners’ Products
(Teachers judge the quality of products
produced by learners according to agreed criteria)

d) Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a skill
or knowledge of content)

4.6 Assignment ( 2minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the
day’s lesson
 Enriching / inspiring the day’s Assign a task for students to create imaginative short stories on their own.
lesson
 Enhancing / improving the day’s
lesson
 Preparing for the new lesson
4.7 Concluding Activity ( 3 minutes). Thank you so much class for your active
This is usually a brief but effective closing
activity such as a strong quotation, a short song, participation. Always remember " Refer yourself
an anecdote, parable or a letter that inspires the
learners to do
to a book most people will judge your cover, but
something to practice their new learning. only a few people will know your content. "
— Anonymous
5. Remarks

15
 6. Reflections
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional

activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: Jan Erika F. Francisco School:
Position/Designation: Division: Cebu
Contact Number: 09924662794 Email address: jf306264@gmail.com

Detailed Lesson Plan (4E’s)

Lesson Title: Composing Poetry Using Descriptive Language

Grade Level: Grade 11

Duration: 60 minutes

Objective: By the end of this lesson, students will be able to:

a. Illustrate the concept of descriptive language and its significance in poetry

b. Express an increased interest in poetry and its use of figurative devices.

c. Compose poetry using descriptive language effectively.

Materials:

 Whiteboard and markers

 - Handouts with sample poems

 - Visual aids (images or objects related to descriptive language)

 - Access to a computer or devices for online research (if available)

I. Engage (10 minutes)

 Begin with a thought-provoking question or quote related to descriptive language

16
 and its role in poetry. For example, "How can descriptive language transport
readers into a poet's world?"

 Discuss the question as a class, encouraging students to share their thoughts and
experiences with descriptive language in poetry.

 Share a brief, engaging poem that makes use of vivid descriptions to set the tone for
the lesson.

II. Explore (15 minutes)

 Introduce the concept of descriptive language and its significance in poetry.

 Show students a selection of images or objects and ask them to describe what they
see using rich and evocative language.

 Discuss the impact of these descriptions on the audience and how it relates to
poetry.

 Provide handouts with sample poems that demonstrate the use of descriptive
language. Analyze these poems together as a class.

III. Explain (20 minutes)

 Define and explain key terms related to descriptive language, such as imagery,
figurative language, and sensory details.

 Discuss various techniques for using descriptive language effectively, including

similes, metaphors, personification, and concrete imagery.

 Provide examples for each technique and discuss how they contribute to the overall
impact of a poem.

 Introduce the structure and elements of a poem, including stanza, rhyme scheme,
and meter.

IV. Elaborate (15 minutes)

 Divide students into small groups or pairs.

 Assign each group a different image or object and ask them to compose a short
descriptive poem based on their observations.

 Encourage students to apply the techniques and concepts discussed in the lesson to
create descriptive, vivid poems.

 Have each group share their poems with the class and discuss the use of descriptive
language in each one.

V. Evaluate (15 minutes)

 To assess students' understanding of descriptive language and its role in poetry,

17
 provide them with a simple poetry assignment.

 Ask each student to write a descriptive poem of their own, focusing on a specific
image, object, or personal experience.

 Collect and review the poems for the use of descriptive language and poetic
techniques.

 You can also conduct a peer review, where students provide feedback to their
classmates.

VI. Homework or Extension (optional)Encourage students to continue exploring and using

descriptive language in their future poetry compositions.

 Assign additional poetry writing tasks, allowing students to further explore descriptive
language and create more poems.

VII. Conclusion:

 Recap the key points of the lesson, emphasizing the importance of descriptive language
in poetry.

 Encourage students to continue exploring and writing poetry with rich, descriptive
language.

 Provide resources or suggested reading materials for further inspiration.

Resources: https://sist.sathyabama.ac.in/sist_coursematerial/uploads/SHS1604.pdf

Prepared by: Gieselle Ann Cañete

Detailed Lesson Plan (4E’s)

Lesson Title: Composing Poetry with Figurative Devices

Grade Level: Grade 11

Duration: 60 minutes

Objective: By the end of this lesson, students will be able to

a. Enumerate the figurative devices

18
 b. Differentiate figurative devices from each other

c. Compose poetry using figurative devices effectively.

Materials Needed:

 Whiteboard and markers

 Projector or screen for multimedia presentation

 Poetry examples with figurative devices

 Handouts with exercises

 Notebooks or writing materials for students

I. Engage (10 minutes)

 Introduction to Poetry (5 minutes)

o Start the lesson by asking students what they know about poetry and its
characteristics. Encourage them to share their thoughts and experiences with
poetry.

o Explain that today's lesson will focus on using figurative devices to enhance
their poetry.

 Figurative Devices Warm-up (5 minutes)

o Display a short poem or lines from a famous poem on the board, preferably one
that uses figurative devices. Ask students to identify any figurative language
they can find.

o Discuss the identified figurative devices as a class (e.g., metaphors, similes,

personification) and explain their purpose in poetry.

II. Explore (15 minutes)

 Types of Figurative Devices (7 minutes)

o Present a multimedia presentation or handouts explaining various figurative

devices, including metaphors, similes, personification, alliteration, and
symbolism.

o Provide examples of each figurative device and discuss how they can be used in
poetry to create vivid imagery and depth of meaning.

 Group Activity (8 minutes)

o Divide the class into small groups.

o Provide each group with a different figurative device (e.g., one group gets

19
 metaphors, another gets similes).

o Ask each group to brainstorm and write down as many examples of their
assigned figurative device as they can within a time limit.

o Groups share their examples with the class.

III. Explain (20 minutes)

 Analyzing Poetry with Figurative Devices (10 minutes)

o Share a poem that prominently features figurative language. Read the poem
aloud as a class.

o Discuss how the figurative devices contribute to the poem's overall meaning,
mood, and imagery.

o Encourage students to express their interpretations of the poem based on the

figurative devices used.

 Guided Practice (10 minutes)

o Provide a handout with a simple poem without figurative language.

o Work through the poem as a class, adding figurative devices to enhance its
imagery.

o Discuss the impact of these additions on the poem's meaning.

IV. Extend (15 minutes)

 Independent Practice (10 minutes)

o Distribute a selection of prompts or topics for students to write a short poem

using figurative devices.

o Students work individually to create their poems, incorporating the figurative

devices discussed in the lesson.

 Sharing and Feedback (5 minutes)

o Invite a few students to share their poems with the class.

o Provide constructive feedback on each poem, focusing on the use of figurative

devices.

20
V. Homework/Extension:

 Assign students to write a longer poem using figurative devices based on a topic of
their choice. This will allow them to practice what they've learned and express their
creativity.

VI. Conclusion:

 Recap the key points of the lesson, emphasizing the importance of figurative devices in
poetry and how they enhance the reader's experience.

References: https://www.masterclass.com/articles/writing-101-what-is-figurative-
language-learn-about-10-types-of-figurative-language-with-examples

Prepared by: Kriz Hernan

Detailed Lesson Plan (DLP)

DLP Learning Area: Grade Level: 11 Quarter:1st Duration: 60 mins.

No.: English
4
Learning Competency/ies: Code:
(Taken from the Curriculum
Guide)

Analyzing and interpreting a piece of creative writing helps students

Key Concepts / become critical readers who can extract not only the plot but also the
Understandings to be
Developed deeper layers of meaning in a work of literature.
Domain Objectives:
Knowledge Identify literary elements, such as plot, character, setting, and theme in a text.
Skills Analyze and interpret a piece of creative writing.
Attitude Develop critical thinking skills in literary analysis.
Values Understand the importance of analyzing and interpreting creative writing.
2. Content Analyzing and Interpreting Creative Writing

3. Learning https://www.studocu.com/ph/document/far-eastern-university-roosevelt/
Resources humss/analyzing-literary-techniques-and-interpreting-themes/24977721
4. Procedures
4.1 Introductory  Preliminary Activities
Activity (5
minutes). - Greetings
- Prayer
- Classroom management
- Attendance check
 Begin with a brief discussion about the importance of analyzing and

21
 interpreting creative writing.
 Introduce the selected piece of creative writing to the class.
- Ask students to make predictions about the content, style, and
themes of the writing based on the title or any initial thoughts.

4.2 Analysis (10  Read the selected piece of creative writing aloud, or have a student
minutes).
volunteer to do so.
 Guide a class discussion on the following aspects:
- Literary elements such as plot, characters, setting, and theme.
- Stylistic devices like metaphors, similes, and symbolism.

4.3 Abstraction  Write the definition of a verb on the board: "A verb is a word
(15 minutes). that shows an action (physical or mental) or a state of being
in a sentence."
 Discuss key literary elements with the class:
- Plot: What is the story's main sequence of events?
- Characters: Who are the main characters? What are their
traits and roles?
- Setting: Where and when does the story take place?
- Theme: What is the main message or lesson the author is
trying to convey?
 Discuss literary techniques.
 Analyze specific creative work that demonstrate these
elements. Encourage students to participate in this discussion
and share their observations.

Title: "The Hare and the Tortoise"

Author: Aesop

Plot:

Exposition: In a forest, there lived a boastful and speedy hare

and a slow-moving, determined tortoise. The hare often
taunts the tortoise, claiming that he's the fastest animal in the
forest.

Rising Action: Tired of the hare's arrogance, the tortoise

challenges him to a race. The hare, overconfident, readily
accepts the challenge. The animals in the forest gather to
watch the race.

Climax: The race begins, and the hare quickly sprints ahead,
leaving the tortoise far behind. Confident of his victory, the
hare decides to take a nap under a tree while the tortoise
continues to plod along at his slow, steady pace.

22
 Falling Action: The hare oversleeps, and when he wakes up,
he realizes that the tortoise is near the finish line. He dashes
to catch up, but it's too late. The tortoise crosses the finish
line first, winning the race.

Ending: The tortoise's determination and steady progress win

the day, humbling the once-arrogant hare. The animals in the
forest cheer for the tortoise, and the hare learns the valuable
lesson that slow and steady progress can overcome
overconfidence and arrogance.

Elements of the Story:

Characters: The boastful hare and the determined tortoise.

Setting: A forest where the animals gather to watch the race.

Themes: Humility, determination, the value of consistency.

Stylistic Devices:
Irony: The story uses irony to highlight the unexpected
outcome of the race. The hare's overconfidence leads to his
defeat.

Moral Lesson: Fables often include a moral lesson or

message, which is presented at the end of the story. In this
case, the lesson is about the value of determination and
consistency.

 Discuss how these elements contribute to the overall

meaning of a story.

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4.4 Application (10  Provide a different short story or poem.
minutes).
 Divide the students into small groups.
 Ask students to apply the analysis process to this new piece.
 Have them identify key elements, stylistic devices, and abstract the
main themes.
 Circulate the classroom to provide guidance and answer questions.

4.5 Assessment  Quiz students on their understanding of the analysis and

( 10 minutes). abstraction concepts.
 Ask them to write a short paragraph in a whole sheet of paper
explaining the theme of the piece they analyzed earlier.
 Once the time is up, collect the completed worksheets
 Summarize the key takeaways from the lesson and discuss the
value of analyzing and interpreting creative writing.

Assessment Method
a) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
b) Talking to Learners / Conferencing
(Teachers talk to and question learners
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)
c) Analysis of Learners’ Products
(Teachers judge the quality of products
produced by learners according to
agreed criteria)
d) Tests
(Teachers set tests or quizzes to
determine learners’ ability to
demonstrate mastery of a skill or
knowledge of content)
4.6 Assignment ( 2minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening
the day’s lesson
 Enriching / inspiring the Assign a task for students to analyze and interpret a different piece of creative
writing on their own.
day’s lesson

 Enhancing / improving the

day’s lesson
 Preparing for the new lesson
4.7 Concluding Activity ( 3 minutes). Thank you so much class for your participation.
This is usually a brief but effective
closing activity such as a strong Always remember "Every great writer is a great

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 quotation, a short song, an anecdote,
parable or a letter that inspires the
deconstructionist; they understand the architecture of
learners to do good stories. To analyze and interpret a piece of
something to practice their new learning.
creative writing is to glimpse the blueprint of the
author's imagination."
— Anonymous
5. Remarks

6. Reflections
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other
teachers?

Prepared by:
Name: Jeremy L. Tokong School:
Position/Designation: Division: Cebu
Contact Number: 09923300068 Email address: memetokong0@gmail.com

Insert the results of the student’s assessment after the implementation of the activities of
the Lesson Plan

*********************************************************************************************

Prepared by:

Tokong, Jeremy L

Cañete, Gieselle Ann D.

Francisco, Jan Erika F.

Hernan, Kriz G.

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