NORTHWESTERN AGUSAN COLLEGES

Bayview Hill, Nasipit, Agusan del Norte

Curriculum Instruction Delivery Alignment Map

Grade
Core Subject

1st Quarter
Highest Enabling Strategy
Highest Thinking Skill to to Use in Developing the
Performance Learning Competencies Assess Highest Thinking Skill to
Content Content Standards Assess
Standards RBT Level Assessment Enabling Teachi
MINIMUM BEYOND MINIMUM KUD BEYON KUD Technique General ng
MINIMUM CLASSIFI D CLASSIFI Strategy Strate
CATION MINIM CATION gy
UM
W Q P
W A C
A. Introduction to The learner The learner 1. Identify dominant U Applying Connection
Literary Genres understand clearly and literary conventions of
1. Understanding s the coherently a particular genre
Conventions of literary uses a chosen
Traditional Genres conventions element
a) Fiction that govern conventionally
 b) Poetry the identified with 2. Compare and K
c) Drama different a genre for a contrast how the Understanding Representation
d) Other forms genres. written output elements are used in
(e.g., the different genres
narrative
2. Identifying convention 3. Analyze and U
Elements of the of fiction, interpret the theme Analyzing Communication
different Genres etc.) and techniques used in
a particular text

3. Using Elements as
Techniques to develop 4. Create samples of D Creating Problem Solving
Themes the different literary
elements based on
one’s experience (e.g.
metaphor to describe
an emotion)
5. Write a draft of a
short piece using any of D Creating Problem
the literary Solving
conventions of genre
following these
pointers:
a) Choosing a
topic
b) Formulating a
thesis
statement
c) Organizing and
developing the
ideas
d) Using any
literary
conventions of
a genre
e) Ensuring that
theme and
technique are
effectively
developed
 6. Peer-edit each U Evaluating Reasoning and
other’s draft based on: Proof
a) clarity of idea
b) appropriate
choice of the
element
c) appropriate use
of the element
d) effective
combination of
the idea and
the chosen
literary element

7. Revise the draft of a D Creating Problem

short piece using any of Solving
the literary
conventions of a genre
(e.g. plot for narrative
piece)

The learner The learner 1. Do a close reading of

B. Principles, understand clearly and nonfictional texts
Elements, s the coherently
Techniques, and delineation uses multiple 2. Identify the fictional U Applying Connection
Devices of Creative between elements elements in the texts
Nonfiction creative and conventionally
1. Using Elements of the identified with 3. Analyze and U Analyzing Communicatio
Creative Nonfiction nonfictional a genre for a interpret n
a) Plot elements of written factual/nonfictional
b) Characters creative output. aspects in the texts
 c) Characterization nonfictional U Evaluating Reasoning and
d) Point of View text. 4. Evaluate the Proof
e) Angle relationship of creative
f) Setting and and nonfictional
Atmosphere elements of the texts
g) Symbols and
Symbolisms
h) Irony 5. Write a draft of a D Creating Problem
i) Figures of short piece using Solving
speech multiple elements
j) Dialogue conventionally
k) Scene identified with the
l) Other elements literary genres
and devices following these
pointers:
a) Choosing a topic
2. Developing themes b) Formulating a
by combining multiple thesis statement
elements c) Organizing and
developing ideas
d) Using multiple
literary
conventions of a
genre
e) Ensuring that
theme and
technique are
effectively
developed

6. Peer-edit each U Evaluating Reasoning and

other’s draft based on: Proof
 a) clarity of ideas
b) appropriate choice
of literary
elements
c) appropriate use of
the elements
d) effective
combination of the
ideas and the
chosen literary
elements

7. Revise the draft of a D Creating Problem Solving

short piece using
multiple elements
conventionally
identified with the
literary genres
 NORTHWESTERN AGUSAN COLLEGES
Bayview Hill, Nasipit, Agusan del Norte

Curriculum Instruction Delivery Alignment Map

Subject : Creative Non-Fiction

Grade Level : Grade 12- GAS
Teacher : Chastety R. Corre

2nd Quarter
Highest Enabling
Performance Learning Competencies Highest Thinking Skill to Strategy to Use in
Standards Assess Developing the Highest
Thinking Skill to Assess
Content Content RBT Level Assessment Enabling Teachin
Standards BEYON KUD BEYON KUD Technique General g
MINIMUM D MINIMUM CLASSI D CLAS W QA P Strategy Strategy
MINIM FICATI MINIM SIFIC W C
UM ON UM ATIO
N
A. Forms and Types of Creative The learner The learner
Non-fiction understands competently
a) Understanding various the distinction delivers an
forms and types between and artistic
b) Autobiography/ among presentation
Biography creative summarizing 1. Explain the U Evaluating Reasoning and
c) Literary nonfiction and relationship of Proof
Journalism/Reportage types and analyzing the elements and ideas
d) Personal narratives forms. form, theme found in the various
 e) Travelogue and forms and types of
f) Reflection essay techniques creative nonfictional
g) True narratives of a chosen texts through a close
h) Blogs creative reading
i) Testimonio nonfictional
j) Other types and forms text.
2. Compare and
contrast the different K
Delivering a presentation on a forms and types of Representatio
chosen type or form of creative creative nonfictional Understandi n
nonfiction texts ng

3. Deliver an artistic
presentation D Creating
summarizing,
analyzing, and
commenting on a
chosen creative
nonfictional text
representing a
particular type or form

B. Reading and Writing Creative The learner The learner 1. Write a mini
Nonfiction understands writes a clear critique of a peer’s
1. Reading creative nonfiction that mastery and coherent work based on
a) Analysis, Interpretation of the basic critique and coherence and
and Commentary forms, types, an organization of
techniques interesting paragraphs,
2. Writing Creative Nonfiction a. and devices of and engaging development of
Mini critique creative creative literary elements, use
b. Creative nonfiction nonfiction nonfiction. of factual information,
enables and other qualities
him/her to concerning form and
effectively content
critique and
write creative 2. Analyze and
nonfiction. interpret a well-
written creative
nonfictional text
based on the peer
critique

3. Write a draft of
creative nonfiction
piece based on the
learner’s memorable
real life experience

4. Peer-edit and revise

each other’s draft
based on desirable
qualities of well-
written creative
nonfiction

5. Write the final

version of one’s own
creative nonfiction in
a composition of five
paragraphs or more