S ta. M onica Academy – AR of P inamungajan, Cebu, I nc.

Augustinian Recollect Sisters

Poblacion, Pinamungajan, Cebu
Tel. No. (032) 407 – 6839
Email: sta.monicaacademypinacebu@yahoo.com

Flexible Instruction Delivery Plan

(FIDP)
Creative Writing

PREPARED BY: Mr. Van Jasper E. Araneta, LPT

 Flexible Instruction Delivery Plan (FIDP)
Grade: 11/12 Semester: 1st semester
Core Subject Title: Creative Writing No. of Hours/Semester: 80 hours
Prerequisites (If Needed)
Core Subject Description: The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction,
poetry, and drama; and discuss the use of such techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of techniques and to
the workshop of students’ drafts toward the enrichment of their manuscripts. Students learn how to combine inspiration and revision, and to develop a sense of form.

Culminating Performance Standard: The learners shall be able to choose from any of the following: 1. Design a group blog for poetry and fiction 2. Produce a suite of poems,
a full/completed short story, or a script for a one-act play, with the option of staging, 3. Create hypertext literature.

Timber City Academy Vision: Timber City Academy, a non-sectarian, Filipino Chinese Institution, envisions to be a value-oriented, nationalistic, relevant, liberating and performing schools that delivers
excellent basic education needed for much improved quality life.

Timber City Academy Mission: We deliver technology -based teaching. We equip students in the field of Business and Sciences. We conserve nature.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use in
Highest Thinking Skill to developing the Highest Thinking Skill to
Learning competencies
Assess Assess
Flexible
Content Performance Assessment
Content Most Essential Topics
Standards Standards KUD KUD Activities Enabling
RBT Flexible Learning
Complete Classificati Most Essential (FAA) General
Classificatio Level Strategies (FLS)
on Performanc Strategy
n
e Checks
Quarter 3
1. Creative The 1.1 Figures of Speech The learners shall be able The learners… Use imagery, diction,
Writing learners to… 1.differentiate figures of speech, and Activity 1.
1.1. Imagina have an produce short imaginative writing specific experiences to Respond to literal questions that
tive writing vs. understandin paragraphs or vignettes from among other evoke meaningful involve
technical / g of… using imagery, diction, figures of speech from
forms of responses from readers.
academic / other imagery, figures of speech, and visually supported phrases.
forms of writing specific experiences
writing
diction,
1.2. Sen figures of HUMSS_CW/MP11 Activity 2.
sory speech, and /12-Iab-1 Identify words or phrases
experience variations on 2.cull creative U Knowledge Figurative Communicati representing
1.3. Language language. ideas from Language on figures of speech in visually
a. Imagery experiences Scavenger supported related sentences (e.g.,
b.Figures of HUMSS_CW/MP11 K Hunt like or as).
speech /12-Iab-2
c. Diction Activity 3.
 3. utilize language Categorize or classify figures
to evoke of speech in
emotional and visually supported passages.
intellectual
responses from
readers
HUMSS_CW/MP11
/12-Iab-3
4. use imagery,
diction, figures of
speech, and
specific
experiences
HUMSS_CW/MP11
/12-Iab-4
5. read closely as
writers with a
consciousness of
craft
1.2 Sensory Details and U U Analyzing Sensory Guided Questions/ Lecture
Diction Details and Communicati Notes
Diction on
Worksheet Genyo Quiz and Genyo
Shared Blog Forum
6. Reading and poetry as a 1.3 Reading and The learners shall be identify the various K identify the various U Analyzing Poem Reasoning ‘Beclouded’ by Emily
Writing Poetry* genre Writing Fiction able to produce a well- elements, elements, Practice and Proof Dickinson pp. 46
6.1. Eleme and how crafted poem. techniques, and techniques, and literary
nts of the to literary devices devices Examine the poem by
analyze Dickinson by looking into the
genre in poetry in poetry
its elements elements. Fill out the chart
a.Essential and that follows to guide you in
elements techniques analyzing the given poem.
a.1. Theme
a.2. Tone After reviewing the elements of
b. Elements for poetry, you have now an
specific forms idea on how you can
b.1. compose your own poem.
Conventional Nowadays, many poets prefer to
create a blank verse or a free
forms
verse due to the spontaneous
(exemplar: flow of thoughts.
short Tagalog
poems However, it could be more fun and
like tanaga and exciting to compose a poem
diona; haiku; showing the elements. Use the
sonnet) acrostic poem you created in
the first activity, and revise it
-rhyme and
by incorporating the elements of
meter poetry. Pp. 47
-metaphor
b.2. Free verse
-the line and
line break
-enjambments
-metaphor
c. Other
experimental
texts
c.1. typograp hy
c.2. genre
- crossing
texts (e.g.
prose poem,
performance
poetry,
etc.)
d. Tone

3. Reading and fiction as Identify the various produce at least one 1. identify the various U Identify the various U Analyzing Communicati Using the above-listed
Writing Fiction* a genre elements, techniques, striking scene for a elements, elements, techniques, and on prompts, create your
3.1. Elemen and are able and literary devices short story techniques, and literary devices in character. Focus on the inner and
ts of the genre to in various modes of literary devices various modes of fiction outer qualities of your
a. Character b. analyze fiction in fiction character. Use the graphic
Point of View its HUMSS_CW/MPIg-i- organizer below as your
b.1. 1st- elements 11 guide. Pp. 26-27
person POV and 2. determine various
(major, minor, techniques modes of After completing the graphic
or bystander fiction HUMSS organizer, you are ready to
b.2. 2nd- write your character sketch.
person POV 12 ‘Flesh out’ your character by
b.3. 3rd- 3. write journal entries giving a detailed description
person POV and other of him or her. Add more
(objective,

limited short exercises details as may be necessary.

omniscient, exploring key Remember: Do not tell, show.
omniscient) elements of fiction Pp. 27
c. Plot HUMSS_CW/MPIg-i-
c.1. l 13
i near 4. write a short scene
c.2. applying the various
modular/episodic elements,
c.3. traditional techniques,
parts: exposition, and literary devices
rising action, HUMSS_CW/MPIg-i-
climax, falling 14
action,
resolution/denou
ement d.Setting
and atmosphere
d.1. time
and place
d.2. cult
ural,
sociological,
political,
religious, etc.
milieu
d.3. sensibili
ties that lead to
specific modes e.
Conflict
f. Irony
f.1.verbal
f.2.situational
f.3.dramatic
g. Theme
f.1.moral/lesson
f.2.dramatic
premise
f.3.insight
3.2. Techniques and
literary devices
3.3. Modelling
from well-known
local
and foreign short
story writers in a
range of modes

Quarter 4
4. Reading and drama as Write a craft essay compose at least one 1. identify the various The learners may Play Practice It you were to write a play,
Writing Drama a genre demonstrating scene for a one-act play elements, choose from any of which types discussed will
(one-act)* and are able awareness of and that can be staged techniques, and the following: Communicati you use? For your individual
Elements of the to sensitivity to the literary devices 1. Design a group U Applying on task, choose a type of play
genre analyze different literary and/or in drama blog for poetry and make an outline of the
a. Character its socio-political contexts of HUMSS_CW/MPIj-IIc- U and fiction essential elements and that
b. Setting elements creative writing 15 2. Produce a suite will clearly show your
c. Plot and 2. understand of poems, a preferred kind of play. Use the
d. Dialogue techniques intertextuality as a full/completed graphic organizer as your
4.1. Techniques technique of drama short story, or guide in outlining.
and literary HUMSS_CW/MPIj-IIc- a script for a
devices 16 one-act play, Types of play:
a. Intertextuality 3. conceptualize a with the option Characters: /provide a brief
b. character/setting/plot of staging description each/ Conflict:
Conceptualizatio n for a oneact play 3.Create /specify the type of build/
of modality HUMSS_CW/MPIj-IIc- hypertext Events: /list down at least ten
4.2. Modelling 17 literature events/
from well-known 4. explore different Theme: /write a complete
local staging statement
and foreign Understand modalities vis-à-vis U situate the creative work in U Text Analysis Using the discussed concepts of
playwrights intertextuality as a envisioning literary and /or Analyzing Communicati intertextuality, search for
technique of drama the script sociopolitical on available stories that has
HUMSS_CW/MPIjc- context intertextual relationship with
18 HUMSS_CW/MPIIc-f-21 the famous story THE GREAT
5. write short 2. demonstrate awareness of GATSBY written by F. Scott
exercises involving and Fitzgerald. Discuss their
character, dialogue, sensitivity to the different parallelism.
plot, and orientations of creative
other elements of writing
drama
HUMSS_CW/MPIj-IIc-
19
6. write at least one
scene for
one-act play applying
the
various elements,
techniques,
and literary devices
HUMSS_CW/MPIj-IIc-
20
Final Create hypertext The learners may 1. create a group blog for Create an online portfolio Using the except from Ben
output** literature choose from any of the poetry the outputs produced: D Creating Comic Reasoning Johnson’s ‘Catiline, a script
following: and/or fiction applying U poetry, fiction, Strip/Moving and Proof written during the renaissance
1. Design a group ICT script, etc. applying ICT Screen period. Take note of the
blog for poetry and skills/any appropriate skills/any appropriate language used and the way in
fiction multimedia forms multimedia forms which the dialogue is written.

2. Produce a suite HUMSS_CW/MPIIg-j- Pp. 93

of poems, a 24
full/completed 2. explore various Write a short script showing a
short story, or a modes of publishing dialogue between two
script for a oneact play, media for characters. Think of your own
with manuscripts characters, and a situation that
the option of HUMSS_CW/MPIIg-j- will reveal their personality.
staging 3. 25 You may use characters from
Create 3. understand the your previous exercise on
hypertext possibilities of character development.
literature intertextual forms Follow the suggested
HUMSS_CW/MPIIg-j- techniques in writing
26 dialogues.
4. write a suite of
poems, a
full/completed short
story or a
script for a one-act play
Performance Task: A or B
A.The annual competition in comic strip making holding a competition to promote literary awareness in the region with regards to 21st Century themes. The students as artist illustrators are invited to create a comic strip based on a literary text produced and
published in the Philippines. The work will be judged by the famous artist present in the region. (Literary Text preferably Six From Downtown (2006) by Dean Francis Alfar)

Comic Strip Rubric

Criteria
9-10
Creativity The pictures and captions reflect an
exceptional degree of student
creativity. There is great attention to
detail.
Theme All 20 panels relate to the theme.
Characters and Dialogue The main characters are clearly
identified, and their actions and
dialogue are well-matched to each
other.
7-8
All but 1 of the pictures and
captions reflect an exceptional
degree of student creativity.
Only 15 panels relate to the theme.
The main characters are clearly
identified, and their actions
and dialogue match most of the time.
5-6
All but 2 of the pictures and captions
reflect an exceptional degree
of student creativity.
Only 10 panels relate to the theme.
The main characters are identified but
not well developed and their
actions and dialogue are too
general.
3-4
More than 2 of the pictures and
captions reflect little degree of
student creativity.
Less than 10 panels relate to the
theme.
It is hard to tell who the main
characters are.

Landscape and Props Landscape and props are directly Landscape and props are directly Landscape and props are generally Landscape and props seem randomly
related to the theme or purpose related to the theme or purpose of related to the theme or purpose of the chosen
of the comic and enhance the comic. comic. OR distract the reader.
understanding of the scene.

Spelling, Punctuation, and Grammar There are no spelling, punctuation, or There are 1-3 spelling, punctuation, or There are 4-5 spelling, punctuation, There are more than 5 spelling,
grammar errors. grammar errors. and grammar errors. punctuation, and grammar errors.

B. The annual competition of Filminute making is holding a competition. The students as directors, actors, editors etc. are invited to submit an entry of filminute adaptation based on a literary text produced and published in the Philippines that promote literary
awareness in the region with regard to 21st century themes. The entries will be judged by famous directors around the country. The work will be evaluated by the use of criteria; content, creativity/ originality, clarity and organizations, and overall quality of
adaptation and fidelity to the technical aspects of the medium used (e.g. trailer, radio, podcast, comic, graphic design etc.)

Level 4
Criteria
8-10 Down loaded by Va n Araneta (subu
Pre-Production
The content includes a clear
Treatment concept and story.
Treatment is very well
written and follows the
prescribed format.
Storyboard clearly
corresponds with treatment
Storyboard and communicates all of the
information needed for
each scene.
Production
All shots are clearly
focused. Camera
Video Clarity & movements are smooth and
Lighting
of appropriate speed.
All shot have appropriate
lighting.
Video shows evidence of
good composition.
Video Framing A variety of shot types are
used in an
appropriate manner.
No lapses in continuity
Continuity are present, or are
insignificant.
Post-Production
Prepared by: Checked by:
MR. VAN JASPER E. ARANETA, LPT MRS. GLENLY N. QUISIDO, LPT
Subject Teacher Academic Coordinator
Filminute Rubric -
Level 3
7
Content exhibits
connections around the
concept and story, but small
diversions are present.
Treatment is well written
and follows the prescribed
format
Storyboard corresponds
with treatment and
communicates most of
the information needed
for each scene..
Most shots are clearly
focused. Camera movements
are smooth and/or of
appropriate
speed. Most shots have
appropriate lighting.
Most shots are well framed.
A variety of shot types
are used.
Small lapses in continuity
are present
Level 2
rvan95@gma6il.com)
The content leaves the
reader with a vague
impression of the concept
and storyline. Treatment is
somewhat well written,
following the prescribed
format
Storyboard vaguely
corresponds with
treatment and
communicates some of
the information needed
for each scene.
Many are clearly focused.
Motion shots are fairly
steady. Some shots
have
inadequate light.
Few shots are well
framed.
Two – three shot types
are used.
Many lapses in continuity
are present
Level 1
5
The content lacks a central
concept and storyline.
Treatment is not very well
written and vaguely
follows the prescribed
format
Storyboard vaguely
corresponds with
treatment and missing
information for each
scene.
Few shots are clearly
focused. The camera is not
held steady. Many shots
have inadequate light.
Many shots are poorly
framed.
Only one or two shot types
are used
Video is disjointed in
significant respects.
Noted by:
SR. HERMINILDA B. CENIZA, AR
School Principal