CREATIVE

WRITING:
AN
INTRODUCTIO
N

Lesson 1
GRADING SYSTEM
• WrittenWork – 25%
• Performance Tasks – 65%
• Quarterly Assessment –
30%
 PERFORMANCE
TASKS (Q3)
1. The learners shall be able to produce short paragraphs or
vignettes using imagery, diction, figures of speech, and
specific experiences.
2. The learners shall be able to produce a short, well-crafted
poem
3. The learners shall be able to produce at least one striking
scene for a short story.
 PERFORMANCE
TASKS (Q4)
1. The learners shall be able to compose at least one scene for a one-act play
that can be staged.
2. The learners shall be able to produce a craft essay on the personal creative
process deploying a consciously selected orientation of creative writing
3. The learners may 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
 CONTENT
STANDARDS (Q3)
1. The learners have an understanding of imagery, diction,
figures of speech, and variations on language.
2. The learners have an understanding of poetry as a genre
and how to analyze its elements and techniques.
3. The learners have an understanding of fiction as a genre
and are able to analyze its elements and techniques.
 CONTENT
STANDARDS (Q4)
1. The learners have an understanding of drama as a
genre and are able to analyze its elements and
techniques.
2. The learners have an understanding of the
different orientations of creative writing.
REQUIREMENTS
• SpellingNotebook
• Lecture Notebook
• Journal Notebook
• Formal Theme
PRE-ACTIVITY
• With your group, write at least 3
Dos and 3 Don’ts you want to be
implemented during classes. Assign
a reporter to read your consolidated
ideas.
 OBJECTIVES
• Differentiate creative writing from other
forms of writing;
• Learn the various genres in creative writing;

• Explore creative writing as an art and how

different it is from other forms
 Unscramble the letters to form
word/s.

1. ACTREIVE NGIWRIT
2. TOPERY
3. TIOFCIN
4. AR MAD
5. VIETERAC ICTNNOFION
 ACTIVITY 1
Take a look at the two texts, both about
smells, and compare the treatment of
each. Based on the style of the article,
can you guess which can be considered
literary?
You may be gone but certain smells you had on
you are still present today-your mother's
carefully selected fabric softener that made your
shirt a field of lavender, where we ran through
with laughter. The damp earth after a heavy
rain, that mix of ancient acacias and wet grass,
the dreamy aftermath of all that was possible in
youth. Your skin, the scent of newly baked soft
rolls one just
couldn't resist-in these you are alive.
 Excerpt from "Concerning Odours" by
Theophrastus.
Odours in general, like tastes, are due to mixture:
for anything which is uncompounded has no
smell, just as it has no taste: wherefore simple
substances have no smell, such as water, air, and
fire: on the other hand, earth is the only
elementary substance which has a smell, or at
least it has one to a greater
extent than the others, because it
 QUESTIONS:
1. Which of the two did you enjoy reading more?
Why?
2. What is the main purpose of each paragraph?
3. Which of the excerpts would you say is
literary? What are the characteristics of this text
that make it creative?
Creative Writing?
It’s the “art of making things up.”
It makes you step out of reality
and into a new realm inspired by
your own imagination.
Creative Writing?
With creative writing, you’re able
to express feelings and emotions
instead of cold, hard facts, as you
would in academic writing.
 Creative Technical
Writing Writing

Its main purpose It is a form of

is to entertain and technical
educate. Its communication or
documentation
content is which aims to
imaginative, instruct or to
metaphoric, and persuade, but never
symbolic. to entertain.
 Creative Technical
Writing Writing

Its language is The content is factual

informal, artistic, and straightforward. It
is expressed in formal,
and figurative. The standard, or academic
vocabulary used is language which uses a
evocative and is specialized vocabulary
usually written for and follows a set of
rules and conventions.
a general audience.
 Creative Technical
Writing Writing

The tone, which It is also organized

refers to the mood, in a sequential or
attitude, feelings systematic pattern.
Moreover, the tone
or emotion of the
of technical writing
writer toward the output is objective
subjects or topic, and its audience is
is subjective. specific.
 ACTIVITY 2
Taking off from the premise of “the word,”
immerse yourself in a constructed reality of
a world without words. What would it be
like? What form of communication would
arise? Write a paragraph on this imagined
situation and compare your answers with
those of your classmates.
 What are the
Genres of Creative
Writing
Poetry Fiction Drama Creative
It is a language arranged It is a narrative that It is a writing that Nonfiction
in lines. It attempts to springs from the develops plot and It is prose writing about
recreate emotions and imagination of the writer, character through real people, places, and
experiences like other though it may be based dialogue and action. In events. Unlike fiction,
forms of creative on actual events and real other words, drama is nonfiction is largely
writing. Poetry, people. The writer
literature in play form. concerned with factual
however, is more shapes his/her narrative
Dramas are meant to be information according
condensed and to capture the reader’s
performed by actors to his or her purposes
suggestive than prose interest and to achieve
desired effects
and actresses on a stage. and viewpoint.
 ACTIVITY 3
Observe your classmates’ conversations and
take note of the words and expressions they
frequently use. Choose five of these
expressions.
• Part one of your final output will involve
writing a definition for each word or
expression using your own words, as if you
are explaining them to someone who has not
 ACTIVITY 3
Part two will ask you to defamiliarize yourself
from what you know are the denotations or
connotations of these words, and use them as if
you were encountering them for the first time.
There is no one around to tell you what the
words mean. You must rely on how the words
sound or even “smell” like to you, and
incorporate them in your language.