Our Lady of the Pillar College – San Manuel, Incorporated

District 3, San Manuel, Isabela

Basic Education Department

Curriculum Map in Creative Writing

Subject: CREATIVE WRITING
Grade Level: GRADE 12 – HUMSS
Teacher : ELVIS PABRO VIERNES

Term Unit Content Standard/s Performance Competencies Assessment Activities Resources Institutional
/Month Topic/Content Standard/s Core Values
/Quarter
Power Supporting Offline Online

First 1. Elements The learners have an The learners shall be Use Paragraph / Close Reading Lifelong
Quarter/ of understanding of able to produce short imagery, Vignettes Reading Selection Learners,
First Creative imagery, diction, paragraphs or diction, Analysis People Oriented
Paragraph
Grading Writing figures of speech, and vignettes using figures of with
/
Period variations on imagery, diction, speech, and Constructive Vignettes
Preferential
language while figures of speech, and specific Response Analysis Option for the
strengthening him/her specific experiences experiences Poor and
with educational and through to evoke Short Guided Accountable
faith-life strengthening it with t meaningful Paragraph / Generaliz and Christ-
involvements needed he educational and rel responses Vignettes ation centred.
to build an objective igious engagement from readers Writing
view of society. required to create an 
objective
view of society.

2. Content The learners have an The learners shall be Write a short Identify the Poem Close Reading Lifelong
of Poetry understanding of able to produce a poem various Analysis Reading Selection Learners,
poetry as a genre and short, well-crafted applying the elements, People Oriented
Poem
how to analyze its poem through various techniques, Constructive with
Analysis
elements and uplifting spiritual and elements and and literary Response Preferential
techniques while cultural values and literary devices in Guided Option for the
uplifting spiritual and building a just, devices specific Poetry Writing Generaliz Poor and
cultural values and humane and exploring forms of ation Accountable
building a just, compassionate innovative poetry and Christ-
humane and society. technique. centred.
compassionate
society.
3. Forms of The learners have an The learners shall be Write Identify the Fictional Close Reading Lifelong
 Ficton understanding of able to produce at journal various Analysis Reading Selection Learners,
fiction as a genre and least one striking entries and elements, People Oriented
are able to analyze its scene for a short story other short techniques, Constructive Fictional with
Analysis
elements and through composition and literary Response Preferential
techniques by committing himself /  s exploring devices in Journal
Option for the
committing himself / herself to learning an key elements various Short Story Entries Poor and
herself to learning d enriching him / her  of fiction. modes of Writing Accountable
and enriching him / with the involvement  fiction. Guided and Christ-
her with educational of education and faith Generaliz centred.
and faith-life -life required to creat ation
participation needed e an insightful vision 
to build an objective of society.
view of society.

Prepared by: MR. ELVIS P. VIERNES CHECKED: MS. MARIJOE M. PIMENTEL

Subject Teacher SHS Coordinator/Principal

PERFROMANCE TASK (ELEMENTS OF CREATIVE WRITING)

GOAL You are assigned to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences. It will be
accompanied by an oral presentation for your paragraphs or vignettes.
ROLE You are contestant / representative. You are tasked to produce short paragraphs or vignettes for Interschool Literary Competition.
AUDIENCE Your target audience are your fellow participants, school visitors and the judges.
Your school is looking for a representative to the Interschool Literary Competition. You would like to represent your school in this
SITUATION contest. The theme of the competition is “Change Do Not”. In preparation for the full literary work, you start making short paragraphs
or vignettes of at least 120 words on the topic.
PRODUCT You are expected to produce short paragraphs or vignettes for Interschool Literary Competition.
STANDARDS Your best output shall submitted and graded according to the following rubric: theme, diction, syntax, and writing standards.

PERFROMANCE TASK (CONTENT OF POETRY)

GOAL Your task is to produce a short, well-crafted poem by applying the various elements and literary devices exploring innovative
technique and it will be complemented through an oral presentation.
ROLE You are a writer or poet.
AUDIENCE Your poem should be read by individuals who love to travel and visit other wonderful places.
 Your local tourism office has just announced that they have allotted one slot in their brochure for a local tourist spot. They have
SITUATION specified that the writing should be a poem. Write a three-stanza poem about a tourist spot you are proud of in your home place.
PRODUCT Your product is well-crafted poem.
STANDARDS You will be graded on the following: Content, tone, symbols, motif and theme, Subject-verb agreement and Publication worthiness.

PERFROMANCE TASK (FORMS OF FICTION)

GOAL Your assigned task is to produce at least one striking scene for a short story.
ROLE You are a writer for a local publishing company.
AUDIENCE Your short story will be read by people who are fond of reading fictional story.
Your editor assigned you to create a striking scene for a short story that depicts any of the universal themes discussed. In your soon to
SITUATION be published story, you are given the liberty to choose any tone or mood. However, your editor would give you credit if you set a
humorous tone.

Here are the things that can help you develop your short story.
1. Think of significant life experiences to point out a major theme for your story.
2. Ponder on the mood and choice of words to set a humorous tone.
PRODUCT You are expected to produce a striking scene for a short story.
STANDARDS Your fictional story will be evaluated on the following criteria: Elements, Techniques and Literary Device, Creativity and Originality
and Mechanics.
 Transfer

The learners shall be able to produce short paragraphs or

The learners shall be able to practice learning though vignettes, well-crafted short poem that will be
applying different elements, techniques and literary Performance Standard accompanied by an oral presentation and at least one
devices in order for them to produce paragraphs or striking scene for a short story with the use of various
vignettes, well-crafted poem and fictional story in elements, techniques and literary devices while
educational and real-life scenarios while strengthening strengthening it with the educational and religious
him/her with faith-life involvements needed to build an engagement required to create an objective
objective view of society. view of society.
The learners shall be able to produce short paragraphs
or vignettes, well-crafted short poem and at least one
striking scene for a short story with applying the
various elements, techniques and literary devices. Performance Task
Transfer Goal

Use imagery, diction, figures of speech, and specific experiences to
evoke meaningful responses from readers.
Identify the various elements, techniques, and literary devices in
specific forms of poetry.
Write a short poem applying the various elements and literary devices
exploring innovative technique.
Identify the various elements, techniques, and literary devices in
various modes of fiction.
Write journal entries and other short compositions exploring key
elements of fiction.
Unit Topic:
Elements of Creative Writing / Content
of Poetry / Forms of Fiction
The learners have an understanding of imagery, diction,
figures of speech, and variations on language, of poetry
Essential Questions:
The Students will keep considering the following…
How does writing literary works like fiction reflect one’s creativity imagination?
ENDURING UNDERSTANDING
The students will understand that…
Imagery and figures of speech make language creative.
The choice of words and how these words are arranged in a sentence show creativity in the
use of language and the underlying theme.
Interpreting poetry can be done through careful analysis of the structure of its form. As there
are many different forms, only a few will be looked at – which are classified under Eastern
poetry (mostly Japanese), Western poetry, and Filipino poetry (most of which are written in
Filipino.)
Writing fiction develops one’s creativity and imagination.

as a genre and how to analyze its elements and

techniques and of fiction as a genre and are able to