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
Learning competencies developing the Highest Thinking Skill to
Assess
Assess
Flexible
Content Performance
Content Most Essential Topics Assessment
Standards Standards KUD Enabling
KUD RBT Activities Flexible Learning
Complete Classificati Most Essential Classificatio (FAA) General
Level Strategies (FLS)
on n Strategy
Performanc
e Checks
Quarter I
1. Creative The learners 1.1 Figures of Speech The learners shall be The learners… Use imagery, diction,
Writing have an able to… 1. differentiate figures of speech, and Activity 1.
1.1. Imaginative understandin produce short imaginative writing specific experiences to Respond to literal questions
writing vs. g paragraphs or vignettes from among other evoke meaningful that involve
technical / of…imagery, using imagery, diction, figures of speech from
forms of responses from readers.
academic / other diction, figures of speech, and visually supported phrases.
forms of writing figures of specific experiences writing
1.2. Sensory speech, and HUMSS_CW/MP11 Activity 2.
experience variations on /12-Iab-1 Identify words or phrases
1.3. Language language. 2. cull creative U Knowledge Figurative Communicati representing
a. Imagery ideas from Language on figures of speech in visually
b. Figures of experiences Scavenger supported related sentences
speech HUMSS_CW/MP11 K Hunt (e.g., like or as).
c. Diction /12-Iab-2
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 Writing The learners shall be identify the various K identify the various U Analyzing Poem Reasoning ‘Beclouded’ by Emily
Writing Poetry* genre Fiction able to produce a well- elements, elements, Practice and Proof Dickinson pp. 46
6.1. Elements and how to crafted poem. techniques, and techniques, and literary
of the genre analyze literary devices devices Examine the poem by
its elements Dickinson by looking into the
a. Essential in poetry in poetry
and elements. Fill out the chart
elements techniques that follows to guide you in
a.1. Theme analyzing the given poem.
a.2. Tone
b. Elements for After reviewing the elements
specific forms of poetry, you have now an
b.1. idea on how you can
Conventional compose your own poem.
forms Nowadays, many poets prefer
(exemplar: to create a blank verse or a
free verse due to the
short Tagalog
spontaneous flow of thoughts.
poems However, it could be more fun
like tanaga and and exciting to compose a
diona; haiku; poem showing the elements.
sonnet) Use the acrostic poem you
created in the first activity,
-rhyme and
and revise it by incorporating
meter the elements of poetry. Pp. 47
-metaphor
b.2. Free verse
-the line and
line break
-enjambments
-metaphor
c. Other
experimental
texts
c.1. typography
c.2. genre-
crossing texts
(e.g.
prose poem,
performance
poetry,
etc.)
d. Tone
2.3. Techniques
and literary
devices
(modelling from
well-known
local
and foreign
poets)
3. Reading and fiction as a Identify the various produce at least one 1. identify the various U Identify the various U Analyzing Communicati Using the above-listed
Writing Fiction* genre elements, techniques, striking scene for a elements, elements, techniques, and on prompts, create your
3.1. Elements of and are able and literary devices in short story techniques, and literary devices in character. Focus on the inner
the genre to various modes of fiction literary devices various modes of fiction and outer qualities of your
a. Character analyze its in fiction character. Use the graphic
b. Point of View elements HUMSS_CW/MPIg-i- organizer below as your
b.1. 1st-person and 11 guide. Pp. 26-27
POV (major, techniques 2. determine various
minor, or modes of After completing the graphic
bystander fiction organizer, you are ready to
b.2. 2nd-person HUMSS_CW/MPIg-i- write your character sketch.
POV 12 ‘Flesh out’ your character by
b.3. 3rd-person 3. write journal entries giving a detailed description
POV (objective, and other of him or her. Add more
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. linear 13
c.2. 4. write a short scene
modular/episodic applying the
c.3. traditional various elements,
parts: exposition, techniques,
rising action, and literary devices
climax, falling HUMSS_CW/MPIg-i-
action, 14
resolution/denou
ement
d. Setting and
atmosphere
d.1. time and
place
d.2. cultural,
sociological,
political,
religious, etc.
milieu
d.3. sensibilities
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
a. Mood/tone
b.
Foreshadowing
c. Symbolism and
motif
3.3. Modelling
from well-known
local
and foreign short
story writers in a
range of modes
Quarter II
4. Reading and drama as a 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 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 its different literary and/or in drama blog for poetry and make an outline of the
a. Character elements socio-political contexts of HUMSS_CW/MPIj-IIc- U and fiction essential elements and that
b. Setting and creative writing 15 2. Produce a suite will clearly show your
c. Plot techniques 2. understand of poems, a preferred kind of play. Use the
d. Dialogue 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/
Conceptualizatio for a oneact play 3. Create Conflict: /specify the type of
n of modality HUMSS_CW/MPIj-IIc- hypertext build/
4.2. Modelling 17 literature Events: /list down at least ten
from well-known 4. explore different events/
local staging Theme: /write a complete
and foreign modalities vis-à-vis statement
playwrights Understand envisioning U situate the creative work in U Text Analysis Using the discussed concepts
intertextuality as a the script literary and /or Analyzing Communicati of intertextuality, search for
technique of drama HUMSS_CW/MPIjc- sociopolitical on available stories that has
18 context intertextual relationship with
5. write short HUMSS_CW/MPIIc-f-21 the famous story THE GREAT
exercises involving 2. demonstrate awareness GATSBY written by F. Scott
character, dialogue, of and Fitzgerald. Discuss their
plot, and sensitivity to the different parallelism.
other elements of orientations of creative
drama writing
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 The learners may 1. create a group blog Create an online portfolio Using the except from Ben
output** hypertext choose from any of the for poetry the outputs produced: D Creating Comic Reasoning Johnson’s ‘Catiline, a script
literature 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 skills/any appropriate skills/any appropriate language used and the way in
and 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 dialogue between two
script for a oneact play, publishing media for characters. Think of your own
with manuscripts characters, and a situation
the option of HUMSS_CW/MPIIg-j- that will reveal their
staging 25 personality. You may use
3. Create 3. understand the characters from your previous
hypertext possibilities of exercise on character
literature intertextual forms development. Follow the
HUMSS_CW/MPIIg-j- suggested techniques in
26 writing 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 21 st 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
related to the theme or purpose related to the theme or purpose of the related to the theme or purpose of the randomly chosen
of the comic and enhance comic. comic. OR distract the reader.
understanding of the scene.
 Spelling, Punctuation, and Grammar There are no spelling, punctuation, There are 1-3 spelling, There are 4-5 spelling, There are more than 5 spelling,
or grammar errors. punctuation, or grammar errors. punctuation, 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.)

Filminute Rubric -

Level 4 Level 3 Level 2 Level 1

Criteria 8-10 7 6 5
Pre-Production
Content exhibits The content leaves the
The content lacks a
The content includes a connections around the reader with a vague
Treatment clear concept and story. concept and story, but impression of the concept central concept and
Treatment is very well small diversions are and storyline. Treatment storyline. Treatment is
written and follows the present. Treatment is well is somewhat well written, not very well written and
prescribed format. written and follows the following the prescribed vaguely follows the
prescribed format format prescribed format
Storyboard clearly
Storyboard vaguely
corresponds with Storyboard corresponds Storyboard vaguely
Storyboard treatment and with treatment and corresponds with corresponds with
communicates all of the communicates most of treatment and treatment and missing
information needed for the information needed communicates some of information for each
each scene. for each scene.. the information needed scene.
for each scene.
Production
All shots are clearly Most shots are clearly
Few shots are clearly
focused. Camera focused. Camera Many are clearly focused.
Video Clarity & focused. The camera is
movements are smooth movements are smooth Motion shots are fairly
Lighting not held steady. Many
and of appropriate speed. and/or of appropriate steady. Some shots
shots have inadequate
have
All shot have appropriate speed. Most shots have inadequate light. light.
lighting. appropriate lighting.

Video shows evidence of

Most shots are well Few shots are well Many shots are poorly
good composition.
Video Framing A variety of shot types framed. framed. framed.
are used in an A variety of shot types Two – three shot types Only one or two shot
appropriate manner. are used. are used. types are used
No lapses in continuity
Small lapses in continuity Many lapses in continuity Video is disjointed in
Continuity are present, or are
are present are present significant respects.
insignificant.

Post-Production

Video moves smoothly
Transitions
from one shot to another
using an appropriate
selection of transitions.
Audio is balanced
Audio
between dialogue, music
and voice over.
Audio is clear throughout
the video.
All clips are just long
Pace enough to make the point
clear with no slack time.
The pace captures the
audience attention.
Content meets all
Appropriateness & appropriateness
requirements. Video is
Originality
very original and creative.
Required
Components:
- Length (7-10min) Film includes all of the
-Title & Credits required components
- Soundtrack
- 2 Techniques
Transitions from shot to
Transitions move Tape is unedited. No
shot are choppy and the
relatively smoothly form transitions between clips.
types of cuts and fades
shot to shot and a variety Raw clips run back to
are not always
are used. back in final video.
appropriate.
Audio is somewhat Audio is unbalanced
Audio is usually balanced
balanced between between dialogue, music
between dialogue, music
and voice over. dialogue, music and and voice over.
Audio is clear throughout voice over. Audio is inaudible in
the video. Audio is clear throughout significant portions of the
the video. video.
Video clips are too long
Most clips move at a Some clips move at a
steady pace. steady pace.
and do not advance the
storyline or too short and
Most clips are edited to Some clips are edited to
leave out essential
remove slack time. remove slack time.
action.
Content meets most Content meets some
Content is not
appropriateness appropriateness
appropriate for
requirements. Video requirements. Video is
classroom viewing. Video
shows many original and somewhat original and
lacks originality and
creative elements. creative.
creativity.
Film includes most of the Film includes some of the Film includes few of the
required components required components required components
/ 100