DR.
GLORIA LACSON FOUNDATION COLLEGES,
INC.
Integrated Basic Education Department
Curriculum Guide A.Y. 2022-2023
Creative Writing
Content Content Performance MELC Specific Enhancements References Notes
Standards Standards Learning
Competencies
The learners The learners shall The learners: The learners:
I. Creative Writing demonstrate an be able to:
understanding of:
I.1. Imaginative
writing vs.
technical / 1. differentiate 1. differentiate
academic / other imagery, diction, imaginative imaginative writing
forms of writing figures of speech, produce short writing from from among other
I.2. Sensory and variations on paragraphs or among other forms of
experience language vignettes using forms of writing writing
I.3. Language imagery, diction, 2. cull creative 2. cull creative
figures of speech, ideas from ideas from
a) Imagery and specific experiences experiences
b) Figures of experiences 3. utilize language 3. utilize language
speech to evoke to evoke
c) Diction emotional and emotional and
1.4. Sample works of intellectual intellectual
well-known local responses from responses from
and foreign writers readers readers
4. use imagery, 4. use imagery,
diction, figures diction, figures
of speech, and of speech, and
specific specific
experiences experiences
5. read closely as 5. read closely as
writers with a writers with a
DR. GLORIA LACSON FOUNDATION COLLEGES,
INC.
Integrated Basic Education Department
consciousness of consciousness of
craft craft
II. Reading and poetry as a genre produce a short, 1. identify the 1. identify the
Writing Poetry* and how to well-crafted poem various various
analyze its elements, elements,
2.1. Elements of the elements and techniques, and techniques, and
genre techniques literary devices literary devices
a. Essential elements in poetry in poetry
a.1. Theme 2. determine 2. determine
a.2. Tone specific forms specific forms
b. Elements for and conventions and conventions
specific forms of poetry of poetry
b.1. Conventional forms 3. use selected 3. use selected
(exemplar: short Tagalog elements of elements of
poems like tanaga and poetry in short poetry in short
diona; haiku; sonnet) - exercises exercises
rhyme and meter - 4. explore 4. explore
metaphor innovative innovative
b.2. Free verse techniques in techniques in
-the line and line break writing poetry writing poetry
-enjambments 5. write a short 5. write a short
-metaphor poem applying poem applying
C. Other experimental the various the various
texts c.1. typography elements, elements,
c.2. genre-crossing texts techniques, and techniques, and
(e.g. prose poem, literary devices literary devices
performance poetry, etc.)
d. Tone
2.3. Techniques and
literary devices
(modelling from well-
known local and foreign
poets)
III. Reading and fiction as a genre produce at least 1. identify the 1. identify the
DR. GLORIA LACSON FOUNDATION COLLEGES,
INC.
Integrated Basic Education Department
Writing Fiction and are able to one striking scene various elements, various elements,
analyze its for a short story techniques, and techniques, and
3.1. Elements of the elements and literary devices in literary devices in
genre techniques fiction fiction
a. Character 2. determine 2. determine various
b. Point of View various modes modes of fiction
b.1. 1st-person POV of fiction 3. write journal
(major, minor, or 3. write journal entries and other
bystander entries and short exercises
b.2. 2nd-person POV other short exploring key
b.3. 3rd-person POV exercises elements of fiction
(objective, limited exploring key 4. write a short
omniscient, omniscient) elements of scene applying the
c. Plot fiction various elements,
c.1. linear 4. write a short techniques, and
c.2. modular scene applying literary devices
/episodic the various
c.3. traditional parts: elements,
exposition, rising action, techniques,
climax, falling action, and literary
resolution/denouement devices
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
g.1. moral/lesson
DR. GLORIA LACSON FOUNDATION COLLEGES,
INC.
Integrated Basic Education Department
g.2. dramatic premise
g.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 Drama as a genre compose at least 1. identify the 1. identify the
and are able to one scene for a various elements, various elements,
4. Reading and Writing analyze its one-act play that techniques, and techniques, and
Drama (one-act) elements and can be staged literary devices in literary devices in
techniques drama drama
Elements of the genre 2. understand 2. understand
a. Character intertextuality as intertextuality as a
b. Setting a technique of technique of drama
c. Plot drama 3.
d. Dialogue 3. conceptualize a
character/setting/ conceptualize a
4.1. Techniques and plot for a one-act character/setting/plot
literary devices play for a one-act play
a. Intertextuality 4. explore different 4. explore
b. Conceptualization of staging different staging
modality modalities vis-à- modalities vis-à-vis
vis envisioning envisioning the
4.2. Modelling from the script script
well-known local and 5. write short 5. write short
foreign playwrights exercises exercises involving
involving character, dialogue,
character, plot, and other
DR. GLORIA LACSON FOUNDATION COLLEGES,
INC.
Integrated Basic Education Department
dialogue, plot, elements of drama
and other 6. write at least
elements of one scene for one-act
drama play applying the
6. write at least one various elements,
scene for one-act techniques, and
play applying the literary devices
various elements,
techniques, and
literary devices
5. The creative work in the different Produce a craft 1.situate the creative 1. situate the
literary and /or orientations of essay on the work in literary and creative work in
sociopolitical context creative writing personal creative /or sociopolitical literary and /or
process deploying context sociopolitical
a consciously 2.demonstrate context
selected awareness of and 2. demonstrate
orientation of sensitivity to the awareness of and
creative writing different sensitivity to the
orientations of different
creative writing orientations of
3.write a craft essay creative writing
3. write a craft essay
6. Final output** The learners may 1. create a group
choose from any blog for poetry
of the following: and/or fiction
applying ICT
1. Design a group skills/any
blog for poetry appropriate
and fiction 2. multimedia
Produce a suite of forms
DR. GLORIA LACSON FOUNDATION COLLEGES,
INC.
Integrated Basic Education Department
poems, a 2. explore
full/completed various modes
short story, or a of publishing
script for a one- media for
act play, with the manuscripts
option of staging 3. understand the
3. Create possibilities of
hypertext intertextual
literature forms
4. write a suite of
poems, a
full/completed
short story or a
script for a
one-act play
