UPPER VILLAGES CHRISTIAN ACADEMY, INC.

#25 BRGY RIVERSIDE, CITY OF SAN PEDRO, LAGUNA

Contact Nos. :(02)-5198991/ (02)-7822267/ (0917)-6304556 email: uvcaschool@gmail.com

Flexible Instruction Delivery Plan (FIDP)

st
Grade: Grade 12 Semester: 1 Semester

Core Subject Title: Creative Writing No. of Hours/Semester: 80 hours/semester

Prerequisites (If Needed): N/A

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 design a Group Blog or Online-Folio for poetry and fiction they may opt to have a Facebook page or any blog platform to compile and promote their literary works.

How to Teach What to teach

What to Teach Why Teach

Performance Standards Learning Competencies

 Highest Enabling Strategy to Use in Developing the Highest Thinking Skill

Highest Thinking Skill to Assess
to Assess

Content Content Standards

Most Essential Topics

KUD CLASSIFICATION Most Essential KUD CLASSIFICATION

Complete

Flexible Assessment Activities (FAA)

RBT Level Enabling General Strategy Flexible Learning Strategies (FLS)

Performance Check(s)

1ST QUARTER

1. CREATIVE WRITING The learners have an 1. INTRODUCTION TO The learner shall be able to The learner… K The learner… U Hyflex: Connections Hyflex:
a. Imaginative writing understanding of CREATIVE WRITING produce short paragraphs or 1. Differentiate imaginative 1. Use imagery, diction,
vs. technical imagery, diction, figures vignettes using imagery, diction, writing from among other forms figures of speech, and
Asynchronous: Literary AsynchronousPre-
 UPPER VILLAGES CHRISTIAN ACADEMY, INC.
#25 BRGY RIVERSIDE, CITY OF SAN PEDRO, LAGUNA

Contact Nos. :(02)-5198991/ (02)-7822267/ (0917)-6304556 email: uvcaschool@gmail.com

/academic / other forms of speech, and variations figures of speech, and specific of writing. specific experiences to evoke Applying Composition assessment
of writing on language. experiences. U meaningful responses from Distance Learning:
Distance Learning:
b. Sensory experience 2. Cull creative ideas from U readers. Lecture and Interactive
Literary Composition
c. Language experiences. U K Discussion thru Video Conference
1. Imagery U D Representation & video recordings
2. Figures of speech 3. Utilize language to evoke
3. Diction emotional and intellectual U
d. Sample works of response from readers. U
well-known local and K
foreign writers. 4. Use imagery, diction, figures U
of speech, and specific D
experiences.
Problem solving
5. Read closely as writers with
a consciousness of craft

6. Identify the various elements,

techniques, and literary devices
in poetry
2. READING AND Hyflex:
Hyflex:
WRITING POETRY 7. Determine specific forms and 2. Identify the various
a. Essential elements of conventions of poetry elements, techniques, and
Asynchronous: AsynchronousPre-
poetry literary devices in specific
assessment
1. Theme The learners have an The learner shall be able to 8. Use selected elements of forms of poetry.
Brainstorming: Subject and Theme.
2. Tone understanding of poetry produce a short, well-crafted poetry in short exercises. Remembering
b. Elements for specific as a genre and how to 2. READING AND WRITING poem 3. Write a short poem
forms analyze its elements and POETRY 9. Explore innovative applying the various elements
1. Conventional forms techniques. techniques in writing poetry and literary devices exploring
2. Free verse innovative techniques.
c. Other experimental 10. Write a short poem applying
Distance Learning:
texts the various elements,
1. Typography techniques, and literary
Poetry writing (Swap) Distance Learning:
2. Genre-crossing texts devices.
Lecture and Interactive
d. Tone Creating
Discussion thru Video Conference
c. Techniques and
& video recordings
literary devices

3. READING AND The learners have an 3. READING AND WRITING The learner shall be able to The learner… The learner… Hyflex:
WRITING FICTION understanding of fiction FICTION produce at least ones striking 1. Identify the various elements, K 1. Identify the various Remembering Hyflex: Representation
Elements of the genre as a genre and are able scene for a short story. techniques, and literary devices elements, techniques, and K
 UPPER VILLAGES CHRISTIAN ACADEMY, INC.
#25 BRGY RIVERSIDE, CITY OF SAN PEDRO, LAGUNA

Contact Nos. :(02)-5198991/ (02)-7822267/ (0917)-6304556 email: uvcaschool@gmail.com

a. Character to analyze its elements in fiction K literary devices in various Asynchronous: Asynchronous
b. Point of view and techniques. modes of fiction. Pre-assessment
st
1. 1 person POV 2. Determine various modes of D D Short story analysis
(major, minor, or fiction 2. Write journal entries and Problem solving
bystander) other short compositions Creating
nd
2. 2 person POV 3. write journal entries and exploring key elements of
rd
3. 3 person POV other fiction.
(objective, limited short exercises exploring key D Distance Learning: Distance Learning:
omniscient, omniscient) elements of fiction
c. Plot Short story composition Lecture and Interactive
1. Linear a. First Draft Discussion thru Video Conference
2. Modular or Episodic 4. write a short scene applying (Must undergo Peer & video recordings
3. Traditional parts: the Criticism)
Exposition, rising action, various elements, techniques, b. Final Output
climax, falling action, and literary devices.
resolution/denouement
d. Setting and
atmosphere
1. Time and place
2. Cultural, sociological,
political, religious, etc.
milieu
3. Sensibilities that
leads to specific modes
e. Conflict
f. Irony
1. Verbal
2. Situational
3. Dramatic
g. Theme
1. Moral/Lesson
2. Dramatic premise
3. Insight
Techniques and literary
devices
a. Mode or tone
b. Foreshadowing
c. Symbolism and motif
Modeling from well-
 UPPER VILLAGES CHRISTIAN ACADEMY, INC.
#25 BRGY RIVERSIDE, CITY OF SAN PEDRO, LAGUNA

Contact Nos. :(02)-5198991/ (02)-7822267/ (0917)-6304556 email: uvcaschool@gmail.com

known local and foreign

short story writers in a
range of modes.
ND
2 QUARTER

4. READING AND The learners have an 4. READING AND WRITING The learner shall be able to The learner… The learner… Hyflex:
WRITING DRAMA understanding of drama DRAMA (ONE ACT) compose at least one 1. Identify the various elements, K 1. Identify the various K Remembering Representation
Hyflex:
(ONE ACT) as genre and are able to scene for a one-act play techniques, and literary devices elements, techniques, and K Remembering Representation
Asynchronous
Elements of the genre analyze its elements and that can be staged in drama K literary devices in drama. D Creating Problem solving
Asynchronous: Pre-assessment
a. Character techniques. D K Remembering Representation
b. Setting 2. Understand intertextuality as K 2. Understand intertextuality D Creating Problem solving
c. Plot a D as a technique of drama
Interactive Discussion
d. Dialogue technique of drama D
Techniques and literary convention, and messages of a
devices group
Distance Learning: Distance Learning:
a. Intertextuality presentation
b. Conceptualization 3. Conceptualize a
Literary analysis Lecture and Interactive
and modality 3. Conceptualize a character/setting/plot for a
Discussion thru Video Conference
Modelling from well- character/setting/plot for a one- one-act play
& video recordings
known local act play 4. Explore different staging
and foreign playwrights modalities vis-à-vis
Hyflex:
4. Explore different staging envisioning the script
modalities vis-à-vis envisioning 5. Write at least one scene for
the script. one-act play applying the Hyflex: Asynchronous

various elements, Pre-assessment

5. Write short exercises techniques, and literary Asynchronous:

involving devices
character, dialogue, plot, and Character-sketch
other elements of drama.

Interactive Discussion
6. Write at least one scene for Distance Learning:
one-act play applying the
various elements, techniques, Lecture and Interactive

and literary devices Distance Learning: Discussion thru Video Conference

& video recordings

Script-writing: First draft and Final

Draft
 UPPER VILLAGES CHRISTIAN ACADEMY, INC.
#25 BRGY RIVERSIDE, CITY OF SAN PEDRO, LAGUNA

Contact Nos. :(02)-5198991/ (02)-7822267/ (0917)-6304556 email: uvcaschool@gmail.com

Note: Use Self-made characters

5. THE CREATIVE The learners have an 5. THE CREATIVE WORK IN The learner shall be able to The learner… K The learner… D Hyflex: Hyflex:
WORK IN LITERARY understanding of the LITERARY AND /OR produce a craft essay 1. Situate the creative work in 1. Write a craft essay Creating Asynchronous: Problem solving
AND /OR different SOCIOPOLITICA-L on the personal creative literary and /or sociopolitical U demonstrating awareness of
Asynchronous
SOCIOPOLITICAL orientations of CONTEXT process context D and sensitivity to the
CONTEXT creative writing deploying a consciously different literary and/or socio-
Pre-assessment
selected orientation of 2. Demonstrate awareness of political contexts of creative Essay writing (about sociopolitical Lecture and Interactive
creative writing and sensitivity to the different writing views)
orientations of creative writing
Distance Learning:
Distance Learning:
3. Write a craft essay

Essay writing (about sociopolitical Discussion thru Video Conference

views) & video recordings

6. ONLINE-FOLIO 6. ONLINE-FOLIO The learners may The learner… The learner… Hyflex: Hyflex:
Design a group 1. create a group blog for poetry 1. Create an online portfolio Problem solving
blog for poetry and/or fiction applying ICT the outputs produced: poetry,
Asynchronous Asynchronous
and fiction skills/any appropriate fiction, script,
multimedia forms etc. applying ICT skills/any
Folio literary entry Pre-assessment
D appropriate multimedia forms D Creating

Distance Learning:
Distance Learning:
Online-folio literary entry Lecture and Interactive
Discussion thru Video Conference
& video recordings
 UPPER VILLAGES CHRISTIAN ACADEMY, INC.
#25 BRGY RIVERSIDE, CITY OF SAN PEDRO, LAGUNA

Contact Nos. :(02)-5198991/ (02)-7822267/ (0917)-6304556 email: uvcaschool@gmail.com

Performance Task: This School year 2021-2022, Upper Villages Christian Academy, Inc. implements Blended Learning Modalities, where student-teacher interaction is limited. Social media (specifically Facebook) has been a vital tool for communication and information in this not so New Normal setup, on the other hand social media has also been risky especially to the youth today, so it is

important to teach them to use it wisely. This year the students will be creating an Online-folio or Online Portfolio. It is a Facebook page or Blog site intended for posting and/or compiling of literary piece(s), where student will be literary contributors, writers, and/or content creator and post newly or previously composed literary piece(s) based on the given theme. The online-folio will let students to

utilize social media (Facebook or any blog site) as a platform to express thoughts and opinions through creative writing where teacher(s) will criticize posts based on a criteria and other viewers (parents and students) will use Facebook reactions or any blog site views to rate the post if it is good or excellent.

Performance Task Rubrics:

Criteria Unsatisfactory (1) Emerging (2) Proficient (3) Exemplary (4) Rating

Selection of Artifacts The artifacts or work samples do not relate to Some of the artifacts and work samples are Most artifacts and work samples are related to the All artifacts and work samples are clearly and directly related to the purpose of
the purpose of the online-folio related to the purpose of the online-folio purpose of the online-folio the online-folio. A wide variety of artifacts is included.

Descriptive Text No artifacts are accompanied by a caption Some of the artifacts are accompanied by a Most of the artifacts are accompanied by a caption that All artifacts are accompanied by a caption that clearly explains the importance of
that clearly explains the importance of the caption that clearly explains the importance of clearly explains the importance of the item work the item work including title, author, and date.
item including title, author, and date. the item including title, author, and date. including title, author, and date.

Reflective The reflections do not explain growth or A few of the reflections explain growth and Most of the reflections explain growth and include goals All reflections clearly explain how the artifact demonstrates your growth,
Commentary include goals for continued learning. include goals for continued learning. for continued learning. competencies, accomplishments, and include goals for continued learning. (long
and short term)

The reflections do not illustrate the ability to A few reflections illustrate the ability to Most of the reflections illustrate the ability to effectively All reflections illustrate the ability to effectively critique work and provide
effectively critique work or provide effectively critique work and provide critique work and provide suggestions for constructive suggestions for constructive practical alternatives.
suggestions for constructive practical suggestions for constructive practical practical alternatives.
alternatives. alternatives.

Citations No images, media, or text created by others Some of the images, media, or text created by Most images, media, or text created by others are cited. All images, media, or text created by others are cited
are cited others are cited.