2021 JHS INSET Template for Modular/Online Learning

Subject: ENGLISH Grade Level: 7

Unit Topic: FOLK NARRATIVES Quarter: 1st

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE

This unit will focus on pre-colonial Philippine literature as a means of

connecting to the past with various reading styles, ways of determining word
meaning, the sounds of English and its prosodic features, as well as correct
subject-verb agreement as vessels helping one to navigate through the past
tracing his/her roots – leading up to the present or contemporary time.

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 Thus, this unit expects the students to show their appreciation for these literary
pieces; comprehend the aforementioned reading styles; participate in
conversations using appropriate context-dependent expressions; produce
English sounds correctly and use the prosodic features of speech effectively in
various situations; and observe correct subject-verb agreement combined
altogether through digital storytelling.

Consider this question: How can one narrate effectively?

Map of Conceptual Change:

LEARNING
FIRM-UP (ACQUISITION)
COMPETENCY

LC1 Activity 1: Identification: Prosodic Features of Speech

Recognize prosodic Instructions: Identify the prosodic features used in the following sentences.
features (Stress and
intonation)
EN7LC-I-a-5
Clickable Links : https://en.islcollective.com/

Learning Targets: Screenshot of Online Resource: (to make sure that students are on the right page)

I can identify the

prosodic features of
speech: volume,
projection, pitch,
stress, intonation,
juncture, and speech
rate.

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 Activity 2: Is That Sentence Correct? (Correct subject-verb agreement)
Instructions: Read the following sentences carefully. Choose the best verb that
will complete the sentence.

LC2
Observe correct
subject-verb Clickable Links: https://quiziz.com/
agreement
Screenshot of Online Resource: (to make sure that students are on the right page)
EN7G-I-a-11

Learning Targets:
I can observe the
correct subject-verb
agreement

LC3 Activity 3: Name that Match

Use appropriate Instructions: The students will match the appropriate reading style being
reading styles for one’s described in column B to column A.
purpose
EN7RC-I-a-7

Clickable Links : https://padlet.com/

Screenshot of Online Resource: (to make sure that students are on the right page)

Learning Targets:
I can distinguish
different reading
styles.

I can use different

reading styles based on
one’s purpose.

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 LC4
Describe the different
literary genres during
the pre-colonial period Activity 4: Choose and Write
EN7LT-I-a-2
Instructions: Recall the different literature discussed. Choose one of the literary
genres that were discussed and write something about it using a short
paragraph.
Learning Targets:
I can determine the
different literary
genres.
Clickable Links: https://padletcom/
Screenshot of Online Resource: (to make sure that students are on the right page)
I can identify different
stories based on their
literary genre.

Activity 5: Literature Circle Tic - Tac - Toe

Instructions: The students will give the elements of the story to complete the
table.

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 LC5
Identify the Clickable Links:
distinguishing features https://jamboard.google.com/d/1qgTLJdij5wlWrtwgOXNUuaS09TwRvGGn_2F9K9
of narratives BSUiQ/edit?usp=sharing
EN7WC-III-a2.2.12 Screenshot of Online Resource: (to make sure that students are on the right page)

Learning Targets:
I can recognize the
features of narratives.

Activity 6: Narration and Exposition

Instruction: Identify the basic features and kinds of paragraphs on narration and
exposition used in the following sentences.

https://kahoot.com/

LC6
Identify the basic features
and kinds of paragraphs
focusing on narration and
exposition.

EN7WC-I-d4.3:

Learning Targets:
I can identify the

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 basic features and
kinds of paragraphs
Scaffold for TRANSFER 1
focusing on narration
and exposition. Activity 4 : Conceptualizing a Story

Instructions: In this unit’s performance task, you are expected to create digital
storytelling to promote appreciation of the past. For you to prepare your digital
storytelling, follow the instructions below:

1. Conceptualize a story about the culture of the past.

2. Complete the template which can be accessed at this link
https://drive.google.com/file/d/1dJVkFbPbjBrcLpfQDIbovFHTg1loF6KW/view?
usp=sharing to outline possible content of your story.
3. Submit your work to your teacher for comments once you are satisfied with it.

Clickable Links : https://weirdworldstudios.com/conceptualizing-the-story/

Screenshot of Online Resource: (to make sure that students are on the right page)

Learning Targets:
I can conceptualize a
story.
I can draft a script for
storytelling.

Scaffold for TRANSFER 2

Activity 5 : Drafting a Script for Storytelling
Instructions: Create a script. Observe the correct grammar usage.

Clickable Links : https://sites.google.com/site/digitalstorysite/process/create-

script
Screenshot of Online Resource: (to make sure that students are on the right page)

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 Self-assessment:
Instructions: Put a check mark (/) that applies to you to see how well you
understood the lesson.

Interactive Quiz1
Instructions:
Link :
Screenshot:

Interactive Quiz2
Instructions:
Link :
Screenshot:

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY

LC3 Instructions:Read Proverb, then answer the following:

Discover literature as a GUIDED GENERALIZATION TABLE
means of connecting to a
significant past
Essential Text 1 Text 2 Text 3
Question The Good Prince How Ilang-ilang Got The Legend of Maria
Bantugan Its Name? Makiling

Learning Targets:
I can analyze How can one What is the conflict What is the theme What is the general
create an effective in the story and how (values incorporated mood or atmosphere
I can prove narration? was it resolved? in) the story? created in the story?

How did the story Did Ilang’s parents Answer: An effective

show the impact of make the right narration uses words
envy towards family decision for her and that make the reader
relationships? Edo? Why or why feel a certain way.
LC 4: Explain how a not?
selection may be
influenced by culture, Answer: An effective
history, environment, or narration contains a Answer: An effective
other factors conflict which needs narration includes a
to be resolved by the theme.
end of the story.
Learning Targets: Supporting Texts: Supporting Texts: Supporting Texts:
I can explain One day enemies Ilang’s parents did “But for many years
attacked the not like Edo. And so now, Maria
I can elaborate kingdom of they forbade her to Makiling’s presence
Bumbaran and Prince see Edo. They has not been
Bantugan led his ordered her to manifested on
men to defend the choose a husband Makiling. Her vapory
country. While he from among her rich figure no longer
was gone, the evil suitors. wanders through the
king plotted against deep valleys or
the good prince. He hovers over the
issued a waterfalls on the

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 proclamation that no serene moonlight
one should speak to nights. The
Prince Bantugan. He melancholy tone of
added that whoever her harp is no longer
dared to speak to heard, and now
Bantugan would be lovers get married
killed. without receiving
jewels and other
presents. Many fear
that she has
disappeared forever,
or at least, she
avoids any contact
with mankind.”

Reason: Reason: Reason:

Everytime people Edo is a poor farmer. The story makes use

praised Prince of descriptive words
Bantugan, Instead of and images to show
being proud of him, The story makes use the melancholy and
the king felt envious. of characterization regret felt by the
and incorporates people in Maria
family values in Makiling’s absence.
The story has all the resolving the conflict.
elements of a
narrative (characters,
plot, etc.) and has a
plot (rising action,
conflict, climax,
falling action, and
resolution).

Common Ideas in Reasons:

Both stories, there were family conflicts.

Enduring Understanding/Generalization: EU:

Students will understand that an effective narration depends on their own
understanding and appreciation of the past and the appropriate use of
language/expression.

C-E-R Questions:
1. How did the younger brother overcome all obstacles during his journey?
2. What part of the story supports your answer?
3. Why do you say that part supports your answer?
4. EQ:
Prompt for Generalization:
1. What conflict do both of the stories have in common?
2. What Filipino value is implied in the stories?
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 3. How do you react to the outcome of the stories?

ASYNCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3: Narrating / Rehearsals

Instructions: In this task, your goal is to practice delivering your script for
storytelling. Follow the instructions given below.

1. Practice delivering your script in an engaging manner using your knowledge

and applying appropriate prosodic features of speech.

2. Prepare to record by downloading the free InShot app on your gadget at

https://play.google.com/store or https://www.apple.com/ph/app-store/.

Clickable Links: https://www.masterclass.com/articles/how-to-become-a-great-

storyteller#6-tips-for-becoming-a-great-storyteller+

Screenshot of Online Resource: (to make sure that students are on the right page)

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 Map of Conceptual Change (same in Explore but with specific instruction)

LEARNING TRANSFER
COMPETENCY

PERFORMANCE TRANSFER GOAL: By the end of the module, the students will be able to
STANDARD: independently and as a member of a group perform a digital storytelling that
will show one’s appreciation for Filipino history and culture, connecting the
The learner transfers
learning by: showing values of the past to the present time
appreciation for the
literature of the past;
comprehending texts
using appropriate reading Performance Task
styles; participating in
conversations using 1. One Product- Digital Storytelling
appropriate context-
dependent expressions;
producing English sounds
correctly and using the 2. Differentiated Products - Script and Narration of the Story
prosodic features of
speech effectively in
various situations; and
observing correct subject-
verb agreement.
3. Modality-based Products-
a On Line: Presentation of Output in InshotApp or Flip grid
b. Off-line : Script

Learning Targets: 4. Integrated Subjects: Edukasyon sa Pagpapakatao

I can appreciate
literature of the past
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 I can 5. Design thinking

Use of InShot App / Flip Grid for Output

ANALYTIC RUBRIC:

Criteria Exemplary Satisfactory Developing Beginning

(3)
(4) (2) (1)

Content and The content The content The content The content
Organization and and and and
organization organization organization organization
ideas of the ideas of the ideas of the ideas of the
story are well story are story are so story are not
expressed. satisfactorily expressed, expressed.
expressed. some

Originality of The script is The script is The script The script is

the Script original and well-written. lacks not original
well - written. originality. and poorly
written.

Audio The product The project The project The project

Narration and contains high contains good contains fair - contains poor
Background quality -quality audio quality audio -quality audio
Music narration in narration that narration that narration that
an excellent can be clearly could be need a
manner. heard and improved significant
understood with amount of
additional additional
effort effort

Choice of The project demonstrates The project used was

Software and demonstrates that the demonstrates inappropriate
that the
Application software used that the for the project
software used
used was
was software used and the
appropriate appropriate was mostly content was
and presented and presented appropriate not
the content in the content and presented adequately
an excellent we the content presented,
manner. adequately.

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 Self-Assessment: Was the narration engaging and effective?
Were Filipino cultural values incorporated in the script and the narration?
Did the script and dialogue follow subject-verb agreement?

Value Integration: Pagpapahalaga sa Ating Kasaysayan

Pagmamahal sa Bansang Pilipinas

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

Synchronous Close Reading of Comprehension Formative

Discussion about stories Questions Assessment/
Introduction of the
the Philippine Folk
Unit Topic
Narrative
Introduce to the
students the
Performance Task

WEEK 2
MON TUE WED THU FRI

Grammar and Synchronous Class: Online Interactive Accomplishing Summative

Correct usage : Activities Worksheets Assessment
Discussion on the
Subject and Verb
Rules of Subject
agreement
and Verb
Agreement

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 WEEK 3
MON TUE WED THU FRI

Use appropriate Synchronous Class; Online Interactive Groupings / Drafting of Script

prosodic features Activities ; Discussion of
Practice Oral
of speech like Concepts of the
Reading Reading Sentences
pitch, stress, story
and Paragraphs
juncture,
intonation, volume
and projection and
rate/speed of
speech in differing
oral
communication
situations

WEEK 4
MON TUE WED THU FRI

Finalizing the script Synchronous: Rehearsals Editing Presentation of

Google Meet Outputs
Rehearsals on Digital Storytelling
Narration

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY: Identify the distinguishing features of narratives.

KNOW SHOW
Direction: Here is what I know about competency. Direction: I can show what I know about the
competency by…
Purpose
Structure
Features
Details

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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 1. The learning target or competency is stated.
“Students are able to…”
KNOW-SHOW
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and SHOW.
KNOW: Here is what I know about the
competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

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 EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. 1. An article or problem is given to the student

to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to answer.
3. A format for the student’s answer is
provided. The format contains a part for the
Claim, another for Evidence and a final part
for Reasoning. Each part may have prompts
that a student can use to begin his or her
answer.

4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

4B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME_____________________________ GRADE ____________ SUBJECT ____________

DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for

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Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.

QUESTION NO. 5:
CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

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4C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
An article or problem is given to the student to read
and analyze.
Question(s) are given in line with Make Meaning
competency for students to answer in the form of a tic
tac toe board.
Students have to answer Q5 at the center of the board.
The Q5 question is directly related to the competency.
Students have to select 2 other questions to form a
straight line either horizontal, vertical or diagonal.
In the students’ Answer sheet, a table for the students’
answers to selected questions is provided. The table
contains a part for the Question No., another for
Claim, another for Evidence and a final part for
Reasoning. Each part may have prompts that students
can use to begin their answer. Students have to refer to
article to provide Evidence.
6. In the Answer Key, the Make Meaning type of
Learning Competency is stated. The Evidence or
supporting text in the article is stated below each
question.

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5. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support yo
article.

ANSWER:
Article no. ______ about the _________________ is the best because…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
Directions ask the student to determine which
selection is the best in line with the Make Meaning-
type of learning competency. Student is also asked to
support answer by citing important parts of the
selection.
Directions also contain permission to the student to
use references and the Internet. Directions also clearly
state persons or materials the student is not allowed to
consult.
The length and readability of the selections are
developmentally appropriate. As much as possible, the
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 selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

6A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The Unit Performance Standard is stated. The Performance Task is aligned with this Performance
Standard.

2. A real life problem SITUATION is presented.

3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).

4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.

5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.

6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

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6B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD: The learner transfers learning by showing appreciation for the literature
of the past; comprehending texts using appropriate reading styles; participating in conversations using
appropriate context-dependent expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct subject-verb agreement.

TRANSFER GOAL: The students on their own and in the long run will be able to present digital
storytelling that incorporates Philippine History to preserve and appreciate one’s culture connecting the
past to the present time.

SITUATION: In preparation for the upcoming National History Month, the Department of Tourism will
present digital storytelling preserving and appreciating the Philippine culture connecting the past to the
present time.

GOAL: To preserve and appreciate the Philippine history and the culture connecting the past to the
present time.

ROLE: Tourism ambassador, blogger, and museum curator

PRODUCT: Digital Storytelling(Infomercial, photo essay, and brochure/visual narratives)

AUDIENCE: The target audiences are foreign and local tourists.

STANDARDS: Relevance , Engagement, Effectiveness, and Creativity

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance

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 Standard.

2. A real life problem SITUATION is presented.

3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).

4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.

5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the Performance
Standard.

6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.

7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with the
Unit Performance Standard.

6C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance
Standard.

2. A real life problem SITUATION is presented.

3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).

4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.

5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online, and

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 1 for purely online).

6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.

7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with the
Unit Performance Standard.

6D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____ PERFORMANCE STANDARD

SUBJECT:

SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARDS:

SITUATION

ROLE

GOAL:

INTEGRATED PRODUCT: (1 output with requirements from another subject area)

AUDIENCE

STANDARDS: (criteria from each subject area)

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

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 1.The unit Performance Standards from the different subjects or learning areas are stated. The Performance
Task is aligned with these Performance Standards.

2. A real life problem SITUATION is presented.

3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).

4. The Situation tells the student his or her possible ROLE in answering the need or goal or solving the
problem.

5.. The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.

6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.

7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). There are STANDARDS that are applicable to each subject. The STANDARDS are consistent with the
Unit Performance Standard.

7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-D)

4 3 2 1 0
1
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING RATING

TOTAL:

RUBRIC FOR STORYTELLING

EXCELLENT (4) SATISFACTORY (3) DEVELOPING (2) BEGINNING (1)

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 6A-D.
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 RELEVANCE The content used The content used in The content used in The content used in
in creating the creating the project creating the project creating the project is
project demonstrates a good demonstrates a lack not linked or
demonstrates an connection to the of connection to the inappropriate and
excellent topic by citing enough topic by providing demonstrates a poor
connection to the evidence (history, missing evidence connection to the
topic by citing culture,events) (history, topic.
remarkable connecting to the culture,events)
incredible past. connecting to the
evidence. past.
(history, culture,
events)
connecting to the
past.

ENGAGEMENT The student The student shows The student shows No evidence of
shows in-depth moderate limited engagement student engagement
engagement with engagement with the with the topic. with the topic.
the topic. topic.

EFFECTIVENESS The student The student clearly The student does The student poorly
effectively demonstrates most of not demonstrate demonstrates the
demonstrates all the prosodic features some of the prosodic features of
prosodic features of speech. prosodic features of speech.
of speech. speech.

CREATIVITY It contains many It contains a few It contains a few There is little evidence
creative details creative details or creative details but and does not add to
and /or descriptions that does not contribute the viewer's
descriptions that contribute to the to the viewer's knowledge.
contribute to the viewer's knowledge. knowledge.
viewer's
knowledge.

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