Activity 15

Strategy in Writing Short Story

Pre-Writing: “Pick a random sentence”

The teacher will let the student to read a short story from their favorite
book or a piece of writing and after that, the student will pick a random sentence from
their favorite book or piece of writing.

During Writing:
After picking a random sentence from their favorite books they will use it as the first
sentence of their short story. For example, from Cinderella short story, once upon a time
there was a girl… Then, their story will follow the main structural features of a short
story: the exposition/introduction, rising action, climax/turning point, falling action, and
resolution/denouement, but it starts with someone else’s words. This is a helpful
creative writing exercises to promote their own idea to encourage writing.

Note: The students will be grade according to the rubrics below.

Rubrics in writing short story

GOOD FAIR POOR
(20) (10pts) (5pts)
Good Fair Poor
Presents events Presents sequence Presents a
that create a clear of events. confusing
Plot narrative. sequence of
events.
Good Fair Poor
Presents details Presents details Presents few
targeted at a suited to an details suited to an
unique audience; audience; narrates audience; some
Audience/ Purpose successfully the events of a ides conflict with
narrates the events story. narration of story
of a story.
Good Fair Poor
 Grammar and Correct grammar Appropriate A numerous
Spelling and spelling is used grammar and amount of spelling
with little or no spelling are used and grammar
mistakes. but with some mistakes occur
mistakes. throughout the
story.

Post-Writing: ‘’Story interpretation’’

After writing, the class will group into five to choose the best story among of
all. The teacher will give them 10 minutes to prepare and interpret the best short story in
front of the class and explain why they choose that as the best story.

Strategy in Writing Poetry

THINK IT-FEEL IT-WRITE IT

Description: The students begin by generating a list of ideas or topics that you want to
explore in the poem. This can be anything from a particular emotion or feeling,
admiration or experiences.

Pre-Writing:
The students will ask to write a list of ideas or theme using their feelings or experiences

During Writing:
 Students must create acrostic style of poem, each stanza consists four
sentences and each sentences consist 6 words in their chosen theme
 Each word written in chronological order or in vertical form
 Then each first word creates a poetic line
Post Writing:
 The teacher will ask the students to post their work in their official Facebook
account and mentioning Facebook friend is highly prohibited. Let them react!
 Each reaction equivalent points.

Example poetry: LOVE

Loving you is an endless joy
Only with you, I feel complete
Valuable and cherished like a gem
Every moment spent with you, a priceless treasure

Rubrics in writing Poetry

Group 2

Sarahdem Semillon

Geno Villanueva

Roelyn Entendez
 ACTIVITY 15
Think of a strategy in writing poem and short story among your learners. Follow
the pre-writing, during writing, and post-writing method. Craft also an analytic or
holistic rubric in accessing the poem and short story. Share your answer with the
class.
Strategy in Writing Poetry

Pre-Writing: The teacher will draw a rainbow on the board and will label it with each
corresponding color, the ROYGBIV (Red, Orange, Yellow, Green, Blue, Indigo and
Violet). After that, the teacher will ask the students to get a 1 whole sheet of paper
and right down on the top-right part of the paper their TOP 3 favorite colors from
ROYGBIV.
During Writing: The students must use the same paper and the exact 3 colors they
wrote on top to create a poem. Here’s the directions:

The students must create a 3-stanza poem. The first stanza must be about the Top 1 st
color they wrote, the second stanza about the Top 2 color they wrote and the third
stanza about the Top 3 color they wrote. Each stanza must contain at least 3-5 lines
each, and they are free to be creative in writing their poem. A title is of course a must.
Criteria

Cohesiveness – 20 pts
Use of poetic elements – 10 pts
Creativity – 10 pts
Originality – 10 pts _
Total – 50 pts
Post-Writing: The students must draw an illustration that best describes their poem
and they must color their illustration using only the 3 colors they used in their poems.
And their drawing will be attached together with their poems and will be pinned on the
classroom’s Student Work Board.
Strategy in Writing Short Story

Pre-Writing: The teacher will ask the students to get a 1-whole sheet of paper. The
teacher will then ask them to write down on their paper the following:
1. Their favorite animal (ex. Lizard)
2. Their favorite movie genre (ex. Romance)
During Writing: This time, the teacher will ask the students to write a 1-whole page
short story using their favorite animal as the main character and their favorite movie
genre as the genre of the short story. They have the freedom to decide how long or
short their short story would be as long it doesn’t exceed to a 2 nd page and as long as
it has all the element of plot (exposition, rising action, climax, falling action and
denouement).
Criteria
 Characterization – 10 pts
Plot – 15 pts
Theme – 15 pts
Creativity and Originality – 10 pts
Total – 50 pts
Post-Writing: The teacher will group the class into groups with 10 members. They
must encode their short story and print it in a long size bond paper. They must
compile all the stories like a big book with different stories inside.

Group 5
Ella
Rica
Charlotte
Activity 15
 Group: 1

Penton, Benjie

Mara-an, Chelou Mae

Cañete, Marist

Reyes, Novamae
 ACTIVITY 15

Strategy In Writing Poetry

Pre - Writing : The teacher will have a box with folded paper in it. All the first names
of the students are written on the folded papers. The teacher will call students one by
one to pick one paper each. After picking, the students should not tell anyone, not
even their friends, which classmate they have picked.

During Writing : When everyone has already picked, the teacher will now ask
students to write an acrostic poem using the letters of the name of the person they
have picked. In their poem, the student should describe the person they have picked
using the letters written in the paper. For better understanding, the teacher will give
an example of acrostic poem using the letters of the first name of a person.

JULIA
J is for Joy, you're magnificent
U is for Understanding, a noble character
L is for Lovable, a caring heart
I is for Imaginative, full of delightful surprises
A is for Angelic, beauty beyond compare

Julia, is muchCriteria:
more a name

Content - 15 points
Creativity - 15 points
Grammar - 10 points
Post Writing : After writing,Organization
the teacher will call the
- 10 students one by one. Once their
points
name is called (Person A), Total:
they will state the name of the person they have picked
50 Points
(Person B), and the person that they have picked (Person B) should be the one to
read the poem that Person A has written. After reading the poem, Person B should
give his or her insight, reaction, and comments about the poem.

Strategy In Writing Short Story

Pre – Writing: The students will make a funny fantasy short story that tackles their
life if they are given a chance to write it. Like what kind of fantasy life they want to be
and it should be funny.

During Writing: The students will now make their own short story.

Criteria:

Content wise: - 20 points

Grammar: - 20 points
Organization: - 20 points
Creativity: - 40 points
Total: 100 Points
Post Writing: The teacher will pick a paper randomly to call a student that will
perform their short story in front of the class and whoever can make their classmates
laugh will have plus points.

GROUP 6

Angel Garciano

Mariz Quinoy

Joebelle Lastimosa

ACTIVITY 15

Topic: Short Story

Pre –Writing: KNOW ME WELL!
 In this activity, the teacher will show pictures from different famous short Stories.
 Afterwards, the students will choose one among the stories that they considered
their favorite.
 EXAMPLES:

During Writing:
 After the students have picked their favorite short story, from the moral lesson of
that short story, write a self-made short story where the moral lesson will be
integrated.
 The short story must compose of one paragraph containing ten sentences.
Post –Writing
 The students will be divided into 5 groups composed of five members.
 From their own short story, they must select the best output among all.
 Based on the short story they have chosen, they must create a script and
perform through a role play.

CRITERIA
 Originality- 35 points
 Creativity-30 points
 Pronunciation-25points
 Teamwork-10 points
Total: 100 points

Name of the activity: THINK-CREATE-CONNECT

Description: Students will think and create poem about their crush or idol.

CRITERIA
Idea -35%
Organization – 30%
Word Choice – 25%
Neatness – 10%
Total : 100%
Strategy in Making Poetry
Pre- Writing:
 The students will be asked to think of their crush or idol.

During writing:
 Students must create two sentences with exact 8 words each (1 sentence
is composed of 2 stanzas) that describe their crush or idol. Each word of
the sentence must be written in chronological order and in vertical form
(acrostic style but in a sentence form).
 Then, they connect the first word to create a poetic line.
 Each sentence is composed of two stanzas; two sentences is equivalent
to four stanzas.
Post-Writing:
 The teacher will create a Facebook page where the finish outputs will be posted.
 The outputs that had gathered the most reactions will get a reward.
Examples:
I keep on idolizing you from a far.
I wish I can be with you forever.

I
keep
on
idolizing

you
from
a
far.

I
Wish
 I
can

be
with
you
forever.

Group 3

Marnie

Danica

Angelyn
 Activity 15
Name of Activity: Story Tower
Description: The students will be grouped into 6 groups with 8 members each. They
will create their own short story. The teacher will provide a guide in writing their own
short story.

CRITERIA

Idea – 35%

Organization – 30%

Word Choice – 25%

Collaboration – 10%

Total: 100%

Strategy in writing Short Story

Pre-writing:
 Students are going to choose their own main character and the setting
of their short story.
During Writing:
 Students are going to write two sentences that best describes the main
character.
 They will write 2-3 sentences that describes the place, time, and setting.
 Students are going to write 2-3 sentences describing the events or
problem in the story.
 Students will write 3-4 sentences describing the intense part of the story.
 Students will write 2-3 sentences on how the conflicts were being
resolved.
 The students will write 5 sentences describing the ending of the story.
Post Writing:
  Students will perform their finished output through reading aloud in front of
the class.
Group 3

Marnie
Angelyn
Danica
ACTIVITY 15

Think of strategy in writing poem and short story among your learners. Follow the pre-
writing, during writing, post-writing method. Craft also an analytic or holistic rubric in
assessing the poem and short story. Share your answer with the class.

Level: Grade 10
Quarter: 3
Topic: Poem Writing
Pre-writing: Representation of Me
Instructions: Find an object inside the classroom that will represent you as a person.
Procedure:
1. Begin by explaining the task to the students. Tell them that they need to find an
object inside the classroom that they feel represents them as a person.
2. Encourage students to be creative and to think about what makes them unique.
They can choose any object in the classroom, but it should be something that
has personal meaning to them.
3. Provide the students with some time to explore the classroom and to search for
their chosen object. Remind them to be respectful of their classmates and to
avoid touching or moving other people's belongings.
4. Once the students have found their object, instruct them to write a short
paragraph explaining why they chose that object and how it represents them as a
person.
5. After the students have completed their paragraph, ask them to share their object
and their explanation with the class. This can be done through a short
presentation.
6. Wrap up the activity by reflecting on what the objects reveal about the students
and how they can use this in the next activity which is composition of their own
self appreciation poem.

During Writing: My Self Appreciation Poem

Instructions: Construct a free verse poem about yourself.
Procedure:
1. Start by introducing the concept of free verse poetry to the students. Explain that
free verse poetry is a form of poetry that does not follow any set rules or patterns,
such as rhyme or meter.
2. Discuss with the students the theme of the poem, which is to be about
themselves. Ask them to brainstorm and make a list of words or phrases that
describe who they are as a person.
3. Encourage students to think about their unique experiences, interests, and
personality traits that they would like to express in their poem.
4. Give students time to write their free verse poem about themselves. Remind
them that there are no rules or restrictions on how to write the poem, but to focus
on expressing themselves in a creative and meaningful way.
5. After the students have written their poems, have them share their work with the
class. Encourage the class to listen attentively and provide positive feedback and
comments on each other's work.
6. Ask students to reflect on the process of writing the poem and how it helped
them express themselves. Discuss the various ways in which people can express
themselves, such as through writing, art, or music.

Criteria:
Creativity and Originality 25 points: The poem should demonstrate the student's ability
to think creatively and originality about themselves and their experiences

Personal Relevance 10 points: The poem should reflect the student's unique
experiences, interests, and personality traits. It should avoid generic or impersonal
descriptions that could apply to anyone.

Imagery and Figurative Language 15 points: The poem should use sensory details, vivid
imagery, and figurative language to paint a vivid and memorable picture of the student's
identity. It should avoid vague or abstract language that is difficult to visualize.

Structure and Flow 10 points: The poem should have a clear structure that is easy to
follow, with a beginning, middle, and end. It should also have a consistent and
appropriate tone throughout. The poem should avoid abrupt shifts in tone or structure
that disrupt the flow of the poem.

Language and Mechanics 15 points: The poem should demonstrate a command of

basic grammar, spelling, and punctuation. It should also use language that is
appropriate for the intended audience and purpose. The poem should avoid errors or
distracting language that detract from the overall impact of the poem.
Overall Effect 25 points: The poem should leave a lasting impression on the reader and
convey a clear message or theme about the student's identity. It should be engaging,
thought-provoking, and memorable.

Total of 100

Post-writing: A Visual Representation of My Poem

Instruction: Using your free verse poem about yourself as inspiration, create an art
piece or visual representation that reflects your identity and personality.

Procedure:
1. Introduce the idea of creating an art piece or visual representation based on the
free verse poem that the students have written about themselves.
2. Encourage students to think creatively about how they can use art to represent
their personality, experiences, and interests. They can use a variety of materials
such as pencils, markers, paint, collage materials, or digital tools.
3. Provide students with ample time to create their art pieces. Encourage them to
experiment with different materials and techniques to express their ideas
effectively.
4. Once the art pieces are completed, display them in the classroom for everyone to
see. Encourage students to discuss their artwork with their peers and explain
how it represents their identity.
5. As a follow-up activity, consider having the class create a gallery walk where
students can visit each other's artwork and leave feedback or comments on post-
it notes.

Criteria:
Creativity and Originality 25 points: The art piece should demonstrate the student's
ability to think creatively and originality about their identity and personality.

Personal Relevance 15 points: The art piece should reflect the student's unique
experiences, interests, and personality traits.
Visual Appeal 15 points: The art piece should be visually appealing and engaging. It
should use color, texture, and composition effectively to convey the intended message
or theme.

Connection to the Poem 20 points: The art piece should be closely connected to the
free verse poem and reflect the same ideas or themes.

Craftsmanship 10 points: The art piece should demonstrate a high level of

craftsmanship and attention to detail.

Overall Effect 15 points: The art piece should leave a lasting impression on the viewer
and convey a clear message or theme about the student's identity. It should be
engaging, thought-provoking, and memorable.

Total of 100 points

Level: Grade 10
Quarter: 2
Topic: Short Story
Pre-writing: Planting of Plot
Instructions: Determine the parts of the plot and plant it in the given worksheet.
During writing: Story mo, Plot ko!
Instructions: This activity is a continuation of the previous activity were each group is
given a short story to read and their tasked is to plot the story in the diagram.
Procedure:
1. Divide the participants into groups and provide each group with a short story to
read.
2. Instruct the groups to plot the story in a diagram, identifying the exposition, rising
action, climax, falling action, and resolution.
3. Provide each group with a diagram or template to use for plotting the story.
4. Set a time limit for the groups to complete their diagrams.

Here are the stories: https://www.theliterarymaven.com/2016/05/short-stories-high-

school-middle-school.html

Group 1: The Sniper by Liam O’Flaherty-

https://www.teacherspayteachers.com/Product/The-Sniper-by-Liam-OFlaherty-Print-
Digital-2400579
Group 2: The gift of the Magi by O Henry-
https://www.teacherspayteachers.com/Product/The-Gift-of-the-Magi-by-O-Henry-Print-
Digital-2399053

Group 3: The Interlopers by Saki - https://www.teacherspayteachers.com/Product/The-

Interlopers-by-Saki-Print-Digital-2394835
Group 4: The Lady or The Tiger by Frank Stockton -
https://www.teacherspayteachers.com/Product/The-Lady-or-The-Tiger-by-Frank-
Stockton-with-Simulation-Print-Digital-519768
Criteria:
Plot structure 15 points: The diagram should accurately represent the plot structure of
the story, including the exposition, rising action, climax, falling action, and resolution.
Clarity15 points: The diagram should be clear and easy to understand, with each part of
the plot labeled and distinct.
Consistency 10 points: The diagram should be consistent with the story and not
contradict any events or details.
Completeness 10 points: The diagram should include all the major events of the story
and not leave out any important information.
Accuracy 15 points: The diagram should accurately reflect the story, without adding or
changing any significant details.
Creativity15 points: The diagram can be visually appealing and creative, but should not
sacrifice clarity or accuracy.
Contribution 20 points: The diagram should contribute to a deeper understanding of the
story and its structure, and enhance the overall learning experience.

Total of 100 points

Post-writing: Presentation Time

Instructions: Present your diagram to the class and choose only one representative to
discuss it.
Procedure:
1. Have each group present their diagram to the rest of the participants.
2. As each group presents their diagram, ask them to explain their thought process
and how they arrived at each part of the plot.
3. Lead a group discussion about each story, focusing on the plot structure and how
the diagram helps to understand the story.
4. Encourage participants to share their thoughts and opinions, and facilitate a
respectful and constructive conversation.
5. Wrap up the activity by summarizing the main points discussed and thanking
everyone for their participation.
Criteria:
Organization 10 points: The presentation should be well-organized and easy to follow.
Content 15 points: The presentation should accurately and effectively convey the plot
structure of the story, using the diagram as a visual.
Engagement 10 points: The presentation should engage the audience through the use
of storytelling techniques, such as tone, pace, and enthusiasm.
Clarity 15 points: The presentation should be clear and easy to understand, with each
part of the plot labeled and distinct.
Creativity 15 points: The presentation can incorporate creative elements, and visuals to
enhance the audience's understanding and engagement.
Collaboration 10 points: If presenting as a group, each member should contribute
equally and work collaboratively to deliver a cohesive presentation.
Delivery 10 points: The presenter should speak clearly and confidently, making eye
contact with the audience and using appropriate body language.
Adaptability 10 points: The presenter(s) should be able to adapt to unexpected changes
or technical difficulties, and continue the presentation smoothly.

Total of 100 points

Group 4
Members:
Claire S. Baccaro
Kate Louise Montesclaros
Janice Geramil