ARELLANO UNIVERSITY

Andres Bonifacio Campus

Pag-asa Street Barangay Caniogan, Pasig City
SENIOR HIGH SCHOOL

S.Y. 2025– 2026

SYLLABUS/INSTRUCTOR’S GUIDE
Grade: 11 Semester: First
Core Subject Title: Creative Writing School Year: 2025-2026
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.

FIRST QUARTER
LESSON CONTENT TIME FRAME LEARNING STRATEGIES SUGGESTED ACTIVITIES EXPECTED LEARNING
COMPETENCIES OUTCOMES
The learners…
WEEK 1 Orientation Week 1
AU MISSION, VISION, CORE June 2, 2025
VALUES
LEESON 1 1. Introduction to Creative Writing Week 1 Lecture / Discussion
June 3-6, 2025
2. Creative Writing differentiate imaginative Lecture / Discussion
1.1. Imaginative writing vs. Week 2 writing from among other Reciprocal Learning pen and paper test
LESSON 2 technical / June 9-13, 2025 forms of writing The learners shall be
academic writing prompts able to
1.2. other forms of writing produce short
paragraphs or vignettes
1.3. Sensory Experience differentiate imaginative Lecture / Discussion Activity: “Sensory Scene” using imagery, diction,
1.4. Language writing from among other
a. Imagery Week 3 forms of writing Reciprocal Learning figures of speech, and
 Task: Describe a place or
1. Visual June 16-20, moment using all five types of specific experiences
2. Olfactory 2025 cull creative ideas from imagery. This helps students
LESSON 3 3. Auditory experiences integrate sensory details for vivid
4. Gustatory writing.
5. Tactile

b. Figures of Speech differentiate imaginative Lecture / Discussion “Figures of Speech Scavenger Hunt”
1. Simile writing from among other Objective: Reinforce recognition skills.
 2. Metaphor Week 4 forms of writing The learners shall be
3. Personification June 23-27,  Activity: Provide a short story, able to
4. Alliteration 2025 poem, or newspaper article. produce short
LESSON 4 5. Onomatopoeia
paragraphs or vignettes
6. Hyperbole Task: Highlight or list all the figures of
7. Irony speech found in the text. Label each.
using imagery, diction,
8. Oxymoron figures of speech, and
9. Synecdoche
10. Metonymy
specific experiences

4. utilize language to evoke Lecture / Discussion "Diction Detective" The learners shall be
c. Diction Week 5 emotional and intellectual Objective: Analyze diction in real-world texts.
 Instructions: Provide an excerpt able to
1. Formal vs. Informal June 30-July 4, responses from readers Peer teaching activities
2. Specific vs. General 2025 5. use imagery, diction, from a novel, speech, or article. produce short
3. Denotation vs. figures of Reader-Response Strategy
Task: Identify examples of formal/informal, paragraphs or vignettes
specific/general, or denotative/connotative
Connotation speech, and specific diction. Discuss why the author chose them.
using imagery, diction,
experiences Close Reading figures of speech, and
specific experiences
1.5. Sample works of well-known local Select one work from a Filipino writer
and foreign writers Lecture / Discussion (e.g., Nick Joaquin) and one from a foreign
a. Foreign Writers Week 7 6. read closely as writers writer (e.g., William Faulkner). Compare
July 7-11, 2025 with a consciousness of themes, structure, or cultural context
The learners shall be
1. William Shakespeare Compare and Contrast
2. Jane Austin craft able to
3. Alexandra Dumas Reader-Response Strategy Have students journal their emotional and produce short
LESSON 5 4. Victor Hugo intellectual reactions after reading a story paragraphs or vignettes
5. Mark Twain Close Reading or poem. using imagery, diction,
b. Local Writers figures of speech, and
1. Jessica Hagedorn Peer teaching activities Create a “passport” where each page
represents a country and author. After specific experiences
2. Sionil Jose
reading a story or poem, stamp the
3. Nick Joaquin
passport and write a reflection.
4. Merlinda Bobis
5. Jose Dalisay Jr.
6. Jose Rizal
2. Reading and Writing Poetry* 1. identify the various "Element Tracker" The learners shall be able to
2.1. Elements of the genre Week 8 elements, techniques, and Lecture / Discussion produce a short, well-crafted
LESSON 6 a. Essential Elements July 14-18, literary devices in poetry
2025  While reading poems, students poem.
1. Stanza use a checklist to identify all the
2. Verse 2. use selected elements of elements listed (verse type,
2.1. Couplet 2.4. Quintet poetry in short exercises rhyme, mood, tone, etc.).
2.2. Tercet 2.5. Sestet
The learners shall be able to
 They then write a reflection or
produce a short, well-crafted
 2.3. Quatrain 2.6. Septet 4. explore innovative mini-presentation explaining how poem.
2.7. Octave techniques in writing those elements support the poem's
3. Rhyme poetry theme and emotional impact.
3.1. End Rhyme
3.2. Internal Rhyme 5. write a short poem
3.3. Slant Rhyme applying the various
4. Rhyming Scheme elements, techniques, and
4.1. Alternating rhyme, literary devices
crossed rhyme,
or interlocking rhyme:
4.2. Intermittent rhyme
4.3. Envelope rhyme
or inserted rhyme:
4.4. Irregular rhyme:
5. Mood
6.. Tone
7. Theme
July 21 – 25 – COMPLETTION WEEK
July 28- August 1 – REVIEW WEEK/RETEACH
AUGUST 5 – 9 = FIRST PERIODICAL EXAMINATION
"Form vs. Freedom" Debate The learners shall be able to
B. Elements for specific forms Week 9 3. determine specific forms Lecture / Discussion produce a short, well-crafted
1. Conventional forms August 11-15, and conventions of poetry Experiential learning  Objective: Help students poem.
1.1. Sonnets 2025 Inquiry-based learning understand the creative tension
1.1.1. Patriarchan Sonnet Group Task between structured and free verse
1.1.2. Shakespearean forms.
LESSON 7 Sonnet  Activity: Split the class into two
1.2. Villanelle teams: one defends conventional
1.3. Sentina forms (e.g., sonnet, villanelle);
1.4. Blank Verse the other defends free verse.
1.5. Heroic Couplet
1.6. Haiku
1.7. Limerick

“Build a Free Verse” The learners shall be able to

Steps:
1. Students choose a theme or emotion (e.g., produce a short, well-crafted
1.2. Free verse – Week 9 determine specific forms Lecture / Discussion
August 18-22, freedom, fear, hope). poem.
1.2.1 the line and line and conventions of poetry
break 2025 Experiential learning Use:
1.2.2 -enjambments  Thoughtful line breaks
1.2.4 -metaphor Inquiry-based learning  Enjambments for flow
1.3. Other experimental texts  At least two extended metaphors
LESSON 8 Share and discuss how form (or the lack of
1.1. typography strict form) affects expression.
 1.2. genre-crossing texts
(e.g. prose poem, The learners shall be able to
performance poetry, etc.) produce a short, well-crafted
C. Tone
poem.

3. Reading and Writing Fiction*

3.1. Elements of the genre Week 9 The learners shall be able to
a. Character August 25=29, Lecture / Discussion
2025
produce at least one
b. Point of View write journal entries and Interactive Discussion Genre Journal
b.1. 1st-person POV (major, other short exercises Brainstorm using a story
striking scene for a
minor, or bystander exploring key elements of planner short story
 Students keep a journal tracking
b.2. 2nd-person POV fiction Experiential learning which genres they read or write,
b.3. 3rd-person POV (objective, noting:
limited omniscient, o Form
omniscient) o Key elements
c. Plot o Personal responses
c.1. linear o Favorite techniques
c.2. modular/episodic
c.3. traditional parts: Culminating Project: Write Your Own
exposition, Short Story
rising action, climax, falling
action, Goal: Apply all elements of fiction
resolution/denouement
d. Setting and atmosphere  Students brainstorm using a story
d.1. time and place planner that includes:
d.2. cultural, sociological, o Character profiles
political, religious, etc. milieu o Setting sketch
d.3. sensibilities that lead to o Conflict & theme
specific modes o POV & tone
e. Conflict o Key symbols
f. Irony  Draft, revise, and peer review
f.1. verbal stories.
f.2. situational
f.3. dramatic
g. Theme
g.1. moral/lesson
g.2. dramatic premise
g.3. insight
 3.2. Techniques and literary devices Week 10 Literary Device Scavenger Hunt
a. Foreshadowing September 1-5, Lecture / Discussion The learners shall be able to
b. Flashback 2025  Activity: Provide students with a produce at least one
LESSON 9 c. Symbolism Literary Device Scavenger short story or excerpt (e.g., from “The
striking scene for a
d. Allusion Hunt Lottery” or “The Necklace”).
e. Mood Experiential learning  In pairs, they identify and label uses
of metaphor, irony, foreshadowing, short story
f. Motif Inquiry-based learning etc.
3.3. Modelling from well-known local
and foreign short story writers in a Share findings and discuss the effect on insight
range of modes or theme.
4. Reading and Writing Drama (one-act)* Week 11 1. identify the various Monologue Writing/Acting: The learners shall be able to
4.1 Elements of the genre September 8-12, elements, techniques, and Lecture / Discussion Students write a monologue to explore a compose at least one
a. Character 2025 literary devices in drama character’s internal thoughts or conflicts.
scene for a one-act play
b. Setting 2. understand Experiential learning
c. Plot intertextuality as a
that can be staged
d. Dialogue technique of drama. Inquiry-based learning Culminating Activity: Write and
3. conceptualize a Perform a One-Act Play
LESSON 10 4.2. Techniques and literary devices character/setting/plot for a
a. Intertextuality one act play  Students apply all elements:
b. Conceptualization of modality 4. explore different staging o Develop characters
c. Monologue modalities vis-à-vis o Choose a setting
d. Soliloquy envisioning the script o Plan the plot
e. Stage Directions 5. write short exercises o Write authentic, dramatic
dialogue
f. Foreshadowing involving character,
 Present or read plays aloud in class
g. Juxtaposition dialogue, plot, and other
h. Mine and Gesture elements of drama
6. write at least one scene
for one-act play applying
the various elements,
techniques, and literary
devices
5. The creative work in literary and /or Week 12 1. situate the creative work Context Map The learners shall be able to
sociopolitical context September 15- in literary and /or Lecture / Discussion Students create a visual chart showing: compose at least one
19, 2025 sociopolitical context
Literary movement scene for a one-act play
2. demonstrate awareness Experiential learning
of and sensitivity to the
Political or social issues of the time that can be staged
LESSON different orientations of Inquiry-based learning
Author’s biography and influences
11 creative writing
3. write a craft essay
Contextual Creative Writing
Students write a short piece (story,
poem, or scene) responding to a
current event or social issue,
 mimicking how authors embed context
in their work.

Final output** Week 12 1. create a group blog for 1. create a group blog for poetry and/or The learners may choose from
September 22- poetry and/or fiction fiction applying ICT skills/any any of th following:
Depends on the teacher… 26, 2025 applying ICT skills/any Experiential learning appropriate multimedia forms 1. Design a group blog for
appropriate multimedia Role-Play 2. explore various modes of publishing poetry and fiction
forms media for manuscripts 2. Produce a suite of poems, a
2. explore various modes of 3. understand the possibilities of full/completed short story, or a
publishing media for intertextual forms script for a one act play, with
manuscripts 4. write a suite of poems, a the option of staging
3. understand the full/completed short story or a script 3. Create hypertext literature
possibilities of intertextual for a one-act play
forms
4. write a suite of poems, a
full/completed short story
or a script for a one-act play
SEPTEMBER 29- OCTOBER 3 = COMPLETION WEEK
OCTOBER 6-10 = REVIEW WEEK/RETEACH
OCTOBER 13-17, 2025 = SECOND PERIODICAL EXAMINATION

REFERENCES:

De la Cruz, E. (2024, October 29). Legendary Filipino authors. Culture Trip. https://theculturetrip.com/asia/philippines/articles/the-filipino-authors-you-should-know

Florida State College at Jacksonville. (n.d.). Elements of poetry. College Sidekick. https://www.collegesidekick.com/study-guides/atd-fscj-literatureforhumanities/elements-of-poetry

Sweetland, R. D. (n.d.). Elements of poetry and description of quality characteristics. Home of Bob. https://www.homeofbob.com/literature/genre/poetry/elements.htm

Department of Education. (2020). Creative writing / Malikhaing pagsulat: Senior High School alternative delivery mode (ADM) module. Department of Education – Bureau of Learning Resources. https://www.deped.gov.ph

Prepared by:

MR. RILVEN L. SALAMANA, LPT

G11-English Subject Coordinator
Checked by:

Mr. Jovanie B. Eustaquio

G11-Academic Coordinator

Approved by:

Ms. Eunice B. Ongue

Assistant Principal

Dr. Jennifer Z. Rosales

SHS Principal