fidp

1. S.Y2021-2022
Flexible Instruction Delivery Plan (FIDP)
Grade: 11 (GAS) Semester: 1st
semester
Core Subject Title: Creative Writing No. of Hours/Semester: 80 hours
Prerequisites (If Needed)
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 shall be able to choose from any of the following: 1. Design a group blog for poetry and fiction 2. Produce a suite of poems,
a full/completed short story, or a script for a one-act play, with the option of staging, 3. Create hypertext literature.
What to
Teach?
Why
Teach?
How to Assess? What to Teach?
Content Content
Standards
Most Essential
Topics
Performance
Standards
Learning competencies
Highest Thinking
Skill to Assess
Highest Enabling Strategy to
Use in developing the Highest
Thinking Skill to
Assess
Complete
KUD
Classificati
on
Most Essential
KUD
Classificatio
n
RBT
Level
Flexible
Assessment
Activities
(FAA)
Enabling
General
Strategy
Flexible Learning
Strategies (FLS)
Performa
nc e
Checks
Quarter
I
ST. FRANCIS XAVIER ACADEMY OF KAPATAGAN, INC.
(Former: St. Francis Xavier Academy)
Poblacion, Kapatagan, Lanao del Norte

2. 1.Creati
ve
Writing
1.1.Imaginati
ve writing vs.
technical /
academic /
other forms of
writing
1.2.Senso
ry
experienc
e
1.3.Language
a.Imagery
b.Figures
of speech
c.Diction
The learners
have an
understandin
g
of…imagery,
diction,
figures of
speech, and
variations on
language.
1.1 Figures of Speech The learners
shall be able to…
produce short
paragraphs or
vignettes using
imagery, diction,
figures of speech,
and specific
experiences
The learners…
1.differentiate
imaginative
writing from
among other
forms of
writing
HUMSS_CW/MP
11
/12-Iab-1
2.cull creative
ideas from
experiences
HUMSS_CW/M
P11
/12-Iab-2
K
Use imagery,
diction, figures of
speech, and
specific
experiences to
evoke meaningful
responses from
readers.
U Knowledge Figurative
Language
Scavenger
Hunt
Communicati
on
Activity 1.
Respond to literal
questions that involve
figures of speech from
visually supported
phrases.
Activity 2.
Identify words or
phrases
representing
figures of speech in
visually supported
related sentences
(e.g., like or as).
Activity 3.

3. 3.utilize
language to
evoke
emotional and
intellectual
responses
from readers
HUMSS_CW/MP
11
/12-Iab-3
4.use imagery,
diction, figures
of speech, and
specific
experiences
HUMSS_CW/M
P11
/12-Iab-4
5.read closely
as writers with
a
consciousnes
s of craft
Categorize or classify
figures of speech in
visually supported
passages.
1.2 Sensory Details and
Diction
U U Analyzing Sensory
Details and
Diction
Worksheet
Communicati
on
Guided Questions/
Lecture Notes
Genyo Quiz and Genyo
Shared Blog Forum

4. 6.Reading
and Writing
Poetry*
6.1. Ele
ments of
the genre
a.Essenti
al
elements
a.1. Theme
a.2. Tone
b. Elements
for specific
forms b.1.
Convention
al forms
(exemplar:
short
Tagalog
poetry as a
genre
and how to
analyze
its elements
and
techniques
1.3 Reading and Writing
Fiction
The learners shall
be able to produce a
well- crafted poem.
identify the
various
elements,
techniques, and
literary devices
in poetry
K identify the
various
elements,
techniques, and
literary devices
in poetry
U Analyzing Poem
Practice
Reasoning
and Proof
‘Beclouded’ by Emily
Dickinson pp. 46
Examine the poem by
Dickinson by looking
into the elements. Fill
out the chart that
follows to guide you in
analyzing the given
poem.
After reviewing the
elements of poetry, you
have now an idea on
how you can compose
your own poem.
Nowadays, many poets
prefer to create a blank
verse or a free verse
due to the spontaneous
flow of thoughts.

5. poems
like tanaga
and diona;
haiku;
sonnet)
-rhyme
and
meter
-metaphor
b.2. Free
verse
-the line
and line
break
-enjambments
-metaphor
c.Other
experimen
tal texts
c.1. typogra
phy
c.2. genr
e- crossing
texts (e.g.
prose
poem,
performan
ce poetry,
etc.)
d. Tone
2.3.
Techniques
and literary
devices
(modelling
from well-
known local
and
foreign
poets)
However, it could be
more fun and exciting to
compose a poem
showing the elements.
Use the acrostic poem
you created in the first
activity, and revise it by
incorporating the
elements of poetry. Pp.
47

6. 3.Reading
and Writing
Fiction*
3.1.Elements
of the genre
a.Character
b.Point of View
b.1.1st-
person POV
(major,
minor, or
bystander
b.2.2nd-
person POV
b.3.3rd-
person POV
(objective,
fiction as a
genre
and are able
to
analyze its
elements
and
techniques
Identify the various
elements, techniques,
and literary devices in
various modes of fiction
produce at least
one striking
scene for a short
story
1.identify the
various
elements,
techniques, and
literary devices
in fiction
HUMSS_CW/MP
Ig-i- 11
2.determine
various modes
of
fiction
HUMSS_CW/MP
Ig-i- 12
3.write journal
entries and other
U Identify the various
elements,
techniques, and
literary devices in
various modes of
fiction
U Analyzing Communicati
on
Using the above-listed
prompts, create your
character. Focus on the
inner and outer qualities
of your character. Use
the graphic organizer
below as your guide.
Pp. 26-27
After completing the
graphic organizer, you
are ready to write your
character sketch.
‘Flesh out’ your
character by giving a
detailed description of
him or her. Add more

7. limited
omniscie
nt,
omniscie
nt)
c.Plot
c.1. li
near
c.2.
modular/episod
ic
c.3. traditional
parts:
exposition,
rising action,
climax, falling
action,
resolution/deno
u ement
d.Setting
and
atmospher
e
d.1.time
and place
d.2.cultural
,
sociologic
al,
political,
religious,
etc. milieu
d.3.sensibilitie
s that lead to
specific
modes e.
Conflict
f.Irony
f.1.verbal
f.2.situational
f.3.dramatic
g. Theme
f.1.moral/lesso
n
f.2.dramat
ic premise
f.3.insight
3.2.
Techniques
short exercises
exploring key
elements of
fiction
HUMSS_CW/MP
Ig-i- 13
4. write a short
scene applying the
various
elements,
techniques,
and literary
devices
HUMSS_CW/MP
Ig-i- 14
details as may be
necessary. Remember:
Do not tell, show. Pp. 27

8. 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

9. Quarter II
4. Reading
and Writing
Dram
a (one-act)*
Elements of
the genre
a.Character
b.Setting
c.Plot
d.Dialogue
4.1.
Techniques
and
literar
y devices
a.
Intertextuality
b.
Conceptualiz
atio n of
modality
4.2. Modelling
from well-
known local
and
foreig
n playwrights
drama as a
genre
and are able
to
analyze its
elements
and
techniques
Write a craft essay
demonstrating
awareness of and
sensitivity to the
different literary and/or
socio-political contexts of
creative writing
compose at least
one scene for a
one-act play that
can be staged
1. identify the
various elements,
techniques,
an
d literary devices
in drama
HUMSS_CW/MPIj
-IIc- 15
2. understa
nd intertextuality
as a technique of
drama
HUMSS_CW/MPIj
-IIc- 16
3.conceptualize a
character/setting/
plot for a oneact
play
HUMSS_CW/MPIj
-IIc- 17
4. explore
different staging
modalities vis-à-
vis envisioning
the script
HUMSS_CW/M
PIjc- 18
5. write
short
exercises
involving
character,
dialogue,
plot, and
other elements
of drama
HUMSS_CW/MPIj
-IIc- 19
6. write at least
one scene for
one-act play
applying the
various
element
s, techniques,
and literary
devices
HUMSS_CW/MPI
j-IIc- 20
U
The learners
may choose
from any of the
following:
1.Design a
group blog for
poetry and
fiction
2.Produce a
suite of
poems, a
full/completed
short story, or
a script for
a one-act
play, with
the option
of staging
3.Creat
e
hyperte
xt
literatur
e
U Applying
Play Practice
Communicati
on
It you were to write a
play, which types
discussed will you use?
For your individual task,
choose a type of play
and make an outline of
the essential elements
and that will clearly
show your preferred
kind of play. Use the
graphic organizer as
your guide in outlining.
Types of play:
Characters: /provide a
brief description each/
Conflict: /specify the
type of build/
Events: /list down at least
ten events/
Theme: /write a
complete statement
Understand
intertextuality as a
technique of drama
U situate the creative
work in literary and
/or sociopolitical
context
HUMSS_CW/MPIIc
-f-21
2. demonstrate
awareness of and
sensitivity to the
different
orientations of
creative writing
U
Analyzing
Text Analysis
Communicati
on
Using the discussed
concepts of
intertextuality, search for
available stories that has
intertextual relationship
with the famous story
THE GREAT GATSBY
written by F. Scott
Fitzgerald. Discuss their
parallelism.

10. Final
output**
Create
hyperte
xt
literatur
e
The learners may
choose from any
of the following:
1. Design a
group blog for
poetry and
fiction
1. create a group
blog for poetry
and/or fiction
applying ICT
skills/any
appropriate
multimedia forms
U
Create an online
portfolio the outputs
produced: poetry,
fiction,
script, etc. applying
ICT skills/any
appropriate
multimedia forms
D Creating Comic
Strip/Moving
Screen
Reasoning
and Proof
Using the except from
Ben Johnson’s ‘Catiline,
a script written during the
renaissance period. Take
note of the language
used and the way in
which the dialogue is
written.

11. 2.Produce a
suite of
poems, a
full/completed
short story, or
a
script for a oneact
play, with
the option
of staging
3.Creat
e
hyperte
xt
literatur
e
HUMSS_CW/MPII
g-j- 24
2.explore
various
modes of
publishing media
for manuscripts
HUMSS_CW/MPI
Ig-j- 25
3.understand the
possibilities of
intertextual forms
HUMSS_CW/MPI
Ig-j- 26
4.write a suite
of poems, a
full/completed
short story or a
script for a one-
act play
Pp. 93
Write a short script
showing a dialogue
between two characters.
Think of your own
characters, and a
situation that will reveal
their personality. You
may use characters
from your previous
exercise on character
development. Follow the
suggested techniques in
writing dialogues.
Performance Task: A or B
A.The annual competition in comic strip making holding a competition to promote literary awareness in the region with regards to 21st
Century themes. The students as artist illustrators are invited to
create a comic strip based on a literary text produced and published in the Philippines. The work will be judged by the famous artist present in the region. (Literary Text preferably Six From Downtown
(2006) by Dean Francis Alfar)

12. Comic Strip Rubric
Criteria
9-10 7-8 5-6 3-4
Creativity The pictures and captions
reflect an exceptional degree
of student creativity. There is
great attention to
detail.
All but 1 of the pictures and
captions reflect an exceptional
degree of student creativity.
All but 2 of the pictures and
captions reflect an exceptional
degree
of student creativity.
More than 2 of the
pictures and captions
reflect little degree of
student creativity.
Theme All 20 panels relate to the
theme.
Only 15 panels relate to the
theme.
Only 10 panels relate to the
theme.
Less than 10 panels relate to the
theme.
Characters and Dialogue The main characters are
clearly identified, and their
actions and dialogue are well-
matched to each other.
The main characters are clearly
identified, and their actions
and dialogue match most of the
time.
The main characters are
identified but not well developed
and their actions and dialogue
are too general.
It is hard to
characters
are.
tell who the main
Landscape and Props Landscape and props are
directly related to the theme or
purpose
of the comic and
enhance understanding of
the scene.
Landscape and props are
directly related to the theme or
purpose of the comic.
Landscape and props are
generally related to the theme or
purpose of the comic.
Landscape and props
seem randomly
chosen
OR distract the reader.
Spelling, Punctuation, and Grammar There are no spelling,
punctuation, or grammar
errors.
There are 1-3 spelling,
punctuation, or grammar errors.
There are 4-5 spelling,
punctuation, and grammar
errors.
There are more than 5
spelling, punctuation,
and grammar errors.

13. B.The annual competition of Filminute making is holding a competition. The students as directors, actors, editors etc. are invited to submit an entry of filminute adaptation based on a literary text produced
and published in the Philippines that promote literary awareness in the region with regard to 21st century themes. The entries will be judged by famous directors around the country. The work will be
evaluated by the use of criteria; content, creativity/ originality, clarity and organizations, and overall quality of adaptation and fidelity to the technical aspects of the medium used (e.g. trailer, radio, podcast,
comic, graphic design etc.)
Filminute Rubric -
Criteria
Level 4
8-10
Level 3
7
Level 2
6
Level 1
5
Pre-Production
Treatment The content includes a
clear concept and story.
Treatment is very well
written and follows the
prescribed format.
Content exhibits
connections around the
concept and story, but
small diversions are
present. Treatment is well
written and follows the
prescribed format
The content leaves the
reader with a vague
impression of the concept
and storyline. Treatment
is somewhat well written,
following the prescribed
format
The content lacks a
central concept and
storyline. Treatment is
not very well written and
vaguely follows the
prescribed format
Storyboard clearly
Storyboard vaguely
corresponds with
treatment and
communicates some of
the information needed
for each scene.
Storyboard corresponds with
treatment and
Storyboard corresponds
with treatment and
Storyboard vaguely
corresponds with
communicates all of the communicates most of treatment and missing
information needed for the information needed information for each
each scene. for each scene.. scene.
Production
Video Clarity &
Lighting
All shots are clearly
focused. Camera
movements are smooth
and of appropriate speed.
All shot have appropriate
lighting.
Most shots are clearly
focused. Camera
movements are smooth
and/or of appropriate
speed. Most shots have
appropriate lighting.
Many are clearly focused.
Motion shots are fairly
steady. Some shots
have
inadequate light.
Few shots are clearly
focused. The camera is
not held steady. Many
shots have inadequate
light.
Video shows evidence of
Most shots are well
framed.
A variety of shot types
are used.
Few shots are well
framed.
Two – three shot types
are used.
Many shots are poorly
framed.
Only one or two shot
types are used
Video Framing good composition.
A variety of shot types
are used in an
appropriate manner.
Continuity
No lapses in continuity
are present, or are
insignificant.
Small lapses in continuity
are present
Many lapses in continuity
are present
Video is disjointed in
significant respects.
Post-Production

14. Transitions
Video moves smoothly
from one shot to another
using an appropriate
selection of transitions.
Transitions move
relatively smoothly form
shot to shot and a variety
are used.
Transitions from shot to
shot are choppy and the
types of cuts and fades
are not always
appropriate.
Tape is unedited. No
transitions between clips.
Raw clips run back to
back in final video.
Audio
Audio is balanced
between dialogue, music
Audio is usually balanced
between dialogue, music
Audio is somewhat
balanced between
dialogue, music and
voice over.
Audio is clear throughout
the video.
Audio is unbalanced
between dialogue, music
and voice over.
Audio is inaudible in
significant portions of the
video.
and voice over. and voice over.
Audio is clear throughout Audio is clear throughout
the video. the video.
Pace
All clips are just long
enough to make the point
clear with no slack time.
The pace captures the
audience attention.
Most clips move at a
steady pace.
Most clips are edited to
remove slack time.
Some clips move at a
steady pace.
Some clips are edited to
remove slack time.
Video clips are too long
and do not advance the
storyline or too short and
leave out essential
action.
Appropriateness &
Originality
Content meets all
appropriateness
requirements. Video is
very original and creative.
Content meets most
appropriateness
requirements. Video
shows many original and
creative elements.
Content meets some
appropriateness
requirements. Video is
somewhat original and
creative.
Content is not
appropriate for
classroom viewing. Video
lacks originality and
creativity.
Required
Components:
Film includes all of the Film includes most of the Film includes some of the Film includes few of the
- Length (7-10min)
-Title & Credits required components required components required components required components
- Soundtrack
- 2 Techniques
/ 100