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Creative Writing Melcs

The document outlines the content standards, performance standards, and most essential learning competencies for a Grade 11/12 Creative Writing subject across two semesters. In the first semester, learners will develop an understanding of imagery, diction, figures of speech, poetry elements and techniques, and fiction elements. They will produce paragraphs using imagery and a short poem applying poetic devices. In the second semester, learners will analyze drama elements and techniques and compose a one-act play scene. They will also explore different orientations of creative writing and produce a craft essay or digital portfolio.

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Arnel Navales
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14K views3 pages

Creative Writing Melcs

The document outlines the content standards, performance standards, and most essential learning competencies for a Grade 11/12 Creative Writing subject across two semesters. In the first semester, learners will develop an understanding of imagery, diction, figures of speech, poetry elements and techniques, and fiction elements. They will produce paragraphs using imagery and a short poem applying poetic devices. In the second semester, learners will analyze drama elements and techniques and compose a one-act play scene. They will also explore different orientations of creative writing and produce a craft essay or digital portfolio.

Uploaded by

Arnel Navales
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GRADE LEVEL: Grade 11/12

SUBJECT: Creative Writing

Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 Q1/3 The learners have The learners shall Use imagery, diction, figures of speech, and specific experiences to HUMSS_CW/MP11/12-
an understanding be able to produce evoke meaningful responses from readers Ia-b-4
of imagery, diction, short paragraphs or
figures of speech, vignettes using
and variations on imagery, diction,
language. figures of speech,
and specific
experiences.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MP11/12cf-6
an understanding be able to produce specific forms of poetry
of poetry as a genre a short, wellcrafted Write a short poem applying the various elements and literary HUMSS_CW/MP11/12cf-10
and how to poem devices exploring innovative techniques
analyze its
elements and
techniques.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIg-i-11
an understanding be able to produce various modes of fiction
of fiction as a genre at least one striking Write journal entries and other short compositions exploring key HUMSS_CW/MPIg-i-13
and are able scene for a short elements of fiction
to analyze its story.
elements and
techniques.
S1/2 Q2/4 The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIj-IIc-15
an understanding be able to compose drama
of drama as a genre at least one scene Understand intertextuality as a technique of drama HUMSS_CW/MPIj-IIc-16
and are able for a one-act play Conceptualize a character/setting/plot for a one-act play HUMSS_CW/MPIj-IIc-17
to analyze its that can be staged. Explore different staging modalities vis-à-vis envisioning the script HUMSS_CW/MPIjc-18
elements and
Write at least one scene for one-act play applying the various HUMSS_CW/MPIj-IIc-20
techniques.
elements, techniques, and literary devices
The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the HUMSS_CW/MPIIc-f-23
an understanding be able to produce different literary and/or socio-political contexts of creative writing
of the different a craft essay on the
orientations of personal creative
creative writing. process deploying
a consciously
selected
orientation of
creative writing
The learners may Create an online portfolio the outputs produced: poetry, fiction,
choose from any of script, etc. applying ICT skills/any appropriate multimedia forms
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
A. Short-Response Essay. Read the poem titled, “Sonnet, Inspired by Nico” by Paolo. Then answer the following questions about the text briefly and
comprehensively.

1. What features are included in the poem?


Answers may vary. Students may answer that the poem includes texts (the poem itself and
definitions of difficult words); images (to visualize words and ideas in the poem); and hypertexts (links
from the poem that will lead to definitions, images, and concepts about the ideas in the poem).
2. What kind of digital humanities does the text exemplify?
Answers may vary. Students may answer that since the poem includes texts, images, and hypertexts
and is produced with the use of a program or application, it exemplifies hypertext poetry.
3. What theme can you identify from the poem considering the features included in it? Answers may vary. Students may answer that one of the
themes that a reader can identify from the poem is that nationalism involves being proud of one’s country and being aware of the different social
issues like poverty. Despite these issues and problems, one’s love for the country should not vanish.

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