Creative Nonfiction: Exploring the Art of Storytelling, Quizzes of Creative writing

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FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 11/12 Semester: SECOND SEMESTER

Core Subject Title: CREATIVE NONFICTION No. of Hours/Semester: 80 HRS/ SEMESTER

Prerequisites (If Needed) CREATIVE WRITING (CW/MP)

Core Subject Description: Focusing on formal elements and writing techniques, including autobiography and blogging, among others, the subject introduces the students to

the reading and writing of Creative Nonfiction as a literary form. The subject develops in students’ skills in reading, and thinking critically and creatively, that will help them to be

imaginative readers and writers.

Culminating Performance Standard: The learner writes a clear and coherent critique and an interesting and engaging creative nonfiction.

What to Teach? Why Teach? How to Assess? What to Teach? Content Content Standards Most Essential Topics Performanc e 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 Classificati on (^) RBT Level Flexible Assessment Activities (FAA) Enabling General Strategy Flexible Learning Strategies (FLS) Flexible Learning Performance Materials Checks

FIRST QUARTER

Introductio n to Literary Genres

Understandi ng The learner understan ds the literary conventio ns that A Closed Look to The Literary Genres The learner clearly and coherently uses a chosen element conventiona

1. Identify dominant literary conventions of a particular K 1. Identify dominant literary conventions of a particular genre; *with LC 2 U Analyzi ng In-Venn- Tory Communicat ion Interactive discussion and exchange of ideas between Blended: For F2F: Interactive face-to-face

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Conventions of Traditional Genres a. Fiction b. Poetry c. Drama d. Other forms

Identifying Elements of the different Genres

3. Using Elements as Techniques to develop Themes govern the different genres. (e.g., narrative conventio n of fiction, etc.) lly identified with a genre for a written output. genre teacher and students The learner will make a comparison between the elements of different genres. discussion and recitation For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of disseminatio n of modules and other learning materials and also for announceme nt and reminders.
4. Compare and contrast how the elements are used in the different genres U 2. Compare and contrast how the elements are used in the different genres. The Literary Elements
5. Analyze and interpret the theme and techniques used in a particular text U 3. Analyze the theme and techniques used in a particular text U Analyzi ng ReadEleme nts Communicat ion Interactive discussion and exchange of ideas between teacher and students Blended: For F2F: Interactive face-to-face discussion and recitation

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The learner will read the “ Aries – The Ram” and they will identify the Literary Elements present in the text. For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of disseminatio n of modules and other learning materials and also for announceme nt and reminders.

4. Create samples of the different literary element s based on one’s experie nce (e.g. metaphor to describe an emotion) D 4. Create samples of the different literary elements based on one’s experience (e.g. metaphor to describe an emotion) Write Up! Write Up! Write Up! The learner will write three (3) forms of poetry about their experiences of lockdown due to COVID- scare. Blended: For F2F: Interactive face-to-face discussion and recitation

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For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of disseminatio n of modules and other learning materials and also for announceme nt and reminders. The learner understan ds the delineatio n between creative and the nonfictio nal elements of creative nonfictio nal text. Creative Nonfiction Demystifie d The learner clearly and coherently uses Multiple elements conventiona lly identified with a genre for a written output.

5. Write a draft of a short piece using any of the literary conventions of genre following these pointers: a. Choosing a topic b. Formulating a thesis statement c. D 5. Analyze factual/nonfictional elements (Plot, Characters, Characterization, Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of speech, Dialogue, Scene, Other elements and Devices) in the texts U Analyzi ng Excerpt Analysis Communicat ion Interactive discussion and exchange of ideas between teacher and students The learners will analyze the excerpt “ The Long Walk to Freedom” Blended: For F2F: Interactive face-to-face discussion and recitation For Asynchrono us: Google classroom

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Organizing and developing ideas d. Using any literary conventions of a genre e. Ensuring that theme and technique are effectively developed by Nelson Mandela to identify the literary elements in the text. and group chats will still be implemented for the purpose of disseminatio n of modules and other learning materials and also for announceme nt and reminders.

6. Peer-edit each other’s draft based on a. clarity of idea b. appropriate choice of literary element c. appropriate use of the element d. effective combinatio n of the idea and the chosen literary element D 6. Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary conventions of genre following these pointers: 1. Choosing a topic 2.Formulating a thesis statement 3. Organizing and developing ideas 4. Using any literary conventions of a genre 5. Ensuring that theme and technique are effectively D Creating My Favorite Town Problem Solving Interactive discussion and exchange of ideas between teacher and students The learner will write a short piece that depicts or describes your favorite place in Blended: For F2F: Interactive face-to-face discussion and recitation For Asynchrono us: Google classroom and group chats will still be

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developed your town or city of at least three (3) elements of your choice. implemented for the purpose of disseminatio n of modules and other learning materials and also for announceme nt and reminders.

7. Evaluate other’s draft based on:
8. clarity of idea
9. appropriate choice of literary element
10. appropriate use of the element
11. effective combination of the idea and the chosen literary element D Creating Think-Edit- Share Problem Solving Interactive discussion and exchange of ideas between teacher and students After writing the piece, the classmate/p eer will edit your work based on the standards (listed in the table that can be Blended: For F2F: Interactive face-to-face discussion and recitation For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of

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found in the module). disseminatio n of modules and other learning materials and also for announceme nt and reminders. Using the Literary Convention s of a Genre in Writing

8. Revise the draft of a short piece using any of the literary conventions of a genre (e.g. plot for narrative piece). D Creating Revise Your Draft Problem Solving For F2F: Collaborati ve discussion and evaluation of work For Asynchrono us: Collaborati ve evaluation of work through messenger and guided learning- the module will be uploaded at the google- Blended: For F2F: Interactive face-to-face discussion and recitation For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of disseminatio n of modules

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classroom. and other learning materials and also for announceme nt and reminders. SECOND QUARTER Forms and Types of Creative Non fiction a. Understandi ng various forms and types b. Autobiograp hy/ Biography c. Literary Journalism/ Reportage d. Personal narratives e. Travelogue f. Reflection essay g. True narratives h. Blogs i. Testimonio The learner understan ds the distinctio n between and among creative nonfictio n types and forms. Understandi ng Various Forms and Types of Creative Nonfiction The learner competently delivers an artistic presentation summarizin g and analyzing the form, theme and techniques of a chosen creative nonfictional text.

7. Revise the draft of a short piece using multiple elements conventiona lly identified with the literary genres D 9. Present a commentary/critique on a chosen creative nonfictional text representing a particular type or form (Biography/Autobiogr aphy, Literary Journalism/Reportage, Personal Narratives, Travelogue, Reflection Essay D Creating Portfolio Critique Writing Problem Solving Interactive discussion and exchange of ideas between teacher and students Reading the module content about the elements and different type of creative nonfiction. Compiling samples of creative Blended: For F2F: Interactive face-to-face discussion and recitation For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of disseminatio n of modules and other

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j. Other types and forms nonfiction Writing a critique on one of the catchiest from the compiled samples of creative nonfiction. learning materials and also for announceme nt and reminders. Reading and Writing Creative Nonfiction

1. Reading creative nonfiction a. Analysis, interpretatio n and commentary
2. Writing Creative Nonfiction The learner understan ds that mastery of the basic forms, types, technique s and devices Critiquing Creative Nonfiction The learner writes a clear and coherent critique and an interesting and engaging creative nonfiction.
3. Explain the relationship of elements and ideas found in the various forms and types of creative nonfictional texts K 10. Write a mini critique of a peer’s work based on coherence and organization of paragraphs, development of literary elements use of factual information, and other qualities concerning form and content. D Creating Identifying the parts of a critique in a sample critique Writing a Mini Critique Problem Solving Interactive online discussion and recitation The learner can do a self-paced learning because the module is Blended: For F2F: Interactive face-to-face discussion and recitation

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a. Mini critique b. Creative nonfiction of creative nonfictio n enables him/her to effectivel y critique and write creative nonfictio n. through a close reading complete with enough information and instruction about the topic. One on one recitation through facebook messenger chat. Reading a sample critique and identifying its parts. Writing a mini critique about the Personal Narrative Essay written by a High School student, “My For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of disseminatio n of modules and other learning materials and also for announceme nt and reminders.

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Greatest Instrument” Write A Draft of Creative Nonfiction Piece Based on The Learner’s Memorable Real-Life Experience

9. Compare and contrast the different forms and types of creative nonfictional texts U 11. Write a draft of creative nonfiction piece based on memorable real-life experience 12. Revise the draft based on desirable qualities of well- written creative nonfiction. D Creating My Concept, My Understandi ng My Six Words Memoir Everyone’s Story Is Different Problem Solving Interactive discussion and exchange of ideas between teacher and students Reading the module content about the elements and different type of creative nonfiction. Answering open-ended questions about their learnings regarding with the topic. Blended: For F2F: Interactive face-to-face discussion and recitation For Asynchrono us: Google classroom and group chats will still be implemented for the purpose of disseminatio n of modules and other learning materials and also for announceme nt and

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Writing a six-word memoir about the story of their lives. Reading a sample memoir. Writing their own memoir and revising it after the collaborativ e discussion and evaluation of work with peers and teacher. reminders.

10. Deliver an artistic presentation summarizin g,

D

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analyzing, and commentin g on a chosen creative nonfictional text representing a particular type or form

11. Write a mini critique of a peer’s work based on coherence and organizatio n of paragraphs, developmen t of literary elements use of factual information , and other qualities concerning form and

D

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content

12. Analyze and interpret a well-written creative nonfictional text based on the peer critique

U

13. Write a draft of creative nonfiction piece based on the learner’s memorable real-life experience

D

14. Peer- edit and revise each other’s draft based on desirable qualities of well-written creative nonfiction

D

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15. Write the final version of one’s own creative nonfiction in a composition of five paragraphs or more

D

Performance Task:

The one of the most popular drama anthologies here in the Philippines hired you as their writer for their next episode. The chosen story to feature is about the daily

struggles of a student in the middle of the pandemic. As a writer, you and your team are tasked to produce an interesting and engaging creative nonfiction (short story) of the life of

student to be featured based on the one on one interview with the student. The output will be evaluated by the director, producer and the script writers based on the following

rubric:

CATEGORY Exceptional Good Fair Poor

Setting

Many vivid, descriptive words are used to tell when and where the story took place. Some vivid, descriptive words are used to tell the audience when and where the story took place. The reader can figure out when and where the story took place, but the author didn't supply much detail. The reader has trouble figuring out when and where the story took place.

Characters

The main characters are named and clearly described. Most readers could The main characters are named and described. Most readers would have some idea of what the The main characters are named. The reader knows very little about the It is hard to tell who the main characters are.

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describe the characters accurately. characters looked like. (^) characters.

Problem/Conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem. It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. It is not clear what problem the main characters face.

Solution/

Resolution

The solution to the character's problem is easy to understand, and is logical. There are no loose ends. The solution to the character's problem is easy to understand, and is somewhat logical. The solution to the character's problem is a little hard to understand. No solution is attempted or it is impossible to understand.

Dialogue

There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. There is too much dialogue in this story, but it is always clear which character is speaking. There is not quite enough dialogue in this story, but it is always clear which character is speaking. It is not clear which character is speaking.

Organization

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story is a little hard to follow. The transitions are sometimes not clear. Ideas and scenes seem to be randomly arranged.

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination.

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Mechanics

The story contains no errors in grammar, usage, or mechanics. The story contains few minor errors in grammar, usage, or mechanics. The story contains many and/or serious errors in grammar, usage, or mechanics; may interfere with reading. The story contains so many errors in grammar, usage, and mechanics that errors block reading.

Requirements

All of the written requirements (typed, double spaced, # of pages, font, margins) were met. MLA Format Almost all (about 90%) the written requirements were met. MLA format Most (about 75%) of the written requirements were met, but several were not. MLA format Many requirements were not met.

Prepared By:

ABIGAIL D. ESGUERRA

Subject Teacher

Checked By:

GERALDINE AQUINO, RL.

SHS Academic Coordinator

Approved By:

ALORA G. CORPUZ, Ed. D.

School Administrator

http://hgms.psd202.org/documents/lthomas/1506604611.pdf