Practical Research I GRADE 11 Tuesday and Thursday

9:30 – 11:30 (HUMSS)

CREATIVE WRITING (MALIKHAING PAGSULAT)

Content Standards
The learners have an understanding of imagery, diction, figures of speech, and variations on language

Performance Standards
The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences

Learning Competencies
The learners…
1. use imagery, diction, figures of speech, and specific experiences HUMSS_CW/MP11/12-Iab-4
5. read closely as writers with a consciousness of craft HUMSS_CW/MP11/12-Iab-5

Specific Learning Objectives LESSON OUTLINE

At the end of the lesson, the learners are able to:
• create their own stories in an impromptu setting through Motivation Picture Story 30
making sense of pictures
• realizes the importance of using one’s imagination to come up
Introduction Learning Competencies 5
with a good creative plot
• revisit their prior knowledge on the figures of speech
Instruction Figures of Speech 50

Evaluation Pick Me 35
Materials
bond/pad paper, pen, board, computer

Resources:

Google Images

Date of Execution: June 11, 2019

“Dreams won’t work unless you do.”

Practical Research I GRADE 11 Tuesday and Thursday
9:30 – 11:30 (HUMSS)
MOTIVATION (25 MINS) QUESTIONS:
 How do you
Task 1: Picture Story find the
1. The class will be divided in five groups. activity?
2. They will be asked to assign their members who will tell the story for the introduction, the body, and the ending.  Which part of
3. The group will be telling a story to the class out of the pictures shown on the TV. the story do
4. However, this will be done in an impromptu setting wherein the story tellers don’t know as well how the story will you enjoy
go.
best?
5. Their imagination is the limit, as long as the story can have continuity starting from the beginning up to end.
 Which of the
6. The following photos will be assigned for each group:
following
stories do you
like best?
 State your
GROUP 1 reasons.
Please specify.
 If you were
given the
chance to
narrate one
story, which of
GROUP 2 the following
story plot
among the
picture shown
would you like
GROUP 3 to narrate?
Why?

GROUP 4

“Dreams won’t work unless you do.”

Practical Research I GRADE 11 Tuesday and Thursday
9:30 – 11:30 (HUMSS)

GROUP 5

INTRODUCTION

Communicate Learning Objectives (5 mins)

• create their own stories in an impromptu setting through making sense of pictures
• realizes the importance of using one’s imagination to come up with a good creative plot
• revisit their prior knowledge on the figures of speech

INSTRUCTION (40 MINS) QUESTIONS:

 Which of the
Figures of Speech - Authors often use figures of speech in both literature and poetry to enhance their writing. Figures following
of speech present ordinary things in new or unusual ways. They communicate ideas that go beyond the words’ usual, stories do you
literal meanings. like best?
Why?
Figures of Speech Examples  Who among
Simile - Comparing two unlike • She ran like the wind. the following
things using like or as • The snow was as thick as a blanket. writers has a
• She was as light as a feather. style that is
• You are acting like a baby. prominent
• He felt like a bug under a microscope. from the
• His temper was as explosive as a volcano. others?
Metaphor - Comparing two Simile: Fido is like a teddy bear.
unlike things without using like Simile: Fido is as soft as a teddy bear.
or as Metaphor: Fido is a teddy bear.

Simile: That boy is like a pig.

Simile: That boy is as messy as a pig.
Metaphor: That boy is a pig.
Alliteration - Repetition of • Brad wore his blue and brown blazer.
beginning consonant sounds • Hank held his head high.
• Larry loves lemonade and lollipops.
• Six swans went swimming in the sea.
• Sue shook her silky silver hair as the sun was setting.

“Dreams won’t work unless you do.”

Practical Research I
9:30 – 11:30 (HUMSS)
Hyperbole - A major
exaggeration or overstatement
used for emphasis or humor
Onomatopoeia - A word that
sounds like its meaning
GRADE 11 Tuesday and Thursday
• My backpack weighs a ton.
• The wolf was 100 feet high.
• You could have knocked me over with a feather.
• I’ve told you a million times!
• Buzz
• Ring
• Moo
• Boom
• Quack
• Other examples: screech, whirr, sizzle, crunch, bang, pow, zap, roar, growl,
click, snap, crackle, and pop.

Task 2: Pick Me
Individual Work: The class will be asked to go out for 3 mins to look for a thing they want. No other students can have
the same thing.

1. After picking something outside, the teacher will tell the class that it will be the next subject of their writeshop.
2. Since the topic is figures of speech, the students are to come up with a four stanza poem with four lines each
introducing themselves using the object that they had and with the application of figures of speech.

A.
EVALUATION
1. The teacher will review the theme of the writing prompts, while asking the students to read a piece of their work.
2. The prompt will be the basis of assessment wherein the students can assess the writing skills of the students and
at the same time let the class comment on the work of their other classmates.
3. While the question and answer was on-going the teacher will also discuss and explain the principles of creative
writing while making the write ups as an example.

Result of the Evaluation:

Reflection:

“Dreams won’t work unless you do.”

Practical Research I GRADE 11 Tuesday and Thursday
9:30 – 11:30 (HUMSS)

Prepared by: Checked by:

DARLENE BERNADETTE F. FALCESO LORDIEL F. FADERAGAO
T-II/Subject Teacher Officer-in-Charge

CREATIVE WRITING (MALIKHAING PAGSULAT)

Content Standards
The learners have an understanding of imagery, diction, figures of speech, and variations on language

Performance Standards
The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences

Learning Competencies
The learners…
1. cull creative ideas from experiences HUMSS_CW/MP11/12-Iab-2
2. utilize language to evoke emotional and intellectual responses from readers HUMSS_CW/MP11/12-Iab-3
3. use imagery, diction, figures of speech, and specific experiences HUMSS_CW/MP11/12-Iab-4

Specific Learning Objectives LESSON OUTLINE

At the end of the lesson, the learners are able to:
 brainstorm their ideas and write it creatively Motivation Speechless Game 15
 work with peers by sharing their ideas in a written work
 understand the importance of imagery in writing especially in
Introduction Fiction vs. Non-fiction 30
creative writing

Instruction Writing Prompt 40

Materials
bond/pad paper, pen, board, computer Evaluation Writing Session 30

“Dreams won’t work unless you do.”

Practical Research I GRADE 11 Tuesday and Thursday
9:30 – 11:30 (HUMSS)
Resources:

Date of Execution: June 6, 2019

MOTIVATION (15 MINS) QUESTIONS:

 Share your group
Task 1: Speechless Game experience while the
1. The class will be divided into 6 groups (The grouping last meeting). activity was on going.
2. Each of the team will take turns in answering in the following order – 5, 1, 4, 2, 6, 3  Give your insights about
3. Each group must select one representative with the following criteria: a. Can work under pressure b. the activity?
can think fast c. good in non-verbal communication d. know to follow rules  What did you lean on the
4. In a span of a minute, a picture will be flashed on screen and the representative must guess what is
activity? Individual? As a
on it.
group?
5. The groupmates will help their team mate however; no sound must be heard.
6. The group will only use actions.  What did you realize after
7. The following images will be used: experiencing the game?
 How important is your
five senses to you?
 What is the relation of the
activity to the subject,
creative writing?

“Dreams won’t work unless you do.”

Practical Research I GRADE 11 Tuesday and Thursday
9:30 – 11:30 (HUMSS)

INTRODUCTION
Communicate Learning Objectives (5 mins)
 brainstorm their ideas and write it creatively
 work with peers by sharing their ideas in a written work
 understand the importance of imagery in writing especially in creative writing

REVIEW (10 MINS) QUESTIONS:

Show the picture in class about creative writing and let them ponder on the idea.  Who can share a writing
experience?
 How do you feel when
you let others read your
work?
 What do you feel after
hearing their comments
on your work?
 After hearing a good
comment, what did you
do? How about a
negative one? How do
you react on it?

Retrieved from: https://www.google.com/imgres?imgurl=https%3A%2F%2Fbwitzenhausen.files.wordpress.com%2F2013%2F01%2Fdubus-

wallpaper.jpg&imgrefurl=https%3A%2F%2Fbwitzenhausen.wordpress.com%2F2013%2F01%2F23%2Fwednesday-wallpaper-for-writers-www-belindawitzenhausen-
com-january-23rd-2013%2F&docid=F8-RDy5i4FdJ9M&tbnid=0rd8q4CgzwHgvM%3A&vet=10ahUKEwi--

“Dreams won’t work unless you do.”

Practical Research I GRADE 11 Tuesday and Thursday
9:30 – 11:30 (HUMSS)
sanoNTiAhVNCqYKHV8zAFQQMwhPKA0wDQ..i&w=1920&h=1080&bih=608&biw=1366&q=creative%20writing&ved=0ahUKEwi--
sanoNTiAhVNCqYKHV8zAFQQMwhPKA0wDQ&iact=mrc&uact=8

Note:
INSTRUCTION (50 MINS)
 As assessed on the first
lesson, the students are
Task 2: Writeshop
still too self-conscious
1. On 15-minutes, write a 10-sentence (minimum) essay on your experiences by being on the place you
about doing creative
selected, relate it to an experience in your past.
write-ups, the activity will
2. Note: Apply the use of imagery: what you see, what you feel, what it tastes like, what you hear, what
not only let them
you smell.
experience firsthand what
3. Note: Make sure it has a connection with your past experiences. Use similes and metaphors to
sensory images are but
achieve imagery.
also will make them feel
4. The places assigned to the different groups are as follows:
unguarded and less
 Group 1 – Stairs
pressure outside the
 Group 2 – Under the mahogany tree
classroom.
 Group 3 – School Gate
 Group 4 – Stairs
 Group 5 – Under the tree in front of the classroom

EVALUATION
4. The students will share their realizations and learning after the writing activity.
5. Their outputs will be the assessed as to how they work on their writing and as to how they applied
imagery on their write ups.
6. They are to assessed using the rubric attached.

Result of the Evaluation:

Reflection:

“Dreams won’t work unless you do.”