Archdiocesan Notre Dame Schools of Cotabato (ANDSC)
NOTRE DAME OF PARANG, INC.
Parang, Maguindanao del Norte
A.Y. 2024 -2025
ADAPTIVE TEACHING GUIDE
Subject: Creative Writing
Quarter: 2
Grade: 11
Date: October 14 – December 13, 2024
Designer: Ms. Almirah Esmael
Most Essential Topic No.5 Lesson No.1 - DIFFERENT ORIENTATIONS OF CREATIVE WRITING
Prerequisite Content-knowledge:
As a prerequisite of this lesson, the learners should have a foundation knowledge in fiction, which
includes…
Elements and techniques of a drama.
Prerequisite Skill:
As a prerequisite skill of this lesson, the learners should have acquired skills in their previous lesson of
the first quarter, specifically in creative fiction for them to be able to easily cope with this topic. The
learners should have the skills in…
identifying the various elements, techniques, and literary devices in various modes of drama.
writing journal entries and other short compositions exploring key elements of drama.
Prerequisites Assessment:
1. Which of the following elements is considered a central element of fiction that involves the
sequence of events in a story?
A. Setting
B. Plot
C. Theme
D. Conflict
Key: b. Plot
2. What term is used to describe the time and place in which the events of a story occur?
A. Theme
B. Character
C. Setting
D. Dialogue
Key: c. Setting
3. Which element refers to the underlying message or main idea of a work of fiction?
A. Character
B. Plot
C. Theme
D. Conflict
Key: c. Theme
4. What is the term for the struggle between opposing forces in a story, which can be internal or
external?
A. Setting
B. Conflict
C. Irony
D. Foreshadowing
Key: b. Conflict
5. Which literary device gives hints or clues about what is to come later in the story?
A. Symbolism
B. Foreshadowing
C. Irony
D. Flashback
Key: b. Foreshadowing
6. When a character speaks their thoughts aloud while alone on stage or screen, what is this
dramatic technique called?
A. Monologue
B. Dialogue
C. Soliloquy
D. Flashback
Key: c. Soliloquy
7. What technique is used when an author includes a reference to another work of literature,
event, or person?
A. Allusion
B. Symbolism
C. Metaphor
D. Allegory
Key: a. Allusion
8. Which of the following refers to a character who opposes the protagonist in a story?
A. Narrator
B. Antagonist
C. Foil
D. Hero
Key: b. Antagonist
9. In fiction, what literary device involves using an object, person, or situation to represent
something beyond its literal meaning?
A. Foreshadowing
B. Symbolism
C. Metaphor
D. Irony
Key: b. Symbolism
10. What type of irony occurs when the audience knows something that the characters do not?
A. Verbal irony
B. Situational irony
C. Dramatic irony
D. Cosmic irony
The student will take an assessment as a prerequisite for this lesson to see how much they already
know about the lesson on element of fiction. There will be ten multiple-choice questions throughout
the assessment.
Pre-lesson Remediation Activity:
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
The learners will form a group to identify the elements of drama in a movie clip. They will be
discussing it as a group. (with figure).
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
The learners will identify the statement that describes a specific element in drama. There will
be 6 statements to identify.
Introduction:
In this lesson, we explore "The Different Orientations of Creative Writing," a key topic aimed at
developing a nuanced understanding of how creative writing intersects with diverse literary and socio-
political contexts. This course, designed to be completed within the first two academic weeks,
encourages active engagement through discussions and opportunities to seek guidance from the
instructor, Almirah Esmael, during office hours or via email (almirahesmael@[Link]).
Students will examine creative writing through various orientations, including its literary, cultural,
historical, and socio-political dimensions. They will investigate how creative writing can reflect and
challenge societal norms, critique political systems, and give voice to underrepresented perspectives.
This includes analyzing how context influences the themes, forms, and stylistic choices of writers, and
crafting essays that thoughtfully demonstrate these insights.
By the end of this lesson, learners are expected to write a craft essay that shows a deep awareness of
the role of context in creative writing. They will critically engage with different orientations, articulate
their influence on creative processes, and apply this understanding in their own work.
This exploration not only enriches students’ understanding of creative writing as an art form but also
highlights its potential as a tool for advocacy and societal change. Whether in literature, journalism, or
community work, the knowledge gained will empower learners to create works that resonate with
authenticity and cultural relevance, fostering a deeper appreciation for the transformative power of
creative expression.
Overview of the Lesson:
In this lesson on "The Different Orientations of Creative Writing," students will explore how cultural,
historical, and socio-political contexts shape the creation and interpretation of literary works,
particularly in drama. They will examine key elements such as character, plot, setting, theme,
dialogue, and conflict, as well as techniques like intertextuality, monologue, soliloquy, staging, and
improvisation, to understand their role in crafting dynamic and meaningful narratives. Literary devices
such as foreshadowing, irony, and symbolism will be analyzed to enhance narrative complexity and
depth. By conceptualizing characters, settings, and plots for a one-act play, students will apply these
concepts to write scenes that reflect a thoughtful awareness of broader societal themes. This lesson
equips learners with the skills to create, analyze, and appreciate creative works as both forms of
artistic expression and tools for cultural and social commentary.
Student’s Experiential Learning:
Chunk 1: The Story Behind the Scenes
Formative question: How does understanding the context of a writer or event enhance your
interpretation of a scene or story?
Watch the clip shown on the screen carefully. Analyze the scene by identifying possible influences
from the historical, cultural, or personal context of the writer. Share your insights during the
discussion.
1. What do you notice about the setting, characters, and dialogue in the scene?
2. What historical or cultural elements do you think inspired this scene?
3. How might the writer's personal or socio-political background have influenced the story?
4. Why is it important to understand the context behind creative works?
Chunk 2: Context in Action
Formative Questions: How do cultural, historical, and socio-political contexts shape the elements of a
dramatic work?
Form groups and read the assigned dramatic piece. Identify the key elements such as character, setting,
and theme. Discuss as a group how the cultural, historical, or socio-political context shaped these
elements. Present your findings to the class.
1. What are the main elements (character, setting, theme) in the dramatic piece?
2. What specific cultural, historical, or political events or ideas might have influenced these
elements?
3. How do the elements reflect the writer’s perspective or context?
4. How does understanding the context change the way you interpret the drama?
Chunk 3: Write Through the Lens
Formative Questions: How can creative writing be used to reflect and critique socio-political or
cultural contexts effectively?
Choose a socio-political or cultural event that resonates with you. Brainstorm characters, settings, and
a plot influenced by this event. Write a short scene for a one-act play, integrating dialogue, conflict,
and intertextuality while reflecting the chosen context. Share your work with the class if time permits.
1. What socio-political or cultural event did you choose, and why?
2. How did you incorporate the context into your characters, setting, and plot?
3. What elements or techniques (e.g., dialogue, conflict) did you use to make the scene dynamic
and meaningful?
4. How does your scene reflect the broader societal themes or issues you chose?
SYNTHESIS
Read each question carefully and provide a concise response. Limit your answers to 2-3 sentences per
question. Ensure that your responses reflect your understanding of the concepts discussed in class
activities:
1. How does context shape the way a writer creates characters, settings, and plots?
2. Why is it important to analyze the cultural, historical, or socio-political background of a work?
3. How did your personal understanding of context evolve throughout these activities?
4. In what ways can creative writing serve as a reflection or critique of society?
RUA of a Student’s Learning:
Write a scene for a one-act play that showcases your understanding of character development and
effective dialogue. Your scene should include at least two characters interacting in a specific setting,
advancing a plot through meaningful dialogue and action. The scene must illustrate the characters’
motivations, conflicts, and relationships while engaging the audience through well-crafted dialogue.
Guidelines:
1. Create at least two distinct characters. Provide a brief character description that includes their
background, personality traits, and motivations.
2. Show how these characters interact with each other in your scene. Their dialogue and actions
should reflect their personalities and drive the conflict.
3. Write a scene that is 3-5 minutes long when performed, which typically equates to about 2-3
pages of script.
4. Ensure that the dialogue is natural and engaging. Use subtext, humor, or tension to convey the
emotions and relationships between the characters.
5. Make sure the dialogue contributes to the development of the plot and the characters’
conflicts.
6. Format your scene according to standard playwriting conventions, including character names,
dialogue, and stage directions where necessary.
7. Submit a typed copy of your scene along with a brief reflection (about one paragraph)
explaining how you applied character development and dialogue techniques in your writing.
3 2 1 0
The scene The scene shows good The scene meets basic The scene does not
demonstrates character development requirements but lacks meet expectations for
exceptional character and dialogue writing, depth in character character development
development and with minor areas for development and or dialogue writing
dialogue writing, improvement. dialogue; significant and requires
showcasing a strong improvement is substantial revision.
grasp of dramatic needed.
techniques.
Post-lesson Remediation Activity:
The student’s work will be assessed. If the students don’t meet the required level, the teacher will
allow the students to redo some of their work under the teacher’s supervision. A new activity will be
given again to be submitted after two days. The students can only move forward to the next lesson
if all the requirements are fulfilled.
