Lesson Plan for Imaginative writing vs. technical / academic / other forms of writing.

TANAGAN NATIONAL HIGH

SCHOOL GRADE LEVEL 11
SCHOOL
CREATIVE
TEACHER Kreza Mae G. Fernandez LEARNING AREA
WRITING
NO. OF
1 hour QUARTER 1st
HOURS
I. OBJECTIVES
A. Content Standards The learners have an understanding of imagery, diction, figures of
speech, and variations on language.
B. Performance The learners shall be able to produce short paragraphs or vignettes
Standards using imagery, diction, figures of speech, and specific experiences.
C. MELC with Code HUMSS_CW/MP11/12-Iab-1
D. Objectives 1. differentiate imaginative writing from among other forms of
writing.
2. Differentiate the features of imaginative writing from technical,
academic, and other forms of writing in terms of purpose, language,
and structure.
3. Create a short-written piece demonstrating imaginative writing and
another showing technical or academic writing, highlighting the
differences in tone, style, and intent.

II. CONTENT Imaginative writing vs. technical / academic / other forms of writing
III. LEARNING Self- Learning Modules
RESOURCES Learning Activity Sheets
Internet
A. References
IV. PROCEDURES Prayer
Checking of Attendance
Checking of Assignment

A. Reviewing previous Activity 1: Expected answers.

lesson or presenting the “Writing Sort & Match: Imaginative vs.
new lesson Informative”
DIRECTION: Students will read each
excerpt carefully and decide whether Students answers may
it belongs to imaginative writing or vary.
technical/academic/other writing. For
each decision, they will briefly write one
sentence explaining their choice,
focusing on purpose, tone, language,
or structure. Groups present one or
two examples and explain their
reasoning. The teacher facilitates by
clarifying differences between forms of
writing.

A good job clap for everyone. And now Yes, Ma’am!

let’s have another activity.
Are you ready class?

B. Establishing a Activity 2: “Mystery Paragraphs” Expected answers.

purpose for the lesson
DIRECTION: The teacher will distribute
the "Mystery Paragraphs" and the
worksheet. Individually or in pairs,
students analyze each paragraph like
detectives and identify the type of
writing. Students must highlight clues
(e.g., “This uses dialogue and metaphor,
so it’s imaginative” or “This uses formal
tone and statistics, so it’s academic”). 1. Hint: Look for figurative
 1. The crimson sky bled into the horizon language, imaginative
as the dragon soared over the silent setting, emotional tone.
valley, its wings casting shadows like
sails over the dying light. Mira clutched
her blade tighter, heart pounding with
both fear and wonder. Tonight, destiny
would awaken.
2. Hint: Look for formal
2. This study examines the effects of tone, structured format,
social media usage on the attention objective reporting.
span of high school students. Results
indicate that prolonged exposure to
short-form content correlates with
reduced sustained focus during
academic tasks. Data were collected
over a 6-month period using a mixed- 3. Hint: Direct,
method approach. instructional, factual
content.
3. Turn the machine off before
performing any maintenance. Ensure the
power source is disconnected, and use
protective gloves at all times. Failure to
follow these instructions may result in
serious injury.

A good job clap to everyone for your

participation with our activity.

C. Presenting examples/ The teacher will present the learning The students will read the
instances of the new objectives for the day. target objectives.
lesson
1. Differentiate imaginative writing from 1. Write a sentence outline
among other forms of writing. and use different sources
2. Differentiate the features of of information
imaginative writing from technical, 2. Expand the sentence
academic, and other forms of writing in outline into a paragraph
terms of purpose, language, and 3. Express learning gained
structure. from the lesson.
3. Create a short-written piece
demonstrating imaginative writing and
another showing technical or academic
writing, highlighting the differences in
tone, style, and intent.

Now that we are clear with the learning

objectives to be met today, may I
remind you also of the different
classroom rules to be observe all
throughout the session.

D. Discussing new Before we proceed, do you know that we Expected Answer

concepts and practicing have three (3) forms of writing?
new skills #1 These are: imaginative or creative
writing, technical writing, and
academic writing. Imaginative or
Creative Writing expresses ideas and
thoughts in an imaginative way. It is also
the art of making things to be able to
express feelings and emotions. Some of
the by- products of Imaginative Writing
are novels, poems, epics, short stories,
screen plays, songs and television
scripts. Technical Writing, on the other
 hand, is a type of writing where the
author is writing about a particular
subject that requires direction,
instruction, and explanation. This form
of writing is very apparent in the
following documents; user manuals,
software installation guide, service level
agreement, request for proposal, and
some company documents. However, in
Academic Writing, it is done to fulfill a
requirement of a college or university.
And the most common example is a
Research Paper.
E. Discussing new Expected answers.
concepts and practicing Activity 3: “Writing Features Scavenger
new skills #2 Hunt”
Direction: Provide students with a
"Feature Hunt Table" where they
must identify the following for each text.
In groups, students read each text
shares their analysis for one text,
followed by class discussion. 1. To entertain
(Imaginative Writing)
1. "As the clock struck midnight, the
enchanted forest came alive with
whispers and glowing eyes." [Link] inform (Informative
Writing)
2. "The Amazon River is the second
longest river in the world, spanning over
6,400 kilometers." [Link] and
emotional (Imaginative
3. "Her laughter was a melody that Writing)
danced through the spring air like petals
in the wind." 4. Introduction–Body–
Conclusion (Academic
4. Intro: "This paper examines climate Writing)
change impacts..."
Body: "Research shows rising sea levels 5. Formal and evidence-
affect coastal cities..." based (Academic Writing)
Conclusion: "In summary, immediate
policy changes are needed."

5."According to Smith (2022), early

intervention significantly reduces the
risk of language delays."

A good clap for everyone for a good job.

F. Developing Mastery Expected Answer

(leads to formative Activity 4: “Double Draft: Creative vs.
Assessment 3) Formal”

Direction: Students will write two

versions of a short paragraph or
passage (5–7 sentences each). One
using imaginative writing (descriptive,
emotional, possibly fictional) one using
academic or technical writing (clear,
factual, structured).

Student’s answers may

Prompt: The Life of a Butterfly vary.

The little caterpillar dreamed of flying,

 even before she understood what wings
were. She munched on green leaves
beneath the golden sun, unaware that
change stirred within her. One morning,
wrapped tightly in her silky cocoon, she
slept for what felt like forever. Then, as
the first breeze of spring whispered
through the garden, she emerged—
delicate, radiant, and new. With wings
painted in colors the sky had never
seen, she finally danced on the wind,
just as she had always imagined.
G. Finding practical Activity 5: “Flip the Genre” – Creative to Expected Answer
applications of concepts Academic and Vice Versa
and skills in daily living Directions: Rewrite an imaginative Student’s answers may
paragraph as an academic/technical. vary.

Imaginative Passage (Narrative

Style)

The mountain groaned in its sleep,

rumbling deep beneath the earth like a
beast ready to wake. Villagers stood
frozen as smoke curled from its peak,
painting the sky in dark strokes. Birds
vanished into the distance, sensing what
was coming. Then, with a thunderous
roar, fire and ash erupted into the
heavens, lighting up the night like a
thousand torches. Lava flowed like rivers
of anger, consuming everything in its
path. Nature had spoken — wild,
untamed, and unstoppable.
H. Making Activity 6: “Think–Pair–Write–Share” Expected Answer
generalizations and
abstractions about the Directions: The students will answer a Student’s answers may
lesson certain question about the given topic. vary.

“In your own words, how is imaginative

writing different from technical or
academic writing? Give one example of
each.

I. Evaluating learning Evaluation Expected Answers

Direction: Read each item carefully and 1. C
write only the letter of your answer. 2. B
3. C
1. What is the main purpose of 4. B
imaginative writing? 5. A
A. To inform the reader using facts and
data
B. To persuade the reader to accept a
certain viewpoint
C. To entertain or engage the reader
through creativity and storytelling
D. To explain a research method clearly
and accurately.

2. Which of the following best

describes the language used in
technical writing?
A. Figurative, emotional, and poetic
B. Clear, concise, and factual
C. Symbolic, metaphoric, and dream-like
 D. Persuasive and emotional.

3. How does the structure of

academic writing differ from
imaginative writing?
A. Academic writing follows a loose, free-
form structure
B. Imaginative writing always includes a
hypothesis
C. Academic writing uses a logical
structure with introduction, body, and
conclusion
D. Imaginative writing always ends with
a bibliography.

4. Which example represents

imaginative writing?
A. “The mitochondria is the powerhouse
of the cell.”
B. “Once upon a time, in a forest lit by
moonlight, a fox searched for the truth
hidden in shadows.”
C. “The statistical data reveals a
consistent 12% increase annually.”
D. “Based on the evidence, it can be
concluded that water boils at 100°C at
sea level.”

[Link] is a common feature of

imaginative writing that
distinguishes it from technical and
academic writing?
A. Use of first-person narration, rhyme,
and dialogue
B. Strict citation of sources and use of
formal tone
C. Emphasis on logic, data, and
structured argument
D. Presentation of findings based on
experimentation.
J. Additional activities Activity 7: What I Have Learned Expected Answer
for application or Directions: Write your learning about
remediation the lesson by completing the statement
below. Student’s answers may
vary

_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
V. REMARKS
VI. REFLECTION
K. No. of learners who
earned 80% in the
evaluation
L. No. of Learners who
require additional
activities for
remediation
M. Did the remedial
lessons work? No. of
learners who caught up
with the lesson
N. No. of learners who
 continue to require
remediation
O. Which of my
teaching strategies
worked well? Why did
these work?
P. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
Q. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by:

KREZA MAE G. FERNANDEZ

Teacher I

Checked by:

CEZAR G. ATUN
Head Teacher III