Department of Education

Region VI – Western Visayas

Schools Division of Iloilo City
R.G. HECHANOVA MEMORIAL NATIONAL HIGH SCHOOL

Detaile School R.G Hechanova MNHS Grade Level Gr 11 –HUMMS

Learning
d Teacher CHRISTIAN MHEL DAPAT Area Creative Writing
Lesson Teaching date and February 29,2024
Plan time 9:45 a.m. to 10:45 a.m. Quarter Third Quarter (Second Semester)

I. OBJECTIVES Annotations
The learners have an understanding of using imagery, sensory experiences in writing,
A. Content Standards
and, figures of speech.

The learners shall be able to produce short literary work using imagery, sensory
B. Performance Standards
experiences in writing, and figures of speech.

The learners shall be able to: (a) differentiate imaginative writing from among
other forms of writing (HUMMS_CW/MP11/12-Ia-b-1; and (b) cull creative
C. Learning Competencies/
ideas from experiences (HUMSS_CW/MP11/12-Ia-b-2; (c) use imagery,
Objectives
sensory experiences in writing and figures of speech (HUMSS_CW/MP11/12-
(MELC)
Ia-b-4; (d) writing with the senses, Creative Prompt: A five-minute-jeepney-
ride using imagery, sensory experiences and, figures of speech.

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 Creative Writing
II. CONTENT

1.1. Imaginative writing

vs.
technical / academic /
other
forms of writing
1.2. Sensory experience
1.3. Language
a. Imagery
b. Figures of speech
c. Diction
Address: M.V. Hechanova, Jaro, Iloilo City
Telephone No.: (033) 325-28-91
Email: [email protected]
 1.4. Sample works of
well-
known local and foreign
writer
Creative Writing
1.1. Imaginative writing
vs.
technical / academic /
other
forms of writing
1.2. Sensory experience
Address: M.V. Hechanova, Jaro, Iloilo City
Telephone No.: (033) 325-28-91
Email: [email protected]
 1.3. Language
a. Imagery
b. Figures of speech
c. Diction
1.4. Sample works of
well-
known local and foreign
writer
Creative Writing is imaginative writing using imagery, sensory experiences in
writing, and figures of speech a thorough understanding through sample works of
well-known literary writer/s or even the original work of a language teacher.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages None
2. Learner’s Materials pages None
3. Textbook pages None

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 4. Additional Materials from
Learning Resources (LR) None
Portal
Writing is a discipline that requires, more than anything, technique.
B. Other Learning Resources
(Source:Dragon Images. https://www.shutterstock.com/pic-364952228)

IV. PROCEDURE
A. Reviewing the previous lesson
or presenting the new lesson Note: Creative Writing and other Forms of Writing
 The Merriam-Webster online dictionary defines creative as “marked by the
ability or power to create.” This simply means that anyone who can think also
can create. To put it into the context of writing, this means anyone can create
something original. If a writer wants to be original, he or she needs to exercise
or enhance his or her imagination.
 Academic Writing involves published learning materials intended for use by
learners (textbook, academic journal). The language used in academic writing is
instructional or informational by nature.
 Technical Writing involves technical documents written to explain a process
or to present information, like analysis of findings or results of a study. They are
often written in jargon specific to a particular group. (surveys, memos, emails,
business letters, and documents.)
 Journal Writing involves producing news stories for print or broadcast media.
The 5Ws and 1H rule should also be recognized- journalists should mention THE
Who, What, Where, When, Why, and How of things in a news story.

 The teacher will give an activity entitled “Creative Prompt: Detect the Text.
Students will distinguish creative writing from the other forms of writing.
1. Before writing a news story, begin by asking 5Ws and 1H.
2. Food is everything that we are. It’s an extension of nationalist feeling, ethnic
feeling, your personal history, your province, your region, your tribe, your
grandma. It’s separated from those the get-go. (Anthony Bourdain)
3. According to a published study by Social Engineering Bulletin presented data
of about 75% of an average hacker’s, toolkit, and for the most successful
hackers it reaches 90% or more (John MacAfee)
4. Education is the movement from darkness to light (Allan Bloom).
5. Manufacturing is more than just putting parts together. It’s coming up with
ideas, testing principles and perfecting the engineering, as well as final
assembly (James Dyson).

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 Quick recap:

(A) Your previously learned notions and concepts on the different forms of writing.
The Merriam-Webster online dictionary defines creative as “marked by the
ability or power to create.” This simply means that anyone who can think also
can create. To put it into the context of writing, this means anyone can create
something original. If a writer wants to be original, he or she needs to exercise
or enhance his or her imagination.
(B) Academic Writing involves published learning materials intended for use by
learners (textbooks, academic journals). The language used in academic writing
is instructional or informational by nature.
(C) Technical Writing involves technical documents written to explain a process or
to present information, like analysis of findings or results of a study. They are
often written in jargon specific to a particular group. (surveys, memos, emails,
business letters, and documents.)
(D) Journal Writing involves producing news stories for print or broadcast media.
The 5Ws and 1H rule should also be recognized- journalists should mention THE
Who, What, Where, When, Why, and How of things in a news story.

B. Establishing a purpose for the

lesson Note: The term Creative writing sounds fascinating, it is something easy to execute
since there is no need for complicated equipment, or there are no required thick books
to read.

Activity: Imagine Nation: Just Read with Your Senses

Direction: After reading the poem draw a picture in your mind of what you feel, see,
and hear through the choice of words used by the writer.

TIC TAC TIC TAC

by: CMD

Thinking out loud--TOL

Laugh out loud--LOL
Well I'm getting fool
Study sucks!!! Burning my midnight candle

Whoever knows my struggles

Inside the unending challenge of these four walls
I cannot imagine I am about to end my course

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 Farewell, hoping for a bountiful flying colors

Life here inside is not joking

For it is like playing a chessboard...that you need to capture the king
Be intelligent and wise in moving all your soldiers for a victorious ending
Burning your midnight candle is the true essence of learning

Your face is your profit

But your mind is your great wealth
A kilo of bulging eye bags
And millions of connected dots
Don’t matter, four years is over

Even sometimes we face Professor Hades

And Professor Medusa who made us freeze
Yet we keep moving on in searching for true wisdom
That within us...the spark of knowledge will run
Making this poem is not easy
It made my mind a little bit dizzy...

Learning here inside the portals brings a lot of fails

'coz it's like playing DEAL or NO DEAL
You cannot beg a banker to give a big offer
Rather, burn your midnight candle for you to have something to spell.....and not suffer

Tic...tac....tic...tac
The time is running too fast
Play your cards well and keep your "ALAS"
And if success is in your hands may shout "TODAS"!!!

Questions:
1. What are the mental images you perceived upon reading the poem?
2. What is/are the figurative language used in the poem?

Students’ responses may vary:

1. The mental images that present in the poem are the struggling students
dealing with their school works, managing their time and their terror/strict
teachers.
2. The figurative language used in the poem are:
Onomatopoeia-tick -tock-tick -tock
Simile- Life here inside is not joking
For it is like playing a chessboard

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 Metaphor- “your mind is your great wealth”
Hyperbole- A kilo of bulging eye bags
And millions of connected dots
Etc.

C. Presenting
examples/instances of the  The teacher will present an overview of the lesson.
new lesson
(E) This lesson will further discuss the scope of creative writing such as
imagery, sensory experience in writing, and figures of speech.

Imagery is defined as “the descriptive detail or elements in a written work that

appeal to or are
perceivable by the five senses, namely sight, hearing, smell, touch, and taste.

Types of Imagery
a. Visual Imagery
Visual imagery describes what we see: comic book images, paintings, or images
directly experienced through the narrator’s eyes. Visual imagery may include:
Colors, such as burnt red, bright orange, dull yellow, verdant green, and Robin’s
egg blue.
Shapes, such as: square, circular, tubular, rectangular, and conical.
Size, such as: minuscule, tiny, small, medium-sized, large, and gigantic.
Pattern, such as: polka-dotted, striped, zig-zagged, jagged, and straight.

b. Auditory Imagery
Auditory imagery describes what we hear, from music to noise to pure silence.
Auditory imagery may include:
Enjoyable sounds, such as beautiful music, birdsong, and the voices of a chorus.
Noises, such as the bang of a gun, the sound of a broom moving across the
floor, and the sound of broken glass shattering on the hard floor.
The lack of noise, describes a peaceful calm or eerie silence.

c. Olfactory Imagery
Olfactory imagery describes what we smell. Olfactory imagery may include:
Fragrances, such as perfumes, enticing food and drink, and blooming flowers.
Odors, such as rotting trash, body odors, or a stinky wet dog.

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 d. Gustatory Imagery
Gustatory imagery describes what we taste. Gustatory imagery can include:
Sweetness, such as candies, cookies, and desserts.
Sourness, bitterness, and tartness, such as lemons and limes.
Saltiness, such as pretzels, French fries, and pepperonis.
Spiciness, such as salsas and curries.
Savoriness, such as a steak dinner or thick soup.

e. Tactile Imagery
Lastly, tactile imagery describes what we feel or touch. Tactile imagery
includes:
Temperatures, such as bitter cold, humidity, mildness, and stifling heat.
Texture, such as rough, ragged, seamless, and smooth.
Touch, such as hand-holding, one’s in the grass, or the feeling of starched fabric
on one’s skin.
Movement, such as burning muscles from exertion, swimming in cold water, or
kicking a soccer ball.

D. Discussing new concepts and

practicing new skills #1  The teacher will direct students to work on Performance Task No. 1.

Performance Task No. 1 (Formative Assessment):” Imagery in Poetry”

Direction: Figure out the image/s depicted on the poems below.

“I Wandered Lonely as a Cloud”

William Wordsworth

I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Questions:
1. How does the poet compare his lonely wandering?
2. How does he personify the daffodils?

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 Students’ responses may vary:
1. He compares his lonely wandering to the aimless flight of a cloud.
2. He personifies the daffodils, which dance as if a group of revelrous humans.

 The teacher will present an overview of the lesson.

Imagery is a literary device used in poetry, novels, and other writing that uses vivid
descriptions that appeals to a reader’s senses to create an image or idea in their head.
Through language, the imagery does not only paint a picture but aims to portray the
sensational and emotional experience within the text.
Imagery can improve a reader’s experience of the text by immersing them more
deeply by appealing to their senses. Imagery in writing can aim at a reader’s sense of
taste, smell, touch, hearing, or sight through vivid descriptions. Imagery can be
created using other literary devices like similes, metaphors, or onomatopoeia.

E. Discussing new concepts and

practicing new skills #2  The teacher will direct students to work on Performance Task No. 2.

Performance Task No. 2 (Formative Assessment): “Reading with Senses”

The Raven
BY EDGAR ALLAN POE

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore—
While I nodded, nearly napping, suddenly there came a tapping,
As of someone gently rapping, rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping at my chamber door—
Only this and nothing more.”

Ah, distinctly I remember it was in the bleak December;

And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;—vainly I had sought to borrow
From my books surcease of sorrow—sorrow for the lost Lenore—
For the rare and radiant maiden whom the angels name Lenore—
Nameless here for evermore.

And the silken, sad, uncertain rustling of each purple curtain

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 Thrilled me—filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
“’Tis some visitor entreating entrance at my chamber door—
Some late visitor entreating entrance at my chamber door;—
This it is and nothing more.”

Questions:
1. How does the author describe what kind of night it was in his poem “The
Raven?
2. What was the current mood of the persona in the first line of the first
paragraph?
3. What did the author mean when he describes the persona as “nearly napping?
4. In the second line of the first paragraph Volume of forgotten lore means?
5. What image can we create when the persona hears something somewhere
(“there a came a tapping/rapping at my chamber door”)?
Students’ responses may vary:
1. The author describes the night as a “dreary one”.
2. The current mood of the persona in the first line of the first paragraph is weak
and weary.
3. The author describes the persona as a sleepy one through the words “nearly
napping.
4. The second line of the first paragraph Volume of forgotten lore means the
persona is reading an old book.
5. The image that we can create when the persona hears something somewhere
(“there a came a tapping/rapping at my chamber door” is he wonders who might
visit him at this time of night.

Through this activity, Grade 11 HUMMS will understand the concepts of:
Sensory Experience in Writing
Writing with senses is an important part of creative writing. Writers employ the five
senses to engage a reader’s interest. Sensory details include sight, sound, touch,
smell, and taste. Sensory details help the reader feel like he or she is there and create
a more intimate connection to the narrator or writer and a greater understanding of
the text.
Sensory Experience in writing is used to make the readers see, feel, and
hear the creative work as vividly as possible.
Figures of Speech is a form of expression in which words are used out of their
literal meaning or out of their ordinary use. This is where imagination embraces

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 creation once again. The writer’s imagination is used to enhance his or her
creation. A figure of speech helps in doing that task “to add beauty or
emotional intensity or to transfer the author’s sense impressions by comparing
or identifying one thing with another that has a meaning familiar to the reader.”
Commonly Used Figures of Speech
Simile-this is when the concept is compared or linked with another by using “as” or
“like” (e.g., I wandered lonely as a cloud.)
Metaphor- Similar to a simile, a metaphor compares two concepts but without using
“as” or “like” in the literary text. (e.g., The world is a stage.) This is where words go
beyond the literal meaning of the compared concepts to decipher possible similarities
between the two.
Personification refers to assigning human characteristics to an otherwise inanimate
object or non-human being such as animals or flowers. (e.g., The shadow of the moon
dances on the lake.)
Repetition is a figure of speech where a word or phrase is repeated more than one
time to put emphasis. It attracts the attention of the readers to the specific phrase,
e.g., Time after time;
Heart-to-heart;
Hand in hand;
Get ready, get set, go;
Home sweet home;
It is what it is.
Imagery- is a literary device used in poetry, novels, and other writing that uses vivid
description that appeals to a reader’s senses to create an image or idea in their head.
Through language, imagery does not only paint a picture but aims to portray the
sensational and emotional experience within text.
(e.g., the sky was as blue as the ocean and the clouds sailed across it like white
boats.” “Her perfume smelled like a garden of fresh roses in bloom.” “The blanket
was as soft as cat's fur.”)

F. Developing mastery (leads to  The teacher will direct students to work on Performance Task No. 3
formative assessment #3)
Performance Task No. 3 (Formative Assessment): “TREEasure in Poetry”

“Trees”
By: Joyce Kilmer
I think that I shall never see

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 A poem as lovely as a tree.
A tree whose hungry mouth is prest
Against the sweet earth's flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

Questions:
1. One of the most prominent poetic devices used in the poem is repetition. The repetition of the word
“tree”, what does the poem want to emphasize?
2. How does the author personifies the trees?
3. How does the author create vivid pictures in the reader's mind?
4. The author also uses metaphor to compare the trees to different things. Provide an example from the
poem.
5. From the line “A poem lovely as a tree”, what figure of speech is being used?

Students’ responses may vary:

1. The poem emphasizes the importance of trees and the impact they have on our lives. The repetition
of the line "Poems are made by fools like me, but only God can make a tree" at the end of each stanza
also highlights the author's awe and admiration for trees as a creation of God.
2. The author personifies the trees by giving them human qualities such as "lovely, straight and tall"
and "lifting leafy arms to pray". This adds a sense of life and personality to the trees, making them
more relatable and appealing to the reader.
3. The author creates vivid pictures in the reader's mind by using descriptive phrases such as "purple
head", "green for a queen", "a nest of robins", and "sun and sky". These images help the reader to
connect with nature and appreciate the beauty of trees.
4. The lines "A tree whose hungry mouth is prest against the earth's sweet flowing breast" compare the
tree's roots to a mouth, suggesting that the tree is consuming the nutrients from the earth. This metaphor
helps the reader to understand the importance of roots for the survival of trees.
5. The line “A poem lovely as a tree” is an example of a simile.

G. Finding practical applications of Note: The concepts and skills learned from this lesson are APPLICABLE ONLY TO

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 SPECIFIC AND SPECIAL PURPOSES such as in any of the following situational needs:

A. Personal
1. For Leisure and Entertainment
(To better appreciate the beauty and role of Creative writing among Grade
11 HUMMS discussion and topics like Imagery, Sensory Experience, and
Figures of Speech gave them so much fascination and admiration for some
literary works that enable them to navigate and journey the world beyond.

2. Self-Expression
(When moviegoers watch their favorite movie, sometimes they picture
themselves starring in it. And so, Grade 11 HUMMS have this opportunity to
experience one of these superheroes through their power of Imagination
and creativity.

concepts and skills in daily living

B. Academic
1. Subject Requirement
(Grade 11 HUMMS students may apply these concepts and skills to their
English subjects, especially in Creative Writing Class.)

 The teacher will ask:

1. Why is it important to know the scope of creative writing?
2. What do you think re the reasons why creative writers employed imagery,
sensory experience, and figures of speech?
3. If you were to make your poem or any form of creative writing, what would
be your focus subject or title? Why?

 The teacher will process learners’ varied responses and highlight the relevance of
the lesson to practical life situations.

H. Making generalizations and

abstractions about the lesson  The teacher will ask the following questions?
1. It is defined as “the descriptive detail or elements in a written work that
appeal to or are
perceivable by the five senses, namely sight, hearing, smell, touch, and taste.
2. Gustatory imagery is one of the types of imagery that describes what we

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 taste. Give 5 examples of gustatory imagery.
3. Why is it important to employ sensory experience in writing?

 The teacher will direct students to work on Performance Task No.4.

Performance Task No.4 (Summative Assessment): Creative Prompt: A

five-minute-jeepney-ride (50 pts)
There are 60 seconds in one minute and 60 minutes in one hour. A lot can
happen in just a few minutes, more so in an hour. It is impossible not to see
I. Evaluating learning
anything unique, intriguing, curious, or even appalling. In your five-minute jeepney
ride compose a poem, be creative with your theme or your title. Focus on the
images, sensory details, and figures of speech and extract them into your work.
Note: Once done with the task, post it to your timeline and tag me using my
Facebook account @Christian Mhel Dapat. The most number of hearts (emoji) will
receive a prize. As to your points for your poem composition scoring rubric is
provided for your reference.

J. Additional activities for application  The teacher will instruct the class to look for an example of poetry specifically a
or remediation nursery rhyme. List down 5 examples.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material did I use/discover
which I wish to share with
other teachers?

ANEX A: SCORING RUBRIC FOR SUMMATIVE ASSESSMENT (PERFORMANCE TASK NO. 4)

Excellent Average Poor

(10 points) (5 points) (3 pointS)
Creativity The poem uses 20 or more
unique figures of speech
The poem uses 10 or more
unique figures of speech
The poem uses 5 or more
unique figures of speech
(simile,metaphor) to describe (simile,metaphor) to describe (simile,metaphor) to describe
situations, objects and situations, objects and situations, objects and
people. people people
Relevance to the The poem is related to The poem is somehow The poem is not related
the theme or Situation related to the theme or to the theme or Situation
Situation given given (your five-minute Situation given (your five- given (your five-minute
(your five-minute jeepney ride) minute jeepney ride) jeepney ride)at all.
jeepney ride)
Use of Poetic The poem uses 20 or more
poetic elements to enhance
The poem uses 10 or more
poetic elements to enhance
The poem uses 5 or more
poetic elements to enhance
elements the poem and the reader’s the poem and the reader’s the poem and the reader’s
emotions. emotions. emotions.
Rhythm The poem uses rhythm
throughout, which benefits
The poem sometimes uses
rhythm throughout, which
The poem does not have any
noticeable rhythm.

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]
 the poetic tone benefits the poetic tone
The poem goes perfectly The poem somewhat goes The poem does not go
Cohessiveness together. There is unity together. There is unity together. There is unity
between lines and stanza with between lines and stanza with between lines and stanza with
the topic. the topic. the topic.

ANEX B: REFERENCES

Source:Dragon Images. https://www.shutterstock.com/pic-364952228

Source: Sergey Nivens.. https://www.shutterstock.com/pic-208664305
Source: lassedesignen. https://www.shutterstock.com/pic-717134713
Source: LiliGraphie. . https://www.shutterstock.com/pic-1001195497

Address: M.V. Hechanova, Jaro, Iloilo City

Telephone No.: (033) 325-28-91
Email: [email protected]