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    Creative Writing Weekly Home Learning Plan

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    Sun Shine Oalnacaras
    This document provides the weekly home learning plan for Fundamentals of ABM 2 (Grade 12, ABM Strand) for the first semester, module 1, weeks 1-4. It outlines the learning competencies and tasks to be completed each week from the self-learning module, including activities on imaginative writing, culling creative ideas, and using language devices. Students are to submit their answers to supplemental activities provided by the teacher on separate paper along with returning the modules. Suggested supplemental activities include writing poems, essays, letters, and paragraphs using imagery, figurative language, emotions, and memory to develop students' creative writing abilities.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Creative Writing Weekly Home Learning Plan

    Uploaded by

    Sun Shine Oalnacaras
    89 views3 pages
    This document provides the weekly home learning plan for Fundamentals of ABM 2 (Grade 12, ABM Strand) for the first semester, module 1, weeks 1-4. It outlines the learning competencies and tasks to be completed each week from the self-learning module, including activities on imaginative writing, culling creative ideas, and using language devices. Students are to submit their answers to supplemental activities provided by the teacher on separate paper along with returning the modules. Suggested supplemental activities include writing poems, essays, letters, and paragraphs using imagery, figurative language, emotions, and memory to develop students' creative writing abilities.

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    CREATIVE-WRITING-WEEKLY-HOME-LEARNING-PLAN

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    This document provides the weekly home learning plan for Fundamentals of ABM 2 (Grade 12, ABM Strand) for the first semester, module 1, weeks 1-4. It outlines the learning competencies and tasks to be completed each week from the self-learning module, including activities on imaginative writing, culling creative ideas, and using language devices. Students are to submit their answers to supplemental activities provided by the teacher on separate paper along with returning the modules. Suggested supplemental activities include writing poems, essays, letters, and paragraphs using imagery, figurative language, emotions, and memory to develop students' creative writing abilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    89 views3 pages

    Creative Writing Weekly Home Learning Plan

    Uploaded by

    Sun Shine Oalnacaras
    This document provides the weekly home learning plan for Fundamentals of ABM 2 (Grade 12, ABM Strand) for the first semester, module 1, weeks 1-4. It outlines the learning competencies and tasks to be completed each week from the self-learning module, including activities on imaginative writing, culling creative ideas, and using language devices. Students are to submit their answers to supplemental activities provided by the teacher on separate paper along with returning the modules. Suggested supplemental activities include writing poems, essays, letters, and paragraphs using imagery, figurative language, emotions, and memory to develop students' creative writing abilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    WEEKLY HOME LEARNING PLAN

    Fundamentals of ABM 2 (Grade 12, ABM Strand)


    First Semester, Module 1, Weeks 1

      Learning Competency Learning Tasks Mode of Delivery


    First Semester, 1. differentiate imaginative writing Do the following tasks that can be found in Personal submission of the self-
    Quarter I, Week 1 from among other forms of writing your module: learning module by the parent to
    2. cull creative ideas from Lesson 1: the teacher in school
    experiences a. Trying the Challenge (see page 1)
    3. utilize language to evoke b. Connecting to the Past (see pages 3-4)
    emotional and intellectual responses c. Gearing up to Start (see page 4)
    from readers
    4. use imagery, diction, figures of Parallel activity:
    speech, and specific experiences Answer supplemental activity provided in
    5. read closely as writers with a the worksheet.
    consciousness of craft *Teacher may design his/her own activity or
    see supplemental activity samples

    Write the answers on a separate piece of


    paper and submit only the outputs. The self-
    learning module is good for three weeks.
    First Semester, 1. differentiate imaginative writing  Do the following tasks that can be found in Personal submission of the self-
    Quarter I, Week 2 from among other forms of writing your module: learning module by the parent to
    2. cull creative ideas from Lesson 1: the teacher in school
    experiences a. Read Hitting the Target (5-9)
    3. utilize language to evoke b. Strengthening the Grasp (see page 10)
    emotional and intellectual responses
    from readers Parallel activity:
    4. use imagery, diction, figures of Answer supplemental activity provided in
    speech, and specific experiences the worksheet.
    5. read closely as writers with a *Teacher may design his/her own activity or
    consciousness of craft see supplemental activity samples

    Write the answers on a separate piece of


    paper and submit only the outputs. The self-
    learning module is good for three weeks.
    First Semester, 1. differentiate imaginative writing  Do the following tasks that can be found in Personal submission of the self-
    Quarter I, Week 3 from among other forms of writing your module: learning module by the parent to
    2. cull creative ideas from Lesson 1: the teacher in school
    experiences a. Wrapping up to Go (see page 10)
    3. utilize language to evoke b. Relating to Real Life (see page 11)
    emotional and intellectual responses
    from readers
    4. use imagery, diction, figures of Parallel activity:
    speech, and specific experiences Answer supplemental activity provided in
    5. read closely as writers with a the worksheet.
    consciousness of craft *Teacher may design his/her own activity or
    see supplemental activity samples

    Write the answers on a separate piece of


    paper and submit the outputs along with the
    modules.
    First Semester, 1. differentiate imaginative writing Do the following tasks that can be found in Personal submission of the self-
    Quarter I, Week 4 from among other forms of writing your module: learning module by the parent to
    2. cull creative ideas from Lesson 1: the teacher in school
    experiences c. Checking the Target (see pages 12-13)
    3. utilize language to evoke d. Enriching the Skill (see page 14)
    emotional and intellectual responses
    from readers
    4. use imagery, diction, figures of Parallel activity:
    speech, and specific experiences Answer supplemental activity provided in
    5. read closely as writers with a the worksheet.
    consciousness of craft *Teacher may design his/her own activity or
    see supplemental activity samples

    Write the answers on a separate piece of


    paper and submit

    Supplemental Activities:

    Activity Remarks
    1. Write a poem or an essay using imagery or figurative language. This will give teachers the idea on the status of the learners’ writing
    Provide necessary rubrics. ability and provide necessary remediation if needed.
    2. No-send letters This will encourage students’ creative imagination as well as provide an
    Ask the learner to write a letter to somebody they really wish to talk to. emotional release as they write something for someone they yearn to
    Assure learners that their privacy will be respected and that the content talk to. This is a good way to assess students’ writing ability.
    shall only be read by the learner and the teacher.
    3. Descriptive Paragraphs This is an exercise to cull specific experiences and transform it into
    Ask learners to write about a specific experience using vivid imagery. text.
    4. Grab Bag 2.0 This will establish the learners’ ability to string ideas together and form
    Provide a set of words (5-10 words) which could be unrelated to each cohesive paragraphs.
    other, and challenge learners to write a descriptive paragraph about it. For intermediate learners, the teacher may ask them to identify the
    Example (pen, road, cow, sky, clouds) figures of speech or visual imagery present.
    5. Color Memory Although color is a visual element, associating memory with color will
    Ask learners to think of one color and write a descriptive paragraph be able to evoke significant experiences of learners.
    about his/her memory about that color.
    6. Writing about emotions This will challenge the learners’ ability to provide descriptions without
    Ask learners to write a descriptive paragraph about a specific emotion, directly revealing what that emotion is all about. They need to weave
    without revealing that emotion. If the learner is sad, he/she must not through examples and other descriptions to be able to get the message
    mention that he/she is sad. The learner must provide situations or other across.
    examples that might lead the reader to a conclusion about the emotion.

    Note: Based on the MELCS provided by SDO Antique, the Creative Writing Module will only be divided into three major parts:
    a. Module 1- Imagery, Diction and Figurative Language
    b. Module 2-Poetry
    c. Module 3-Fiction
    Thus, teachers are encouraged to design activities that will enhance the learners’ creative writing skills. The suggested activities above are only for
    Module 1 and the teachers are free to design activities which they deem are important to facilitate learning.
    Please do not give all supplemental activities all at once. One supplemental activity is enough for the week. Writing could be an exhausting activity,
    especially if our learners find it difficult to do it in the first place. Learning activities may be adjusted to the needs of our learners. More specific
    instructions could be done by the teachers to make it easier for our learners.
    Prepared by
    CHRISTINE JOY B. ESPARES
    Teacher II, Antique Vocational School

    Noted:

    FRANCISCO E. MISAJON JR.


    Education Program Supervisor, English

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