12

School Feliciano S. Samonte MHS Grade Level

Teacher Peter V. Yurag Learning Area Creative Writing

Time & Date Quarter

I. OBJECTIVE
At the end of the lesson, the students will be able to:
● Identify the various elements of fiction;

● Enumerate and provide a definition of the elements of fiction;

● Explain the features and characteristics of each element; and

● Exhibit a better understanding of different elements

II. CONTENT
Topic: Essential Elements of Fiction
Reference: Creative Writing Handbook (K-12 Compliant Worktext for the
Senior High School)
Materials: Handbook, Laptop, Chalkboard, Chalk, Visual Aids, Paper and Pen
and Worksheets

III. PROCEDURE

A. Preliminaries
1. Prayer
2. Greetings
3. Checking of Attendance

B. Review
Reviewing the past lesson.
What are the different forms of poetry?

C. Lesson Proper
Pre - Activity
Boost Yourself
Let the students answer the questions posted on the board by the teacher.

A fictional work is composed of general elements. Below are the jumbled letters.
Rearrange the letters to form the element of fiction. Then, Let the students re-write
the words on the board.

1. ASCATRHCER
2. TSIEGTN
3. NPITO FO WIVE
4. OPTL
5. EMHTE
6. LSSMBYO
7. TCFLNICO
 Warm Up
Picture Analysis
From the picture posted on the board by the teacher. Let the students answer the
following questions.
1. In what place does the scene take place?
2. Who are the people present in the scene?
3. What situation does the picture depict?

D. Abstraction
House cannot be built and completed without its essential parts, so as a story. A
fictional work is not mainly a product of the writer’s imagination, but it is ultimately
produced by the harmony and collaboration as well as the effective utilization of
various elements or composites that give life to any creative form of writing like
short stories, novels, and drama.

A fictional work is composed of general elements and these are as follow:

CHARACTERS give life to a story for they are the ones who engage in various
actions, situations and circumstances. Their behavior and actions add flavor and
excitement to the story.

SETTING plays a vital role in establishing the time and place where the story is
happening. The setting provides a perspective to the reader of the environment,
milieu and conditions that the writer depicts through the use of vivid words or other
techniques to reveal it, With the setting, readers can visualize in their minds to
totality of the story.

POINT OF VIEW is the lens that the author provides its readers so that they will
see the story in a particular view or angle. It can be presented in different ways, and
each way has its problems, responsibilities and effects. One should always think of
the intention in telling the story before identifying the type of point of view to use.

PLOT is the foundation of your story. It is where the characters move and where the
story is developed. How the plot is established and arranged will greatly affect the
overall impact of the story. It should keep the reader’s attention, heighten emotions
and provide a lasting impression.

THEME is a statement, or series of related observations about some aspect of the

human condition, interpreted from the unique viewpoint of the author (Dean
Koontz). It usually depicts and unifies the central topic of the story. Themes can be
summed-up in a single word (e.g. love, death, hope) or a statement (e.g. unrequited
love, blind faith, honor in the battlefield). The theme gives the reader a deeper
significance of the novel to people’s day to day lives. It influences the reader’s
behavior more than the entertainment it brings.

SYMBOL is a person, place or thing that represents an abstract idea or concept that
stands for something beyond itself.

CONFLICT is the wrestle of the character with another character, against nature,
forces, society or oneself.

Post - Activity
Collaborative Activity
 This exercise can be done without using a pen and paper. It is a storytelling that will
be done by all of the students. The teacher will start the story with the phrase, “Once
upon a time…” The students will now then pick-up where the story ended and
continued telling the story based on his/her imagination. The story will end after the
last student is done telling his/her story.

After the activity, the students will have to answer the following questions:

1. How do you feel about the exercise?

2. Did you like how the story progress based on your individual contributions?
3. What do you think were the essential elements that made the story
interesting/confusing?
4. If you were given the chance to tell the story again, how would you want it to be
told?

IV. ASSESSMENT

Identify what essentials elements of fiction are given examples below.

1. Renaissance, WWII, Mt. Olympus

2. Exposition, Climax, Denouement
3. Man Vs. Man, Man Vs. Himself, Man Vs. Society
4. Snake for betrayal, Apple for sin, Dove for peace
5. Iliad, Harry Potter, Crisostomo Ibarra
6. Narrator, Story Teller
7. “True love never wanes even in old age”
8. First person, Second person, Third person
9. “Love will conquer all”
10. Romeo and Juliet

V. ASSIGNMENT
Read Edgar Allan Poe’s The Fall of the House of Usher and examine how the writer
established the setting used in the story. Write your observations and analysis on a whole of paper.
In making your analysis, consider the following questions:
1. Is the setting explicitly or implicitly revealed?
2. What helped you determine the setting of the story?
3. How do you feel about the setting?
4. What type of setting was presented in the story? Provide justifications.
5. What is your general impression as to the technique used by Poe in developing the setting?

The setting of Edgar Allan Poe’s The fall of the House of Usher
VI. REMARKS

VII. REFLECTION

VIII. OTHERS

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who who

scored below 80%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 the teaching

strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

Peter V. Yurag
Demo Teacher-FS

Corroborated by:

Mary Grace L. Rodrigo, T-III Jaime R. Bersales Jr., T-III

Nimrod Booc, T-III Christopher A. Anunuevo, Principal-I

Approved by:

Galie J. Cababan
 12
School Feliciano S. Samonte MHS Grade Level

Teacher Peter V. Yurag Learning Area Creative Writing

Time & Date Quarter 1st

I. Objectives

At the end of the lesson, learners should be able to:

 A. determine the reliability of information/ evidence from the material presented by knowing its
relevance and truthfulness;
B. judge the relevance and truthfulness of the ideas viewed and;
C. value the importance of relevance and truthfulness of the information and make decisions based
on the text read.

Learning competency Code:

EN9LC-IVg-13.4: Judge the relevance and truthfulness of the ideas

II. Subject Matter:

Topic: Relevance and Truthfulness of the ideas

Materials: laptop, PowerPoint,

Method: Inductive (Content-based)

Subject Integration: Science, Mathematics

Learning References:

a. Gonzales, C. (2021, May 4). “Featured: The rise of Community Pantries embodies the Filipinos’
‘Bayanihan’ Spirit”. https://www.adobomagazine.com/featured/featured-the-rise-of-community-
pantries-embodies-the-filipinos-bayanihan-spirit/

b. Overview: Weather, Global Warming, and Climate Change. Global Climate Change. Retrieved from:

https://climate .nasa.gov/resources/global-warming-vs-climate-change/

III. Procedures:

Teacher’s Activities

Students’ Activities