SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER 1 – CREATIVE WRITING
CONTENT Sample works of well-known local and foreign writers
CONTENT STANDARDS The learners have an understanding of imagery, diction, figures of speech, and variations on language
PERFORMANCE STANDARDS The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences
The learners:
1. Differentiate imaginative writing from among other forms of writing
2. Cull creative ideas from experiences
LEARNING COMPETENCIES
3. Utilize language to evoke emotional and intellectual responses from readers
4. Use imagery, diction, figures of speech, and specific experiences
5. Read closely as writers with a consciousness of craft
At the end of the lesson, the learner will be able to:
1. Read the given literary selection while completing an advance organizer
SPECIFIC LEARNING
2. interpret a literary piece using figures of speech, elements of poetry and imagery
OUTCOMES
3. identify passages that evoke emotional and intellectual responses
4. write a response to the given literary piece
TIME ALLOTMENT 1 hour
MATERIALS copies of the poem, ball, cartolina, colored papers
RESOURCES Web resources, books
Flow Task/s No. of minutes
I. Activity Group the class into five. 10 minutes
Let the students think of the current problems that women face in the society.
After five minutes, ask a representative from the groups to present their answers.
II. Analysis The teacher will present the title of the selection: Phenomenal Woman 5 minutes
Anticipated Reading
a. What could the word phenomenal mean?
b. What do you think is a phenomenal woman?
The teacher will present a short bio of the author.
III. Abstraction Students will read the selection and answer the following questions: 10 minutes
1. How are women Phenomenal in today’s society?
2. What makes her this way?
3. Are women being taken advantage more sexually than men?
4. What is your interpretation of the poem?
5. What issues does Maya Angelou address in line1-4 of the poem?
6. Is jealousy very controversial among all women?
7. In line 30-31, Maya Angelou states, “men themselves have wondered what they see in
me.” explain the content of these lines?
Flow Task/s No. of minutes
8. What is the inner mystery in line 34?
9. What is pride?
10. Does bodily gestures define the identity of the woman?
11. Does physique define your personality?
12. How does the clothing women wear lead false judgment to men?
IV. Application Activity A: Snowballing 20 minutes
The teacher will ask the students to present their answers.
Activity B:
Using the same grouping, ask the students to accomplish the following table.
Instruction: Quote the line(s) of the poem that show(s) the
woman…
Corresponding lines
… is modest:
… is proud:
… doesn’t consider herself
pretty:
Flow Task/s No. of minutes
… loves dancing:
… is popular with men:
Activity C:
Imagine you are friends with the narrator of the poem (Maya Angelou). You would like to
set her up with a male friend of yours who is single. The two friends do not know each other.
Write to the second friend explaining who Maya is and why he would like
her. Your message should be a mixture of words and lines from the poem and your
own ideas.
Example opening:
Hey _______________ (name of male friend)
Are you still looking for a girlfriend? I’ve got a friend
who I’m sure you will really like. Her name’s Maya.
All the men love her, but she’s very picky about
choosing a boyfriend. If I had to use one word
to describe her it would be… phenomenal.
V. Synthesis The teacher will ask the students to make an acrostic poem using the phrase PHENOMENAL 5 minutes
WOMAN.
VI. Closing Write a male version of the poem. The title should be “Phenomenal Man.” 10 minutes
Prepared by: FAUSLYN GAY U. AMONGAN AND JESUS RAFAEL B. JARATA
